THE USE OF DISCOURSE MARKERS BY TEACHERS IN ENGLISH CLASSROOM.
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THE USE OF DISCOURSE MARKERS BY TEACHERS
IN ENGLISH CLASSROOM
(A Case Study in SMA Negeri 3 Surakarta
in the Academic Year of 2013/2014)
By:
Yeni Karlina
K2210087
A THESIS
Submitted to the Teacher Training and Education Faculty of Sebelas Maret
University to Fulfil One of the Requirements for Getting the Undergraduate
Degree of Education in English
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY OF SURAKARTA
2014
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ABSTRACT
Yeni Karlina. THE USE OF DISCOURSE MARKERS BY TEACHER IN
ENGLISH CLASSROOM (A CASE STUDY IN SMA NEGERI 3
SURAKARTA IN THE ACADEMIC YEAR OF 2013/2014). Thesis, Teacher
Training and Education Faculty of Sebelas Maret University. November 2014.
The research is aimed at (1) identifying the the languages used by teachers in
English classroom; (2) finding out the Discourse Markers (DMs) used by teachers in
English classroom; and (3) finding out the functions of DMs used by teachers in
English classroom.
This research uses qualitative case study method. The research was carried out
in April to June 2014 in SMA Negeri 3 Surakarta which is located at Jln. Laksamana
Sukardi R.E.Martadinata 143 Surakarta for the regular program and at Jln. Prof.
W.Z.Yohanes Surakarta for the acceleration program. The sources of the data were
events, informants, and documents. The data were collected through observation,
interviews, and document analysis. The teaching and learning process were recorded
and transcribed. The data were analyzed using interactive model of qualitative data
analysis technique, which includes data reduction, data display, and drawing
conclusion/ verification.
Based on the observation, interviews, and document analysis, it can be
concluded that: (1) both teachers use more than one languages of instruction in
English classroom. T1 uses 75% of English, 20% of Indonesian, and 5% of Javanese
in her talk. T2 exhibits a balanced use of English and Indonesian in English
classrooms with the proportion of 50% - 50%. (2) the DMs used by the teachers in
the classrooms cover DMs in English such as okay, so, filler er and em, well, now,
and, but, because, and then, next, if, by the way, and I mean, DMs in Indonesian such
as oke, jadi, nah, bentar bentar, and tapi and DM in Javanese i.e. sik sik. The
findings suggest that the use of English DMs outnumbers Indonesian and Javanese
DMs with DM okay, so, and then, and er are the most preferable DMs both teachers
use in the teacher talk due to the high multi-functionality in academic discourse (3)
The research findings suggest that the textual functions served by the DMs used by
the teachers in the classroom discourse are as follows: (a) to mark the opening of the
discourse, including claiming the students’ attention (okay, so, oke); (b) to signal
topic switch, including the boundaries of classroom procedures (okay, oke, well, by
the way, now, nah); (c) to mark the closing of the discourse (okay); (d) to keep the
speaking turn (er, em, bentar-bentar, sik-sik); (e) to relinquish the speaking turn
(okay, so); (f) to indicate result or conclusion (so, jadi, nah); (g) to signal contrastive
relation (but, tapi); (h) to mark sequential relations (next, and then); (i) to signal the
continuation &addition (and); (j) to indicate repairs of the speech (I mean); (k) to
show condition relation (if); (l) to show causal relation (because).
The fact that the use of DMs is viewed beneficial to the organization of the
discourse implies that there should be an increased awareness on the use of DMs in
teacher talk for it can help teachers to better-achieve the instructional objectives
though the teacher talk. Teacher education, therefore, should facilitate uptake of
DMs as a significant linguistic feature.
Keywords: Discourse Markers, teacher talk, classroom interaction
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ABSTRAK
Yeni Karlina. PENGGUNAAN PENANDA WACANA OLEH GURU DI
KELAS BAHASA INGGRIS (STUDI KASUS DI SMA NEGERI 3
SURAKARTA TAHUN AJARAN 2013/2014) . Skripsi, Fakultas Keguruan dan
Ilmu Pendidikan Universitas Sebelas Maret. November 2014.
Tujuan penelitian ini adalah (1) mengidentifikasi bahasa yang digunakan oleh
guru di kelas Bahasa Inggris; (2) mengidentifikasi penanda wacana (DM) yang
digunakan oleh guru di kelas Bahasa Inggris; dan (3) mengidentifikasi fungsi
penanda wacana yang digunakan oleh guru di kelas Bahasa Inggris.
Penelitian ini menggunakan metode kualitatif studi kasus. Penelitian ini
dilaksanakan dari bulan April hingga Juni 2014 di SMA Negeri 3 Surakarta yang
terletak di Jln. Laksamana Sukardi R.E.Martadinata 143 Surakarta untuk program
reguler dan di Jln. Prof. W.Z.Yohanes Surakarta untuk program akselerasi. Sumber
data meliputi peristiwa, informan, dan dokumen. Data dikupulkan melalui observasi,
wawancara, dan analisis dokumen. Kegiatan belajar mengajar direkam dan
ditranskrip. Data dianalasis menggunakan teknik analisis data kualitatif model
interaktif yang meliputi reduksi data, tampilan data, dan penarikan kesimpulan.
Berdasarkan observasi, wawancara, dan analisis dokumen dapat disimpulkan
bahwa: (1) kedua guru menggunakan lebih dari satu bahasa pengantar di kelas
Bahasa Inggris. Guru 1 menggunakan 75% Bahasa Inggris, 20% Bahasa Indonesia,
dan 5% Bahasa Jawa dalam ujarannya. Guru 2 menggunakan Bahasa Inggris dan
Bahasa Indonesia dalam proporsi yang seimbang 50%-50% di kelas Bahasa Inggris.
(2) penanda wacana (DM) yang digunakan oleh guru di kelas meliputi DMs dalam
Bahasa Inggris yakni okay, so, filler er and em, well, now, and, but, because, and
then, next, if, by the way, dan I mean, DMs dalam Bahasa Indonesia yakni oke, jadi,
nah, bentar-bentar, dan tapi dan DMs dalam Bahasa Jawa yakni sik-sik. Temuan
penelitian ini menunjukkan bahwa dari segi jumlah penggunaan DMs dalam Bahasa
Inggris melebihi DMs dalam Bahasa Indonesia dan Bahasa Jawa dengan DMs okay,
so, and then, dan filler er sebagai DMs yang paling sering digunakan oleh kedua guru
dalam ujaran mereka karena karakteristik multifungsi DMs tersebut dalam diskursus
akademik. (3) Temuan penelitian menunjukkan bahwa fungsi tekstual DMs yang
digunakan guru di dalam interaksi kelas adalah untuk: (a) menandai pembukaan
diskursus kelas, termasuk menarik perhatian siswa (okay, so, oke); (b) menandai
pergantian topic, termasuk batas-batas prosedur kelas (okay, oke, well, by the way,
now, nah); (c) menandai penutupan diskursus kelas (okay); (d) menahan giliran
berbicara (er, em, bentar-bentar, sik-sik); (e) memberikan giliran berbicara (okay,
so); (f) menandai kesimpulan atau hasil (so, jadi, nah); (g) manandai hubungan
kontras (but, tapi); (h) menandai kesinambungan urutan (next, and then); (i)
menandai terusan dan tambahan (and); (j) menandai perbaikan ujaran (I mean); (k)
menunjukkan hubungan prasyarat (if); (l) menunjukkan sebab (because).
Fakta bahwa penggunaan DMs dipandang bermanfaat dalam organisasi
diskursus mengimplikasikan bahwa harus ada peningkatan kesadaran dalam
penggunaan DMs dalam ujaran guru karena hal ini dapat membantu guru untuk
mencapai tujuan pembelajaran dengan lebih baik melalui ujaran guru. Pendidikan
guru, oleh karena itu, harus memfasilitasi dimasukkannya DMs sebagai fitur
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linguistic yang signifikan.
Kata kunci: Penanda wacana, ujaran guru, interaksi kelas.
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MOTTO
“Just keep swimming!”
Dory – Finding Nemo (2003)
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To:
My loving parents
My loved-up sister
English Education Department
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ACKNOWLEDGMENT
First and above all, I praise God, the almighty for providing me this opportunity
and granting me the capability to proceed successfully. This thesis appears in its
current form due to the assistance and guidance of several people. I am deeply
indebted to them for their generous help and would therefore like to offer my
sincere thanks to:
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret
University
2. The Head of the Language and Art Department of Teacher Training
and Education Faculty
3. Teguh Sarosa, S.S., M. Hum. as the Head of English Education
Department
4. Dr. Suparno, M. Pd., my esteemed principal supervisor, who has supported
me throughout my thesis with his patience and knowledge whilst still
allowing me the room to work in my own way. This thesis would not have
been completed or even written without his warm encouragement,
thoughtful guidance, critical comments, and correction. One simply could
not wish for a better or friendlier supervisor.
5. Endang Setyaningsih, S. Pd., M. Hum. as my esteemed second thesis
supervisor for her excellent guidance and patience in the midst of her very
busy days, without which I would not have been able to complete this
work.
6. Drs. Makmur Sugeng, M. Pd. as the Headmaster of SMA Negeri 3
Surakarta that has given me permission for conducting the research.
7. Dra. Eny Nursanti, M. Acc., the English Teacher in SMA Negeri 3
Surakarta, for open-handedly providing me with abundant data I need for
the research. Sherlockians do stick together, Mom!
8. Abdul Munif, S. Pd, M. Hum., the other English Teacher in SMA Negeri 3
Surakarta, for generously providing me with a widely open access to the
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9.
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The board of English Department Lecturers for the transfer of insightful
knowledge and valuable guidance without which my college years would
not have been this fruitful.
10. My family. My loving parents who tirelessly support me in my good and
bad times with their endless shower of love and prayer. My beloved sister
who can get annoying sometimes and super annoying at other times for
always cheering me up. Home is wherever they are.
11. HIMALAYA girls Imel, Imi, Ipen, Ecak (Gals, I know what this name
stands for sucks. We had better have a serious talk about other alternatives,
no?) Gosh, where to start? I will not say much about them because if I do I
will need an additional chapter. Simply speaking, those lovely wenches are
one of the best parts ever happening to my college years and even to my
life. The tears, laughter, stories, pains, joy, journey we share are amongst
the evidence that I am blessed and I am eternally grateful for that.
12. Class B English Education Department batch 2010 for the warm
atmosphere of togetherness during these past four years or so.
13. Big family of English Student Association (ESA) FKIP UNS, especially
PHT ESA FKIP UNS 2012/2013 Radit, Hanip, Tiche, Mba Indri, Imel,
Imi, Ipen, Ecak (you girls again?) for the kinship (I honestly would say
‘sisterhood’ but then I realized that there is Radit there) and the Tuesday
meetings which resemble girls’ curhat sessions with Radit acting as the
moderator.
14. Student English Forum (SEF) UNS buddies Nanda, Manda, Juli, Mas Bay,
Dio, Esty, Mba Sifa, Mba Vista, Mba Evi and others. Mister Speaker, my
speech of gratitude will consist of two major points. Firstly, thanks for the
crazy -literally crazy- hangouts, discussions, debate, tourneys, and
randomness we have been through. Debaters never quit, quitters never
debate! Secondly, I beg you to propose.
15. U2, The Beatles, Ella Fitzgerald, Frank and Nancy Sinatra, Lana Del Rey,
Calvin Harris, and the All American Rejects for being such awesome
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companions who beautifully break the dead-air silence and boredom
during the time of this thesis compilation.
For any errors or inadequacies that may remain in this work, of course,
the responsibility is entirely my own. Therefore, constructive feedbacks,
suggestions, comments, and criticism for improving the work are highly
welcomed.
Surakarta, November 2014
Yeni Karlina
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TABLE OF CONTENT
TITLE ................................................................................................................ i
APPROVAL ...................................................................................................... ii
THE APPROVAL OF THE EXAMINERS ………………………………….. iii
PRONOUNCEMENT ....................................................................................... iv
ABSTRACT ...................................................................................................... v
MOTTO .......................................................................................................... vi
DEDICATION ............................................................................................... vii
ACKNOWLEDGEMENT ................................................................................ viii
TABLE OF CONTENT .................................................................................... xi
LIST OF ABBREVIATIONS
................................................................ xiv
LIST OF FIGURES ......................................................................................... xv
LIST OF TABLES
........................................................................................ xvi
LIST OF APPENDICES
............................................................................ xvii
CHAPTER I. INTRODUCTION
.................................................................. 1
A. Background of the Study
...................................................... 1
B. Limitation of the Study
B. Problem Statement
................................................................... 6
............................................................................... 6
C. Objectives of the Study
………....................................................... 7
D. Benefits of the Study …........................................................................... 7
CHAPTER II. THEORETICAL REVIEW
A. Classroom Interaction
...................................................... 9
……………………................................... 8
1. The Nature of Interaction in Language Classroom .......................... 8
2. The Features of Classroom Interaction
……...................... 11
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3. The Structure of Classroom
.............................. 13
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B. Teacher Talk
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….................................................................................... 15
1. The Characteristics of Teacher Talk
....................................................... 15
2. The Elements of Teacher Talk .............…………...................................... 16
a. Teacher Question
............................................................................... 16
b. Teacher Explanation
................................................................... 17
c. Teacher Feedback and Error Treatment
3. Teacher Talk in EFL Classrooms
C. Discourse
………………………… 19
................................................... 20
...........……….................................................................... 22
1. The Definition of Discourse ….………………………………………….. 22
2. Types of Discourse …………….………………………………………… 24
a. Spoken and Written
………………………………………………… 24
b. Monologue and Dialogue ……………………………………………. 25
3. Context ………………………………………………………………….. 26
4. The Cohesion and Coherence of Discourse
………………………….. 28
a. Cohesion
………………………………………………………….. 28
b. Coherence
………………………………………………………….. 31
D. Discourse Markers ………………………………………………………….. 31
1. Definition
………………………………………………………….. 31
2. The Characteristics of DMs
3. The Functions of DMs
………………………………………….. 33
………………………………………………. 36
a. Textual Functions …………………………………………………….. 36
b. Interpersonal Functions ………………………………………………. 37
c. Pragmatic Functions …………………………………………………… 38
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E. Review of Related Research oncommit
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in Language Classrooms .................................................................................. 39
CHAPTER III. RESEARCH METHODOLOGY
.......................................... 44
A. The Time and Place of the Research ............................................................. 44
B. Description of the Research Setting/ Subjects ................................................ 44
C. Method of the Research ................................................................................... 47
D. The Source of Data …………………............................................................. 48
E. The Techniques of Collecting Data ……………………………………….. 49
E. The Trustworthiness of Data .......................................................................... 50
F. Technique of Analyzing Data ………............................................................ 51
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
........................ 52
A. Research Findings ……….............................................................................. 52
1. The Language Used by Teachers in English Classroom
......................... 52
2. The DMs Used by the Teachers in English Classroom
..................... 59
3. The Textual Functions DMs Used by Teachers
in English Classroom …………………………………………………….. 72
B. Discussions
.......................................................................................... 83
CHAPTER V. CONCLUSION, IMPLICATIONS, AND SUGGESTIONS
..... 94
A. Conclusion ………......................................................................................... 97
B. Implication ……….......................................................................................... 98
C. Suggestion ………........................................................................................... 99
BIBLIOGRAPHY ........................................................................................... 101
APPENDICES
............................................................................................... 105
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LIST OF ABBREVIATIONS
CANCODE
The Cambridge and Nottingham Corpus of Discourse in
English
DM(s)
Discourse Marker(s)
EFL
English as a Foreign Language
e.g.
example
etc.
et cetera (and so on)
ESL
English as a Second Language
esp.
especially
i.e.
id est (that is)
L1
First Language
L2
Second Language
p.
page
SL
Source Language
SMA
Sekolah Menegah Atas (Senior High School)
TL
Target Language
T1
Teacher 1
T2
Teacher 2
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LIST OF FIGURES
Figure 3.1. Interactive model of qualitative data analysis technique ............. 52
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LIST OF TABLES
1. Table 2.1. The functions of DMs used by teachers and students
in EFL classrooms according to Castro (2009) ....................................... 41
2. Table 4.1. Languages of instruction
used by teachers in English classroom ..................................................... 59
3. Table 4.2. The classification of DMs
used by teachers in English classroom ..................................................... 71
4. Table 4.3. The textual functions of DMs
used by the teachers ………………….................................................... 82
5. Table 4.4. The occurrence of DMs use in every classroom ..................... 83
6. Table. 4.5. The textual functions DMs use in every classroom
(the highest frequency to the lowest) ...................................................... 87
7. Table 4.6. The comparison between teachers’ perception
and the students’ about the textual functions of DMs ............................. 91
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LIST OF APPENDICES
APPENDIX I ................................................................................................... 105
1. Interview protocol with
the English teachers of SMA Negeri 3 Surakarta
...................................... 105
2. Interview protocol with
the students of SMA Negeri 3 Surakarta …................................................... 107
APPENDIX II ................................................................................................... 109
1. Field note of classroom observation
in class XI Aksel 1 of SMA Negeri 3 Surakarta …...................................... 109
2. Field note of classroom observation
in class XI Aksel 2 of SMA Negeri 3 Surakarta ........................................... 114
3. Field note of classroom observation
in class XI Aksel 2 of SMA Negeri 3 Surakarta ........................................... 118
4. Field note of classroom observation
in class XI IPA 1 of SMA Negeri 3 Surakarta .............................................. 123
5. Field note of classroom observation
in class XI IPA 2 of SMA Negeri 3 Surakarta .............................................. 127
6. Field note of classroom observation
in class XI IPS 4 of SMA Negeri 3 Surakarta ............................................... 131
7. Field note of interview with
English teacher 1 of SMA Negeri 3 Surakarta ……...................................... 136
8. Field note of interview with
English teacher 2 of SMA Negeri 2 Surakarta ………................................. 150
9. Field note of interview with
the student of class XI Aksel 2 of SMA Negeri 3 Surakarta ........................ 157
10. Field note of interview with
the student of class XI Aksel 1 of SMA Negeri 3 Surakarta ........................ 163
11. Field note of interview with
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the student of class XI IPA 1 ofcommit
SMA Negeri
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12. Field note of interview with
the student of class XI IPA 2 of SMA Negeri 3 Surakarta .......................... 179
13. Field note of interview with
the student of class X IPS 4 of SMA Negeri 3 Surakarta ............................ 184
APPENDIX III …............................................................................................... 189
1. Transcript of teaching and learning process
in class XI Aksel 1 of SMA Negeri 3 Surakarta ........................................... 189
2. Transcript of teaching and learning process
in class XI Aksel 2 of SMA Negeri 3 Surakarta ........................................... 209
3. Transcript of teaching and learning process
in class XI Aksel 2 of SMA Negeri 3 Surakarta ........................................... 219
4. Transcript of teaching and learning process
in class XI IPA 1of SMA Negeri 3 Surakarta ............................................... 234
5. Transcript of teaching and learning process
in class XI IPA 2 of SMA Negeri 3 Surakarta .............................................. 242
6. Transcript of teaching and learning process
in class XI IPS 4 of SMA Negeri 3 Surakarta ............................................... 250
APPENDIX IV
.............................................................................................. 258
1. Classification of occurrences and textual functions
of DMs used by teachers
in six English classrooms of SMA Negeri 3 Surakarta ................................. 258
2. The summary of classification of the textual functions
of DMs used by teachers
in six English classrooms of SMA Negeri 3 Surakarta ................................. 311
3. Lesson plans used by teachers in the classrooms ………………………….. 313
APPENDIX V
............................................................................................... 331
1. Photographs
............................................................................................ 331
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2. Letter of permission
................................................................................
333
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THE USE OF DISCOURSE MARKERS BY TEACHERS
IN ENGLISH CLASSROOM
(A Case Study in SMA Negeri 3 Surakarta
in the Academic Year of 2013/2014)
By:
Yeni Karlina
K2210087
A THESIS
Submitted to the Teacher Training and Education Faculty of Sebelas Maret
University to Fulfil One of the Requirements for Getting the Undergraduate
Degree of Education in English
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY OF SURAKARTA
2014
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ABSTRACT
Yeni Karlina. THE USE OF DISCOURSE MARKERS BY TEACHER IN
ENGLISH CLASSROOM (A CASE STUDY IN SMA NEGERI 3
SURAKARTA IN THE ACADEMIC YEAR OF 2013/2014). Thesis, Teacher
Training and Education Faculty of Sebelas Maret University. November 2014.
The research is aimed at (1) identifying the the languages used by teachers in
English classroom; (2) finding out the Discourse Markers (DMs) used by teachers in
English classroom; and (3) finding out the functions of DMs used by teachers in
English classroom.
This research uses qualitative case study method. The research was carried out
in April to June 2014 in SMA Negeri 3 Surakarta which is located at Jln. Laksamana
Sukardi R.E.Martadinata 143 Surakarta for the regular program and at Jln. Prof.
W.Z.Yohanes Surakarta for the acceleration program. The sources of the data were
events, informants, and documents. The data were collected through observation,
interviews, and document analysis. The teaching and learning process were recorded
and transcribed. The data were analyzed using interactive model of qualitative data
analysis technique, which includes data reduction, data display, and drawing
conclusion/ verification.
Based on the observation, interviews, and document analysis, it can be
concluded that: (1) both teachers use more than one languages of instruction in
English classroom. T1 uses 75% of English, 20% of Indonesian, and 5% of Javanese
in her talk. T2 exhibits a balanced use of English and Indonesian in English
classrooms with the proportion of 50% - 50%. (2) the DMs used by the teachers in
the classrooms cover DMs in English such as okay, so, filler er and em, well, now,
and, but, because, and then, next, if, by the way, and I mean, DMs in Indonesian such
as oke, jadi, nah, bentar bentar, and tapi and DM in Javanese i.e. sik sik. The
findings suggest that the use of English DMs outnumbers Indonesian and Javanese
DMs with DM okay, so, and then, and er are the most preferable DMs both teachers
use in the teacher talk due to the high multi-functionality in academic discourse (3)
The research findings suggest that the textual functions served by the DMs used by
the teachers in the classroom discourse are as follows: (a) to mark the opening of the
discourse, including claiming the students’ attention (okay, so, oke); (b) to signal
topic switch, including the boundaries of classroom procedures (okay, oke, well, by
the way, now, nah); (c) to mark the closing of the discourse (okay); (d) to keep the
speaking turn (er, em, bentar-bentar, sik-sik); (e) to relinquish the speaking turn
(okay, so); (f) to indicate result or conclusion (so, jadi, nah); (g) to signal contrastive
relation (but, tapi); (h) to mark sequential relations (next, and then); (i) to signal the
continuation &addition (and); (j) to indicate repairs of the speech (I mean); (k) to
show condition relation (if); (l) to show causal relation (because).
The fact that the use of DMs is viewed beneficial to the organization of the
discourse implies that there should be an increased awareness on the use of DMs in
teacher talk for it can help teachers to better-achieve the instructional objectives
though the teacher talk. Teacher education, therefore, should facilitate uptake of
DMs as a significant linguistic feature.
Keywords: Discourse Markers, teacher talk, classroom interaction
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ABSTRAK
Yeni Karlina. PENGGUNAAN PENANDA WACANA OLEH GURU DI
KELAS BAHASA INGGRIS (STUDI KASUS DI SMA NEGERI 3
SURAKARTA TAHUN AJARAN 2013/2014) . Skripsi, Fakultas Keguruan dan
Ilmu Pendidikan Universitas Sebelas Maret. November 2014.
Tujuan penelitian ini adalah (1) mengidentifikasi bahasa yang digunakan oleh
guru di kelas Bahasa Inggris; (2) mengidentifikasi penanda wacana (DM) yang
digunakan oleh guru di kelas Bahasa Inggris; dan (3) mengidentifikasi fungsi
penanda wacana yang digunakan oleh guru di kelas Bahasa Inggris.
Penelitian ini menggunakan metode kualitatif studi kasus. Penelitian ini
dilaksanakan dari bulan April hingga Juni 2014 di SMA Negeri 3 Surakarta yang
terletak di Jln. Laksamana Sukardi R.E.Martadinata 143 Surakarta untuk program
reguler dan di Jln. Prof. W.Z.Yohanes Surakarta untuk program akselerasi. Sumber
data meliputi peristiwa, informan, dan dokumen. Data dikupulkan melalui observasi,
wawancara, dan analisis dokumen. Kegiatan belajar mengajar direkam dan
ditranskrip. Data dianalasis menggunakan teknik analisis data kualitatif model
interaktif yang meliputi reduksi data, tampilan data, dan penarikan kesimpulan.
Berdasarkan observasi, wawancara, dan analisis dokumen dapat disimpulkan
bahwa: (1) kedua guru menggunakan lebih dari satu bahasa pengantar di kelas
Bahasa Inggris. Guru 1 menggunakan 75% Bahasa Inggris, 20% Bahasa Indonesia,
dan 5% Bahasa Jawa dalam ujarannya. Guru 2 menggunakan Bahasa Inggris dan
Bahasa Indonesia dalam proporsi yang seimbang 50%-50% di kelas Bahasa Inggris.
(2) penanda wacana (DM) yang digunakan oleh guru di kelas meliputi DMs dalam
Bahasa Inggris yakni okay, so, filler er and em, well, now, and, but, because, and
then, next, if, by the way, dan I mean, DMs dalam Bahasa Indonesia yakni oke, jadi,
nah, bentar-bentar, dan tapi dan DMs dalam Bahasa Jawa yakni sik-sik. Temuan
penelitian ini menunjukkan bahwa dari segi jumlah penggunaan DMs dalam Bahasa
Inggris melebihi DMs dalam Bahasa Indonesia dan Bahasa Jawa dengan DMs okay,
so, and then, dan filler er sebagai DMs yang paling sering digunakan oleh kedua guru
dalam ujaran mereka karena karakteristik multifungsi DMs tersebut dalam diskursus
akademik. (3) Temuan penelitian menunjukkan bahwa fungsi tekstual DMs yang
digunakan guru di dalam interaksi kelas adalah untuk: (a) menandai pembukaan
diskursus kelas, termasuk menarik perhatian siswa (okay, so, oke); (b) menandai
pergantian topic, termasuk batas-batas prosedur kelas (okay, oke, well, by the way,
now, nah); (c) menandai penutupan diskursus kelas (okay); (d) menahan giliran
berbicara (er, em, bentar-bentar, sik-sik); (e) memberikan giliran berbicara (okay,
so); (f) menandai kesimpulan atau hasil (so, jadi, nah); (g) manandai hubungan
kontras (but, tapi); (h) menandai kesinambungan urutan (next, and then); (i)
menandai terusan dan tambahan (and); (j) menandai perbaikan ujaran (I mean); (k)
menunjukkan hubungan prasyarat (if); (l) menunjukkan sebab (because).
Fakta bahwa penggunaan DMs dipandang bermanfaat dalam organisasi
diskursus mengimplikasikan bahwa harus ada peningkatan kesadaran dalam
penggunaan DMs dalam ujaran guru karena hal ini dapat membantu guru untuk
mencapai tujuan pembelajaran dengan lebih baik melalui ujaran guru. Pendidikan
guru, oleh karena itu, harus memfasilitasi dimasukkannya DMs sebagai fitur
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linguistic yang signifikan.
Kata kunci: Penanda wacana, ujaran guru, interaksi kelas.
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MOTTO
“Just keep swimming!”
Dory – Finding Nemo (2003)
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To:
My loving parents
My loved-up sister
English Education Department
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ACKNOWLEDGMENT
First and above all, I praise God, the almighty for providing me this opportunity
and granting me the capability to proceed successfully. This thesis appears in its
current form due to the assistance and guidance of several people. I am deeply
indebted to them for their generous help and would therefore like to offer my
sincere thanks to:
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret
University
2. The Head of the Language and Art Department of Teacher Training
and Education Faculty
3. Teguh Sarosa, S.S., M. Hum. as the Head of English Education
Department
4. Dr. Suparno, M. Pd., my esteemed principal supervisor, who has supported
me throughout my thesis with his patience and knowledge whilst still
allowing me the room to work in my own way. This thesis would not have
been completed or even written without his warm encouragement,
thoughtful guidance, critical comments, and correction. One simply could
not wish for a better or friendlier supervisor.
5. Endang Setyaningsih, S. Pd., M. Hum. as my esteemed second thesis
supervisor for her excellent guidance and patience in the midst of her very
busy days, without which I would not have been able to complete this
work.
6. Drs. Makmur Sugeng, M. Pd. as the Headmaster of SMA Negeri 3
Surakarta that has given me permission for conducting the research.
7. Dra. Eny Nursanti, M. Acc., the English Teacher in SMA Negeri 3
Surakarta, for open-handedly providing me with abundant data I need for
the research. Sherlockians do stick together, Mom!
8. Abdul Munif, S. Pd, M. Hum., the other English Teacher in SMA Negeri 3
Surakarta, for generously providing me with a widely open access to the
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data for my thesis completion.
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9.
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The board of English Department Lecturers for the transfer of insightful
knowledge and valuable guidance without which my college years would
not have been this fruitful.
10. My family. My loving parents who tirelessly support me in my good and
bad times with their endless shower of love and prayer. My beloved sister
who can get annoying sometimes and super annoying at other times for
always cheering me up. Home is wherever they are.
11. HIMALAYA girls Imel, Imi, Ipen, Ecak (Gals, I know what this name
stands for sucks. We had better have a serious talk about other alternatives,
no?) Gosh, where to start? I will not say much about them because if I do I
will need an additional chapter. Simply speaking, those lovely wenches are
one of the best parts ever happening to my college years and even to my
life. The tears, laughter, stories, pains, joy, journey we share are amongst
the evidence that I am blessed and I am eternally grateful for that.
12. Class B English Education Department batch 2010 for the warm
atmosphere of togetherness during these past four years or so.
13. Big family of English Student Association (ESA) FKIP UNS, especially
PHT ESA FKIP UNS 2012/2013 Radit, Hanip, Tiche, Mba Indri, Imel,
Imi, Ipen, Ecak (you girls again?) for the kinship (I honestly would say
‘sisterhood’ but then I realized that there is Radit there) and the Tuesday
meetings which resemble girls’ curhat sessions with Radit acting as the
moderator.
14. Student English Forum (SEF) UNS buddies Nanda, Manda, Juli, Mas Bay,
Dio, Esty, Mba Sifa, Mba Vista, Mba Evi and others. Mister Speaker, my
speech of gratitude will consist of two major points. Firstly, thanks for the
crazy -literally crazy- hangouts, discussions, debate, tourneys, and
randomness we have been through. Debaters never quit, quitters never
debate! Secondly, I beg you to propose.
15. U2, The Beatles, Ella Fitzgerald, Frank and Nancy Sinatra, Lana Del Rey,
Calvin Harris, and the All American Rejects for being such awesome
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companions who beautifully break the dead-air silence and boredom
during the time of this thesis compilation.
For any errors or inadequacies that may remain in this work, of course,
the responsibility is entirely my own. Therefore, constructive feedbacks,
suggestions, comments, and criticism for improving the work are highly
welcomed.
Surakarta, November 2014
Yeni Karlina
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TABLE OF CONTENT
TITLE ................................................................................................................ i
APPROVAL ...................................................................................................... ii
THE APPROVAL OF THE EXAMINERS ………………………………….. iii
PRONOUNCEMENT ....................................................................................... iv
ABSTRACT ...................................................................................................... v
MOTTO .......................................................................................................... vi
DEDICATION ............................................................................................... vii
ACKNOWLEDGEMENT ................................................................................ viii
TABLE OF CONTENT .................................................................................... xi
LIST OF ABBREVIATIONS
................................................................ xiv
LIST OF FIGURES ......................................................................................... xv
LIST OF TABLES
........................................................................................ xvi
LIST OF APPENDICES
............................................................................ xvii
CHAPTER I. INTRODUCTION
.................................................................. 1
A. Background of the Study
...................................................... 1
B. Limitation of the Study
B. Problem Statement
................................................................... 6
............................................................................... 6
C. Objectives of the Study
………....................................................... 7
D. Benefits of the Study …........................................................................... 7
CHAPTER II. THEORETICAL REVIEW
A. Classroom Interaction
...................................................... 9
……………………................................... 8
1. The Nature of Interaction in Language Classroom .......................... 8
2. The Features of Classroom Interaction
……...................... 11
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3. The Structure of Classroom
.............................. 13
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B. Teacher Talk
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….................................................................................... 15
1. The Characteristics of Teacher Talk
....................................................... 15
2. The Elements of Teacher Talk .............…………...................................... 16
a. Teacher Question
............................................................................... 16
b. Teacher Explanation
................................................................... 17
c. Teacher Feedback and Error Treatment
3. Teacher Talk in EFL Classrooms
C. Discourse
………………………… 19
................................................... 20
...........……….................................................................... 22
1. The Definition of Discourse ….………………………………………….. 22
2. Types of Discourse …………….………………………………………… 24
a. Spoken and Written
………………………………………………… 24
b. Monologue and Dialogue ……………………………………………. 25
3. Context ………………………………………………………………….. 26
4. The Cohesion and Coherence of Discourse
………………………….. 28
a. Cohesion
………………………………………………………….. 28
b. Coherence
………………………………………………………….. 31
D. Discourse Markers ………………………………………………………….. 31
1. Definition
………………………………………………………….. 31
2. The Characteristics of DMs
3. The Functions of DMs
………………………………………….. 33
………………………………………………. 36
a. Textual Functions …………………………………………………….. 36
b. Interpersonal Functions ………………………………………………. 37
c. Pragmatic Functions …………………………………………………… 38
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E. Review of Related Research oncommit
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in Language Classrooms .................................................................................. 39
CHAPTER III. RESEARCH METHODOLOGY
.......................................... 44
A. The Time and Place of the Research ............................................................. 44
B. Description of the Research Setting/ Subjects ................................................ 44
C. Method of the Research ................................................................................... 47
D. The Source of Data …………………............................................................. 48
E. The Techniques of Collecting Data ……………………………………….. 49
E. The Trustworthiness of Data .......................................................................... 50
F. Technique of Analyzing Data ………............................................................ 51
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
........................ 52
A. Research Findings ……….............................................................................. 52
1. The Language Used by Teachers in English Classroom
......................... 52
2. The DMs Used by the Teachers in English Classroom
..................... 59
3. The Textual Functions DMs Used by Teachers
in English Classroom …………………………………………………….. 72
B. Discussions
.......................................................................................... 83
CHAPTER V. CONCLUSION, IMPLICATIONS, AND SUGGESTIONS
..... 94
A. Conclusion ………......................................................................................... 97
B. Implication ……….......................................................................................... 98
C. Suggestion ………........................................................................................... 99
BIBLIOGRAPHY ........................................................................................... 101
APPENDICES
............................................................................................... 105
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LIST OF ABBREVIATIONS
CANCODE
The Cambridge and Nottingham Corpus of Discourse in
English
DM(s)
Discourse Marker(s)
EFL
English as a Foreign Language
e.g.
example
etc.
et cetera (and so on)
ESL
English as a Second Language
esp.
especially
i.e.
id est (that is)
L1
First Language
L2
Second Language
p.
page
SL
Source Language
SMA
Sekolah Menegah Atas (Senior High School)
TL
Target Language
T1
Teacher 1
T2
Teacher 2
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LIST OF FIGURES
Figure 3.1. Interactive model of qualitative data analysis technique ............. 52
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LIST OF TABLES
1. Table 2.1. The functions of DMs used by teachers and students
in EFL classrooms according to Castro (2009) ....................................... 41
2. Table 4.1. Languages of instruction
used by teachers in English classroom ..................................................... 59
3. Table 4.2. The classification of DMs
used by teachers in English classroom ..................................................... 71
4. Table 4.3. The textual functions of DMs
used by the teachers ………………….................................................... 82
5. Table 4.4. The occurrence of DMs use in every classroom ..................... 83
6. Table. 4.5. The textual functions DMs use in every classroom
(the highest frequency to the lowest) ...................................................... 87
7. Table 4.6. The comparison between teachers’ perception
and the students’ about the textual functions of DMs ............................. 91
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LIST OF APPENDICES
APPENDIX I ................................................................................................... 105
1. Interview protocol with
the English teachers of SMA Negeri 3 Surakarta
...................................... 105
2. Interview protocol with
the students of SMA Negeri 3 Surakarta …................................................... 107
APPENDIX II ................................................................................................... 109
1. Field note of classroom observation
in class XI Aksel 1 of SMA Negeri 3 Surakarta …...................................... 109
2. Field note of classroom observation
in class XI Aksel 2 of SMA Negeri 3 Surakarta ........................................... 114
3. Field note of classroom observation
in class XI Aksel 2 of SMA Negeri 3 Surakarta ........................................... 118
4. Field note of classroom observation
in class XI IPA 1 of SMA Negeri 3 Surakarta .............................................. 123
5. Field note of classroom observation
in class XI IPA 2 of SMA Negeri 3 Surakarta .............................................. 127
6. Field note of classroom observation
in class XI IPS 4 of SMA Negeri 3 Surakarta ............................................... 131
7. Field note of interview with
English teacher 1 of SMA Negeri 3 Surakarta ……...................................... 136
8. Field note of interview with
English teacher 2 of SMA Negeri 2 Surakarta ………................................. 150
9. Field note of interview with
the student of class XI Aksel 2 of SMA Negeri 3 Surakarta ........................ 157
10. Field note of interview with
the student of class XI Aksel 1 of SMA Negeri 3 Surakarta ........................ 163
11. Field note of interview with
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12. Field note of interview with
the student of class XI IPA 2 of SMA Negeri 3 Surakarta .......................... 179
13. Field note of interview with
the student of class X IPS 4 of SMA Negeri 3 Surakarta ............................ 184
APPENDIX III …............................................................................................... 189
1. Transcript of teaching and learning process
in class XI Aksel 1 of SMA Negeri 3 Surakarta ........................................... 189
2. Transcript of teaching and learning process
in class XI Aksel 2 of SMA Negeri 3 Surakarta ........................................... 209
3. Transcript of teaching and learning process
in class XI Aksel 2 of SMA Negeri 3 Surakarta ........................................... 219
4. Transcript of teaching and learning process
in class XI IPA 1of SMA Negeri 3 Surakarta ............................................... 234
5. Transcript of teaching and learning process
in class XI IPA 2 of SMA Negeri 3 Surakarta .............................................. 242
6. Transcript of teaching and learning process
in class XI IPS 4 of SMA Negeri 3 Surakarta ............................................... 250
APPENDIX IV
.............................................................................................. 258
1. Classification of occurrences and textual functions
of DMs used by teachers
in six English classrooms of SMA Negeri 3 Surakarta ................................. 258
2. The summary of classification of the textual functions
of DMs used by teachers
in six English classrooms of SMA Negeri 3 Surakarta ................................. 311
3. Lesson plans used by teachers in the classrooms ………………………….. 313
APPENDIX V
............................................................................................... 331
1. Photographs
............................................................................................ 331
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2. Letter of permission
................................................................................
333
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