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Humanities
- ISSN: 2155-7993
- Journal of Modern Education Review
Teacher Directive Discourse and Active Learning in Indonesian High Schools
Lotulung Mareike S. D., Wullur Bill G.
(Universitas Klabat, Indonesia)
Abstract: This research is intended to find relationship between teacher directive discourse (TDD) and teacher active learning (TAL). The independent variable was TDD, which was divided into command, request, and suggestion by Keidler (1998). The dependent variable, TAL, was distributed into five sub-variables: group work, class activity, questioning and assessing, learning source, and displays. Demographic variables were type of school (public or private), and degree of closeness of teacher and students. Respondents were 138 grade-11th students in two high schools filling up a self-constructed and validated 52-item questionnaire. The questionnaire was distributed twice, in Mathematic and English subjects. Data treatment includes mean score, percentage, ANOVA and Pearson Correlation. Finding includes a moderate level and dominantly request type of TDD, which in the private school was significantly subtler (more on suggestion). The TAL level was quite high (quite active), in the public school was significantly higher (more active). Teachers who maintain tight closeness have significantly higher TAL. A significant, weak and negative correlation between TDD and TAL were also found. Teachers are recommended to use various types of directive discourse, and less on suggestion. Firm commands are needed to obtain active participation. Increasing students’ active learning is also recommended by promoting close relationship between teacher and student.
Key word: directive discourse, active learning, classroom discourse, teacher discourse
