Depiction of Role and Power in EFL Teachers’ Lesson Plans
DOI:
https://doi.org/10.35877/454RI.eduline1122Keywords:
EFL Teacher’s Lesson Plan, Role and Power, Critical Discourse AnalysisAbstract
An effective lesson plan that includes a variety of mutual activities between students and teacher is required for the instructional process. The lesson plan, on the other hand, is not intended to guide students to be more independent during the process or to apply student-centered learning. As a result, this research is being conducted to examine the role and authority displayed on the twelfth-grade teachers’ lesson plan. This research is closely connected to critical discourse analysis, which utilises Brooks' idea of 'Role and Power' (2015). According to the evaluation of the lesson plans, the teachers play a prominent role during the instructional process. On the one hand, they have greater authority in their duties as a teaching manager, guide, and facilitator. For example, according to the lesson plan, the teachers have a prominent role in leading and questioning the students during the teaching and learning process, as represented on the lesson plans. In this situation, the teachers identify as the dominating figure to carry out their tasks in the educational process.
References
Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy 2nd Edition. New York: Addison Wesley Longman, Inc.
Brooks, C.F. (2015). Role, Power, Ritual, and Resistance: A Critical Discourse Analysis of College Classroom Talk, Western Journal of Communication, DOI: 10.1080/10570314.2015.1098723
Brooks, C. F., & Young, S. L. (2011). Are choice-making opportunities needed in the classroom? Using self-determination theory to consider student motivation and learner empowerment. International Journal of Teaching and Learning in Higher Education, 23(1), 48–59.
De Los Heros, S. (2009). “Linguistic Pluralism or Prescriptivism? A CDA of Language Ideologies in Talento, Peru’s Official Textbook for the First-Year of High School.” Linguistics and Education 20: 172–199. doi:10.1016/j.linged.2009.01.007.
Dunsmore, Linda. (2019). How to Use Lesson Planning to Its Fullest Potential. https://www.teflcourse.net/blog/how-to-use-lesson-planning-to-its-fullest-potential-ittt-tefl-blog/
Fairclough, N. (1995). Critical discourse analysis. London: Longman.
Fairclough, N. (2001). “Critical Discourse Analysis as a Method in Social Scientific Research.” In Methods of Critical Discourse Analysis, edited by R. Wodak and M. Meyer, 121–138. London: Sage.
Fairclough, N. (2013). Critical discourse analysis. In J.P. Gee & M. Handford (Eds.), The routledge handbook of discourse analysis (pp. 9-34). Routledge.
Farid, M. (2014). Teachers Difficulties in Lesson Planning. Bandung: repository.upi.edu.
Freire, P. 1999. Pedagogy of the Oppressed (20th anniversary edition). New York, NY: Continuum.
Frymier, A. B., Shulman, G. M., & Houser, M. (1996). The development of a learner empowerment measure. Communication Education, 45, 181– 199
Halliday, M. A. K. (1978). Language as Social Semiotic: The Social Interpretation of Language and Meaning. London: Edward Arnold.
Harmer, J. (2007). The Practice of English Language Teaching 4th Edition. Harlow: England Pearson Education.
Holmgren, J. L., & Bolkan, S. (2014). Instructor responses to rhetorical dissent: Student perceptions of justice and classroom outcomes. Communication Education, 63(1), 17– 40.
Jasmi. (2014). English Teachers’ Difficulties in Designing Lesson Plan Based on 2013 Curriculum. The 61st TEFLINInternational Conference. Solo: Universitas Negeri Solo.
Jensen, L. (2001). Planning Lessons. In: M. Celce-Murcia, ed., Teaching English as aSecond Language, 3rd ed. Boston United States of America: Heinle, Cengage Learning.
Kellner, D., & Kim, G. (2010). YouTube, critical pedagogy, and media activism. Review of Education, Pedagogy, and Cultural Studies, 32(1), 3–36.
Kress, G., and T. van Leeuwen. (2006). Reading Images, The Grammar of Visual Design. 2nd ed.London: Routledge.
Marliani, B. (2017). The Problem Faced by the English Teacher in Designing Lesson Plan at SMA Muhammadiyah 3 Batu. Malang: Universitas Muhammadiyah Malang.
Maybin, J. (2013). Towards a sociocultural understanding of children’s voice. Language and Education, 27(5), 383–397
Mazer, J. P., & Graham, E. E. (2015). Measurement in instructional communication research: A decade in review. Communication Education, 64(2), 208–240.
Permana, M. A. (2010). Analysis on the Problems Faced by Teachers in Designing Lesson Plan Based on School-based Curriculum (SBC) at SMAN 1 Sumenep. Unpublished Undergraduate Final Project.Malang: Universitas Muhammadiyah Malang.
Regueira, A.L. (2020). Lesson plans under scrutiny: a study on power relations in pre-service lesson plans. http://revistas.uncu.edu.ar/ojs/index.php/analeslinguistica
Richardson, J. E. (2007). Analysing Newspapers: An Approach from Critical Discourse Analysis. New York: Palgrave Macmillan.
Saputri, M. (2017). English Teachers’ Difficulties in Designing Lesson Plan Based on 2013 Curriculum. A Thesis. Surakarta: IAIN Surakarta.
Van Dijk, T.A. (1993). Principles of Critical Discourse Analysis. https://doi.org/10.1177/0957926593004002006
Widodo, H. P. (2018). “A Critical MicroSemiotic Analysis of Values Depicted in the Indonesian Ministry of National Education-Endorsed Secondary School English Textbook.” In Situating Moral and Cultural Values in ELT Materials: The Southeast Asian Context, edited by H. P.
Wodak, R. (2001). What CDA Is about—A Summary of Its History, Important Concepts and Its Developments. In W. R., & M. Meyer (Eds.), Methods of Critical Discourse Analysis (pp. 1-13). London: Sage Publications.
Brooks, C.F. (2015). Role, Power, Ritual, and Resistance: A Critical Discourse Analysis of College Classroom Talk, Western Journal of Communication, DOI: 10.1080/10570314.2015.1098723
Brooks, C. F., & Young, S. L. (2011). Are choice-making opportunities needed in the classroom? Using self-determination theory to consider student motivation and learner empowerment. International Journal of Teaching and Learning in Higher Education, 23(1), 48–59.
De Los Heros, S. (2009). “Linguistic Pluralism or Prescriptivism? A CDA of Language Ideologies in Talento, Peru’s Official Textbook for the First-Year of High School.” Linguistics and Education 20: 172–199. doi:10.1016/j.linged.2009.01.007.
Dunsmore, Linda. (2019). How to Use Lesson Planning to Its Fullest Potential. https://www.teflcourse.net/blog/how-to-use-lesson-planning-to-its-fullest-potential-ittt-tefl-blog/
Fairclough, N. (1995). Critical discourse analysis. London: Longman.
Fairclough, N. (2001). “Critical Discourse Analysis as a Method in Social Scientific Research.” In Methods of Critical Discourse Analysis, edited by R. Wodak and M. Meyer, 121–138. London: Sage.
Fairclough, N. (2013). Critical discourse analysis. In J.P. Gee & M. Handford (Eds.), The routledge handbook of discourse analysis (pp. 9-34). Routledge.
Farid, M. (2014). Teachers Difficulties in Lesson Planning. Bandung: repository.upi.edu.
Freire, P. 1999. Pedagogy of the Oppressed (20th anniversary edition). New York, NY: Continuum.
Frymier, A. B., Shulman, G. M., & Houser, M. (1996). The development of a learner empowerment measure. Communication Education, 45, 181– 199
Halliday, M. A. K. (1978). Language as Social Semiotic: The Social Interpretation of Language and Meaning. London: Edward Arnold.
Harmer, J. (2007). The Practice of English Language Teaching 4th Edition. Harlow: England Pearson Education.
Holmgren, J. L., & Bolkan, S. (2014). Instructor responses to rhetorical dissent: Student perceptions of justice and classroom outcomes. Communication Education, 63(1), 17– 40.
Jasmi. (2014). English Teachers’ Difficulties in Designing Lesson Plan Based on 2013 Curriculum. The 61st TEFLINInternational Conference. Solo: Universitas Negeri Solo.
Jensen, L. (2001). Planning Lessons. In: M. Celce-Murcia, ed., Teaching English as aSecond Language, 3rd ed. Boston United States of America: Heinle, Cengage Learning.
Kellner, D., & Kim, G. (2010). YouTube, critical pedagogy, and media activism. Review of Education, Pedagogy, and Cultural Studies, 32(1), 3–36.
Kress, G., and T. van Leeuwen. (2006). Reading Images, The Grammar of Visual Design. 2nd ed.London: Routledge.
Marliani, B. (2017). The Problem Faced by the English Teacher in Designing Lesson Plan at SMA Muhammadiyah 3 Batu. Malang: Universitas Muhammadiyah Malang.
Maybin, J. (2013). Towards a sociocultural understanding of children’s voice. Language and Education, 27(5), 383–397
Mazer, J. P., & Graham, E. E. (2015). Measurement in instructional communication research: A decade in review. Communication Education, 64(2), 208–240.
Permana, M. A. (2010). Analysis on the Problems Faced by Teachers in Designing Lesson Plan Based on School-based Curriculum (SBC) at SMAN 1 Sumenep. Unpublished Undergraduate Final Project.Malang: Universitas Muhammadiyah Malang.
Regueira, A.L. (2020). Lesson plans under scrutiny: a study on power relations in pre-service lesson plans. http://revistas.uncu.edu.ar/ojs/index.php/analeslinguistica
Richardson, J. E. (2007). Analysing Newspapers: An Approach from Critical Discourse Analysis. New York: Palgrave Macmillan.
Saputri, M. (2017). English Teachers’ Difficulties in Designing Lesson Plan Based on 2013 Curriculum. A Thesis. Surakarta: IAIN Surakarta.
Van Dijk, T.A. (1993). Principles of Critical Discourse Analysis. https://doi.org/10.1177/0957926593004002006
Widodo, H. P. (2018). “A Critical MicroSemiotic Analysis of Values Depicted in the Indonesian Ministry of National Education-Endorsed Secondary School English Textbook.” In Situating Moral and Cultural Values in ELT Materials: The Southeast Asian Context, edited by H. P.
Wodak, R. (2001). What CDA Is about—A Summary of Its History, Important Concepts and Its Developments. In W. R., & M. Meyer (Eds.), Methods of Critical Discourse Analysis (pp. 1-13). London: Sage Publications.
Downloads
Published
2022-08-22
How to Cite
Jayusna, S. R., Asih, Y. U., & Suhatmady, B. (2022). Depiction of Role and Power in EFL Teachers’ Lesson Plans. EduLine: Journal of Education and Learning Innovation, 2(3), 242–247. https://doi.org/10.35877/454RI.eduline1122
Issue
Section
Articles
