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- Yes. So now you write the rule do not rock the chair on this line I also found one teacher’s command demanding opinion, when the
teacher asks one of the students to answer her request. - So Hanson, tell me how to keep our class clean
4.2.4 Teacher C at first observation
In the data studied, we can see that the most frequent speech functions performed by the teacher were:
9 statement giving factual information
48 clauses 9
statement giving opinion information 10 clauses
9 question demanding factual information
36 clauses 9
question demanding opinion information 64 clauses
9 question demanding goods and services
1 clause 9
offer demanding opinion 2 clauses
9 command demanding good sand services
1 clause Here are the discussion of the Speech Functions performed by the
teacher:
4.2.4.1 Teacher’s Statement giving Facts
In this classroom discourse the teacher used statement giving factual information for the following purposes:
1. to state the topic of the lesson, such as: -
This week we’re going to learn more about rules, more weeks, Rules -
So, this week, I think you’re going to talk about rules
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- And it’s about little Kerry and little Agustin and they’re sitting in the
classroom beside each other
2. to give feedback to the students’ answers -
Yeah we’re talking about rules -
No. we read our story cheese please but we wrote a story about something last week
- Yes we wrote two stories about Ronan and Alita
- Yes, last week you wrote story about cheese please but you made a
story about a spooky monster
4.2.4.2 Teacher’s Statement Giving Opinion
Meanwhile, the teacher used statement giving opinion information for the following purposes:
1. Reinforce the students through positive verbal reinforcement, such as: -
Listen. That’s right -
Good -
Good, a shouting rule, a talking rules -
Yes, you wrote a wonderful story -
Nice JJ, Thank you very much. -
very good
4.2.4.3 Teacher’s Question Demanding Facts
The teacher used questions demanding factual information when she reviewed the last lesson and asked the students to participate by questioning
them with series of questions. 1.
to review what the teacher had given previously, such as: -
What did we talk about last week?” -
What is another good rule that you’ve talked about with Ms. A? -
What were we doing in English last week? -
So who were the characters of the first story in a Ronan and Alita? -
What happen in the very beginning of our spooky ghost story? -
Where were the in the middle?
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4.2.4.4 Teacher’s Question Demanding Opinion
However, teacher used question demanding opinion for the following purposes:
1. to gain students participation on the discussion on the topic lesson, in this lesson the teacher wants to construct story about classroom rules based on
the idea from the students, like in the following clauses: - “What are they doing in the beginning?”
- “Where are they?” -
“Are they in a classroom? In the bath room? In the play yard? -
“why did they begin fighting? -
“Are their desks in front of the other or beside the other? -
“Then what happen? Then what happen”? Ronan? -
“Do you think that the teacher say “please Mr. Ronan and please “Miss. Adlin, could you please tell little Kerry and little Agustin about
the rules?”
- “Do you think what will happen in the next story?
- “How do you think the story end?
4.2.4.5 Teacher’s Question Demanding Goods and Services
