The turn-taking mechanism in classroom interactions of public high school 2 Ambon
| Main Author: | Sasabone, Carolina; Universitas Pattimura |
|---|---|
| Format: | Article info application/pdf eJournal |
| Bahasa: | eng |
| Terbitan: |
Institute of Advanced Engineering and Science
, 2019
|
| Subjects: | |
| Online Access: |
http://journal.uad.ac.id/index.php/EduLearn/article/view/10367 http://journal.uad.ac.id/index.php/EduLearn/article/view/10367/pdf_336 http://journal.uad.ac.id/index.php/EduLearn/article/downloadSuppFile/10367/1439 |
| ctrlnum |
article-10367 |
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<dc schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd"><title lang="en-US">The turn-taking mechanism in classroom interactions of public high school 2 Ambon</title><creator>Sasabone, Carolina; Universitas Pattimura</creator><subject lang="en-US">Class interaction; Interaction discourse; Turn-taking</subject><description lang="en-US">A special feature of class interaction discourse relates to typical elements of context. The elements of the context include the participants, the background, the topic, the nature of the message, and the message tone. Teachers are more dominant to organize the course of teaching and learning activities, such as topic selection, topic development, and control of conversation topics or learning topics. Teachers determine the direction of a conversation or turn-taking, ie when an opportunity is given to students to speak and when to take the rotation-said. The characteristics of learning conversations are (1) the participants are teachers and students, (2) the conversation is done during the teaching and learning activities, (3) the conversation has a purpose, and the topic is related to the learning objectives. . In addition teachers also have certain rights that usually appear in the teacher-centered classroom. These rights include (a) participating in all interactions, (b) initiating interactions, (c) determining the time to participate, (d) determining who is given the opportunity to interact, (e) determining who gets a turn more than once, and (f) closing the interaction. The mechanism of teacher-student turn-taking in classroom learning activities can be done by (1) getting opportunities (2) stealing opportunities, (3) seizing opportunities, (4) replacing, and (5) continuing.</description><publisher lang="en-US">Institute of Advanced Engineering and Science</publisher><contributor lang="en-US"/><date>2019-05-01</date><type>Journal:Article</type><type>Other:info:eu-repo/semantics/publishedVersion</type><type>Other:</type><type>File:application/pdf</type><identifier>http://journal.uad.ac.id/index.php/EduLearn/article/view/10367</identifier><identifier>10.11591/edulearn.v13i2.10367</identifier><source lang="en-US">Journal of Education and Learning (EduLearn); Vol 13, No 2: May 2019; 226-233</source><source>2302-9277</source><source>2089-9823</source><language>eng</language><relation>http://journal.uad.ac.id/index.php/EduLearn/article/view/10367/pdf_336</relation><relation>http://journal.uad.ac.id/index.php/EduLearn/article/downloadSuppFile/10367/1439</relation><rights lang="0">Copyright (c) 2019 Universitas Ahmad Dahlan</rights><rights lang="0">http://creativecommons.org/licenses/by/4.0</rights><recordID>article-10367</recordID></dc>
|
| language |
eng |
| format |
Journal:Article Journal Other:info:eu-repo/semantics/publishedVersion Other Other: File:application/pdf File Journal:eJournal |
| author |
Sasabone, Carolina; Universitas Pattimura |
| title |
The turn-taking mechanism in classroom interactions of public high school 2 Ambon |
| publisher |
Institute of Advanced Engineering and Science |
| publishDate |
2019 |
| topic |
Class interaction Interaction discourse Turn-taking |
| url |
http://journal.uad.ac.id/index.php/EduLearn/article/view/10367 http://journal.uad.ac.id/index.php/EduLearn/article/view/10367/pdf_336 http://journal.uad.ac.id/index.php/EduLearn/article/downloadSuppFile/10367/1439 |
| contents |
A special feature of class interaction discourse relates to typical elements of context. The elements of the context include the participants, the background, the topic, the nature of the message, and the message tone. Teachers are more dominant to organize the course of teaching and learning activities, such as topic selection, topic development, and control of conversation topics or learning topics. Teachers determine the direction of a conversation or turn-taking, ie when an opportunity is given to students to speak and when to take the rotation-said. The characteristics of learning conversations are (1) the participants are teachers and students, (2) the conversation is done during the teaching and learning activities, (3) the conversation has a purpose, and the topic is related to the learning objectives. . In addition teachers also have certain rights that usually appear in the teacher-centered classroom. These rights include (a) participating in all interactions, (b) initiating interactions, (c) determining the time to participate, (d) determining who is given the opportunity to interact, (e) determining who gets a turn more than once, and (f) closing the interaction. The mechanism of teacher-student turn-taking in classroom learning activities can be done by (1) getting opportunities (2) stealing opportunities, (3) seizing opportunities, (4) replacing, and (5) continuing. |
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