FEATURES OF TEACHER TALK TO LEAD STUDENT INVOLVEMENT IN CLASSROOM DISCUSSION IN AN EFL CLASS AT SMA NEGRI 1 GRESIK

SEPTEMDIRA INTAN SARI SUPROBOW

Abstract


Abstrak
Diskusi kelas menuntut siswa untuk terlibat aktif sehingga diskusi kelas tersebut dapat berjalan baik. Permasalahan yang sering dihadapi oleh para guru dalam melaksanakan diskusi kelas adalah bahwa siswa sering merasa enggan dan malu untuk memberikan kontribusi mereka selama diskusi kelas berlangsung. Penelitian ini bertujuan untuk menggambarkan (1) fitur penuturan guru apa sajakah yang dapat memicu keterlibatan siswa dan (2) keterlibatan apasajakah yang dilakukan siswa selama diskusi kelas sebagai respon terhadap penuturan guru yang digunakan. Penlitian ini adalah penelitian deskriptif kualitatif. Peneliti menganalisis data secara kualitatif. Subjek dari penelitian ini adalah seorang guru bahasa Inggris dengan pengalaman mengajar selama lebih dari 7 (tujuh) tahun dan para siswa kelas XI MIA 8 di SMA Negeri 1 Gresik. Data penelitian diperoleh melalui kegiatan pengamatan dan wawancara. Peneliti menggunakan field note, rekaman video, dan panduan wawancara untuk membantu peneliti dalam memperoleh data. Berdasarkan hasil yang diperoleh, dapat disimpulkan bahwa guru menggunakan 9 (sembilan) fitur penuturan guru untuk memicu keterlibatan siswa. Fitur-fitur tersebut adalah direct repair, display question, referential question, extended teacher turn, extended student turn, seeking clarification, confirmation check, teacher echo, and teacher interruption. Fitur-fitur tersebut dapat memberi kesempatan bagi siswa untuk terlibat langsung dalam diskusi kelas. Penelitian ini juga menemukan bahwa siswa melakukan beberapa keterlibatan selama diskusi kelas sebagai respon terhadap usaha guru dalam memicu keterlibatan siswa. Keterlibatan-keterlibatan tersebut adalah menanyakan pertanyaan, menjawab pertanyaan, serta mengutarakan pendapat.

Kata Kunci:Interaksi kelas, penuturan guru, SETT, keterlibatan siswa, diskusi

Abstract
Classroom discussion requires students to get involved actively so that the classroom discussion can go well. The problem that is often faced by the teacher in conducting classroom discussion is the fact that students are often reluctant and shy to give their contributions during the classroom discussion. This study is aimed to (1) describe the features of teacher talk the teacher used to lead student involvement and (2) what involvement students did during the classroom discussion as the response toward the teacher talk. This study is a descriptive qualitative study. The researcher analyzed the data qualitatively. The subjects of the study are an English teacher with more-than-7-year-teaching-experience and eleventh graders at SMA Negeri 1 Gresik. The data were obtained through observation. The researcher used field note, video recording, and interview guide to help her obtain the data. Based on the result, it can be concluded that the teacher used 9 (nine) features of teacher talk to lead student involvement while conducting classroom discussions. Those features were direct repair, display question, referential question, extended teacher turn, extended student turn, seeking clarification, confirmation check, teacher echo, and teacher interruption. Those features were able to give chance to students to give their contributions in classroom discussion. This study also found that students did some contributions to respond the teacher’s attempt to lead their involvement. Those contributions were asking questions, answering questions, and sharing ideas.

Keywords: Classroom interaction, teacher talk, SETT, student involvement, discussion

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