TEACHER-STUDENTS DISCOURSE ANALYSIS IN THE CONTEXT OF ENGLISH TEACHING CLASSES

 TEACHER-STUDENTS DISCOURSE ANALYSIS IN THE CONTEXT OF ENGLISH TEACHING CLASSES

Laura Fernanda Guerrero Castillo 

In the context of Indonesia was carried out a particular research to study teacher and student discourse based on the necessity of really understanding that interaction in order to improve the English teaching-learning process. Initially, they mention that there was 'malpractice’ of English language learning in the classroom in Indonesia. This kind of activity is suspected to be the cause of English teaching becoming less successful.

And the main reason to analyze this teacher-student interaction during English class is that Research on classroom discourse is important since it is a mediator between social practice and actual practice in the classroom. Through the use of critical theory to describe, interpret, and explain the classroom interaction. It seems more appropriate to examine the class discourse to discover the nature of the discourse practices used by teachers and students. But of course, this is not enough to reveal the secret of what actually happens in classroom practice.

Interest in the class discourse has emerged since the 1940s. But in 1975 Sinclair and Coulthard started reviewing the discourse by making the learning process as an object and focusing on the typical structure of classroom discourse. Sinclair and Coulthard have developed a model of the discourse of class known as the Birmingham models-which examine the rate of exchange (exchange) patterned-Initiation-Response Follow-up or Feedback (IRF), Mehman (1979) using the Initiation, Response, Evaluation (IRE) as a description of the structure of discourse that occurs in the classroom.

To gain a better understanding of the complexity of the discourse of class L2 (L2CD), the researcher has used the analytical framework, including the analysis of interactions, discourse analysis, and conversation analysis. It has provided valuable insight into L2CD of the complexity of its nature, in particular concerning teacher-student interaction, because the interaction is an important element in the learning process L2.

According to Walsh, interaction in the second language acquisition (L2) is essential for learning events, and learning to perform in different situations that involve the use of that foreign language, as many interactions that occur during the learning process. Van Lier (1996: 5) adds that interaction is the most important element in the curriculum. The most comprehensive discussion about communication L2 class is inferred from Chaudron (1988) which states that the teacher´s speech (teacher talk)is accounting for approximately 2/3 L2 classroom interaction while greeting the students about 1/3 of the time.

 

Based on the research results, it was found that the language in which the structure order was rigid and the pattern of the teacher's speech was very structured. Thus, in determining the structural description of class discourse, the language found in the class can be determined according to function and categorization (Willis, 1992: 111-122). There are two types of exchanges, Boundary, and Teaching. Boundary exchanges mark the beginning stages of a lesson and are arranged in the form of a framing move or focusing move. Typical framing and focusing moves are demonstrated by acts (acts) as 'well', 'good', and 'okay'. Teaching exchanges focused on the actual progress of the lesson, and depending on the purpose of the teacher, can be realized through acts of informing, directing, eliciting, or checking.

About limitations of this study, with regard to data collection and sampling. The research sample should be at least two schools that were sufficiently qualified, but permit installation of equipment CCTV not easily obtained. This limitation is mitigated by making a long recording.

Based on the findings of research and discussion, it could be concluded that teacher-student act in classroom discourse of teaching English in high school was dominated by teacher’s act and speech that reached 94% out of the total acts of English classroom discourse and the available time as well as used time. Furthermore, the structure of classroom discourse of teaching English in high school was in an asymmetric form which was not in accordance with the learning concept based on the recent English teaching and learning approach. Instead of the IRF (Initiation-Response-Follow up) model, the result shows that the structure of teacher-student discourse found in English classrooms tended to be mostly IF (Initiation-Follow-up by teacher).

Now contrasting the reality exposed by the researcher in Indonesia to our reality as Colombian English teachers we are going to be able to find probably in our own experience as students some malpractices that could be also in here the reason, why English teaching is not as successful as it is mean to be for example in the bilingualism plan that mentions that our students graduated from eleven years (graduated from high school), are supposed to have a level B1 in the standard of the CEFR. 

But in fact, as mentioned before, I agree with the complexity of the analysis that must be done to understand in depth the interaction that is taking place between teachers and students in the language teaching-learning process developed in  Colombian classrooms as a reflection of our society. That's why we should use critical theory to describe, interpret, and explain classroom interaction.

From my personal point of view, in the context of a foreign language class, the teacher-student interaction plays a crucial role in helping students to learn the language more effectively, depending pon the teacher uses this powerful tool for example by encouraging open communication between themselves, and their students, providing regular feedback on student progress, creating a positive and supportive learning environment that motivates students to participate more on the activities As you can see that interaction involves so many aspects in reaction not just to the teacher but also to the students and their backgrounds, previous experiences and social context in which they are growing up. and from that complexity came the importance of doing critical classroom discourse analysis since our role as teachers/ researchers/ linguists.

In Indonesia, it was found that the teacher's speech takes 94% of the interaction during the class while all the students' interactions together just arrived at 6% of participation in the development of the class. Probably those numbers can make us reflect on how much our students are interacting in our classes? Or maybe how many times,  we as teachers instead of being facilitators, were inhibitors or obstacles to our students' improvement? Each one knows and responds to her/himself.

Finally, the researcher linked those results to the asymmetric structure of the classroom that was not in accordance with the learning concept based on the recent English teaching and learning approach. Instead of IRF (Initiation-Response-Follow-up) English classrooms tended to be mostly IF (Initiation-Follow-up by teacher). So as the last question to us, what kind of structure are you using in your classes?  Is there something missing in your structure? As it was missing the response segment in Indonesia's classes.