THE ANALYSIS OF VERBAL INTERACTION BETWEEN TEACHER AND STUDENTS IN THE CLASSROOM.

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Nike Rosmeisarah Huraerah, 2013

THE ANALYSIS OF VERBAL INTERACTION BETWEEN TEACHER AND STUDENTS IN THE CLASSROOM

The Analysis of Verbal Interaction

between Teacher and Students in the Classroom

( A Descriptive Study of EFL Classroom at A Senior High School in Bandung)

A Research Paper

Submitted to English Education Department

In Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree

By:

NIKE ROSMEISARAH HURAERAH

0609032

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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The Analysis of Verbal Interaction

between Teacher and Students in the Classroom

Oleh:

Nike Rosmeisarah Huraerah

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

Agustus 2013

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhnya atau sebagian,

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PAGE OF APPROVAL

The Analysis of Verbal Interaction

between Teacher and Students in the Classroom

A Research Paper

Nike Rosmeisarah Huraerah

0609032

Approved by:

Main Supervisor Co-Supervisor

Prof. Dr. H. Didi Suherdi, M.Ed Iyen Nurlaelawati, S.Pd, M.Pd.

NIP. 196211011987121001 NIP.197709062009122002

Head of English Education Department Faculty of Language and Arts Education

Indonesia University of Education

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ABSTRACT

The study entitled The Analysis of Verbal Interaction between Teacher and Students in the Classroom aims at investigating the realization of verbal interaction between the teacher and the students in the classroom and the way the teacher gets response from the students. The study employed a qualitative research design. It was conducted at one of the state senior high schools in Bandung. The subjects were an English teacher and 40 students of an English class. The data were collected through videotaping and interview. The data were analyzed by applying Flander’s Interaction Analysis Categories (FIAC) focusing on types of teacher talk and student talk.

The findings indicate that the teacher acted as the most dominant interlocutor during teaching and learning process. The result also found that all of the teacher talk categories of FIAC were revealed in this study which covered, beginning from the highest percentage to the lowest one: asking questions, giving direction, criticizing, accepting ideas, lecturing, accepting feeling and praising. In terms of student talk, student’s response and initiation were revealed in this study. The teacher conducted indirect teaching more rather than direct one. In addition, the teacher mostly adopted a role as the controller and initiator in the classroom in regard with the teacher frequently led the flow of interaction. It was also found that students’ responses played a significant part in the classroom interaction. Mostly, students’ responses were obtained by asking questions, giving directions and criticizing.

Therefore, this study suggested teacher to improve student’s verbal participation and the target language to interact in classroom.

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ABSTRAK

Penelitian ini berjudul “The Analysis of Verbal Interaction between Teacher and Students in the Classroom yang bertujuan meneliti interaksi verbal antara guru dan siswa di kelas dan meneliti cara guru mendapatkan tanggapan dari siswa. Penelitian ini bersifat kualitatif. Dilaksanakan di salah satu Secular Menengah Atas di Bandung. Subjek dari penelitian ini terdiri dari seorang guru dan 40 siswa pada mata pelajaran Bahasa Inggris. Data didapatkan melalui wawancara dan juga rekaman video. Yang selanjutnya di analisis dengan menggunakan Flander’s Interaction Analysis Categories (FIAC) yang fokus pada jenis pembicaraan guru dan siswa.

Hasil penelitian menyatakan bahwa guru berperan sebagai sosok yang paling dominan berbicara ketika proses belajar mengajar berlangsung. Ditemukan juga bahwa beberapa jenis pembicaraan guru yang sebagaimana tercantum dalam kategori FIAC, dimulai dari jumlah persentase tertinggi yaitu, memberikan pertanyaan, memberikan arahan, megkritisi, menerima masukan, menerima perasaan/tingkah laku siswa dan member pujian. Dalam kategori jenis pembicaraan siswa, member tanggapan dan berinisiasi juga ditemukan dalam penelitian ini. Guru lebih sering menggunakan teknik pengajaran tidak langsung dibandingkan pengajaran secara langsung. Selain itu, di dalam kelas, guru cenderung berperan sebagai pengontrol dan juga perakarsa atau bisa disebut juga pengambil inisiatip., dalam hal ini mengatur berjalannya proses interaksi di dalam kelas. Dari data juga diperoleh bahwa tanggapan siswa berperan signifikan did lam interaksi kelas. Tanggapan siswa palin tinggi dihasilkan melalui hasil proses guru bertanya, memberikan arahan dan juga memberikan kritik.

Dengan demikian, penelitian ini menyarankan kepada guru untuk meningkatkan partisipasi verbal siswa dan bahasa target untuk berinteraksi di dalam kelas.

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TABLE OF CONTENTS

1.2 Statement of the Problem……….. 4

1.3 Aims of the Study……….. 4

1.4 Scope of the Study………. 4

1.5 Significance of the Study………... 5

1.6 Clarification of the Terms……….. 6

1.7 Organization of the Paper 7 CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Verbal Classroom Interaction……… 8

2.2 Teacher Talk……….. 13

2.3 Student Talk………... 18

2.4 Related Studies……….. 20

CHAPTER III RESEARCH METHODOLOGY 3.1 Research Methodology……….. 21

3.2 Site and Participants of the Study………. 22

3.3 Data Collection Techniques………... 22

3.3.1 Videotaping ………... 22

4.1.1 Verbal Classroom Interaction……….. 28

4.1.1.1 Findings and Discussions: Videotaping Data……… 29

4.1.1.2 Findings and Discussions: Interview Data………. 41

4.1.2 The Way the Teacher Gets Response from the Students…………. 43

4.1.2.1 Findings and Discussions: Videotaping Data………... 43

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CHAPTER V CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions……… 47

5.2 Suggestions……….... 49

BIBLIOGRAPHY

APPENDICES

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LIST OF TABLES

Table 2.1 Flanders Interaction Analysis Categories………... 12

Table 4.1 Distribution of Teacher-Students Interaction………. 31

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LIST OF FIGURES

Figure 2.1 Teacher- Students Interaction……… 9

Figure 4.1 The Percentages of Teacher Talk, Student Talk and Period

of Silence……….. 29

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CHAPTER I

INTRODUCTION

This chapter is an introduction of the study that consists of the background of

study which describes verbal interaction between the teacher and the students in

general. This section also includes several parts namely the statement of the

problems, the aim of the study, the significance of the study, the clarification of the

terms, and the organization of the paper.

1.1 Background

Teaching is guiding and facilitating learning, enabling students to learn and

setting condition for learning (Brown, 1980:8). It requires teacher to formulate and

manage learning to enable the students to achieve the target. Furthermore, Allwright

(1984) and Ellis (1990) argue that teaching and learning process in classroom should

be conducted as interaction to get language model and facility since its quality can

influence level of acquisition. Therefore, teaching and learning process is an essential

interaction process between a teacher and students.

In fact, creating communicative interaction between the teacher and the

students is one of the problems in teaching and learning process. During teaching and

learning process, there will be time when the teacher does not get response from the

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THE ANALYSIS OF VERBAL INTERACTION BETWEEN TEACHER AND STUDENTS IN THE CLASSROOM response. Therefore, this is the time teacher’s role in action, as a controller and an

initiator; the teacher has to carry out interactive techniques and create an interactive

classroom successfully. In this case, the teacher and the students should negotiate

meanings and collaborate to accomplish certain purpose during teaching and learning

process.

Through verbal interaction, students can demonstrate their proficiency and

practice their target language. Moreover, Malamah- Thomas (1987 cf. Shomoossi,

2004) recommends that interaction will help students to attain better learning and

give opportunities to rehearse their competences. They get their competences by

listening to the teacher and the students, and communicating with the teacher and the

student. In this line, Brown (1994:159) suggests that interaction is the collaborative

exchange of thoughts, feelings, or ideas between two or more people resulting in

reciprocal effect on each other. To have reciprocal interaction, the teacher is not only

facilitating the students to learn but also stimulating students to get involved in

participation.

Additionally, the teacher and the students have time when they should speak

and listen. In fact, ideal class is when the teacher talk is less than the students talk. It

means that the students are more active than the teacher. As a one of examples from

another country, Chaudron (1988) reveals that a lot of research in language classroom

shows teacher talk is about 60 % of the moves. While in Indonesia, survey on

sixty-two SLTP and SMU teachers in West Java, Banten, and DKI revealed that most of

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THE ANALYSIS OF VERBAL INTERACTION BETWEEN TEACHER AND STUDENTS IN THE CLASSROOM 2009b). Suherdi explains that it is because students tend to be low confidence and

lack independence in organizing their learning. Those facts are supported by

Husnaini’s and Kesuma’s findings in their research that revealed the percentage of

teacher talk is more than 55%. In other words, the practice of teaching English in

Indonesia tends to be teacher centered. It means that it can make students have less

opportunity to speak and it is not good for improving students’ ability to talk in the target language. Furthermore, Suherdi (2009:216) argues that this lack of

participation is resulted from the ill development teaching models.

Concerning the issues above, this study analyzes the interactions between the

teacher and the students, which occurs in the classroom interaction for getting the real

evidence and implication to student talk. As Amidon (1968:159) states, “Interaction

analysis is a system for describing and analyzing teacher-pupil verbal interaction”.

Thus, the study entitled An Analysis of Verbal Interaction between Teacher and

Students in the Classroom aims to investigate verbal interaction of the teacher and the

students in a senior high school in Bandung. One of the guidelines to analyze the

interaction activities is by using Flanders’ Interaction Analysis Categories (FIAC).

FIAC is a concept, which states that teaching will be effective depending to a large

degree on how directly and indirectly teachers influence the students’ behaviors.

Based on the FIAC (Allwright and Bailey, 1991: 202), there are three categories in

the classroom interaction; they are teacher talk, students talk, and no/all talk/silence.

Hopefully this study can be one of the resources or preferences and practical value for

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1.2 Statement of the Problem

Through classroom interaction, teacher and students can negotiate meanings

and collaborate to accomplish certain purpose during teaching and learning process.

Related to that statement, this paper is conducted to elicit answers in the following

questions:

1. How is the verbal interaction between the teacher and the students in the

classroom?

2. In what ways does the teacher get student’s response?

1.3 Aims of the Study

Relevant to the research sub-questions, the more specific aims for this study

are as follow:

1. To analyze the verbal interaction between the teacher and the students in the

classroom

2. To describe the way teacher gets student’s response.

1.4 Scope of the Study

The study focuses on analyzing the verbal interaction between teacher and

students in classroom interaction. In addition, this study focuses on the way teacher

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1.5 Significance of the Study

In investigating the verbal interaction between the teacher and the students

and by describing the way the teacher gets students’ responses in the classroom, this

study is intended to have the following significance to:

1. Theoretical

The research finding can be used to enrich the literature and existing research on

verbal interaction between teacher and students and gives beneficial reference for

future research on the way teacher influences student talk in classroom.

2. Practical

In the perspective, the teacher and policymaker are expected to get benefit from

the research finding.

a. The Teacher

The research finding can give some benefits for the teachers in order to encourage

and improve students’ involvement in interaction. By so doing, the teacher would

become more responsible to improve their teaching skills in term of being more

creative, innovative, and skillful in conducting the classroom.

b. Students

It is expected to foster their involvement in a classroom of English as a foreign

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1.6 Clarification of the Terms

Some terms are required in order to give definition, avoid misunderstanding

and limit the use of terms, and understand the context (Cresswell, 1994). Below are

some terms need to be clarified.

1. Classroom : Classroom is a place where the teacher and the

students come together for doing teaching and learning process.

2. Interaction : The collaborative exchange of thoughts, feelings, or

ideas between two or more people, resulting in a reciprocal effect on each other

(Brown, 2000).

3. Verbal Classroom interaction: Verbal exchanges produced by both teacher-

students and student-student interaction in classroom (Lynch,1999).

4. Teacher talk : A major way used by the teacher to convey

information, have discussion and negotiations and motivate his students, so he can

give the students knowledge and control their behavior (Allwright&Bailey, 1991).

5. Student Talk : Language which is used by students in classroom

(Lynch,1999).

6. Student Response : Student response is a type of student talk which is

produced by students when teacher initiates interaction. (Flanders, 1970, as cited in

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1.7 Organization of the Paper

The organization of the paper will be as follow:

CHAPTER I : INTRODUCTION

This chapter presents the background of the study, the statement of the

problems, the aim of the study, the significance of the study, clarification of the

terms, and organization of the paper.

CHAPTER II : REVIEW OF RELATED LITERATURE

This chapter elaborates theoretical framework that related study of verbal

interaction between teacher and students, also contains verbal classroom interaction,

teacher talk and student talk.

CHAPTER III : RESEARCH METHODOLOGY

This chapter reveals the description of the steps in method of investigation,

include Method of research, Participants, Techniques of Data Collection, The

Reliability and Validity of Observation, and Data Analysis.

CHAPTER IV : FINDINGS AND DISCUSSIONS

This chapter portrays the result of research and explains the answer of

research questions. It discusses verbal interaction in the classroom interaction.

CHAPTER V : CONCLUSIONS AND SUGGESTIONS

This chapter draws conclusions regarding the findings and the discussions

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CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses some aspects of research methodology that is applied

in this study. It presents formulation of problem, research design, participants, data

collection, and data analysis. It also describes reliability and validity of this study.

3.1 Research Methodology

The research was designed using qualitative approach and descriptive method.

The goals of this study were to get description of how the verbal interaction between

teacher and students conducted and the way teacher influences student talk in

classroom interaction. As Creswell (1994) states, qualitative research is descriptive in

that the researcher is interested in process, meaning and understanding gained

through words or pictures. This method was used since this study did not search for

something or make prediction. It only describes the situations or phenomenon. In line

with this, Stainback and Stainback (1988) make clear that this method is the best

approach to describe and examine the characteristic, events, procedures, and a

philosophy occurring in natural settings is often needed to make accurate situational

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3.2 Site and Participants of the Study

Gaining entry into the site is really crucial (Alwasilah, 2002). One of state

senior high schools in Bandung was chosen as the site of the study. The location of

the school is in the north of Bandung. There were nine classes of the tenth grade, only

one class was chosen as the sample. The participants of this study were 40 students

from a class of the classes of tenth grade who took an English class. It was selected

purposively based on the availability of time and the teacher‟s suggestion.

3.3 Data Collection Techniques

Data collection techniques, employed in this study, were videotaping and

interview. Each technique of data collection will be described below.

3.3.1 Videotaping

To describe what the teacher and students talks constitute in classroom

interactions, this study required videotaping as one of the research tools. This study

used videotaping to capture natural interaction in detail. As Allwright and Bailey

(1991) state the appropriate way to gather more complicated enquiries or more details

data is audio record or even video record, so that we can get what was said, by whom,

in what tone of voice. In addition, Burns (1999) argues that videotaping provides data

of the classroom interaction both in verbal and in non-verbal behavior.

Videotaping of the whole proceeding was made to acquire more complete data

about the classroom process. It was started on October 29 and was done on December

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THE ANALYSIS OF VERBAL INTERACTION BETWEEN TEACHER AND STUDENTS IN THE CLASSROOM lesson is about 90 minutes long, but it started five minutes late because of the

morning assembly. Consequently, the actual each lesson hour is about 85 minutes

long.

However, with the presence of investigator, students behaved naturally and

were not interrupted during the classroom learning. Teacher and students were not

disturbed by the presence of researcher during recording process.

3.3.2 Interviews

The interviews were conducted after the whole observation were done. It was

done to know students‟ perception about the interaction in speaking English in the

classroom. Alwasilah (2008:154) argues that interview can be used to get “in-depth

information”. This study was aimed at gaining deep understanding about students‟

classroom participation quality and its influencing factors. In addition through

interview, it could get additional information, which could not be gained through

observation.

As suggested by Stake (2010:95), the purposes of interview for qualitative

researcher are: (1) to obtain unique information held by the person interviewed, (2) to

collect a numerical unit of information from many persons, and (3) to find out about a

thing that the researchers were unable to observe themselves.

There are two kinds of interview techniques (Cohen and Manion, 1994). The

first is structured interview in which the questions are organized. The questions for

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THE ANALYSIS OF VERBAL INTERACTION BETWEEN TEACHER AND STUDENTS IN THE CLASSROOM percentages of teacher talk and student talk in the classroom, teacher‟s question, the

teacher‟s strategies to encouraging students‟ talk and teacher‟s reward. The second

one is unstructured interview, which is a more casual and flexible for interviewee to

express what questions asked. They were recorded in video-taped and constructed an

interview note. Furthermore, Creswell (1994) asserts that:

… researchers record information from interview by using note taking or audiotapes. I recommend that one audiotape each interview and then transcribe the interview later. Also during the interview, the researcher should take notes in the event that the recording equipments fail (p.152).

From the explanation above, the interviews were useful to clarify information

that gained from videotaping. Therefore, the interview results completed the data

from videotaping.

3.4 Data Analysis

The excerpts of six meetings were analyzed using Flanders Interaction

Analysis Categories (FIAC), Bloom‟s taxonomy for categorizing type of teacher‟s

questions, while the teacher‟s questioning strategies were analyzed by considering the

patterns of interaction. There were some following steps adapted from Suherdi

(2008:46):

Step 1. Transcribing the video recording

The results of recording were transcribed down in form of written transcript.

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THE ANALYSIS OF VERBAL INTERACTION BETWEEN TEACHER AND STUDENTS IN THE CLASSROOM additional data. Then each utterance was labeled with „T‟ represents teacher, „S1‟,

„S2‟, „S3‟ etc indicate students, while „Ss‟ stands for the voice of students.

Step 2. Coding and analyzing data

After completing all transcriptions, the transcription were coded using some

labels as shown in chapter II. Coding assists to ease the identification of the

phenomena occurred, the calculation of the phenomena, and the tendency of the

findings as well as to determine the categorization and sub-categorization (Alwasilah,

2002: 159). Therefore, there were the following procedures:

1. Segmenting the transcript based on each exchange.

2. Coding and analyzing based on FIAC (Flander‟s Interaction Analysis Categories).

3. Calculating the number of each type of code, the number of teacher and student

talk and type of questions occurred.

4. Calculating the amount of teacher and students talk and analyzing them to seek the

balance between teacher and student talk using FIAC (Flander‟s Interaction

Analysis Categories).

5. Analyzing the type of questions used by the teacher based on Kinsella (1991) and

Bloom‟s (1956) theory of categories of questions to find what type of interaction

tend to occur.

Step 3. Interpreting data

In this step, research questions are attempted to be answered as formulated in

chapter I. The quantification of frequency was displayed into some tables, and then

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THE ANALYSIS OF VERBAL INTERACTION BETWEEN TEACHER AND STUDENTS IN THE CLASSROOM display, i.e. table, flowchart, diagram, etc. enables in explaining the interpretation.

The findings were connected one to another research question in order to obtain

phenomena and presented them into deep discussions.

Step 4. Finishing

The findings were taken into conclusion and suggestion which refer to the

objectives of the research.

3.5 Establishing Reliability and Validity

This research investigated a class and counted linguistic structures in

transcripts and code. The result of the study must be consistent for the next. The

researcher has to concern for quality control for the result of study. Thus, this study

used some techniques, which are reliability and validity.

The technical term for this consistency is reliability. Allwright and Bailey

(1991) recommend, reliability is a technical term for consistency in the data

collection and data analysis. Meanwhile, Alwasilah (2002) claims validity is a truth

of the research in description, conclusion, interpretation, and another report. In order

to maintain reliability and validity in this present research, there were some

techniques as follows:

3.5.1 Member checking

A member checking method was applied in this research to validate the

findings. The member checking is a way to receive feedback from informants

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THE ANALYSIS OF VERBAL INTERACTION BETWEEN TEACHER AND STUDENTS IN THE CLASSROOM the data from informants (Sugiyono, 2011). Alwasilah (2002) proposes this technique

that is member checking in order to (1) prevent misunderstanding toward respondent‟

answer in interview, (2) prevent misunderstanding toward respondents‟ behavior

during observation, and (3) confirm respondent‟s perspectives toward what was

happening. To prevent all misunderstandings, the videotaping and the interview were

confirmed to respondents in order to enable achieving validity of the research.

3.5.2 Rich data

To get the rich data, a complete transcription of the interviews were made in

this study. It was useful to enrich and reinforce the interpretation of the data. Maxwell

(1966 as cited in Alwasilah 2008:178) states that the purpose of rich data not only as

evidences resources of supporting conclusion but also a test for theories being

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This last chapter presents conclusions and suggestions based on the previous

explanations and descriptions.

5.1 Conclusions

This section presents the conclusions of the study conducted based on the

research questions. The focus of the study is the verbal interaction in the classroom,

particularly on the portrait of teacher talk and student talk and the way the teacher

gets student response.

This study proves the findings from the previous research that the teacher

plays dominant part in the classroom interaction suggested by Nunan (2001). The

percentage of teacher talk is 54% and students talk is 44%,and silence is 2%.

However, the dominance of the teacher talk is valuable since the teacher fully uses

target language as language input and it is proposed to direct the students to express

their ideas.

This study comes up with some categories of teacher talk, beginning from the

highest percentage to the lowest one: asking question, giving direction, criticizing,

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Flander’s Interaction Analysis Categories (FIAC) system of analysis developed by

Flanders (1970).

From interaction and categories of teacher talk, teacher conducted indirect

teaching than direct on. It can be shown from the high percentage of indirect

teaching. It is highlighted from the bigger proportion of category of asking question,

accepting ideas, accepting feeling and praising.

As discovered also from the finding, the teacher mostly plays roles as the

controller and initiator. It can be seen from the high percentage of asking question,

giving direction and criticizing by the teacher. In asking question, the teacher uses

both of referential and display question. Consequently, the teacher leads the flow of

interaction and creates an interactive classroom.

Regarding to student talk, this study has shown two types of the student talk

covering response and initiation. During teaching and learning process, there are

some students who make initiation in the classroom interaction. They are relatively

brave and eager to ask questions and share their feelings and ideas with the teacher

and the others. Furthermore, the proportion of response is higher than initiation and it

plays significant part in the interaction. It can be concluded that the teacher talk has

implication on students’ motivation in participation since the teacher frequently asks

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5.2 Suggestions

After conducting the study, it is realized that there are many important

implications to be explained and improved concerning verbal interaction, especially

the teacher and the student talk. The following suggestions are offered for further

research:

1. The first principle and most important, to keep mind is that the students want to

speak English. The teacher’s role is to facilitate and lead them in conversation.

2. In order to encourage students’ initiation, the teacher should give reward for them who ask question.

3. Teacher can use various techniques to stimulate student response. Creating group

discussion will give more opportunity to the students to talk and learn from their

peers.

4. Teaching grammar and writing should be conducted in more implicit rather than

explaining grammatical rules, for examples giving more input regarding such

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