Astuti. 2000. The Application of Speaking Line Technique in Teaching
Speaking. Bandar Lampung. Unpublished Script.
Brown. 2001.
Teaching by Principles: An Analysis Approach to Language
Pedagogy. \
Second Edition. Addison Wesley Longman, Inc.
Celce
–
Murcia, M. ed. 2001.
Teaching English as second or foreign Language,
3
rdedition.
Boston, MA: Heinle & Heinle.
Choudron, C. 1998.
Second Language Classroom
–
Research on Teaching and
Learning. Cambrige:
Cambrige University Press.
Ellis, R. & Barkhuizen, G. 2005.
Analyzing Learner Language
. Oxford: Oxford
University Press.
Mackey, A. 2007.
The Conversational Interaction in Second Language
Acquisition
.
Oxford: Oxford University Press.
Marshall, G. 1998.
Classroom Interaction
. Oxford: New Oxford Review Inc.
McCarthy, M. 2002.
Discourse Analysis for Language Teachers
. New York:
Cambrige. University Press.
Mehan, M. 1979.
Learning Lessons: Social Organization in the Classroom
.
Cambrige: Cambrige University Press.
Larsen
–
Freeman. 1986.
Technique and Principles in language Teaching
. New
York: Oxford University Pess.
Rivers, W. M. 1987.
Language Teaching
. Cambrige: Cambrige: Cambrige
University
Press.
(Sinclair and Coulthard 1992: 19-21)
No Acts and
Abbreviations Function Realization
1 Accept acc Shows the teacher has heard correct information
‘Yes’, ‘No’, ‘Good’, ‘Fine’.
2 Acknowledge ack
Shows the students has heard and understood the initiation and intends to react
‘Yes’, ‘Cor’, ‘Ok’, ‘Wow’ ‘mm’
3 Aside z Shows the teacher is talking to himself/herself
Statement / Question/ Command
4 Bid b Signals a desire to contribute to the discourse
‘Sir’, ‘Miss’, teacher’s name / raised hand/ 5 Check ch Enables the teacher to check progress ‘Finished?’, ‘Ready?’/ Question 6 Cue c Evokes an appropriate bid ‘Hands Up’, Don’t call out’, 7 Clue cl Provides additional information to
facilitate a correct response
Statement / Question/ Command
8 Comment com Exemplifiers / justifies/ expands and provides additional information
Statement / Tag question
9 Conclusion con Summaries Anaphoric statement
10 Directive dir Requests a non-linguistic response Command 11 Elicitation el Request a linguistic response Question
12 Evaluation e Evaluates a response ‘Good’. ‘Interesting’, ‘Yes’/ Statement /
13 Informative i Provides information Statement
14 Loop l Returns the discourse to the stage it was at before the student responded
“pardon’, ‘You what’, ‘Eh’, ‘Again’, 15 Marker m Marks boundaries in the discourse ‘Well;, ‘Right’, ‘OK’, ‘Now’, ‘Good’, 16 Metastatement ms Refers explicitly to the development of
the lesson Cataphoric statement
17 Nomination n Calls or gives permission to a student to contribute to the discourse
‘You’, ‘Yes’, ‘Anybody’, John’ 18 Prompt p Reinforces an elicitation or directive ‘Go on’, ‘Come on’, ‘Hurry up’ 19 React rea Provides a non-linguistic response to a
directive
Non – linguistic action
20 Reply rep Provides a linguistic response to an elicitation
Statement / question/ Nod
21 Silent Stress ^ Highlights a marker Pause
22 Starter s Provides information to facilitate a response
Lesson Plan 1
School
: SMP 17 GedongTataan
Class
: VIII A
Semester
: 1
stSubject
: English
Skill
: Speaking
Material
: Describing something (animal) and Guessing
Time Allocation : One Meeting (2x 45 minutes)
A. Standard Competence
Expressing the meaning of transactional and interpersonal dialogue formally
and sustained in daily life contexts.
B. Basic competence
Expressing the meaning of transactional and interpersonal dialogue formally and
sustained accurately, fluently and acceptable by using various oral language in
daily life context and involves the speech act: describing something.
C. Objectives
By the end of the meeting, students are expected to be able to describing
something.
D. Indicators
1.
Students are able to describe something.
2.
Students are able to guess what it is describing.
Technique
: presentation and working in pair
F. Teaching and Learning Procedure
Pre Activity (10 minutes)
1.
Teacher greets the students.
2.
Teacher checks students’ attendance list.
Main Activity (70 minutes)
1.
Students listen to teacher’s explanation about describing something.
2.
Students are asked by teacher to prepare remembering how to describing of
animal.
3.
Students work and practiced with their pair
4.
Students have to choose one paper that have wrote name of animal.
5.
Students present the describing one animal and the other students have to guess
in front of the class then opposite.
6.
Teacher corrects students’ mistake in performing the describing.
Post Activity (10 minutes)
1.
Teacher reviews students’
comprehension by asking them what they have
learnt.
2.
Teacher closes the meeting.
H. Material
Cow:
1.
It is a cattle animal
2.
It has four legs
3.
It has long tail
4.
It consumes grasses
2.
It has four legs
2. It has four legs
3.
It has long hair
3. It has two long ears
4.
It has sharp teeth
4. It has smooth fur
5.
It lives in the jungle
5. It consumes of grasses
I. Media
1.
Paper that have wrote name of animal
2.
White Board
3.
Marker
[image:7.612.113.515.370.674.2]J. Evaluation and Scoring
Table of Specification
Name : ………....
Class : VIII A
Aspects
Score
Description
Performance
……. Out of 40%
Students are able to speak up in front of
the class dealing with the expression
Accuracy
……. Out of 25%
Students are able to produce the
expression which agrees with given
situation
Fluency
……. Out of 15%
Students are able to speak smoothly in
performing their dialogue
Pronunciation
……. Out of
10%
Students are able to pronounce the word
correctly while practicing the
expression
Grammar
……. Out of 10%
Students are able to use auxiliary which
is needed in request expression
Total
……. Out of
99 - 89
= excellent
88 - 78
= very good
77 - 67
= good
66 -56
= average
55 - 4
= try again
44 -34 = first trying
School
: SMP 17 GedongTataan
Class
: VIII
Semester
: 1
stSubject
: English
Skill
: Speaking
Material
: Expression of Giving and Responding to Help
Time Allocation : One Meeting (2x 45 minutes)
A. Standard Competence
Expressing the meaning of transactional and interpersonal dialogue formally
and sustained in daily life contexts.
B. Basic competence
Expressing the meaning of transactional and interpersonal dialogue formally and
sustained accurately, fluently and acceptable by using various oral language in
daily life context and involves the speech act: giving and responding to help.
C. Objectives
By the end of the meeting, students are expected to be able to apply the
expression of giving to help and its respond in daily life contexts.
D. Indicators
1.
Students are able to give help to someone grammatically correct.
2.
Students are able to respond the help from someone grammatically correct.
3.
Students are able to make dialogue using the expression of giving help and
its respond grammatically correct.
F. Teaching and Learning Procedure
Pre Activity (10 minutes)
1.
Teacher greets the students.
2.
Teacher checks students’ attendance list.
Main Activity (70 minutes)
1.
Students listen to teacher’s explanation about common expression of giving
and responding help.
2.
Students are asked by teacher to make a short dialogue using expression of
giving and responding help.
3.
Students work and practiced with their pair
4.
Students present the dialogue in front of the class.
5.
Teacher corrects students’ mistake in performing the dialogue
Post Activity (10 minutes)
1.
Teacher reviews students’ comprehension by asking them w
hat they have
learnt.
2.
Teacher closes the meeting.
G. Material
Expression of Help
Giving Help
Asking help
Can I help you?
May I help you?
What can I do for you?
Let me help you!
Oh, thank you so much.
Sure, you are so kind.
I really appreciate it
Thank you, but I can do it by
myself.
I can handle it.
H. Media
1.
Worksheet book about expression of giving and responding advice
2.
White Board
3.
Marker
[image:11.612.120.505.85.199.2]I. Evaluation and Scoring
Table of Specification
Name : ………....
Class : VIII A
Aspects
Score
Description
Performance
……. Out of 40%
Students are able to speak up in front of
the class dealing with the expression
Accuracy
……. Out of 25%
Students are able to produce the
expression which agrees with given
situation
Fluency
……. Out of 15%
Students are able to speak smoothly in
performing their dialogue
Pronunciation
……. Out of 10%
Students are able to pronounce the word
correctly while practicing the
expression
Grammar
……. Out of 10%
Students are able to use auxiliary which
is needed in request expression
Total
……. Out of
99 - 89
= excellent
88 - 78
= very good
77 - 67
= good
66 -56
= average
55 - 4
= try again
44 -34 = first trying
Data Recorded from the Lesson Analyzed Using Sinclair and Coulthard IRF Classroom Analysis Model on First Observation
(September 6 , 2012)
Transaction 1
Teaching stages Exchangenumber Teaching Exchange Pattern Initiation (I)
act Response (R)
act Feedback (F)
act IRF
Pre- teaching: The teacher opened the class, greeted the students, checked attend list
1 T. Elicit Good morning everyone
s Good morning miss rep NV rec IRF
2 check How are you today? el I fi e tha k ou rep Good acc IRF
3 check And you? el I er good rep NV acc IRF
4 check Who is absent today? el yes rep Who is absent today? Siapa yang tidak masuk
hari ini?
el
5 S. inform Masuk semua miss i Ok acc IF
While-teaching: Teacher started to explain what description is.
6
T. informToday,
We will study about
description.
Description is how to
tell someone or
something. Example:
characterized
What is
characterized?
m/^
i
i
karakteristik
rep
Ya
Atau ciri-ciri
acc
i
IRF
7
T. inform
Yesterday,
We have studied
about flora n fauna,
right?
m/^
com
Teaching stages Exchange number Teaching Exchange Pattern Initiation (I)
act Response (R)
act Feedback (F)
act IRF
While-teaching: Teacher continued to
explain and gave example.
8 T. elicit Yaitu tentang? el Bunga dan hewan rep yaa acc IRF
9 T. inform Today,
We will describe about animal. Hari ini, kita akn menggambarkan sebuah binatang. m/^ i i I
10 T. elicit We know that binatang bisa terbagi
menjadi?
el Tiga rep Good, three types acc IRF
11 T. elicit What they are, the first?
el wild rep Ya, wild animal acc IRF
12 T. elicit What is wild animal? el buas rep Good, binatang buas acc IRF
13 T. elicit And then, second? el cattle rep Ya acc IRF
14 T. elicit How spell it? Apa saja hufurnya?
el el
C_a-t-t-l-e rep Very good acc IRF
15 T. elicit What is animal? el ternak rep That s right, i ata g ternak
acc IRF 16 T. elicit And then, the last
animal?
el Pet animal rep Good acc IRF
17 T. elicit What is animal? el kesayangan rep Kesayangan atau peliharaan
Acc /i
IRF 18 T. inform Contoh kalimat-kalimat
descriptive. Misalnya pada cow atau sapi.
i/z I
19 T. elicit What is kind of animal? Ini tipe binatang apa?
el el
Teaching stages Exchange number Teaching Exchange Pattern Initiation (I)
act Response (R)
act Feedback (F)
act IRF
While-teaching: Teacher give example some sentences for describe an animal.
20 T. inform So,
the se te e is it is attle a i al
M i
I
21 T. elicit And then, how about legs?
el Punya 4 kakinya rep So, the se te e is it has four legs
i IRF 22 T. elicit And the , it has….
What else? el
Long tail, big body rep It has big body, it has long tail.
good
I acc
IRF
23 T. elicit What else? el makanannya rep What is makan in English?
el IRF
24 S. inform Consume cl So, the se te e is it
o su es grass
i IF
25 T. elicit What else? el How about produce?
What is produce?
El el
IF 26 S. inform menghasilkan Sapi menghasilkan
apa?
rep Milk, skin, and meat i IRF 27 t. inform Next example is
elephant
i I
28 T. elicit What is characterized of elephant?
el Big body rep Ok,
the se te e is it has ig body
Acc i
IRF
29 T. elicit What kind of animal? el Wild animal rep Good it is ild a i al
What else
Acc I El
IRF
30 S. inform It has four legs i Good
And then?
Acc el
IR
31 S. inform It has long nose i Right,
What else?
Acc el
Teaching stages Exchange number
Teaching Exchange Pattern
Initiation (I)
act Response (R)
act Feedback (F)
act IRF
While-teaching: Teacher continued give example some sentences for
describe an animal.
32 S. inform Punya gading i What is gading in English?
el tusk rep IRF
33 T. elicit How is spell? el t-u-s-k rep Good Acc IRF
34 T. elicit How many tusk? el Two tusk rep Ya,
it has t o tusk
Acc i
IRF
35 T. elicit What else? el It has long tail rep Very good acc IRF
36 T. elicit Enough? el Makan belum miss rep ok acc IRF
37 T. elicit How is the sentence for consume
el It consume grass rep Very good acc IRF
38 t. direct Silahkan dicatat. dir NV rea ok acc IRF
39 check Is there any question? Ada yang mau ditanyakan?
Ch ch
no rep IR
40 check Really? ch yes rep IR
41 T. elicit Kenapa kok fajar duduk berdua satu bangku? Bangku sebelahnya kosong.
El
i
NV rea IR
42 check Finish? ch Not yet miss rep ok acc IRF
Teaching stages
Exchange number
Teaching Exchange Pattern
Initiation (I)
act Response (R)
act Feedback (F)
act IRF
While – activity The teacher checked the students what
they have learn about
vocab.
44 T. elicit Coba miss Tanya yah
dir Yes mss rep good acc IRF
45 Check Ajeng, what is tail?
el What is tail?
Anyone know?
El el
IF
46 Check Ekor i Right ekor acc IF
47 Check Alvin, what is tusk?
el gading rep good acc IRF
48 Check Andrean,what
is nose?
el hidung rep Very good acc IRF
49 Check Andi, what is leg?
el kaki rep right acc IRF
50 Check Anjas , what is wild animal?
el buas rep Ya, binatang
buas
Teaching stages TExchange number Teaching Exchange Pattern Initiation (I)
act Response (R)
act Feedback (F)
act IRF
While-activity The teacher checked the students what they understood to guess
51 check Budi, what is pet animal? Ch peliharaan rep ya acc IRF
52 check Catur what is cattle animal?
ch Ternak rep good acc IRF
53 check ella, guess what I will describe an animal.
It is pet animal It has four legs It has many of colour
It is very funny, And it has two long ears.
Can you guess it?
I I/^ I/^ i/^ i i ch
rabbit rep good acc IRF
54 check eny, guess it.. it is wild animal
it has four legs it has brown colour
it has long hair it has sharp teeth, and it lives in forest
What is it?
I I/^ I/^ I/^ I/^ I/^ I ch
lion rep good acc IRF
55 check Mega, guess it It is pet animal It has two legs It has many of colors,
And It has two wings What is it?
I i/^ i/^ I i/^ ch
bird rep good acc IRF
56 check So,
Everyone is understood right?
M ch
Teaching stages Exchange number Teaching Exchange Pattern Initiation (I)
act Response (R)
act Feedback (F)
act IRF
While-teaching The teacher gave some kind
game to describe an animal and the
pairs have to guess it. While-teaching Teacher started to invite students to come in front from Rivan and Andre.
57 t. direct Now,
Close your book I want you and your partner or couple to come in front of here
to describe and guessing an animal.
M Dir
i
Yes miss rep good acc IRF
58 boundary Ok
Do in pairs.
M dir
Ok miss rep great acc IRF
59 T. elicit Are you ready? Let us start frooooom
rivan.
Ch i n
Yes miss rep nod acc IRF
60 S. inform It is pet animal. It has four legs. It has green colour.
It lives..
i i i i
Yes, and then? com
61 T.inform Lives cl lives i yes acc IRF
62 S.inform It lives in the river. It consumes small fish
i i 63 T. elicit Andre, can you guess
it?
el katak rep In English? com IRF
64 S. elicit Frog? el Yes, it is
Next, Change your potition
Acc m dir
Teaching stages Exchange number Teaching Exchange Pattern Initiation (I)
act Response (R)
act Feedback (F)
act IRF
65 S. inform It is pet animal It has…
I ^
Then? ch IF
66 S. inform It has white, black colors It lives in the water
I i
Ok,
Rivan can you guess it? M ch
IF
67 S. elicit Fish? el Right,
Give applause rep dir IR While-teaching The teacher continued invite
mega and her pair Eni.
68 t. direct Next,
Mega Come in front
M N Dir
Yes miss Rep ok acc IRF
69 S. inform It is pet animal It has…
Louder please, kuatkan suaranya
dir IF 70 S. inform It has red, white, and
yellow color,
i Ok,
then?
M ch
IF 71 S. inform It has small eyes,
It lives in the water i i
What is it? ch IF
72 S. elicit Fish? el yes Rep IR
73 S. inform It is pet animal, It has, it has no legs,
It consumes frog, It has green color
i i i i
Teaching stages Exchange number
Teaching Exchange Pattern
Initiation (I)
act Response (R)
act Feedback (F)
act IRF
while-teaching the teacher
continued invited Herry and Catur to came in front.
74 t. direct Next,
Hery
M n
NV rea ok acc IRF
75 S. inform It has pet animal It has two legs
It has…
Then what is color? cl IF
76 S. inform White color
H …
i ^
What is consumes? cl IF
77 S. inform Banana It o su e… cl IF
78 S. inform It consume banana i Ok,
Catur can you guess it? M ch
IF
79 S. elicit Monkay? el monkey ch IR
80 S. elicit Monkey? el Ya,
good
M acc
IR
81 S. inform It is wiled animal i Wild catur ch IR
82 S. inform It is wild animal, It has four legs
I i
Then? ch IF
83 S. inform It has long tail i Consumes? cl IF
84 S. inform It consumes meat i Ok,
Then produce?
M cl
IF
85 S. inform It produces skin i Hery? ch IF
Teaching stages Exchange number Teaching Exchange Pattern Initiation (I)
act Response (R)
act Feedback (F)
act IRF
While-teaching The teacher continued invite
Choirul and his partner Gilang
87 t. direct Next,
Choirul
M n
Yes miss rep ok acc IRF
88 S. inform It is pet animal Pet animal
And then?
Ch ch
IF
89 S. inform It has small body It has four legs It has long tail It has white, grey, and black color I I I I i/^ Ok, It consumes? M cl IF
90 S. inform It o su es…it consumes some food.
i/^ i
Ok, It can be cheese
Acc cl
IF 91 S. inform It consumes some food
or cheese
i Choirul can you guess it? ch IF
92 S. elicit Mouse? el good IR
93 S. inform It is pet anima. i Then? Ch IF
94 S. inform It has… i It has..?
What?
Ch el
IF
95 S. inform It has…. i Just try in indonesian,
Coba pakai indonesianya.
Dir dir
IF
96 S. elicit Sayap miss? el Students, what is sayap in English?
Teaching stages Exchange number Teaching Exchange Pattern Initiation (I)
act Response (R)
act Feedback (F)
act IRF
97 S. inform Wings i Right,
So it has…
Acc ch
IF 98 S. inform It has two wings
It has…
I
i/^ What is color? cl
99 S. inform It has yellow, red, black, and white
i/^
Is it has leg? Apakah dia punya kaki?
Cl cl
IF
100 S. inform No i So, it has… cl IF
101 t. inform It has… i It has rep o… cl IRF
102 S. inform No.. i leg cl IF
103 S. inform Leg i It has no legs i IF
104 S. inform It has no legs i Gilang, what is it? ch IF
105 S. elicit Bird? el Is it right choirul? IR
106 S. inform No,
Gilang liat belakang I dir
Eh, jangan liat No cheating And then? Dir Dir ch IF
107 S. inform H … ^ How about consume? cl IF
108 S. inform It consumes flower Maybe
I Or extract of flower,
Sari bunga
Cl cl
IF 109 S. elicit Lebah?
Bee?
El el
no, it is not rep IR
Teaching stages Exchange number Teaching Exchange Pattern Initiation (I)
act Response (R)
act Feedback (F)
act IRF
While-teaching The teacher continued invite
Fajar and his partner Yusuf.
111 t. inform Next,
Fajar
M n
NV rea ok acc IRF
112 S. inform It is cattle animal, It has long tail It has a big body,
I i/^
i
Then, How many legs?
M cl
IF
113 S. inform It has four legs i legs ch IF
114 S. inform Legs, i/^ Lives? cl IF
115 S. inform It lives in forest i What is it deny? ch IF
116 S. elicit Lion? el Good,
next
Acc m
IF 117 S. inform It is cattle animal
It has…
I
i/^ Leg? cl
IF 118 S. inform It has four legs
It has brown and black color
I
i/^ And then? ch
IF
119 S. inform It lives in the stable i ok acc IF
200 boundary Listen to your friends dir
201 S. inform It consumes grass i Then, produce? cl IF
202 S. inform It produces meat and milk
i Can you guess it? ch IF
203 S. elicit Cow? el no acc IF
204 S. elicit Dog? el no acc IF
Transaction 13
Teaching stages Exchange number Teaching Exchange Pattern Initiation (I)
act Response (R)
act Feedback (F)
act IRF
While-teaching The teacher continued to invete Yudish and his partner Budi.
206 T. elicit Siapa yang belum maju?
el Yudish miss rep Ok,
yudish come on M N p IRF
207 S. inform Hmm.. ^ It is… cl IF
208 S. inform It is pet animal i Ok,
Then? Leg? M Ch cl IF
209 S. inform It has four legs, It consume banana, and it lives in forest
I I i
Can you guess it budi? ch IF
210 S. elicit Monkey? el Good,
move
M dir
IF
211 S. inform It is…. i/^ Pet, or wild, or cattle? cl IF
212 S. inform It is cattle animal i/^ How many legs? cl IF
213 Check How many legs students?
ch Four legs rep So, it has four legs. Dia mempunyai empat kaki
I i
IRF
214 S. inform It has four legs i good acc IF
215 check Then?
How about its body? Big or small? Badannya besar atu
kecil?
i
besar
Ok, then the sentence is? ch IF
219 S. elicit Rumput? el Ya, in English? Students what is
rumput?
Ch ch
IR
220 S. inform Grass i So,
It consumes grass
M i
IF
221 S. inform It consumes grass i Can you guess it yudish? ch IF
Transaction 14
Teaching stages Exchange number Teaching Exchange Pattern Initiation (I)
act Response (R)
act Feedback (F)
act IRF
While-teaching The teacher continued to invete Nilam and her partner Ajeng
223 T. elicit Who is the next? el Nilam miss Revaldi miss N n Ok, Nilam Come on M N p IRF 224 S. inform It has long tail
It has hard skin It produces skin It consumes meat
I I I i
crocodile ch IF
225 t.inform Right,
Ajeng is your turn now Acc
i
Yes miss rep Go on p IRF
226 S. inform It is pet animal It has black and white
colors,
I i/^
Then, what else? How many legs?
Ch cl
227 S. inform It has four legs i And then? ch IF
228 S. inform It has long tail i Nilam, can you guess it? ch IF
229 S. inform Belum i/^ Ok, ajeng it consume
what?
cl IF
230 S. inform Cheese i Good,
Nilam what is it?
Acc ch
IF
231 S. inform No miss It is toms friends in tom
and jerry cartoon
i IF
232 S. elivcit Cat? No! i IF
233 S. elicit Mouse? el Good
Next, lili
Acc N
It has four legs,.. i/^ 235 S. inform It has white and black
colors It consume grass
I i/^
Then? Produce?
Ch cl
Teaching stages Exchange number Teaching Exchange Pattern Initiation (I)
act Response (R)
act Feedback (F)
act IRF
236 S. inform It produce milk, skin, and meat
Can you guess it? ch IF
237 S. elicit Goat? el no rep IR
238 S. elicit Cow? el Yes, right
Next lili
Acc n
IR 239 S. inform It is pet animal,
It has…
I i/^
What sayap in English students?
ch IF
240 S. elecit Wings? ch So, the sentence is It has two wings
I i
IR
241 S. inform It has two wings i and then, how many
legs?
ch IF
242 S. inform It has two legs i And then? c IRF
243 check Resty can you guess it? ch bird rep Right, ok very good acc IRF While-teaching
The teacher continued to invete Revaldi and his partner Anjas.
244 T direct Next,
Revaldi Come on
M N p
NV rea Go on p IRF
245 S. inform It is wild animal, It has big body, It has long nose,
It has four legs
I I I i/^ Ok, anjas? M n IF
246 S. elicit Elephant? el Right,
next
Acc m
IR
247 S. inform It is wild animal i/^ Ya, then?
How many legs?
Ch cl
IF
248 S. inform It has four legs, i/^ And then?
Consume?
Ch cl
Teaching stages Exchange number Teaching Exchange Pattern Initiation (I)
act Response (R)
act Feedback (F)
act IRF
249 S.inform It consumes meat, It has…
I
i/^ It has long cl
IF
250 S. inform It has long tail i Can you guess it anjas? ch IF
251 S. elicit Lion? el right rep IR
While-teaching The teacher continued the last student to invite Anggi and
Diki
252 t. direct The last, Come on Come in front Anggi and diki
M p dir
n
NV rea Go on p IRF
253 S. inform It is pet animal, It has wings
I
i Two wings ch IF
254 S. inform It has two wings, It has yellow, red, and
white. It has…
I I
i/^ Is it has leg? cl
IF
255 S. inform It has no legs i Can you guess it diki? ch IF
256 S. elicit Butterfly? el Good
Next Go on Acc M p IR
257 S. inform It is wild animal, It has long body, And it has no legs
I I i
What is it? ch IF
258 S. elicit Snake? el Good
Please sit down
Acc dir
Teaching stages Exchange number
Teaching Exchange Pattern
Initiation (I)
act Response (R)
act Feedback (F)
act IRF
Post – teaching After all of students come in front, teacher
checked again in the last teaching, next
the teacher closed the class
259 T. elicit Finish right? el Yes miss rep Very good acc IRF
260 t. direct Before, we finish I will check your
memorize, Ready?
I I
ch ready
rep ok acc IRF
261 check What is tail? ch buntuuut rep good acc IRF
262 check What is hidung? ch noseee rep Very good acc IRF
263 check What is gading? ch tusk rep Very good acc IRF
264 check What is sayap? ch wing rep right acc IRF
265 T. inform That s all for toda students, no homework for next
week, thank you and see you
next week
I I i
See you too miss rep ok acc IRF
266 S. elicit Everybody is ready Greeting to the teacher
Dir dir
Assalamualaikum wr wb
Transaction II
Teaching stage Exchange number Teaching Exchange pattern Initiation ( I )act Respond
( R )
act Feedback
( F )
act IRF
Pre- teaching: The teacher opened the class, greeted the students, checked attend list
1 T. Direct Gilang tolong siapkan teman-temannya
dir I
2 S. Elicit Everyone is ready Lets pray together
Finish Greeting to the
teacher dir dir ch dir NV NV NV Assalamualaikum wr.wb rea rea rea
rep Walasamualaikum wr. wb acc IRF
3 Check How are you today? ch I fi e
And you?
rep
ch I er good. acc IRF 4 Check Is there absent
today?
ch NV rep IR
5 Check Ada yang gak masuk hari ini?
ch Yes, yes miss ada Who is ?
Siapa?
el IRF
6 S. Inform Anggi and Tatang i el
el
Why? El IRF
7 S. Inform Alpha miss el
ch rep
ok acc IRF
8 Check Are you ready for study today?
number Exchange pattern
( I ) ( R ) ( F )
While – teaching: The teacher started to check stude ts memorize and moved around to brainstorming.
9 Boundary ok m/^ I
10 Check Do you remember, about what we have
learnt yesterday?
ch Yes miss rep What is it? ch IRF
11 S. Inform animal i About? ch karakteristik i IRF
12 Check Good
And then about? Des…
E ch
cl
Description, right? ch IF
13 Boundary ok m/^ I
14 Check Fajar,
What is legs?
n ch
Apa itu leg? ch IF
15 S. Elicit Kakii? el good acc IR
16 Check Gilang,
What is ear?
n ch
telinga rep good acc IRF
17 Check Hery,
Please describe rabbit!
n dir
Do t see the ook dir IF
18 S. Inform It is pet animal It has four legs
I i/^
How about ear? cl IF
19 S. Inform It has two long ears i right acc IF
20 T. Elicit Andre How about bird?
e
ch burung rep Right, acc
IRF
21 T. Direct I meant describe it dir I
22 S. Inform It is pet animal It has two legs, And it has two wings
i i i
number Exchange pattern
( I ) ( R ) ( F )
22 T. Elicit Gilang How about butterfly?
n
ch It is pet animal It has six legs
I i
IR
23 S. inform It is pet animal It has six legs
i i
ok com IF
24 T. inform Maybe, It has six smooth
legs Gilang,
com I
25 S. Elicit Apa itu miss? el Mempunyai 6 kaki yang tipis atau lembut
rep ooh com IRF
26 T. Direct And then what else Gilang?
I 27 S. inform It has two wings
udah
i i
Teaching stage Exchange number Teaching Exchange pattern Initiation ( I )
act Respond ( R )
act Feedback ( F )
act IRF
While-teaching: The teacher started to negotiation of meaning before explanation about offering help
28 T. Direct Ok,
Please open your LKS on page 13.
Already? Sudah? m/^ dir ch NV already rea
rep ok acc
IRF
29 T. Elicit Before we read it, Sebelum kita baca,
sudah pada tau artinya apa?
I
el NV rep No
sudah
Acc acc
IF
30 T. Direct Yang belum tau tunjuk tangan
dir NV rea Ok
Coba kita artikan satu-satu ya
M dir
IF
31 T. Elicit Can I help you? Ada yang tau
artinya?
i/z
el Dapatkah saya membantu mu
rep Ya, benar. Yang belum tau artinya
ditulis ya
Acc Dir
IF
32 T. Elicit Apa miss? el Ada yang bias saya
Teaching stage Exchange number
Teaching Exchange pattern
Initiation ( I )
act Respond ( R )
act Feedback ( F )
act IRF
While – teaching: The teacher continued to negotiation of
meaning and warned the students to be
focus.
33 T. elicit May I help you? Artinya?
i/z
el Ada yang bisa saya bantu? rep Bolehkah saya membantumu?
el/z IRF 34 T. elicit Let me help you? el NV rep Biarkan saya membantu
mu?
el/z IRF 35 T. elicit Would you like any
help?
el NV rep Bias saya bantu? el/z IRF
36 T. elicit What can I do for you?
el NV rep Apa yang bias saya
lakuakan untuk mu?
el/z IRF
37 Boundary So I
38 T. inform Ini adalah kalimat-kalimat offering help yaitu kalimat-kalimat
menawarkan bantuan Lalu, untuk menjawabnya ada
accepting and refusing yaitu menerima dan menolak kalimat.
i I
39 T. elicit What happen to you ella? Kok liat keluar terus?
mau keluar ikutan main bola?
el l el
Teaching stage Exchange number
Teaching Exchange pattern
Initiation ( I )
act Respond ( R )
act Feedback ( F )
act IRF
40 T. Inform Next, Yes please Ya, silahkan Thank you so much Terimakasih banyak
No thanks Tidak terimakasih
M i/z i/z i/z i/z i/z i/z
I
41 Check Finished? ch Not yet rep ok acc IRF
42 T. Inform Next, I sorr , I a t Maaf, saya tidak bisa
That s er ki d of you, but I can manage myself Kamu baik sekali,
tapi saya bisa melakukannya
sendiri
M i/z i/z i/z
i/z
Teaching stage Exchange number
Teaching Exchange pattern
Initiation ( I )
act Respond ( R )
act Feedback ( F )
act IRF
While – teaching: The teacher did listen and repeat
about offering help, receiving and refusing help,
and to the students did good
pronunciation.
44 T. Direct Now,
Repeat after me ok? m dir
ok rep good acc IRF
45 T. Inform Can I help you i/z Can I help you i IR
46 T. Inform May I help you i/z May I help you i IR
47 T. Inform Let me help you i/z Let me help you i IR
48 T. Inform Would you like any help?
i/z Would you like any help? i IR
49 T. Inform What I can do for you?
i/z What I can do for you? i IR
50 T. Inform Yes please i/z Yes please i IR
51 T. Inform Thank you so much i/z Thank you so much i IR
52 T. Inform No thanks i/z No thanks i IR
53 T. Inform I sorr I a t i/z I sorr I a t i IR
54 T. Inform That s er ki d of you, but I can manage myself
i/z That s er ki d of ou, But I can manage myself
Teaching stage Exchange number
Teaching Exchange pattern
Initiation ( I )
act Respond ( R )
act Feedback ( F )
act IRF
While – teaching: The teacher did
negotiation of meaning before
do listen and repeat with the
students.
55 T. Inform Next, There is dialogue between Doni and
joko.
m
i I
56 T. Elicit Kira-kira sudah tau artinya?
el Belum miss rep IR
57 T. Elicit Which one? Yang mana?
el el
Kabeh miss, semuanya rep ok com IRF
58 T. Direct Let us translate it together
dir . I
59 T. Inform What are you going to do donni? Anyone knows what
the meaning? Ada yang tau
artinya?
el/z Apa kamu mau pergi.. rep
Teaching stage Exchange number
Teaching Exchange pattern
Initiation ( I )
act
Respond ( R )
act Feedback ( F )
act IRF
60 T. Inform What are going to do Donni? Artinya Apa yang akan kamu
lakukan Donni?
el/z i el/z
I
61 S. elicit Going to bukannya pergi miss?
el Going to itu artinya akan ini adalah sebuah to be yang artinya akan
i
IR
62 S. Elicit Bukan saya pergi miss?
el bukan rep IR
63 T. inform See the second sentence. I goi g to pla t
mango tree. What is plant?
dir i/z
el tumbuhan rep
IR
63 T. Inform Plant in here is menanam, Jadi, saya akan..?
i ch
Teaching stage Exchange number
Teaching Exchange pattern
Initiation ( I )
Act
Respond ( R )
act Feedback ( F )
act IRF
While – teaching: The teacher did
negotiation of meaning before
do listen and repeat with the
students.
64 S. Inform Saya akan menanam pohon mangga
I That s right acc IF
65 T. Elicit Let me help you? Tadi sudah apa
artinya?
El/z
el Biarkan saya membantumu
rep ya acc
IF
66 T. Elicit Thank you so much Artinya?
i/z
el Terimakasih banyak rep good acc IRF
67 T Elicit Please dig me a hole! Ada yang tau
artinya?
i/z
el Dig apa ya dig? el Please open your dictionary!
dir IRF 68 T. Elicit Apa artinya?
Sudah ada yang ketemu?
Lili?
El ch
n menggali rep Right, menggali acc IRF
69 T. Elicit What is hole? El lubang rep ya acc IRF
Teaching stage Exchange number
Teaching Exchange pattern
Initiation ( I )
Act
Respond ( R )
act Feedback ( F )
act IRF
While – teaching: The teacher did
negotiation of meaning before
do listen and repeat with the
students.
71 Check Arti kalimat please dig me a hole apa?
el Tolong, menggalikan saya sebuah lubang
rep Tolong, galikan saya sebuah lubang
ch/z IRF 72 T. Elicit Next,
Alright, fetch me a hoe please! What is fetch?
m dir/z
el Open your dictionary dir IF
73 S. Inform mengambilkan Yes it is acc
74 Check Artinya adalah tolong..?
Ch Tolong ambilkan saya sebuah cangkul
rep good acc IRF
75 T. inform Lalu kalimat berikutnya. Here it is Ini cangkulnya. Thank you terimakasih
i i/z i/z i/z i/z
number Exchange pattern
( I ) Respond ( R )
( F )
While – teaching: The teacher did listen and repeat after negotiation
of meaning.
76 T. Direct Now,
Listen and repeat after me ok?
m dir
Yes miss rep ok acc IRF
77 T. Inform What are you going to do Donni?
el/z What are you going to do Donni?
el/z IR
78 T. Inform I goi g to pla t a mango tree
rep/z I goi g to pla t a go tree
rep/z IR
79 T. Inform Let me help you i/z Let me help you i/z IR
80 T. Inform Thank you so much rep/z Thank you do mush rep/z IR
81 T. Inform Please, dig me a hole dir/z Please dig me a hole rep/z IR 82 T. inform Alright, fetch me a
hoe please
dir/z Alright, fetch me a hoe please
dir/z IR
83 T. Inform Here it is i/z Here it is i/z IR
Teaching stage Exchange number
Teaching Exchange pattern
Initiation ( I )
act
Respond ( R )
act Feedback ( F )
act IRF
While – teaching:
Teacher asked the students to make the dialogue.
85 Boundary So, m/^ I
86 T. Direct
Now I want you make a dialogue about to express offering help. Miss minta kalian buat dialog tentang menawarkan bantuan
dir
dir
NV rea Please do it in pair. dir
IRF
87 T. Elicit
I give you 15 minutes, enough? 15 menit cukup?
el el
cukup rep Ok,
15 minutes start from now.
m dir
IRF
88 T. Direct
Silahkan atur posisi, biar enak
mengerjaknnya bersama.
Kalo ada yang susah tanyakan saja.
com I
i
NV rea
Teaching stage Exchange number Teaching Exchange pattern Initiation ( I )
act
Respond ( R )
act Feedback ( F )
act IRF
While – teaching:
Teacher moved around the class a d sa stude ts progress in making the dialogue by questioning them about their difficulties.
89 S. Inform Susah miss i . gak kok, com IF
T. Inform kan sudah da contohnya. Tapi, jangan mirip banget dengan yang
dicontoh. Kalimat offering
helpnya harus berbeda
i I
90 T. Elicit Have you finished your dialogue?
el Not yet miss rep Teruskan ya dir IRF
91 T. Elicit Have you finished? el Kaya gini miss? el Iya,
tapi kalimat offering helpnya jangan sama
yah.
acc com
IRF
92 S. Elicit Miss sekop apa? el Open your dictionary! dir Gak ada miss i IRF 93 T. Elicit Yang lain ada yang
tau? What is sekop in
English?
el
el Shovel miss rep How is spell? ch
IRF
94 T. Elicit How is spell Ella? el s-h-o-v-e-l rep right acc IR
95 T. Elicit Diki sudah tau ya? el Yes miss rep IR
96 T. Elicit Sudah dialognya? Sudah dihapal? el el Sudah miss Belum miss rep
Teaching stage Exchange number
Teaching Exchange pattern
Initiation ( I )
act
Respond ( R )
act Feedback ( F )
act IRF
While – teaching:
Teacher moved around the class a d sa stude ts
progress in making the dialogue by questioning them
about their difficulties.
97 T. Direct Hapalkan yah dir 98 S. elicit Pohon jengkol apa
miss?
el Jengkol tree rep oohh acc IRF
99 S. Elicit Begini kan miss? el Iyah, acc
IRF 100 T. Direct Tapi ini singkat
banget, coba ditambahkan, ok?
dir Yes miss rep IR
101 T. elicit Have you finished all?
el No
sudah
rep rep
Ok, Times is up yah.
Acc i/^
IRF 102 T. Direct Yang sudah siap miss
panggil
Teaching stage Exchange number
Teaching Exchange pattern
Initiation ( I )
Act
Respond ( R )
act Feedback ( F )
act IRF
While – teaching: The first group started to come
in front are Ella and Lenny.
103 T. Direct The first is Ella Dir NV rea Yang lain suaranya pelan-pelan
dir IRF 104 S. Elicit What are you going
to do Lenny?
El I goi g to pla t a grape tree.
rep IR
105 S. Elicit What can I do for you?
El Please dig me a hole. rep IR
106 S. Inform Alright, fetch me a shovel please
Dir Here it is rep IF
107 S. Inform Ok, thanks I No problem i IR
108 T. Inform Good, give applause!
e dir
NV rea Sit down please! dir IRF
109 T. Direct Attention please, Who s the e t? Fajar are you ready?
I el
el Belum hapal miss rep Come on, yang lain. p IRF
110 T. Elicit Nilam sudah? Ch Belum miss rep
111 T. Elicit Budi and anjas sudah?
n
Teaching stage Exchange number
Teaching Exchange pattern
Initiation ( I )
Act
Respond ( R )
act Feedback ( F )
act IRF
While – teaching: The second group came in front are
Gilang and Choirul.
112 T. Elicit Gilang sudah? El NV rea IR
113 S. Inform Belum Gilang, belum apal miss sayanya
I That s ok khoirul,
come on
I p
IF 114 S. Elicit What ae you going to
do Gilang?
El I goi g to pla t ora ge tree
rep IR
115 S. Elicit What can I do for you?
el Alright, plese dig me a hole
116 S. Inform Fetch me a hoe please
i Here it is i IF
117 S. Inform Thank you i Thanks for your help i IF
118 S. Inform No problem i Good
Give applause
e dir
Teaching stage Exchange number
Teaching Exchange pattern
Initiation ( I )
Act
Respond ( R )
act Feedback ( F )
act IRF
While – teaching: The third group came in front are Anjas and Revaldi.
119 T. Elicit Who s e t? Anjas? Come in front
el n
dir NV rea ok acc IRF
120 S. Elicit What are you going to do Anjas?
El I goi g to pla t banana tree
rep 121 S. Elicit May I help you? El Thank you much
Please dig me a hole
rep i
IR 122 S. Inform Fetch me a shovel
please
Dir Here it is i
123 S. Inform Thank you anjas I You are welcome i IR
124 T. Inform Good Give applause
e dir
Teaching stage Exchange number
Teaching Exchange pattern
initiation ( I )
Act
Respond ( R )
act Feedback ( F )
act IRF
While – teaching: The forth group came in front are
Nilam and Ajeng
125 T. Inform Next, Nilam Please come in front
Do t e er ous
m/^ n dir com
I
126 S. Elicit What are you going to do Nilam?
El I goi g to pla t coconut tree
rep IR
127 S. Elicit May I help you? El Thank you so much Please take me a
chamber there
rep dir
IR
128 S. Inform Here it is I Ok, thanks i IR
129 T. Inform Sedikit sekali yah That s ok. Please sit down
i/^ e dir
Teaching stage Exchange number
Teaching Exchange pattern
Initiation ( I )
Act
Respond ( R )
act Feedback ( F )
act IRF
While – teaching: The fifth group came in front are Andre and Rivan.
130 T. Elicit Andre and rivan are you ready? Please come in front.
El
dir NV
rea IR
131 S. Elicit What are you going to do Andre?
el I goi g to pla t banana tree
IR
132 S. Elicit Can I helep you? el I
133 T. Inform Help not helep Ok, go on
i P
I 134 S. Elicit Can I help you? el Alright, please dig me a
hole
IR 135 S. Inform Fetch me a hoe
please
dir Here it is i IF
136 S. Inform Thanks I Thanks for your help i IF
137 S. Inform You are welcome I 138 T. Inform Good,
Untuk pronunciation tolong diperhatikan ya , yang lainnya juga.
acc i
Yes miss rep ok acc
IRF
Teaching stage Exchange number
Teaching Exchange pattern
Initiation ( I )
act
Respond ( R )
act Feedback ( F )
act IRF
While – teaching: The sixth group came in front are
Fajar and yusuf.
139 T. Elicit Next? el I
140 T. Inform Co e o , e do t have time anymore.
Waktu kita tidak banyak lagi, sebentar
lagi belnya bunyi. Fajar are you ready?
i i
el
I
141 S. Elicit Maju yuk? el Ya udah rep IR
142 S. Elicit Hi, how are you? el Hi, I fi e tha k ou. rep 143 S. Elicit What are you going
to do fajar? el I goi g to pla t
jengkol tree. rep 144 S. Inform Let me help you. i Yes, please fetch me a
hoe
dir
145 S. Inform Here it is i thanks i ok acc IRF
146 T. Elicit Finish? Good, Give applause
ch e dir
Teaching stage Exchange number
Teaching Exchange pattern
Initiation ( I )
Act
Respond ( R )
act Feedback ( F )
act IRF
While – teaching: The seventh group came in front are Lili and
Resty.
147 T. Elicit Who s the e t? Lili?
el
n NV rea
IR
148 S. Elicit What are you going to do lili?
el I goi g to pla t elo tree.
rep IR
149 T. direct Louder please lili. dir I
150 S. Inform Let me help you lili i Yes, please fetch me a
hoe
dir IF
151 S. Inform Here it is i Thank you i IF
152 T. Inform Good, Give applause
Next? Catur or Budi?
e dir
el el
Teaching stage Exchange number
Teaching Exchange pattern
Initiation ( I )
Act
Respond ( R )
act Feedback ( F )
act IRF
While – teaching: The eight group came in front are
Catur and Herry
153 T. Direct Catur come on. Jangan takut gak
hapal.
dir com
NV rea IR
154 T. Direct Listen to your friends please!
dir IR
155 S. Elicit What are you going to do hery?
el I goi g to pla t a orange tree
rep IR
156 S. Elicit Can I helep you? el IR
157 Check Help, catur not helep ch IR
158 S. elicit Can I help you? el Please, dig me a hole rep IR
159 S. Inform alrise i Pardon? l IF
160 S. Inform alrise i Akhir a te uka es
budi, coba ulangi
I dir
IF
161 S. Inform alright i Good,
Go on
acc p
IF 162 S. Inform Alright, fetch me a
hoe please
dir Here it is i IF
163 S. Inform thanks i You are welcome i IF
Teaching stage Exchange number
Teaching Exchange pattern
Initiation ( I )
Act
Respond ( R )
act Feedback ( F )
act IRF
While – teaching: The last group came in front are Budy and Yudish.
165 T. Direct The last is Budi and yudish Come in front please
I dir
NV rea IR
166 S. Elicit What are you going to do yudish?
el I goi g to a a a tree rep IR
167 T. Inform I goi g to pla t i I
168 S. Inform I goi g to pla t banana tree
I I
169 T. Inform And then budi jawab apa?
ch I
170 T. Inform Offering help cl I
171 S. Inform Can I help you? el Please, fetch me a hoe dir IF
172 S. Inform Here it is i thanks I IF
173 T. Inform Ok,
Good Sit down please
m e dir
Teaching stage Exchange number Teaching Exchange pattern Initiation ( I )
Act Respond ( R )
act Feedback ( F )
act IRF
Post – teaching: The teacher before closed the class, the teacher checked students memorize and understanding.
174 T. Inform Close your book. I want ask you.
dir i
haaa rep That s ok i IRF
175 Check Offering help artinya apa?
ch Menawarkan bantuan rep good acc IRF
176 Check Accepting and refusing a help is?
ch Menerima dan menolak bantuan.
rep ok acc IRF
177 Check Can I help you? ch/z Dapatkah saya membantumu?
rep/z good acc IRF
178 Check May I help you? ch/z Bolehkah saya membantumu?
rep/z right acc IRF
179 Check Let me help you ch/z Biarkan saya membantumu
rep/z ok acc IRF
180 Check Would you like any help?
ch/z Ada yang bisa saya bantu?
rep/z good acc IRF
181 Check What can I do for you?
ch/z Apa yang bisa saya lakukan untuk mu?
rep/z Very good acc IRF
182 T. Inform I thi k that s all for today. For homework Open your LKS on
page 17 Part B and C, ok?
i i dir el NV Ok miss rea rep IR
183 T. Inform Thank you for today Assalamualaium wr
wb
i
i Wasalamualaikum wr wb rep
In this chapter the researcher introduced the background of the problem, research
problem, objective of the research, uses, scope of the research and the last is the
definition of terms related to the topic in this research.
1.1
Background of the Problem
Generally, there are four skills of English which should be taught in Junior High
School in Indonesia namely, listening, speaking, reading, and writing. But in
teaching learning English, speaking skill is put ahead than the other skills.
According to Tarigan (1982:5) speaking is the ability to communicate with
language and the primary aim of speaking is for communication.
to Brown (2001), interaction is at the heart of communicative competence. When
a learner interact with another learner he/she receives input and produce output.
Based on the researcher’s pre
-observation when conducting pre-teaching service
(PPL) in SMP 17 GedongTataan, it was found out that the students have problems
in speaking. For example, there are several students who are not able to express
their idea in English both in written and oral form. Secondly, it seemed that the
students did not have substantial amount of vocabulary mastery and thirdly the
students often give few respond when the teacher ask the question in the
classroom. These problems may be caused by the quality of interaction between
the teacher and the students, and the students and the teacher.
Initiation-responds-feedback (IRF) model is a model of classroom interaction
which provides guidance for analyzing spoken language, which was developed
from classroom interaction (McCarthy, 2002:36). Thus, the researcher uses
Sinclair and Coulthard Initiation-responds-feedback (IRF) model as guidance for
analyzing teacher and student interaction.
Moreover, I wanted prove that the principles of communicative language teaching
suggested by
Larsen-Freeman (1986:128-130) they are (1) The target language is
vehicle for classroom communication, not just the object of study, (2) Games are
interpreting language as it is actually used by native speaking were achieved the
student who could more active than the teacher in the classroom interaction.
Based on the background of the problem stated above, this research is conducted
to analyze the classroom.
Thus, the researcher entitles this research: “An Analysis
of C
lassroom Interaction at the Second Year of SMP 17 Gedong Tataan”
1.2
Identification of Problem
Based on the explaining stated above, there are several problems identified as
follows:
1.
Students get difficulties to communicate in class.
2.
They get difficulties when their teacher asks the question to the students.
3.
There are just few responds from the students.
4.
They do not have substantial amount of vocabulary in English.
5.
Teacher and the students interaction does not run effectively in the class.
1.3
Research Problem
In line with the background stated previously, the writer formulated the problem
as follows:
1.4
Objective of the Research
By relating to the formulation of the problems, the writer stated the objectives of
the research as follows:
1.
To investigate the process of classroom interaction in teaching and
learning process in English speaking class at second year of SMP 17
Gedong Tataan.
2.
To investigate the pattern of classroom interaction suggested by Sinclair
and Coulthard Initiation-Response-Feedback (IRF) model in English
speaking class at second year of SMP 17 Gedong Tataan.
1.5
Uses of the Research
The researcher expected the result of this research would be able:
1.
Theoretically
The result of the research can support the theory of interaction and pattern
occurring in the classroom.
2.
Practically
is interaction between teacher-students interaction and students-teacher interaction
including initiation, respond, and feedback.
1.7
Definition of Terms
Turn taking
In
the language classroom that teacher has “a greatly disproportionate number of
turns overall compared with the other participants. The teacher also does most of
the interrupting, and is even among those guilty of turn-
stealing”
(i.e. “responding
to a perso
nal solicits made to another”).”
( Nunan, 1989: 71-2
)
Negotiation of meaning
As the verbal exchanges that occur when the speakers seek to prevent the
breakdown of the communication. (Ellis and Barkhuizen,
2005
)
Feedback
Is the attentions of the learners are paid to the form of errors and are pushed to
create modification. (Mackey,
2007
:
30
)
nitiation-Response-Feedback (IRF) model
In this chapter the researcher deals with several concepts to support the subject
based of the research, that include teaching English as a Foreign Language
(TEFL) in Junior high school, concept of English speaking, concept of classroom
interaction in language teaching and Sinclair and Coulthard Initiation Response
Feedback (IRF) model, classified as follows
2.1 Teaching English as a Foreign Language in Junior High School
Human being who needs to communicate with others realizes that language is
very important thing. It has an important role in communication both in spoken
and written form. Finch in Astuti (2000) states that the environment is needed to
communicate. Getting involved in this activity, he/she informs each other of
his/her knowledge, desire, and feeling about certain object. In other words, to
fulfill the need of our life, we have to communicate.
comprehension of those of others. One listens to others; one respond (directly or
indirectly); others listen and respond.
Brown (1994: 8) suggests that teaching is guiding and facilitating learning,
enabling the learner to learn, setting the condition for learning. The teacher as
facilitator should give the facility to the learners the learning process. He must
select the tea
ching material related to the learners’ need, and arrange them from
the simple to the complex item.
produce sound of words to express, to state, and how to show thoughts, ideas and
feeling. Therefore, speaking is not merely utterance of sound symbols or words.
Speaking is a tool for communicating ideas which are arranged and developed in
accordance with the listener’s need. It is clear that the main objective of speaking
is for communication.
Furthermore, Mehan (1979: 8) mentions that speaking or oral communication is a
two-way process between speaker and listener and involves the productive skills
and the receptive skill of understanding. Therefore, there must be at least two
people: one is a speaker who gives information and the other is the listener who
receives information.
Classroom interaction is the form and content of behavior or social interaction in
the classroom (Marshall, 1998). Classroom interaction is the social relationship of
teacher and students in the classroom to interact, to express opinions, to share
information and to deliver thought. Students are not expected only to listen to the
teacher but they have to play some important role in the classroom, such as giving
their opinion, sharing information and delivering their thought so they can
practice the language maximally. Classroom interaction covers classroom
behaviors such as turn-taking, questioning and answering, negotiation of meaning
and feedback (Chaudron, 1998: 10).
Classroom interaction is necessary and useful as an educational strategy to
develop learning because for learners who are studying English in a non-English
speaking setting is exposed in manipulative communicative situations in which
they will learn how to express their own views, opinions, and develop their oral
fluency and accuracy which are very essential for the success of FL
communication.
students, so the students' achievement in language acquisition can be increased.
Interaction in language classroom will lead the students to better learning, and will
activate their competence Malamah &Thomas (
1987:45). As the students’ interest
is aroused, their
