Praktis Kekuasaan dalam Wacana Pedagogi Secara dalam Talian di Peringkat Pengajian Tinggi Practice of Power in Online Pedagogical Discourse in Higher Education

Abstract

The COVID-19 pandemic has led to the implementation of online teaching and learning (PdP) at both school and higher education levels. This study aims to explain how power is used in online pedagogical discourse in higher education by examining the interactions between lecturer (Ps) and students (P) through turn-taking system and questioning, as well as by interpreting the discourse practice. This qualitative research employs a case study approach to explore the practice of power in online PdP implementation at higher education level. Data were collected through student interviews and online PdP recordings involving a lecturer and students at a public university in Indonesia. The recordings were transcribed and analysed using Fairclough Critical Discourse Analysis (CDA) framework, which considers textual dimensions, discourse practices, and social practices. This study is mostly about how power was practiced through the analysis of textual aspects such as the structure of interaction in the Ps-P turn-taking system,questioning sentences,and how discourse practices are interpreted. While the structure of interaction is patterned after the theoretical framework of Sinclair and Coulthard, the findings demonstrated that lecturer practiced various forms of power involving legitimate power, expert power, and reward power to students through specific movement structures started by the lecturer, namely Ps, Ps-P, Ps-P-Ps, and Ps-Ps. Power practices by the lecturer was demonstrated through the use of closed questions, extensive lecturing, self-answering, repeating student answers, and providing answers to students; as well as student practices of not responding, delayed response, and direct response to lecturer questions. The study reveals that the social practices of lecturer authority and student passivity contribute to the ineffectiveness of student-centered online PdP in accordance to the Merdeka Belajar-Kampus Merdeka curriculum. This study enhances previous studies on pedagogical discourses that were not linked with the curriculum and were not employing the CDA approach. It offers contributions to the linguistic discipline for the pedagogical refinement by lecturers, ensuring better alignment with the current curriculum.

Pandemik COVID-19 menjadi punca berlakunya pengajaran dan pembelajaran (PdP) secara dalam talian di  peringkat sekolah dan pengajian tinggi. Kajian ini bertujuan menjelaskan praktis kekuasaan dalam wacana pedagogi secara dalam talian di pengajian tinggi melalui pemerihalan ciri struktur interaksi dalam sistem ambil gilir dan ayat tanya pensyarah (Ps) dan pelajar (P) serta tafsiran amalan wacananya. Kajian kualitatif ini akan meneroka praktis kekuasaan dalam pelaksanaan PdP secara dalam talian di pengajian tinggi sebagai satu kajian kes. Data kajian diambil melalui temu bual dengan pelajar dan rakaman PdP dalam talian yang 
melibatkan seorang pensyarah dan pelajar di salah sebuah universiti awam di Indonesia. Rakaman data ditranskrip untuk diperoleh teksnya dan dianalisis dengan kerangka teori Analisis Wacana Kritis (AWK)  Fairclough berdasarkan dimensi tekstual, amalan wacana, dan praktis sosial. Fokus praktis kekuasaan pada kajian ini dijelaskan melalui pemerihalan dimensi tekstual, iaitu ciri struktur interaksi dalam sistem ambil gilir Ps-P, ayat tanya, serta menafsirkan amalan wacana. Manakala struktur interaksi dicerakin dengan kerangka teori Sinclair dan Coulthard. Hasil kajian menunjukkan wujudnya praktis kekuasaan pensyarah yang melibatkan kuasa sah, kuasa pakar, dan kuasa penghargaan pensyarah kepada pelajar melalui struktur gerakan yang dimulakan pensyarah, iaitu Ps, Ps-P, Ps-P-Ps, dan Ps-Ps. Praktis kekuasaan pensyarah pula ditunjukkan melalui amalan pensyarah mengemukakan ayat tanya tertutup, berceramah secara panjang lebar, menjawab soalannya sendiri, mengulang jawapan pelajar, dan menyuap jawapan pelajar; serta amalan pelajar tidak merespons, lambat merespons, dan merespons terus soalan pensyarah. Didapati praktis sosial kekuasaan pensyarah dan pasifnya pelajar menjadi punca tidak berjayanya PdP secara dalam talian yang berpusatkan pelajar mengikut kurikulum yang mengimplementasikan Merdeka Belajar-Kampus Merdeka. Kajian ini menambah baik kajian wacana pedagogi terdahulu yang tidak mengaitkan dengan kurikulum dan tidak dikaji dengan pendekatan AWK. Kajian ini memberikan sumbangan disiplin linguistik terhadap pengemasan pedagogi pensyarah yang sesuai dengan kurikulum semasa.