Verbal input and interaction in the english reading comprehension class of the fifth semester of the social-science program of SMAK Santo Stanislaus - Widya Mandala Catholic University Surabaya Repository

I

VERBAL INPUT AND INTERACTION IN THE ENGLISH

RfADING COMPREHENSION CLASS OF THE FIFTH SEMESTER

Of THE SOCIAL- SCIENCE PROGRAM OF SMAK SANTO STANISLAUS

A THESIS

In Partial Fulfilment of the Requirement for the Sarjana Pendidikan Degree in

English Language Teaching

by

CRaltAyu SetlAUfaH

1213085035

KOPI Kf

UNIVERSITAS KATOLIK WIDYA MANDALA SURABAYA

FAKUL TAS KEGURUAN DAN ILMU PENDIDIKAN

.JURUSAN PENDIDIKAN BAHASA DAN SENI

PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS

APPROVAL SHEET

(1)

This i;hesis entitled VERBAL INPUT AND

INTERACT-ION IN THE ENGLISH READING COr·lPBEHENSINTERACT-ION CLASS OP THE

FIF'l'H SE!·JESTEH OF ~!.'HE SOCIAL-·SCIENCE l'RCGltAl'l OF SMAK

SANTO S'l'ANISLAUS

and prepared and subrni tted by Rahayu Setim1an

has been approved and accepted as partial fulfilment of

tl1e requirements for the Sar~ana Pendidikan deEree in

English Lane;uage Teaching by the following advisors.

\

APPROVAL SHEET

(2)

This thesis has been ,examined by the Committee

on Oral Examination with a g:t:ade of ::.A:... _ _ _ _ _ _ _ _

on December 20, 1989.

Drs. Antonius Gurito

Chairman

\

Jap

Hember

Drs. Dr a.

rv:ember l'1ember

Approved. by

~~~

DR.

Wuri Soedjatmiko

Head of

the Teacher Trainine the Eng;lish Department

AClOTOVILEDGEl'iENTS

The writer would like to thanl~ G.od who has

given His blessing to her in accomplishing this thesis. Her deepest gratitude also goes to:

1.

Drs. Stefanus Laga 'rukan, her first thesis

writinB advisor, for his invaluable guidance,

comments, and sugge.stions.

2. Dra. :!:'lorensia Jap, her second advisor, who has spent her valua·Jle time on encouracing,

advising, and helping the writer ratiently.

3.

DR. Vluri Soedjatmiko, the Head of the English

Department, who has given the writer permission to conduct this study.

4. ~1r. \·iidaryono, the Headmaster of SfvlAK Santo

Stanislaus, who has allowed the writer to do her research there.

5.

The subjects of this study, the fifth

semester students of the social-science

program of SMAK Santo Stanislaus taking

Reading Comprehension class of the

1989-1990

6. Drs. Antonius Gurito, Drs. Agustinus Ngadiman,

and Dra. Agnes Santi \vidiati, serving

together with the writer•s thesis writing advisors, as the thesis Examination-Committee

chairman and members, who have given her invaluable suggestions for the improvement of this thesis.

7.

All the librarians of vJidya t·1andala Catholic University, who have allowed the writer to borrow books as the references to the

accomplishment of this thesis.

8. Anybody else whose name is not mentioned here but who has given his/her assistance to the

writer in composing and improving this thesis.

Without their help, this thesis would have never been accomplished as it should be.

APPROVAL SHEET ( 1) APPROVAL SHEET ( 2) ACENO\'JLEDGEMENTS TABLE OF CONTEm.'S

LIS'l' OF TABLES LIST OF FIGUHES LIS'r OF APFBNDIXES

ABS'l'RACT

CHAPTEH I INTRODUC'l'ION

1.1 Background of the Study

1.2 Statement of the Problems

1.3

The Objectives of the Study

1.4 The Significance of the Study

1.5

Scope and Limitations of the

Stud;y

1.6 Theoretical Framework

1.7

Assumptions

1.8 Definition of Key Terms

1.9

Orr::;anization :)f the 'l'hesis

CHAl'TER II REVIE\·J OJi' RELATED LITEh:A'l'UR:E

2.1 Comprehensibl~ Verbal Input

2.2 Modified Verbal Interaction

2.3

The Se~·enteen-Category System

35

CIIAF'l'EH III rmTIIClDOI"OGY

55

3.1

Design

55

3.2

Population ar:.d Samples

56

3.3

Instruments

59

3.4 Procedures

or

Collecting the Data 60

3.5

Techniques of the Data Analysis

62

CHAPTER IV THE FINDINGS AND THEil{ INTERI'W~'I'A'IIOIT

O:F 'I'liE FINDINGS

CHAPTER V

BIBLIOGRAPHY

APPEliDIXES

LJ .• l The Findinc;s

4.2 Interpretaticn of the Findincs CONCLUSION

5.1

Summary and Conclusion

5.2

Suggestions

vii

69

69

89

99

99

102

108

TABLE 3.1 The Talk I'ercentat:;e of Each of the

Seventeen-Categor;r System

TABLE

3.2

The Percentage of Initiate and

Page

64

Hcspond of the Teacher and the Pupils

64-TABLE

3.3

The Rank Order of the Percentage of Teacher Talk and Pupil 'l'all( in

English or in Indonesian

TABLE

3.4

The Percentage of Each Type of Elicitation

TABLE

3.5

The Percentage of Reply

TABLE

3.6

The Percentage of Each Type of

~lodifica tion

TABLE 4.1 The Talk Percentage of Each Category

TABLE 4.2 The Percentage of Initiate and Respond of the Teacher and the Pupils

TABLE

4-.3

The Hank Order of the Percentac;e of 'l'eacher Tall<. and Pupil 'l'alk in

65

67

68

68

71

73

English

75

'rABIJE 4.4 The Rank Order of the Percentage of Teacher 'l'all( and Pupil '.I'alk in

TABLE 4.5 The Percentage of Each Type of

Elicitation 80

'I' ABLE 4.6 The Percentage of Reply 83 TABLE 4.7 The Percentage of Eac).1 Type of

t,1odification

83

LIST OF FIGURES

FIGURE 1 Input !1odifications in :Foreigner 'l'alk

FIGURE 2 Interactional Modif~cations in Foreigner Talk

FIGURE

3

The Seventeen-Category System FIGURE 4 The Flanders• Categories System

Page

29

38

LIST OF APPENDIXES

Page

APPENDIX 1 The Reading Passage llO

APP:t;NDIX 2 The Task Sheet ll3

APPENDIX

3

The Transcript of the Classroom

ABSTRACT

Ellis claims that there are five interrelated factors to be used as a frameworl( for investigating second language acquisition, namely situational

factors, lingu5_stic input, learner differences, learner processes, and linguistic output. Although all these five factors appear to be essential for investigating second language acquisition, Amy Tsui Eik-may claims that the kind of language input that has been made available to the learners along ,with tt.e kind of interaction that they have been involved in ar·e the two factors that have the most important effects on the' second language

acquisition. ·

In a foreign language environment, Krashen claims that classroom can serve as a place where comprehensible input and modified interaction are available. What

happens in reality is different from what is expected. The v1ri ter finds that most Indonesian senior high school teachers - \'Jhen they are teaching English reading

comprehension - seem to be unm1are of the important roles played by input and interaction in facilitating learners' second language acquisition.

Attempting to analyze what has actually gone on in the ~ding-compPehension-class at senior high

achools in Indone-sia in general and of SHAK--&nnto St-anislaus in particularv·the writer conducted this

study which aimed at determining whether the teacher in the English :Pe.ading -comprehension class of the fifth semester of the social-science program~f Sf.lAK Santo Stanislaus-provided the students with comprehen~ible

verbal input or not and whether this particular"\:'tencher created modified verbal interaction in the classroom or not. Whereas from the students' side, this study tried to determine whether the students gave the immediate output to the teacher's input and whether they were given opportunities to initiate the classroom discourse or to respond to the teacher's initiation.

. . the odd semester of the

investigation wa~ done durln[, writer used three tape.

1989-1990 academlc year.

~~e

c• to record the verbal J.nput

recorders and three. casse e~· in the class under

and interaction talung pdl~ce 'vas done once on 10 August

t' t' n The recor J.ng • of

inves J.ga :1.0 •

11 45 To analyze the patterns .

1989 frc;lln 10 • OOt. to tl.le ;erbal language input prOVl.ded

verbal J.nterac J.on, . d' t

t t

b th teacher and its effects on the 1.mm~ 1a e ou

J?U

or th: students, and the modif~ed verbal J.nput and

lnter-action along 0ith their effec.t1veness as ~ me~ns of .

providing comprehensible inpu.t and enhanc1ne; 1nteractlon,

the data covered in the cassettes v1ere transcribed and

analyzed using the Seventeen-Category System proposed by Amy Tsui Bik-may with a sliGht modification as proposed by Lanawati Vlidjojo. On the other hand, the non-verbal input and interaction and some of the cater;ories such as

'marker', 'aside' and the like were out of the analysis. After analyzing the data, the writer found that the teacher neither provided the students with enough comprehensible verbal input nor created enough modified verbal interaction in the classroom discourse. This was

proved by the fact that thou~• the teacher modified the

verbal input, the students could not give any immediate output to the verbal input provided since the teacher

used more repetitions than si~plifications. The data

also show that the teacher dorrinated the classroom talk; hence, there were only few opportunities for the

students to initiate t!le e;lassroom discourse as •<~ell as

to respond to the· teacher's initiation.

It is suggested that the teacher should lmow the

students 1 level of proficiency. 'l.'his is m~ant to enable [

them to provide input which is comp~ehensJ.ble t? the

students vJho in turn, will enrich the interac~~on

'· 1 J ther sucgestlOD to be

takino· place ~n the c assroom. tno ' ld

o . t. . ths.t the teachers shou

tal<;: en into

consl.dera lon ~s 1:«: all the time; in~ tea~'

not

dominate the classroombtal ·:Lnput and

inter<;tc~J.?n

to

d d'fy the vera · ulsltlon.

they

shoul molt dents' second language ac~ given more

f

acilitate

th.

nted

e s

ut~

11_en, that the teachers _{· curses as}

~~

find nevJ _The

It

is

su%~e~al<:e'

the

UP\?radl~~n~

their

t~ac~i~d

applied

chances strategies for

J.~~~~t

oe

generall~~udY

that onlY

proper . this studs c ·twas a case "'tudY· Ye~,

results of opulation as J. subJ. ects under ~pe

teach~ng-l arger P t'cular . the langu o · ·1ar

to a . th a par ... . t' on'l J.D ther slml

concern~cl w~seful implJ.CB ~mm~~ncled to clo o accurate of

clue

t?

l. ts it is tlir;hlJ' re~ti to.ti velY mo~e a~J})lied to a

learnJ.ng, t which are <lua ene·calized an l

studies bu lts can be g .

the resu 'ter

which ulation. The vrr ...

larger 1?oP