DEVELOPING ARGUMENTATION SKILLS IN CLASSROOM DISCUSSION AT SD METRO SCHOOL MAKASSAR

Abstract

This study investigates the role of discourse analysis in classroom discussion activities and its influence on developing argumentation skills among elementary school students. Utilizing a qualitative case study approach, the research examines the discourse patterns that arise during discussions, the strategies employed by students to construct their arguments, and the overall effectiveness of these activities in enhancing their argumentative abilities. Data will be gathered through observations, audio and video recordings, as well as interviews with both students and teachers. The findings are expected to offer valuable insights into student interactions, the progression of argumentation skills, and practical recommendations for educators to create a more engaging and effective learning environment. Ultimately, this research emphasizes the vital role of discourse in shaping students’ communication competencies and their capacity for reasoned argumentation. Situated within the context of SD Metro School in Makassar, Indonesia, where there is a growing focus on educational practices that promote critical thinking and communication skills, the study analyzes the discourse patterns and strategies employed by sixth-grade students during structured discussions. The goal is to offer a comprehensive understanding of how these interactions foster the development of argumentation skills. Expected outcomes include increased student confidence, improved critical thinking, enhanced communication abilities, and strengthened peer relationships. These findings will not only contribute to the existing literature on argumentation in education but also provide practical insights for educators aiming to implement effective discussion-based learning strategies. Ultimately, this research underscores the necessity of cultivating a supportive and interactive classroom environment that empowers students to articulate their thoughts, engage with diverse perspectives, and develop essential skills for their academic and social lives.