CHAPTER IV RESULT AND DISCUSSION
B. Data Interpretation
The researcher had displayed the data summary in the form of table above. In the following data below, the researcher showed the
interpretation of each data that was gotten from those observation and interview that displayed in the table form of the data display above.
1. Data from Observation
The data of classroom interaction first meeting were taken on September 7th,2020 in the XIPS 2 classroomat SMA N 4 Kota Bengkulu. The
researcher obtained the data from the classroom interaction.
1.1.1 Types of Classroom Interaction Used by Teacher and Learner Talk
a. Accepting feeling
According fiacs the teacher accepts the feelings of the students. He feels himself that the students should not be punished for exhibiting his feelings, he feels himself that the students should not be punished for exhibiting his feelings, feelings may be positive or negative.
Data 1
Learner : Good morning mam...
Teacher : Morning how are you today ? Learner : I’m fine thank you and you ?
Teacher : I’am fine , oke sitdown (see appendix 5 , page 66 )
From the sentences the English teacher applied The teacher produced this type of teacher talk to help the students to understand their feelings and
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attitudes they will not be punished when they are expressing their emotions where the word “how are you today”.
Data 2
Teacher: Kenapa belum di buat ? Learner: Saya tidak ada buku mam
Teacher:Ayo gabung sama teman sebangkunya.
(seeappendix 5 page73)
From the data above, it can be seen that the English teacher used to accepting feling on sentences “saya tidak ada buku mam” and teachers accept students' feelings “ayo gabung sama teman sebangkunya” . b. Praise for Encouragement
Teacher praises or encourages student action or behavior. When a student gives answer to the question asked by the teacher, the teacher gives positive reinforcement by saying words like, good, very good, better, correct,
excellent, carry on, etc.The teacher purpose in praisingand encouraging the students is to give honors to them who actively participate in teachingand learning process. The data as follows:
Data 3
Teacher : Menyelesaikan tugas apa bahasa inggris nya ? Student : Homework
Teacher : Ok Good, she will have finish their homework.
(see appendix 6page 74)
Based on the data above it can be seen that the English teacher used to accepting feling on sentences when the students answer the question correctly the teacher give by saying word “ok Good”.
Data 4
Teacher : Personal coment of the writer related of the story , bagaimana dengan factual recount ?
Student : Orientation and events
Teacher : Ok good ( see appendix 5, page78 )
Based on the data above it can be seen that the English teacher used to accepting feling on sentences when the students answer the question correctly the teacher give by saying word “ok Good”.
Data 5
Students : I go to mall yesterday Teacher : Siapa yang bisa lagi ?
Student : I am go to mall yesterday , mam
Teacher : Oke Thank you very much . ( see appendix 6, page81) Based on the data above it can be seen that the English teacher used to accepting feling on sentences when the students answer the question correctly the teacher give by saying word “oke Thank you very much ” the teacher give praise to students.
Data 6
Students : Yah conjuction apa itu cojuction ? Teacher : Kata penghubung
Student : Pair ini apa artinya ?
Teacher : Right .. jadi conjuction yang berpasangan.
(see appendix 6 , page76.)
Based on the data above it can be seen that the English teacher used to accepting feling on sentences when the students answer the question
correctly the teacher give by saying word “ Right ” the teacher give praise to students.
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c. Using idea of the students
In a classroom interaction , sometimes the teacher was using ideas of students this types deal with the teacher responses toward the student idea.
The data as follows:
Data 7
Student : Biografi menceritakan riwayat hidup seseorang
Teacher : Biografi menceritakan riwayat hidup seseorang kalau auto biografi sebaliknya , ( see appendix 5, page70 )
Based on the data above it can be seen that the English teacher was using ideas of students, on the sentences that students said “Biografi menceritakan riwayat hidup seseorang” and the teacher using idea of students on sentence
“biografi menceritakan riwayat hidup seseorang kalau auto biografi sebaliknya”.
Data 8
Student : Ralationship
Teacher : Ralationship betwen two things . ( see appendix6 , page 77) Based on the data above it can be seen that the English teacher was using ideas of students , on the sentences that students said “ relationship” and the teacher using idea of students on sentence “ralationship betwen two things
“teacher responses toward the student idea.
Data 9
Teacher : “Saya pergi ke mall” in Engglish ? Student : Igo to mall yesterday
Teacher : Oke i go to mall yesterday. ( see appendix 6, page 80) Based on the data above it can be seen that the English teacher was using ideas of students , on the sentences that students said “i go to mall
yesterday” and the teacher using idea of students on sentence “oke i go to mall yesterday “teacher responses toward the student idea.
d. Asking question
Askingquestion aboutprocedures, based on the teacher ideas andexpecting an answerfrom the students. The data as follows :
Data 10
Teacher : Do you know about fatmawati ?
Student : Yes mam, Soekarno wife ( see appendix 5, page 66 )
Based on the data above it can be seen that the English teacher was using of asking question , on the sentences that teacher said “ do you know about fatmawati ” and and the students response “ yes mam, Soekarno wife “.
Data 11
Teacher : Sedangkan yang ke 2 ? Students : Past tense
Teacher : Yang ketiga ?
Students : Pasif mam ( see appendix 6, page81 )
Based on the data above it can be seen that the English teacher was of asking question , on the sentences that teacher asking question to students said “sedangkan yang ke 2 ? ” and and the students response “Past tense”.
Data 12
Teacher : Past tense dari pada and is are adalah ? Students : Was
Teacher : Was untuk subjek apa ?
Students : Orang ketiga tunggal ( see appendix 6, page82 ) Based on the data above it can be seen that the English teacher was of asking question , on the sentences that teacher asking question to students
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“past tense dari pada and is are adalah ?” and and the students response
“Was”.
Data 13
Teacher : Kalau plural apa ? Students : Jamak
Teacher : Oke lebih dari satu .contohnya both danang and his brother have gone to Bali. ( see appendix6 , page78 )
Based on the data above it can be seen that the English teacher was of asking question, on the sentences that teacher asking question to students
“kalau plural apa?” and and the students response “jamak”.
Data 14
Teacher : Apa itu conjuction ?
Students : Kata penghubung ,mam . ( see appendix6 , page 80) Based on the data above it can be seen that the English teacher was of asking question, on the sentences that teacher asking question to students
“apa itu conjuction?” and and the students response “kata penghubung”.
Data 15
Teacher : Dari kata go menjadi
Students : Went , mam . . ( see appendix 6, page76 )
Based on the data above it can be seen that the English teacher was of asking question, on the sentences that teacher asking question to students
“dari kata go menjadi ?” and and the students response “went”.
e. Lecturing
The teacher giving facts or opinions about content or procedure
expression of his own ideas, giving his own explanation, citing an authority other than students, or asking rhetorical questions. The data as follow :
Data 16
Teacher : Future perfect tense.then used to express an event that will have been completed some point in the future and will have finish before other activities. Suatu kegiatan yang berlangsung pada masa yang akan datang contohnya . homework on Monday we will read three days
Students : Dia akan membaca tiga hari .( see appendix6 , page76) The English teachergivelecturing to students on sentence “Future perfect tense. Then used to express an event that will have been completed some point in the future and will have finish before other activities”. Here the perpouse of the teacher is give lecturing to students.
f.Giving Directions
The teacher gives directions, commands or orders or initiation with which a student is expected to comply. The data as follow :
Data 17
Teacher : Sekarang coba perhatikan di halaman 82 sudah kita bahas kemaren . Kita review sekilas . ( see appendix5 , page71 )
Based on the data above it can be seen that the English teacher the teacher giving direction to students to open the book page 82.
Data 18
Teacher : sitdown please . ( see appendix5 , page66)
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Based on the data above it can be seen that the English teacher the teacher giving direction to students “sitdown please”
g. Critizing Students Behavior
When the teacher asks the students not to interrupt with foolish
questions, then this behavior is included in this category, teachers ask ‘what’
and ‘why’ to the students.
Data 19
Teacher : Sekarang i went to mall yesterday, buat kalimat negative Student : Gimana mam .
Teacher:Apa itu yang gimana mam, . ( see appendix6 , page80 ) The data above included Teacher talk in classroom interaction. It can be seen Critizing Students Behavior when the students talk " gimana mam "
and the teacher gave a respond "apa itu yang gimana mam".
Data 20
Teacher : Apa to be nya ? Student : I am
Teacher : Kenapa i am lagi, dari mana kamu dapat i am ?
The data above included Teacher talk in classroom interaction. It can be seen Critizing Students Behavior when the students talk " i am " and the teacher gave a respond "kenapa i am lagi ? "
h. Students talk respon
Talk by learners in response to teacher. The teacher initiates the contact or solicits learner statement or structures the situation. Freedom to express own ideas is limited. Here is the sentences excerpt related to Students talk respon in classroom interactions :
Data 21
Teacher : Apa yang di maksud personal recount can you give me example?
Student : Personal letter , biografi. . ( see appendix5 , page70 ) The data above included student talk. It can be seen the English teacher ask herstudents “apa yang di maksud personal recount”, and then the students gave a respond as “Personal letter, biografi”.
Data 22
Teacher: Ya perbedaannya tadi kita menceritakan diri orang lain nah tu apa itu termasuk ke bagian apa?"salah satu siswa membantu pertanyaan guru untuk menjawab pertanyaan siswa yang belum memahami pembelajaran tersebut"
Student: biografi. . ( see appendix5 , page72 )
The data above included student talk. It can be seen the English teacher ask herstudents “itu termasuk kebagian apa?”, and then the students gave a respond as “biografi”.
Data 23
Teacher: When we used this tense
Student: Kegiatan yang berlangsung pada masa yang akan datang ( see appendix 6, page74)
From the data above it is showed the student used response it can be seen that the student response when the teacher said “when we used this tense”
and the student response “kegiatan yang berlangsung pada masa yang akan datang” .
Data 24
Teacher: She will have finish. Apa.?
Student: Graduation mam.( see appendix6 , page74 )
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From the data above it is showed the student used response it can be seen from the student response when the teacher said “she will have finish.
Apa?” and the student response “graduation mam...”
i. Student talk initation
Expressing own ideas; initiating a new topic; freedom to develop
opinions andline of thought, like asking thoughtful questions: going beyond the existing. The data as follows:
Data 25
Student : Apa maksud dari future perfect tense mam ? Teacher:Oke future perfect tense,Suatu kegiatan yang
berlangsungpada masa yang akan datang( see appendix 6 , page 74 ) From the data above it is showed students talk initation can be seen from the students sentence to say “Apa maksud dari future perfect tense mam ?”
the student talk used student talk initation in classroom interaction.
Data 26
Student: Apa perbedaannya biografi dan autobiografi?
Teacher: Ya perbedaannya tadi kita menceritakan diri orang lain nah itu apa itu termasuk ke bagian apa?( see appendix 5 , page72).
From the data above it is showed students talk initation can be seen from the students sentence to say “Apa maksud dari future perfect tense mam?”
the student talk used student talk initation in classroom interaction.
j. Silence
Silence mean pauses in interaction during which there is no verbal interaction . This is also include silence in which a piece of audio and visual
equipment at the time of the observation, the researcher corried out the observation , this type was most happened. The data as follows:
Data 27
Teacher : We come to the past tense , kejadian di masa lampau, contohnya apa ?
Student : (Silence). ( see appendix 6, page 79)
From the data above, it is showed when the English teacher talk “we come to the past tense , kejadian di masa lampau, contohnya apa ?” the students selence students don't know what to talk about.
Data 28
Teacher: Oke apalagi karena karakteristiknya? (15:58) Students: Hening. (Student hening 16:02 ).
( see appendix5 , page69)
From the data above, it is showed when the English teacher talk “oke apalagi karena karakteristiknya ?“ the students selence students don't know what to talk about.
Data 29
Teacher : Coba cari apa kira-kira biografi dan autobiografi. Kalau kita menceritakan tentangorang lain "you tell about some else. or you tell about yourself about your life apa kira-kira?
Students: Tidak mengerti dan hening. ( see appendix5 , page67 ) From the data above, it is showed when the English teacher talk “coba cari apa kira-kira biografi dan autobiografi “ the students selence students don't know what to talk about.
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Graph 4.1
The Percentage of Teachersand Learners Talkin English Classroom Interaction at SMAN 4 Kota Bengkulu
The Percentage of Teacher and Learner
Interaction
Table4.1
The Percentage of the Results
No Types of Interactions Frequency Percentage
1
Teacher’s Talk
Indirect Interactions
Accepts feeling 2 7 %
52%
69%
2 Praises or
encourages 4 14%
3 Accepses or uses
ideas of students 3 10%
4 Asks question 6 21%
5 Direct
Interaction
Lecturing 1 3%
17%
6 Giving directions 2 7%
7 Criticizing 2 7%
8
Learner’s Talks
Students talk
response 4 14%
9 Students talk 31%
initation 2 7%
10 Silence 3 10%
Total Overall 29 100%
The table above presents the types of teacher and learners talk used by the teacher and learners in English classes of tenth grade of SMA N 4 kota Bengkulu.
Based on observation checklist datathe researcher concluded that teacher talk and learner talk used 10 types of teacher and learner talk in classroom interaction based on Flanders interaction analysis catagory namly Accepts feeling,Praises or
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encourages, Accepses or uses ideas of students, Asks question, Lecturing, Giving directions, Criticizing, Students talk response, Students talk initation and silence.
From the overal result that shows in table 4.1, it can be seen that the percentage of teacher talk was 69% students talk was 31% in the classroom interaction, the teacher dominanted the teaching learning process. The ratio of the indirect teacher talk included accepts feelings,praises or encouragment,uses ideas of students and asking question shows 52% bigger than the ratio of direct teacher talk include lecturing,giving direction,criticizing and justifying shows 17% . it means the teacher gave praise and asking question to students during teaching and learning process. The teacher attempts to make students being more active in class by giving chance for students to response when the teacher ask question.
2. Data from Interview of English Teacher
The interview has conducted on 14th and15th September 2020 The researcher conducted an interview to found the data by referring to several indicators that have been divided into section, including indiract and diract teacher talk and student talk,after that the researcher shown the next data collected from those indicators in this interview. In the first indicator which is about the student’s ways of learning. This indicator divided into 6
questions for the high achiever students and 8 questions to the teacher, so the researcher has collected 14 data related with it, as shown below:
Data 30
T : Activities I do in english usually a question and answer with students, while explained matter that students a focus and easier to catch material provided.Because covid-19 pandemic, these activities it
difficult to was done considering learning now carried out berani, so interaction to students obstructed.. ( see appendix 7, page85 )
The data of interview above showed the teacher used asking question when teaching and learning process in the classroom interaction.
Data 31
T: As well as a method of approach that i use in class that is by the a approach of scientific and several methods that were discussed,
depends on the can be, discussion or just a explained the materials and the students listening.(see appendix7 , page85 )
From the data interview above showed the teacher used indirect talk accepts or use ideas of students to discuss the topic.
Data 32
T: Does not always, some times I use students to clarify the matter.
( see appendix , page85 )
The data of interview above show the teacher used asking question in classroom interaction. She answered the question about do you always using lecturer method in English classroom interaction.
Data 33
T: Yes, sometimes I usedopen question
From the data interview above showed the teacher used indirect talk asking question to discuss the topic. She answered the question aboutWhat kind question that you always gave to your learners, close or open question.
Data 34
T: Students less active because in the pandemic, students become less enthusiastic toask.( see appendix7 , page85 )
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From the data interview above showed the teacher used Critizing or justifying authority. She answered the question about how far the
effectiviness of your learners in asking question.
Data 35
T: In clarifying material 50-80 usually there are about percent in the classroom. ( see appendix7 , page85 )
Data shown as the Giving Direction. She answered the question abouthow many percent do you speak in the English classroom.
Data 36
T: Yes, students who right and wrong in answer to the question i still give appreciation courage to answer. ( see appendi7 , page85 ) Data shown as the praise for encouragement when the teacher give appreciation courage to answered the question aboutWhat is your response to the students who cannot answer your question.After that, the researcher shown the next data collected from those indicators in thisinterview. In the second indicator which is about the student talk This indicator divided into 3 questions for the high achiever students.So, the researcher has collected 3 data related with it, as shown below:
Data 37
L1: I would like to learn English, depending on material that is been brought up in the classroom.
L2: I like learning English but in accordance with matter which in teach are interesting.
L1:Rarely ask, for fear of the questions from which i ask not in accordance learning.
L2: If not understand rarely asked to my teachers frequently asked to a friend. ( see appendix 8, page86 )
Data shown as not Student Talk Responsecourage toanswered the question about do you often ask questions when the teacher give the opportunity to ask.
Data 38
L1: Often new learning to develop the same friends and exchange ideas
L2:Sometimes like to reflect his own opinions studying and ask about one another to a friend. ( see appendix 8, page86 )
Data shown as student talk initiationcourage toanswered the question about have you ever develop new opinions when studying in English class.
Data 39
L1: If do not understand material I am going to shrink the sound of silence because sometimes I do not know a way of explaining material L2: I often silent while reflect what is the right answer.
( see appendix8 , page 86)
The data of interview aboveSilence or pause or confusion when the student in classroom interaction toanswer the question aboutWhat efforts do you do when you difficult to talk English.
From the results of interview that conducted by the researcher with some students the researcher found the difficulties faced by the students in learning English in classroom interaction the teacher Students do not dare express learning in public , students become ashamed to students and teachers more ventured or dared to ask.