THE CLASSROOM INTERACTION BETWEEN A TEACHER AND THE TENTH GRADE STUDENTS AT SMA AL-FALAH ISLAM
JAMBI
THESIS
BY
FAUZAN SAPUTRA NIM : TE.162601
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY OF SULTHAN THAHA SAIFUDDIN JAMBI
2019
THE CLASSROOM INTERACTION BETWEEN A TEACHER AND THE TENTH GRADE STUDENTS AT SMA AL-FALAH ISLAM
JAMBI
THESIS
Submitted as partial fulfillment of requirement to obtain an undergraduate (S1) Degree in English Education
BY
FAUZAN SAPUTRA NIM : TE.162601
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY OF
SULTHAN THAHA SAIFUDDIN JAMBI
2019
DEDICATION
First of all, the writer gives praise and thankfulness to Allah SWT because his blessing and the merciful with deeply this thesis can be finished.
I dedicated this thesis especially for:
My beloved parents, there are my Mother ( Erniati, S.Pd.I ) and My Father (Riduan, S.Pd, M.Pd.I), thank you for your love, material, best support ,and prayer for me. Both of you always
give me best motivation when I am down. Your love give a power for me to finish this thesis.
For all my beloved family, my beloved lecturers, my first advisor (Mahyuzar Rahman, S.Ag, M.Ag) and my second advisor (Firdiansyah, M.A) thank you for your times, helps, and advice,
teaching me until I finished my thesis.
I also want to thank you to all my friends, my classmates (English Member Class of D 2015 ) who can’t mentioned one by one. thank you for being my friends and giving support to me.
Good Luck and success for you all
MOTTO
ﺎَﻣ ُﺮِّﯿَﻐُﯾ َﻻ َﷲ ﱠنِإ ْﻢِﮭِﺴُﻔْﻧَﺄِﺑ ﺎَﻣ ا ْوُﺮِّﯿَﻐُﯾ ﻰﱠﺘَﺣ ٍم ْﻮَﻘِﺑ
Meaning:
”
Indeed, Allah will not change the condition of a people until they change what is in themselves.”Q.S. ar-Ra’d [13] : 11
ACKNOWLEDGEMENTS
By saying Alhamdulillahirabbil’aalamiin all veneration to Allah SWT. The beneficence and merciful, who has given us the mercy, and blessing and guidance to complete writing this thesis. May peace and salutation always be given to our prophet Muhammad SAW who has given his life moral improvement and to be mercy to universe.
The goal of this thesis is a partial requirements for the undergraduate degree (S1) in English Education Study Program at The State Islamic University of Sulthan Thaha Saifuddin Jambi which is entitled “The Classroom Interaction between a Teacher and The Tenth Grade Students at SMA Al-Falah Islam Jambi” .
The writer would like to express my sincere gratitude to Mahyuzar Rahman, S.Ag, M.Agas the first advisor and Firdiansyah, M.Aas the second advisor who have give me support, guidance for accomplishing this thesis. Then writer also would like to express many thanks to the following people who provided me helps in finishing this thesis, namely :
1. Prof. Dr. Su’aidi Asy’ari, MA, Ph.D as the Rector of The State Islamic University of Sulthan Thaha Saifuddin Jambi.
2. Dr. Hj Armida, M.Pd.I as the Dean of Faculty of Education and Teacher Training of The State Islamic University of Sulthan Thaha Saifuddin Jambi.
3. Amalia Nurhasanah, M. Hum as Chief of English Education Study Program of Education and Teacher Training Faculty in The State Islamic University of Sulthan Thaha Saifuddin Jambi.
4. All lecturers of Tarbiyah Science and Teacher Training Faculty in The State Islamic University of Sulthan Thaha Saifuddin Jambi who gives knowledge to writer.
5. The official administration staffs at The State Islamic University of Sulthan Thaha Saifuddin Jambi.
6. All friends who give me support and suggestion to finish this thesis.
ABSTRACT Name : Fauzan Saputra
Major : English Education Study Program
Title :The Classroom Interaction between a Teacher and The Tenth Grade Students at SMA Al-Falah Islam Jambi
The aim of this study was to invenstigate classroom interaction in English class of tenth grade students of SMA Al-Falah Islam Jambi. This is a qualitative research, the researcher employ observation and interviews for collecting the data and the data analysis in this research was done through data reduction, data display, and conclusion drawing.
The result of the study showed that the teacher used three kinds of classroom interaction, they are: interaction among students or student-students interaction that happened during the small group discussion and during the classroom discussion. Teacher – students’
Interaction that happened during class discussion and also happened when the teacher conveyed learning material and gives instructions to the students, the last is students – teacher interaction that happened when the students find some difficulties in understanding the material or sometimes do not know the meaning of a word in English, they choose to ask and to discuss with the teacher. From all of these classroom interactions, student - students interaction is the most suitable for this class of X IPS, because of an imbalance that occurs in this class, so by holding student - students interactions that applied in group discussion becomes the solution of this problem. This type of classroom interaction that implemented by the English teacher in class X IPS of SMA Al-Falah Islam Jambi happened based on the teacher's experience. When the previous teaching the teacher has not found a suitable way to apply in the class of X IPS, so the teacher takes the initiative to consult with other teachers and also with the education supervisor which was held at the beginning of second semester, after conducting consultations the supervisor provides a solution to implement a discussion system in which there are classroom interactions as discussed earlier.
Key words: classroom interaction, teacher and students.
ABSTRAK Nama : Fauzan Saputra
Jurusan : Pendidikan Bahasa Inggris
Judul : Interaksi Kelas antara Guru dan Siswa Kelas X di SMA Al-Falah Islam Jambi.
Tujuan dari penelitian ini adalah untuk menyelidiki interaksi kelas antara guru dan siswa di kelas X SMA Al-Falah Islam Jambi. Penelitian ini merupakan penelitian kualitatif, penelitian ini menggunakan observasi dan wawancara untuk mengumpulkan data dan analisis data dalam penelitian ini menggunakan covering data reduction, data display, and conclusion drawing.
Hasil penelitian menunjukkan bahwa guru menggunakan tiga jenis interaksi kelas, yaitu: interaksi antara siswa atau interaksi siswa-siswa yang terjadi selama diskusi kelompok dan selama diskusi kelas. Interaksi guru - siswa yang terjadi selama diskusi kelas dan juga terjadi ketika guru menyampaikan materi pembelajaran dan memberikan instruksi kepada siswa, yang terakhir adalah interaksi siswa - guru yang terjadi ketika siswa mengalami kesulitan dalam memahami materi atau terkadang tidak mengetahui arti kata dalam bahasa Inggris, mereka memilih untuk bertanya dan berdiskusi dengan guru. Dari semua interaksi kelas ini, interaksi siswa - siswa adalah yang paling cocok untuk kelas X IPS, karena ketidakseimbangan yang terjadi di kelas ini, sehingga dengan mengadakan interaksi siswa - siswa yang diterapkan dalam diskusi kelompok menjadi solusi yang tepat untuk mengatasi permasalahan ini. Jenis interaksi kelas yang diterapkan oleh guru bahasa Inggris di kelas X IPS SMA Al-Falah Islam Jambi terjadi berdasarkan pengalaman guru. Ketika pengajaran sebelumnya guru belum menemukan cara yang cocok untuk diterapkan di kelas X IPS, sehingga guru mengambil inisiatif untuk berkonsultasi dengan guru lain dan juga dengan pengawas pendidikan yang diadakan pada awal semester kedua, setelah melakukan konsultasi pengawas memberikan solusi untuk menerapkan sistem diskusi di mana ada interaksi kelas seperti yang dibahas sebelumnya.
Kata Kunci: Interaksi kelas, guru dan siswa.
TABLE OF CONTENT
Page Tittle…………... i
Thesis Agreement………... ii
Acceptance and Approval………. iii
Originality Thesis Statement……… iv
Dedication………... v
Motto……….……….. vi
Acknowledgment……… vii
Abstract………... viii
Abstrak…..………. ix
Table of Content…..………... x
List of Appendices……….. xii
CHAPTER I INTRODUCTION A. Background of the Research... 1
B. Limitation of the Problem………... 4
C. Formulation of the Problem.………... 5
D. Objectives of the Research………... 5
E. Significant of the Research……….... 5
CHAPTER II REVIEW OF RELATED LITERATURE A. Teaching and Learning Process………...….. 7
B. Theory of Language Learning in the Classroom………….. 8 C. Teaching English as a Foreign Language in Senior High
School…...
D. Classroom Interaction……….
E. Aspect of Classroom Interaction………
F. Pattern of Classroom Interaction………..
G. Level and Types of Classroom Interaction………
H. Previous Study...
9 10 13 16 17 19
CHAPTER III RESEARCH METHOD
A. Research Design………
B. Data and Data Sources……….
C. Technique of Collecting Data………...
D. Technique of Data Verification………...
E. Data Analysis..………..
22 22 23 25 26 CHAPTER IV RESEARCH FINDING AND DISCUSSION
A. Research Finding……….
B. Discussion…..………
28 36
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion………..
B. Suggestion………..
REFERENCES APPENDICES
CONSULTATION CARD CURRICULUM VITAE
40 41
LIST OF APPENDICES
Appendix I : First Observation Appendix II : Second Observation Appendix III : Teachers’ Interview Appendix IV : Students’ Interview 1 Appendix V : Students’ Interview 2 Appendix VI : Students’ Interview 3 Appendix VII : Students’ Interview 4 Appendix VIII : Students’ Interview 5 Appendix IX : Students’ Interview 6
CHAPTER I INTRODUCTION
This chapter present background of the research, limitation of the problem, formulation of the problem, objectives of the research, and significance of the research.
A. Background of the Research
As an international language, English has important role in the world. Most people use English to communicate among people with different background of language from many part of the world, as a mean to gain knowledge, information, science, technologies and other. Harmer (2007:11) stated that many people learn English because they think it will be useful in some way for international communication, wish to learn to speak, read, listen and write the language effectively for wherever and whenever things might be useful for them.
Since become an urgent need in Indonesia English has been taught at every level of education as the first foreign language. It is taught from kindergarten level, elementary school, junior high school, and senior high school even in the university level, in order to introduce the learner about English as a world language early on.
The objectives of English teaching cover the four language skills namely:
listening, speaking, writing, and reading through the mastery of the language components:
vocabulary, grammar, and pronunciation. As we know that final result of teaching is affected by some factors, they are: learners, the teacher, time allotment, material, the use of visual aid, methodology, teaching material and interaction between the teacher and students in the classroom.
Interaction is one important point of successful in teaching learning process, because interaction is a collaborative exchange of thought, feeling or ideas between a teacher and learner or a learner and other learner resulting in reciprocal effect on each other. Thus, interaction in a language classroom is a process of learning language.
The classroom is a place promoting and facilitating the learning process: the assimilation of input, the conversion of input into output, the production of output, and the activation and enlargement of the IL system through interaction. Learners with their multiple facets of differences manifest distinct features of undergoing the learning process, interacting with the learning environment in specific ways.Sometimes the middle ground is sought and negotiation has to be reached for the solution of contradictions between the individual and the whole and among individual students.
In the classroom setting the amount and types of interaction can be altered through different means: different tasks may give rise to different patterns of interaction. Information gap activities are commonly used to elicit student interactions. Information-gap activity involves the transfer of given information from one person to another, or one place to another, or one form to another. In the process of fulfilling such kind of tasks the learners have to use language for real communication. However, it can hardly be said to be true that language development problems will be solved by the mere increase of the amount of interaction. The qualitative differences between interactions should also be taken into consideration.
The type and quantity of interactions in classroom vary form one class to another. The oral class possesses more interactions and attaches great importance to real use of language while the grammar class may involve less interactions and the chances of using language for real communication are reduced. The variations in interaction are largely attributed to the teacher’s effort, but the teacher’s decisions to vary interactions are not made arbitrarily. His decision should be based on the basic types of CI which are indispensable for any class to be successful.
The characteristics of these basic patterns require their integration in different ways. Besides, he has to consider students’ characteristics, the subject matter, and many more.
Teaching process actually gives a chance for learners to ask, to guess, to think and even to discuss the course material in order to make an interaction between students. In the classroom interaction, it includes all of the classroom events, both verbal and non – verbal interaction. The verbal interaction take place because of the teacher and learners talk, while non – verbal interaction covers gestures or facial expression by the teacher and learners when they communicate without using words. Richard (1992) states that, classroom interaction is the pattern of verbal and non verbal communication and the types of social relationship which occur within classroom.
By implementing good interaction during the process of teaching learning it is meaningful to support the learner participation. Through meaningful of interaction, the english teacher can provide opportunity for the learner interaction when they are in a group or individually work. Moreover, classroom interaction can stimulate the student to speak because it is useful in stimulating the student to think, understand and give respond to the given stimulation. Thus, classroom as a place of communication, and language classroom should become a place which would allow all students to practice the communicative skill that they would need to use in real interactive situation outside the classroom. Rivers (1987) explain that interaction is the hearth of communication. Communication it self, whether it is oral or written, is the central goal of foreign language learning. In order to achieve that goal, the learner or the student need to cooperate and interact among themselves, between them and the teacher, or between them with some body else who are aware of language learning. In short, communication is derived from interaction, which in communication there must be interaction between people who are having something to share.
Unfortunately, the interactions in the language classroom seem difficult to use the target language all the time, especially in the EFL (English as a Foreign Language) classroom. It is happened since the EFL students have common native languages (Brown, 2001: 180). If the teacher of EFL ignores it, the goal of teaching process then could not be achieved.
The problem related to the interaction using native language in English speaking classroom can be solved if teacher and learners realize the important of interaction in language classroom. Rivers (1987:4) stated that interaction play significant roles in the language classroom since it can increase students’ language store. For those interaction in the language classroom has advantages to the students speaking performance, therefore the study about classroom interaction is considerably important and worth to be analyzed.
To get better result on teaching English especially in Senior High School has to be developed by improving the quality of the teacher and learner talk because they will govern the classroom behavior. Moreover, while the teaching-learning occurs, interaction is foremost it, avoid the blank moment during teaching learning process, both teacher and learners there must be interaction, both of them should be active in the classroom. Therefore, now formal school in Indonesia uses a dynamic curriculum, which is to demand both the teacher and learner to be active in the classroom.
It is emphasis on process of gaining knowledge and applying the skill of learners, where here the teacher is a facilitator.
Based on the elaboration above, and taking consideration of the significant role of classroom interaction in teaching – learning process, the researcher is interested to conduct a study about the teacher and learner talk in the classroom interaction at tenth grade students of SMA Islam Al-Falah Jambi in academic year 2019. The reason of the researcher choose this problem because most of the students are less active when they are studying in English class and the researcher choose this school because this school one of the best school in Jambi.
B. Limitation of the Problem
This research was limited only on the research of interaction between the teacher and tenth grade students in one class of IPS in teaching English of SMA Al-Falah Islam Jambi.
C. Formulation of the Problem
Based on the background above the researcher gets the statement of the problem:
1. How is the interaction in English teaching learning at SMA Al-Falah Islam Jambi?
2. Why does the teacher choose the type of interaction?
D. Objective of the Research
Based on the formulation of the problem above, the purpose of the research is to know:
1. How classroom interaction in English teaching learning at SMA Al-Falah Islam Jambi is.
2. Reason of the teacher choose the type of interaction.
E. Significance of the Research
The findings of the research are expected to be beneficial and be able to give contribution to the improvement of the effective English teaching and learning process theoretically and practically. Other that it also gives contribution for the teacher, for the other teacher, for the students and for the further researcher.
1. For the teacher
For the teacher, they can develop of their English teaching, she/he should increase indirect- influence talk which includes acceptance of learners, teacher should encourage and criticized also reminded, in that way the interaction can be more effective. Teacher should reduce the use of mother- tongue especially teacher as a model, she/he should enrich his/her knowledge.
2. For the other teachers
The results of this research are expected to be the model of interaction in teaching-learning process. At least the other teachers can apply this teaching model in their own classroom.
3. For the learners
For the learners, they have more opportunities to practice their target language skill when they are in the classroom also outside the classroom, and also get useful and meaningful feedback from their teacher.
4. For the further researchers
The results can be used for the further researchers which focus on developing classroom interaction between teacher and students by using English in the classroom.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Teaching and Learning Process
Teaching is guiding and facilitating learning, enabling the learner to learn, setting the condition for learning. The teacher as the facilitator should give the facility to the learners in the learning process. He must select the teaching material related to the learners need. Richards et, al. (1992:7) suggest that the principles of developing teaching materials are:
a. Careful selection of what to be taught.
b. Improving limits on what is to be taught.
c. Arranging what is to be taught in term of the four skills.
d. Grading materials from simple to complex.
In teaching, the teacher should be able to choose effective methods of teaching to expose every material, since all method have their advantage and disadvantage. There are many kinds of methods in language teaching, but there is no best method of teaching that will suit all occasions.
While, learning is a process of gain some knowledge or skill by study. Language learning is a process. A child learns his first language step by step. Since he does not go to school at his age, he does not learn his first language by studying the rules formally, but through experience. Concept development of language goes along with the experience.
Brown (1980:8) states that learning is acquiring or getting of knowledge of a subject or skill by study, experience, or instruction. According to this definition, knowledge or skill about language use can be gained by the learners through the study in the classroom or through experience in his life. During the process of learning, there are changes of learners behavior.
They will get the knowledge or skill that they have not had before as the result of learning.
Kimbley and Garmezy, as quoted by Brown (1980:7), states that learning is a relatively permanent change in a behavioral tendency and is the result of reinforced practice. The changing of learners behavior and knowledge will depend on the effort as of both the teacher and the learners. If the teacher uses appropriate methods in teaching, it will be easier for the learners to study the materials. In this case of learning, the learners study the material consciously and practice it in order to get good results.
From the explanation above, it can be inferred that learning:
a. Is a process of acquiring or getting knowledge.
b. Is getting information or skill.
c. Involves active and conscious efforts, inside or outside of the classroom.
d. Is relatively permanent, but subject to forgetting.
e. Involves some form of practice, perhaps reinforced practice.
f. Is a change in behavior.
B. Theory of Language Learning in the Classroom
As have we discuss before classroom interaction is the collaborative exchange of thought, feeling, or ideas between two or more people resulting in a reciprocal effect on each other during the teaching-learning process. Theories of communicative competence emphasize the important of interaction as human being use language in various context to negotiate meaning, or simply state, to get one idea out of your head and into the head of another person and vice versa.
From the very beginning of language study, classroom should be interactive, Rivers (1987) in Brown (1994:159) stated that thought interaction, student can increase their language store as they listen to or read authentic linguistic material, or even the output of their fellow students in discussion, skits, join problem-solving task, or dialogue journal. In interaction, student can use all they process of the language – all they have learned or casually absorbed – in real-life exchange.
Based on that statement we know that in the process of learning in the classroom, both the teacher and the learners use the language to interact with one another. The language used is mostly spoken. In this case speech has the priority in language teaching. One of the principles of the language teaching is that spoken language is primary, and this should be reflected in an oral- based methodology. This principle is supported by Byrne (1999), the classroom is of course a convenient place for imparting information and for developing many educational skills, but our main concern as language teacher is not to inform our students about the language but to develop their ability to use the language for variety of communicative purposes. Based on that statement, we can conclude that in a learning language, the students must learn the spoken form first before
learn writing form, for this spoken is very needed in the classroom, because it used to interact between one to another, with a furious function.
C. Teaching English as a Foreign Language in Senior High School
Teaching English is much needed for us, a lot of people use English to communicate with other people from different parts of the world. In Indonesia, English is taught as a compulsory subject in the school, it starts from the beginning level that kindergarten to senior high school even in some university level. For Indonesian learners, English is a new language so that they find it difficult to learn. The other reason is that they have spoken their native language previously which will interfere with their acquisition of the new language. It can be shown by the fact that the students tend to transfer their native language rule to the new language they are learning. Considering the differences between the two languages, it is understandable that the students always encounter problems dealing with vocabulary, structure, spelling, pronunciation, and other.
Between the ages 10 and 18 the range of the middle and secondary- school years-boys and girls move from childhood to young adulthood. It is no wonder that the lives of teenagers are full of complexities and enigmas. The business of growing up is a complicated one. Adolescents are torn by many conflicts and many moments of indecision. As stated in Harmer (2001:39) that adolescent is a period where someone is searching for individual identity and that this search provides the key challenge for this age group. Identity has to be forged among classmates and friends.
Diagnosis of adolescence is complicated by the fact that the characteristicof secondary school students in general do not necessarily apply to every adolescent boy or girl. The characteristics of every individual are very heterogeneous, those adolescents sometimes can cause discipline problems and be disruptive in class. It because of the boredom they feel and the happiness if there is challenge found. However, there is something which is interesting from adolescents. As Ur in Harmer (2001:43) suggests teenage students are in fact overall the best language learners. Teenagers have a great capacity to learn, a great creativity, passionate commitment to things which interest them, and a great solidarity among classmates. Thus, they have unique characteristics. Teacher has to be able to use these characteristics and dig
their potency through a supportive and constructive way, so that besides achieving the goal of teaching learning process with enthusiasm the learners morally can be good learners.
At their best, adolescent students have a great capacity for learning, enormous potential for creative thought and a passionate commitment to thing which interest them. Harmer (2007:15) also stated that dolescence is bound up with a search for identify and a need for self- esteem. This is often the result of the students position within their peer group rather than being the consequence of teacher approval.
D. Classroom Interaction
Classroom interaction is collaborative exchange of thought, feeling, or ideas between two or more people resulting in reciprocal effect on each other in other ways the action performed by the teacher and the students during instruction interrelated.
The New Oxford Dictionary of English defines the noun interaction as a reciprocal action or influence. Therefore interaction is more than action followed by reaction. It includes acting reciprocally, acting upon each other.
One of the purposes of learning language is for communication, so there are some ways for keeping students’ opportunities to the exposure of the target language: ”the teacher should speak English for the majority of the time so that the students are constantly exposure to how English sounds and what it feels like” (Harmer, 2007: 179). For organizing the lesson clearly, teacher have to able to choose the appropriate words and clear examples or ilustralions, besides, presenting the information more than once may increase students’ understanding of certain topic.
In other hands, classes are sometimes criticized because there is too much TTT(Teacher Talking Time) and not enough STT (Student Talking Time). Overuse of TTT is inappropriate because the more a teacher talks, the less chance for students to practice their own speaking, and it is the students who need practice, not the teacher. For the reasons, a good teacher maximize STT and minimize TTT (Harmer,2007: 38).
According to Chaudron (1998:10) classroom interaction covers classroom behaviors such as turn-taking, questioning and answering, negotiation of meaning and feedback. In addition, Brown (2001: 165) describes the term of interaction as the heart of communication, it is what communication is all about. Interaction occurs as long as people are communicating each other and giving action and receiving the reaction in one another anywhere and anytime,
including in the classroom setting. Thus, Interaction between students and teacher is fundamental to the learning process.
Brown (2005,69) emphasized that the most important key to create an interactive language classroom is the initation of interaction by the teacher. One of the best ways to develop the teacher’s role as an initiator sustainer of interaction is to develop a reportaire of questioning strategies. He also asserts that the appropriate questioning in an interactive classroom can fulfill a number of different functions as presented below.
1) Teacher’s questions give students as input and opportunity to produce language comfortably without having to risk initiating language themselves.
2) Teacher’s questions can serve to initiate a chain reaction of student interaction among them.
3) Teacher’s question give the instructor immediate feedback about the students’
comprehension.
4) Teacher’s question provide students with opportunites to find out what they think by hearing what they say.
Those types of question are:
a) Knowledge question: eliciting factual answer, testing recall and recognition of information.
b) Comprehension question: interpreting, extra polating.
c) Application questions: applying information heard or read to new situations.
d) Inference question: forming conclusion that are not directly stated in instructional materials.
e) Analysis questions: breaking down into parts, relating parts to the whole.
f) Synthesis questions, combining elements into a new pattern.
g) Evaluation questions, making a judgment of good and bad, right or wrong, according to some set of criteria, and stating why.
From the statements above we know that interaction in the classroom is fundamental, because without it teaching learning process in the classroom will not exist. A good interaction will make messages transmission success and create a good interpersonal relationship between the teacher and students, so the students achievement in language acquisition can be increased.
Finally it can be conclude that basically interaction is a systematic and collaborative activity that
requires both the addressor and addressee to exchange ideas or message and negotiate their meaning either by using verbal or non-verbal meaning.
According to Ellis (1994), the classroom provides the L2 researchers with three perspectives of study: comparative method studies, the study of the effects of formal instruction, and classroom interaction (CI) studies. Among the three, it is the last which attracts researchers’
prolonged interest. The reasons are simple and evident: firstly, interaction is “the fundamental fact of classroom pedagogy everything that happens in the classroom happens through a process of live person-toperson interaction” (Allwright, 1984). Secondly, interaction plays an important role for second or foreign language acquisition (SLA/FLA). It provides the opportunity for the obtaining of comprehensible input and the production of pushed output which are crucial for the internalization of language knowledge. Language serves for communication and the acquisition of a language is generally fulfilled in the interaction with others. In interaction with others one learns to use language and resultantly to modify and expand the IL system. Classroom interaction, compared with interaction in the naturalistic environment, presents different patterns of interaction with different characteristics, such as teacherfronted interaction and small group work. The functioning of different types of CI has close connection with the organization of classroom activities which is generally divided into three broad stages: presentation, practice and production, and this fosters the types of interaction to happen and student participation influences the real occurrence of interaction.
E. Aspect of Classroom Interaction a. Teacher Talk
In language teaching what is claimed by teacher talk is the language typically used by the teacher in their communication (Ellis, 1998:96). Teacher talk is crucial and important, not only for the organization and for management of the classroom but also the process of the acquisition. In teaching process, teacher often simplify their speech, giving it many of the characteristics of foreigner talk such as applying slower and louder than normal speech, using simpler vocabulary and grammar and the topics are sometimes repeated (Richards, 2002).
According to Moskowitz‟s FLINT (Foreign Language Interaction) analysis system in Brown (2001:177), teacher talk has eleven categories which enable to be analyzed in classroom
interaction. Those categories of teacher talk are divided into two kinds of influence, indirect and direct influences.
The indirect influence is an effect which learners are lead to the warm classroom atmosphere and try to break the ice in order to encourage them to participate and learn in classroom interaction. (Brown, 2001: 170) stated that categories of teacher talk which are included in this indirect influence are mentioned and described below.
1) Deals with feelings: in a non-threatening way, accepting, discussing, referring to or communicating understanding of past, present or future feelings of students.
2) Praises or encourages: praising, complimenting, telling students what they have said or done is valued, encouraging students to continue, trying to give them confidence, confirming that answers are correct.
3) Jokes: intentional joking, kidding, making puns, attempting to be humorous, providing the joking is not at anyone’s expense (unintentional humor is not included in this category).
4) Uses ideas of students: clarifying, using, interpreting, and summarizing the ideas of students. The ideas must be rephrased by the teacher but still be recognized as being student contributions.
5) Repeats student response verbatim: Repeating the exact words of students after they participate.
6) Asks questions: Asking questions to which the answer is anticipated (rhetorical questions are not included in this category).
Another influence in the teacher talk is direct influence. The direct influence is done whose aim is to encourage students to involve directly in the teaching and learning activity.
The features are described as follows:
7) Gives information: giving information, facts, own opinion, or ideas: lecturing or asking rhetorical questions.
8) Corrects without rejection: telling students who have made a mistake the correct response without using words or intonations which communicate criticism.
9) Gives directions: giving directions, requests or commands that students are expected to follow; directing various drills; facilitating whole class and small group activity.
10) Criticizes student behavior: rejecting the behavior of students, trying to change the non- acceptable behavior, communicating anger, displeasure, annoyance, dissatisfaction with what students are doing.
11) Criticizes student response: telling the student his or her response is not correct or acceptable and communicating criticism, displeasure, annoyance, rejection by words or intonation.
b. Students Talk
Students talk can be used by the students to express their own ideas, initiate new topics, and develop their own opinions. As the result, their knowledge will develop. Students talk will show the activity concentration of the students to their teaching learning activity.
According to Moskowitz’s in Brown (2001:170) there are seven categories of students talk described as follows:
1) Student response, specific: responding to the teacher within a specific and limited range of available or previously practiced answers, reading aloud, dictation, drills.
2) Student response, open-ended or student-initiated: responding to the teacher with students’ own ideas, opinions, reactions, feelings. Giving one from among many possible answers that have been previously practiced but from which students must now make a selection. Initiating the participations.
3) Silence: pauses in the interaction. Periods of quiet during which there is no verbal interaction.
4) Silence-AV: silence in the interaction during which a piece of audiovisual equipment, e.g., a tape recorder, filmstrip projector, record player, etc., is being used to communicate.
5) Confusion, work-oriented: more than one person at a time talking, so the interaction cannot be recorded. Students calling out excitedly, eager to participate or respond, concerned with the task at hand.
6) Confusion, non-work-oriented: more than one person at a time talking to the interaction cannot be recorded. Students out of order, not behaving as the teacher wishes, not concerned with the task at hand.
7) Nonverbal: Nonverbal gesture or facial expressions by the teacher or the students which communicate without the use of words. This category is always combined with one of the categories of teacher or student behavior.
F. Pattern of Classroom Interaction
As stated by Sinclair and Coulthard (1975) in Ur (1996:227) the most common type of classroom interaction is that known as IRF”Initiation- Response- Feedback‟. The teacher initiates an exchange, usually in the form of question, one of students answer, the teacher gives feedback (assessment, correction, comment) initiates the next question and so on.
To be detailed, the type of IRF can be classified into various patterns of interaction, they are:
a. Group work
The students work in small group on task that entails interaction: conveying information, for example, or group decision-making. The teacher walks around listening, intervenes little if at all.
b. Closed-ended teacher questioning (IRF)
Only one right response gets approved. Sometimes cynically called the Gus what the teacher want you to say game.
c. Individual work
The teacher gives a task or a set of task and student work on them independently, the teacher walks around monitoring and assisting where necessary.
d. Choral responses
The teachers give a model which is repeated by all the class in the chorus or give a clue which is responded to in chorus.
e. Collaboration
The students do the same sort of task as in individual work, but work together, usually in pairs, to try to achieve the best result they can. The teacher may or may not intervene. (Note that this is different from Group Work, where the task it self necessitates interaction).
f. Student initiates, teacher answer
For example, in a guessing game, the student thing of question and the teacher responds, but the teacher decides who asks.
g. Full – Class Interaction
The students debate a topic or do languages task as a class, the teacher may intervene occasionally, to stimulate participation or to monitor.
h. Teacher Talk
This may involve some kind of silence student response, such as writing from dictation, but there is no initiative on the part of the student.
i. Self-access
Students choose their own learning tasks, and work autonomously.
j. Open – ended teacher questioning
There are a number of possible right answers, so that more students answer each cue (Ur, 1996:228).
G. Level and Types of Classroom Interaction
Barker (1982:8) divides the classroom interaction into four levels and types. They are:
intrapersonal, interpersonal, group, and cultural interaction. Interpersonal interaction is an interaction which takes places within the individual. In the classroom, self to self interaction will take one of two forms that is teacher to self or student to self. In each case, interaction occurs within a single teacher or single student. There are two characteristics of interpersonal interaction. Fist, the originator and the responder are within the same individual.
Consequently, correction of errors must be made by the individual involved in intrapersonal interaction, there is little problem in misinterpretation of language symbol. The example of intrapersonal interaction is a student who mumbles to himself.
According to (Barker, 1982:12), different with intrapersonal interaction, intrapersonal interaction need two individuals an originator and a responder Interpersonal. interaction may occur in any face to face encounter and is an important medium of interaction in the classroom. The three form of interpersonal interaction in the classroom are teacher to student, student to teacher, and student to student. At this level interaction, the message is transmitted to a student by the teacher, to the teacher by a particular student, or from one student to another student respectively.
Concerning with the third level and type of classroom interaction, Barker (1982:13) states that group interaction is more frequently used in the classroom than any other single level
of interaction. It involves the interaction between the teacher and several students, between several students and the teacher, or between student and several students. Example of group interaction in the classroom is group or class discussion, class recitation and activities involving group project. The group interaction level is different from any other levels of interaction in that the flow of message may be very irregular and have no definite pattern. Spontaneity is a key to successful group interaction, but such spontaneity makes it difficult for the speaker to organize the message and the listener to understand the message.
The last level and types of classroom interaction, Barker (1982:13) states that in cultural interaction, the originator of the message is often unknown. In most of form of cultural interaction, there are number of originators who have helped to shape the cultural message.
The rules of the school, rules in the discussions, laws, superstitious beliefs, folkways, cultural costumes, and art are all examples of the originators who have helped to shape the cultural message in cultural interaction. In the classroom interaction, culture can function as the originator self to self, teacher to students or student to students interaction.
H. Previous Studies
In this study, the researcher did the research about the classroom interaction. There are some previous researchers that have discussed about classroom interaction, they are;
Nafrina (2007) by thesis entitled “Teacher And Learner Talk In The Classroom Interaction Of Grade VIII A SMPN 2 Cepiring Kendal”. Conducted a research that the objectives was to describe the interaction between the teacher and learners while they are in the classroom and to identify Indonesian or English language used most by the teacher and students in the classroom interaction. In this study involved eight A students of Junior High School 2 Cepiring Kendal.
The result of this study shows that the teacher was more active (or the superior) in this interaction. Meanwhile, the learner was less active than the teacher (or the inferior). After getting the result of this study, the writer concludes that the teacher is dominant in the classroom interaction. For the equipment, the learners were adequately provided with English learning resources, but there were no visual aids. The limited equipment made it difficult for the teacher to develop her teaching strategy. The learners condition showed that they should be more active because some of them was still confused or gave no answer. It can be concluded that there
are mutual dependence of roles between the participants. Functionally, the teacher and the learners complemented to each other. However, the most often initiator is the teacher, because she was accustomed to using English.
Fanani (2012) by thesis entitled “A Descriptive Study on Classroom Interaction in Speaking Class of the second semester student at STAIN Tulungagung”. Conduct a research to describe and explore what are the types and levels of classroom interaction in speaking class, how the teacher stimulate and encourage the students to engage to speak in speaking class, and how do the student involve themselves in interaction during the teaching learning process in speaking class.
From the observation was conducted by the researcher, the result shows that there were three types and levels of classroom interaction that occurred in speaking class, interpersonal interaction, group interaction and cultural interaction. There were some process of lecturers way to stimulate and encourage to the student to speak, they were: breaking down the topic, allowing the student to apply code switching or code mixing, monitors the student or group and the teacher makes some joke or humors.v
Refa Puspita Apriyana (2018) by thesis entitled “Classroom Interaction in English Class of The Eleventh Grade in Madrasah Aliyah Laboratorium Jambi City” conduct a research to investigate classroom interaction in English class of the eleventh grade in madrasah aliyah laboratorium jambi city.
The result of the study showed that teacher used two ways to make interaction with the students, first, questions where the teacher prepared well for the class from the times and help sessions and he also anticipate the answer if the students would ask her about the previous lesson and discussion, where teacher had a preparation about what kinds of th text that was taugh; easy stories used there, and decided which story were new. During interaction, teacher guided the students to read aloud text. He discussed the new information, and then asked the students to answer the questions related to the reading text. He also asked the students to read text, translation and understanding, looking up at dictionary, practicing dialogue and storytelling and playing word games for communication in daily life. These ways help the students in making interaction with teacher and their friends and more enjoyable ways to make interaction in the classroom and their ability in English could get progress.
Based on that three previous studies above, the researcher try to conduct the study about classroom interaction between teacher and learners and try to find something new in the research. Beside that, the researchers conduct a research with different subject from the three previous studies above. The subject of this research is not the students in university, junior high school level or eleventh grade students but the tenth grade students in senior high school. It is of course there are different significant because the level from three subject is really different and the ability in mastering English is also different. So, it is why the researcher really intended to conduct their study by use tenth grade students as the subject of his study.
CHAPTER III RESEARCH METHOD
This chapter discusses the research method used in this research. It covers the discussion of the Research Design, Data and Data Sources, Technique of Collecting Data, Technique of Data Verification and Data Analysis.
A. Research Design
Before going to the point of research, it is better to know first the definition of research.
According to Lodico (2006:264) qualitative research is the research that focus on the study of social phenomena and on giving voice to the feelings and perceptions of the participants under study, this is based on the belief that knowledge is derived from the social setting and that understanding social knowledge is a legitimate scientific process. The design of this research is descriptive research with qualitative approach. This research use qualitative approach it means that the data collected is not in the form of number, but the data derived from interviews manuscripts, field note, personal documents, record memos, and other official documents. The purpose of qualitative study was to describe the empirical reality behind the phenomenon in depth, detailed, thorough. In this study, the descriptive research was done in the classroom and out of the classroom, and the main point of this research is to collect and to accumulate the basic data in descriptive way. It describes the phenomena that occur in the classroom interaction.
B. Data and Data Sources 1. Primary Data
In this research, primary data was the main data to get information about classroom interaction in English teaching learning at the tenth grade students of SMA Al-Falah Islam Jambi. The data will be collected by observation and interview of the English teacher and students.
2. Secondary Data
Secondary data is the supporting data of this research. The data source is subject where data is found. The source data in this research is the students of tenth grade students at SMA Al-
Falah Islam Jambi. Secondary data will be collected toward the implementation of classroom interaction in teaching English learning at SMA Al-Falah Islam Jambi.
C. Technique of Collecting Data
The data of the present study are collected through the two following methods, doing observation in the classroom and conducting interview.
1. Classroom Observation
Observation is a method of data collection in which researcher comes to the field to observe what is going on in the field. According to Ary et al (2010: 431) define that observation is a basic method for obtaining data in qualitative. The qualitative research goal is complete description of behavior in a specific setting rather than a numeric summary of occurrence or duration of observed behaviors.
For doing observation the observer directly observed the classroom, and took notes on the relevant events while the teaching-learning process was going on. In the meantime, video recording of the whole proceeding was also made to acquire more complete data about the classroom process. In collecting the data, the researcher conducted non-participant observation, in which the researcher as the passive participant. It means that the researcher did not involve herself in the subject activities in the classroom.
The data concerning teacher talk and learner talk in the classroom interaction were collected by doing classroom observation, which was the most widely used instrument in collecting data about all kinds of classroom verbal and non-verbal behavior. Data in form of field note.
2. Interview
Interview is data collection method in which there is a dialogue between an interviewer and interviewee which talk about the content of observation. Ary et al (2010: 438) stated that interview may provide information that cannot be obtained through observation, or they can be used to verify observations. Based on the objective of research, it can be used to validate the data from the observation. According to Ary et al (2010: 438), there are three kinds of interview as follows:
a. Free or unguided interview. In this method the interviewer carries out the interview without any systematically plan of question as the guided line to handle it.
b. Guided interview. Here the interviewer carries out the interview by using a set of questions that planed systematically as the guided line for having the interview.
c. Free guide interview. The interviewer uses a set of questions and each question in developed to gain details information.
Based on the method of interview explained above, the researcher uses guided interview. In this research, before conducting interview the researcher brings some questions that were prepared before. For the instrument of collecting data the researcher make an interview guide. Interview guide is list of question that is formulated by researcher used to get information needed for the research through interview between interviewer and interviewee. In order to get validity and credibility of the instrument, the researcher asks help to the expert teacher to validate the interview guide. The data will be in form of the answers or recorded answer of teacher and students.
D. Technique of Data Verification
Verification of the result of the data analysis is necessary to be checked in order to reduce the researcher’s biases and prejudices. In this study, triangulation is applies in order to check the verification of the data analysis.
Triangulation may be defined as the use of two or more methods of data collection the study of some aspects of human behavior. Furthermore, according to Lodico (2006:267), in the process of collecting data the researcher will typically include more than one data collection technique to validate findings, these different data sources are letter compared with another in a process called triangulation. Based on Denzin (1978) cited in Miles and Huberman (1994: 267) reveals that there are four kinds of triangulation techniques, they are:
1) Source or data triangulation, 2) Investigator triangulation, 3) Theoretical triangulation, and 4) Methodological triangulation.
From those techniques of triangulation method, the researcher used source or data triangulation and methodological triangulation. Source of data triangulation is a process in which various sources of data are collected. The variety of source can refer to time, space, and person (Denzin, 1978). In this present study, the source of data refers to person, they were the
teacher and the students. The data triangulation for the study was done by analyzing the teacher and learner talk in the classroom interaction.
(Denzin, 1978) state that methodological triangulation is a process in which various methods are used to measure the same unit. In the present study, methodological triangulation will be done by employing different method of collecting data, they are: observation, interview, and documentation.
E. Data Analysis
Data analysis is the process of systematically searching pattern and arranging data in such a way, so that the data will be understandable. In other word data analysis is the final activities in a research are analyzing and interpreting the data collected and presenting the result. Analysis involves reducing and organizing the data, synthesizing, searching for significant pattern discovering what is important. In analyzing the data the researcher employed the method as suggested by Miles and Huberman (1994) covering data reduction, data display, and conclusion drawing.
A. Data Reduction
Data reduction is a form of analysis that sharpened sorts, focuses, discards and organizes data in such as way that final conclusion can be drawn and verified. The selected data in this study were data which referred to the proposed research question. Thus, the selected data deals with the main data (the interactions between teacher and learner in the classroom during the teaching learning process) and the additional data (the classroom organization, classroom activity, and the approach of teaching method in the classroom such as using GTM, direct method, CTL and communicative approach and others).
B. Data Display
After data reduction the next step in analyzing the data is data display. Data display is a form of analysis that describes what is happening in the natural setting, so that it finally can help the researcher to drawn a final conclusion. The process of display the data are based on the formulation of the research problem. It is about how the teacher and learner conduct interaction in the classroom during teaching learning Process. The most frequent form of data display in the study is in the form of narrative texts. After displaying the data, a conclusion is drawn.
C. Conclusion Drawing
This is the last step of data analysis that is Drawing Conclusion or Interpretation. Here, the research begins to see what is in the data. The researcher examines all entries with the same code and then merges these categories and finding the connection among categories. Then, it continues to tell the stories and to make connections among stories. The researcher begins to make meaning of the categories and themes to connect them. So, we can get the idea from this step.
Conclusion drawing involves reflecting about the words and acts of the study’s participant and abstracting important understanding from them. The researcher makes generalization based on the connections and common aspects among the categories. The conclusion in qualitative research is a new discovery that can be an answer of the research problem. The conclusion is in the form of description of the object of this study. Finally, in this step the researcher can get the result and conclusion of the research.
In the last procedure of data analysis, the researcher concluded and verified the transcribed data. The conclusion was the essence of analysis that tells about the classroom interaction, to identify the interaction used by the teacher and learner in the classroom during teaching learning process.
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Research Finding
The researcher got the data through observation and interview. The researcher conducted observation to get the data about classroom interaction. The researcher made an appointment to the English teacher and came to the class as observer.
Based on observation that was researcher did with field note, the researcher wrote every things that happened in the class, all the activities in the class X IPS at 19 july 2019. In the meeting at 19 july 2019, English teacher come to the class and said salam. The students greated to the teacher then the teacher answered. The teacher check the attendance sheet and the students answer it. After that the teacher gave motivation to the students and asked the students about their activities last night. Then the teacher ask the student about the material at the last meeting and the students said the material is about recount text.
The teacher divided the students into 6 groups, each groups consist of 5/6 students, and each group given a good name of animals like buaya darat and others. Each group has a leader which his responsibilities is to monitor and to help members of group both in dividing tasks or for helping answer the questions. The task of each group is to read and answer the questions that have been shared to each group and each students need to write the answer in their book and for group need to write it down on one sheet of paper.
In the next meeting on 26 july 2019, English teacher come to the class and said salam.
The students greated to the teacher then the teacher answered. The teacher check the attendance sheet and the students answer it. In this meeting the class begins with a game to make students sit in each group, because previously the seats were still not controlled. When the teacher counts from 1 untill 3 move, then the name of group that mentioned must sit in the same place, with this activity the students felt happy and have spirit to continue learning process. And this would continue until all groups sit neatly and in the order of their respective group numbers.
Then each group asked to look for questions within 3 minutes duration and minimum 1 question. After that each group presented the results of their answers based on the material and questions from the previous meeting and presented by one speaker. After finishing the presentation, other groups are welcome to ask questions. And the teacher explained how the way
to answer the questions. After that the question will be answered by members of group presentation, and if the question is answered well then all of person will give an applause and if there are mistakes and deficiencies then the teacher will correct the answer, his continues until all groups have completed their presentation and each students who answers correctly will get additional grades. The teacher also appreciated it.
Based on the interviewed by the researcher with English teacher of class X IPS SMA Al-Falah Islam Jambi on Tuesday, 06 august 2019 at 09.00-09.45, and interview with 6 students of class X IPS SMA Al-Falah Islam Jambi on Sunday, 05 august 2019 at 14.00-15.00. The interview was used by the researcher to get the data about classroom interaction between a teacher and the tenth grade students of SMA Al-Falah Islam Jambi.
According to Mrs. Destriana the things that we need to prepare before teaching is?
“Before teaching , rpp must be well prepared, and the design of learning activities also must be well prepared ,, so that design can be put to good practice in the learning process. And the thing that important is the brainstorming, because in English we have to make students interested in learning and there the students get the motivation to learn English”. (Interview, 06 August 2019)
Then about doing interaction with the students in English class of the tenth grade student of SMA Al-Falah Islam Jambi Mrs. Destriana said:
“The Tenth grade students of IPS have different characteristics, so the main thing I need to do is interact with them based on their characteristics”. (Interview, 06 August 2019)
The next about activities or strategies that help in classroom interaction in English class of the tenth grade students of SMA Al-Falah Islam Jambi, Mrs. Destriana gave explanation result:
“The activity or strategy that I used is by holding group discussions which are smart peoples to make as tutors in each group, they can be successful if their members understand about the material and can answer the questions”. (Interview, 06 August 2019)
The question about why do you use the activities or strategies for classroom interaction in English class of the tenth grade students of SMA Al-Falah Islam Jambi Mrs. Destriana said:
“In this class of x ips there is an imbalance, where there are only 5 students who are able and interested in learning English, there are some who are less interested, and there are those who are interested but having difficulty catching up with others”. (Interview, 06 August 2019)
Then Mrs. Destriana explain about how important is classroom interaction in English class of the tenth grade students of SMA Al-Falah Islam Jambi, as the following result:
“Class interaction is very important and very needed because it is a supporting factor and greatly influences the success of the learning process”. (Interview, 06 August 2019)
Last but not least the question about how do you solve the problems when you make classroom interaction in English class of the tenth grade students of SMA Al-Falah Islam Jambi, Mrs. Destriana gave the explanation result:
“After holding consultations with supervisors and other teachers, holding group discussions is the solution for this problem, and after it applied in the teaching and learning process in class x ips, it has a good impact and has shown good results”.
(Interview, 06 August 2019)
In order to get the data about classroom interaction between a teacher and the tenth grade students of SMA Al-Falah Islam Jambi,the researcher gave interview to 6 students. The first question were about how does the teacher teach you in the classroom. Below is the quotation:
“I was very happy with the way he teaches and he was also disciplined”.(Interview with student A, 05 Agustus 2019)
“she was very kind, all this time studying with her we felt happy and he always guided us until we can”. (Interview with student B, 05 Agustus 2019)
“We felt comfortable studying with her and so far so good”. (Interview with student C, 05 Agustus 2019)
“So far I fetl happy to study with her, because she was very kind”. (Interview with student D, 05 Agustus 2019)
“Usually miss dedes teach us until everyone understood and we felt happy to study with her”. (Interview with student E, 05 Agustus 2019)
“Miss dedes teach us repeated until we all understood”. (Interview with student F, 05 Agustus 2019)
The second question about How do you feel the learning process in the classroom. The quotation can be seen as follows:
“We felt our learning process is smooth and well, besides being easily understood her explanation and she also a good person”. (Interview with student A, 05 Agustus 2019)
