Chapter 1

Research Objectives/Statement of the Problem

Introduction
English is considered the first language for the majority of the population in several countries
and the second language for others. Hence, English is becoming the language of communication
globally. Communication allows language users to interact with each other and in turn understand what
others are trying to convey. In other words, language could be understood differently depending on the
situation and context in which the discourse occurs. Discourse, then, is any spoken or written language
which includes verbal and nonverbal elements that are meaningful. An English native speaker can easily
identify whether a set of sentences are unrelated or form a unified whole. The unity between these
sentences is achieved through the use of cohesive devices. This paper aims to define and describe these
cohesive devices based on Holiday and Hassan’s (1976) work. It also aims to emphasize the necessity of
using cohesive devices in written discourse by analysing a Michigan English Language Assessment
Battery (MELAB) sample examination of a student’s essay writing.

 
RESEARCH OUTLINE 
Research tittle:  
SPOKEN DISCOURSE ANALYSIS OF SENIOR HIGH SCHOOL S ENGLISH CLASSROOM PURWAREJO, CENTRAL
JAVA 
Researchers: 
⁸Sudar, English Education Study Program Muhammadiyah University of Purwarejo Indonesia 
Research objective/ statement of the problem: 
Discourse analysis is one if the linguistic which investigate language use naturally. The classroom
interaction is one of the field of the study of the language use naturally. How is the English teacher and
their students developed discourse pattern in the classroom interaction. The purpose of this study is to
describe the using of discourse pattern implemented in the classroom by English teachers and their
students.  
Research Methodology: 
A. Research design 
 
To analyze data, the researchers used the qualitative descriptive research. The researchers used
the qualitative descriptive analysis which is developed by Mile and Huberman (1994).  
 
B. Local of the study: 
 
According to Razzaght (2012) the smoothest of teachers daily work is greatly dependent on how
successful their communication with pupils.  
According to Passo (2013) Talking about language, it cannot be distinguished from other
reality because language is not just a means of describing the reality but also a part of reality
itself.  
According to Slatter( 2011) An ideal learning provides opportunities for learners to be able to
interact with a community where partinent issues and problem solving situatuation may arise. 
According to Marshall (2012) argues that the interaction between teachers and students have
potential to shape the course of students to learn.  
  
C. Participants: 
 
This research is conducted in the English classroom interaction. The population of this research
is the English teachers and students of senior high school in the southern part of central Java
province in Indonesia.  
 
D. Research instrument 
 
In this research, the main instrument is the researcher. To analyze the data, the researchers use
the qualitative descriptive analysis which is debveloped by Mile- Hubarman , (1994). 
 
E. Data gathering procedure: 
To get the data, the researchers used video shooting. It was for recording the classroom interaction
between English teachers and students in nine different senior high school.  
 
F. Analysis of data: 
 
Teacher’s follow-up was more powerful than student’s follow-up. It means that teacher’s was
highly to control student’s ideas or behavior in the classroom interaction. Student’s non verbal
response was more powerful than teacher’s non verbal response. Student’s non verbal response
was at the level of 43% on the contrary teachers non verbal response was at the level of zero. 
Result of the study: 
Based on the data analysis, students were in high position to respond which means that the
students were more passive in the classroom interaction. Teachers were more active to initiate the
classroom interaction. Student’s initiation was lower than teacher’s initiation in the classroom
interaction. Students never developed the follow-up utterance. The follow up utterance were
dominated by teachers. It means that teacher were more powerful than to control the students.  The
student’s follow up were found only in the classroom interaction of senior high school grade 7 and
senior high school 2. It happened because the students had a chance to share with their classmates in
the group presentation about the topic of discussion.  
 
Conclusion: 
Related to the result of data analysis, teachers did not perform non-verbal response in the classroom
interaction: on the contrary, some students in the classroom interaction performed non-verbal
responses. It means that the students did nit always perform verbal interaction in the classroom,
sometimes they used non- verbal response to react to their teacher’s ideas.  
 
 
 

Lesson plan
BSEd- English 
  
 DETAILED LESSON PLAN  
  
I. OBJETIVES 
    At the end of the lesson, the students should able to: 
    a. state the rules of subject verb agreement. 
    b. sustain interest in studying subject- verb agreement; and  
    c. constructs their own sentences using correct subject- verb agreement. 
  
II. SUBJECT MATTER 
    a. TOPIC:  Sentence structure (grammar) 
    b. SKILLS: Speaking skills 
    c. MATERIALS: Power point presentation 
  
III. LESSON PROPER 
   
TEACHER’S ACTIVITY  STUDENT’S ACTIVITY 

A. DAILY ROUTINE   
    *Prayer        
    *Checking of attendance 
    * Classroom management 
 
B. MOTIVATION   
      Good morning class.         Good morning ma’am. 

   
     How are you today?        We feel great ma’am 

     That’s good!          

Before anything else, get ¼ sheet of paper and write at least ten verbs.  (The students did the
Very good! Now, we will discuss all those verbs as we move on with the lesson.  activity.) 
 
B. PRESENTATION   
Remember class that verbs, unlike noun, has the S-form of the word for the singular  
form and the base form for its plural form. Please take a look at the example. 
 
Example: S-form (singular) 
Sings, dances, writes, eats   
Base- form (plural)   
Dance, sing, write, eat   
Okay class who can give me more examples?  Ma’am! S- form (singular) 
   notices, smells, looks 
  Base- form(plural)  
Very good! Now, we will move on with the lesson regarding the rules on the subject- notice, smell, look 
verb agreement.    
1. singular subject takes a singular verb. Plural subject takes plural verbs.   
Example: Envy is ignorance; imitation is suicide.   
(singular)   
                  We recognize our own rejected thoughts.    
(Plural).   
2. the verbs agrees only with its subject. Words between subject and verb do not
 
affect the number of the subject. (intervening phase) 
Examples; The luster of the firmament of bards and suggest dazzles people.   
Notice that although the intervening words are in plural form both the subject and the  
verb are in singular form.   
Now, give your own example.   
3. The word some, all, most, any are singular when they refer to quantity or a  
collection taken as one.   Ma’am! One of the obstacles
Example; Most of the work was begun by original thinkers.  of self-reliance is conformity. 
Now, give you own example.   
4. A compound subject joined by and takes a plural verb. When they referred to as Ma’am! All of
one unit, it takes singular verb.  the dish was dine by my
Example: Conformity and consistency are two obstacles of self- reliance.   Logan. 
Now, give me an example of this. 
 
 
 
The actress and the model are
going to have a movie
together.  
C. DISCUSSION   
Subject- verb agreement refers to the fact that the subject and verb is a sentence must
agree in number. In other words, they both must be singular or they both must be
plural.  
Class remember that in subject- verb agreement you can’t have a singular subject
with a plural verb or vice versa. 
D. APPLICATION   
I will group you into three and then you are going to choose any short stories and (Students work
after that one to your group will come in front and narrate the story. After narrating cooperatively.) 
the story give the subject- verb agreement that they saw in that story.  
(After 5 minutes) 
Presentation… 
Very good class. Give yourselves three claps. 
 
E. GENERALIZATION   
Singular subjects take a singular verb; plural subjects take plural verb. 
The agrees only to its subject. Intervening words do not affect the number of the
subject. 
Some, all, any, and most are singular when they refer to a quantity. They are plural
when they refer to a number.  
A compound subject joined by and takes plural verb. When the compound subject
refers to one unit, it takes singular verb.  
F. EVALUATION   
Get 1 whole sheet of paper and give at least 3 examples in each rule.    
   
 
 
G. ASSIGNMENT   
Since its time already take it that as your assignment.