Dynamic Moves: A Case Study of Eleventh Graders in One Senior High School in Bandung.
Dynamic Moves
(A Case Study of Eleventh Graders in One Senior High School in Bandung)
A PAPER
Submitted to the English Education Department of
Indonesia University of Education as a Partial Fulfillment of
The Requirements for Sarjana Pendidikan Degree
By:
Dini Sri Wahyuni
0806451
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF LANGUAGES AND ARTS EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
2013
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Dynamic Moves
Oleh
Dini Sri Wahyuni
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada
Fakultas Pendidikan Bahasa dan Seni
© Dini Sri Wahyuni 2013
Universitas Pendidikan Indonesia
Oktober 2013
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,
dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
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Dini Sri Wahyuni, 2013
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ABSTRACT
Dynamic Moves
(A Case Study of Eleventh Graders in One Senior High School in Bandung)
Main Supervisor
: Prof. Dr. Didi Suherdi, M.Ed.
Co-Supervisor
: Fazri Nur Yusuf, S. Pd., M.Pd.
Interaction is an important word for language teacher. The interaction between
teacher and students can determine the quality of teaching learning. In some instances
of classroom interaction, the occurrence of dynamic moves cannot be avoided. The
dynamic elements may always be found in the interaction between teacher and
students. Moreover, teacher plays many roles in the interaction; one of them is the
initiator of interaction. Interaction can be initiated by asking question or giving
instruction to the students. The research was aimed to find out types of dynamic
moves in the classroom interaction and to reveal how teacher’s questions and
instructions affect the occurrence of dynamic moves.
An English teacher and 38 eleventh graders of a public senior high school in
Bandung served as respondents. The data derived from video recording and
interviews were analyzed using dynamic moves theory developed by Martin (1985),
Ventola (1987) and Suherdi and Love (1996 cited in Suherdi, 2009). Besides that,
questions and instructions used by the teacher are categorized. The instruction are
categorized based on FLINT theory proposed by Moskowitz (1971 cited in Brown,
2001), while the question are categorized into some category proposed by Kinsella
(1991) and Bloom (1956 cited in Brown, 2001).
The findings revealed that almost all types of dynamic moves were found in
the interaction, except backchanneling. The phenomena of dynamic moves frequently
occurred in knowledge questions and it increased when the teacher applied another
questions, namely comprehension question and analysis question. However, the
teacher’s instruction such as giving information, giving direction and criticizing
students’ behavior gave low contribution to the variation of dynamic moves in the
classroom interaction.
It is recommended that further research involves several teachers to give rich
information especially for the teachers in improving their performing in creating
communicative interaction or further research can be also conducted n different
lesson that is not the same with this research.
Keywords: Classroom interaction, Dynamic moves, Teacher’s questions, Teacher’s
instructions.
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TABLE OF CONTENTS
STATEMENT OF AUTHORIZATION .....................................Error! Bookmark not defined.
PREFACE ...................................................................................Error! Bookmark not defined.
AKNOWLEDGEMENTS...........................................................Error! Bookmark not defined.
ABSTRACT................................................................................Error! Bookmark not defined.
TABLE OF CONTENTS ..........................................................................................................vi
LIST OF TABLES ......................................................................Error! Bookmark not defined.
LIST OF FIGURES ....................................................................Error! Bookmark not defined.
CHAPTER 1 INTRODUCTION ............................................................................ 1
1.1 Background of the Research ................................................................................ 1
1.2 Research Question ................................................................................................ 3
1.3 Purpose of the Research ....................................................................................... 4
1.4 Significance of the Research ................................................................................ 4
1.5 Research Methodology......................................................................................... 5
1.5.1 Research Design .................................................................................... 5
1.5.2 Data Collection...................................................................................... 5
1.5.3 Data Analysis ........................................................................................ 5
1.6 Clarification of Terms .......................................................................................... 6
1.7 Organization of the Paper..................................................................................... 7
CHAPTER II LITERATURE REVIEW ............................................................ 8
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2.1 Classroom Discourse Analysis .......................................................................... 8
2.2 Structure of Classroom Discourse................................................................... 10
2.3 Types of Moves ............................................................................................... 12
2.3.1 The Synoptic Moves ....................................................................... 12
2.3.2 The Dynamic Moves ...................................................................... 14
2.4 Types of Teacher’s Question .......................................................................... 20
2.5 Types of Teacher’s Instruction........................................................................ 23
2.6 Concluding Remark ........................................................................................ 26
CHAPTER III RESEARCH METHODOLOGY ............................................ 27
3.1 Research Design .............................................................................................. 27
3.2 Site and Respondents ...................................................................................... 27
3.3 Data Collection................................................................................................ 28
3.3.1 Classroom Observation................................................................... 28
3.3.2 Interview ......................................................................................... 28
3.4 Data Analysis .................................................................................................. 30
3.5 Concluding Remark ........................................................................................ 30
CHAPTER IV FINDINGS AND DISCUSSION .............................................. 31
4.1 Findings ........................................................................................................... 31
4.1.1 Dynamic Moves .............................................................................. 32
4.1.2 Types of Teacher’s Question .......................................................... 47
4.1.3 Types of Teacher’s Instruction ....................................................... 54
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4.2 Discussion. ...................................................................................................... 58
CHAPTER V CONCLUSIONS AND SUGGESTIONS ................................. 65
5.1 Conclusions ..................................................................................................... 65
5.2 Suggestions ..................................................................................................... 66
BIBLIOGRAPHY ............................................................................................... 68
APPENDECIES .................................................................................................. 71
APPENDIX 1: Analysis of Dynamic Moves
APPENDIX 2: Analysis of Teacher’s Questions and Instructions
APPENDIX 3: Interview
APPENDIX 4: Official Letters
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CHAPTER I
INTRODUCTION
This chapter discusses the background of the research, statement of problem,
purpose of the research, significance of the research, research methodology,
clarification of terms and organization of paper.
1.1. Background of the Research
Interaction is an important word for language teacher. In the era of
communicative language teaching, interaction is, in fact, the heart of
communication (Brown, 2001). Based on Richard and Lockhart (1994), language
learning is a highly interactive process. Beside that, the quality of an interaction is
thought to have a considerable influence on the learning process (Ellis, 1985 cited
in Richard and Lockhart, 1994). Successful teaching stems from successful
management of interaction (Allwright, 1984). It means that the quality of teaching
learning is largely determined by teachers in their face-to-face communication
with learners.
In some instances of classroom interaction, the occurrence of the dynamic
element is undeniable (Suherdi, 2009). The dynamic elements may always be
found in the interaction between teacher and students. Hence, recognizing these
kinds of move is important in the analysis of data with these characteristic.
Teacher is the initiator of interaction. In starting the interaction, the teachers
can use a question or an instruction. Teacher’s choice of the language affects the
complexity of learners’ language (Suherdi, 2009). Beside that, the teacher’s
question or instruction has attracted attention because of its potential effect on
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learners’ comprehension, which has been hypothesized to be important for L2
acquisition (Ellis, 1994).
As stated by Kinsella and Bloom, there are seven types of questions that can
be used by the teachers. Those are knowledge, comprehension, application,
inference, analysis, synthesis, and evaluation question (see Brown, 2001: 172).
Beside question, instruction is an important thing that will be included in the
classroom interaction. In this research, the researcher provides three types of
instruction proposed by Moskowitz (1971 cited in Brown, 2001). Those are to give
information, to give direction, and to criticize student behavior.
As stated by Sinclair and Coulthard (1975 cited in Brown, 2001) in the
research of classroom discourse analysis, there are five ranks of analysis ranging
from the largest to the smallest. Those are lesson, transaction, exchange, move and
act. However, this research will focus on the exchange and move.
Before further discusson, it is necessary to discuss about move proposed by
Martin and Ventola. Based on Martin (1985) and Ventola (1987 cited in Suherdi,
2009), there are two kinds of moves. Those are synoptic move and dynamic move.
The occurrence of the synoptic moves can be predicted by the system of
conversational structure of discourse, while the occurrence of the dynamic moves
cannot be predicted by this system. In fact, the dynamic moves can only occur
whenever ‘troubles’ occur in the synoptic sequence of exchange.
Three dynamic systems have been identified by Martin (1985) and Ventola
(1987 cited in Suherdi, 2009): suspending, aborting (Martin, 1985), and
elucidating (Ventola, 1987). Four types of suspending phenomena are giving
confirmation, backchannelling, requesting confirmation, and checking. Two types
of each of aborting and elucidating phenomena are challenge and clarification. In
this research, it uses a new category of dynamic system by Suherdi and Love
(1996 cited in Suherdi, 2009). It is labeled as sustaining. These four sustaining
moves are repetition, rephrasing, clues, and correction.
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In years some studies have been conducted to analyze a classroom interaction
using discourse analysis. Suherdi (1994 cited in Suherdi, 2009) conducted an
investigation about an analysis of dynamic moves in classroom discourse. He
figured out kinds and intensity of dynamic moves in the two sub cycles of GBA
teaching-learning process. The finding shows that the less specific and less
assisted the language use, the more frequent the occurrence of the dynamic moves.
In relation to teacher’s question, David (2007) found that teachers used more
display question than referential question. The research further revealed that
referential question created less classroom interaction than display question.
In a teaching learning process, teacher-student interaction will not always go
smoothly. Sometimes, a teacher’s questions and instructions are not responded
directly and correctly by the students. Thus, there is a need for a research dealing
with the analysis of dynamic move in a classroom discourse.
In this research, the observation data were taken from the eleventh grade
students of one senior high school in Bandung. The interactions between teacher
and students in the teaching learning process were recorded, transcribed, and
analyzed. The recording process was conducted four times in the same class and
with the same teacher. Thus, the classroom interaction was recorded, transcribed
and analyzed through a case study.
This research aims to find out the types of dynamic move in a classroom
discourse, especially in an English subject and to reveal how teacher’s question
and instruction affect the variation of the dynamic move.
1.2. Research Questions
This research is designed to answer the following questions:
1. What types of dynamic moves that occur in the classroom discourse of
English subject?
2. How do teacher’s questions and instructions affect the variation of dynamic
moves in the classroom discourse of English subject?
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1.3. Purposes of the Research
Based on the description in the background, the research aims to:
1. Find out the types of dynamic moves in the classroom discourse of English
subject.
2. Reveal how teacher’s questions and instructions affect the variation of
dynamic moves in the classroom discourse of English subject.
1.4. Significance of the Research
On basis of the objective above, the significance of the research can be stated as
follows:
1.
Theoretical benefit
The findings of the research can enrich the literature on classroom discourse
especially dynamic moves.
2.
Practical benefits
The findings of the research will be beneficially useful for students and
teachers. For the students, this research is expected to create more interactive
teaching learning, so that the students can participate more in the classroom
interaction. For the teacher, the results of this research can be used to improve their
performance in creating a communicative interaction during teaching learning
process.
3.
Professional benefits
The findings of the research can help teachers improve the quality of teacher-
students interaction, to create a more communicative classroom environment, and to
develop new ideas to improve learning process.
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1.5. Research Methodology
Methodology includes research design, data collection, and data analysis.
1.5.1. Research Design
The main purpose of this research is to present in-depth description of
dynamic moves in a classroom discourse. In addition, another purpose of this
research was to describe how the teacher’s question and instruction affect the
variation of the dynamic moves. By considering the two purposes, a case study
research was conducted.
1.5.2. Data Collection
This research involves an experienced teacher and 38 students of eleventh
grade as respondent. The data in this research were gained through classroom
observations and an interview. Classroom observations were conducted to get the
natural interaction between students and teacher in the classroom. Meanwhile, the
interviews were conducted in order to get in depth information from the
respondent.
First, the data were collected through observations in which the interactions
between the teacher and the students were video-taped. And then, to support the
data, the interview was conducted in order to gain a more detail of the issue that
occur during observations.
1.5.3. Data Analysis
Data analysis is basically about the process of data reduction, selection, and
simplification (Creswell, 2005). The data analysis and interpretation are based on
the transcription of the video-tapes. In this analysis, the utterances are segmenting
into exchanges. After that, each move is labeled and categorized based on the
dynamic move theory developed by Martin (1985), Ventola (1987) and Suherdi
and Love (1996 cited in Suherdi, 2009). Based on this framework of analysis, the
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dynamic moves that occur in the classroom can be seen from the interaction
between teacher and students. Besides that, questions and instructions used by
the teacher are categorized. The instruction are categorized based on FLINT
theory proposed by Moskowitz (1971 cited in Brown, 2001), while the question
are categorized into some category proposed by Kinsella and Bloom as cited in
Brown (2001). After that, the categorization of question and instruction are
connected to dynamic moves occurred in the interaction; in the end, drawing
conclusion and suggestions to further research will be conducted.
1.6. Clarification of terms
In order to avoid misunderstanding, some terms are clarified such as follows:
1) Interaction is mutual exchange of opinion, feelings, or ideas between two or
more people which make an agreement on each other (Brown, 2001).
2) Exchange is the unit concerned with negotiating the transmission of
information and that will contain an informing move at I or R, and that the
exchange only carries on (potentially complex) piece of informational and its
polarity, and that the information and the polarity can only be asserted once
(Suherdi, 2009).
3) Move is a unit smaller than utterance (Coulthard, 1977 cited in Suherdi,
2009).
4) Synoptic moves are moves in an exchange which can be predicted by the
system of conversational structure of discourse (Suherdi, 2009).
5) Dynamic moves are moves in an exchange which cannot be predicted. The
dynamic moves serve to function as repairs for the completion of exchange
(Ventola, 1987 cited in Suherdi, 2009).
6) Teacher’s question is teacher’s basic device for instructional goals so as to
focus on learners’ attention, boost learner language production, and assess
learner’s mastery upon the lesson (Chaudron, 1988: 126).
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7) Teacher’s instruction refers to direction that are given to introduce a learning
task which entails some measure of independent student activity which would
be in the shape of interrogative, imperative and declaratives sentences (Ur,
1991)
1.7. Organization of the Paper
The paper of the research is organized as follows:
CHAPTER I Introduction consists of background of the research, research
question, aims of the research, significance of the research, methodology,
clarification of terms, and organization of the paper.
CHAPTER II Theoretical Foundation describes some theories related to the
research such as classroom discourse analysis, structure of classroom discourse,
types of moves, types of question and instructions, and related studies.
CHAPTER III Research Methodology reveals research design, site,
respondents, data collection technique, data analysis technique, and concluding
remark.
CHAPTER IV Findings and Discussion presents findings from lesson
transcription such as type of dynamic moves, types of teacher’s question and
instructions. The findings are then analyzed and discussed within relevant
theories.
CHAPTER V Conclusions and Suggestions draw conclusion based on the
findings and the discussion revealed in Chapter IV and put suggestions for further
research.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the methodology of the present research to respond to
the two research questions previously stated in Chapter I. It covers research design,
research site and respondents, data collection technique, and data analysis technique.
3.1. Research Design
This research employs case study approach, as the aims of the study is to
reveal the phenomena beyond the process of language teaching and learning. Nisbet
and Walt’s (1984, cited in Cohen et al., 2005:184) point out that case study: (1) can
be done by a single researcher without needing a full team; (2) is strong on reality; (4)
gives insight into similar situations; (4) catches specific elements and unexpected
events; and (5) has results which are easily understood by the reader and immediately
intelligible as they speak for themselves. Therefore, case study approach is
appropriate for the present research as it is investigating the dynamics moves that
occur in the classroom interaction and how the teacher’s question and instructions
affect the variation of the dynamic moves.
3.2. Site and Respondents
This research was conducted at one senior high school in Bandung. This
school has been chosen for at least two reasons. First, this school provided the
researcher with access to undertake the research. Second, the researcher has ever
become a pre-service teacher at that school, so it was accessible. These facts could
enhance the feasibility of this research.
The participants involved in this research were an English teacher and 38
students of eleventh grade. The English teacher selected was a teacher who has many
experiences in teaching English. The teacher has become an English teacher for 34
years. Meanwhile, eleventh grade students have been selected because Brown (2001)
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stated that the higher of the proficiency level that the teacher teaches, the more
questions and instructions that the teacher can venture. It is related with the second
question of this research stated in the first chapter.
3.3. Data Collection
The data were collected through classroom observations and an interview.
Classroom observation was conducted to get information about the real classroom
situation of the selected site which capturing the dynamic moves in the classroom
interaction during the English teaching-learning process. Then clarification and
elaboration were gathered through an interview to the teacher. Each technique of the
data collection technique is described thoroughly below.
3.3.1. Classroom Observation
In gaining the natural interaction between students and teacher in the classroom,
classroom observations have been conducted as the focal technique to collect the
data. Video as a tool of classroom observation technique has been used to get through
comprehension of classroom interaction. The video-tapes were then transcribed to
find respective categories of utterances with the help of field notes. The type of
classroom observation used in the present research is non-participant observation in
which the researcher does not participate in the activity being observed, but rather sits
on the sideline and watched (Fraenkel and Wallen, 1990).
The videotaping itself was conducted, on 29th January 2013, 30th January 2013,
12th February 2013, and 13th February 2013. Each lesson was recorded for 2-hour
lessons (90minutes). The researcher used a video-recorder and recorded the lesson
without any involvement in the interaction.
3.3.2. Interview
Beside the classroom observation, the researcher also conducted an interview to
crosscheck the data from classroom observation. Semi-structured interview has been
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applied. Some questions were designed to be asked to the teacher in order to gain the
objectives of the research and issues that occurred during observation. Tape recorder
was used to record the interview, the result of interview then was transcribed. The
interview session has been conducted once.
These are the following questions of the interview in Bahasa Indonesia:
1. Menurut pendapat anda,apakah dalam mengawali PBM harus selalu dengan
“mengajukan pertanyaan”?)
(Should a teacher/an instruction begin with a question?)
2. Setelah mengamati beberapa pertemuan di kelas, saya melihat kalau anda
banyak mengajukan pertanyaan untuk mengecek pengetahuan awal siswa
atau “display question”. Kenapa anda banyak mengajukan “display
question” kepada siswa?Kenapa demikian?
(Having observed several meetings, I saw you ask a lot of display questions.
Why do you ask many display questions to the students? Why?
3. Menurut anda, apakah guru perlu memberikan waktu jeda untuk menunggu
jawaban/respon siswa?
(Should a teacher employ/use a wait-time for student’s response?)
4. Menurut anda, factor apa saja yang membuat siswa tidak menjawab
pertanyaan atau tidak mengikuti instruksi yang anda berikan?
What are the factors that make students do not answer/respond to your
questions or the instructions you give?)
5. Menurut anda, bagaimana cara untuk membuat siswa berpartisipasi di kelas?
(How do you make your students participate in a class?)
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3.4. Data Analysis
The data collected from classroom observation were analyzed by using dynamic
move theory developed by Martin (1985), Ventola (1987) and Suherdi and Love
(1996 cited in Suherdi, 2009). In addition, the data were also analyzed based on types
of questions proposed by Kinsella(1991) and Bloom (1956 cited in Brown, 2001) and
types of instructions included in FLINT theory proposed by Moskowitz (1971 cited in
Brown, 2001).
The data from the videos were watched and transcribed. During the process of
reading the transcriptions, coding was employed by matching the data with research
questions (see Chapter One session 1.2). To find out the dynamic moves occurred in
the classroom interaction, the transcriptions were analyzed by segmenting the
utterances into exchanges. After that, each move is labeled and categorized based on
the dynamic move theory. In addition, to analyze the questions and instructions used
by the teacher, the questions and instruction were categorized. After that, the
categorization were connected to dynamic moves occurred in the interaction. The
result of the analysis is described comprehensively and thoroughly in chapter 4.
3.5. Concluding Remark
This chapter has presented research design, research site, participant, data
collection technique, and data analysis technique. This research is aimed to find out
types of dynamic moves that occur in the classroom interaction and to show how
teacher’s questions and instruction affect the variation of the dynamic moves.
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter discusses the conclusion of the conducted research and the
suggestion for the further research with the same or similar topic.
5.1. Conclusions
This paper has given an account of the occurrence of dynamic moves in the
classroom interaction. In this investigation, the aims were to discover: (1) types of
dynamic moves that occur in the classroom interaction; and (2) how the teacher’s
questions and instructions affect the variation of dynamic moves.
The phenomena of dynamic moves frequently occurred in knowledge questions.
Even though this question is considered as the lowest cognitive question, the
students’ responses were not as much as the teacher expected. They had difficulties in
producing target language due to lack of vocabularies and unwillingness to speak in
front of the class.
The occurrence of dynamic moves increased when the teacher applied other
questions, namely comprehension question and analysis question. The students
frequently did not give any response toward these questions. So, the teacher needed
much repetition or even rephrased the question to obtain the students’ response.
However, the teacher’s instruction such as giving information, giving direction
and criticizing students’ behavior give low contribution to the variation of dynamic
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moves in the classroom interaction. It indicates that the students tended to be more
excited when the teacher gave direction.
In the end of the research, it can be concluded that teacher’s questions and
instruction have mostly important role in creating an interactive interaction in the
language learning. The teacher’s questions and instructions can be used to keep
student’s participation in the interaction. Besides that, they can be modified so that
the language used becomes more comprehensible and personally relevant. Thus,
dynamic moves occurred in some teacher’s questions and instructions as the
modification to questions and instructions.
5.2. Suggestions
The findings of the present study offer several pedagogical implications to
consider. There are several things to think about in the occurrence of dynamic moves
in the classroom interaction.
This research gives some description about the real classroom interaction. It
shows that there may be some unexpected utterances or some unpredicted moves
produced by teacher and students. However, it normally occurs in language classroom
setting. In addition, the occurrence of dynamic move does not always indicate
whether a language classroom is good or not. In this case, dynamic move is not
something that must be avoided. Yet, it emphasizes on how teacher maintain the
interaction so that the interaction keep going on.
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Besides that, the occurrence of dynamic move is mostly caused by the
teacher’s questions and instructions. In this case, especially the use of questions, the
teacher should use more varied questions ranging from the lowest cognitive questions
to referential questions in order to stimulate students’ response. The questions used
should start from the easiest to the most difficult. In other words, the teacher needs to
have questioning ability to get students’ response and keep the interaction going on.
The current study also offers suggestions for further study. As the present
study only focuses on one teacher, the research involves several teachers is
considered to give rich information especially for the teachers in improving their
performing in creating communicative interaction.
In addition, it is recommended to conduct the other research about dynamic
moves in different lesson that is not the same with this research and then compare the
result.
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Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford
University press.
Fairclough, N. (1992). Discourse and Social Change. Cambridge: Polity Press.
Fisher, R. (1995). Teaching Children to Learn. England: Stanley Thornes.
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Fraenkel, J. R & Wallen, N. E. (1990). How to Design and Evaluate Research in
education. New York: McGraw-Hill Pub.
McCarthy, M. (2008). Discourse Analysis for Language Teachers. Cambridge:
Cambridge University Press.
Nunan, D. (1989). Understanding Language Classroom. Cambridge: Cambridge
University Press.
Nunan, D. (1991). Language Teaching Methodology. London: Prentice Hall
Nunan, D. (2000). Language Teaching Methodology: A Textbook for Teacher.
Edinburgh: Pearson education
Petofi, J. S. (2011). Text and Discourse Constitution. Berlin: The Gruyter.
Richard, J.C. and C. Lockhart. (1994). Reflecting Teaching in Second Language
Classroom. Cambridge: Cambridge University Press.
Suherdi, Didi. (2009). Classroom Discourse Analysis. Bandung: CELTICS press.
Ur, Penny. (1991). A Course in Language Teaching: Practice and Theory.
Cambridge: Cambridge University Press.
Van Patten. (1987). Foreign Language Learning. London : Longman.
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(A Case Study of Eleventh Graders in One Senior High School in Bandung)
A PAPER
Submitted to the English Education Department of
Indonesia University of Education as a Partial Fulfillment of
The Requirements for Sarjana Pendidikan Degree
By:
Dini Sri Wahyuni
0806451
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF LANGUAGES AND ARTS EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
2013
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Dynamic Moves
Oleh
Dini Sri Wahyuni
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada
Fakultas Pendidikan Bahasa dan Seni
© Dini Sri Wahyuni 2013
Universitas Pendidikan Indonesia
Oktober 2013
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,
dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
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ABSTRACT
Dynamic Moves
(A Case Study of Eleventh Graders in One Senior High School in Bandung)
Main Supervisor
: Prof. Dr. Didi Suherdi, M.Ed.
Co-Supervisor
: Fazri Nur Yusuf, S. Pd., M.Pd.
Interaction is an important word for language teacher. The interaction between
teacher and students can determine the quality of teaching learning. In some instances
of classroom interaction, the occurrence of dynamic moves cannot be avoided. The
dynamic elements may always be found in the interaction between teacher and
students. Moreover, teacher plays many roles in the interaction; one of them is the
initiator of interaction. Interaction can be initiated by asking question or giving
instruction to the students. The research was aimed to find out types of dynamic
moves in the classroom interaction and to reveal how teacher’s questions and
instructions affect the occurrence of dynamic moves.
An English teacher and 38 eleventh graders of a public senior high school in
Bandung served as respondents. The data derived from video recording and
interviews were analyzed using dynamic moves theory developed by Martin (1985),
Ventola (1987) and Suherdi and Love (1996 cited in Suherdi, 2009). Besides that,
questions and instructions used by the teacher are categorized. The instruction are
categorized based on FLINT theory proposed by Moskowitz (1971 cited in Brown,
2001), while the question are categorized into some category proposed by Kinsella
(1991) and Bloom (1956 cited in Brown, 2001).
The findings revealed that almost all types of dynamic moves were found in
the interaction, except backchanneling. The phenomena of dynamic moves frequently
occurred in knowledge questions and it increased when the teacher applied another
questions, namely comprehension question and analysis question. However, the
teacher’s instruction such as giving information, giving direction and criticizing
students’ behavior gave low contribution to the variation of dynamic moves in the
classroom interaction.
It is recommended that further research involves several teachers to give rich
information especially for the teachers in improving their performing in creating
communicative interaction or further research can be also conducted n different
lesson that is not the same with this research.
Keywords: Classroom interaction, Dynamic moves, Teacher’s questions, Teacher’s
instructions.
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TABLE OF CONTENTS
STATEMENT OF AUTHORIZATION .....................................Error! Bookmark not defined.
PREFACE ...................................................................................Error! Bookmark not defined.
AKNOWLEDGEMENTS...........................................................Error! Bookmark not defined.
ABSTRACT................................................................................Error! Bookmark not defined.
TABLE OF CONTENTS ..........................................................................................................vi
LIST OF TABLES ......................................................................Error! Bookmark not defined.
LIST OF FIGURES ....................................................................Error! Bookmark not defined.
CHAPTER 1 INTRODUCTION ............................................................................ 1
1.1 Background of the Research ................................................................................ 1
1.2 Research Question ................................................................................................ 3
1.3 Purpose of the Research ....................................................................................... 4
1.4 Significance of the Research ................................................................................ 4
1.5 Research Methodology......................................................................................... 5
1.5.1 Research Design .................................................................................... 5
1.5.2 Data Collection...................................................................................... 5
1.5.3 Data Analysis ........................................................................................ 5
1.6 Clarification of Terms .......................................................................................... 6
1.7 Organization of the Paper..................................................................................... 7
CHAPTER II LITERATURE REVIEW ............................................................ 8
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2.1 Classroom Discourse Analysis .......................................................................... 8
2.2 Structure of Classroom Discourse................................................................... 10
2.3 Types of Moves ............................................................................................... 12
2.3.1 The Synoptic Moves ....................................................................... 12
2.3.2 The Dynamic Moves ...................................................................... 14
2.4 Types of Teacher’s Question .......................................................................... 20
2.5 Types of Teacher’s Instruction........................................................................ 23
2.6 Concluding Remark ........................................................................................ 26
CHAPTER III RESEARCH METHODOLOGY ............................................ 27
3.1 Research Design .............................................................................................. 27
3.2 Site and Respondents ...................................................................................... 27
3.3 Data Collection................................................................................................ 28
3.3.1 Classroom Observation................................................................... 28
3.3.2 Interview ......................................................................................... 28
3.4 Data Analysis .................................................................................................. 30
3.5 Concluding Remark ........................................................................................ 30
CHAPTER IV FINDINGS AND DISCUSSION .............................................. 31
4.1 Findings ........................................................................................................... 31
4.1.1 Dynamic Moves .............................................................................. 32
4.1.2 Types of Teacher’s Question .......................................................... 47
4.1.3 Types of Teacher’s Instruction ....................................................... 54
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4.2 Discussion. ...................................................................................................... 58
CHAPTER V CONCLUSIONS AND SUGGESTIONS ................................. 65
5.1 Conclusions ..................................................................................................... 65
5.2 Suggestions ..................................................................................................... 66
BIBLIOGRAPHY ............................................................................................... 68
APPENDECIES .................................................................................................. 71
APPENDIX 1: Analysis of Dynamic Moves
APPENDIX 2: Analysis of Teacher’s Questions and Instructions
APPENDIX 3: Interview
APPENDIX 4: Official Letters
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CHAPTER I
INTRODUCTION
This chapter discusses the background of the research, statement of problem,
purpose of the research, significance of the research, research methodology,
clarification of terms and organization of paper.
1.1. Background of the Research
Interaction is an important word for language teacher. In the era of
communicative language teaching, interaction is, in fact, the heart of
communication (Brown, 2001). Based on Richard and Lockhart (1994), language
learning is a highly interactive process. Beside that, the quality of an interaction is
thought to have a considerable influence on the learning process (Ellis, 1985 cited
in Richard and Lockhart, 1994). Successful teaching stems from successful
management of interaction (Allwright, 1984). It means that the quality of teaching
learning is largely determined by teachers in their face-to-face communication
with learners.
In some instances of classroom interaction, the occurrence of the dynamic
element is undeniable (Suherdi, 2009). The dynamic elements may always be
found in the interaction between teacher and students. Hence, recognizing these
kinds of move is important in the analysis of data with these characteristic.
Teacher is the initiator of interaction. In starting the interaction, the teachers
can use a question or an instruction. Teacher’s choice of the language affects the
complexity of learners’ language (Suherdi, 2009). Beside that, the teacher’s
question or instruction has attracted attention because of its potential effect on
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learners’ comprehension, which has been hypothesized to be important for L2
acquisition (Ellis, 1994).
As stated by Kinsella and Bloom, there are seven types of questions that can
be used by the teachers. Those are knowledge, comprehension, application,
inference, analysis, synthesis, and evaluation question (see Brown, 2001: 172).
Beside question, instruction is an important thing that will be included in the
classroom interaction. In this research, the researcher provides three types of
instruction proposed by Moskowitz (1971 cited in Brown, 2001). Those are to give
information, to give direction, and to criticize student behavior.
As stated by Sinclair and Coulthard (1975 cited in Brown, 2001) in the
research of classroom discourse analysis, there are five ranks of analysis ranging
from the largest to the smallest. Those are lesson, transaction, exchange, move and
act. However, this research will focus on the exchange and move.
Before further discusson, it is necessary to discuss about move proposed by
Martin and Ventola. Based on Martin (1985) and Ventola (1987 cited in Suherdi,
2009), there are two kinds of moves. Those are synoptic move and dynamic move.
The occurrence of the synoptic moves can be predicted by the system of
conversational structure of discourse, while the occurrence of the dynamic moves
cannot be predicted by this system. In fact, the dynamic moves can only occur
whenever ‘troubles’ occur in the synoptic sequence of exchange.
Three dynamic systems have been identified by Martin (1985) and Ventola
(1987 cited in Suherdi, 2009): suspending, aborting (Martin, 1985), and
elucidating (Ventola, 1987). Four types of suspending phenomena are giving
confirmation, backchannelling, requesting confirmation, and checking. Two types
of each of aborting and elucidating phenomena are challenge and clarification. In
this research, it uses a new category of dynamic system by Suherdi and Love
(1996 cited in Suherdi, 2009). It is labeled as sustaining. These four sustaining
moves are repetition, rephrasing, clues, and correction.
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In years some studies have been conducted to analyze a classroom interaction
using discourse analysis. Suherdi (1994 cited in Suherdi, 2009) conducted an
investigation about an analysis of dynamic moves in classroom discourse. He
figured out kinds and intensity of dynamic moves in the two sub cycles of GBA
teaching-learning process. The finding shows that the less specific and less
assisted the language use, the more frequent the occurrence of the dynamic moves.
In relation to teacher’s question, David (2007) found that teachers used more
display question than referential question. The research further revealed that
referential question created less classroom interaction than display question.
In a teaching learning process, teacher-student interaction will not always go
smoothly. Sometimes, a teacher’s questions and instructions are not responded
directly and correctly by the students. Thus, there is a need for a research dealing
with the analysis of dynamic move in a classroom discourse.
In this research, the observation data were taken from the eleventh grade
students of one senior high school in Bandung. The interactions between teacher
and students in the teaching learning process were recorded, transcribed, and
analyzed. The recording process was conducted four times in the same class and
with the same teacher. Thus, the classroom interaction was recorded, transcribed
and analyzed through a case study.
This research aims to find out the types of dynamic move in a classroom
discourse, especially in an English subject and to reveal how teacher’s question
and instruction affect the variation of the dynamic move.
1.2. Research Questions
This research is designed to answer the following questions:
1. What types of dynamic moves that occur in the classroom discourse of
English subject?
2. How do teacher’s questions and instructions affect the variation of dynamic
moves in the classroom discourse of English subject?
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1.3. Purposes of the Research
Based on the description in the background, the research aims to:
1. Find out the types of dynamic moves in the classroom discourse of English
subject.
2. Reveal how teacher’s questions and instructions affect the variation of
dynamic moves in the classroom discourse of English subject.
1.4. Significance of the Research
On basis of the objective above, the significance of the research can be stated as
follows:
1.
Theoretical benefit
The findings of the research can enrich the literature on classroom discourse
especially dynamic moves.
2.
Practical benefits
The findings of the research will be beneficially useful for students and
teachers. For the students, this research is expected to create more interactive
teaching learning, so that the students can participate more in the classroom
interaction. For the teacher, the results of this research can be used to improve their
performance in creating a communicative interaction during teaching learning
process.
3.
Professional benefits
The findings of the research can help teachers improve the quality of teacher-
students interaction, to create a more communicative classroom environment, and to
develop new ideas to improve learning process.
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1.5. Research Methodology
Methodology includes research design, data collection, and data analysis.
1.5.1. Research Design
The main purpose of this research is to present in-depth description of
dynamic moves in a classroom discourse. In addition, another purpose of this
research was to describe how the teacher’s question and instruction affect the
variation of the dynamic moves. By considering the two purposes, a case study
research was conducted.
1.5.2. Data Collection
This research involves an experienced teacher and 38 students of eleventh
grade as respondent. The data in this research were gained through classroom
observations and an interview. Classroom observations were conducted to get the
natural interaction between students and teacher in the classroom. Meanwhile, the
interviews were conducted in order to get in depth information from the
respondent.
First, the data were collected through observations in which the interactions
between the teacher and the students were video-taped. And then, to support the
data, the interview was conducted in order to gain a more detail of the issue that
occur during observations.
1.5.3. Data Analysis
Data analysis is basically about the process of data reduction, selection, and
simplification (Creswell, 2005). The data analysis and interpretation are based on
the transcription of the video-tapes. In this analysis, the utterances are segmenting
into exchanges. After that, each move is labeled and categorized based on the
dynamic move theory developed by Martin (1985), Ventola (1987) and Suherdi
and Love (1996 cited in Suherdi, 2009). Based on this framework of analysis, the
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dynamic moves that occur in the classroom can be seen from the interaction
between teacher and students. Besides that, questions and instructions used by
the teacher are categorized. The instruction are categorized based on FLINT
theory proposed by Moskowitz (1971 cited in Brown, 2001), while the question
are categorized into some category proposed by Kinsella and Bloom as cited in
Brown (2001). After that, the categorization of question and instruction are
connected to dynamic moves occurred in the interaction; in the end, drawing
conclusion and suggestions to further research will be conducted.
1.6. Clarification of terms
In order to avoid misunderstanding, some terms are clarified such as follows:
1) Interaction is mutual exchange of opinion, feelings, or ideas between two or
more people which make an agreement on each other (Brown, 2001).
2) Exchange is the unit concerned with negotiating the transmission of
information and that will contain an informing move at I or R, and that the
exchange only carries on (potentially complex) piece of informational and its
polarity, and that the information and the polarity can only be asserted once
(Suherdi, 2009).
3) Move is a unit smaller than utterance (Coulthard, 1977 cited in Suherdi,
2009).
4) Synoptic moves are moves in an exchange which can be predicted by the
system of conversational structure of discourse (Suherdi, 2009).
5) Dynamic moves are moves in an exchange which cannot be predicted. The
dynamic moves serve to function as repairs for the completion of exchange
(Ventola, 1987 cited in Suherdi, 2009).
6) Teacher’s question is teacher’s basic device for instructional goals so as to
focus on learners’ attention, boost learner language production, and assess
learner’s mastery upon the lesson (Chaudron, 1988: 126).
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7) Teacher’s instruction refers to direction that are given to introduce a learning
task which entails some measure of independent student activity which would
be in the shape of interrogative, imperative and declaratives sentences (Ur,
1991)
1.7. Organization of the Paper
The paper of the research is organized as follows:
CHAPTER I Introduction consists of background of the research, research
question, aims of the research, significance of the research, methodology,
clarification of terms, and organization of the paper.
CHAPTER II Theoretical Foundation describes some theories related to the
research such as classroom discourse analysis, structure of classroom discourse,
types of moves, types of question and instructions, and related studies.
CHAPTER III Research Methodology reveals research design, site,
respondents, data collection technique, data analysis technique, and concluding
remark.
CHAPTER IV Findings and Discussion presents findings from lesson
transcription such as type of dynamic moves, types of teacher’s question and
instructions. The findings are then analyzed and discussed within relevant
theories.
CHAPTER V Conclusions and Suggestions draw conclusion based on the
findings and the discussion revealed in Chapter IV and put suggestions for further
research.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the methodology of the present research to respond to
the two research questions previously stated in Chapter I. It covers research design,
research site and respondents, data collection technique, and data analysis technique.
3.1. Research Design
This research employs case study approach, as the aims of the study is to
reveal the phenomena beyond the process of language teaching and learning. Nisbet
and Walt’s (1984, cited in Cohen et al., 2005:184) point out that case study: (1) can
be done by a single researcher without needing a full team; (2) is strong on reality; (4)
gives insight into similar situations; (4) catches specific elements and unexpected
events; and (5) has results which are easily understood by the reader and immediately
intelligible as they speak for themselves. Therefore, case study approach is
appropriate for the present research as it is investigating the dynamics moves that
occur in the classroom interaction and how the teacher’s question and instructions
affect the variation of the dynamic moves.
3.2. Site and Respondents
This research was conducted at one senior high school in Bandung. This
school has been chosen for at least two reasons. First, this school provided the
researcher with access to undertake the research. Second, the researcher has ever
become a pre-service teacher at that school, so it was accessible. These facts could
enhance the feasibility of this research.
The participants involved in this research were an English teacher and 38
students of eleventh grade. The English teacher selected was a teacher who has many
experiences in teaching English. The teacher has become an English teacher for 34
years. Meanwhile, eleventh grade students have been selected because Brown (2001)
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stated that the higher of the proficiency level that the teacher teaches, the more
questions and instructions that the teacher can venture. It is related with the second
question of this research stated in the first chapter.
3.3. Data Collection
The data were collected through classroom observations and an interview.
Classroom observation was conducted to get information about the real classroom
situation of the selected site which capturing the dynamic moves in the classroom
interaction during the English teaching-learning process. Then clarification and
elaboration were gathered through an interview to the teacher. Each technique of the
data collection technique is described thoroughly below.
3.3.1. Classroom Observation
In gaining the natural interaction between students and teacher in the classroom,
classroom observations have been conducted as the focal technique to collect the
data. Video as a tool of classroom observation technique has been used to get through
comprehension of classroom interaction. The video-tapes were then transcribed to
find respective categories of utterances with the help of field notes. The type of
classroom observation used in the present research is non-participant observation in
which the researcher does not participate in the activity being observed, but rather sits
on the sideline and watched (Fraenkel and Wallen, 1990).
The videotaping itself was conducted, on 29th January 2013, 30th January 2013,
12th February 2013, and 13th February 2013. Each lesson was recorded for 2-hour
lessons (90minutes). The researcher used a video-recorder and recorded the lesson
without any involvement in the interaction.
3.3.2. Interview
Beside the classroom observation, the researcher also conducted an interview to
crosscheck the data from classroom observation. Semi-structured interview has been
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applied. Some questions were designed to be asked to the teacher in order to gain the
objectives of the research and issues that occurred during observation. Tape recorder
was used to record the interview, the result of interview then was transcribed. The
interview session has been conducted once.
These are the following questions of the interview in Bahasa Indonesia:
1. Menurut pendapat anda,apakah dalam mengawali PBM harus selalu dengan
“mengajukan pertanyaan”?)
(Should a teacher/an instruction begin with a question?)
2. Setelah mengamati beberapa pertemuan di kelas, saya melihat kalau anda
banyak mengajukan pertanyaan untuk mengecek pengetahuan awal siswa
atau “display question”. Kenapa anda banyak mengajukan “display
question” kepada siswa?Kenapa demikian?
(Having observed several meetings, I saw you ask a lot of display questions.
Why do you ask many display questions to the students? Why?
3. Menurut anda, apakah guru perlu memberikan waktu jeda untuk menunggu
jawaban/respon siswa?
(Should a teacher employ/use a wait-time for student’s response?)
4. Menurut anda, factor apa saja yang membuat siswa tidak menjawab
pertanyaan atau tidak mengikuti instruksi yang anda berikan?
What are the factors that make students do not answer/respond to your
questions or the instructions you give?)
5. Menurut anda, bagaimana cara untuk membuat siswa berpartisipasi di kelas?
(How do you make your students participate in a class?)
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3.4. Data Analysis
The data collected from classroom observation were analyzed by using dynamic
move theory developed by Martin (1985), Ventola (1987) and Suherdi and Love
(1996 cited in Suherdi, 2009). In addition, the data were also analyzed based on types
of questions proposed by Kinsella(1991) and Bloom (1956 cited in Brown, 2001) and
types of instructions included in FLINT theory proposed by Moskowitz (1971 cited in
Brown, 2001).
The data from the videos were watched and transcribed. During the process of
reading the transcriptions, coding was employed by matching the data with research
questions (see Chapter One session 1.2). To find out the dynamic moves occurred in
the classroom interaction, the transcriptions were analyzed by segmenting the
utterances into exchanges. After that, each move is labeled and categorized based on
the dynamic move theory. In addition, to analyze the questions and instructions used
by the teacher, the questions and instruction were categorized. After that, the
categorization were connected to dynamic moves occurred in the interaction. The
result of the analysis is described comprehensively and thoroughly in chapter 4.
3.5. Concluding Remark
This chapter has presented research design, research site, participant, data
collection technique, and data analysis technique. This research is aimed to find out
types of dynamic moves that occur in the classroom interaction and to show how
teacher’s questions and instruction affect the variation of the dynamic moves.
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter discusses the conclusion of the conducted research and the
suggestion for the further research with the same or similar topic.
5.1. Conclusions
This paper has given an account of the occurrence of dynamic moves in the
classroom interaction. In this investigation, the aims were to discover: (1) types of
dynamic moves that occur in the classroom interaction; and (2) how the teacher’s
questions and instructions affect the variation of dynamic moves.
The phenomena of dynamic moves frequently occurred in knowledge questions.
Even though this question is considered as the lowest cognitive question, the
students’ responses were not as much as the teacher expected. They had difficulties in
producing target language due to lack of vocabularies and unwillingness to speak in
front of the class.
The occurrence of dynamic moves increased when the teacher applied other
questions, namely comprehension question and analysis question. The students
frequently did not give any response toward these questions. So, the teacher needed
much repetition or even rephrased the question to obtain the students’ response.
However, the teacher’s instruction such as giving information, giving direction
and criticizing students’ behavior give low contribution to the variation of dynamic
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moves in the classroom interaction. It indicates that the students tended to be more
excited when the teacher gave direction.
In the end of the research, it can be concluded that teacher’s questions and
instruction have mostly important role in creating an interactive interaction in the
language learning. The teacher’s questions and instructions can be used to keep
student’s participation in the interaction. Besides that, they can be modified so that
the language used becomes more comprehensible and personally relevant. Thus,
dynamic moves occurred in some teacher’s questions and instructions as the
modification to questions and instructions.
5.2. Suggestions
The findings of the present study offer several pedagogical implications to
consider. There are several things to think about in the occurrence of dynamic moves
in the classroom interaction.
This research gives some description about the real classroom interaction. It
shows that there may be some unexpected utterances or some unpredicted moves
produced by teacher and students. However, it normally occurs in language classroom
setting. In addition, the occurrence of dynamic move does not always indicate
whether a language classroom is good or not. In this case, dynamic move is not
something that must be avoided. Yet, it emphasizes on how teacher maintain the
interaction so that the interaction keep going on.
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Besides that, the occurrence of dynamic move is mostly caused by the
teacher’s questions and instructions. In this case, especially the use of questions, the
teacher should use more varied questions ranging from the lowest cognitive questions
to referential questions in order to stimulate students’ response. The questions used
should start from the easiest to the most difficult. In other words, the teacher needs to
have questioning ability to get students’ response and keep the interaction going on.
The current study also offers suggestions for further study. As the present
study only focuses on one teacher, the research involves several teachers is
considered to give rich information especially for the teachers in improving their
performing in creating communicative interaction.
In addition, it is recommended to conduct the other research about dynamic
moves in different lesson that is not the same with this research and then compare the
result.
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