CLASSROOM INTERACTION: A CASE STUDY OF STUDENT TALK IN AN EFL CLASSROOM.

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Debi Karmila, 2015

CLASSROOM INTERACTION: A CASE STUDY OF STUDENT TALK IN AN EFL CLASSROOM

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

CLASSROOM INTERACTION: A CASE STUDY OF STUDENT

TALK IN AN EFL CLASSROOM

A Paper

Submitted to Department of English Education of Faculty of Language and Literature Education UPI in Partial Fulfillment of the Requirements of

Sarjana Pendidikan Degree

Debi Karmila

(1005574)

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND LITERATURE EDUCATION

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Classroom Interaction: A Case

Study of Student Talk in an EFL

Classroom

Oleh Debi Karmila

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan pada Fakultas Pendidikan Bahasa dan Sastra

Februari 2012

Hak Cipta dilindungi undang-undang.

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i

PAGE OF APPROVAL

DEBI KARMILA

CLASSROOM INTERACTION: A CASE STUDY OF STUDENT TALK IN

AN EFL CLASSROOM

Approved by

Main Supervisor,

Prof. Dr. Didi Suherdi, M. Ed.

NIP: 196211011987121001

Co-Supervisor,

Drs. Sudarsono M. I., M. A.

NIP: 196607051994031004

Head of English Education Department

Faculty of Language and Literature Education

Indonesia University of Education,

Prof. Dr. Didi Suherdi, M. Ed.

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ABSTRACT

Classroom Interaction: A Case Study of Student Talk in an EFL Classroom

This research aimed to identify the role of student talk which appeared the most in classroom interaction using Learner Language Exchange Aspect Analysis proposed by Suherdi (2010) and added by Berry (1981) and Ventola (1988); and to investigate the factors influencing the role. The research employed qualitative case study method. The research utilized three instruments; classroom observation, note-taking, and interview. The research was taken place in a class comprising six students in a private course. The research findings showed that the most-appeared role was category 1 (receiving-reacting-verbally-answering-satisfying). Meanwhile, the factors influencing category 1 to appear the most were the way the teacher manages the classroom, the size of the class, student linguistic abilities, and topic area.

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ABSTRAK

Interaksi Kelas: Sebuah Studi Kasus Tuturan Siswa di sebuah Kelas Bahasa Inggris sebagai Bahasa Asing (EFL)

Penelitian ini bertujuan untuk mengidentifikasi peran tuturan siswa yang muncul paling banyak dalam interaksi kelas menggunakan Learner Language Exchange

Analysis yang diusulkan oleh Suherdi (2010) dengan ditambah oleh Berry (1981)

dan Ventola (1988); dan untuk menginvestigasi faktor-faktor yang mempengaruhi peran tuturan tersebut. Penelitian ini menggunakan metode studi kasus kualitatif. Penelitian ini menggunakan tiga instrumen; observasi kelas, catatan lapangan, dan interview. Penelitian ini dilakukan di sebuah kelas yang terdiri dari enam siswa di sebuah kursus bahasa Inggris. Hasil penelitian menunjukkan bahwa peran tuturan yang paling banyak muncul adalah kategori 1 (menerima-bereaksi-verbal-menjawab-memuaskan). Sementara itu, faktor-faktor yang memengaruhi kategori 1 menjadi peran tuturan yang paling sering muncul adalah cara guru mengatur kelas, ukuran kelas, kemampuan linguistik siswa, dan topik pembelajaran.

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TABLE OF CONTENTS

PAGE OF APPROVAL ... i

STATEMENT OF AUTHORIZATION ... ii

PREFACE ... iii 2.1. Classroom Discourse Analysis ... 11

2.2. The Overview of Classroom Interaction Studies ... 12

2.2.1 The Importance of Interaction in Language Classroom ... 14

2.2.2 Factors Influencing Classroom Interaction ... 14

2.3. Teacher Talk... 15

2.4. Student Talk ... 16

2.5. Learner Language Exchange Aspect Analysis ... 18

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2.5.7 Producing – Expressing – Responding – Challenging (Category

3.3.1 Classroom Observation ... 33

3.3.2 Note –Taking ... 34

3.3.3 Interview ... 34

3.4 Data Analysis ... 35

3.5 Establishing Raport ... 37

3.6 Establishing Reliability and Validity ... 37

3.6.1 Triangulation ... 37

3.6.2 Member Checking ... 38

3.6.3 Feedback ... 38

3.7 Concluding Remark ... 38

CHAPTER IV FINDINGS AND DISCUSSION 4.1 The role of student talk which appeared the most... 39

4.2 The factors influencing the role of student talk ... 42

4.3 Concluding Remark ... 47

CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ... 48

5.2 Suggestions ... 49

5.2.1 Pedagogical Implication ... 49

5.2.2 Further Research ... 49

REFERENCES

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LIST OF TABLES

Table 2.1 Dynamic Moves (adapted from Love & Suherdi, 1996, as cited in

Suherdi, 2009, p.23) ... 20

Table 2.2 Learner Language Exchange Analysis (adapted from Suherdi, 2010, p. 183) ... 27

Table 3.1 Participants’ Profiles ... 32

Table 3.2 Observation Schedule ... 34

Table 4.1 The Distribution of Student Talk Role in Three Meetings ... 40

Table 4.2 Distribution of Category 1 Occurrences in Three Meetings ... 41

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LIST OF FIGURES

Figure 1.1 The Analysis Process ... 8

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LIST OF APPENDICES

Appendix A Video Recording Transcription

Appendix B Interview Transcription

Appendix C Note-Taking

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CHAPTER I

INTRODUCTION

This chapter consists of several focal points. They are background of the research,

statements of problem, aims of the study, significance of the research, scope of the

research, research methodology, clarification of terms, and organization of the

paper.

1.1.Background of the Research

There are two issues triggering this research. The first issue is the importance of

classroom interaction. The second issue is about how classroom interaction

research in connection with student talk has been conducted

The first issue is about the importance of classroom interaction. In the first place,

it has to be clear regarding the definition of interaction. Citing Brown (2001,

p.165), interaction in general is defined as thoughts, feelings, or ideas which are

exchanged between two or more people causing an effect to one another. Thus,

classroom interaction means that the interaction happens in the classroom context

with the teacher and students as the interactants.

In regards to its nature, the role of interaction in the language learning is

originated from the Socio-Cultural theory echoed by Vygotsky in which says that

interaction is the realization of the concept Zone of Proximal Development or

ZPD (Saville-troike, 2006, p.111; Pinter, 2009, p.10). In this concept, it is described that through interaction with “knowledgeable partner” such as teacher, learners maybe helped to reach their “potential level” from their “current level” in learning (Pinter, 2009, p.11). In other words, students may enhance their

knowledge if they are learning by interacting with people who have more

knowledge than they do. The knowledgeable partner might provide the students

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Furthermore, classroom interaction between teacher and students in the classroom

is believed valuable, especially in the language classroom. This argument is

supported by Rivers (1987, as cited in Brown, 2001, p.165) who argues that

interaction can facilitate students to practice the language skills they have learned

in a real situation. Additionally, Brown (2001, p.166) mentions the advantages of

interaction in the language classroom. Some of which are firstly interaction can

challenge the learners to take risks to produce the target language. Then, the

interaction between teacher and students can help the students gain feedbacks as

their teacher corrects and/or praises them after they try to interact in the target

language (Brown, 2001, p.166). This advantage is similar to Vygotsky’s concept

which says that the interaction should help the learners to reach their potential

level by giving them knowledge about the correct ones. In line with this,

Saville-Troike (2006, p.106) also states that interaction can provide language input for the learners to “express meanings which are beyond the current level of their linguistic competence”. Besides, a good classroom interaction can encourage the students to communicate with others in a real situation (Yu, 2008, p. 49).

As a result of the arguments related to classroom interaction value, the research

aiming at the investigation raised. In the beginning, the research investigating

classroom discourse was conducted in 1970 by Flanders, Mehan, and others

(Suherdi, 2010, p.10). The research of classroom discourse concerning on

classroom interaction was initially conducted by Sinclair and Coulthard in 1975

(McCarthy, 2008, p.77). The research brought about the emergence of IRF

(Initation – Response – Follow-up) classroom interaction pattern. Starting from

this point, many other researchers used this framework to conduct classroom

interaction research.

The second issue that prompts this research is about classroom interaction which

particularly spotlights student talk. As it has been stated earlier, classroom

interaction comprises teacher and students. Thus, in terms of the participant, there

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Relating classroom interaction with the Sinclair & Coulthard framework, Edwards

and Mercer (Sunderland, 2001, p.1) saw I-R-F exchange structure as teacher’s initiation, followed by students’ response, then finally closed by teacher’s evaluation which is unavoidable in classroom interaction. However, Sunderland

(2001, p.2) argues that it denotes that classroom interaction is dominated by

teacher talk. Furthermore, she further suggests since the teacher talk dominates

classroom interaction, it does not simply mean that investigating student talk is

less significant than teacher talk as the students’ achievement in language

acquisition are the final purpose of a language learning (Sunderland, 2001, p.2).

This is also supported by Suherdi (2010, p.176) who states that by carrying out the

analysis of student talk, language teacher may be helped to recognize their

students’ language quality in the process of learning.

Concerning the issue about how valuable it is to see classroom interaction and the

issue about how research on teacher talk has outnumbered student talk research,

this present research attempts to fill these gaps. This research attempts to identify

classroom interaction focusing on student talk role in exchange structure to investigate students’ spoken discourse which occurs in EFL classroom.

1.2. Research Questions

This research is guided by two research questions:

1. Which role of student talk appears the most in classroom interaction?

2. Why does that role (from question 1) become the most frequent role to appear?

1.3.Aims of the Study

This study is conducted to achieve two purposes. Firstly, the purpose of the study

is to find out the role of student talk which appear the most in classroom

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1.4.Scope of the Research

The present study is limited into some specifications. Firstly, the research is

conducted in a small size EFL classroom which only consists of six students.

Secondly, the present research is concerned on student talk albeit the transcription

also analyse the teacher talk.

1.5.Significance of the Research

The result of this research is expected to give two contributions; professionally

and practically. Profesionally, this study can hopefully be the reference for further

research regarding the field of classroom interaction and student talk. Practically,

this study is expected to give contribution for pedagogical implication served as

consideration for English teachers to have more awareness of the advantages of

interaction in the target language and to have more awareness of giving

opportunities to students to interact in the target language.

1.6. Research Methodology

This section contains the design of the research, the site and participant, and the

collection of the data.

1.6.1. Research Design

The present research employs qualitative method embracing the characteristics of

case study to seek the answers of research questions. The reasons why this study

uses case study is firstly, a case study tries to seek the “contemporary

phenomenon within its real-life context (Yin, 1984, p.23).” This argument

matches this study which concerns on student talk in a real classroom in which

there is no modification given. Also, a case study employs “multiple sources of

evidence (Yin, 1984, p.23).” Matching with that argument, this study uses

observation, note-taking, as well as interview to investigate the pattern of student

talk.

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As what has been stated before, this study employs case study which requires

cases as the base for the research. Thus, this research takes place in one classroom

of an English private course in Bandung. The class consists of six students from

the elementary level whose age is in the range of 9-12 years old.

1.6.3. Data Collection

The data for this research is obtained using several instruments:

1.6.3.1. Observation

The first instrument employed to accomplish the purposes is classroom

observation. The observation is taped using the video-recorder. Time allotment for

each meeting is 75 minutes. Since this research concerns on students’ language,

the speech of the students recorded in the video-tape is transcribed.

1.6.3.2. Field-note

Another instrument applied in this research is field-note. This instrument is

conducted along with another instrument which is video-taping. It is taken as the

instrument in order to note the things which cannot be recorded by the video-tape.

In other words, it functions to give details of what is happening in the classroom.

As what is said by Gibson and Brown (2009,p.105), field notes can be used for

reminding the researcher of the intriguing features that should be checked on the

recording later; as the complement of the more descriptive data; and to record the

aspects that cannot be taken from the camera.

1.6.3.3. Interview

The last instrument utilized in obtaining the data is interview. To quote Burgess

(1984 as cited in Richards, 2009, p.183), a qualitative interviews are simply described as, ‘conversation with a purpose.’ This interview is aimed at the teacher as well as the students.

The questions for the teacher were related to teacher’s personal information

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classroom between teacher and student, and the classroom interaction that the

teacher experienced in the observed classroom. In the other hand, the questions

aimed at the students were about their personal information, their interaction in

the classroom that they experienced, and their views of classroom interaction as

well.

1.6.4. Data Analysis

The data collected is then classified into quantitative data and qualitative data. The

quantitative data is those which are obtained through observation, while the

qualitative data is the data that is collected through field-noting and interviewing.

The data which have been obtained were then analysed through several steps :

Step 1. Transcribing the video-recording

The results of the video-recording of classroom observation and interview were

transcribed into the form of written text. The transcription of classroom

observation includes both of teacher talk and student talk.

Step 2. Segmenting the transripts and marking the participants

In this step, the researcher segmented the conversation based on who talks what. In this research, ‘T’ was used for marking the teacher and ‘S’ for marking the students. There were six students as the participants of this research; therefore the researcher marked ‘S1’ up until ‘S6’ for each student. However, if there were two or more students talk the same utterance in the same time, the researcher marked it as ‘Ss’.

Step 3. Identifying the functions of each utterance.

In the third step, the segmented transcripts were classified into slots. One

utterance may contain more than one slot for instance when the teacher is

lecturing in front of the class, there will be lots of slots.

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The next step was identifying the types of move in the transcript. Later on, the

exchanges were classified using learner language exchange aspect analysis

proposed by Suherdi (2010).

Step 5. Calculating frequency of each category

Each category occurred in the transcription was then calculated to answer the first

research questions which is the role occurring the most in classroom interaction.

Step 6. Interpreting the data

In this part, the results of the transcription analysis were put together with the

result of note-taking and interview to interpret the data as well as answering the

second research aim which is to find out the factors influencing the result of the

first research question. In this stage, the result was also connected with the

research questions and underlying theories.

Step 7. Concluding the data

After interpreting the data, the conclusion were drawn to provide the general view

of the research.

To sum up the steps in analysing the data, figure 1.1. is provided.

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Figure 1.1. The Analysis Process

1.7. Clarification of Terms

To avoid misunderstanding in the research, this section provides some

clarifications of terms used in the present research.

1.7.1. Classroom Interaction

According to Brown (2001, p.165) classroom interaction is the collaboration of

thoughts, feelings, or ideas which are switched between two or more people

causing an effect to one another.

Meanwhile, as far as this study concerns, interaction observed in this research is

the interaction between teacher-students, and student-students during learning

process inside the classroom.

1.7.2. Student Talk

Student talk is defined as the language production made by the language learners.

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Meanwhile, in this researh, the student talk particularly refers to the conversation

between student-teacher and student-student in the topic which is still related to

the lesson.

1.7.3. Teacher Talk

According to Sinclair and Brazil (1982, as cited in Yanfen & Yuqin, 2010, p.77),

teacher talk is the language that is used by the teacher spending most of the class

time to give directions, explain activities, and check students’ understanding.

1.7.4. Role of Student Talk in Exchange Structure

This term is related to the function of student moves within exchange structure in

classroom interaction. In this study it specifically determines whether or not the

student move is included as receiving or producing position.

1.8. Paper Organization

The present study is reported systematically into five chapters:

Chapter I: Introduction

This chapter embraces eight points consisting of background triggering the

research, research questions, the aims of the study, the significance of the study,

the clarification of the terms, and lastly the organization of the paper.

Chapter II: Literature Review

This chapter consists of theoretical framework in connection with the study of

classroom interaction, student talk, and the framework underlying the present

study.

Chapter III: Research Methodology

This chapter exhibits the research instruments employed in the research, how the

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Chapter IV: Findings and Discussions

This chapter points out the result of the research which is drawn by answering the

research questions.

Chapter V: Conclusions and Suggestions

This last chapter portrays the conclusion from the whole study about the result of

the research which is then followed by the suggestions for further research in the

field of classroom interaction especially in student talk.

1.9. Concluding Remark

This chapter describes the background of the study, the statements of problem,

aims of the study, the scope of the research, the significance of the research, the

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CHAPTER III

RESEARCH METHODOLOGY

In this chapter, there are several descriptions of how the research is conducted to

seek information to answer the research questions. The explanation discusses

firstly the design of the research, secondly how the data are obtained, and lastly

the way the data are analyzed.

3.1 Research Design

To achieve the purposes stated beforehand, this research was designed using

qualitative method embracing the characteristics of case study. According to Hood (2009, p.86) case studies are, “empirical investigations of contemporary phenomena within real-life contexts. They comprise a bounded system, including an individual or entity and the settings in which they act.”

The qualitative case study method was chosen because of several reasons.The first

reason is because this study aimed to investigate the role of students talk in an

EFL classroom which is natural and there was no treatment or manipulation given

by the researcher to the participants. In line with what is proposed by Creswell (2009, p.175) that one of the characteristics of qualitative research is “natural settings” where “qualitative researchers tend to collect data in the field at the site where participants experience the issue or problem under study.”Yin (2011, p.7)

concurs that one of the characteristics of a qualitative research is “studying the meaning of people’s lives, under real-world conditions.” He also says that qualitative case study researcher “cannot manipulate the behavior of those involved in the study” (Baxter & Jack, 2008).

The second reason is that the result of this research is in regards with human

behavior which is the interaction between the teacher and the students. This is

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“contributing insights into existing or emerging concepts that may help explain

human social behavior.”

Lastly, to quote Gibson & Brown (2009, p.49) a case study does not examine the

large number of cases, because the purpose is to investigate the cases in detail.

Thus, the participants in this research are both male and female students from a

small-size class only which means that it did not take a large number of cases.

3.2Site and Participant

The research was undertaken in an English classroom in one of English private

courses in Bandung. The participants of this research are one teacher and six

students in that classroom. The age of the students is in the range of 10-12 years

old. The participants of the research were six students from upper primary level of

the course. They were four males and two females. They were named student 1

until student 6 to make the transcription easier to analyse. The more-detailed information regarding the participants’ profiles is shown in the table 2.1 below.

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The reasons for choosing the private course as the site of the research is firstly it

definitely provides English course for children. Specifically, the children in this

research were in the age range of 10 – 12 years old which Pinter (2006, p.2) includes into ‘older young learners’. This kind of learners have different characteristics with the younger ones in terms of the awareness of language

learning. The older ones have more awareness that they are learning a language

and have shown growing interest in analytical approach which may affect the role

of the student talk. Secondly, the learners have been given exposure to English

beforehand. Thirdly, the reasons behind the decision to take a small-size class

consisting six students is that the research attempted to investigate the classroom

interaction focusing on student talk role. To gain in-depth information for

collecting the data, and in regards to the complexity of the analysis, the research

employed the narrower number of participants. Therefore, the small-size

classroom was chosen because the classes in that private course contain no more

than ten students. Fourthly, the researcher and the representatives from the private

course who are the teacher and the owner had agreed to conduct a research there.

3.3Data Collection

In this research, there are several intruments carried out to collect the data. Each

instrument is elaborated as follows.

3.3.1. Classroom Observation

The first instrument employed to accomplish the purposes is classroom

observation. Observation is the main method in qualitative research to gather the

information regarding a person, group, or event in certain contexts (Furlong,

Lovelace & Lovelace, 2000). It is beneficial for the validity of the research result.

Additionally, it enables the researcher to recheck the data (Alwasilah, 2002,

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English classroom of one of English private courses in Bandung for three

meetings. The observation schedule is elaborated in the table 2.2. Time allotment

for each meeting is approximately 75 minutes. Since this research concerns on the students’ language, the speech of the students recorded in the video-tape is transcribed to ease the analysis.

Table 3.2 Observation Schedule

18.00-19.15 Pets, Body Parts have got: questions

and short answers

In the observation scheduled in table 3.2, the researcher recorded the activities in the classroom, observed the teacher’s and students’ movement, as well as the writing of the teacher and the students on the whiteboard.

3.3.2. Note-Taking

Another instrument used in this proposed research is note-taking. This instrument

was conducted when the researcher reviewed the video observation. It was taken

as the instrument in order to note the things which cannot be recorded by the

video-tape. As stated by Gibson and Brown (2009, p.105), notes can be used for

reminding the researcher of the intriguing features that should be checked on the

recording later; as the complement of the more descriptive data; and to record the

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supplementary instrument to give details of what is happening in the classroom

such as the time, date, the weather, and many more aspects which may influence

the participants but cannot be recorded by camera only.

3.3.3. Interview

Another instruments used in this study was interview. To quote Burgess (1984 as

cited in Richards, 2009, p.183), a qualitative interview is simply described as, ‘conversation with a purpose.’

In practice, the interview was conducted with the teacher as well as the students.

This instrument aims to identify the reason why the particular patterns emerged.

The questions asked to the teacher were divided into three main themes. Firstly, the questions were about the teacher’s personal information including her teaching experience. Secondly, the questions were about the teacher’s perspective towards

interaction in the classroom between the teacher and the students. Thirdly, the

questions were about the classroom interaction that the teacher experienced in the

classroom which was observed.

Besides, as this research focused on student talk, it is necessary to see the students’ perspectives as well. Thus, the researcher interviewed all of the six students separately. The questions given to the students were about their personal

information, their interaction in the classroom that they experienced, and their

views of classroom interaction as well. Since the students are children, the

researcher told the students that their names would not be exposed, so they could

tell the answer freely and honestly.

The entire of the interview was conducted on January 16th 2015. Before doing the interview, the researcher had asked the interviewees’ permission to record the interview.

3.4. Data Analysis

After all the data had been obtained, the data were then analysed. The analysis of

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Figure 3.1. The Process of Analysis

Each step in the analysis process is elaborated in the following points.

Step 1. Transcribing the video-recording

The results of the video-recording of classroom observation and interview were

transcribed into the form of written text. The transcription of classroom

observation includes both of teacher and sudent talk.

Step 2. Segmenting the transripts and marking the participants

In this step, the researcher segmented the conversation based on who talks what. In this research, ‘T’ was used for marking the teacher and ‘S’ for marking the students. There were six students as the participants of this research; therefore the researcher marked ‘S1’ up until ‘S6’ for each student. However, if there were two or more student talk the same utterance in the same time, the researcher marked it as ‘Ss’.

Step 3. Identifying the functions of each utterance.

In the third step, the segmented transcripts were classified into slots. One

utterance may contain more than one slot for instance when the teacher is

lecturing in front of the class, there will be lots of slots.

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The next step carried out in analysis process was identifying the types of move in

the transcript. Later on, the exchanges were classified using learner language

exchange aspect analysis proposed by Suherdi (2010).

Step 6. Calculating frequency of each category

Each category occurred in the transcription was then calculated to answer the

second research questions which is the feature occurred the most in the classroom.

Step 7. Interpreting the data

In this part, the results of the transcription analysis were put together with the

result of note-taking and interview to interpret the data. In this stage, the result

was also connected with the research questions and underlying theories.

Step 8. Concluding the data

After interpreting the data, the conclusion were drawn to provide the general view

of the research.

3.5. Establishing Rapport

Establishing rapport is important in conducting the research. The function of

establishing rapport is to negotiate with the research object (Alwasilah, 2002,

p.144). Without gaining the permission, the study cannot be conducted. Thus, to

conduct this research, the researcher asked for permission to the private course

owner, the English teacher, as well as the students.

3.6. Establishing Reliability and Validity

Validity is the truth of a description, conclusion, and any kinds of report

(Alwasilah, 2002, p.169). The validation was carried out after the data has been

gained and analysed. The validation and reliability was drawn from several

strategies; triangulation, member checking, and feedback.

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Firstly, the strategy to determine the validity is triangulation. Since the study

employed qualitative case study, it is useful to aviod misinterpretation of data.

Therefore, it is suggested for the researcher to conduct triangulation. In regards to

its definition, Stake (1995, p.241) mentions that it is the process of using many

kinds of data source. It is very useful to validate the research as asserted by Johansson (2003, p.8) that “triangulation provides an important way of ensuring the validity of a case study research.” In line with Johansson and Stake, Hood (2009, p.87) echoes that “triangulation, the analysis of data from a variety of sources, may confirm inferences or render a multifaceted of an issue”. Therefore,

the researcher employed three techniques to obtain the data which were recorded

classroom observation, note-taking, and interviews.

3.6.2. Member Checking

Member checking is a strategy to check whether or not the results of the analysis is what the “participants feel that they are accurate (Creswell, 2009, p.191)”. Therefore, after the researcher had finished the analysis, the final report of the

results was taken to the participants.

3.6.3. Feedback

The last strategy to validate the result of the research, especially the analysis of

the observation, the researcher asked the supervisors, the experts, and colleagues

who had the similar topic of research for feedback of the analysis.

3.7 Concluding Remark

In this chapter, the methodology of the research has been elucidated. It includes

four subtopics which are research design, site and participants of this research,

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

In the last chapter, conclusions and suggestions will be elaborated. The conclusion

is mainly the summary of the analysis result which has answered the two research

questions guiding the study; student talk role in exchange structure, and the

category of student talk which occur the most. Meanwhile, the suggestions will be

given as the study hopefully can give contribution to two areas; pedagogical

implication as well as suggestion for further research.

5.1. Conclusions

The present study aimed to investigate how the role of student talk pattern in

exchange structure and to identify the most-occurring category in the pattern.

The findings, regarding the first aim, showed that all of category from both

receiving and producing category emerged in the three-meeting observation.

However, their proportion differ each other. Some categories occurred greatly,

while some others did not.

All of the categories were measured by the learner language exchange analysis

proposed by Suherdi (2010). The analysis was started from analyzing the move,

exchange, and after that the role of student talk. From the calculation it was shown

that category 1 outnumbered the other student talk roles in three-meeting

observation. The category 1 was predictable in classroom interaction because it

was the typical of classroom interaction which was mainly led by teacher’s

initiation (Park, 2013, p.150).

Next, the second research question aimed to identify the factors influencing the

student talk role which appeared the most. From the analysis of classroom

observation, interview, and note-taking, four factors were found. The factors were

the way the teacher manages the classroom, the size of the class, student linguistic

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5.2. Suggestions

The result of the study can expectantly give contribution to two areas which are

pedagogical implication and lastly suggestion for further research. Suggestions for

each area are elaborated in the following points.

5.2.1. Pedagogical Implication

The first suggestion is purposively for teachers. As a result of the research

findings, it hopefully can build teachers’ awareness of the importance of student

talk in language classroom. Specifically, the teacher should be aware of the

equality of student response and student initiation.

5.2.2. Further Research

The result of the study shows that student talk is as overriding as teacher talk.

However, research of classroom interaction concerning on student talk is still few.

Therefore, the researcher gives several recommendations for the next researchers

interested in the field of student talk.

In the first place, it is suggested to investigate the student talk pattern with

narrower focus, for instance identify student-initiated talk only, to gain more

in-depth understanding of student initiation in student talk in terms of questions. It is

as a result from the findings of student-initiated question in the present research.

Therefore, the investigation of student-initiated questions is not less significant

from teacher question.

Secondly, as the present research carried out the study in a small size classroom

consisted of six students only, it is recommended that the investigation of student

talk is conducted in a larger-size classroom. It is resulted from the notion that

student talk, as a part of classroom interaction, is also influenced by the size of the

class. In other words, the size of classroom may affect the pattern of student talk.

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50

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