REVIEW OF RELATED LITERATURE
Category 6 Giving Directions
B. Discussion
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Student talk initiation in which student initiate, unpredictable statements, response to teacher and according observation the researcher nothing got the point because the student never expressing own ideas initiating a new topic like asking thoughtful questions and etc.
The last category is silence or confusion, when the students nothing makes something just silence and in observation the students made 4 for the first meeting and 2 times for the second meeting, not respond the teacher explanation or asking.
category is gained 2 for the first meeting and 1 for the second meeting because the teacher gave praise the students praise or behavior. For example: “very good or good”. The third, ask question category gained 28 for the first meeting and 10 times the second meeting because the teacher often gave questions to the students.
For example: Which one is soft? Where is position with soft? Yang soft itu yang mana? according to transcript. The fourth, lecturing gained 3 for the first meeting and 4 times for the second meeting because the teacher giving facts or opinions about content or procedure, expressing own ideas, and asking rhetorical questions.
The last category is giving direction how the teacher giving direction, command and order this is also category to identify how the interaction between teacher and learners. This category gained 1 for the first meeting and 3 times for the second meeting. For example: well. Phonetic is study about sound in focus how do you hear, how do you produce and how do you discuss. Example, if someone said like this mmm, can write /m/ like this. According to transcript.
In this research, the researcher found that the total times of teacher‟s verbal interaction are 35 times for the first meeting and 21 times for the second meeting. Pujiastuti (2013) The results indicate that all of the teacher talk categories of FIAC were revealed covering giving direction, lecturing, asking questions, using student‟s ideas, praising, criticizing student‟s behavior and accepting feelings. However, giving direction and lecturing were found as the most frequently used categories among all. In addition, the teacher mostly adopted a role as controller in the classroom as she frequently led the flow of interaction. In terms of student talk, student‟s response and initiation were
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revealed in this study. It is also found that student‟s initiation plays a significant part in the classroom interaction.
2. Student’s verbal interaction in the classroom
Based on the research findings in this thesis, the researcher found 2 categories that used by students in the classroom in third semester students at Muhammadiyah University of Makassar. Such as, student talk responses is category to indentify how times students make a respond in classroom interaction, and about this category the researcher saw in interaction observation the students made respond to the teacher in the classroom are 24 times for the first meeting and 8 times for the second meeting. For example: 1.Teacher: let‟s move about tongue. Tongue is the body three teeth. Can you mention? 2. Students: Tip of the tongue, front of the tongue and back of the tongue…. While silence or confusion, when the students nothing makes something just silence and in observation the students made 4 for the first meeting and 2 times for the second meeting, not respond the teacher explanation or asking.
In this research, the researcher found that the total times of student‟s verbal interaction are 28 times for the first meeting and 10 times for the second meeting. Pinter (2006) suggests that quantity of opportunities for students to interact in classroom is crucial in learning language. The language used by the students usually comes as the response of teacher‟s questions and sometimes occur in the discussion between student-student. And also, student talk can be said as student‟s speech when he emulates his teacher‟s examples, express his idea or gives comments and criticism about something in the classroom.
Based on findings, there are two types verbal interaction in the classroom are teacher‟s verbal interaction have the total times are 35 times for the first meeting and 21 times for the second meeting and it‟s mean that the teacher was made a lot of verbal interaction in classroom while learning process. It also means that in the classroom the teacher interaction always dominant. While, student‟s verbal interaction have the total times are 28 times for the first meeting and 10 times for the second meeting. It means that the ability to make an interaction in classrrom is very low because the students sometimes want to ask or giving an opinion but always stuck in they did not how to speak in English. Tsui (1995) the result showed that the dominance of teacher talk in young learner‟s classroom interaction seems to be irrelevant in foreign language teaching since it does not provide adequate chances for students to practice the language. In this situation the students categorize in silence once, non-verbal interaction was also once and silence is once. It means that in the classroom the ratio of student‟s verbal interaction and silence has same.
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CONCLUSION AND SUGGESTION
This chapter consists of two sections, the first section dealt with the conclusion of findings of the research and the other one deal with suggestion.