Penanda Pengemukaan Topik dalam Wacana Pedagogi: Satu Analisis Wacana Kritis (Topic Delivery Markers in Pedagogical: Discourse based on Critical Discourse Analysis)

Abstract

Most past studies of pedagogical discourse on teacher teaching skills do not discuss the social practice of discourse based on the critical discourse analysis approach (AWK). The study aims to clarify the social practice of pedagogical discourse through the analysis of the markers of the delivery of topics in the interaction of teacher-students during micro-teaching activities. The topic delivery markers include paratone marker words as a marker of discourse and a teacher's question verses as a part of the topic control in the textual dimension of the pedagogical discourse. The study used data recording and transcription methods. The data were taken from a 30-minute video recording of each teaching and learning session during a micro-teaching activity involving 5 prospective teachers at a public university in Jakarta and real students from five secondary schools in Jakarta. This study applies to AWK Fairclough (2013). The analysis focuses on the paratone marker words and type of teacher question verse. This study found that teachers used 146 words of paratone markers ‘nah’, ‘ya’, ‘baik/baiklah’, ‘silakan’, ‘sekarang’, ‘lalu’, ‘anak-anak/anak-anakku’, ‘assalamualaikum/selamat pagi/sore’, ‘selanjutnya’, ‘coba’, ‘yang pertama/kedua/ketiga’, ‘Alhamdulillah’, ‘bagaimana’, ‘wah’, ‘jadi’, ‘ayo’, ‘kalian’, ‘ohya nak’, and ‘tolong’ at the beginning of the movement as a way of summing up new topics. There are 125 questions of teachers becoming movements either as topic markers or after the paratone marker words are approved. The type of teacher's question verse is an open-closed; and informative-affirmative question verse. This study contains the social practice of equality of teacher-students dominance in the classroom. Teachers consider students to be subjects who have the right to be respected through the selection of paratone marker words that indicate an effect, such as 'please', 'please', 'try', and '–kah' particle as well as a positive an acknowledgment of the student’s response. This is contrary to the sociocultural practice of pedagogy in Indonesia where power often belongs to teachers. In addition, the teacher in this study is still a prospective teacher so the students consider having a close relationship with their teacher. This study contributes to the quality of teaching and learning when students become teachers as well as providing linguistics input in the study of pedagogical discourse with the AWK approach.