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ANALYZING STUDENTS’ AND TEACHER’S INTERACTION IN
ENGLISH LEARNING CLASSROOM AT THE EIGHTH GRADE OF SMP
NEGERI 20 MAKASSAR IN THE ACADEMIC YEAR OF 2020
( A Descriptive Study at SMP Negeri 20 Makassar)
A Thesis
Submitted to the Faculty of Teacher Training and Education Muhammadiyah University of Makassar in Partial Fulfillment of the Requirement for the Degree
of English Education Departement
RIRI APRIANTI
1053 55700 13
ENGLISH EDUCATION DEPARTEMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2020
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MOTTO
O ye who believe! when it is said unto you, Make room! in
assemblies, then make room; Allah will make way for you
(hereafter). And when it is said, Come up higher! go up
higher; Allah will exalt those who believe among you, and
those who have knowledge, to high ranks. Allah is
Informed of what ye do.
QS. al-Mujadilah (58) : 11
Dedicated to :
For my Father, Basri Makku
For my Mother, Nahriah Kadir
For my Brother and Sister, Ricky and Risda
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ABSTRACT
Riri Aprianti. 2020. A Thesis. The Analysis of Students’ and Teacher’s
Interaction in English Learning Classroom at the Eighth Grade of SMP Negeri 20 Makassar in the Academic Year of 2020. English Education Program Teacher Training and Education Faculty Muhammadiyah University of Makassar. Consultants : Ratna Dewi and Radiah Hamid.
The objectives of this research are to find out what kinds of classroom interaction of the students and teacher interaction in English learning process and to find out the most dominant in the interaction between the teacher and students while they are in English learning.
This research used Descriptive Qualitative Research. The data of this study are the interaction between the teacher and the students in classroom. The data is taken by recording the classroom interaction. The subject of this research is 34 students and one English teacher. The researcher uses observation for techniques of collecting data. Flanders Interaction Analysis was used to identify and analyze teacher and students interaction in classroom.
Based on the result of this study, it could be concluded there are 10 categories of interaction, 7 categories of teacher talk, such as accepts feelings, praises or encourage, accepts or uses ideas of students, asking question, lecturing, giving directions, criticizing or justifying authority; 2 categories of students talk namely students talk response and students talk initiation and 1 category of silence. The researcher concludes that the teacher was dominant in the classroom. It is proved by the percentage of the teacher talk was 58.70% than students talk was 30.34%, and the kinds of classroom interaction, the students participation was 30.34% has higher percentage than others and silence was 10.94%.
Keywords: Teacher, Students, Classroom interaction, English learning.
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ABSTRAK
Riri Aprianti. 2020. Skripsi. Analisis Interaksi Siswa dan Guru dalam Kelas Bahasa Inggris Kelas VIII di SMP Negeri 20 Makassar tahun ajaran 2020. Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Makassar. Pembimbing : Ratna Dewi dan Radiah Hamid.
Tujuan penelitian dari penelitian yaitu untuk mengetahui jenis interaksi kelas siswa dan guru dalam pelajaran proses pembelajaran bhasa inggris dan untuk mengetahui interaksi yang lebih sering terjadi antara guru dan siswa selama pembelajaran bahasa inggris.
Penelitian ini adalah deskriptif kualitatf. Data pada penelitian ini adalah interaksi antara guru dan siswa di dalam kelas. Data diambil menggunakan rekaman video di dalam kelas interaksi. Subjek dari penelitian ini adalah 34 siswa dan 1 guru bahasa inggris. Peneliti menggunakan tehnik observasi dalam mengumpulkan data. Flanders Interaction Analysis digunakan untuk mengidentifikasi dan menganalisa guru dan siswa dalam kelas interaksi.
Berdasarkan dari hasil penelitian, dapat di simpulkan bahwa ada 10 kategori interaksi, 7 kategori dari guru berbicara yaitu menerima perasaan, mendorong, menerima atau menggunakan ide dari siswa, memberikan pertanyaan, lecturing, memberikan arahan, mengkritik, 2 kategori dari siswa berbicara yaitu respon siswa dan inisiasi siswa dan 1 kategori yaitu diam. Peneliti menyimpulkan bahwa dalam kelas interaksi guru lebih dominan di dalam kelas. Hasil penelitian dari guru berbicara adalah 58.70%, dari siswa berbicara adalah 30.34%, dan jenis keas interaksi yaitu partisipasi siswa adalah 30.34% memiliki hasil yang lebih tinggi dari jenis interaksi kelas yang lain dan diam adalah 10.94%.
Kata Kunci: Guru, Siswa, Interaksi Kelas, Pembelajaran Bahasa Inggris
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ACKNOWLEDGEMENT
Alhamdulillah, first and foremost, the researcher would like to praise to
ALLAH SWT, for blessing and leading so that the researcher able to finish her
thesis. Best regards be upon the prophet Muhammad SAW.
I would like to express special thanks to my parents Basri Makku and
Nahriah Kadir, who always given me supports, prayer, strength and has been
waiting for my graduation. I would also to express my greatest gratitude to all the
lectures in the English department of Muhammadiyah University of Makassar.
Who have given their knowledge, their experience, encouragement in the writer‟s
academic process.
1. Rector of Muhammadiyah University of Makassar Dr. H. Abdul Rahman
Rahim, SE., MM because of giving an opportunity to the researcher in getting
gratitude undergraduate education.
2. Dean of Faculty of Teacher Training and Education (FKIP) Erwin Akib,
S.Pd., M.Pd., Ph.D.
3. Head of English Departement Ummi Khaerati Syam S.Pd., M.Pd and her
secretary Ismail Sangkala, S.Pd., M.Pd.
4. The supervisors who helped me during the process of writing this thesis goes
to Dr. Ratna Dewi, SS,. M.Hum & Dra. Radiah Hamid, M.Pd for the precious
time, expert guidance and encouragement given to me.
5. For the lectures that cannot be mentioned one by one who have give their
knowledge, help, encouragement in the writer‟s academic process.
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6. Thank you to all the school staff members of SMP Negeri 20 Makassar and
the English teacher Faisal S.Pd and the students VIIIF for the contribution to
this research.
7. Thank you for my friends especially anabel‟s, Surni, Intan, Reni, Kiki, Naya,
and Puspa, always given me support, some positive inputs, and suggestion
during the writing of this thesis.
The researcher hopes that thesis gives some positive contribution to the
improvement of the Classroom Interaction of the English Learning Classroom
although this thesis is far from being perfect.
Makassar. December 2020
The writer
Riri Aprianti
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TABLE OF CONTENTS
Page
TITLE PAGE ....................................................................................................... i
LEMBAR PENGESAHAN ................................................................................ ii
APPROVAL SHEET ......................................................................................... iii
COUNSELLING SHEET .................................................................................. iv
MOTTO ............................................................................................................. vii
SURAT PERJANJIAN .................................................................................... viii
SURAT PERNYATAAN ................................................................................... ix
ABSTRACT ......................................................................................................... x
ABSTRAK .......................................................................................................... xi
ACKNOWLEDGEMENT ................................................................................ xii
TABLE OF CONTENTS ................................................................................. xiv
LIST OF TABLES .......................................................................................... xvii
LIST OF CHARTS ........................................................................................ xviii
LIST OF FIGURES ......................................................................................... xix
LIST OF APPENDICES................................................................................... xx
CHAPTER I INTRODUCTION
A. Background ............................................................................................... 1
B. Problem Statement .................................................................................... 4
C. Objectives of The Research ...................................................................... 4
D. Significance of The Research.................................................................... 4
E. Scope of The Research .............................................................................. 5
CHAPTER II REVIEW OF RELATED LITERATURE
A. The Concepts of Classroom Interaction .................................................... 6
1. Definition of Classroom Interaction.................................................... 6
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2. Patterns of Classroom Interaction ....................................................... 8
3. Aspects of Classroom Interaction ....................................................... 9
4. Flanders‟ Interaction System............................................................. 10
5. Categories of Flanders‟ ..................................................................... 14
B. Conceptual Framework ........................................................................... 16
CHAPTER III RESEARCH METHOD
A. Research Method ..................................................................................... 17
B. Unit of Analysis ...................................................................................... 17
C. Research Instrument ................................................................................ 17
D. Techniques of Data Collection ................................................................ 18
E. Techniques of Data Analysis .................................................................. 18
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Research Findings ................................................................................... 25
B. Discussion ............................................................................................... 32
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion............................................................................................... 36
B. Suggestion ............................................................................................... 37
BIBLIOGRAPHY
APPENDICES
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CHAPTER I
INTRODUCTION
This chapter discusses the Background, Problem statement, Objectives of
the research, Significant of the research, and Scope of the research.
A. BACKGROUND
Teaching and learning interaction happen in the classroom. The elements
(learners and teacher) are not able to stand by themselves or they always need
some help to interact each other because the learning process is named success
when there is a positive feedback from the students. In the language classroom,
there is elements besides the teacher and the learners that is the process of
teaching and learning. Teaching process actually gives a chance for learners to
ask, to guess, to think and even to the course material in order to make interaction
between students. According Harmer (2001), in teaching and learning process
there are some influencing factors such as teachers, students, curriculum, syllabus,
materials, method, media, evaluation, and interaction.
Classroom interactions include verbal and non verbal interaction. The
verbal interaction take place because of the teacher and learners talk, while non
verbal interaction covers gestures or facial expression by the teacher and learners
when they communicate without using words. Richard (1992) states that,
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classroom interaction is the pattern of verbal and non verbal communication and
the types of social relationship which occur within classroom. Classroom
interaction became an important feature of teaching learning process. Through
classroom interaction, the teacher can encourage the students to speak because in
stimulating the students to think, understand, and give respond. In fact, creating
communicative interaction between teacher and the students is one of the
problems in teaching and learning process. During teaching and learning process,
there will be time when the teacher does not get response from the students. So
that, the teacher must be creative in using teaching method and techniques to
support his talk in order to be interesting to be learn by the learners. Because as
Goodman (1986:39) said that language appears sometimes to be easy to learn and
at other times so hard. If the teacher fails, he cannot achieve the teaching-learning
objectives.
Some studies have been conducted by the researchers in investigating
classroom interaction. The first research was done by (Fitri, 2017; Nisa, S.H,
2014) investigated that classroom interaction, states that the teacher should give
more praises and encourages to motivate students to speak, interact using the
English target language. Annisa Ulan (2017) who investigated classroom
interaction states that the teacher talk dominated the classroom interaction. She
always made the classroom interaction in teaching-learning of speaking more
active by her questions, explanations and direction. The teacher stimulates her
students by asking questions and giving directions, she even praises or
encourages. The praises or encourages would gave the students a high motivation
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to learn English. Wibowo, A. C (2014) who investigated classroom interaction
states that the teacher should increase his/her support including the acceptance or
the use of using feelings and ideas as well as praises and encouragement in order
to motivate the students to master English as it needs an extra work and
motivation to master a foreign language. Dini S (2016) who investigated
classroom interaction states that teacher and students need to create more effective
teaching and learning process, the teacher and the students need to create a
comfortable classroom situation, so the students can initiate an interaction using
English.
Based on the previous researches, we can say that classroom interaction
is very important in teaching and learning process, how a lesson progress, whether
it successful or not mostly depends in the interaction in process of teaching and
learning. The researcher analyze classroom interaction between the students and
teacher with used FIAC techniques in their research. FIAC techniques is to know
how much the teacher and students talking time and characteristics in classroom
interaction. Compared with the researches before, one of the previous research
used FIAC to analyze the classroom interaction in teaching learning process at
speaking class. In this research, the writer uses FIAC to analyze the classroom
interaction in teaching learning process in English at the Eight Grade. Because the
classroom interaction is important and interesting to be investigated, the
researcher will carry out a research entitled : “Analyzing Students’ and Teacher’s
Interaction in English Learning Classroom at the Eight Grade of SMP Negeri 20
Makassar in the Academic Year of 2020”.
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B. Problem Statement
Based on the background above, the researcher will formulate research
questions as follows :
1. What are the kinds of classroom interaction in English learning at the Eight
Grade of SMP Negeri 20 Makassar?
2. What is the dominant interaction English learning at the Eight Grade of SMP
Negeri 20 Makassar?
C. Objectives of the Research
Based on the statement of the research problems, the objectives of the
study are :
1. To find out the kinds of classroom interaction between the students and
teacher in English learning process.
2. To find out most dominant in the interaction between the teacher and students
while they are in English learning process.
D. Significance of the Research
The benefits of this research are :
1. For the teachers, they can develop of their English teaching, she/he should
increase indirect-direct talk, the should encourage and improve students‟
interaction. In that way the interaction can be more effective.
2. For the students, they have more opportunities to practice their target
language skill when they are in the classroom also outside the classroom.
3. For the research, the result of this research can be a reference as long as the
technique as the same as this research.
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E. Scope of the Research
The scope of the research is researcher limit the research in the
interaction between students and teacher in English learning on verbal interaction
at SMP Negeri 20 Makassar. In this research, the researcher observed the
characteristics of verbal communication based on FIACS (Flanders Interaction
Analysis System) teacher‟s talk includes accepts feeling, praises or
encouragement, accepts or uses ideas of students, asking question, students‟ talk
includes students talk response and students talk initiation, and silence.
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CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher will present the concepts of classroom
interaction it will discuss Definition of classroom interaction, Pattern of
Classroom Interaction, Aspect of Classroom Interaction, Flanders Interaction
Analysis System, Categories of Flanders, Conceptual Framework.
A. The Concepts of Classroom Interaction
1. Definition of Classroom Interaction
The classroom can be defined as a place where more than two people
gather together for the purpose of learning, with one having the role of teacher.
The teacher has certain perceptions about his or her role in the classroom.
Teaching is an interactive act. In the classroom, communication between the
teacher and pupils goes on constantly as initiatory or responsive acts. This
communication is called “interaction”.
Classroom interaction is one of the component in the teaching learning
proccess. Through classroom interaction, the plan produces outcomes (input,
practice opportunities, and receptivity). It can be concluded that interaction plays
very important role in teaching-learning process (Allwright and Bailey 1991:25).
Classroom interaction is encourage to occur in the EFL classroom. Classroom
interaction will make the students interesting in communicating at the classroom.
During its process, the teacher and student will be involved in the interaction
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process in the classroom. According to Cole and Chan in Babelan and Kia (2010:
55) “Interaction in teaching is a basic element and it has the fundamental role in
efficient teaching and in principal, recognition between being weak or strong in
teaching lies behind the way teacher interacts with the student‟. Students are not
the only participant in the classroom interaction since the teacher is also a
participant. According to Dagarin (2004), classroom interaction is an interaction
between teacher and students in the classroom where they can create interaction at
each other. It means that classroom interaction is all of interactions that occur in
the learning and teaching process.
According to Xiaolin Jia (2013:1), there are two types of classroom
interaction based on the participants: the teacher and the learners. Classroom
interaction is classified into two categories:
1. Teacher- learner interaction
Teacher-learner interaction has broad sense and narrow sense. In broad sense,
teacher-learner interaction is the interaction between the teacher and learner.
In narrow sense, it is the interaction between the teacher and learner or the
teacher and learners in teaching situation.
2. Learner- learner interaction
Learner-learner interaction is based on peer relationships, which allows the
maximum degree of communication. Carefully structured learner-learner
interactions provide a forum for extended, meaningful exploration of ideas,
which exposes learners to more varied and complex language from their peers
than does traditional teacher-fronted classroom interaction. Through
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interaction with other learners in pairs or groups, learners can have more
opportunities to make use of linguistic resources in a relaxing and
uncontrolled manner and use them to complete different kinds of tasks.
Based on the explanation above, we know that through classroom
interaction, the students will know how much their participation at the classroom,
and the teacher will know their quality of taking time to talk. Besides that,
classroom interaction is important for the teacher to evaluate their teaching style
in order to they can change their teaching style.
3. Patterns of Classroom Interaction
Interaction is a two way process. Malamah (1991:7) states that interaction
means acting reciprocally, acting upon each other. Therefore, many classroom
interactions center on organization and administration. Malamah (1991:62-3)
proposes the pattern of interaction in the classroom as follows: 1). Interaction
between the teacher with the whole of class, 2) interaction between the teacher
and a group of students, 3) interaction between the teacher and the individual
student, 4) interaction between the student and the teacher, 5) interaction between
the student and another single student, and 6) interaction between the student and
a group of students.
Besides, Malamah (1991: 9-73) also states that interaction implies more
than one person. There must be someone to transmit a message and someone to
receive it. The number of students in the class results in any number of possible
variations on who does the transmitting and who does the receiving. When the
teacher is seen as the one who transmits is the messages, then he or she can be
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seen as trying to communicate with the whole class, a group of students, or
individual student at different point of the lesson. When a student performs as the
one who transmits the message, he or she then interacts with the teacher, another
single student, or a group of students.
3. Aspect of Classroom Interaction
a. Teacher Talk
Teacher talk is one of significant ways teacher uses to deliver information
and control learning behavior students (Allwright and Bailey 1991,p.139) the
teacher adopt the target language to promote their communication with learners.
In this way, learners practice the language by responding to what their teacher
says. Besides, teacher use the language to encourage the communication between
learners and themselves. Teacher talk is particularly important to language
teaching (Cook, 2000: 144). According to pedagogical theory, the language that
teachers use in classrooms determines to a larger degree whether a class will
successes or not. Many scholars found teacher talk makes up around 70% of
classroom language (Chaudron, 1988). Teachers pass on knowledge and skills,
organize teaching activities and help students practice through teacher talk. In
English classrooms, teachers‟ language is not only the object of the course, but
also the medium to achieve the teaching objective. Both the organization of the
classroom and the goal of teaching are achieved through teacher talk.
b. Students Talk
Students talk can be used by the students to express their own ideas,
initiate new topics, and develop their own opinions. As the result, their knowledge
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will develop. Students talk will show the activity concentration of the students to
their teaching learning activity. The student talk is divided into four main
exchanges: asking questions, creating talk exchanges, repeating, and answering
teacher‟s or peers‟ question. By asking questions, the students will not only get
the answer of the questions, but also learn how to construct the meaning. Suherdi
(2009) investigate that asking for repetition occurred because they request their
peers to repeat the words.
Meanwhile, regarding to the second exchange, creating student talk has a
good advantage. The advantage is by creating talk between students, they can
acquire the knowledge and exchange the information through interaction. For
example, a student who is talking with his/her peers can exchange the information
about their experience, their hobbies, and many more (Moore, 2008).
Another exchange of student talk is repeating teacher talk or peers talk.
Repetition that mostly occurred in the observation is drilling. This occurred since
this strategy allowed students to process the information and follow teacher‟s
model (Suherdi, 2009:68). The last exchange of student talk is answering
questions. Answering questions can help students to construct and develop their
understanding of a topic.
4. Flanders Interaction Analysis System
Ned. A. Flanders develop a system of interaction analysis to study what is
happening in a classroom when a teacher teaches. It is known as Flanders
interaction analysis categories system (FIACS). According to Allwright and
Bailey (2006:202), Flanders proposed an interactive analysis system FIAC
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(Flanders Interaction Analysis Categories). Flanders‟ system is an observational
tool used to classify the verbal behavior of teacher and pupils as they interact in
the classroom. Flanders‟ instrument is designed for observing only the verbal
communication in the classroom and non verbal gestures are not taken into
account. Flanders interaction analysis using a coding system to analyze and
improve teaching skills. The teaching learning situations in the classroom involve
interaction between the teacher and the students. The success of the teacher may
be judge through the degree of effectiveness of his teaching, which may be
objectively assessed through his classroom interaction. The Flander Interaction
Analysis Category System (FIACS) records what teachers and students say during
teaching and learning process. Besides that, the technique allows the teachers see
exactly what kind of verbal interaction that they use and what kind of response is
given by the students.
FIACS provides ten categories to classify classroom verbal interaction
including into three groups, namely, teacher, students talk, and silence or
confusion. These categories will be put into columns of observational sheet to
preserve the original sequence of events after the researcher do plotting the coded
data firstly.
Tichapondwa (2008) argues that Flanders‟ interaction Analysis is for
identifying, classifying, and observing classroom verbal interaction. It means that
Flanders‟ interaction Analysis help the researcher to identify classroom interaction
during teaching and learning process in classifying the interaction into the teacher
talk, students talk, and silence.
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Here is a pattern of classroom interaction by Flander (1970 cited in Hai
and Bee 2006):
Table 2.1 Description of Flander‟s Analysis
No
Flanders’ Interaction Analysis Categories (FIAC)
Teacher Talk
A. Indirect Talk 1. Accept feelings ▪ In this category, teacher accepts the feelings of the students.
▪ He feels himself that the students should not be punished for exhibiting his feelings.
▪ Feelings may be positive or negative.
2. Praise or Encouragement
▪ Teacher praises or encourages students action or behaviour. ▪ When a student gives answer to the question asked by the
teacher. The teacher gives positive reinforcemenet by saying words like „good‟, „very good‟, „better‟, „correct‟, „excellent‟,
„carry on‟, etc. 3. Accepts or Uses ideas of Students
▪ It is just like 1st category. But in this category, the students ideas are accepted only and not his feelings.
▪ If a student passes on some suggestions, then the teacher may repeat in nutshell in his own style or words.
▪ The teacher can say, „I understand what you mean‟ etc. Or
the teacher clarifies, builds or develops ideas or suggestions given by a students.
4. Asking Questions
▪ Asking question about content or procedures, based on the teacher ideas and expecting an answer from the students.
▪ Sometimes, teacher asks the question but he carries on his lecture without receiving any answer. Such questions are not included in this category.
B. Direct talk
5. Lecturing / Lecture
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▪ Giving facts or opinion about content or procedure expression of his own ideas, giving his own explanation, citing an authority other than students, or asking rhetorical questions.
6. Giving Directions
▪ The teacher gives directions, commands or orders or initiation with which a student is expect to comply with : ▪ Open your books. ▪ Stand up on the benches. ▪ Solve 4th sum of exercise 5.3.
7. Crithicizing or Justifying Authority
▪ When the teacher asks the students not to interrupt with foolish questions, then behaviour is included in this category.
▪ Teacher ask „what‟ and „why‟ to the students also come
under this category. ▪ Statement intended to change student behaviour from
unexpected to acceptable pattern. ▪ Bawling someone out. ▪ Stating why the teacher is doing what he is doing.
Student Talk
8. Student Talk Response
▪ It includes the students talk in response to teacher‟s talk. ▪ Teacher asks question, student gives answer to the question.
9. Student Talk Initiation ▪ Talk by the students that they initiate. ▪ Expressing own ideas; initiating a new topic; freedom to
develop opinions and a line of thought like asking thoughtful questions; going beyond the existing structure.
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.
Silent or Pause or Confusion
▪ Pauses, short periods of silence and period of confusion in which communication cannot be understood by the observer.
Flander (1970 cited in Hai and Bee 2006)
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5. Categories of Flanders Interaction Analysis
Flanders in Allwright and Bailey (2006: 202) classified total verbal
behavior into 10 categories. Verbal behavior comprises teacher talk, student talk,
and silence or confusion.
1. Teacher-Talk
Teacher-talk, which is subcategorized into indirect and direct influence;
A. Indirect Talk
In this method of analysis, the first four categories represent the teacher‟s
indirect influence.
1. Category 1 : Accepts feeling, Accepts feeling i.e. accepting and clarifying
the feeling tone of the students in a non-threating manner. Feeling may be
positive or negative. Predicting and recalling feelings are includes.
2. Category 2 : Praises or encourages, praises and encouraging students‟
action or behavior, jokes that really tension not at the expense of another
individual, nodding head or saying, “uh uh” or “go on” are includes.
3. Category 3 : Accepts or uses ideas of student, i.e. clarifying, building, or
developing idea suggested by students.
4. Category 4 : Asks question, asking about content or procedure with the
intent that a student should answer.
ii.
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B. Direct Talk
Next 5th to 7th categories represent the teacher‟s direct influence.
1. Category 5 : Lecturing/lectures, i.e. giving facts or opinion about content
or procedure; expressing own ideas and asking rhetorical questions.
2. Category 6 : Giving directions, i.e. giving directions, commands, or orders
to which a student is expected to comply.
3. Category 7 : Criticizing or justifying authority, i.e. making statements
intended to change students from non- acceptable pattern, bawling
someone out, starting why the teacher is doing what he was doing, and
extreme self reference.
2. Students-Talk
Students-talk, which are subdivided into student-talk response and students-
talk initiation.
1. Category 8 : Students-talk response, i.e. student makes a predictable
response to teacher. Teacher initiates the contact or solicits student‟s
statements and sets limits to what the student says.
2. Category 9 : Students-talk initiation, i.e. talk by students which they
initiate, unpredictable statements in response to teacher.
3. Silence or confusion
Silent or confusion has one category.
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1. Category 10 : Silence or confusion, i.e. pauses, short periods of silence,
and periods of confusion in which communication cannot be understood
by the observer.
B. Conceptual Framework
Figure 2.1 The researcher makes a conceptual framework to make easier to
do.
Learning English
Interaction Teacher and Students
Verbal Interaction FIACS
Teacher‟s talk
Accepts feeling, praise or encouragement, accepts or uses idea of students, asking question, lecturing, giving direction, criticizing or justifying authority
Students‟ talk
Students talk response, students talk initiationn
silence
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CHAPTER III
RESEARCH METHOD
This chapter discusses the methodology that would be used to answer the
research questions. It presents the Research method, Unit of Analysis, Research
Instrument, and Technique of Data Collection, Technique of Data Analysis.
A. Research Method
This design of the research is Descriptive Qualitative Research.
Qualitative research is concerned with discovering or describing second language
acquisition in its natural state or context and where there no assumptions about
what that activity consists of or what its role in acquisition (Seliger and
Shohamay, 1989:124). The goal of the study is to observe the teacher and student
talks which constitute the teaching and learning process in learning English.
B. Unit of Analysis
The subject was one teacher who teaches the Eighth Grade of SMP Negeri
20 Makassar. The researcher chose one class VIIIF to be observed.
C. Research Instrument
The instrument used in this research was observation. Observation can be
done through sight, smelling, hearing, touching and taste (Arikunto 2010: 199).
Here the researcher observed the interaction between students and teacher during
the teaching and learning process in the classroom. The researcher observed the
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interaction characteristics and to find the most dominant talking between the
students and teacher.
D. Techniques of Data Collection
The data of the study were collected in the form of recorded classroom
interaction and the observer‟s field notes. The observer directly observed the
classroom, and took notes on the events during the teaching-learning process. the
researcher also used video. The recording helped the researcher to know types of
the teachers‟ and student‟s talks during the learning and teaching process at the
trait classroom.
The steps collecting the data by the researcher were:
1. Preparing the equipment to record the classroom activities.
2. The researcher recorded all of the classroom interaction activities.
3. The researcher observed all of the classroom activities; 1. Teacher Talk: a.
indirect talk: Accepts feeling, praises or encourages, accepts or uses ideas of
students, ask questions. b. Direct talk: Lecturing/lecture, giving directions,
critizing or justifying authority 2. Students talk: students talk response,
students talk initiation 3. Silence or pause or confusion.
4. Making a transcript of recording.
5. Determining the data from filed notes and transcript.
E. Technique of Data Analysis
Creswell (2012), process of analyzing data consists of collecting data,
preparing data for analysis, reading through data, coding the data, and coding the
text for themes and description to be in the research report.
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After finish the collecting data, the researcher analyze the provided data.
In this research, the researcher uses documentation method to collect the data.
Documentation is getting the data about case or variable as transcript, note etc.
The step of analyzing data are the following :
1. Categorizing the data of the interaction
Step 1 : coding the verbal interaction.
Table 1.2. An illustration of how to put code of classroom verbal interaction, adopted from sign et at 2008
Verbal Interaction Code Explanation
Teacher : What‟s the shape of Basin?
Students: Oval.
Teacher : Yes, right!
The shape is oval.
Teacher : Do you only drink milk ?
4
8
2
4
The teacher ask the students about the
content of the topic. He/she expects an
answer from the student. It is as teacher
direct talk recorded as 4
The student‟s response
to the teacher‟s talk. It
is as students talk response recorded as 8
The teacher gives positive reinforcement
by saying words like “yes”, “Very good”, etc
The teacher ask the students about the
content of the topic. He/she expects an
answer from the student. It is as teacher
direct talk recorded as 4
20
Students: No
Teacher : No, what else ?
8
4
The students response to the teacher‟s talk. It is
as students talk response recorded as 8
The teacher ask the students about the
content of the topic. He/she expects an
answer from the student. It is as teacher
direct talk recorded as 4
The observation recorded, 4, 8, 2, 4, 8, 4, it call as plotting the code data.
Hence, the above number will be written in this way 4, 8, 2, 4, 8, 4. Then, to fill
the observational sheet below, the researcher had to plot the number record by one
pair is mark at a time. Each number describes the type of verbal interaction and
who is talking and every time the verbal interaction change.
2. Determining the most dominant in the interaction.
Step 2 : plotting the code of data into the matrix. To plot the data based on the
step 1 can illustrated below:
1st pair 4
8
3rd pair 2 2nd pair
4 4th pair
5th pair 8
4
21
And so on
Based on the plotting the code data above, the sequence of the pair
including: (4,8), (8,2), (2,4), (4,8), (8,4) based on the sequence of pair, in the first
pair (4,8) shows that the number 4 represents row and the number 8 represents
column. Pair (8,2) shows that number 8 represent row and the number 2 represent
column, pair (2,4) shows that number 2 represent row and the number 4 represent
column, pair (4,8) shows that number 4 represent row and the number 8 represent
column, pair (8,4) shows that number 8 represent row and the number 4 represent
column. In addition ,the first pair represents one point of the matrix, the second
pair represent another point on the matrix and so on. The matrix consists of ten
columns and ten rows. Each column and row represents one of the ten categories
of the Flander‟s coding system. Sample matrix below:
Matriks of Flander‟s Interaction Analysis
Accepts feeling
Praise or encourage
Accepts or uses ideas of students
Asking question
Lecturing
Giving direction
Criticizing or justifying authority
Students talk response
Students talk initiation
Silence Total
C1 C2
C3 C4 C5 C6 C7 C8 C9 C10
Accepts feeling
C1 Praise or
encourage C2 1 1
Accepts or uses ideas of
students
C3
Asking question
C4 2 2 Lecturing C5
Giving direction
C6 Criticizing or
justifying authority
C7
Students talk response
C8 1 1 2 Students talk
initiation C9
Silence C10 Total
(Flander‟s 1970)
22
From the table matrix above, category praise or encouragement had been
talked 1 times, category asking question had been talked 2 times, category
students talk response had been talked 2 times in the classroom interaction.
3. Step 3 : Analyzing the matrix
In a complete matrix, some areas have tallies than others. It gives information
about who is talking.
Matrix of Flander‟s Interaction C1 C2 C3 C4 C5 C6 C7 C8 C9 C10
C1 Teacher Support
Students
C2
C3
C4
Content Cross C5
C6 Teacher Control
C7
C8
Participation
C9
C10
(Flander‟s 1970)
The matrix analysis shows the types of interaction characteristics. The types of
interaction characteristics are presented :
1. Content cross
In a column 4 and 5 and row 4 and 5 indicates teacher dependence on
questions and lectures.
2. Teacher control
In column and row, 6 and 7 indicates extensive commands and
reprimands by the teacher.
23
3. Teacher Support
In column and row 1, 2, and 3 indicates that the teacher is reinforcing and
encouraging students participation.
4. Students Participation
In column 8 and 9 reflects student responses to the teachers behavior.
3. Describing the interaction in the classroom based on the analysis result.
4. Drawing conclusion based on research finding to answer research question.
of After the researcher get data from observation sheet of Flander
interaction analysis, the researcher calculate the teacher talk and students talk in
classroom interaction by using Flander‟s formulates (1970) cited in Sign et al
2008 and Nugroho 2009). The researcher use it to find out the percentage teacher
and student talk during classroom interaction. Here are the formulas.
1. Teacher Talk Ratio/ Percentage of Teacher Talk (TT)
The tallies of first seven categories are add and divide by the total
score of the matrices (N)
2. Indirect Teacher Talk Ratio (ITT)
- It indicates teacher actions in encouraging and supporting students‟
participation.
- Its percentage can be calculated by adding the tallies of the first four
categories and dividing by the total tallies of the matrix (N)
24
3. Direct Teacher Talk Ratio (DTT)
- It indicates the teacher actions restricting student participation.
- In this ratio, the tallies of 5th, 6th and 7th categories are added and
divided by “N” to calculate the percentage.
4. Students’ Talk Ratio/Percentage of Students Talk (PT)
- It indicates verbal activities of students in response to the teacher.
- In this ratio, the tallies of 8th and 9th categories are added and divided
by “N to calculate the percentage.
5. Silence or Confusion Ratio (SC)
6. Indirect and Direct Ratio (I/D)
25
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This research analysis in the research findings included kinds of classroom
interaction and dominant interaction between teacher and students, and discussion
included description of classroom interaction and description of interaction
analysis.
A. Research Findings
1. Kinds of Classroom Interaction
Kinds of interaction characteristics are content cross, teacher control,
teacher support, and students participation. The researcher analyzed the
characteristic of interaction below:
a. Content Cross
By adding the percentage total of categor4; asking question
and category 5; lecturing, as said the content cross. Content cross shows
show the teacher dependences on questions and lectures.
Table 4.1 Content Cross Category Percentage
Category 4 : Ask question 15.44%
Category 5 : Lecturing/lecture 8.95%
Content Cross 24.32%
b. Teacher Control
26
By adding the percentage of total category 6; giving direction
and 7; criticizing or justifying authority, as said the teacher control.
Teacher control shows that teacher gives commands and reprimands
to the students.
Table 4.2 Teacher Control Category Percentage
Category 6: Giving direction 20.39%
Category 7: Criticizing or justifying authority 0.99%
Teacher Control 21.38%
c. Teacher Support
By adding the percentage of total category 1; accepts feeling,
category 2; praises or encourage, and 3; accepts or uses ideas of
students, as said teacher support. Teacher support shows that teacher‟s
reinforcing and encouraging to the students.
Table 4.3 Teacher Support Category Percentage
Category 1: Accept feelings 4.47%
Category 2: Praises or encouragement 7.46%
Category 3: Accepts or uses ideas of students 0.99%
Teacher Support 12.92%
d. Students Participation
27
By adding the percentage of total category 8; students talk
response and 9; students talk initiation, as said students participation.
Students participation shows that students get response or ask question
to the teacher.
Table 4.4 Students Participation Category Percentage
Category 8: Student talk response 23.88%
Category 9: Student talk initiation 6.46%
Students Participation 30.34%
The summary of the result of characteristics interaction above
are presented in the table below:
Table 4.5 The Summary Result of kinds classroom interaction
From the table 4.5 above, it can be seen that from the whole
class time, it was mostly for students participation in category 8;
students talk response and category 9; students talk initiation, to
No. Name Percentage
1 Content Cross 24.39%
2 Teacher Control 21.38%
3 Teacher Support 12.92%
4 Students Participation 30.34%
5 Silence 10.94%
Total 100%
28
explain more about percentage of spent time for each category through
the following visual presentation.
Chart 4.1
Percentage of each characteristics interaction
From chart 4.1, it can be seen that from the whole class time, it was
mostly for students participation. Students participation in category 8 and
9 indicates students response and initiation. Because in English learning
students gave response and some initiation about material that given by
the teacher. The students always giving response than initiation and
sometimes the students are silence in learning process.
The second most spent time of classroom interaction was content
cross. Content cross in category 4 and 5 indicates teacher question and
lecture. The teacher mostly asking question to students because the
teacher want to know the students understanding about the topic.
The third most spend time of interaction was teacher control.
Teacher control in category 6 and 7 indicates extensive commands and
reprimands by the teacher. In this kinds the teacher giving direction then
criticizing. The last kinds of classroom interaction was teacher support.
41%
36%
21%
2%
Content Cross
Teacher Control
Teacher Support
Students Participation
29
Teacher support in category 1,2,3 indicates that the teacher is reinforcing
and encouraging students participation. The teacher giving praises or
encourages to the students than accepts feeling or accepts uses ideas of
students.
2. Dominant Interaction between Teacher and Students
In this part, it is identified who becomes more dominant than others.
From the interpretation of the matrix the result is presented in the
following table :
Table 4.6 Percentage all categories
No Categories Amount Percentage %
Indirect Influence
Teacher
Talk
1 Accepts feeling 9 4.47
2 Praises and encouragement 15 7.46
3 Accepts or uses ideas of students 2 0.99
4 Asking questions 31 15.42
Direct Influence 5 Lecturing/ lecture 18 8.95
6 Giving direction 41 20.39
7 Criticizing or justifying authority 2 0.99
Students
Talk
8 Students talk response 48 23.88
9 Students talk initiation 13 6.46
10 Silent or pause or confusion 22 10.94
Total 201 100%
30
From the table 4.6 above, it can be seen that the percentage of
teacher talk in the classroom interaction is 58.70%. It spent in the following ways:
a. Accept feeling 4.47%
b. Praises or encourages 7.46%
c. Accepts or uses ideas of students 0.99%
d. Asking question 15.42%
e. Lecturing/lecture 8.95%
f. Giving direction 20.39%
g. Criticizing or justifying authority 0.99%
Percentage of students‟ talk was 30.34% and was spent in the following
ways:
a. Students talk response 23.88%
b. Students talk initiation 6.46%
Silent or pause or confusion 10.94%
To explain more about percentage of each category of FIAC through the
following visual presentation below.
Chart 4.2 Percentage of each category
31
From the overall result that shows in table 4.6, it can be seen that
the percentage of teacher talk was 58.70%, students talk was 30.34%,
silence or confusion was 10.94% of the time. In the classroom interaction
the teacher dominated the teaching learning process. The ratio of the
Direct teacher talk (DTT) included category 5 lecturing, category 6 giving
directions, category 7 criticizing and justifying authority shows 30.34%
bigger than the ratio of Indirect teacher talk (ITT) included category 1
accepts feelings, category 2 praises or encouragement, category 3 accepts
or uses ideas of students, and category 4 asking question shows 28.35%. It
means the teacher gave lessons (lecturing) and gave directions to the
students during teaching learning process. The teacher attempts to make
her students being more active in class by giving chance for students to
ask when the teacher was lecturing.
5%
7% 1%
16%
9%
20%
1%
24%
6% 11%
Accepts Feeling
Praises or Encourages
Accepts or Uses Ideas ofStudentsAsking Question
Lecturing
Giving Direction
Criticizing or JustifyingAuthorityStudents Talk Response
Students Talk Initiation
Silence or Confusion
32
B. Discussion
After describing the analysis in previous section, Besides the
researcher discusses more about the description of kinds classroom
interaction and description of dominant interaction between teacher and
students.
1. Kinds of Interaction
Based on the findings, there are four kinds of interaction in
classroom interaction they are :
a) Content Cross
Content cross indicates teacher dependences on question
learning. By adding the percentage total of category 4; asking questions
and category 5; lecturing as said the content cross. Here the conversation
was the example of content cross:
Teacher : Tulis saja keterangangannya apa yang sedang mereka lakukan. Kita akan pelajari tiap-tiap gambar secara cermat, lalu kalian baca percakapan yang kemarin di praktekkan setelah itu we will discuss pertanyaan yang cocok dengan gambar tersebut kemudian kalian tulis di buku tugasnya (5). Contohnya misalkan dig amber pertama itu ayahnya edo sedang apa? (4) Students : Menebang pohon (8)
From the example above, the teacher asking questions and giving
explanation to students is assumed content cross.
b) Teacher Control
Teacher control indicates extensive commands and reprimands
by the teacher. By adding the percentage of total category 6; giving
33
direction and category 7; criticizing or justifying authority, as said the
teacher control. Here the conversation was example of teacher control:
Teacher : Sekarang buka buku paketnya hal 169 chapter 11 (6) Teacher : Membacanya itu /te’gede(r)/ bukan together (7) From the quotation above, the teacher give direction and criticizing or
justifying.
c) Teacher Support
Teacher support indicates teacher‟s reinforcing and encouraging.
By adding the percentage of total category 1; accepts feeling, category 2;
praises or encourage, category 3; accepts or uses ideas of students, as
said teacher support. Here, the conversation of teacher support:
Teacher : Assalamu’alaikum warohmatullahiwabarakatuh (1) Students :Waalaikumsalam warohmatullahiwabarakatuh (8) Teacher How are you? (1) Students : I am fine (8), and you? (9) Teacher : I’m fine too, thank you (2) From the conversation above, the teacher support because the teacher
gives or shows the feeling tone “I’m fine too thank you” and also
encourage to increase the students motivation in learning.
d) Students Participation
Students participation indicates students response and initiation
to the teacher behavior. By adding the percentage of total category 8;
students talk response and category 9; students talk initiation, as said
students participation. Here the conversation was students participation:
34
Teacher : Kira-kira kalimat itu diambil dari kolom berapa, kolom day 9, day 10, day 11 tau day 12 (4)?
Students : Day 9 (8) Teacher : Yah silahkan kalian latihan membaca, setelah itu naik ke depan
secara berkelompok baru saya nilai (6) Students : Liat buku pak? (9) From the conversation above, the students participation whereas the
students gives response and initiation to the teacher.
2. Dominant of Interaction between Teacher’s and Students’.
The dominant interaction between teacher‟s and students‟ talks
was teacher’s talk, giving direction. In this category, giving direction had
been talked 41 times in classroom interaction. It means in teaching and
learning process mostly teacher giving direction to students. The following
example of conversation:
Teacher : sekarang buka buku paketnya hal 169 di chapter 11 (6). Kalian lihat disitu ada percakapan antara 4 orang, edo, lisa, wira, dwi. Kita kerja dalam kelompok 1 kelompok terdiri dari 4 orang, kita akan memerankan pembicara dalam percakapan tersebut dan kita akan saling mengoreksi satu sama lain apakah teman kalian salah membaca baik dalam pengucapan atau tanda baca (5). Kalian buat kelompok dulu (6), setelah itu kita belajar cara pengucapannya dan naik perkelompok membaca supaya bisa dinilai bagaimana pengucapannya (5).
From the quotation above, direction was often given if teacher wanted
students to work in group, come to the front of the class, exercise
individually etc.
From the all explanation above, it can be drawn a conclusion that
teacher‟s talk dominates the teaching and learning process, because the
teacher talking time is more than the students talking time. The teacher
talking time is used for giving direction for teaching. The interaction
35
indicated that the teacher was more direct his teaching. It means the
teacher gave directions to the students during teaching and learning
process Even though the kinds of classroom interaction shows that the
students participation the most dominant, the students rarely ask questions
to the teacher but they always respond teacher question.
36
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter discusses the result that have been got from the
observation. It is divided in two sections: 1. Conclusion, 2. Suggestion.
A. Conclusion
Based on the findings & discussion of the study at SMPN 20
Makassar the Eight Grade class VIIIF the research conclusion are:
1. Kinds of classroom interaction namely content cross has percentage
24.39%, teacher control has percentage 21.38%, teacher support has
percentage 12.92%, students participation has percentage 30.34%.
Students participation has high percentage between other kinds of
classroom, students participation in category 8 students talk response
and category 9 students talk initiation. Because in English learning
students always gave response and some initiation about the material
that given by the teacher.
2. The dominant interaction between teacher‟s and students‟ talks is
teacher‟s talk. Teacher‟s talk has percentage 58.70%. The teacher
talking time is used largely for giving directions. The interaction
indicates that the teacher is more direct teacher talk.
37
B. Suggestion
In the classroom interaction between teacher and students in this
thesis, the researcher would like to give some suggestion to the teacher, the
students, and the next researchers as follows:
1. For the English Teacher Class VIIIF at SMP Negeri 20 Makassar
at in the classroom interaction, it is suggested to stimulate the
students to talk more not only in responding what the teacher says,
but also the students are expected to initiate asking question or
giving opinion.
2. For the students Class VIIIF, in teaching and learning process the
students also are suggested to give more initiation to ask questions
or giving opinion in the learning process to increase the students
talk in classroom interaction.
3. For the researchers of this study who interested in the classroom
interaction between teacher‟s and students‟. The researcher expect
that finding of this study can be as a contribution for those who
want to conduct similar studies.
38
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1. Interpretation of Interaction Matrix
b. Percentage of teacher talk
The tallies of first seven categories are added and divided by the
total tallies of the matrices (N) and hence the percentage can be
calculated.
c. Indirect Teacher Talk Ratio (ITT)
It indicates teacher actions in encouraging and supporting
students‟ participation. Its percentage can be calculated by adding the
tallies of the first four categories and dividing by the total tallies of the
matrix (N)
d. Direct Teacher Talk Ratio (DTT)
It indicates the teacher actions restricting student participation. In
this ratio, the tallies of 5th, 6th and 7th categories are added and
divided by “N” to calculate the percentage.
41
30.34 %
e. Percentage of Students Talk (PT)
It indicates verbal activities of students in response to the teacher. In
this ratio, the tallies of 8th and 9th categories are added and divided by
“N to calculate the percentage.
f. Silence or Confusion Ratio (SC)
42
Table 4.7 Table Matrix classroom interaction VIIIF SMP NEGERI 20
Cat 1 2 3 4 5 6 7 8 9 10 Total 1 9 9 2 6 5 4 15 3 2 2 4 1 1 24 2 3 31 5 11 3 2 2 18 6 3 2 8 8 8 12 41 7 1 1 2 8 3 5 2 6 3 20 2 3 4 48 9 7 2 4 13 10 3 2 4 5 8 22
Total 9 15 2 31 18 41 2 48 13 22 201
Notes :
1. Accepts feeling
2. Praises or encouragement
3. Accepts or uses ideas of students
4. Asks questions
5. Lecturing
6. Giving direction
7. Criticizing or justifying authority
8. Students-talk response
9. Students-talk initiation
10. Silence
43
Chart 4.3 The following chart is the result of tabulating matrix :
9 15
2
31
18
41
2
48
13
22
0
10
20
30
40
50
60
Cat 1 Cat 2 Cat 3 Cat 4 Cat 5 Cat 6 Cat 7 Cat 8 Cat 9 Cat 10
44
2. Interpretation of Interaction Matrix
a. Percentage of teacher talk
The tallies of first seven categories are added and divided by the
total tallies of the matrices (N) and hence the percentage can be
calculated.
b. Indirect Teacher Talk Ratio (ITT)
It indicates teacher actions in encouraging and supporting
students‟ participation. Its percentage can be calculated by adding the
tallies of the first four categories and dividing by the total tallies of the
matrix (N)
c. Direct Teacher Talk Ratio (DTT)
It indicates the teacher actions restricting student participation.
In this ratio, the tallies of 5th, 6th and 7th categories are added and
divided by “N” to calculate the percentage.
45
30.34 %
d. Percentage of Students Talk (PT)
It indicates verbal activities of students in response to the teacher.
In this ratio, the tallies of 8th and 9th categories are added and divided
by “N to calculate the percentage.
e. Silence or Confusion Ratio (SC)
46
Table 4.2 Table Matrix of classroom interaction VIIIF SMP NEGERI 20
Cat 1 2 3 4 5 6 7 8 9 10 Total 1 9 9 2 6 5 4 15 3 2 2 4 1 1 24 2 3 31 5 11 3 2 2 18 6 3 2 8 8 8 12 41 7 1 1 2 8 3 5 2 6 3 20 2 3 4 48 9 7 2 4 13 10 3 2 4 5 8 22
Total 9 15 2 31 18 41 2 48 13 22 201
Notes :
Teacher Support
Content Cross
Teacher Control
Students Participation
47
DAFTAR NAMA SISWA
SMP NEGERI 20 MAKASSAR
TAHUN PELAJARAN 2018/2019
KELAS VIIIF terdiri dari 34 siswa, P = 17 orang L = 17 orang
NO NIS NAMA SISWA JK 1 2017180 Muh Zulkifli Hakim Habe L 2 2017183 Adhe Anugrah L 3 2017184 Adinda Octavia Ramadhani P 4 2017185 Andri Setiawan L 5 2017186 ASWAR L 6 2017187 Christian Londa L 7 2017188 FANI P 8 2017189 Fatima Azzahra P 9 2017190 Fauzia Debriyanti P 10 2017191 GUSNAENI L
11 2017192 Ismail Syahbani Iskandar L
12 2017193 Jihan Fahira G P 13 2017194 Khalil Fahri L 14 2017195 M. Akram Amiruddin L 15 2017197 Muh. Adhe Saputra P L 16 2017198 Muh. Arvandiansa L 17 2017200 Narisya Purnama P 18 2017197 Natalia Anastasya Dwi P 19 2017198 Nelmi Aprilia P 20 2017200 Nur Fajrilahi P 21 2017201 Nur Irsa Samsiriya P 22 2017202 Nur Qalbi Putri Adenirsyah P 23 2017203 Nur Resky Dwi Amelia P 24 2017204 Nurul Awaliyah Putri P 25 2017205 RAFLI L 26 2017206 RAHMI P 27 2017207 Rangga Mahesa Romi L 28 2017208 RAYHAN L 29 2017209 SULAEMAN L 30 2017210 SUMARDI L
48
31 2017211 Tiara Agnesya P 32 2017212 Zevthyanly Anugerah Patibang P 33 2017213 Nadia Ananda M P 34 2017214 Hilmi Abiy A L
49
APPENDIX 1
Transcription of Verbal Interaction between Teacher and Students
Teacher : Good Morning, Students ? (2)
Students : Good Morning, Sir. (8)
Teacher : Ketua kelas siapkan kelasnya! (6)
Students : Stand up please, before study lets pray together! (8)
Silence (Pray) (10)
Teacher : Assalamu‟alaikum warohmatullohiwabarokatuh.. (1)
Students : Waalaikumsalam warohmatullohiwabarakatuh..(8)
Teacher : How are you today? (1)
Students : I am fine (8), and you? (9)
Teacher : I‟m fine too thank you (2). Who is absent today? (4)
Students : nothing sir. (8)
Teacher : Okay, silahkan ambil buku paketnya (6)
Silence (mengambil buku paket diatas meja) (10)
Teacher : Buka hal 159, lihat materinya di situ ada kolom (6) .kolom pertama kalimat yang menunjukkan kalimat past dan kolom kedua kalimat bentuk presen. She learned many new things, itu kalimat past dan untuk menjawab kalimatnya kalian bisa baca kalimat di halaman sebelumnya (5).
Silence (membuka halaman sebelumnya) (10)
Teacher : nah lihat kalimat she learned many new things (6). kira-kira kalimat itu diambil dari kolom berapa, kolom day 9, day 10, day 11 atau day 12 (4)?
Students : Day 9 (8)
Teacher : Selanjutnya day 11, Jadi she learned many new things, itu bentuk past bentuk presentnya she is learn many new things (5). Sudah mengerti? (4)
Silence (siswa diam) (10)
50
Teacher : Saya rasa sudah mengerti, silahkan kerjakan (6). Sebelumnya, siapa yang masih ingat pelajaran kemarin, kalau I diganti menjadi She kalau dia perempuan (5), kalo dia laki-laki apa (4)
Students : He (8)
Teacher : Kalau he diganti menjadi apa? (4)
Students : His (8)
Teacher : kalau perempuan apa? (4)
Students : Her (8)
Teacher : Bagus (2) nah kalo kalimat bentuk past menggunakan kata kerja bentuk berapa? 1 atau 2? (4)
Students : 2 pak (8)
Teacher : Kalo present kata kerja bentuk berapa? (4)
Students : Bentuk pertama pak (8), Pak? (9)
Teacher : Kenapa? (1)
Students : Pak jawabannya di kalimat she was? (9)
Teacher : Kalimat di bagian mana itu? (4)
Students : Disini pak (sambil menunjuk bacaan) (8)
Teacher : She was the first time learn English (5)
Teacher : Siapa yang sudah selesai (4)?
Students : Silent (10)
Teacher : Coba katakan yang sudah selesai, Miftah? (4)
Students : Belum siap pak (8)
Teacher : Saya kasih waktu 10 menit (6)
Students : Pak yang 13 sama 14? (9)
Teacher : Kenapa? (4)
Students : yang 13 sama 14 tidak ada di kalimat pak (8)
Teacher : oh itu tidak usah di kerja, nanti di jadikan saja tugas selanjutnya. Di hal 116 itu ada lanjutannya, itu tugas selanjutnya. (6)
Students : Pak di no 14? (9)
51
Teacher : di no berapa, 14? (4)
Students : no 13 pak (8)
Teacher : Ya tidak usah di kerja itu, tugas selanjutnya (6), bagaimana sudah? (4)
Students silent 10
Teacher : (After checked students exercise) Tadi saya liat jawabannya sudah benar semua, hanya yang membedakan hanya cara membacanya, jadi kerja samanya sudah bagus, misalnya nilai individu yaitu cara membaca jadi yang kita pelajari kemarin itu pada dasarnya hanya 2 yaitu kalimat yang menunjukkan bentuk lampau atau past atau kalimat yang menunjukkan bentuk present atau keadaan sekarang, ah itulah yang kita pelajari kemarin yaitu kalimat yang berbentuk past dengan berbentuk present. Bel sudah bunyi, itu tugasnya lanjutkan dirumah (6).Thanks for your attention, Assalamu‟alaikum
warohmatullohiwabarokatuh (1)
Students : Waalaikumsalam warohmatullohiwabarokatuh. (8)
52
APPENDIX 2
Teacher : Good Morning, Students ? (2)
Students : Good Morning, Sir. (8)
Teacher : Ketua kelas siapkan kelasnya! (6)
Students : Before study lets pray together! (8)
Silence (Pray) (10)
Teacher : Assalamu‟alaikum warohmatullohiwabarokatuh.. (1)
Students : Waalaikumsalam warohmatullohiwabarakatuh..(8)
Teacher : How are you today? (1)
Students : I am fine (8), and you? (9)
Teacher : I‟m fine too thank you (2). Dengarkan namanya, who is absent
today? (4)
Students : nothing sir. (8)
Teacher : Ambil buku paketnya di meja (6)
Silence (siswa mengambil buku paket di meja guru) (10)
Teacher : Kemarin kita belajar tentang kalimat past dan present kan (5) sekarang buka buku paketnya hal 169 di chapter 11 (6). Kalian lihat disitu ada percakapan antara 4 orang, edo, lisa, wira, dwi. Kita kerja dalam kelompok 1 kelompok terdiri dari 4 orang, kita akan memerankan pembicara dalam percakapan tersebut dan kita akan saling mengoreksi satu sama lain apakah teman kalian salah membaca baik dalam pengucapan atau tanda baca (5). Kalian buat kelompok dulu (6), setelah itu kita belajar cara pengucapannya dan naik perkelompok membaca supaya bisa dinilai bagaimana pengucapannya (5).
Silence (mencari teman kelompok) (10)
Teacher : sudah ada kelompoknya (4)?
Students : sudah sir (8)
Teacher : sekarang, liat percakapan di buku paketnya dan dengarkan saya dulu membaca setelah itu kita baca sama-sama (6)
Silence (mendengarkan guru membaca percakapan) (10).
53
Teacher : coba kalian lihat di bagian udin disitu ada salah ketik itu bukan Heir tapi Hair tulisannya (5). Siapa tau apa artinya hair? (4)
Students : Rambut sir (8).
Teacher : okay good (2). Selanjutnya kita baca sama-sama, Udin, let’s work
together (6)
(Siswa mengikuti guru membaca)
Teacher : Itu sebenarnya I Will hanya saja di singkat jadi I’II (5). Coba baca kalimat yang ada I’II nya (6).
Students : I’II will tell my sister (8).
Teacher : Yah silahkan latihan membaca, nanti kalo selesai membaca setelah itu naik ke depan secara berkelompok membaca, ini materinya. Dinilai nanti tentang keterampilan (6).
Students : Liat buku pak? (9)
Teacher : Iya, masa mau di hafal (2), sudah selesai? (4)
Students : Belum pak (8)
Teacher : Kelompok 1 naik (6)
Silence (10) mengikuti instruksi
Teacher : Kasih besar suaranya, bagaimana mau di nilai biar bagus pengucapannya kalo suaranya kecil tidak di dengar juga. Kelompok 2, 3 naik ke depan (6)
Silence (10) mengikuti instruksi
Teacher : Intonasinya sudah bagus kelompok 2 (2), kelompok 3 naik ke depan (6)
Silence (10) mengikuti instruksi
Teacher : Kelompok selanjutnya (6)
Silence (10) mengikuti instruksi
Teacher : Kelompok selanjutnya (6)
Silence (10) mengikuti instruksi
Teacher : sekarang kelompok 6 naik (6)
Silence (Kelompok 6 naik ke depan kelas) (10)
54
Teacher : 1, 2, 3 baca (6)
Students : Hello edo, have you watching superman movie? (9)
Teacher : Okay, good (2), next groups (4)?
Students : Hello edo, have you watch superman movie? (9)
Teacher : Good (2) kelompok selanjutnya ke depan (6)
Students : Hello edo, have you watch superman movie? (9)
Teacher : kelompok selanjutnya ke depan (6)
Students : Hello edo, have you watch superman movie? (9)
Teacher : Sudah semua naik? (4)
Students : Sudah pak (8)
Teacher : Baiklah, karena waktu sudah habis sampai jumpa di pertemuan selanjutnya (6). Assalamu’alaikum warohmatullahiwabarokatuh (1)
Students : Waalaikumsalam warohmatullahiwabarakatuh (8)
55
APPENDIX 3
Teacher : Good Morning, Students ? (2)
Students : Good Morning, Sir. (8)
Teacher : Ketua kelas siapkan kelasnya! (6)
Students : Stand up please, before study lets pray together! (8)
Silence (Pray) (10)
Teacher : Assalamu‟alaikum warohmatullohiwabarokatuh.. (1)
Students : Waalaikumsalam warohmatullohiwabarakatuh..(8)
Teacher : How are you today? (1)
Students : I am fine (8), and you? (9)
Teacher : I‟m fine too thank you (2). Who is absent today? (4)
Students : nothing sir. (8)
Teacher : Eh kemarin kita bahas tentang kalimat yang berbentuk past dan present dengan dilengkapi dengan 12 bacaan ada yang menceritakan tentang betuk past dan present. Nah untuk di bab ini, masih ada kaitannya dengan apa yang kita pelajari di bab 11 we made it artinya kami membuatnya, kemudian yang akan kita pelajari disitu yang pertama share our experience ( membagikan pengalaman) lalu to show what we made ( untuk menunjukkan kepada kalia apa yg mereka buat) seteelah itu to learn from them (belajar dari apa yang dibuat) and the last one to report them (kemudian di laporkan). Itu adalah tujuan dari bab 11 (6). Sekarang itu kita rencanakan akan membagi kelompok, kalo kelompok yang kemarin itu 1 kelompok 4 orang, sekarang 1 kelompok terdiri dari 3 orang, karena ini untuk memerankan peran budi, edo, lina. Karena ini naik diatas secara kelompok jadi memerankan peran yang disebutkan di dalam buku. Nah nanti ada 10 kelompok jadi anda tidak usah memilih kelompok lagi, nanti kelompoknya di tentukan sama nomer, saya hitung 1,2,3,4,5,6,7,8,9,10 nanti no 1 berarti…no 2 berarti kelompok 2, kelompok 1 ini, kelompok 2 ini
dsb (5)
Students : Kelompok 1 (8)
Teacher : sebelum naik diatas, saya jelaskan sebelumnya apa yang akan dinilai yang pertama yaitu cara pengucapan kalimat, yang kedua yang dinilai penggunaan tanda baca yang ketiga hubungannya tidak ada kaitannya dipelajaran, tapi untuk mengetahui benar salahnya
56
apa yang anda ucapkan saya tambahkan suara, jadi kalo membaca volume suaranya dibesarkan (6).Yang kita lakukan pertama, yaitu saya akan bacakan dialognya kalian lihat bukunya masing-masing tanpa suara ini di baca pertama yah tanpa suara, kedua kalinya baru anda ikuti dan ketiga kalinya anda sendiri baca, yang membaca sesuaikan dengan perannya masing-masing (6). Silahkan anda bagi siapa yang memerankan budi, edo lina,(5).
Teacher : Sudah paham juga sama kata yang ada di dialog itu? (4) .Boleh bertanya secara berurutan misalnya di baris pertama ada kata yang tidak kalian tahu silahkan bertanya. (6)
Students : Baris pertama pak apa itu competition? (9)
Teacher : lomba (5), baris ke enam? (4)
Students : tidak ada pak (8)
Teacher : Behind itu artinya di belakang (5)
Students : cocok mi pak di baca together? (8)
Teacher : membacanya itu /te’gethe(r)/ bukan together (7)
Students : Kalo experience pak? (8)
Teacher : membacanya itu /ik’speriens/ bukan experience (7)
Silent (10)
Teacher : experience artinya pengalaman (5) kalo flowers siapa yang tau? (4)
Student : Bunga pak (8)
Teacher : oh sory (3), garden itu artinya taman (5). Di baris ke-3 ada pertanyaan? (4)
Students : Apa bens pak? (9)
Teacher : Bens itu tempat duduk yang panjang atau istilahnya bangku. (5) Baris ke 12 tidak ada? (4)
Students : Tidak ada pak (8)
Teacher : Baris ke 13? (4)
Students : apa artinya pak he sawed the wood into three pieces (9)
57
Teacher : jadi dia mengergaji kayu itu dengan 3 bagian yang ukurannya 25 cm, selanjutnya, after that disitu ada we rubbed then with sandpaper (5) ada yang tau artinya paper? (4)
Students : Sandpaper (8)
Teacher : oh sorry (3) maksud saya we rubbed then with sandpaper, sandpaper itu amplas (5). Kalo painted artinya apa? (4)
Silent (10)
Teacher : painted apa artinya? (4)
Students : Silence (10)
Teacher : Painted itu artinya mewarnai/mengecat. (5)
Teacher : Baris terakhir ada pertanyaan? (4)
Students : Tidak ada pak (8)
Teacher : Kalau begitu silahkan latihan waktunya 15 menit. Kalau kalian mau latihan diluar silahkan nanti pas 15 menit waktunya baru saya panggil ke depan (6).
Silence (latihan di luar kelas) (10)
(15 menit kemudian)
Teacher : Bagaimana siapa sudah siap naik (4)?
Students : Belum pak (8)
Teacher : Kelompok berapa yang sudah siap naik, silahkan naik (6)
Silence (Kelompok 3 naik ke depan kelas membaca) (10)
Teacher : Kasih besar suaranya yah supaya saya bisa kasih nilai, ingat cara pengucapannya juga di perhatikan (5)
Students : Iya pak (8)
Teacher : Kelompok selanjutnya naik (6)
Students : Edo, we will sandpaper the wood after that we painted (9)
Teacher : Bagus (2), next groups (6)
Students : Edo, we will sandpaper the wood after that we painted (9) next groups (6)
Students : Edo, we will sandpaper the wood after that we painted (9)
58
Teacher : Kelompok selanjutnya naik (6)
Students : Edo, we will sandpaper the wood after that we painted (9)
Teacher : Sudah semua naik kelompoknya (4)?
Students : Sudah pak (8)
Teacher : nah itu tadi dialog yang kalian praktekkan menceritakan tentang apa yang dikerjakan/ dilakukan (5). Kapan lagi ada bhs inggris (4)?
Students : Hari kamis pak (8)
Teacher : Baiklah, karena waktu sudah habis sampai jumpa dipertemuan selanjutnya (6). Assalamu’alaikum warohmatullohiwabarokatuh
(1)
Students : waalaikumsalam warohmatullohiwabarokatuh (8)
APPENDIX 4
(Guru terlambat masuk ke kelas)
Teacher : Good Morning, Students ? (2)
Students : Good Morning, Sir. (8)
Teacher : Maaf saya terlambat masuk soalnya ngobrol tadi sama tukang yang mau renov mesjid (2). Ngomong-ngomong kenapa kelas kalian paling sedikit menyumbang? (4)
Students : Silence (10)
Teacher : tambah-tambah kalo mau menyumbang soalnya ini mesjid di sekolah ta‟ (5).Ohiya ada tugas? (4)
Students : tidak pak (8)
Teacher : Ambil buku paketnya dulu (6)
Silence (mengambil buku paket di meja guru) (10)
Teacher : Lihat disitu ada 8 gambar (6), tulis saja keterangannya apa yang sedang mereka lakukan. Kita akan pelajari tiap-tiap gambar secara cermat, lalu kalian baca percakapannya lagi, percakapan yang mana? Percakapan yang kemarin yang di praktekkaan setelah itu we will discuss pernyataan yang cocok dengan gambar tersebut kemudian kalian tulis di buku tugasnya masing-masing (5).
59
Contohnya Misalkan di gambar pertama itu ayahnya edo sedang apa (4)?
Students : Menebang pohon (8)
Teacher : iya betul (2), jadi kalian cari jawabannya di percakapan kemarin (6), My father cut down all mangos tree 3 weeks ago, itu jawabannya (5) sudah mengerti (4)?
Students : Mengerti pak (8)
Teacher : Anda perhatikan lagi gambar ke-2 (6), yang mana kalimat yang diucapkan (4)?
Silence (tidak menjawab) (10)
Teacher : Saya rasa kalian sudah mengerti, tulis di bukunya (6).
Silence (mengerjakan tugas) (10)
Teacher : Anak-anak siapa yang sudah selesai (4)?
Students : Belum pak (8)
Teacher : Kalo sudah ada yang selesai bawa bukunya ke depan (6)
Silence (mengikuti instruksi) (10)
Teacher : Mana yang lain ini (4)?
Students : tunggu pak sisa sedikit (9)
Teacher : Karena sudah bel, dan saya juga telat masuk tadi jadi yang belum selesai nanti hari selasa dikumpul (6). Assalamu’alaikum
warohmatullohiwabarokatuh (1)
Students : waalaikumsalam warohmatullohiwabarokatuh (8)
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DOCUMENTATION
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CURRICULUM VITAE
Riri Aprianti was born in Pare-pare, on April 7th, 1995. She is the
first daughter of Basri Makku and Nahriah Kadir also has one
brother and one sister. She respectively completed her study at
SD INP Tamalanrea V in 2007, SMP Negeri 30 Makassar in 2010 and SMA
Cokroaminoto Tamalanrea Makassar in 2013. In the same year, she accepted as a
student of English Education Department, Faculty of Teacher Training and
Education at Muhammadiyah University of Makassar. She has been participated
in some organizations such as OSIS SMA Cokroaminoto Tamalanrea Makassar as
a member in 2011-2012.
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