An exploration of talk in secondary chemistry classroom implementing the curriculum 2013 in Indonesia

Abstract

This study investigates the classroom talk occur during chemistry classroom at Madrasah Aliyah. The focus is on the pattern of classroom talk and pedagogical intervention adapted in chemistry lessons that have implemented the new curriculum, often known as Curriculum 2013 in Indonesia. An exploratory case study approach utilised for this research. The study carried out at one Madrasah Aliyah in greater Jakarta. The chemistry lessons in this classroom were observed over the period of three months. The whole class talk that took place during the target lesson were recorded using video recorder, audio recorder and field notes. The data from classroom observation were analysed using thematic analysis. The finding indicates that the pattern of classroom talk mostly adopted traditional triadic movement (Initiation Response Feedback/IRF). In term of pedagogical intervention, the study shows that the teacher employs various techniques to promote talk: Direct elicitation, cued elicitation, developing the conceptual line, and literal recap in which the authoritative discourse mostly took place. The study concludes with the implications for the development of teaching practices that promote classroom talk in science education.