CHAPTER I

INTRODUCTION
The defining feature of “discourse” (that it is “in-use”) is a feature that some people
believe is not a necessary component of language. Instead, some linguists have argued that
the defining feature of language is its ability to be de-contextualized. The purpose of this
book is to provide teachers with the tools to analyze talk in their own classrooms. Why take
time from already overburdened, underpaid, and chronically busy lives to analyze talk that is
over and done with? Let’s consider these points: First, insights gained from classroom
discourse analysis over the last 20 years have enhanced mutual understanding between
teachers and students. This is because looking closely at talk can reveal general patterns of
communication differences between different groups of people. Patterns in how teachers and
students take turns at talk, introduce topics, use multiple languages and language varieties, or
tell stories in different ways can illustrate how misunderstandings between different social
groups in classrooms evolve—and how they can be overcome.
These different ways of speaking affect every teacher’s daily practice. Take a moment
to think about your own classroom: As a teacher, have you ever asked what you thought was
a provocative question and received silence in response? Have you ever received a response
and had no idea how to follow up on it? Is there a single student whom you never seem to be
able to understand, or who never speaks at all? One reason to practice classroom discourse
analysis is to be able to understand what causes these inscrutable moments in classroom talk
—and, possibly, the exclusion of certain students. By recording, viewing, transcribing and
analyzing instances of talk in classrooms, classroom discourse researchers have shown how
differences in communication styles that lead to such lapses are often interpreted by teachers
and testing mechanisms as deficits—emblems of lack of intelligence, drive, or ability.
However, a closer look at discourse patterns usually reveals communication difference rather
than deficit.
 CHAPTER II
SUMMARY OF THE BOOK
In this chapter is talking about the definition of discourse analysis and the purpose of
classroom discourse analysis. The simplest definition of discourse is language-in-use. This
may be annoyingly obvious. The purpose of this book is to provide teachers with the tools to
analyze talk in their own classrooms. There are at least four reasons why take time from
already overburdened, underpaid, and chronically busy lives to analyze talk that is over and
done with: 1. Insights gained from classroom discourse analysis have enhanced mutual
understanding between teachers and students; 2. By analyzing classroom discourse
themselves, teachers have been able to understand local differences in classroom talk—going
beyond stereotypes or other cultural generalizations; 3. When teachers analyze discourse in
their own classrooms, academic achievement improves; and 4. The process of doing
classroom discourse analysis can itself foster an intrinsic and lifelong love for the practice of
teaching and its general life-affirming potential.
Chapter 2 : Dimensions of Discourse and Identity, builds on this preliminary
understanding of “Classroom Discourse Analysis. This chapter builds on the anthropological
perspective discussed in chapter one to formulate a theory of discourse and identity that will
help you analyze discourse in your own classroom. The concept of a person’s “identity” in
this chapter as a “quintessentially social phenomenon” For example, think of the word “dude”
I just used. From a one dimensional, a contextual perspective, it sits there on the page, a line
of letters, D-U-D-E, a synonym for “person.” It illustrate how the process of Classroom
Discourse Analysis examines three ever-present dimensions of Language-in-Use: 1) Social
and institutional contexts—the norms that seem to dictate what kinds of things we can do and
say in the classroom, including the kinds of identities we project and presume in others; 2)
Interaction itself, which can go in unpredictable directions, despite normative expectations;
and 3) Individuals’ personal agency—which influences how prepackaged structures are used
and taken up in potentially new and creative ways in any given interaction or context.
Chapter three and four are the most explicit “How-To” chapters. Getting to talk I & II
Recording and Viewing in Three Dimensions, provides an introductory set of guidelines for
teachers to immediately begin recording and viewing discourse in their own classrooms. In
this chapter, I describe foundational steps for doing discourse analysis in any classroom, from
where to set up a camera to what to make of a recording later as you view it. Four basic steps
—recording real classroom interaction, viewing that interaction and making preliminary
observations, transcribing the talk and action, and finally, analyzing those transcripts—lay the
foundation for the work of classroom discourse analysis. While in Chapter 4 provides the
introduces transcription conventions and also the example of how the tools of classroom
discourse analysis can be applied to a transcript to understand social context, interactional
context, and the role of individual agency.
In chapter 5 : analyzing turn-taking resources provides the kinds of disccourse
resources available in any inetraction and how they can be analyzed. Specifically, this chapter
begins the exploration of discourse resources with a discussion of how built-in constraints of
turn-taking and sequence in any interaction control what students say and do not say and who
gets to say it.

In chapter Six : Analyzing Contextualization Resources, illustrates how a range of

features from those as subtle as voice quality and intonation, to more salient features like
words, phrases and stock routines, communicate what is going on in a classroom interaction.
These resources function differently in different communities. For that reason, this chapter
includes examples of cases when contextualization resources cause miscommunication or
potentially undermine learning—when, for example, a change in voice quality, or a single
word, is interpreted differently across contexts. Throughout, the chapter will provide
guidelines for analyzing contextualization resources in classroom transcripts.
Chapter Seven: Analyzing Narrative Resources, outlines different ways narrative
analysis has been a part of classroom discourse analysis. It looks at narrative contexts ranging
from Kindergarten “sharing time” to the stories teenagers tell at recess, to the different kinds
of stories students tell around their dinner tables at home. Different kinds of narratives are
received differently in different classrooms. The chapter details the possible classroom
consequences of particular narrating styles and offers guidelines for the analysis of narratives
in classroom transcripts.
Chapter 8: Analyzing Framing Resources, is the last chapter that examines concrete
contextual resources for discourse analysis. This chapter explores how variables from
classroom arrangements to routines for interaction shape how students can participate, what
language(s) they can use, and how competent they appear. And The ninth and final chapter,
Influencing Learning Environments through Critical Classroom Discourse Analysis, brings
the reader back to the big picture.
 CHAPTER III
STRENGTHS AND WEAKNESSES OF THE BOOK

 THE STRENGTHS
This book has already been good. It is because the authors elaborate the explanation
about discourse analysis well which is completed by giving some examples in order that the
readers are easy to be understood. They also complete the explanations by giving some
exercises which is useful for the readers to know how far they can comprehend the
explanation of each chapters. At the end of the chapter, the authors also give the summary
which be easier for the reader to master the material. In addition, the correlation between
each paragraph is coherent.

 THE WEAKNESSES
Although this book has already been good, but reviewers still found some
weaknessess of the book namely This book do not have a cover which can make readers are
not attracted to read this book. There is no the number of each pages in the list table of
contents that can make the readers be difficult to find the content. In addition, this book
contains many pages and theories that can make teh readers feel bored while reading the
book.
 CHAPTER IV
IMPLICATIONS OF THE BOOK

• The implication for the theory

Theories and the result of the authors’ analysis are relevant. Because the author put
many theories in the book and the author analyze them well. Therefore, the readers will
understand about the discourse analysis .

• The implication for the analysis

The authors of this journal have make the result of analysis well because in their journal
they write the result based on some theories and methods. While, it can make the analysis
more logic and can be accepted by the readers.
 CHAPTER V
CONCLUSIONS AND SUGGESTIONS
 Conclusion
This book has already been good related to the explanation of each chapter. It is also
coherent and cohesive between each paragraph. This book contain nine chapters which
related each others. In every chapter, the author elaborate the explanation about discourse
analysis well which is completed by giving some examples in order that the readers are
easy to be understood. They also complete the explanations by giving some exercises
which is useful for the readers to know how far they can comprehend the explanation of
each chapters.

 Suggestions
After the reviewers reviewed the book, there are some suggestions that the reviewers
give, namely:
a. For the readers as the students
The book is suitable for the students who are studying about discourse analysis. Not
only that, but the book is also easy to be understood although there are some weakness of it.
However, it does not matter because the book have more strengths than weakness.
b. For the readers as the teachers or lecturers
The book is suitable for the teachers who have to know about how to teach discourse
analysis well because the book give more explanation about the things related to discourse
subject.
c. For the authors
Although the book has been good but it will be better if the authors can think twice
about the weakness of the books such as about using more colors in order that the books are
not monotonous, using easy language to be understood in order that the books can be used by
all the people whether they are students, teachers or lecturers.