Penanda Pengemukaan Topik dalam Wacana Pedagogi: Satu Analisis Wacana Kritis (Topic Delivery Markers in Pedagogical: Discourse based on Critical Discourse Analysis)

Abstract

Kebanyakan kajian lepas wacana pedagogi mengenai kemahiran mengajar guru tidak membincangkan praktis sosial wacana berdasarkan pendekatan Analisis Wacana Kritis (AWK). Kajian ini bertujuan menjelaskan praktis sosial wacana pedagogi melalui huraian penanda pengemukaan topik dalam interaksi guru-murid semasa aktiviti pengajaran mikro dan interpretasi amalan wacananya. Penanda pengemukaan topik merangkumi perkataan penanda paraton sebagai penanda wacana dan ayat tanya guru sebagai bahagian kawalan topik dalam dimensi tekstual wacana pedagogi. Kajian ini menggunakan kaedah rakaman dan transkripsi data. Data diambil melalui video rakaman selama 30 minit setiap sesi pengajaran dan pembelajaran (PdP) semasa aktiviti pengajaran mikro melibatkan 5 pelajar bakal guru di sebuah universiti awam di Jakarta dan murid sebenar dari 5 sekolah menengah di Jakarta. Kajian ini mengaplikasi AWK Fairclough (2013). Fokus analisis pada perkataan penanda paraton dan jenis ayat tanya guru. Hasil kajian ini mendapati guru menggunakan 146 perkataan penanda paraton ‘nah’, ‘ya’, ‘baik/baiklah’, ‘silakan’, ‘sekarang’, ‘lalu’, ‘anak-anak/anak-anakku’, ‘Assalamualaikum/selamat pagi/sore’, ‘selanjutnya’, ‘coba’, ‘yang pertama/kedua/ketiga’, ‘Alhamdulillah’, ‘bagaimana’, ‘wah’, ‘jadi’, ‘ayo’, ‘kalian’, ‘ohya nak’, dan ‘tolong’ pada awal gerakan sebagai cara pengemukaan topik baharu. Manakala terdapat 125 soalan guru menjadi gerakan sebagai penanda topik dan selepas perkataan penanda paraton diujarkan. Jenis ayat tanya guru berupa ayat tanya terbuka-tertutup; ayat tanya informatif-konfirmatif. Disimpulkan, kajian ini mengandungi praktis sosial kesetaraan dominasi guru-murid di bilik darjah. Guru menganggap murid sebagai subjek yang mempunyai hak untuk dihormati melalui pemilihan perkataan penanda paraton yang menunjukkan kesantunan, seperti ‘silakan’, ‘tolong’, ‘coba’, partikel ‘–kah’, serta perakuan positif terhadap respons murid. Perkara ini bertentangan dengan praktis sosiobudaya pedagogi di Indonesia bahawa kuasa sering dimiliki oleh guru. Selain itu, guru dalam kajian ini masih merupakan bakal guru sehingga murid menganggap mempunyai hubungan rapat dengan gurunya. Kajian ini menyumbang kepada kualiti PdP apabila pelajar menjadi guru serta memberi input linguistik dalam kajian wacana pedagogi dengan pendekatan AWK.

Kata kunci: analisis wacana kritis, ayat tanya guru; penanda pengemukaan topik; perkataan penanda paraton: wacana pedagogi

ABSTRACT

Most past studies of pedagogical discourse on teacher teaching skills do not discuss the social practice of discourse based on the critical discourse analysis approach (AWK). The study aims to clarify the social practice of pedagogical discourse through the analysis of the markers of the delivery of topics in the interaction of teacher-students during micro-teaching activities. The topic delivery markers include paratone marker words as a marker of discourse and a teacher's question verses as a part of the topic control in the textual dimension of the pedagogical discourse. The study used data recording and transcription methods. The data were taken from a 30-minute video recording of each teaching and learning session during a micro-teaching activity involving 5 prospective teachers at a public university in Jakarta and real students from five secondary schools in Jakarta. This study applies to AWK Fairclough (2013). The analysis focuses on the paratone marker words and type of teacher question verse. This study found that teachers used 146 words of paratone markers ‘nah’, ‘ya’, ‘baik/baiklah’, ‘silakan’, ‘sekarang’, ‘lalu’, ‘anak-anak/anak-anakku’, ‘assalamualaikum/selamat pagi/sore’, ‘selanjutnya’, ‘coba’, ‘yang pertama/kedua/ketiga’, ‘Alhamdulillah’, ‘bagaimana’, ‘wah’, ‘jadi’, ‘ayo’, ‘kalian’, ‘ohya nak’, and ‘tolong’ at the beginning of the movement as a way of summing up new topics. There are 125 questions of teachers becoming movements either as topic markers or after the paratone marker words are approved. The type of teacher's question verse is an open-closed; and informative-affirmative question verse. This study contains the social practice of equality of teacher-students dominance in the classroom. Teachers consider students to be subjects who have the right to be respected through the selection of paratone marker words that indicate an effect, such as 'please', 'please', 'try', and '–kah' particle as well as a positive an acknowledgment of the student’s response. This is contrary to the sociocultural practice of pedagogy in Indonesia where power often belongs to teachers. In addition, the teacher in this study is still a prospective teacher so the students consider having a close relationship with their teacher. This study contributes to the quality of teaching and learning when students become teachers as well as providing linguistics input in the study of pedagogical discourse with the AWK approach.

Keywords: critical discourse analysis; teacher's questions verse: topic delivery markers; paratone marker words; pedagogical discourse