SCAFFOLDING INTERACTION PATTERNS OF ENGLISH CURRICULUM GENRE IN INDONESIAN UNIVERSITY CONTEXT

Sunardi Sunardi, Sri Samiati Tarjana, Soepomo Poedjosoedarmo, Riyadi Santosa

Abstract

The typical feature of a curriculum genre is its two fields: the knowledge to be acquired by the learners and the pedagogic activity through which it is acquired. In English curriculum genre, the successful language learning depends on how lecturer through the pedagogic activities scaffolds students to build their competence towards independent control. The scaffolding is realized in lecturer’s guidance to students through dialogic interaction in the context of shared experience. This study aims at finding the patterns of scaffolding interaction in some English curriculum genres. The data of this study were video-taped EFL classrooms taught by non-native English lecturers in some universities in Semarang. The scaffolding interaction patterns were identified by referring to the analytical framework of pedagogic activity under systemic functional linguistics (SFL), particularly that coined by Rose & Martin (2012, 2014). The findings show that there are six sequences of scaffolding interaction cycle found in the EFL discourse under study. The typical sequence of these scaffolding interaction cycles is Prepare – Focus – Task – Evaluate – Elaborate. In terms of exchange role, the typical negotiation of scaffolding interaction cycle is a K1^dK1^K2^K1^K1 exchange.

 

Key words   : EFL discourse, English curriculum genre, pedagogic discourse, scaffolding interaction cycle

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DOI: https://doi.org/10.20961/pras.v0i0.1672

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