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Library's collection Library's IT development CancelLanguage is very important in human communication. It is used to share
information and maintain social relationships. When two or more people meet,
conversation may occur. This also happens between teachers and students in
classrooms. In teaching, the teacher tends to talk about one topic and then shift and
develop it into many new topics or sub-topics and sometimes use markers to mark the
shift also. The writer is eager to find the types of topical strategies and topic shift
markers that are often used by teachers in teaching adults in the conversation classes
of PPB - Language Education Center of Petra Christian University. She also wants to
know how the frequencies of topical strategies and topic shift markers are used by the
teachers in teaching the adults in the conversation classes. The writer employs
Stenstrom?s theory about topical strategies (1994) and Schiffrin?s theory about
discourse markers (1991) in analyzing the data. Qualitative approach is used in this
study. The data were found through recording the subjects while the teachers were
teaching the students for two hours in every meeting. From the analysis of this study,
the types of topical strategies, the types of topic shift markers, and how the
frequencies of topical strategies and topic shift markers are used in teaching the
students are discovered. The writer found that in teaching, the teachers use all of the
topical strategies available and also the teachers used "question", "now",
"alright/that?s all/okay", "oh", "so", "eh", "pause", "then", "come on", and "well" as
the topic shift markers. These findings indicate that the teachers tend to shift and
develop one topic into many new topics and subtopics. Moreover, questions are used
by the teachers to introduce new topics. It is the topic shift marker that the teachers
mostly used in teaching the students because the teacher is the one who controlled
over the class conditions.