Dialogue plays an important role in classroom education since it is the place where teacher interacts with students and students talk to one another. This study explores the nature of dialogue in a primary classroom in Indonesia where the new curriculum has been implemented. To achieve this research purpose, I have addressed the following research question: “what are the key features and the pattern of classroom dialogue in the primary science classroom?” A case study approach is employed for this study and I am focusing my study on one primary school in the Greater Jakarta. Using triangulation as a metaphor, I have adopted two different methods for this study, including interview and classroom observation. The finding shows that both triadic – initiation response and feedback (IRF) – and nontriadic - initiation response prompt response prompt (IRPRP) – patterns of dialogue have occurred in the classroom talk. The study also indicates that most of the talk has adopted cumulative and exploratory talk.
Dialogue, Classroom Talk, Primary Science, Science Education, New Curriculum
MUNASPRIANTO RAMLI (2015). The Nature of Dialogue in the Primary Science Classroom in Indonesia. International Journal of Teaching and Education, Vol. III(4), pp. 54-67. , DOI: 10.20472/TE.2015.3.4.005
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