QUESTION-FORMATTED IN CLASSROOM INTERACTION TO ATTRACT PRIMARY SCHOOL STUDENT ATTENTION IN ONLINE CLASSROOM
Abstract
Online learning is increasingly used around the world due to covid-19. Therefore, this research aims to investigate on conversation analysis that focuses on how the teacher’s question which can engage students’ interaction in classroom. It is known that it is very complex in engaging students ‘in online class, especially first grade primary students. While prior studies regarding online class interaction has not been scrutinized in detail regarding how teacher’s question and students’ responses. Therefore, this study eager to analyzes the teacher and students’ conversation in online class. This study employed qualitative method. The data collected from a series of classroom zoom video. In addition, the data analysis has three stages. First, reduction the utterance, it is based on the question formatted types. Second, coding the data and analyzed the data based on question formatted types. The third is concluding in order to find in the questions-formatted types in online classroom. The types are preserve the sequential implication, slightly alter the sequential implications, following student’s question, and deviant case. The result illustrates in this research is slightly later the sequential implications as the only type which occurred in first grade primary school online classes. It occurred because in online classes it is very demanding to engage student’s attention in online classroom. It is therefore teacher gave questions and pointed directly to students. Consequently, this study implicates on how the pedagogical insight in teaching online learning.
Keywords
References
Ayunda, A., Komariah, E., & Diana, A. (2021). An Investigation of EFL Classroom Interaction by Using Flanders Interaction Analysis Category System (FIACS). Research in English and Education (READ), 6(2), 89–100. http://www.jim.unsyiah.ac.id/READ/article/view/17326
Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education: an introduction to theories and methods.
Cornaggia, C. M., Gugliotta, S. C., Magaudda, A., Alfa, R., Beghi, M., & Polita, M. (2012). Conversation analysis in the differential diagnosis of Italian patients with epileptic or psychogenic non-epileptic seizures: A blind prospective study. Epilepsy and Behavior, 25(4), 598–604. https://doi.org/10.1016/j.yebeh.2012.09.003
Cresswell, J. W. (2009). Research Design Qualitative, Quantitative, and Mixed Methods Approaches (Third Edit). SAGE Publications Inc.
Dagarin, M. (2004). Classroom Interaction and Communication Strategies in Learning English as a Foreign Language. ELOPE: English Language Overseas Perspectives and Enquiries, 1(1–2), 127–139. https://doi.org/10.4312/elope.1.1-2.127-139
Emanuel A Schegloff. (1999). Discourse, pragmatics, conversation analysis. Discourse Studies, 1(4), 405–435. https://doi.org/https://doi.org/10.1177/1461445699001004002
Gardner, R. (2019). Classroom Interaction Research: The State of the Art. Research on Language and Social Interaction, 52(3), 212–226. https://doi.org/10.1080/08351813.2019.1631037
Hermansyah, H., & Aridah, A. (2021). Teachers’ Perception toward the Challenges in Online English Teaching during Covid-19 Pandemic. Indonesian Journal of EFL and Linguistics, 6(1), 63. https://doi.org/10.21462/ijefl.v6i1.342
Jakonen, T., & Jauni, H. (2021). Mediated learning materials: visibility checks in telepresence robot mediated classroom interaction. Classroom Discourse, 12(1–2), 121–145. https://doi.org/10.1080/19463014.2020.1808496
Klattenberg, R. (2021). Question-formatted reproaches in classroom management. Classroom Discourse, 12(3), 214–232. https://doi.org/10.1080/19463014.2020.1713834
Li, L., & Walsh, S. (2011). ‘Seeing is believing’: looking at EFL teachers’ beliefs through classroom interaction. Classroom Discourse, 2(1), 39–57. https://doi.org/10.1080/19463014.2011.562657
Liddicoat, A. J. (2021). Applying Conversation Analysis. In An Introduction to Conversation Analysis. https://doi.org/10.5040/9781350090675.0018
Looney, S. D., & He, Y. (2020). Laughter and smiling: sequential resources for managing delayed and disaligning responses. Classroom Discourse, 00(00), 1–25. https://doi.org/10.1080/19463014.2020.1778497
Maroni, B. (2011). Pauses, gaps and wait time in classroom interaction in primary schools. Journal of Pragmatics, 43(7), 2081–2093. https://doi.org/10.1016/j.pragma.2010.12.006
Merriam, S. B. (1998). Qualitative research and case study applications in education. Jossey-Bass.
Miles, H., & Saldana, J. (2014). Qualitative Data Anaysis: A Method of Source Book. SAGE Publications.
Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1(August), 100012. https://doi.org/10.1016/j.ijedro.2020.100012
Mondada, L. (2019). Contemporary issues in conversation analysis: Embodiment and materiality, multimodality and multisensoriality in social interaction. Journal of Pragmatics, 145, 47–62. https://doi.org/10.1016/j.pragma.2019.01.016
Muthuprasad, T., Aiswarya, S., Aditya, K. S., & Jha, G. K. (2021). Students’ perception and preference for online education in India during COVID -19 pandemic. Social Sciences & Humanities Open, 3(1), 100101. https://doi.org/10.1016/j.ssaho.2020.100101
Ömeroǧlu, E., Büyüköztürk, Ş., Aydoǧan, Y., & Özyürek, A. (2009). Determining the views of preschool and primary school Teachers over the support of problem solving skills at children. Procedia - Social and Behavioral Sciences, 1(1), 1969–1974. https://doi.org/10.1016/j.sbspro.2009.01.346
Oyedotun, T. D. (2020). Sudden change of pedagogy in education driven by COVID-19: Perspectives and evaluation from a developing country. Research in Globalization, 2(October), 100029. https://doi.org/10.1016/j.resglo.2020.100029
Paul Seedhouse. (2016). Conversation Analysis as Research Methodology. In P. S. Keith Richards (Ed.), Applying Conversation Analysis (pp. 251–266). Palgrave Macmillan. https://doi.org/10.1057/9780230287853_8
Paulus, T., Warren, A., & Lester, J. N. (2016). Applying conversation analysis methods to online talk: A literature review. Discourse, Context and Media, 12, 1–10. https://doi.org/10.1016/j.dcm.2016.04.001
Peta Sebaran COVID-19. (n.d.). Retrieved December 19, 2021, from https://covid19.go.id/peta-sebaran-covid19
Radu, M. C., Schnakovszky, C., Herghelegiu, E., Ciubotariu, V. A., & Cristea, I. (2020). The impact of the COVID-19 pandemic on the quality of educational process: A student survey. International Journal of Environmental Research and Public Health, 17(21), 1–15. https://doi.org/10.3390/ijerph17217770
Salomonsson, J. (2020). Modified output and learner uptake in casual online learner-learner conversation. System, 93, 102306. https://doi.org/10.1016/j.system.2020.102306
Saputra, D. B., Ayudhia, H. Y., & Muswari, R. (2022). Teachers’ perceptions of challenges in online learning: Voices from secondary EFL teachers. JOALL (Journal of Applied Linguistics and Literature), 7(1), 104–119. https://doi.org/10.33369/joall.v7i1.18855
Schegloff, E. A. (1992). On Talk and Its Institutional Occasions. Talk at Work : Interaction in Institutional Settings, January 1992, 101–134.
Selvaraj, A., Radhin, V., KA, N., Benson, N., & Mathew, A. J. (2021). Effect of pandemic based online education on teaching and learning system. International Journal of Educational Development, 85(June), 102444. https://doi.org/10.1016/j.ijedudev.2021.102444
Shvidko, E. (2021). Relating through instructing: affiliative interactional resources used by the teacher when giving feedback on student work. Classroom Discourse, 12(3), 233–254. https://doi.org/10.1080/19463014.2020.1742174
Sidnell, J., & Stivers, T. (2013). The Handbook of Conversational Analysis. In J. Sidnell & T. Stivers (Eds.), Introduction (p. 825). Blackwell Publishing Ltd. Blackwell. http://claire-bull.artistwebsites.com.
Singh, J., Steele, K., & Singh, L. (2021). Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for COVID-19, Post Vaccine, & Post-Pandemic World. In Journal of Educational Technology Systems (Vol. 50, Issue 2). https://doi.org/10.1177/00472395211047865
Sofyan, & Wini Fitrina Wati, E. (2022). Needs Analysis of Nursing Students in English Online Learning. VELES Voices of English Language Education Society, 6(1), 233–246. https://doi.org/10.29408/veles.v6i1.5142
Svahn, J., & Bowden, H. M. (2021). Interactional and epistemic challenges in students’ help-seeking in sessions of mathematical homework support: presenting the problem. Classroom Discourse, 12(3), 193–213. https://doi.org/10.1080/19463014.2019.1686998
Willemsen, A., Gosen, M. N., Koole, T., & de Glopper, K. (2020). Teachers’ pass-on practices in whole-class discussions: how teachers return the floor to their students. Classroom Discourse, 11(4), 297–315. https://doi.org/10.1080/19463014.2019.1585890
Yosintha, R., & Yunianti, S. S. (2021). Learner Autonomy in EFL Online Classes in Indonesia: Students’ Voices. Langkawi: Journal of The Association for Arabic and English, 7(1), 119. https://doi.org/10.31332/lkw.v7i1.2637
Ayunda, A., Komariah, E., & Diana, A. (2021). An Investigation of EFL Classroom Interaction by Using Flanders Interaction Analysis Category System (FIACS). Research in English and Education (READ), 6(2), 89–100. http://www.jim.unsyiah.ac.id/READ/article/view/17326
Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education: an introduction to theories and methods.
Cornaggia, C. M., Gugliotta, S. C., Magaudda, A., Alfa, R., Beghi, M., & Polita, M. (2012). Conversation analysis in the differential diagnosis of Italian patients with epileptic or psychogenic non-epileptic seizures: A blind prospective study. Epilepsy and Behavior, 25(4), 598–604. https://doi.org/10.1016/j.yebeh.2012.09.003
Cresswell, J. W. (2009). Research Design Qualitative, Quantitative, and Mixed Methods Approaches (Third Edit). SAGE Publications Inc.
Dagarin, M. (2004). Classroom Interaction and Communication Strategies in Learning English as a Foreign Language. ELOPE: English Language Overseas Perspectives and Enquiries, 1(1–2), 127–139. https://doi.org/10.4312/elope.1.1-2.127-139
Emanuel A Schegloff. (1999). Discourse, pragmatics, conversation analysis. Discourse Studies, 1(4), 405–435. https://doi.org/https://doi.org/10.1177/1461445699001004002
Gardner, R. (2019). Classroom Interaction Research: The State of the Art. Research on Language and Social Interaction, 52(3), 212–226. https://doi.org/10.1080/08351813.2019.1631037
Hermansyah, H., & Aridah, A. (2021). Teachers’ Perception toward the Challenges in Online English Teaching during Covid-19 Pandemic. Indonesian Journal of EFL and Linguistics, 6(1), 63. https://doi.org/10.21462/ijefl.v6i1.342
Jakonen, T., & Jauni, H. (2021). Mediated learning materials: visibility checks in telepresence robot mediated classroom interaction. Classroom Discourse, 12(1–2), 121–145. https://doi.org/10.1080/19463014.2020.1808496
Klattenberg, R. (2021). Question-formatted reproaches in classroom management. Classroom Discourse, 12(3), 214–232. https://doi.org/10.1080/19463014.2020.1713834
Li, L., & Walsh, S. (2011). ‘Seeing is believing’: looking at EFL teachers’ beliefs through classroom interaction. Classroom Discourse, 2(1), 39–57. https://doi.org/10.1080/19463014.2011.562657
Liddicoat, A. J. (2021). Applying Conversation Analysis. In An Introduction to Conversation Analysis. https://doi.org/10.5040/9781350090675.0018
Looney, S. D., & He, Y. (2020). Laughter and smiling: sequential resources for managing delayed and disaligning responses. Classroom Discourse, 00(00), 1–25. https://doi.org/10.1080/19463014.2020.1778497
Maroni, B. (2011). Pauses, gaps and wait time in classroom interaction in primary schools. Journal of Pragmatics, 43(7), 2081–2093. https://doi.org/10.1016/j.pragma.2010.12.006
Merriam, S. B. (1998). Qualitative research and case study applications in education. Jossey-Bass.
Miles, H., & Saldana, J. (2014). Qualitative Data Anaysis: A Method of Source Book. SAGE Publications.
Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1(August), 100012. https://doi.org/10.1016/j.ijedro.2020.100012
Mondada, L. (2019). Contemporary issues in conversation analysis: Embodiment and materiality, multimodality and multisensoriality in social interaction. Journal of Pragmatics, 145, 47–62. https://doi.org/10.1016/j.pragma.2019.01.016
Muthuprasad, T., Aiswarya, S., Aditya, K. S., & Jha, G. K. (2021). Students’ perception and preference for online education in India during COVID -19 pandemic. Social Sciences & Humanities Open, 3(1), 100101. https://doi.org/10.1016/j.ssaho.2020.100101
Ömeroǧlu, E., Büyüköztürk, Ş., Aydoǧan, Y., & Özyürek, A. (2009). Determining the views of preschool and primary school Teachers over the support of problem solving skills at children. Procedia - Social and Behavioral Sciences, 1(1), 1969–1974. https://doi.org/10.1016/j.sbspro.2009.01.346
Oyedotun, T. D. (2020). Sudden change of pedagogy in education driven by COVID-19: Perspectives and evaluation from a developing country. Research in Globalization, 2(October), 100029. https://doi.org/10.1016/j.resglo.2020.100029
Paul Seedhouse. (2016). Conversation Analysis as Research Methodology. In P. S. Keith Richards (Ed.), Applying Conversation Analysis (pp. 251–266). Palgrave Macmillan. https://doi.org/10.1057/9780230287853_8
Paulus, T., Warren, A., & Lester, J. N. (2016). Applying conversation analysis methods to online talk: A literature review. Discourse, Context and Media, 12, 1–10. https://doi.org/10.1016/j.dcm.2016.04.001
Peta Sebaran COVID-19. (n.d.). Retrieved December 19, 2021, from https://covid19.go.id/peta-sebaran-covid19
Radu, M. C., Schnakovszky, C., Herghelegiu, E., Ciubotariu, V. A., & Cristea, I. (2020). The impact of the COVID-19 pandemic on the quality of educational process: A student survey. International Journal of Environmental Research and Public Health, 17(21), 1–15. https://doi.org/10.3390/ijerph17217770
Salomonsson, J. (2020). Modified output and learner uptake in casual online learner-learner conversation. System, 93, 102306. https://doi.org/10.1016/j.system.2020.102306
Saputra, D. B., Ayudhia, H. Y., & Muswari, R. (2022). Teachers’ perceptions of challenges in online learning: Voices from secondary EFL teachers. JOALL (Journal of Applied Linguistics and Literature), 7(1), 104–119. https://doi.org/10.33369/joall.v7i1.18855
Schegloff, E. A. (1992). On Talk and Its Institutional Occasions. Talk at Work : Interaction in Institutional Settings, January 1992, 101–134.
Selvaraj, A., Radhin, V., KA, N., Benson, N., & Mathew, A. J. (2021). Effect of pandemic based online education on teaching and learning system. International Journal of Educational Development, 85(June), 102444. https://doi.org/10.1016/j.ijedudev.2021.102444
Shvidko, E. (2021). Relating through instructing: affiliative interactional resources used by the teacher when giving feedback on student work. Classroom Discourse, 12(3), 233–254. https://doi.org/10.1080/19463014.2020.1742174
Sidnell, J., & Stivers, T. (2013). The Handbook of Conversational Analysis. In J. Sidnell & T. Stivers (Eds.), Introduction (p. 825). Blackwell Publishing Ltd. Blackwell. http://claire-bull.artistwebsites.com.
Singh, J., Steele, K., & Singh, L. (2021). Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for COVID-19, Post Vaccine, & Post-Pandemic World. In Journal of Educational Technology Systems (Vol. 50, Issue 2). https://doi.org/10.1177/00472395211047865
Sofyan, & Wini Fitrina Wati, E. (2022). Needs Analysis of Nursing Students in English Online Learning. VELES Voices of English Language Education Society, 6(1), 233–246. https://doi.org/10.29408/veles.v6i1.5142
Svahn, J., & Bowden, H. M. (2021). Interactional and epistemic challenges in students’ help-seeking in sessions of mathematical homework support: presenting the problem. Classroom Discourse, 12(3), 193–213. https://doi.org/10.1080/19463014.2019.1686998
Willemsen, A., Gosen, M. N., Koole, T., & de Glopper, K. (2020). Teachers’ pass-on practices in whole-class discussions: how teachers return the floor to their students. Classroom Discourse, 11(4), 297–315. https://doi.org/10.1080/19463014.2019.1585890
Yosintha, R., & Yunianti, S. S. (2021). Learner Autonomy in EFL Online Classes in Indonesia: Students’ Voices. Langkawi: Journal of The Association for Arabic and English, 7(1), 119. https://doi.org/10.31332/lkw.v7i1.2637
DOI: 10.24269/ed.v6i2.1507
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