Humaniora | 2019
Teacher`s Control on Students: Representation of Antisocial Communication in an Indonesian Language Learning Context
Abstract
This research examined teacher’s control of classroom interaction. Studying teachers’ controlling behaviors as a form of\xa0antisocial communication was necessary to develop teachers’ pedagogical competence and teacher-student relationships\xa0that were empowering and equitable. It employed a qualitative approach to critical discourse analysis. The respondents are\xa0six Indonesian Language teachers. Data collection was conducted by video recording, observation, and interview. Data were\xa0analyzed at the micro (text) and macro (social context) level. Research findings show that teacher’s control of classroom\xa0interaction might be realized in the acts of interrupting students, enforcing explicitness, controlling topic, formulating,\xa0restricting students’ contribution, asking close-ended questions, and ignoring students’ contribution. Teacher’s antisocial\xa0communication represented through various types of controls which can hinder the development of students’ language skills\xa0and adversely affect learning climates and students’ psychological aspects. Teacher’s beliefs and perspectives, teacher’s\xa0social status, and teacher’s pedagogical competence can be considered as factors that is able to contribute to practice of\xa0teacher’s control of students in classroom interaction.