CLASSROOM DISCOURSE STRUCTURE IN MTS NEGERI RANTAUPRAPAT

Jupriaman, (2016) CLASSROOM DISCOURSE STRUCTURE IN MTS NEGERI RANTAUPRAPAT. Masters thesis, UNIMED.

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2. NIM. 8136112034_APPROVAL SHEET.pdf - Published Version

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3. NIM. 8136112034_ABSTRACT.pdf - Published Version

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Abstract

This study is concerned with the classroom discourse structure in English lesson in MTS Negeri Rantauprapat. The objectives of this study were to describe the classroom discourse structure, to describe how the classroom discourse are realized by teacher and students and the reasons for the realizations of the way they are. The source of the data in this study were English teacher and also the students while the data of the study are the utterances from the teacher and the students and non verbal as marked in the text. The instruments used for collecting data were video tape recorder and researcher’s field note. The data were collected by observing and recording the utterances uttered by the teacher and students and writing all non verbal linguistic that teacher and students did in the classroom while teaching learning process and classified them into types of exchanges as Sinclair and Coulthard theory. The findings of this study showed that the classroom discourse structures were dominantly realized by Initiation and Response (IR) structure. It was reflected in Teacher direct, Teacher elicit and teacher information exchanges. was found that the classroom discourse structures were only three exchanges as most dominantly occurred are teacher direct, teacher elicit and teacher inform. The other exchanges occur are boundary (framing and focusing move), directive, informing, check, accept, react, reply, nomination, marker, bid and conclusion acts. There were some reasons why the realization as the ways they are. (1) The teacher as a centre of interaction in the learning teaching process which is dominantly than the students. (2) The teacher gives some question without any caring to the evaluation, appreciation and feedback that makes the students only answer the teacher’s question without any feedback to make dialogue not suitable with IRF structure. (3) Students have been disciplined not to speak in classes without a teacher’s direction, and most of them are unwilling to speak English.

Item Type: Thesis (Masters)
Contributors:
ContributionNameNIP
Thesis advisorSinar, T. Silvana195409161980032003
Thesis advisorMurni, Sri Minda196305251988032016
Call Number: 401.410 71 Jup c
Keywords: Classroom doscourse; CLass of exchange; Sinclair and coulthard theory
Subjects: L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
P Language and Literature > P Philology. Linguistics > P101 Language. Linguistic theory. Comparative grammar
P Language and Literature > P Philology. Linguistics > P302 Discourse analysis
Divisions: Program Pasca Sarjana > Linguistik Terapan Bahasa Inggris
Depositing User: Mrs Siti Nurbaidah
Date Deposited: 24 Aug 2016 03:33
URI: http://digilib.unimed.ac.id/id/eprint/14780

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