Oral Discourse and Interaction in Early Childhood Education: A Case Study at PG-PAUD at Universitas Muhammadiyah Kendari
DOI:
https://doi.org/10.59175/pijed.v4i2.816Keywords:
Early Childhood Education, Oral Discourse, Universitas Muhammadiyah KendariAbstract
Oral discourse plays an important role in shaping the interaction and meaning-making process in early childhood teacher education. However, limited research has examined how classroom discourse is revealed in local contexts such as teacher training institutions in Indonesia. This study explores the patterns, functions, and implications of oral discourse in academic interaction in the Early Childhood Teacher Education Program (PG-PAUD) of the University of Muhammadiyah Kendari, which functions as a locus of inquiry. Using a qualitative research design with discourse analysis, data was collected through classroom recordings, direct observations, and semi-structured interviews with lecturers and students. The analysis focuses on identifying patterns of repetitive interactions, including initiation-response-feedback (IRF) sequences, negotiation of meaning, and the integration of local cultural and institutional values into discourse practices. The findings reveal that oral discourse is not only a medium for knowledge transmission but also a space to foster student participation, collaborative meaning-making, and strengthening cultural identity. In addition, the locus of Muhammadiyah’s higher education influences the way lecturers and students use language to balance academic rigor with moral and cultural values. These results underscore the importance of context-sensitive discourse studies in advancing the quality of teacher education. This study contributes to the growth of the literature on classroom discourse and offers practical insights for improving pedagogical practice in early childhood education programs.
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