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1.4 The Structure of the Thesis
Chapter 1 of the thesis gives an overview of this study describing its central focus. It provides the synopsis of the problem, a description of the research question,
and the significance of the study. Chapter 2 reviews the literature from which this study draws. It includes a review of classroom interaction theories as well as an
exploration of theories relating to classroom interaction research and Systemic Functional Grammar SFG. Chapter 3 explains the research design and methodology,
which calls on two methodological perspectives, discourse analysis and functional linguistics,. This chapter also explicates the research study’s sampling strategy, data
collection, data validity and ethical considerations. Chapter 4 presents the analyses of the data, classroom talk. The description uses the Discourse Analysis approach with
Systemic Functional Linguistics as the framework of the analysis. Chapter 5 presents the conclusion and the suggestion of the study.
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CHAPTER 3 METHODOLOGY
This Chapter is focused on the description of steps that have been taken to conduct this study. The description below involves: 1 Method of Research, 2
Research Sites, 3 Technique of Data Collection, and 4 Data Analysis. All of them are briefly discussed, but the latest will be elaborated more in the next chapter.
3.1 Method of Research
This study is a descriptive-qualitative design Silverman, 2002; McMillan Schumacher, 2001; Alwasilah, 2002, specifically, in the form of a case study
Freebody, 2003; McMillan Schumacher, 2001; Nunan, 1992. Case study is considered to be the appropriate method as case studies examine a facet or particular
aspect of the culture or subculture under investigation Denny, 1978 as cited in
Nunan, 1992:77, particularly, this research will study one particular instant of educational experience
Freebody, 2003: 81. A case study has been chosen because this study was carried out in “intensive descriptions and analysis of a single unit or
bounded system” Merriam, 1998, p.19; Stake, 1985, p.278 cited in Emilia, 2005a, which is “employed to gain an in depth understanding of the situation and meaning
for those involved” Merriam, 1998, p.19. This study also employed a naturalistic qualitative research design, which
means that the researcher did not manipulate or interfere with the classroom
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activities, but work with the case specifically as the design point of a qualitative research Silverman, 2005.
Moreover, the study utilizes discourse analysis, a spoken discourse of teacher- students talk in particular. Discourse analysis is a research tradition that focuses on
analyzing issues of classroom discourse in linguistic terms with the method that aims to study classroom transcripts and assign utterances to predetermined categories
Nunan, 1989, p.5; Alwright Bailey, 1991:61. The use of Systemic Functional Grammar SFG as the tool for analysis is also
supporting the definition of case study stated above. This kind of research has been quite popular in educational research, especially in English education, including
English as a Foreign Language EFL, as the context of the research.
3.2 Research Sites 3.2.1 Settings
Kategori