Teacher’s Domination in Classroom Interactions: A Critical Analysis for Developing a Qualified Teacher-Students Relationship

SULTAN, SULTAN (2016) Teacher’s Domination in Classroom Interactions: A Critical Analysis for Developing a Qualified Teacher-Students Relationship. PROSIDING ICTTE FKIP UNS 2015, 1 (1). pp. 987-998. ISSN 2502-4124

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Abstract

This study was designed to describe the form of teacher’s domination in classroom interactions and explain language features which represent it. This qualitative study employed the critical discourse analysis model by Fairclough. Data was obtained from the speech produced by six secondary school teachers in Luwu Timur Regency, South Sulawesi. The data was collected through recording, field-notes, and interviews. The data was analyzed using Miles and Huberman flow model which covers: (1) condensation, (2) data presentation, (3) temporary data deduction and verification, and (4) final conclusion making. The results of the study revealed that; (1) teachers controlled the classroom interactions by labelling students, threatening, making fun of students, underestimating, getting angry with them, giving punishment, expressing dissatisfaction/ disappointment, and emphasizing their authority; (2) language features which reflect teachers’ domination in the teacher-students communication include: (a) the use of vocabulary, namely marginal vocabulary, metaphors, personal pronouns, and evaluative vocabulary; and (b) the use of grammars, of which are declarative sentences, imperative sentences, interrogative sentences, negative sentences, and modality. The research findings suggest teachers to develop qualified teacher-students interactions by avoiding the use of language features which imply teacher’s domination.

Item Type: Article
Subjects: FAKULTAS BAHASA DAN SASTRA > Pendidikan Bahasa dan sastra Bahasa Indonesia
Divisions: KOLEKSI KARYA ILMIAH UPT PERPUSTAKAAN UNM MENURUT FAKULTAS > KARYA ILMIAH DOSEN
KARYA ILMIAH DOSEN
Depositing User: UPT PERPUSTAKAAN UNM
Date Deposited: 12 Apr 2019 04:01
Last Modified: 12 Apr 2019 04:01
URI: http://eprints.unm.ac.id/id/eprint/13026

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