TEACHERS' CLASSROOM DISCOURSE MODEL IN PRAISING FOR THE STUDENTS’ TASK
(A STUDY AT SMPN 12 PADANG ACADEMIC YEAR 2017/2018)
Ade Fitriani, Yelfiza, Yulmiati
Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat [email protected]
ABSTRAK
Penelitian ini bertujuan untuk menemukan model bahasa guru dalam memberikan pujian kepada siswa selama proses pembelajaran berlangsung.
Peneliti mempertanyakan dua masalah, model bahasa memuji dan alasan guru dalam memuji siswa. Pendekatan penelitian ini adalah kualitatif dengan metode penelitian deskriptif. Penelitian dilakukan dengan teknik purposive sampling terhadap 4 orang guru dari SMPN 12 Padang sebagai informan dengan mata pelajaran bahasa inggris. Dalam mengumpulkan data, data penelitian dikumpulkan dengan teknik video, field note saat observasi di kelas dan juga teknik rekam saat melakukan interview terhadap guru. Setelah menganalisis data yang didapatkan dari penggunaan instrument tersebut, peneliti menemukan bahwa models in praising yang di gunakan secara keseluruhan oleh guru bahasa inggris SMPN 12 Padang adalah general praise, descriptive praise, ability praise, personalize the praise using student’s name, and effort praise. Namun, hanya 1 guru yang menggunakan kelima model tersebut, guru yang lain hanya menggunakan 2 model, dan ada juga yang hanya menggunakan 1 model saja.
Kata Kunci: Classroom Discourse, Models In Praising, Praise, Students’ Task
INTRODUCTION
Teaching is a group activity that involves the teacher, students and materials in the classroom. The teacher starts from giving the material, information, and share an idea and task to the students for the assessment.
The teacher can give the good material and the students also get the material
clearly when they make a good interaction in the class.
According to Flowerdew (2013:1), discourse is the language in its context of use. The Flowerdew opinion supported by Yelfiza (2016:15), in her disertation, classroom discourse is all utterences related to the task used by the teacher when communicating learning tasks in classroom situation.It
will be known about utterences used by teachers to make good interaction with students. In this research, the researcher focus on verbal feedback, that is about praise.
Based on the researcher pre- observation at SMPN 12 PADANG in academic years 2017/2018, researcher found two facts related to praising students in classroom. The fact is the teachers gave praise unseen when the students answered their question. The students was uncertain then silent and slow respond for giving feedback to the teacher.
However, in other situation, the researcher found the teachers gave praise. The teacher did not always give the praise but the teacher often give the praise to the active students and straigthforward.
Referring to the phenomena above, the models of praising used by the teachers have different function each other. It makes the researcher interested to research the model and why the teacher used praise.
Classroom discourse by the teacher is important in teaching the students. According to Zhang (2008:80), during the activity of
acquiring new knowledge, many factors may affect the quality of learning, such as: learning styles, learner strategies, different learner variables (motivation, age, and gender) as well as classroom discourse. It means that the teacher good skills in classroom discourse can make the students good motivation in learning.
Praise is the act of expressing approval or admiration. Teachers use praise to foster students' sense of
"self-esteem in learning. According to Wong & Waring (2013:14 in Mahdi&Sadany), praise is a way of reinforcing a student‟s giving of a correct response, which, in the context of language teaching, means reinforcing corrects comprehension or production of a language structure. It means, praise is a strategy that aims to encourage students to monitor meaning, and self-correct.
According to Burnett & Mandel (2010:145), there are three models of praise, non-targeted praise (excellent, well done, that‟s great), effort (you‟re working hard on your reading) and ability (you‟re really smart at math). It according to Thomas (2014:1 in
Burnett), uses the term “descriptive reinforcement” to describe praise. He outlined a three stage model for providing praise in the classroom as follows: (a) personalize the praise by using the student‟s name, (b) use one of 101 praise statements, and (c) outline what the student did to merit being praised.
According to Brophy (2014:16), there are the functions of teacher‟s praising: praise as spontaneous expression of surprise or admiration, praise as balance for critism or vindication of predictions or expectation, praise as attempted vicarious reinforcement, the teacher does not do praise spontaneous but with praising with the other words, praise as positive guidance or avoidance of criticism, praise as ice breaker or peace offering, praise as student-elicited stroking, praise as a transition ritual, praise as consolation prize or encouragement.
Based on Lee (2000:4), states that task is a classroom activity or exercise that has (a) an obtainable only by the interaction among participants, (b) a mechanism for structuring and sequencing interaction and (c) a focus
on meaning exchange. It can be concluded task is some activity or exercise the students should do in the classroom during learning process.
RESEARCH METHOD
The design of this research wills descriptive discourse analysis.
According to Yelfiza (2016:20) in her dissertation, the analysis is focused on the classroom as discourse practice and description the data. The analysis will describe the models of praise and the function of praise when the students answer with correct answer in the classroom.
According to Gay and Airasian (2000:212), purposive sampling is judgment sampling, sample elements judged to be typical, or representative are chosen from the population. It is clear that purposive sampling requires sample or participant based on the researcher needed.
The researcher did research with purposive sampling. The researcher did research to SMPN 12 PADANG and meet the English teacher. The researcher takes 4 teachers to be the participants. The researcher was
observation the 4 teachers consisted of female.
According to Gay and Airasian (2000:145), explain that “instrument is tool or something that is used to collect data”. In other word, instrument was used by researcher to reach the real finding. The instruments used in this research are: observation, and interview. The technique of data analysis is: reduction, presentation and conclude the data.
FINDINGS AND DISCUSSION The purpose of this research was to find out the model of praising used by English teacher in SMPN 12 Padang. The researcher choose the teachers of SMPN 12 Padang as the participant in this research as documentary.
1. Models and Function of Praising Used by English Teacher
In this part, the researcher analysis some praise words delivered by the teacher and the function of models in praising that used.
There are the analyses of the data that researcher got about the models of praise:
a. General Praise
According to Burnett (2010), referred to Thomas's 110 statements as general praise noting examples such as “that's great,” “well done,” “terrific job,” and “that's fantastic”, etc. It means that the general praise is the model that used the simple statement in praising the students. The teacher used the positive word to respond the students‟ task. “Okay, you are smart! Good! Is the general praise.
The most specific characteristic of general praise is the teacher used simple statement; it can be one simple statement or two simple statements.
The function of this praising statement can be seen in the next respond of the students. The second function of praising used by the teacher was praising as transition ritual because after teacher praising the students the teacher going to the next task.
b. Descriptive Praise
The praising statements used by the teacher here is “Very Good!” and the description sentence in this dialogue is “Nah,itu yang miss suka.
Dia bener-bener menceritakan temennya. Jadi, tidak ngarang- ngarang, entah siapa-siapa namanya ya. Yakan.. nah, itu namanya sesuai
reality nya yang dia apakan... (Yup, that‟s what I like. She really told about her friend‟s characteristic. So, she is not inventing, usually we did not know the people that has the name…. alright? Yup, the name is appropriate with the reality)”. The teacher describe the student‟s did to merit the praising. The teacher explained the student‟s task is very good. The function of praising used by the teacher is the praising as positive guidance and praise as consolation prize or encouragement.
c. Ability Praise
The teacher used discourse
“you’re always the best!” to admire and reinforce the ability of the students in doing the task fast and correct. The reason why the teacher used “you are always smart!”, it is because the student was always enthusiast in every English class this is why the reasearcher named this statement ability praise. The function of praising in this context is the praise as spontanous expression to admire the student ability. The student was smile and keep spirit to did the task.
d. Personalize the Praise by using the student’s name
The teacher used the statements
“Okay, good job! Ilham”. The statement to praising the students the teacher used “good job!” and Ilham is the name of the students who correct in answer the question. The model of praising that used by the teacher is personalize the student‟s name. The function of the model in praising that used by the teacher in this section is praising as admiration and the praising as the transisition to make the students confident so, the students can did the next task.
e. Effort Praise
The statement “Walaupun salah pertamanya… a... lansung diperbaiki cepat (althought he wrong in the firs answer, he correted the wrong answer fast)” is attribution to the student‟s hard work to answer the question correcly. The teacher tried to make the students still confident with himself. The teacher tried to increase the student confidents. The function of the model in praising usd by the teacher was used to ice breaker or peace offering and to student-elicited stroking and also consolation prize or encouragement. The students did not
afraid to answer the question althought the answer will be wrong.
CONCLUSION
Teacher-students interaction was happened between teacher and students during in teaching learning process are very warm situation when the teacher can give praising to the stedents. The teacher always give good response when the students anwswer correcly. The effect of praise used by the teachers made the students feel happy and interest to try to answer again and again. It made the students confident to performe. So, praising is very important in classroom interaction because praising is an imperative thing to motivation the students.
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