Class conversation strategies in junior high schools: Study of conversation analysis

Abstract

Class conversation in the learning process has important benefits and can facilitate the learning process, students’ understanding of the material and creating 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 analyzed 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.