| dc.description.abstract | Class conversation in the learning process has important benefits and can facilitate the learning process, students’
understanding of the material and create a close relationship between teachers and students. This study describes the
classroom conversation strategies implemented in junior high schools, namely preliminary, core and final at learning activities.
The conversion analysis model by Harvey Sacks and communication ethnography were used in this study. Data were taken
from recorded class conversations and then transcribed. The respondents of this research are second-grade students at junior
high school in Samarinda. The data collected from observation and recording were analysed using content analysis. This study’s
results are, first, classroom conversation strategies classified in the opening section, which includes emotional approach
strategies, apperception strategies and strategies to condition the class. Second, in the core part of learning, an inductive
collaborative strategy was carried out, a deductive assertive strategy, a directive strategy in a non-explicit and explicit manner
and a guiding strategy drawing students’ memory. Third, the strategy at the closing section includes summarising the material
strategy, a clarification strategy, a reminder strategy and an assignment strategy through convincing steps and assigning
students. | en_US |
