ARTICLE REVIEW 2
Conversation-driven and Dialogic-driven, Which One is Better?
A Journal Article Review 2
The title : Engaging learners: conversation-or dialogic-driven pedagogy?
Citation :
Chappell, Philip. (2014). Engaging learners: conversation-or dialogic-driven pedagogy? English Language Teaching Journal, 68(1), 1-11. https://doi.org/10.1093/elt/cct040
DOI : https://doi.org/10.1093/elt/cct040
The author : Philip Chappell
The source : academic.oup.com/eltj
The researcher begins with an opinion form one of the EFL students. It is followed by the elaboration of the movement of ‘conversation-driven’ that is the result of the misgiving of lessons in classroom relying on theories rather than the real-word situation. Dogme ELT views learning a language is less about what is written in the theories. It promotes a genuine conversation instead, which is called as “conversation-driven’ methodology.
The researcher proves a surprising fact regarding to talks take place between students and teachers in classrooms. The findings of recent researches show that the talks happen in the form of recitation script. He adds that some teachers claim that conversation-drive has the ability to provide them a set of strategies to investigate their teaching.
The researcher holds an investigation on this issue. The data gathering involves variety of sources, primarily on audio-visual classroom data investigating pedagogic discourse in EFL context. Other than that, several sources that are uploaded on the Internet were used for the analysis of additional talk or as exemplars of self-proclaimed Dogme ELT lessons. The lessons which met the criteria of Dogme ELT were selected and transcribed, and analyzed using principles from classroom discourse analysis.
In the findings in table 1, there are several types of talks added by their description. Moreover, the researcher adds information about CLT which makes use of discussion activities. Excerpt 1 shows the discussion between four students on sports. They, can be seen, are included in an information-sharing activity. They take turn to say what is on their mind to be exchanged with others. Excerpt 2 is the conversation between two students after listening to an extract from a radio play. Inquiry dialogue: The term ‘inquiry’ refers to the act of questioning. Effective classroom activities engage students effectively.
Meanwhile, excerpt 3 shows the conversation between some students and the teacher about invention. Speech function and mood grammar: Within the interaction, the teacher own some requests. The teacher first asks them to move to a small group. The function is enacted through grammar mood; interrogative, declarative, and imperative.
The interrogative form: What do you think…?
Declarative: I think it (is) a play.
Imperative: Let’s think about important inventions that might happen.
In conclusion, discussing such topics has its important rule in the classroom activities. In addition, inquiry dialogue also plays a role in language learning in which the students are engaged leading the relevant linguistic feature to occur.
This article fulfills the need of urgency. It adds not only the difference between classroom talk but also genuine communication. The gap is elaborated crystal clear. It also proves that mostly classroom communication involve recitation script which makes it not really ‘real-world’ communication. The issue is compared to the view of Dogme ELT which gives much more light to overcome the problem. Thus, it gives readers an additional concepts about Dogme ELT. The data collected were varied. It promotes the sources triangulation which is good to strengthen the trustworthiness in qualitative research. The language used is brief and to the point, make it easier to understand.
However, some points are needed to revise. Firstly, the data is not provided in the article, only some conversation is displayed. It is needed to show the diversity of the data. In addition, the researcher also took some data form the Internet whose credibility of the data is not shown. The requirements of the data are also missed. It will be better, if he took the data from the Internet, to explain the requirements of data which can be took as the sources. The researcher does not elaborate how the data is gathered or how they sort the data which is usable.
The references are some written before the year 2000, which indicate that they are less up to date. Also, there are no keywords in the abstract. Keywords are needed to help readers scan the article and ensure whether the article is what they need. The language used is simple and clear. The article has a high readability level. As I see it, this article is also a good article. It is because of the organization of the introduction and the content.
Reviewer: Indah Mutiara
17202241045
PBI UNY 2017