DISCOURSE ANALYSIS IN INTERACTION OF GRADE VII JUNIOR HIGH SCHOOL STUDENTS IN RURAL AREAS IN ENGLISH LEARNING: A STUDY IN CLASSES WITH LIMITED NUMBER OF STUDENTS

Abstract

Examining speech in English learning interactions in grade VII at junior high schools (SMP) in rural locations is the goal of this study, particularly in classes with comparatively few students. Finding patterns of teacher-student interaction and examining how discourse dynamics impact the learning process are the primary goals of this study. This study combines a case study methodology with a qualitative approach. Semi-structured interviews with teachers and students, classroom conversation recordings, and direct observation were used to gather data. The findings demonstrated that the Initiation-Response-Feedback (IRF) pattern dominated classroom interactions, highlighting the crucial role that teachers play in guiding the flow of classroom communication. Nonetheless, there are benefits to small class numbers, such as increased chances for student participation, a more intimate setting, and more intense engagement. Furthermore, it was discovered that pupils in small courses were more likely to have the bravery to talk in English, which helped them improve their speaking abilities. This study offers empirical contributions to the study of discourse analysis in the context of English learning in rural areas and validates Vygotsky's sociocultural theory regarding the significance of social contact in learning. It is anticipated that these findings will help educators, curriculum designers, and education policymakers create more contextual and communicative teaching methods.