CLASSROOM INTERACTION: AN ANALYSIS OF TEACHER TALK AND STUDENT TALK IN ENGLISH FOR YOUNG LEARNERS (EYL).

(1)

Rini Triani Pujiastuti, 2013

CLASSROOM INTERACTION: AN ANALYSIS OF TEACHER TALK AND STUDENT TALK IN ENGLISH FOR YOUNG LEARNERS (EYL)

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

CLASSROOM INTERACTION: AN ANALYSIS OF

TEACHER TALK AND STUDENT TALK IN ENGLISH

FOR YOUNG LEARNERS (EYL)

(A Case Study at one of Private Primary Schools in Bandung)

A Research Paper

Submitted to Department of English Education of FPBS UPI as a Partial Fulfilment of the requirements of Sarjana Pendidikan Degree

Rini Triani Pujiastuti

0807327

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGES AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

(2)

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu PAGE OF APPROVAL

CLASSROOM INTERACTION: AN ANALYSIS OF TEACHER TALK

AND STUDENT TALK IN ENGLISH FOR YOUNG LEARNERS (EYL)

By:

Rini Triani Pujiastuti 0807327 Approved by: Supervisor I

Bachrudin Musthafa, Ph.D 195703101987031001

Supervisor II

Ika Lestari Damayanti, S.Pd, M.A. 197709192001122001

Head of English Education Department Faculty of Languages and Arts Education

(3)

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu STATEMENT OF AUTHORIZATION

I hereby state that this research paper entitled Classroom Interaction: An Analysis of Teacher Talk and Student Talk in English for Young Leaners is completely my own work. I am fully aware that I have quoted some statements and ideas from many types of sources. All of the quotations are properly acknowledged.

February 2013

(4)

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

The study entitled Techniques in Presenting Vocabulary to Young EFL Learners is a descriptive case study which aims at investigating the techniques used by the teacher of a young learner course in presenting meaning and form of vocabulary

according to Takač (2008). It also aims at finding out the reasons in employing the

techniques. Observation and interview were used to collect the data to answer the current research problems.

The findings illustrated that the teacher applied various techniques with various reasons, both in presenting word meaning and form. In presenting word meaning, the teacher mostly employed Real Objects which comprise the use of pictures, realia, and demonstartion. Its appropriateness with young learners characteristics became one reason why this technique was the most frequent technique employed. Meanwhile, in presenting word form, the teacher mostly used Graphic Form since the teacher applied the technique to all planned vocabulary she delivered. In addition, word flashcards, as one form of the technique, was employed frequently in showing the word form. The study recommended that teachers should consider young learners characteristics in employing the presentation technique in young learners classroom, inculding in vocabulary presentation.

Keywords: teaching techniques, vocabulary, presenting vocabulary, young

(5)

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

Penelitian yang berjudul Techniques in Presenting Vocabulary to Young EFL

Learners ini merupakan penelitian studi kasus deskriptif yang bertujuan untuk

mencari tahu teknik-teknik yang digunakan oleh guru dalam memperkenalkan makna dan bentuk dari kosakata atau vocabulary berdasarkan Takač (2008). Penelitian ini juga bertujuan meneliti alasan-alasan dari penggunaan teknik tersebut. Observasi dan wawancara digunakan peneliti untuk mengumpulkan data untuk menjawab pertanyaan penelitian.

Hasil dari penelitian menunjukkan bahwa guru menggunakan beragam teknik dengan beragam alasan, baik dalam memperkenalkan makna maupun dalam memperkenalkan bentuk. Dalam memperkenalkan makna kata, guru paling sering menggunakan Real Objects yang mencakup penggunaan gambar, realia, dan demonstarsi. Kecocokannya dengan karakteristik young learners menjadikan salah satu alasan mengapa teknik ini sering dipakai. Sementara itu, dalam memperkenalkan bentuk kata, guru paling sering menggunakan Graphic Form karena guru mengaplikasikan teknik ini pada seluruh kosakata yang diajarkan. Selain itu, word flashcards, sebagai salah satu bentuk dari teknik ini, dipakai sering dalam memperlihatkan bentuk kata. Dari penelitian ini, para guru disarankan agar memperhatikan karakteristik dari peserta didik terutama young

learners, dalam menggunakan teknik memperkenalkan vocabulary di kelas.

(6)

Page of Approval... Error! Bookmark not defined. Statement of Authorization ... Error! Bookmark not defined. Preface ... Error! Bookmark not defined. Acknowledgement... Error! Bookmark not defined. Abstract ... Error! Bookmark not defined. List of Tables... Error! Bookmark not defined. List of Figures ... 6

INTRODUCTION

1.1 Background of the Study ... Error! Bookmark not defined. 1.2 Statement of Problems ... Error! Bookmark not defined. 1.3 Aims of the Study ... Error! Bookmark not defined. 1.4 Scope of the Study ... Error! Bookmark not defined. 1.5 Significance of the Study ... Error! Bookmark not defined. 1.6 Research Methodology ... Error! Bookmark not defined. 1.6.1 Design ... Error! Bookmark not defined.

1.6.2 Data Collection ... Error! Bookmark not defined.

1.6.3 Site and Respondents ... Error! Bookmark not defined.

(7)

1.7 Clarification of Terms ... Error! Bookmark not defined. 1.8 Paper Organization ... Error! Bookmark not defined. 1.9 Concluding Remark ... Error! Bookmark not defined.

THEORETICAL FOUNDATION

2.1 Young Learners’ Characteristics ... Error! Bookmark not defined. 2.2 An Overview of Classroom Interaction ... Error! Bookmark not defined.

2.2.1 Teacher Talk and The Role of Teacher in Clasroom Interaction

Error! Bookmark not defined.

2.2.1.1 Teacher Talk ... Error! Bookmark not defined.

2.2.1.1.1 Indirect Influence ... 25 2.2.1.1.2 Direct Influence ... 27 2.2.1.1.3 The Purpose of Theacher Talk ... 28 2.2.2 Student Talk ... Error! Bookmark not defined.

2.2.3 Silence or Confusion ... Error! Bookmark not defined.

2.3 The Role of Teacher in Verbal Classroom Interaction ... Error! Bookmark

not defined.

2.4 Concluding Remark ... Error! Bookmark not defined.

RESEARCH METHODOLOGY

(8)

3.3 Data Collection Methods ... Error! Bookmark not defined. 3.3.1 Observation ... Error! Bookmark not defined.

3.3.2 Interview ... Error! Bookmark not defined.

3.4 Data Analysis Methods ... Error! Bookmark not defined. 3.4.1 Analysis of Video Recorded Data .... Error! Bookmark not defined.

3.5 Reliability and Validity of The Study ... Error! Bookmark not defined. 3.6 Concluding Remark ... Error! Bookmark not defined.

FINDINGS AND DISCUSSIONS

4.1 The Realization of Young Learners’ Classroom Interaction ... Error!

Bookmark not defined.

4.1.1 Types of Teacher Talk and Teacher’s Roles in Interaction ... Error!

Bookmark not defined.

4.1.1.1 Accepting Feelings ... Error! Bookmark not defined.

4.1.1.2 Praising or Encouraging Student ... Error! Bookmark not

defined.

4.1.1.3 Using or Accepting Student’s Ideas . Error! Bookmark not

defined.

4.1.1.4. Asking Question ... Error! Bookmark not defined.

4.1.1.5. Lecturing ... Error! Bookmark not defined.

(9)

4.1.1.7. Criticizing or Justifying Authority ... Error! Bookmark not

defined.

4.1.2. Direct and Indirect Categories of Teacher Talk ... Error! Bookmark

not defined.

4.1.3. Student Talk Categories and Student’s Motivation in Interaction

Error! Bookmark not defined.

4.1.3.1. Student-Talk: Response ... Error! Bookmark not defined.

4.1.3.2. Student-Talk: Initiation and Student’s Motivation in

Interaction ... Error! Bookmark not defined.

4.1.4. Silence ... Error! Bookmark not defined.

4.2. Concluding Remark ... Error! Bookmark not defined.

CONCLUSIONS AND RECOMMENDATIONS

5.1 Conclusions ... Error! Bookmark not defined. 5.2 Recommendations ... Error! Bookmark not defined.

References ... 80

Appendices

Appendix A: Transcriptions of Video-tapped Observations Appendix B: Coding of Video-tapped Observations

(10)

Appendix D: Transcription of Interview 2 Appendix E: Administration Letters

List of Tables

Table 2.1 FIAC System Category ... 19

Table 3.1 Four Minutes of Coding on a 10-category System ... 40

Table 3.2 Flander’s Interaction Analysis Categories (FIAC)... 42

Table 3.3 Video Transcripts Codes I ... 43

Table 3.4 Video Transcripts Codes II ... 43

(11)

(12)

List of Figures

(13)

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

INTRODUCTION

This introductory chapter presents the background of the study along with the slight theoretical propositions. This chapter also highlights the research questions, aims and significance. It also discusses clarification of terms used in this study as well as the paper organization.

1.1 Background of the Study

It is assumed that the quality and the quantity of teacher talk have many values in young learner’s classroom interaction (Moon, 2001; Richards, 2003). Firstly, it provides language input as language model for children to experiment the language (Pinter, 2006). In other words, children can learn language better through direct experiences and meaningful conversations (Pinter, 2006). Hence,

teacher’s attempt to provide language input is reflected on his/her meaningful talk

to children’s lives.

Secondly, teacher talk supports student talk in practicing the language. This view is supported by Tsui (1995) who states that teacher talk is a determiner

of student’s output due to some categories of teacher talk such as questioning

strategies affect the tendency of learner’s strategies in producing language.

Therefore, teacher’s job is how their talks can enforce student’s language

production. Tsui, (1995:124) writes that:

(14)

questioners; it is by asking questions that they experiment and learn about the world around them”.

Thirdly, the appropriateness of teacher talk can result in a warm classroom atmosphere and informal teacher-student relationship. This is in line with Moon (2001) who states that young learners need warmer classroom climate and informal relationship with the teacher in order to get better achievement. Besides,

Lewis (2000) asserts that children need their teacher’s approval and positive

feedback in order to achieve their self-esteem. If students do not get positive feedback toward their performances, they would possibly feel shy as they make mistakes in front their peers. Hence, students need to be motivated by giving them encouragement and positive feedback.

Nevetheless, the practice of English language teaching (ELT) in Indonesia tends to show many cases indicating that primary school English teachers lack of pedagogical understanding and skills in teaching English to young learners (Musthafa, 2010). It leads the teachers to a misconception in applying classroom talk which is not child-friendly. This view is supported by a study showing that English teachers are not well-trained in teaching children and they still prefer to teach English focusing on lecture (Damayanti, et al. 2008). In addition, Damayanti, et al (2008) reports that those limitations lead them to avoid using English in classroom rather than to build active interaction between teachers and students.

(15)

teachers spend for about 70% of class time for lecturing only (Nunan,1998). It is supported by Tsui (1995) who says that many studies found that student talk accounts for less than 30 percent in teacher-fronted classroom. On the other hand, children are active learners who learn better through interaction such as talking, telling stories and actively participating in interactive activities (Brumfit, 1991, Cameron, 2001; Harmer, 2001; Moon, 2000). Moreover, Harmer (2000) also points out that children have a short attention span which means that they can not do the same activity which is longer than 10-15 minutes unless it is interesting, fun and lively. Therefore, it is clear that lecturing which has been applied by some incompetent teachers is not appropriate to children characteristics and how children learn language as active learners.

Children can be encouraged to be active learners when they are provided by adequate chances to interact in English classroom. It is stated that the more teacher-students interaction employed, the better success of a class will be achieved (Tsui, 1995). Furthermore, sociocultural perspective study emphasizes that students should be treated as a part of social context and social interaction which they can not be separated from learning (Kumpulainen & Wray, 2002; 17). Thus, foreign language teachers need to be aware that student’s communication skill should be practiced and improved earlier in rich language environment which is closer to everyday conversations (Hargreaves, Merry & Paterson, 2003; Kumpulainen & Wray, 2003). Related to the view, teachers should realize that to

encourage student’s to be active learners is by knowing who children are and

(16)

Concerning on the last statement, classroom is considered as the vital source of foreign language learning where the students can be provided by language input and modelling so that they can practice in interaction (Xiaou, 2006: 5). Through verbal interaction (Reynolds & Farrel, 1996, as cited in Hargreaves, Merry and Paterson, 2003), target language exposure can be transmitted to students (Brown, 2001: 165). He goes on to say that the finest way to learn a language is through interaction itself where people can send, accept and interpret messages in meaningful context to achieve mutual understanding and aims (Brown,2001). As suggested also by Nunan (1998), second language learning especially spoken one requires active communication of student’s engagement. Thus, it is important for teachers to teach English to young learners as daily communication. This is coincide with Allwright (1984) and Ellis (1990) who 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. Dealing with that problem, learning English as foreign language context like in Indonesia should be emphasized more into interaction of students.

According to the importance of the issue above, analysis towards classroom talk used by teacher and students is considered crucial in order to

measure the pattern of young learner’s classroom interaction in English as foreign

(17)

the urgency of student’s role as an active participant in the process of teaching and

learning as well as the the principal domain influencing language learning (Kumpulainen & Wray, 2003).

Based on the issues above, it is needed to explore teacher talk and student

talk in English for young learner’s classroom interaction. To find out the the

practice of verbal classroom interaction is by observing and interviewing EYL teacher. Thus, the study entitled Classroom Interaction: An Analysis of Teacher

Talk and Student Talk in English for Young Learners aims to investigate and the

practice of EYL verbal classroom interaction of a teacher and students in a primary school in Bandung. It mainly aims to describe what characteristic of verbal classroom interaction is, teacher talk and student talk categories. It is also

aimed at investigating teacher’s role and its implication on student’s motivation

that appear during the teaching learning process.

1.2 Statement of Problems

As the problems stated above, the main purpose of this study is to investigate how verbal classroom interaction between teacher and student is conducted in EYL classroom. The main research question is “How is verbal interaction realized in English for young learner’s classroom?”. The question is then broken down into the following questions:

(18)

2. What types of student talk are there in young learner’s classroom interaction?

3. What type of role that the teacher mostly adopts in conducting young

learner’s classroom interaction?

4. What is the implication of teacher talk to student’s motivation?

1.3 Aims of the Study

According to the research questions, this study has one main aim that is to investigate the realization of verbal interaction which is conducted in young

learners’ classroom. Relevant to the research sub-questions, the more specific

aims for this study are as follow:

1. To describe types of teacher talk in young learners’ classroom. 2. To describe types of student talk in young learners’ classroom.

3. To investigate a role that is mostly adopted by the teacher in

conducting young learner’s classroom interaction.

4. To investigate the implication of teacher talk on student’s motivation.

1.4 Scope of the Study

The study focuses on examining the nature of EYL verbal classroom interaction. The goal is achieved by describing types of teacher talk and student talk which are performed by teacher and students in EYL classroom.

1.5 Significance of the Study

(19)

to provide a comprehensive descriptions and basis for future studies related to the practice of verbal classroom interaction theoretically.

From practical view, it also hopefully gives valuable contributions to English teachers in case of they can be better to analyze their own teaching performance, to observe their classroom behavior and then to plan as well as to conduct interactive and child-friendly verbal classroom interaction.

In relation to the study program of English education, this study professionally aims to contribute a positive impact for English teaching practices and pedagogical development according to the aforementioned background.

1.6 Research Methodology

This section discusses the design, data collection and data anaysis that were employed in the study.

1.6.1 Design

(20)

1.6.2 Data Collection

Two instruments were used to collect the data of the study which they were classroom obsevation and interview. The classroom observation was also designed to investigate the practice of classroom interaction. Meanwhile, the interview instrument was designed to investigate teacher’s inner thoughts and belief in verbal classroom interaction, her roles as EYL teacher and how she adopted it as well as to confirm and sharpen data gained from observation.

1.6.3 Site and Respondents

The research was conducted in a well-known private primary school in northern Bandung. The school was chosen for two reasons, firstly because the school uses English fully as a tool of comunication and secondly because the principal allowed the researcher to conduct a research in September 2012. The participants of this study consisted of an English teacher and 15 fourth grade students. Then, the participants were chosen randomly since this study was intended to describe a contemporary phenomenon.

1.6.4 Data Analysis

According to Creswell (2008), the data obtained from interview and classroom observation will be analyzed, to be next interpreted, through the following seven steps:

(21)

Interpreting the meaning of the findings; (8) Validating the accuracy of the findings”.

1.7 Clarification of Terms

To avoid misunderstanding and misconception, some terms are clarified as follow.

1. Verbal Classroom Interaction can be referred to verbal exchanges

produced by both teacher-students and student-student interaction in classroom (Lynch, 1999).

2. Young Learners are children aged between 5-12 years old (Pinter,

2006), in this study, young learners are 4th graders of elementary school from 9-10 years old.

3. EYL classrooms refer to English classes of elementary/primary

level whose students are young learners between 5-12 years old. 4. Teacher Talk is described as a specific kind of talk that is perfomed

by teacher for particular reasons and aims (Lynch, 1999).

5. Student Talk refers to language which is used by students in

classroom (Lynch, 1999).

1.8 Paper Organization

The paper is presented into five chapters as follow.

CHAPTER 1 : INTRODUCTION

(22)

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER II : THEORETICAL FOUNDATION

This chapter elaborates related theories of verbal classroom interaction, young learners’ characteristics, teacher and student talk and the role of teacher in classroom interaction.

CHAPTER III : RESEARCH METHODOLOGY

This chapter gives clear elaboration about the methodologies that are used in this study.

CHAPTER IV : FINDINGS AND DISCUSSION

This chapter potrays the findings of the study and analyzes those findings in discussion. It discusses dominant characteristic of classroom interaction.

CHAPTER V : CONCLUSIONS AND RECOMMENDATIONS

This chapter presents some essential conclusions regarding the findings of the study as well as its theoritical, practical and professional implications and related further studies.

1.9 Concluding Remark

(23)

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

RESEARCH METHODOLOGY

This chapter presents methodology information employed in the undertaking of the study. It includes the research design of the study which discussess the approach and the method of the study. There are also site and respondents in which the setting and participant are discussed in this part and also data collection. In data collection, some instruments utilized of the research are described. Data analysis and procedure of the research are then presented. All of them are briefly discussed, but the latest one is going to be elaborated more in the next chapter.

1.1 Method of The Study

The study used a qualitative research design embracing characteristic of a case study. The qualitative approach itself focuses on certain phenomenon that is neither generalization nor comparation, but it has an internal validity and contextual understanding (Alwasilah 2002). It is in line with Creswell (2008) who asserts that qualitative research design aims to understand a central and specific phenomenon as the key concept of the research.

(24)

and words (Creswell, 2008). The data were then coded and broken down into several categories. Finally, they were analyzed and interpreted using some relevant theories in order to reach findings before finally come into conclusions.

In addition, case study was employed since the study is aimed at evaluating data to be more accessibly public form (Adelman, 1980, as cited in Bassey, 1999). A case study approach was chosen since it focuses on quality of specific phenomenon and case of individual, a group of people or real life contexts (Alwasilah, 2008; Creswell, 2003). In line with the view, this study was devoted to the investigation of classroom interaction in teaching English to young learners in one primary school and involved an EYL teacher and 15 four grader students as the participants of the study before conclusively coming to a final conclusion of the study.

1.2 Site and Participant

This study used purposeful sites and participants. It was because the study was intended to gain in depth exploration and detailed understanding of a specific phenomenon (Creswell, 2008). This qualitative study was then conducted in one primary school in Bandung. The school was selected since English is used as classroom language from first up to sixth grade of the school.

1.3 Data Collection Methods

(25)

observation, document analysis and survey or questionnaire. In this light, this study perceived interview and observation to collect the data.

Specifically on case study, Bassey (1999) writes that there are three main methods of data collection of case study: posing questions to listen to the answers, observing events to notice carefully what happens and reading documents.

Departing from the aims of this study, the process of data collection needed was devoted to classroom observation and interview. The more in-depth explanation about two data collection is going to be explained in further sub-chapters.

1.3.1 Observation

(26)

Furthermore, to investigate the characteristic of verbal classroom interaction conducted by the teacher, the study employed the Flander’s Interaction Analysis Categories (FIAC) framework proposed by Flanders (1970,

as cited in Richards, 2003). Flander’s interaction analysis system was designed to

classify the verbal behavior of teacher and students as they interacted in the classroom without any considerations to non-verbal one. As stated by Flanders (1970, as cited in Richards, 2003) verbal communication is more predominant in natural classroom setting, verbal communication is adequate to potray the total behavior realization in classroom.

1.3.2 Interview

The second instrument utilized in this study was inteview. According to Creswell (2008), interview permits researchers to ask participants about general and open-ended questions, to record their answer, to be then transcribed into form of word for analysis. Besides, it allows researchers to sharpen and to confirm what they capture on classroom observation if unclear and ambigous actions or activities emerge. Lastly, it enables reseachers to broaden questions and elicit information when necessarry.

(27)

(Cresswell, 2008). It is also in line with The interview process itself was conducted and recorded in November 14th.

1.4 Data Analysis Methods

The collected data were categorized into two types of data, quantitative data and qualitative data. The first type of data, which was quantitative data, was collected through the number of codes obtained from video transcripts. The former was analyzed by using Microsoft Excel analysis to get some percentages of certain phenomenon and categories.

The second type of data, which was qualitative data, was obtained by the interview. The data were analyzed and synthesized. As Fraenkel and Wallen (2006) proposed that analyzing and synthesizing the data collected of a study are essential in qualitative data.

1.4.1 Analysis of Video Recorded Data

The data collected from video recording was simplified in the process of analyzing data by implementing six steps. First of all was by reviewing the video recorded in order to gain general description about the practice of EYL classroom interaction. Secondly, the video recorded data were transcribed into words which consisted of verbal communication between teacher and students. Transcription is the process to convert audiotape recordings or fieldnotes into text data (Creswell, 2008).

(28)

for each research question. Then, the fourth is coding the transcriptions. Coding is distingushing and labelling text to make descriptions and broader themes from the data (Creswell, 2008). Meanwhile, as stated by Alwasilah (2002), coding encourages researchers: (1) to identify the phenomenon, (2) to count the number of existing phenomenon and (3) to help researchers in arranging the inventions of categories and sub-categories. Besides, coding also facilitates researchers to get comparison of data within and between these categories (Maxwell, 1996). In coding the data, the writer followed non-rating scale coding proposed by Richards (2003) which includes interval sampling in every five seconds. Related to or the main code occured in five seconds was placed in the table, at which the column represents interval of every five seconds and the rows represents the minutes of the observation (see appendix B). The example of non-rating scale coding proposed by Richards (2003) can be seen in the following extract.

Table 3.1 Four Minutes of Coding on a 10-category System (Adapted from

Richards, 2003)

Minutes/

Seconds

5 10 15 20 25 30 35 40 45 50 55 60

1 2 2 2 6 6 2 2 6 6 6 6 5

2 2 2 10 2 2 6 2 2 2 10 5 5

3 5 3 3 5 3 3 6 6 4 4 4 6

(29)

Based on the research questions of the study, coding was conducted based on the type of teacher and student talk from FIAC categories. The main research

question is how the realization of verbal classroom interaction in young learner’s

(30)

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Table 3.2 Flander’s Interaction Analysis Categories (FIAC)

Teacher

1. Accepts feeling: Accepts and clarifies an attitude or

the feeling tone of a pupil in a non-threatening manner. Feeling may be positive or negative. Predicting and recalling feelings are included.

2.

Praises or encourages: Praises or encourages pupil

action or behavior. Jokes that release tension, but not at the expense of another individual; nodding

head, or saying “Um hm?” or “go on” and included.

3.

Lecturing: Giving facts or opinions about content

or procedures; expressing his own ideas, giving his own explanation, or citing an authority other than a pupil.

6. Giving directions: Directions, commands or orders

to which a pupil is expected to comply.

7.

Criticising or justifying authority: Statements

intended to change pupil behavior from non-acceptable to non-acceptable pattern; bawling someone out; stating why the teacher is doing what he is during; extreme self-reliance.

Student Talk

Response 8.

Pupil-talk response: Talk by pupils in response to

teacher. Teacher initiates the contact or solicits pupil statement or structures the situation. Freedom to express own ideas is limited.

Initiation 9.

Pupil-talk Initiation: Talk by pupils, which they

initiate. Expressing own ideas; initiating a new topic; freedom to develop opinions and a line of thought, kike asking thoughtful questions; going beyond the existing structure.

Silence 10.

Silence or confusion: Pauses, short periods of

(31)

As an attempt to get clear result of investigation, the last process of data analysis was interpreting the data in form of percentage. The data obtained from interview were then categorized into clarification towards the previous data collected from video obsevation. The data were aimed at coming to a final conclusion on the practice of classroom interaction.

Table 3.3 Video Transcripts Codes I

Teacher Talk Categories Categorization

Accepting Feelings C1 Praising or Encouraging C2 Using or accepting ideas of students C3 Asking questions C4

Lecturing C5

Directions C6

Criticizing or justifying authority C7

Table 3.4 Video Transcripts Codes II

Student Talk Categories Categorization

Response C8

Initiation C9

Silence or Confusion C10

Furthermore, in order to answer the third research question which is about the type of role that the teacher mostly adopts, framework by Harmer (2003) was

utilized in this study. The teacher’s role can be decided reading the type of

teacher talk and activities in occured classroom. The framework of teacher’s talk

(32)

Table 3.5 Framework of Teacher’s Roles adapted from Harmer (2003)

No Teacher Talk/Activities Teacher’s

role

1. Teachers are in charge of the class and the activity taking place for example taking roll, telling students things, organising drills, reading aloud and other teacher-fronted classroom, telling announcements, criticizing misbehaviour, giving explanation, leading a question and answer question.

controller

2. Giving information, telling students on how to do activity, grouping students, getting students involved and engaged and ready through instructions.

organiser

3. Giving feedback, praises or correction towards students’

work, telling the objectives of the lesson,

assessor

4. Paraphrasing student’s answer, giving clue when students

“lost of word” in supportive way, suggesting and

encouraging students to say or write something.

Prompter

5. Taking part in discussion, game or role play, Participant 6. Giving explanation about language or materials, Resource

8. observing student’s performance, Observer

1.5 Reliability and Validity of The Study

(33)

The first strategy was to do triangulation. Qualitative researchers need to take triangulation into consideration to improve the credibility of the study by strenghtening evidence from different individuals, types of data or methods of data collection (Creswell, 2008). The data gathered from classroom obervation and interview were triangulated to gain evidence of consistency of respondent’s

behavior. It was carried out by comparing and checking respondent’s answer

through interview and their behaviors recorded from videotapping and transcripts. The next strategy was member checking which the reseachers check their findings with the participants in order to arrive at the accurate findings. The last one was conducting external audit by which the writer asked knowledgeable person outside of the project to review the study. The strenghts and weaknesses of the study are then reported in written form.

Though, to arrive at the reliability and validity of the study, the writer only conducted two strategies among the aforementioned strategies namely triangulation and external audit. In addition, external audit was also employed by asking for comments and feedback from supevisors and knowledgeable proofreaders.

1.6 Concluding Remark

(34)

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

CONCLUSIONS AND RECOMMENDATIONS

This chapter draws the conclusion on the discussion in previous chapters. It is divided into two sub-chapters, those are, conclusions and suggestions. In the conclusion, the essence of the analysis is presented. This chapter also ends with recommendations for related further research.

5.1 Conclusions

The focus of this study is the interaction in young learner’s classroom,

particularly on the potrait of teacher talk and student talk. The aims of the study are to investigate (1) the realization of young learner’s classroom interaction, (2) teacher talk categories (3) their implication on student’s motivation, (4) student talk categories and (4) teacher’s roles.

This study proves the findings from the previous research that teacher talk plays dominant part in classroom interaction suggested by Nunan (2001). However, the dominance of teacher talk is valuable since the teacher fully uses target language as language input and it is purposed to direct the students to express their ideas.

(35)

From interaction and categories of teacher talk revealed, teacher conducted direct teaching more rather than indirect one. It is highlighted from the bigger proportion of category of lecturing, giving direction and criticizing. The dominance of direct teaching has shown that the teacher built formal classroom atmosphere and formal relationship with the students.

The finding of the study also reveals the role of the teacher that mostly adopted by the teacher which is as the controller. It can be shown from the high percentage of giving direction, lecturing and asking question by which the teacher led the flow of interaction.

As discovered also from the finding, teacher educational background affects her practice in conducting classroom interaction as accepting student’s feeling took the lowest percentage out of the total classroom interaction and it is lower than criticizing category. Moreover, her practice in giving instruction seemed in contrast to the theory that she preferred not to check student’s

understanding toward the instructions given. However, her attention was to encourage the students to ask unclear instructions by themselves. Therefore, the writer sees that kind of strategy as beneficial since it can enforce student’s participaton and initiation using English.

(36)

the interaction. They were eager to ask questions and shared feelings and ideas with the teacher and the other students. Apart from the dominance of teacher talk, the teacher’s questions, meaningful contexts to practice writing and grammar have

implication for the student’s motivation which was high in classroom interaction. Target language was even used mostly by the students. Thus, it can be concluded that teacher talk has implication on student’s motivation in initiating interaction

since the teacher frequently asked questions and provided meaningful contexts for the students

The last attention was the finding of silence that was relatively high. After analyzing the data taken from observation and interview, it was found that the reason of such matter happened since the classroom activities were intended to teaching and learning of writing. It is then understandable that giving direction category took the highest category of all since it was aimed at directing and monitoring students when having writing activities.

5.2 Recommendations

After conducting the study, it is realized that there are many important implications to be explored and improved concerning young learner’s classroom interaction, especially teacher and student talk. The following suggestions are offered for further research:

(37)

as possible for example by applying questioning strategies which are meaningful to children’ lives and characteristics.

2. If teachers unavoidably should talk in big proportion, they may want to make sure that they use target language as much as possible and the types of talk are produced in child-friendly ways. In other words, teachers should accept student’s feelings and attitude more and connect their talk to student’s lives

and experiences.

3. EYL teachers especially those who are not from education department program, they may want to improve their knowledge of young learners’

characteristics and how young learners learn language best.

4. It is advisable for teachers to build more informal relationship with students and more informal classroom climate by paying atention more to accepting feelings, asking questions, praising and using or accepting students ideas and joking rather than focus only on lecturing.

5. Teaching grammar and writing should be conducted in more implicit and child-friendly ways rather than explaining grammar rules, for example, giving more input regarding such aspect in listening or reading, fun writing, writing journal, collaborative writing, project based learning, etc.

6. For those who are interested in conducting similar research, they are suggested to analyze teacher and student talk using another framework of observation in order to gain various senses of data.

(38)

group, (b) whether interaction takes place between teacher and student or student and student, (c) whether teacher talk or student talk occurred in the target language or the individual’s mother tongue and (d) whether interaction

(39)

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

Allen, J. (2006). Words, words, words: Teaching vocabulary in Grades 4-12. Maine: Stenhouse Publishers.

Allen, V. F. (1983). Techniques in teaching vocabulary. Oxford: Oxford University Press.

Alwasilah, C. A. (2000). Pokoknya kualitatif: Dasar-dasar merancang dan

melakukan penelitian kualitatif. Jakarta: Pustaka Jaya.

Baleghizadeh, S. & Ashoori, A. (2011). The impact of two instructional techniques on EFL learners’ vocabulary knowledge: Flash cards versus word lists. Mextesol Journal, 35(2). Retreived from: http://mextesol.net/ journal/index.php?page=journal&id_article=71

Broughton, G., Brumfit, C., Flavell, R., Hill, P. & Pincas, A. (1980). Teaching

English as a foreign language. (2nd ed.). New York: Routledge.

Brown, H. D. (2001). Teaching by principles: An interactive approach to

language pedagogy. (2nd ed.). New York: Addison Wesley.

Cahyono, B. Y. & Widiati, U. (2008). The teaching of EFl vocabulary in the Indonesian context: The state of the art. TEFLIN Journal, 19(1). Retreived from: journal.teflin.org/index.php/teflin

Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.

(40)

Choyimah, N. (2011). Teaching vocabulary through discourse: The step to improve students’ productive vocabulary. In B. Y. Cahyono & N.

Mukminatien (Eds.), Techniques and strategies to enhance English

language learning (pp. 195-207) Malang: State University of Malang

Press.

Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education. (6th ed.). London: Routledge Falmer.

Creswell, J. W. (1994). Reseacrh design: Qualitative & quantitative approaches. California: Sage Publication.

Creswell, J. W. (1998). Qualitative inquiry and research design: Choose among

five traditions. California: Sage Publication.

Creswell, J. W. (2010). Educational research: Planning, conducting, and

evaluating quantitative and qualitative research. (4th ed.). Boston:

Pearson.

Depdiknas (2003). Kurilulum 2004. Standar Kompetensi. Mata pelajaran Bahasa Inggris. Sekolah Menengah Atas dan Madrasah Aliyah. Jakarta: Depdiknas.

Darn, S. R. (2009). Eliciting. The BBC and British Council. Retrieved on December, 17, 2012 from: http://www.teachingenglish.org.uk

Dornyei, Z. (2008). Research methods in applied linguistics. Oxford: Oxford University Press.

Edwards, A. & Knight, P. (1994). Effective early years education: Teaching

young children. Oxford: Marston Book Services Limited.

Fraenkel, J. R. & Wallen, N. E. (2006). How to design and evaluate research in

(41)

Gall, M. D., Gall, J. P. & Borg, W. R. (2003). Educational research: An

introduction (7th ed.). Boston: Pearson Education, Inc.

Gairns, R. & Redman, S. (1986). Working with words: A guide to teaching and

learning vocabulary. USA: Cambridge University Press.

Gillham, B. (2000). Case study research methods. England: TJ International, Ltd.

Halliwell, S. (1992). Teaching English in the primary classroom. England: Longman Group UK Limited.

Hancock, D. R. & Algozzine, B. (2006). Doing case study research: A practical

guide for beginning researchers. New York: Teachers College Press.

Harmer, J. (2002). The practice of english language teaching. (3rd ed.). New York: Longman Group.

Harris, J., Golinkoff, R.M., & Hirsh-Pasek, K. (2011). Lessons from the crib for

the classroom: How children really learn vocabulary. In S. B. Neuman &

D. K. Dickinson (Eds.) Handbook of Early Literacy Research (pp. 49-66). New York: Guilford Press.

Haynes, J. & Zacarian, D. (2010). Teaching Englich language learners: Across

the content areas. USA: ASCD.

Hiebert, E. H. & Kamil, M. L. (2005). Teaching and learning vocabulary:

Bringing research to practice. New Jersey: Lawrence Erlbaum Associates.

Hunt, A. & Beglar, D. 2002. Current research and practice in teaching vocabulary. In J. C. Richards and W. A. Renandya. (2002). Methodology in language

teaching. (pp. 258-264) New York: Cambridge University Press.

(42)

Kuutti, N. (2009). The use of phonemic transcriptions as a teachingmethod and its

effects on language learning outcomes. Retreived on Februari, 12, 2013

from: https://jyx.jyu.fi/dspace/bitstream/handle/123456789/20115/ Niina_ Kuutti%20-%20BA%20thesis.pdf?sequence=1

Linse, C. T. & Nunan, D. (Ed). (2005). Practical english language teaching:

Young learners. New York: McGraw-Hill ESL/ELT.

McCarten, J. (2007). Teaching vocabulary: Lessosn from corpus, lessons for the

classroom. New York: Cambridge University Press.

Meriem, B. (2010). Teaching and learning vocabulary through spelling strategy. Retreived on September, 30, 2012 from:http://bu.umc.edu.dz/theses/ anglais/BOU1177.pdf

Merriam, S. B. (1988). Case study research in education: a qualitative approach. San Francisco: Jossey-Bass Publishers.

Milton, J. (2009). Measuring second language vocabulary acquisition. Great Britain: Short Run Press, Ltd.

Mompean, J. A. (2005). Taking advantage of phonetic symbols in the efl

classroom. Retreived on December, 16, 2012 from: http://www.phon.ucl

.ac.uk/home/johnm/ptlc2005/pdf/ptlcp28.pdf

Moon, J. (2005). Children learning English. Oxford: Oxford University Press.

Mooney, C. G. (2000). Theories of childhood: An introduction to Dewey,

Montessori, Erikson, Piaget, and Vygotsky. St. Paul: Redleaf Press.

Munoz, M. E. M. & Forero, M. A. V. (2011). Teaching English vocabulary to

(43)

Musthafa, B. (2008). Teaching english to young learners: Principles &

techniques. School of Postgraduate Studies: Indonesia University of

Education.

Musthafa, B. (2010). Educationist: Jurnal kajian filosofi, teori, kualitas, dan manajemen pendidikan. Teaching english to young learners in Indonesia:

Essential requirements, VI(2), 120-125.

Nash, H., & Snowling, M. (2006). Teaching new words to children with poor existing vocabulary knowledge: A controlled evaluation of the definition and context methods. International Journal of Language and

Communication Disorders, 41(3), 335–354.

Nunan, D. (1991). Language teaching methodology. New Yor: Prentice Hall.

Ozturk, M. (2008). Vocabulary teaching. Retreived on October, 9, 2010 from: http://dergiler.ankara.edu.tr/dergiler/27/758/9640.pdf

Paul, D. (2003). Teaching english to children in Asia. Hong Kong: Pearson Longman Asia ELT.

Pinter, A. (2006). Teaching young language learners. Oxford: Oxford University Press.

Rasinski, T., Padak, N., Newton, R. M. & Newton, E. (2008) Greek & Latin

roots: Keys to building vocabulary. United States of America: Corinne

Burton M.A.Ed.

Read, J. (2000). Assessing vocabulary. United Kingdom: Cambridge University Press.

(44)

Schmitt, N. & Richards, J. C. (Ed.). (2000). Vocabulary in language teaching. United Kingdom: Cambridge University Press.

Sherman, R. R. & Webb, R. B. (2005). Qualitative Research in Education: Focus

and Methods. London: UK Routledge Falmer.

Slattery, M. & Willis, J. (2001). English for primary teachers. Oxford: Oxford University Press.

Spencer, E. J., Goldstein, H., & Kaminski, R. (2012). Teaching vocabulary in

storybooks: Embedding explicit vocabulary instruction for young children.

Retreived on October, 14, 2012 from: http://yec.sagepub.com/content/ 15/1/18

Takač, V. P., & Singleton, D. (Ed.). (2008). Vocabulary learning strategies and

foreign language acquisition. Canada: Multilingual Matters Ltd.

Thorburry, S. (2002). How to teach vocabulary. England: Pearson Education Limited.

Tosuncuoglu, I. (2004). Teaching vocabulary for active use. Retreived on September, 30, 2012 from: http://yordam.manas.kg/ekitap/pdf/ Manasdergi/sbd/sbd9/sbd-9-08.pdf

Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge: Cambridge University Press.

Walter, E., Cranz, D., & Glennon, D. (2008). Cambridge Advanced Learner’s Dictionary Version 3.0 Cambridge: Cambridge University Press.

Westwood, P. S. (2008). What teachers need to know about teaching methods. Australia: ACER Press.

Ytreberg, W. A. & Scott, L. H. (1990). Teaching English to children. England: