1.      To develop skills, people need to interact with other people. Therefore, teacher as the more knowledgeable other should encourage students’ confidence to achieve learning outcomes by fostering interaction in learning English. Teacher also needs to take notes about students’ conditions that influences their learning behaviours in class.

2.      Classroom Discourse Analysis is about what I say and what I do as a teacher that can influence students’ behaviour and increase their knowledge and skills. It can be said that CDA is used to gather the data of what is happening in the classroom, including dialogues and gestures between teacher and students. The data collected can show lacks, needs, and wants of the students that is useful for conducting a better quality of learning process.

3.      Teachers have the greatest power in classroom during the learning process. They control the overall class environment. However, if the teachers are unable to distribute the power they have, students can feel burdened to learn a certain topic. Thus, teachers should distribute the power to their students by allowing them to talk, give opinion, or discuss something. It is not only talking in front of the class individually, but also talking within a large group or a small group work. Those activities facilitate students to absorb the knowledge and apply it independently. For example, in a 50 minutes class, teacher talks for approximately 60% and students talk for about 40%. This distribution of power in a learning process may be different for each class, depending on the purpose of the lesson.

4.      There are various pedagogy frameworks that are used by English teachers around the world, including native speaker countries, ESL countries, and EFL countries. Those pedagogy frameworks are developed by native speaker countries, such as UK and USA. Regarding the differences of culture of native speaker countries and other countries, teachers need to recontextualising the framework. It is needed to cover the students’ behaviour of each country while also encouraging students to not only follow a certain accent because English is no longer something that can only be learned in a “native” way.

During the course, I realized how essential the teacher’s role is in shaping and improving the quality of a classroom. A teacher is not only the main source of knowledge but also the key facilitator who creates an environment where students can actively engage and learn. I discovered that carefully observing and analyzing what happens in the classroom allows us to see both the strengths and the areas that need improvement. By examining interactions between teacher and students, we can identify which strategies successfully support learning and which ones might need to be adjusted. This makes me understand that continuous analysis is a powerful tool for teachers. It helps ensure that teaching methods, communication, and learning activities truly meet the needs of students and create a more effective and meaningful learning experience.

In the classroom, teachers do have a significant role and a more dominant position than students. However, classroom interactions should not be dominated by the teacher alone. Active student contributions are essential to creating dynamic and effective learning. One of the things I highlighted from the lecturer's words was "No Child Left Behind," demonstrating the importance of ensuring every student is involved and not left behind in the educational process.

Furthermore, I also learned about the concepts of Inner Circle, Outer Circle, and Expanding Circle, which are proposed to categorize countries based on their use of English:

- Inner Circle: Includes countries like the United Kingdom, the United States, and Australia, where English is the mother tongue.

- Outer Circle: Includes countries like India and Singapore, where English is used as a second language in various official contexts.

- Expanding Circle: Includes countries like Indonesia and Japan, where English is studied as a foreign language.

Understanding CDA and its concepts has helped broaden my perspective on classroom interactions and the use of English in a global context.

1. Scaffolding

-> Scaffolding is assistance from more knowledgeable others, such as teachers, to help students achieve understanding.

-> Teachers play an important role in boosting students' confidence through assessment, evaluation, and notes.

-> Interaction does not only occur in the classroom, but can also take place outside of it.

-> The principle of "No child left behind" means that all students need help to achieve their goals.

2. Classroom Discourse Analysis (CDA)

-> CDA is not only about analysing data, but also looking at teacher strategies, instructions, and student interactions in the classroom.

-> The goal is to help students feel comfortable and facilitated.

-> This includes the distribution of power relations in the classroom, namely teacher-student, interaction patterns, and the use of strategies such as group work, pair work, class work feedback, and ice breaking.

-> CDA also examines how meaning is constructed through language, behaviour, and social context.

3. English Literacy

-> Related to the ability to read, comprehend content, and write.

-> Knowledge is realised through language, so literacy is not just about reading texts but also understanding deeper meanings.

-> The teaching framework can take the form of communicative language teaching, task-based learning, project-based learning, or genre pedagogy.

-> The ultimate goal is to strengthen students' English literacy through varied and contextual learning strategies.

The discussion continued with reasons why teachers should analyze students:

1. For research purposes,

2. For a better learning environment, and

3. For improving the quality of education

Besides explaining the effective teachers’ strategies, Bu Ika herself, I think, successfully created an enjoyable learning environment for us. She provided more discussion in the group and pairs which allowed all students to have chances to participate and speak. Another interesting part was “Power Relations”, meaning that teachers had the power to control and distribute it in the class. Additionally, I found that the class not only really focused on practice, but also theoretically, one of which was Kachru’s three circles of English: English as a First Language, English as a Second Language (ESL), and English as a Foreign Language (EFL).

I also learned about the role of the teacher. A teacher needs to control gestures, facial expressions, voice, and behavior carefully. Teachers must make sure that no student is left behind and should act like researcher-teachers who always reflect on and analyze what happens in the classroom.

Another important point is power relations in the classroom. Teachers need authority to manage the class effectively, but they should also share this power with students to make learning more inclusive and engaging. One way to achieve this balance is by creating classroom contracts or rules together with students, giving them a sense of ownership and responsibility. In addition, when evaluating individuals, it is important to consider not only nonverbal signals such as gestures and expressions but also their language behavior, how they communicate, the way they speak, and the words they choose.

I also reviewed Kachru’s Three Concentric Circles, which explain how English is used around the world. In the Inner Circle, English is the main language; in the Outer Circle, it is a second language; and in the Expanding Circle, it is learned as a foreign language.

I learned about teaching frameworks that were first developed in the Inner Circle, such as Communicative Language Teaching, Project-Based Learning, Task-Based Learning, and Scaffolded Approaches like Genre Pedagogy. These methods can be adapted for different teaching situations. 

1. For teacher's development: Classroom discourse analysis is a powerful tool for me to gather data on what is happening in my own classroom, including the dialogues and gestures between students and myself. This self-analysis will help me identify what my students truly need, where the gaps are, and how I can improve the quality of my instruction. It's about a continuous cycle of observation, reflection, and adjustment.

2. Scaffolding to help learners: A smooth learning process depends on both designed-in scaffolding (the support that is pre-planned in the lesson) and interactional scaffolding (the spontaneous support I give in the moment). This directly ties into why teachers should analyze their students, not just for research, but to create a better learning environment and improve the overall quality of education.

3. Classroom power relation: I realized that a teacher holds significant power in the classroom, but if that power isn't distributed, students can feel burdened and less motivated to participate. To counter this, I must intentionally create opportunities for students to talk, give opinions, and discuss with one another. I learned that an effective class should have a healthy balance, perhaps with the teacher talking for around 60% of the time and students for the remaining 40%.

4. English as a global language: Since many of the frameworks we use are developed in native-speaking countries, I must adapt them to fit the cultural and behavioral context of my own students. This not only makes the material more relevant but also encourages students to use English confidently without feeling pressured to adopt a certain accent or style that isn't their own.

I also realized that variation in teaching methods is essential to prevent students from experiencing monotonous or repetitive learning styles. By applying CDA, teachers can design more effective and engaging lessons, ensuring that no student is left behind.

Discourse refers to interaction, and in order to analyze it, we need data that can be found in the interaction between teachers and students. As teachers, we should also act as researchers. We must analyze and evaluate our classroom interactions. Especially for novice teachers, it is important to take notes about our students in order to improve the quality of education.

After that, we were divided into groups to discuss five classroom contracts that can make the classroom more enjoyable, such as giving rewards and punishments, having short break times, and encouraging everyone to be active in class. From this activity, we understood the meaning of “no one left behind.” It means that not only the teacher should speak all the time, but also students should be involved whether in front of the class, in pair work, or in group work.

Finally, we discussed the social context of English in our country, where English is considered a foreign language and part of the expanding circle. This is different from the outer circle, where English is used as a second language, as in India, and also from the inner circle, where English is the language of daily communication.

We also discussed the role of the teacher as the “more knowledgeable other.” This means that teachers do hold more power and knowledge compared to students, but the role is not about dominating classroom talk. Instead, teachers are expected to guide and bridge learning so that every student has a chance to speak and participate actively.

Lastly, we talked about Kachru’s (1985) three concentric circles of English: the inner circle (English as a first language), the outer circle (English as a second language), and the expanding circle (English as a foreign language). This framework shows the diversity of English use around the world

We also revisited key concepts such as functional grammar, the SFL framework, and Kachru’s model of inner, outer, and expanding circles, highlighting the varied contexts in which English is learned.

Overall, the session helped us connect previous courses to this one and deepened our understanding of how discourse analysis supports more inclusive and context-aware teaching.

We can see that the teachers' role is very important in designing and implementing a comfortable learning environment and atmosphere. Teachers must ensure that learning encourages active participation from every student so that no child is left behind. Therefore, an appropriate pedagogic framework is needed. There is also a mention of recontextualizing “borrowed” pedagogical frameworks. Frameworks such as communicative language teaching, task-based learning, project-based learning, and genre pedagogy are frameworks that originate from the inner circle. The inner circle is taken from Kachru's concentric circle model. This is a model to describe the spread and use of the English language. This model consists of three concentric circles, which are Inner Circle (native English speakers), Outer Circle (second-language users), and Expanding Circle (foreign-language learners). These frameworks originate from the inner circle and are then recontextualized. This means that countries in the outer and expanding circles borrow the pedagogical frameworks that are recontextualized to suit the culture and the students' needs.

• The classroom discourse analysis refers to the interaction between the teacher and students in facilitating the learning activities based on the classroom’s purpose, identifying students' needs, and helping the teacher improve future teaching strategies to ensure that all students achieve the classroom objectives. 

• Four essential aspects the teacher should consider to create an effective classroom:
  a. Self-evaluation: This should be conducted after the end of the learning activities, allowing the teacher to reflect on the teaching process and identify the successful areas and the areas that need improvement in the classroom.

  b. Analysis: This requires improving the classroom activities through the teacher’s innovation to create an engaging classroom.

  c. Powerful Relation: This involves the teacher having a powerful presence in the classroom as a knowledgeable figure that everything the teacher does and says should be carefully planned, especially for a new teacher.

  d. Gesture: This is an essential aspect for a teacher to use meaningful gestures during the teaching process.

• The origin of commonly used pedagogic frameworks in teaching approach comes from Kachru’s (1985) theory, consisting of : 

1. Communicative language teaching

2. Task-based learning

3. Project-based learning 

4. A scaffolded approach: Genre pedagogy

In relation to this, these frameworks were developed first by the inner circle countries, which consider English as their native language, such as the USA and the UK. Moreover, the frameworks have been adapted by countries in the outer circle where English is their second language, such as India and Nigeria. Also, they have been adapted in expanding circle countries where English is considered to be a foreign language, including Indonesia. Therefore, these pedagogic frameworks are now widely implemented by teachers to support students' learning activities. 

Overall, all of these points have contributed to my awareness as a teacher of the importance of paying attention to every detail in learning activities, ensuring no one gets left behind and creating an enjoyable learning experience during the classroom process.

The purpose of analyzing classroom interaction is to enable teachers to improve the quality of learning by reflecting on their language use and interactions. This is also connected to the power relations between teachers and students during the learning process. The approach of Classroom Discourse Analysis (CDA) is used to analyze how knowledge is constructed through spoken language in the classroom and to help teachers improve their pedagogy by reflecting on their language use in classroom interactions.

And we briefly reviewed the learning theories of Bruner and Vygotsky as the theoretical foundation of the learning process. Language theory and discourse analysis were also important topics to deepen the understanding of how language is learned and applied in the learning context.

Lastly, we also reviewed the pedagogical framework and the concept of literacy as fundamental parts of education that teachers need to understand in their teaching process. All of this learning aims to help teachers apply effective methods and create productive and enjoyable classroom interactions.

- CDA served to improve the quality of education and improve teaching experience. When we teach, we didn't word it to be monotone and only repeat the same things. That's why we need to analyze discourse in the class to enhancing and maintaining inovation in teaching.

- Teacher has stronger power than students, so that the teachers should ensure there's no child left. Every students must be contribute during the lesson.

- I also learned about Kachru's Three Concentric Circle which are expanding circle, outer circle, and also inner circle. Teaching framework developed in inner circle because basically inner circle use english as first language. But, we still need to recontextualize pedagogic that we borrow and adapt the context that appropriate with us which is expanding circle.

We also learned about the Three Circle of English that developed by Braj Kachru. We learned that there are inner circle (English is used as first language), outer circle (English is used as second language), and expanding circle (English is used as foreign language). Indonesia is included in the expanding circle. However, there are a lot of pedagogy that is developed in the inner circle country, which have a very different context from us. So, we need to recontextualized the pedagogy so it can match with the context in our country.

Classroom Discourse Analysis can simply be defined as an activity of critically seeing what happens in the class between the more knowledgeable others or the teacher with students, and students with other students.

The output of its analysis is concrete and reliable data, which can be used to enhance the teaching and learning process.

Even though it is not fully elaborated in the last meeting, I think since the classroom consists of the teacher and students who interact, CDA will be strongly correlated with SFL. The interaction between students and teachers can be analysed by the power, mode, and the field. These terms are explained by SFL. This becomes a reason why it will be strongly correlated with CDA.  

So, in the last meeting, I have learn 4 big points. CDA definitions, its objective or purpose,  its output, and its correlation with SFL.

Additionally, as the one with authority, a teacher must be able to create an interactive learning environment, not just explaining the material but involving all students in the classroom, as the teacher is the one with the necessary expertise.

• First, we discussed what classroom discourse analysis actually is. Basically, it’s about the language interaction between teachers and students during the learning process, focusing on how language is used in conversations and interactions. This also connects to Jerome Bruner’s scaffolding theory, which explains teaching techniques where a teacher or someone more experienced gives temporary support to students so they can complete challenging tasks and develop new skills until eventually they can work more independently.

• Then, we talked about why it’s important to analyze classroom discourse. By doing so, we can see the interaction patterns that happen in the classroom between the expert, in this case, the teacher, and the students. From this, we can also identify what kinds of things might occur in class, and once we know those patterns, we can adjust our interactions in a way that improves the overall quality of teaching and learning.

• Another point was about power relations between teachers and students. In the classroom, the teacher naturally holds more power, since they are the one directing and guiding the whole class. But at the same time, the teacher needs to make sure all students are engaged, so that no child is left behind.

• Finally, we also discussed recontextualising the “borrowed” pedagogic framework from Kachru (1985). The main idea here is about how language teaching models or approaches that were originally developed in countries where English is the first language are adapted and reshaped to fit the context of other countries.

Another key point I learned was scaffolding, which refers to the support given to students during learning. We discussed two types of scaffolding, which are designed-in scaffolding (classroom activities) and interactional scaffolding (through teacher-student or peer conversations). Last but not least, I learned the idea of recontextualizing "borrowed" pedagogic frameworks, particularly Kachru's (1985) concentric circles representation of English speaking countries of the world: the inner circle (English as native language), the outer circle (English as a second language), and expanding circle (English as a foreign language).

As a teacher, we also reflect on what we say and do to improve learning quality. Teachers need to speak clearly, give clear instructions, and use varied activities. It is also important to give all students opportunities to speak, through group work, pair work, or Q&A, so the teacher is not the only one talking in class.

• No child left behind

• Teacher should let all students to speak in the classroom

• Discussion is important in the classroom

• Approach to teach English: GBA, Project based, Task based, Scaffolded approach

One important thing I learned is that classroom discourse is structured. Teachers do not speak randomly; they organize their talk through moves such as initiating, responding, and giving feedback. By learning how to label these moves, I can now see patterns in classroom interaction, especially how teachers control the flow of the lesson and how students are positioned as active or passive participants.

I also learned that language in the classroom reflects power relations. Teachers usually have more control over topics, turns, and evaluations, while students often respond within limited space. Through CDA, I realized that this power is not always negative, but it needs to be managed carefully so students still have opportunities to express ideas, ask questions, and think critically.

Another valuable insight is that CDA helps us become more reflective educators. By analyzing classroom discourse, we can evaluate whether our teaching practices encourage interaction, inclusivity, and critical thinking. This makes CDA not only a research tool but also a practical guide for improving teaching and learning processes.

Overall, this topic helped me understand that classroom talk is not just communication, but a meaningful social practice. I believe this understanding will be very useful for my future role as an educator and researcher, especially in creating a more engaging and student-centered learning environment.

Through the discussion, I became more aware of how patterns of interaction in language classrooms influence students’ learning experiences. Classroom discourse analysis helps reveal how teacher talk often structures the flow of interaction and determines whose voices are heard. This made me reflect on the importance of creating dialogic classroom spaces where students are not positioned merely as recipients of information, but as active contributors whose ideas and experiences matter in shaping classroom knowledge.

I also learned that careful observation and analysis of teacher–student interactions allow teachers to identify both effective practices and areas that require improvement. By examining how questions are asked, how feedback is provided, and how authority is exercised through language, teachers can evaluate whether classroom interaction supports genuine understanding or simply encourages passive responses. Such reflection invites teachers to design learning activities that promote dialogue, critical thinking, and shared meaning-making.

Furthermore, the discussion highlighted the role of innovation, multimodal resources, and teacher presence in fostering more engaging classrooms.

Revisiting key concepts such as functional grammar, the SFL framework, and Kachru’s model of inner, outer, and expanding circles helped me understand that language learning is closely connected to social context and power relations. Overall, this session reinforced my view that classroom discourse analysis is a reflective tool that enables teachers to move toward more inclusive, participatory, and meaningful language learning experiences.

We learned about Discourse Analysis and why it is important. As a teacher, our goal is to deliver or transfer our knowledge to the students. In order for that to happen there will be a discourse. Now how should the discourse be conducted, what is effective for which students, we can find out through the Discourse Analysis.

Basically, discourse analysis is an activity where we see deeper what's happening in a class between students and teacher. It studies on how teacher and students interact both verbally and non verbal.

We also learned how CDA is related to SFL. Where we see interaction beyond the literal meaning of words. 

Moreover, there is a near relationship between Scaffolding and Classroom Discourse Analysis because scaffolding is realized through interaction and communication in class. Besides CDA and scaffolding, we learn recontextualizing borrowed pedagogic framework concepts too. There is a process of adapting the pedagogical framework to suit the learning context. Pedagogic framework could not be applied raw from one country to another due to differences in cultural and education contexts. Therefore, teacher need to adapt and modify pedagogic so that learning becomes more relevant and meaningful for students.