A DISCOURSE AND PRAGMATIC ANALYSIS OF CLASSROOM INTERACTION IN NINTH GRADE OF SMP SUNAN AMPEL PLUS

Abstract

This study to examine the communication taking place in ninth-grade classrooms at SMP Sunan Ampel Plus through the lenses of discourse and pragmatics. The interaction within the classroom significantly influences language acquisition, especially in enhancing students' ability to communicate effectively. This investigation zeroes in on the ways in which teachers and pupils employ language throughout the educational process. A qualitative descriptive approach is employed as the methodology for this research. Data was gathered by observing the classrooms and recording the teaching activities. The results indicate that teacher talk predominates in classroom interactions, with student involvement being minimal. Analyzing from a discourse standpoint, the interactions adhere to a clearly defined structure, primarily characterized by initiation, response, and feedback. From a pragmatic angle, communicative acts like questioning, requesting, and providing feedback are commonly utilized. The research concludes that both discourse analysis and pragmatics are vital for comprehending the nature of communication within the classroom.