CRITICAL DISCOURSE ANALYSIS ON TEACHER TALKS IN CLASSROOM COMMUNICATION

Abstract

Classroom communication plays a vital role in the teaching and learning process, particularly through teacher talk, which dominates classroom interaction. Teacher talk functions not only to deliver instructional content but also to manage classroom activities and regulate student participation. This study aims to analyze teacher talk in classroom communication using a Critical Discourse Analysis (CDA) approach. The research employed a qualitative descriptive design and was conducted in an eighth-grade English classroom at  junior high school in Pematangsiantar, Indonesia. Data were collected through classroom observation and audio recording, focusing on naturally occurring teacher discourse. Fairclough’s three-dimensional framework was used to analyze the data at the levels of text, discursive practice, and social practice. The findings indicate that teacher talk is characterized by the frequent use of imperatives, display questions, and evaluative feedback, reflecting institutional authority and control. Classroom interaction was predominantly structured through the Initiation Response Feedback pattern, positioning students as passive participants. However, teacher talk also showed potential to support learning when used in a more inclusive and dialogic manner.