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All Journal Cakrawala Pendidikan Jurnal Gramatika Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia
Muhammad Rapi
Faculty of Languages and Literature, Universitas Negeri Makassar
Humanities Education Languange, Linguistic, Communication & Media

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TEXTBOOK DISCOURSE READABILITY: GENDER, READING INTEREST, AND SOCIO-ECONOMIC STATUS OF STUDENTS WITH POOR READING ABILITY Sultan Sultan; Muhammad Rapi; Mayong Mayong; Suardi Suardi
Jurnal Cakrawala Pendidikan Vol 39, No 3 (2020): CAKRAWALA PENDIDIKAN, VOL. 39, NO. 3, OCTOBER 2020
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v39i3.32326

Abstract

Textbook discourse readability is primarily determined by three key factors: the text, the writer, and the reader. Textbook discourse readability from the reader aspect especially among students with poor reading ability is rarely studied. Therefore, this study aimed to investigate textbook discourse readability among junior high school students with poor reading ability based on gender, reading interest, and family socio-economic status. A quantitative survey was conducted on 257 respondents from Indonesia. The data were gathered using a questionnaire and a cloze test. The results showed that textbook discourse readability on all investigated variables was categorized into the frustration level. There was a significant difference in textbook discourse readability among students with poor reading ability based on gender, reading interest, and family socio-economic status. Female students, students with high reading interest, students with well-educated mothers, students with parents earning more than seven million rupiahs (equals to USD480/month) were reported to have a higher textbook discourse readability. These findings suggest the importance of considering students’ individual characteristics and family socio-economic background in writing a textbook and designing reading instructions in junior high schools.
POWER RELATIONS IN ACADEMIC DISCOURSE: A CRITICAL DISCOURSE ANALYSIS OF LECTURER-STUDENT INTERROGATION DURING UNDERGRADUATE THESIS DEFENSE SESSIONS (RELASI KUASA DALAM WACANA AKADEMIK: STUDI WACANA KRITIS INTEROGASI DOSEN-MAHASISWA PADA UJIAN SKRIPSI PROGRAM SARJANA) Sultan Sultan; Muhammad Rapi; Muhammad Bahly Basri; Suardi Suardi
Jurnal Gramatika Vol 8, No 2 (2022)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jg.2022.v8i2.6258

Abstract

Due to the unequal positions of the participants, academic interactions that occur during undergraduate thesis defense sessions in universities are a social arena that allows the emergence of power relations. This study sought to elucidate the forms of interrogation employed by lecturers in academic discourse during undergraduate thesis defense sessions. This study employed a qualitative approach with a critical discourse analysis design. Data were collected through recording, observation, and interviews and then evaluated using a critical discourse analysis framework. The results showed that lecturers used various forms of questions in academic interactions, including closed-ended questions, open-ended questions, and task-oriented questions. These questions reflect the unequal relationship between lecturers and students. Lecturers have the authority to control and dominate academic interactions in undergraduate thesis defenses. 
POWER RELATIONS IN ACADEMIC DISCOURSE: A CRITICAL DISCOURSE ANALYSIS OF LECTURER-STUDENT INTERROGATION DURING UNDERGRADUATE THESIS DEFENSE SESSIONS (RELASI KUASA DALAM WACANA AKADEMIK: STUDI WACANA KRITIS INTEROGASI DOSEN-MAHASISWA PADA UJIAN SKRIPSI PROGRAM SARJANA) Sultan Sultan; Muhammad Rapi; Muhammad Bahly Basri; Suardi Suardi
Jurnal Gramatika Vol 8, No 2 (2022)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jg.2022.v8i2.6258

Abstract

Due to the unequal positions of the participants, academic interactions that occur during undergraduate thesis defense sessions in universities are a social arena that allows the emergence of power relations. This study sought to elucidate the forms of interrogation employed by lecturers in academic discourse during undergraduate thesis defense sessions. This study employed a qualitative approach with a critical discourse analysis design. Data were collected through recording, observation, and interviews and then evaluated using a critical discourse analysis framework. The results showed that lecturers used various forms of questions in academic interactions, including closed-ended questions, open-ended questions, and task-oriented questions. These questions reflect the unequal relationship between lecturers and students. Lecturers have the authority to control and dominate academic interactions in undergraduate thesis defenses. 
Co-Authors Aldri Frinaldi Mayong Mayong Muh. Bahly Basri Suardi Sultan Sultan Sultan Sultan Sultan Sultan