BAB II REVIEW OF RELATED LITERATURE
F. Conceptual Framework
The researcher will design research in a framework by elaborating social interaction model which are supported by :
Chang 2010 This study explores how group processes, such as group cohesiveness and group norms, influence an individual EFL learner's motivation. The uniqueness of this research lies in shifting the focus from an analysis of the individual's experience being seen as apart from the group to considering the individual's experience in relation to the social interactions within the group.
interaction is a dynamic, reciprocal social relationship between individuals, between groups, and between individuals and groups. According to Gallotti, Fairhurst, and Firth (2017) the mental states of individuals become shared when they adapt to each
other in the persuit of a shared goal. Social interaction comes from the term in English social interaction which means acting together.
The framework can be as follow :
Process of communication
between students in the
classroom Speaking skill
Application of social interaction
Process of communication
between students and
group in the class Social interaction
with individual
Process students to express their
opinion Social interaction
with groups
Social interaction between groups and
groups
Students’ perception on using social intersction in practicing
speaking skill for EFL
Figur 2.1 : conceptual framework
From the explanation above, it indicates that the researcher wants to research about students’ perception of using social interaction in practicing speaking for EFL students and the researcher will look for the students’ where the researcher will examine three part of the of application of social interaction in the classroom namely Process of communication between students in the classroom, the Process of communication between students and group in the class, Process students to express their opinion after that the researcher will look for how the students if doing interaction with individual, groups, and groups with groups to find perceive of students about social interaction in EFL classroom.
This research is conducted to see that students’ perception of using social interaction in practicing speaking for EFL students can help the students to take information about social interaction and speaking.
21 CHAPTER III
RESEARCH METHOD A. Research Design
In this study, the researcher used descriptive qualitative research method, it was with the objective study that identify students’ perceptions of using social interaction in practicing speaking for EFL students at SMP 39 BULUKUMBA B. Subject of the Research
Before doing research, the initial stage that the researcher did was to determine the place where the research takes place, and to prepare everything related to the title of the reseacher. In this study, the reseacrher chose SMP N 39 BULUKUMBA as the location for the ongoing research. The researcher chose this location because the location is very easy to reach by the research, with this the researcher would use third-grade students as a sample, however in the school there are several classes so the researcher only took one class in one class all students participate in this include 25 from 30 students.
C. Research Instrument
The instrument is defined as a tool that is used to obtain the research data. In this study the researcher would use interview and observation an instrument to collect the data.
1. Observation
The observations made by the researcher were online-based observations because the circumstances made it impossible to make direct observations at school.
The online-based observation chosen by the researcher in making observations is WhatsApp. The researcher created a WhatsApp group in which several students became research participants. This group in WhatsApp is used by researchers to have conversations / interactions with students so that researchers can observe what students are doing without having face-to-face meetings at school this, helping researchers collect data related to social interactions.
2. Interview
There are three kinds of interviews, those are unstructured interviews, semi- interviews, and the last is structured interviews. In this research the researcher chose semi-interviews to get data descriptive qualitatively. The researcher used interview protocol interview to guide the researcher through the interview process. There were ten questions to be answered by the research subject.
D. Research Indicator
Each item is structured to determain the type of social interaction and students perception of this approach.
E. Data Collection
To obtain the data, the researcher first carried out the teaching and learning process via WhatsApp for several meetings, according to the time needed, after which the researcher would also collect data through video calls by WhatsApp and voice notes.
Students become research respondents in accordance with what is described in the research subject.
After the teaching process is complete, data processing and respondent’s determination is complete, the next step the researcher takes is distributing interview items to students to answer some of the interview by voice note in WhatsApp that has been prepared by the researcher would gave instructions to students to give perception of what they get in the learning process regarding social interaction.
In the data collection according to Gay (2011) there are some part of data collection namely observations, interviews, questionnaires, phone calls, personal and official documents, photographs, recordings, drawings, journals, email messages and responses, and informal conversations.
F. Data Analysis
The researcher adopted by Gay (2012) procedure, data analysis in qualitative research leads to the findings of previous studies relating to the title supported, where the results of the study have an undeniable atmosphere, and in summarizing carried out reliably and accurately. In each process the researcher must be patient and reflective in understanding various sources of data in the form of interview notes, video or audio recordings, questionnaires, etc.
Data analysis techniques in this study through three stages, as present Gay (2012) the first is data analysis during the study, the researcher must focus on the participant's perspective regarding key aspects and the researcher must narrow the topic. therefore qualitative researchers must go through several steps, starting with data collection get into the analyzing section, checking data get into the reduction section, making comparisons get into the display section between previous data and new data, and making
notes based on what is obtained in the field, and the final step is making plans to obtain new data.
There are some procedures to do the data analysis that used interview there are three types of interviews: unstructured, semi structured, and structured but in this research just only using one type of interview. Each item is structured touuuuuuu deterumine the type ouf social interaction and students perception of this approach
In data analysis divide into three data analysis are data reduction and data display by Huberman (1984) and analysis by Anup Surendran (2020) in qualitative data better use three steps in analyzing data it was supported :
a. Analysis (QDA)
Analysis is can be collected through methods of observations, one-to-one interviews, conducting focus groups, and similar methods. Analysis data is defined as the data that approximates and characterizes.
b. Data Reduction
After data analysis has been, Reducing data means summarizing, choosing the main things, focusing on important matters, look for themes and pattern. Thus the data which has been reduced would give a clearer picture, and make it easier for researcher to conduct further data collection, and look for it when needed.
The data obtained from the field is quite a lot, for that reason need to be recorded carefully and in detail. As stated more and more researcher to the field, the amount of data would be more and more complex and complicated. For this reason, it is necessary to immediately analyze data through data reduction.
c. Data Display
After the data has been reducted, the next step is to display the data. Presentation of data is done in the form of brief descriptions graphs, charts, relationships between categories, and flowcharts. In ths case Huberman states the most frequent form of display data for qualitative research data in the past has been narrative text. Most often used to present the data in qualitative research by displaying data, it would make it easy to understand what is happening, plan work then based on what has been understood.
26 CHAPTER IV
FINDINGS AND DISCUSSION
This chapter will discuss the research findings. This chapter will describe the final results done by the researcher, the findings of the research question about what types of social interaction applied by the teacher, how does the teacher apply social interaction and the last is what are the students’ perception on the use social interaction in practicing speaking for EFL students at SMP 39 BULUKUMBA
A. Findings
The researcher conducted an observation and interview about social interaction used by the teacher in EFL at SMPN 39 BULUKUMBA. The results show that in the English class, the students like to use social interaction. For further explanation to answer the research question as follows :
1. Types of social interaction applied by the teacher in class
Based on the result of an interview by the teacher on Thursday, 5th November 2020 there are types of social interactions used by the teacher are as follows :
a. Social interaction with individual
Based on the result of an interview conducted by the researcher, it can be concluded that social interaction with individual students provide good interaction when learning in the classroom because when the teacher provides material to students, the teacher will give students time to ask a
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question about the material being conveyed. That is where the social interaction with individual occurs.
Extract 1 : “ I usually call out the names of students to answer questions related to material I gave earlier.
extract 2 : I usually divide 3 parts to discuss with the first students, namely I go to the students one by one make sure whether the material I gave, otherwise I will explain more briefly to students so that it is easy to understand
Based on the above, it can be concluded that the teacher trains students’ level of courage in answering the questions from the the teacher.
b. Individual social interaction with group
Based on the result of the interview conducted by the researcher on the teacher, it is found that individual social interaction with groups is used in the classroom so that cooperation and interaction between students run smoothly.
Extract 1 : “I directed one student and another to work together in the group.”
extract 2 : “when I teach, I will divide several groups here I focus on familiarizing the individuals in the group who work well
Based on the data above can be concluded that the teacher used cooperation learning in this section
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c. Social interaction with group and group
Based on the results of the interview, not all students can use this interaction, especially in terms of conversations. Students are very difficult to have conversations with the group, but students are very enthusiastic in using this interaction, especially in discussing material, question, and quizzes. Because students can learn and play it is done by the teacher so that students in the class do not get bored of learning English.
Extract 1 : I see that almost all students cannot master the material I give especially on make conversations, but I usually make games so that students do not get bored in learning English.
extract 2 : I see the difficulties that occur in the little students when having conversations with that I usually use quizzes to practice cooperation learning between the groups.
Based on the data above can be concluded that teacher once in a while used a game and quizzes when learning.
From the data above, researcher found that the answer from interview conducted with the teacher as follow :
Extract 1 : important/necessary, communicating, and discussing.
“social interaction is communicating with people, whether it is a question and answer or are discussing something, students when the lesson is taking
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place in the classroom because when the teacher provides material to students, the teacher will give students time to ask questions about the material being conveyed, that is where the good interaction between teacher and students takes place, it is important/necessary so that students do not just sit quietly receive material in the class but ask questions/material that they do not understand, cooperative learning the language used in the classroom is English so that students will continue to learn about English vocabulary until fluent in English.
Extract : social interaction can help students or teacher for communication will be good and in this social interaction can learn about vocabulary until fluent in English.
(Sf, Thursday, 05th November 2020)
extract 2 : important and exchange ideas
“social interaction is the interaction or communication between students through personal, group, and group and group, students have good social interaction in class because by interacting students can communicate with friend and exchange ideas or pour their ideas to friends or groups, it very important to foster social interaction in the classroom, cooperative learning.
(Wk, Thursday, 05th November 2020)
Extract 2 : in this extract can we see that the types of social interactions that are often used by teachers of the three types are cooperative learning (interaction with group)
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2. The application of social interaction used by the teacher in the classroom
Based on observational data on the types of social interaction used and how to apply these types in the classroom as follow :
A. Observation result
a. Social interaction with individual
Based on the results of the observation conducted, the researcher found that the teacher applies this interaction for example, the teacher approaches one by one when there are students to learn and help students provide an understanding of what these students do not understand after that the teacher told students to explain little by little what was understood of the material after the teacher makes this interaction.
From the data above, it can be categorized as the application of the type of social interaction.
Extract 1 a: “ when students give me a question then I answer it and if there are students who can answer other students’ questions, I give them the opportunity to answer ”
Extract 2 : “When I make observations or introductions to students directly to other students or when I evaluate the learning directly to the participants students one by one.
Based on the extract above, it can be concluded that the teacher uses eye contact between one student and another.
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b. Individual social interaction with group
In this session, based on observation conducted the researcher found that the a group formation carried out by the teacher during learning made it easier for the teacher and students to interact in group and made it easier for the teacher to see direct collaboration between students in agroup. This type of social interaction is often used by the teacher when working on the assignment.
Extract 1 : how I apply it for a study group where there are 4/5 students, now what is the interaction when I explaining a material then let the students ask questions
Extract 2 : “When I open a lesson, what I have to do is ask how the readiness of all students is, so there is an interaction between me and all the students in the classroom.
Based on extract about can be concluded that the teacher divides into small groups so that students can concentrate and work well together
c. Social interaction with group and group
Based on the observation conducted, the researcher found that in the classroom interaction the teacher asked the student to interact with their group when discussing questions related to the topic explained by the teacher so that groups who did not understand the questions could understand this interaction so that there was feedback between group and group in the class.
Extract 1 : When I divide the group and then they are given a task to do, then the results of the discussion with the groups will be presented again so that
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the interaction between groups and group appears through a question and answer process
Extract 2 : the application group which there are 4/5 students, the interaction is by throwing questions to each other between groups regarding the material being studied
Based on the data above can be concluded that teacher always give question about material or topic who explaining.
3.
Students perception on the use of social interaction in practicing for EFLBased on the results of interviews made by the researcher for 1 week, the researcher found that basically students are more likely to use social interaction . From the interviews section, the researcher found all the students in class IX D like social interaction to apply in the classroom but students have six perceptions about social interaction there is a difficulty in using social interaction each parts. The researcher found there are ten students (individual),six students (groups) and nine students (groups and groups) who have a difficulty in practicing speaking if applied social interaction. The researcher also found the students interest in social interaction all the students in class IX D interesting with social interaction, be fond social interaction. In the interviews, the researcher has ten questions and students answered the question with the reason all participants gave the same answer in six questions but not on the reason.
From the data above the perceptions of students who fall into the category are :
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Extract 1 : easy and motivation
“Using social interaction is an easy to learn English because I can experience real social interaction using English, it is also fun to use social interaction in class.
Social interaction is the relationship between individuals and individuals or individuals with groups besides that I like learning English using this method because I get new experiences. Social interaction gives me motivation not to be afraid to speak in front of people. I also like talking with groups because I feel more confident”.
(Nfl, Friday, 30th October 2020) Extract 1 : in this students found it easier to learn English and are more confident in having conversations and the students get new experience about speaking in English class.
Extract 2 : increase my knowledge and motivation
“Social interaction adds to my insight into English I also like learning English with this because it can increase my knowledge or the way I speak in English, social interaction can also motivate me to speak English on the other hand I also like talking to individuals in class because it can increase my knowledge, this is easy and can also add to the way we speak in English, my English has increased from those who can only read or practice with this, my speaking has improved again”.
(Nms, Friday, 30th October 2020)
Extract 2 : The use of social interaction can increase knowledge about social interactions and can practice speaking of students not only improving speaking but also improving reading and writing skills.
Extract 3: easy method and interesting
“In my opinion using the social interaction method is an easy to understand the material provided during learning English, especially speaking practice because by using this social interaction model the difficulty my experience in this social interaction is