Scaffolding in Narrative Learning: Appraisal Analysis in Teachers' Talk

Engagement is one of appraisal dimensions introduced by Martin and White (2005) that is used to analyze the stances which a teacher takes, both in relation to the students and the visual-verbal components in texts and the way of the teacher align or dis-align the students. This paper explores the interaction between a teacher and thirty-two junior high school students in learning narrative texts. The focus of this study is on the stages of scaffolding to help the students to cope with narrative texts. This study employs classroom discourse analysis particularly appraisal analysis on engagement elements in teacher's talk. The findings of this study depict that in teaching the students, the teacher uses different kinds of engagement systems of heterogloss (contract and expand) to take particular stance to mediate the students with teaching materials. The heterogloss is also used to guide the students in exploring the learning materials. Practically, the result of the study is beneficial for the EFL teachers as a reference in teaching narrative texts

The Appraisal of the Teacher's Talk to Enhance Students' Critical Thinking Skills Through Narrative Text in Design Thinking Pedagogy

Design thinking has become a new trend at schools in different countries. There are many educators who are eager to adopt Design thinking as an effective strategy for helping their students to learn through solving real-world problems. For Indonesian context, Design Thinking provides a new innovative ground of teaching English in EFL setting. Teachers engage the students in collaborative problem solving, creative challenge, and foster social –emotional balance and stability. The paper portrays how the teacher conducts learning activities in the Empathy stage of Design Thinking to build students' critical literacy from the start. The attitude domain of the appraisal theory is used to disclose the way of the teacher to guide the students to express their emotional reaction toward the story, to assess the behavior of the characters and construe the value of things in the text.The classroom discourse analysis shows that the teacher's talk by employing the attitude resources plays important role in supporting the students to develop their critical thinking capacity and build their narrative's content knowledge.The result of the study is expected to enrich the reference of appraisal discourse analysis theory and provide the example of the teaching practice for enhancing students' critical thinking capacity in Narrative learning through Design Thinking pedagogy