Pedagogic Greetings as a Discursive Instrument for Character Building: Critical Discourse Analysis of Junior High School Class Interactions

Labu Djuli; Betharia Pane; Margaret P.E. Djokaho

doi:10.55927/fjst.v5i9.157

Authors

Labu Djuli Pendidikan Bahasa dan Sastra Indonesia, FKIP, Universitas Nusa Cendana, Kupang
Betharia Pane Pendidikan Bahasa dan Sastra Indonesia, FKIP, Universitas Nusa Cendana, Kupang
Margaret P.E. Djokaho Pendidikan Bahasa dan Sastra Indonesia, FKIP, Universitas Nusa Cendana, Kupang

DOI:

https://doi.org/10.55927/fjst.v5i9.157

Keywords:

Pedagogic Greeting, Critical Discourse Analysis, Character Education, Class Interaction, Teacher Language.

Abstract

This study examines the form, pragmatic function, discursive mechanism, and implications of character formation in teachers' pedagogic greetings in junior high school classroom interactions. With qualitative critical discourse analysis, data were obtained from nine Indonesian language teachers in three countries through classroom observation, twenty-three hours of verbatim transcription of learning recordings, and semi-structured interviews. The analysis examined the relationship between teachers' language choices, the context of class interactions, and character values built through the practice of greetings. The findings showed five categories of pedagogic greetings, namely affective, motivational, regulative, inclusive, and personal-affirmative. These categories work through discursive mechanisms that build characters such as empathy, confidence, discipline, cooperation, and personal dignity and form classroom culture. This study emphasizes the role of teacher language as an implicit curriculum in character education based on classroom interaction

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