OBSERVATION SHEET
10. Silence 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)
Because in learning process at each three seconds might involve some categories both teacher and students talk, so the researcher must have a rule for deciding which one the best category should be put out code consistently. These rules recommended from Flanders (1970 cited in Sigh et al. 2008):
Rule 1 When it is not certain in which of two or more categories a statement belongs, choose the category that is numerically farthest from the category 5. For e.g., if an observer is not sure whether it is 2 or 3 then choose 2. If in doubt between 5 and 7, he chooses 5.
Rule 2 The observer should not involve his personal viewpoint. if a teacher attempts to be clever, students see his statements as critics of students; the observer sues category 7.
Rule 3 If more than one category is active in a span of 3 seconds, and then all the categories should be recorded. If after 3 seconds, bo category changes, then the same serial number should be repeated in the next 3 seconds.
Rule 4 If the time period of silence exceeds 3 second, it should be recorded under category No. 10
Rule 5 When teacher calls a child by name, the observer is supposed to record a 4th category
Rule 6 When the teacher repeats the student’s answer and the answer is a correct, that is recorded as a category No. 2. This tells the student that he has the right answer and therefore functions as praise or encouragement.
Rule 7 When a teacher listens to a student and accepts his ideas for a discussion, the this behavior belongs to category No.3
Rule 8 The words ‘All is ok’, ‘yes’, ‘yah’, ‘hum’, ‘alright’, etc. belongs to the category No. 2 (encouragement)
Rule 9 If a teacher jokes without aiming at any students, this behavior belongs to the category No. 2. But if he makes any joke aiming at some particular students, the it belongs to the category No. 7
Rule 10 When all the students respond to a very small question collective, then the serial number of category 8 is recorded.
Flanders (1970 cited in Sigh et al. 2008):
Tichanpondwa (2008), the researcher has to code the teacher and students talk at three seconds intervals when the researcher uses FIAC technique. Here is the
observation sheet that is for putting out the code at the end of each three seconds interval after do plotting the coded data firstly.
The observation sheet above was written in 10 x 10 table meaning that 10 (rows) x 10 (columns) table for determining the specific aspect of the classroom interaction. In addition, it indicated what form a pair of categories. The row of the matrix represented the first number and the columns represent the second number.
Information is plotted on a matrix for easy analysis and interpretation. The method of recording the sequences of events consist of entering the sequences of numbers into a 10-row by 10-column table. The generalized sequence of the teacher-students interaction can be examined in this matrix.
Teacher’s Name : Satang, S.Pd., M.Hum
T : Assalamu’alaikum Warahmatullahi Wabarakatuh
S : Waalaikumsalam Warahmatullahi Wabarakatuh
T : Sebelum kita memulai pelajaran, before we start the lesson kita akan berdoa dulu semoga pelajaran kita hari ini bermanfaat bagi kalian dan diri saya juga, silahkan berdoa
/Teacher, Students, and I pray/
T : Well before start the lesson, how are you, how are you today?
S : I’m fine!
T : How are you? /pointing student 1/
S : I’m fine.
T : How are you? /pointing student 2/
S : I’m fine.
T : and you, how are you? /pointing student 3/
S : I’m fine Sir.
T : Having breakfast? /poiting student 1/
S : Yes.
T : Having breakfast? /poiting student 2/
S : Yes.
T : Who doesn’t?
T : Who doesn’t have breakfast today? You?
S : Yes Sir.
T : Why you don’t breakfast?
S : Because I’m not hungry
T : Because you not hungry. Ok.
T : What is the menu of the breakfast today?
S : Fried rice
T : Fried rice. Do you like it? /pointing student 1/
S : Yes.
T : Do you like it? /pointing student 2/
S : Yes Sir
T : Who study last night?
T : Who study English last night? No one?
S : Saya Sir.
T : Why you didn’t study English?
S : I’m focus Sir.
T : Focus? Contest?
S : Yes Sir
T : Ok. Thank you. Others?
T : He said he focus on contest. And he study English too. Kenapa kamu tidak belajar?
S : I read Al-quran Sir.
T : Kamu, no study last night? /pointing the student/
S : No Sir.
T : No study last night? /pointing the student/
S : Yes Sir. Because I read Al-quran
T : And you?
S : Study Sir, only sedikit
T : Oke
T : What is the tittle. I meant apa yang kalian baca semalam?
/Silent/
T : Ok. Thank you very much. What had you done because I like to know what is your activities last night?
T : One of you please hapus papan tulis.
/The Student erase the whiteboard/
T : Jadi saya sudah menerangkan bahwa setiap atau every come to this class all of you please belajar kedisiplinan, tidak bisa tidak.
T : Now. Today, how we can share bagaimana kita bisa berbagi bukan bagamaina saya membagikan kepada kalian, no but I just want to share with you what I give you material today. I want to see how far what are you read before come to this classroom. Review the material what learn before 5W + 1 H. Who still remember this?
S : /raise his hand/ What, when, where, who, why, and how.
/Teacher pointing students one by one/
T : Kalian sudah pelajari ini dari kelas X. ini berulang kali saya sampaikan.
T : The first one is What.
/Students follow the teacher/
T : The Second?
S : Who
T : Who
S : Where, When, Why, How
T : Do you know the function of this part? What is the function of What?
S : What is your name?
T : Yes. What is the function of Who?
S : Who is your father name?
T : Ok. What is the function of Where?
S : Where do you live?
T : What is the function of When?
S : When you study?
S : Why you don’t study?
S : How old are you?
T : Good. Plus for you.
T : What is the function of What? Berbicara what itu namanya what apa. The function is menanyakan sesuatu benda. What is this /giving example/ ini menanyakan benda what is that /giving example/ menanyakan benda.
T : Next is Who. What is the function of who? Fungsinya adalah who menanyakan siapa berarti dia?
S : Pelaku
T : Benar, pelaku. Subject. Selalu ditulis fungsinya.
T : Next is Where. The function of fungsinya adalah? /pointing students/
S : Menanyakan tempat.
T : Menanyakan tempat. What place.
T : When?
S : Menanyakan waktu, time.
T : Bagus sekali. Menanyakan waktu, time.
T : Why? What is the function of why?
S : Mengapa, reason.
T : Benar, reason, thank you so much.
T : How? What the function of How?
S : Cara
T : Bagus. Ini menanyakan manner cara.
T : How old are you? Berapa umurmu? /pointing students/
S : I’m 16 years old
T : ya betul. Kalau saya bilang how you learn English bagaimana kamu belajar bahasa inggris itu cara, liat ya jadi itu 2 cara yaitu manner dan quantity.
T : Bagaimana rumusnya how formula, ini masuk dalam kategori long question.
Tau long question? Apa itu long question?
S : Pertanyaan panjang.
T : pertanyaan panjang. Kalau pertanyaan panjang itu butuh jawaban yang panjang di samping beside pertanyaan panjang long question ada juga samanya short question, kalau ada pertanyaan short question ada juga jawaban pendek namanya short answer. Yang mana itu yang mana kira-kira?
S : Will you?
T : Iya that’s right. Ada contoh lain selain temannya?
S : Who are you?
T : No no no. pertanyaan panjang itu adalah memakai do memakai is dan ect. Are you students? Yes I am, I’m student itu namanya short question.
S : Are you diligent?
T : Are you diligent? Nah ini namanya short question dijawab dengan eh pertanyaan manner dijawab dengan jawaban yang present. Jadi, short question dijawab dengan short answer. Paham?
S : Yes.
T : Ya ok. Ingat jadi pertanyaan pendek dijawab dengan jawaban pendek. Ingat ini, ini juga penting.
T : Long question dijawab dengan long aswer.
T : Nah bagaimna how rumusnya. Rumus namanya formula bahasa inggrisnya formula. Formulanya adalah 5W + 1H + aux + pronoun + verb + object compliment. Tidak semua tergantung dari begini rumusnya tergantung cara dari kalimatnya. Kalau saya bilang begini what can I do for you misalnya gini what – can - I – do – for – you apa artinya ini?
S : Aoa yang bisa saya lakukan untuk kamu
T : Iya betul. Basic 5W + 1H adalah dasar untuk bertanya. Kalau anda santri tidak bisa memahami basic bertanya itu biasanya kita kurang memahami pertanyaan, tidak sopan gitu ya. Jadi, the basic one you have to know adalah harus memahami dasar-dasar bertanya. Long question pertanyaan panjang atau terkait dengan short question atau pertanyaan pendek. Saya ulang
pertanyaan panjang dijawab jawaban panjang, pertanyaan pendek dijawab dengan jawaban pendek. Ini dihapal benar supaya nanti tidak lupa. Tujuan saya adalah we have to know that in speaking English.
T : Now, jadi saya kasi tugas. Yang pertama kemarin cuma 2, buat question begini ya. Saya tambahkan, jadi keberlanjutan. Ini tidak boleh 1x pertemuan harus 2x pertemuan.
T : Baik saya kasih tugasnya, masing-masing buat 4 untuk masing-masing pertanyaan. Pertanyaan yang panjang bukan yang pendek karena hari ini kita focus tentang belajar pertanyaan panjang long question.
T : Next meeting kita focus pertanyaan pendek short question. Yang tadi saya jelaskan secara sekilas, paham ya. You understand?
S : Yes sir.
T : Baik before we the assignment, ada pertanyaan? Any question so far? Yang bertanya saya kasih nilai bagus, silahkan bertanya, kalau tidak bertanya saya 2 kemungkinan mengerti betulkah atau tidak mengerti sama sekali. Kalau sebentar adayang bertanya baru saya kasih kesempatan berarti …
S : Kalau pertanyaan panjang yang jawabannya yang pendek bagaimana sir?
T : Pertanyan yang panjang harus dijawab juga dengan jawaban yang panjang.
T : Apakah kalian mengerti? Biasanya kalau ditanya biasa mengerti. Understand?
/pointing the student/
S : Yes Sir
T : Understand? /pointing the student/
S : Yes Sir
T : No question?
S : No Sir.
T : Saya ulangi lagi ya. Saya tegaskan 4 masing-masing pertanyaan dan itu dijawab. Ya saya mau liat sejauh mana so far you are understanding the topic kalau sudah bagus disini saya akan pindah lagi ke yang lain. Karena kalau tidak mengerti apa yang mau dilakukan buat saya.
T : Paham ya?
T : Silahkan dikerja di bukanya masing-masing.
S : Contohnya Sir?
T : Contohnya? Mau yang bagaimana kalian minta, bagaimana modelnya?
S : Sembarangmo Sir
T : Ok. Jadi, yang pake where. Where do you come from, jawabannya? /pointing the students/
S : I’m from Makassar.
S : I’m from Pangkep.
T : Ok bagus. Itu termasuk jawaban yang panjang. Where do you come from jawabannya I’m from Makassar. Pertanyaan panjang dibalas dengan jawaban yang panjang. Saya kasih contoh lagi tapi tugas kalian jangan ambil yang sudah saya kasih, cari yang lain. When do you go? Kapan kamu pergi?
Pergi’kan kapan pertayaannya, I go apa? Misalnya hari ini ya.
S : I go today.
T : Berapa menit ini bisa selesai? Saya kasih waktu 20 minutes, 20 menit.
Silahkan dikerjakan
/after 10 minutes/
T : Ada yang sudah selesai?
S : No Sir.
T : Yang paling cepat selesai saya tambah nilainya
/After 20 minutes/
T : Finish?
S : Sedikit lagi Sir.
/after 5 minutes/
T : /pointing student/ Finish? Come front. Sudah siap semua?
/student 1 come front to read his task/
T : /pointing student/ Finish? Naik sini bacakan tugasnya
/student 2 come front to read his task/
Ect. . .
T : Oke great.
T : Baik. Back to your seat all.
T : All of you back to your first posisition. Duduk yang rapi.
T : Baik. Saya rasa itu pelajaran kita hari ini. Mohon pelajaran hari ini kalian jangan lupa dan kalian harus pelajari terus. Minggu depan saya akan review kembali pelajaran yang kita pelajari hari ini.
S : Baik Sir.
T : Chairman mohon pimpin doanya.
/Teacher and students pray together/ Teacher leaving the classroom. . .
OBSERVATION MATRIX ANLYSIS
3) Accepts or uses ideas of students
= Total of category 2 X 100%