CRITICAL JOURNAL REVIEW

CLASSROOM DISCOURSE ANALYSIS (CDA)

Lecturer : Prof. Dr. Siti Aisah Ginting, M.Pd.

“CLASSROOM DISCOURSE ANALYSIS : A FUNCTIONAL PERSPECTIVE”

By ; Frances Christie

Arranged by;

Delvi Roito Purba (2213321047)

Maria Angelia Siahaan (2213321066)

Natalie Putri Regina Sitompul (2213321051)

Faradilla Gandiana Putri (2213321023)

English Education Study Program

Faculty of Language and Art
Medan State University
October, 2023
 PREFACE

Praise and gratitude I pray to the presence of God Almighty, for His blessings and grace, the author
can complete preparation of this task well and timely collection of his duties.

This task is made with the intent to fulfill one of the six tasks required in the college
contract, namely the Critical Journal Report the courses of Classroom Discourse Analysis (CDA).

The author would like to thanks for our lecturer Prof. Dr. Siti Aisah Ginting, M.Pd. has given the
author the opportunity to complete this task.

The author realizes that in making this Critical Journal Report there are errors, both in language
usage errors and typing errors. For that criticism and constructive suggestions are in need of
authors for improvement in writing the next paper.

Medan, 13 September 2023

Author
 TABLE OF CONTENTS

Preface ................................................................................................................................................

Table of Contents ...............................................................................................................................

CHAPTER I INTRODUCTION........................................................................................................

A. Background ............................................................................................................................
B. Purpose of CBR......................................................................................................................
C. Identify of Book......................................................................................................................

CHAPTER II SUMMARY OF THE CONTENTS ...........................................................................

A. Summary ................................................................................................................................

CHAPTER III DISCUSSION ............................................................................................................

A. Advantages ............................................................................................................................
B. Disadvantages.........................................................................................................................

CHAPTER IV CLOSING ..................................................................................................................

A. Conclusion..............................................................................................................................
B. Suggestions .............................................................................................................................
 CHAPTER I
INTRODUCTION

A. Background
Activities in making CBR can test the ability to summarize, analyze and criticize a book. Often
people are confused about choosing reference books to read, sometimes people only choose one
book to read but the results are still not satisfactory, for example in terms of language analysis
and discussion, therefore the authors created CBR with an analysis book about “Classroom
Discourse Analysis: A Functional Perspective” which will help make things easier for readers in
choosing a reference book specifically for Classroom Discourse Analysis subjects.
Critical Book Report aims to examine books that have been completed. The reason why critical
book reviews must be done is to find out how far we understand the contents of the book, then
we can find the advantages and disadvantages of the book.

B. Purpose of CJR
1. To Review the contents of a book.
2. To find out the information in the book.
3. To train students to think critically in finding the information provided in each chapter.

C. Benefits of CJR
Book’s Title : Classroom Discourse Analysis: A Functional Perspective
Chapter reviewed : Chapter 4, Pedagogic discourse and curriculum macrogenres (page 98-124)
Author : Frances Christie
Publisher : Continuum
Year 2002
City : London
ISBN : 0-8264-5373-2
Page 196
 CHAPTER II
SUMMARY OF THE CONTENTS

In this introductory part the author begins the conversation by detailing previous research on how the
language of instruction is used in the context of the curriculum. The authors remind us that this study
has focused on two different types of curriculum genres. They are a genre of Morning News and an
example of an early writing planning genre. The morning news Genre is a type of genre that we
encounter in everyday life, such as the morning news on television or radio. On the other hand, an
example of the genre of early writing planning is the form of Planning used in early childhood
education. The authors put forward the argument that both are examples of what they refer to as
"separate activities" in the curriculum. In other words, both are activities that are not in a planned way
connected with previous work in the curriculum. The author also emphasizes that these types are not
only found in early childhood education but also in various other levels of Education. This is an
important point to understand, as it highlights that a curriculum that does not have a strong connection
between different types of genres and teaching activities may not be effective in facilitating
continuous learning.
The author also adds the view of "extraordinary knowledge" or " uncommonsense
knowledge."This is a type of knowledge that is not common or foreign to most people. It
involves the use of special or technical language. The development of control over extraordinary
knowledge requires time and guidance from a mentor. The teaching process that leads to the
development of this type of knowledge is different from the teaching model that focuses on the
acquisition of the "competencies" discussed earlier in the research. This underlines the
importance of identifying the stages of development in the learning of new knowledge. In this
context, the role of the teacher is also considered. The authors note that competency-centered
teaching models tend to overlook the important role of teachers in guiding student development
by identifying the direction of instruction, providing information and advice, and evaluating
progress. It highlights the importance of the teacher's role in helping students develop
exceptional knowledge.

 Macrogenres:
The concept of macrogenre, first proposed by Martin, plays an important role in understanding
how different genres are connected in a larger text. To further elaborate on this concept, we need
to understand how the genres of "elements" can constitute a macrogenre. First of all, let's focus
on what is meant by "genre."Genre is a certain type of text or communication that has certain
features and structure. Common examples of genres include news, essays, letters, or short stories.
Each genre has certain conventions that govern the way information is structured, how language
is used, and how messages are conveyed to audiences. Macrogenre is the set of those genres that
make up a larger and more complex structure. To give you an idea, let's use the textbook analogy
as an example. In a textbook, you will find different types of texts or genres, such as narrative
texts, descriptive texts, explanatory texts, among others. All these texts work together to convey
greater information, which is the macrogenre of the textbook itself. The importance of the
macrogenre concept is that it helps us understand how different types of communication and
language work together to create larger texts with a specific purpose. It also helps in analyzing
how the structure and function of language changes when moving from one genre to another in
the text. The concept of macrogenre also highlights that language communication is not a
separate entity. On the contrary, different types of language communication are interrelated and
support each other in creating richer meanings. For example, in textbooks, narrative texts can be
used to illustrate or provide examples of the concepts explained in the explanatory text. In this
way, the textbook macrogenre helps students

 Curriculum Macrogenres:
Curriculum Macrogenres” this is a group of those genres that make up the structure of teaching
and learning. This section provides a more in-depth overview of how these macrogenres form
and interact in the context of teaching.

General Features Of Curriculum

Macrogenres:
Curriculum Macrogenres have a general pattern consisting of three parts: beginning, middle, and
end. This pattern reflects the way teaching and learning are designed and organized. The initial
part usually serves to establish overall teaching objectives, direct students to address specific
issues, and draw an outline of the work program to be carried out. It also establishes the
evaluation criteria to be used in assessing student performance. The central part of the
Curriculum Macrogenres is the most diverse and may vary depending on the teaching objectives,
teaching material and level of the student. This section involves different types of activities, such
as reading, research, viewing movies, interviewing, or conducting experiments. These activities
are designed to help students achieve the teaching goals that have been set at the beginning. The
final part of Curriculum Macrogenres is the closing stage. Here, students are asked to complete
the last possible task or project that has been set from the very beginning. This assignment gives
students the opportunity to apply the knowledge and skills they have learned during teaching.

Inter-Genre interactions in Curriculum Macrogenres:

Inter-genre interactions in Curriculum Macrogenres. They offer a prototype model of a
Curriculum Macrogenre that they have found in many elementary and middle classes. The Model
includes three main stages:
1. Curriculum initiation: * this stage initiates teaching activities by setting General goals,
preparing students to deal with specific issues, and determining the final tasks to be
completed. It is the phase in which the direction of teaching is established and the
framework of work is established.
2. Curriculum collaboration / negotiation: this stage involves students in the activities
necessary to achieve the teaching objectives. This can involve reading certain materials,
research, a visit to the library, watching a movie, or conducting an experiment, depending on
the teaching material and the purpose of the teaching.
3. Curriculum closure: the final stage involves the completion of a final project or project. It is
a moment in which students can demonstrate the understanding and skills they have
acquired during teaching.
These three stages are interrelated and create a logical flow in teaching and learning. They enable
students to develop a deep understanding of the teaching material and apply their knowledge in a
real context.

 Curriculum Initiation
The Curriculum Initiation is a crucial aspect of the curriculum, guiding students through the
entire curriculum. It is realized in both the regulative and instructional registers, with the latter
focusing on pedagogic goals and the latter on the specific instructional field. The language begins
with the regulative register, and the instructional field is generally general. The Curriculum
Initiation has several elements or stages, aiming to help students understand the nature of their
tasks. Teachers vary in how these elements are realized. For example, in an upper primary
science curriculum, the Curriculum Orientation consists of three elements: Task Orientation,
Task Specification, and Task Conference. Each phase is distinct through language changes.
However, the author has decided not to display or discuss the phases within each main element in
Text 4.1 due to space constraints. The author uses small selections from the text and the
subsequent one, and while they continue to use systemic grammar for analytic purposes, they
will only use its resources partially.

The Curriculum Initiation in this case has succeeded in setting clear goals for students regarding
both the regulative and instructional register. Technical language relevant to both fields has been
used, and processes of logogenesis have commenced, leading to considerable shifts in language
uses and the introduction of a major concept (mechanical advantage) critical to understanding the
instructional field. This discourse starts shaping the nature of tasks for students, the kinds of
understandings they are to develop, the principles of evaluation that will apply, and the nature of
the pedagogic subject position at issue.
The regulative register is the foundation of the curriculum discourse, determining the pacing,
sequencing, and management of pedagogic activities and establishing criteria for evaluation. The
curriculum discourse is marked by strong classification and framing, with a strong moral
imperative to focus on specific expressions as the main requirement. Teachers play a crucial role
in determining how students will proceed in their learning.

In the discussions in Chapter 3, teachers invoke considerations of time to discipline a child

whose behavior was unacceptable. They define the pace of activities in schools, establish spatial
dimensions in work practices, and define periods of time for activities. These considerations are
both involved in defining the pedagogic subject position and are one aspect of the realization of
the regulative register. They serve to build structure and definition to the day, week, and month.
In summary, the regulative register is a fundamental principle in the curriculum discourse.

Teachers differ in their manner of realization of genres in a curriculum macrogenre. For example,
in a classroom text from upper primary social sciences, the task Orientation was initiated in
teacher talk, with much of the first few minutes devoted to establishing seating arrangements
preparatory to later work. The regulative register still operates at a tacit level, but explicit
directions regarding behavior, seating arrangements, and related matters can appear at any time,
perhaps where students' behavior has become unacceptable and is being corrected or, as in this
case, where some new aspect of the physical setting has emerged.

In Text 4.1, the Curriculum Initiation did not include talk of physical arrangements, as the
teacher was working with a class whose members had taken up familiar, well-established
positions to proceed. The language used in the Task Orientation and Task Specification is
dialogic and requires negotiation among students, who largely determine the direction of activity.
 The Curriculum Collaboration and the Curriculum Closure
The middle genre in curriculum macrogenres is the longest and most active, involving students
actively pursuing the work initiated in the first genre. In Text 4.1, the Curriculum Collaboration
involves recursive phases where students work in groups to create simple machines, with the
teacher being silent for extended periods. In Text 4.2, the middle genre is referred to as
'Curriculum Negotiation', where the teacher actively shares her role with the students, helping
them share research results and construct tables of information about nuclear power.

The Curriculum Closure is a culminating activity that extends upon the work of the Curriculum
Collaboration/Negotiation and involves the completion of tasks foretold in the Curriculum
Initiation. In Text 4.1, the Closure involves oral recounts of the machines' creation and display of
procedural genres. In Text 4.2, the Closure involves each individual completing a discussion
genre typed up on class computers for permanent storage.

Both cases demonstrate logogenesis, as students are able to use and understand language patterns
in new ways as the curriculum macrogenre unfolds and gains momentum. The classroom texts
serve as examples of these features.
 CHAPTER III
ADVANTAGES AND DISADVANTAGES

A. Advantages
The chapter provides a comprehensive overview of the concept of Curriculum Macrogenres,
offering valuable insights into how different genres and teaching activities can be interconnected
within the curriculum. By focusing on the Morning News and early writing planning genres, it
illustrates the relevance of these ideas across various educational levels, emphasizing the
importance of continuity in learning. The inclusion of the concept of "extraordinary knowledge"
highlights the significance of specialized or technical language in education and underscores the
role of mentors in its development. Additionally, the article emphasizes the crucial role of
teachers in guiding students, identifying the direction of instruction, and providing support,
which can enhance the quality of education.

B. Disadvantages
While the chapter presents valuable theoretical concepts, it may lack practical examples and
concrete strategies for educators to implement Curriculum Macrogenres in real-world
educational settings. This could leave some readers seeking more guidance on how to apply these
ideas effectively. Additionally, the article's focus on Curriculum Macrogenres may overlook the
importance of competency-based education, which is highly valued in some educational contexts.
Furthermore, the article's knowledge cutoff date in September 2021 may result in it not
incorporating the latest research and developments in curriculum design and teaching
methodologies, potentially limiting its relevance in a rapidly evolving field. Lastly, the
complexity of Curriculum Macrogenres and inter-genre interactions could be seen as a
disadvantage, as some educators may find these concepts challenging to implement without
further practical guidance.
 CHAPTER IV
CLOSING

A. Conclusion

Pedagogic discourse is a type of discourse that is used in educational settings to facilitate learning.
Curriculum macrogenres are large-scale patterns of discourse that are used to organize and structure
educational activities. Pedagogic discourse and curriculum macrogenres are closely related, as
pedagogic discourse is used to determine curriculum macrogenres.

B. Suggestion

This book should provide more practical examples and concrete strategies for teachers to implement
macro curriculum genres in real-world educational settings. So, readers get information directly from
this book without having to look for it from other sources. The article’s focus on curriculum
macrogenes should not ignore the importance of competency-based education because it is highly
valued in the educational context.
 REFERENCE

Nasution, T. et al. 2022. Critical Discourse Analysis in the Classroom: A Critical Language
Awareness on Early Children’s Critical Thinking. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini.
6 (5). 4992-5000.