Using transcript-based lesson analysis to determine teacher discourse move in science lesson

Abstract

One of teacher main task is conducting high quality learning process in their classroom. Teacher questioning and feedback in science lesson contribute to make dialogic classroom discourse so that learning process seems more meaningful. As the justice reflection for teacher practice in their class, analysis of lesson transcription was provided to inform the teacher about classroom discussion tendency and the gap for teacher improvement. This data was collected from one junior high school in Bandung, West Java, Indonesia. Three episode of science lesson were videotaped and transcribe. By using Transcript Based Lesson Analysis, teacher questioning, feedback, and student response in classroom were analysed to reveal the discussion tendency whether it authoritative or dialogic. Through this study, teacher can reflect their practices and know how to improve their learning process.