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Handayani, E. A. (2018). Critical Discourse Analysis of Teachers’ Language in Learning Interaction. KnE Social Sciences, 3(9), 613–618. https://doi.org/10.18502/kss.v3i9.2725

https://doi.org/10.18502/kss.v3i9.2725

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  • E A Handayani
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Published Date

  • Jul 26, 2018

Critical Discourse Analysis of Teachers’ Language in Learning Interaction

KnE Social Sciences / The 1st International Seminar on Language, Literature and Education (ISLLE 2017) / Pages 613–618

Abstract

This study aims to describe the experiential, relational, and expressive value seen from the selection of the text structure, grammar, and vocabulary of the teachers’ language in the learning interaction in class. It employs a qualitative approach through critical discourse analysis using the Fairclough model. The data were collected through observations of learning at SMK Muhammadiyah Bulukumba, and analyzed through the flow model of Miles and Huberman. This research founded that (1) the text structure is dominated by teachers with control participants, (2) the experiential value is founded in the selection of expressive grammar, (3) and experiential value is founded to include words, adjective, verbs, and informal vocabulary.


 


 


Keywords: critical discourse analysis, learning interaction, teachers’ language

References
[1] Norman F: Analysing Discourse: Textual Analysis for Social Research. London: Routledge. 2003.


[2] Fairclough N: Language and Power. London: Longman. 1989.


[3] Sinclair J, Coultard M: Towards and Analysis Discourse: The English Used by Teachers and Pupils. Oxford: Oxford University Press. 1975.


[4] Hardjono S: Prinsip-Prinsip Pengajaran Bahasa dan Sastra. Jakarta: Departemen Pendidikan dan Kebudayaan. 1998.


[5] Fairclough N: Critical Discourse Analysis: The Critical Study of Language. London: Longman. 1995.


[6] Miles MB, Huberman AM: Qualitative Data Analysis: A Sourcebook of New Methods. California: SAGE Publication Inc. 1984.