ANALISIS TINDAK TUTUR BERTANYA GURU DALAM PROSES PEMBELAJARAN KETERAMPILAN BERBAHASA INDONESIA DI SMA NEGERI 1 PANDEGLANG
| Main Author: | WAHYUDIN, YUYU |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | ind |
| Terbitan: |
, 2016
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| Subjects: | |
| Online Access: |
https://eprints.untirta.ac.id/10744/1/Analisis%20Tindak%20Tutur%20Bertanya%20Guru%20dalam.pdf https://eprints.untirta.ac.id/10744/ |
Daftar Isi:
- The learning activities, teachers should be able to communicate well to create a comfortable atmosphere and meaningful learning for students. Communication is realized in speech acts. Questioning is one of speech acts which are intended to provoke a response so that students are more active in the classroom. The purpose of this study is to describe the form, mode, pragmatic implications, and the types of speech acts asked teachers in learning Indonesian language skills. This issue needs to be studied because of the role of speech acts in the learning of the teacher asks Indonesian language skills are very important and can affect many aspects of classroom interaction. Questions the teacher plays an important role in creating learning situations and student learning outcomes. This study includes qualitative research with case study research mikroetnografi. Data sources of this study is the interaction of oral discourse in learning Indonesian language skills. Data obtained from natural background through nonparticipant observation, recording, and interviews. As qualitative research, the main instrument of this study is the researchers themselves, who gather, reduce, analyze and interpret the data, and then compile them into a report of research results. Data collection tool used include observation, interview guides, recordings, and field notes. Source triangulation techniques, methods, and theory is also used to test the validity of the data. The results of this study found Indonesian teacher in learning more use of speech act ask questions using the word as much as 144 utterances (100%), speech intonation question 69 (47.92%), direct mode 16 utterances (80.00%) and mode 4 indirect speech (20.00%), 31 utterances pragmatic implications (21,53%). Speech is spoken using directive speech utterances 3 (27.27%), expressive utterances 2 (18,18%), 2 assertive utterances (18.18%), 2 declarative utterances (18.18%) and commissive 2 utterances (18,18%). The use of various forms, modes, pragmatic implications, and the question of speech acts that reflect teachers in learning the role of teachers as authorities classroom. As an authority class, the teacher is always the center interactions, but teachers can also modify the language (speech) for various purposes. Based on the findings that the teacher questions can affect various aspects of learning, it is recommended that teachers use various questions according to the function, purpose question, and the student's cognitive levels to measure in the questions.