Structure of Classroom Discourse Produced by English Teachers of Different Experience to Different Level of Proficiency Group
- 10.2991/icoelt-18.2019.5How to use a DOI?
- Classroom discourse, discourse structure
The study was aimed at exploring how the teaching experience in terms of length of service affects the capability of the English teachers in modifying the structure of classroom discourse at the exchange, transaction and interaction level. Data for this study comprise twenty recording transcripts generated from twenty English lessons produced by five novice and five experienced teachers teaching at Junior High School and five novice and five experienced teachers teaching at Senior High School. The data were analyzed by identifying the discourse segments from the lowest rank to the highest using Sinclair and Coulhard’s classroom discourse structure model. The findings revealed that in the micro level the experienced teachers use IRF model then novice teachers. In addition, the teachers teaching Senior High School students produced more IRF model as compared to their counterparts in Junior High. In the macro level. The experienced teacher produced more complete segments for opening, body, and conclusion. In addition, the more experienced teacher produced more activities and exchanges. For overall performance, all teachers are weak in producing opening and closing segments, and also the producing the activities leading students to free communication.
- © 2019, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Hamzah Hamzah PY - 2019/02 DA - 2019/02 TI - Structure of Classroom Discourse Produced by English Teachers of Different Experience to Different Level of Proficiency Group BT - Proceedings of the Sixth of International Conference on English Language and Teaching (ICOELT 2018) PB - Atlantis Press SP - 33 EP - 39 SN - 2352-5398 UR - https://doi.org/10.2991/icoelt-18.2019.5 DO - 10.2991/icoelt-18.2019.5 ID - Hamzah2019/02 ER -