TEACHER’S ADJACENCY PAIRS IN EFL CLASSROOM DISCOURSE AT A PRIVATE SECONDARY SCHOOL

Yesi Aprilia  Yunanda; Ika Lusi Kristanti

doi:10.32682/jeell.v13i2.154

Authors

Yesi Aprilia Yunanda Universitas PGRI Jombang Author
Ika Lusi Kristanti Universitas PGRI Jombang Author

DOI:

https://doi.org/10.32682/jeell.v13i2.154

Keywords:

adjacency pairs, classroom discourse, teacher’s utterances

Abstract

This research focuses on the types of adjacency pairs, the functions of adjacency pairs, and the effects of preferred and dispreferred responses in classroom discourse. This research employed a qualitative approach using classroom discourse analysis. The participant of this research was an English teacher of private secondary school. The data was collected by observing and recording the voice of the teaching-learning process. The findings reveal: 1) Seven types of adjacency pairs are greeting- greeting, question-expected or unexpected answer, request-acceptance or refusal, summons-acknowledgment, command-compliance or noncompliance, thanking-response, and leave-taking. 2) Seven functions found: to greet, to obtain information, to clarify a matter, to do something, to obey a command, to thank for something, and to end the conversation. 3) Ten effects found: greeting and to the point, expected answer and to the point, acceptance and to the point, acknowledgments and to the point, compliance and to the point, response and to the point, taking and to the point, unexpected and to the point, unexpected and positioning, refusal and defaults. The use of adjacency pairs determines the listener's response according to classroom activities. Understanding how to produce the right first part of adjacency pairs will assist teachers in managing classroom activities more interactively.

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