Abstract:
Transcript Based Lesson Analysis (TBLA) is a transcript-based learning analysis method
developed at Nagoya University, Japan. This new method is believed to justify the success of
instructional design planned by the teacher. So far, the success of learning design has been reflected
in student learning outcomes, even though the learning outcome data are not sufficient to provide
an overview of the actual classroom conditions. This study aims to analyse the communication
patterns in learning Chemistry using the TBLA method. This research is a descriptive qualitative
study that analysed the lesson of Chemical Bonds and Carbon Atoms Characteristics, which were
conducted in two Senior High Schools in South Kalimantan, Indonesia. The data were collected
using observation and documentation study. The lessons recorded using cameras and camcorders
devices were transcribed and analysed using the Excel program based on the number of words
spoken by teachers and students and the frequency of keywords in learning chemistry. The data
were transformed into graphs. The results showed that analysis using TBLA provided integrated
information about communication patterns and classroom quality. In these two classes,
communication pattern occurs in Chemistry learning was teacher-student interaction only. The
multi-ways transactions pattern has not occurred. The low quality of teacher questions and the
incomplete deep learning phase in learning chemistry caused the expected multi-directional
transaction communication has not been conducted. The result implies that TBLA is an effective
tool to reflect on teacher practices and improve their teaching process for better instructional
practices.
Keywords: communication pattern, transcript-based lesson analysis, chemistry learning,
teacher-student interaction
