Abstract
<p style="text-align:justify">Transcript Based Lesson Analysis (TBLA) is a transcript-based learning analysis method developed at Nagoya University, Japan. This new method is believed to justify the success of instructional design planned by the teacher. So far, the success of learning design has been reflected in student learning outcomes, even though the learning outcome data are not sufficient to provide an overview of the actual classroom conditions. This study aims to analyse the communication patterns in learning Chemistry using the TBLA method. This research is a descriptive qualitative study that analysed the lesson of Chemical Bonds and Carbon Atoms Characteristics, which were conducted in two Senior High Schools in South Kalimantan, Indonesia. The data were collected using observation and documentation study. The lessons recorded using cameras and camcorders devices were transcribed and analysed using the Excel program based on the number of words spoken by teachers and students and the frequency of keywords in learning chemistry. The data were transformed into graphs. The results showed that analysis using TBLA provided integrated information about communication patterns and classroom quality. In these two classes, communication pattern occurs in Chemistry learning was teacher-student interaction only. The multi-ways transactions pattern has not occurred. The low quality of teacher questions and the incomplete deep learning phase in learning chemistry caused the expected multi-directional transaction communication has not been conducted. The result implies that TBLA is an effective tool to reflect on teacher practices and improve their teaching process for better instructional practices.</p>
Highlights
An essential element of learning activity is communication between teachers and students, as well as interactions that occur both between teacher-students and between fellow students
This study aims to analyse the communication patterns in learning Chemistry using the Transcripts Based Lesson Analysis (TBLA) method
The teacher developed the teacher-student interaction pattern in large classes and students in cooperative groups. This activity was not directed and developed by the teacher into a multi-way communication pattern connecting teacher-student-students in a discussion that results in a deep understanding of the concept
Summary
An essential element of learning activity is communication between teachers and students, as well as interactions that occur both between teacher-students and between fellow students. It is crucial to understand the social conditioning that involves other people, both teachers and fellow students This context includes their communication, the cultural context in which they are located, and the actions they take (Bransford et al, 2006; Rogoff, 1998). Teachers' vital task in creating quality learning is to develop positive patterns of communication and interaction and create a learning atmosphere that motivates students to be active. One of these is to provide quality questions, and feedback to encourage students to answer, argue or ask questions (Biggers, 2018; Matra, 2014). Teacher questions and input in science learning contribute to making learning dialogue; the learning process feels more meaningful (Jacques et al, 2020; Janah et al, 2019)
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