All teachers in SMA Negeri 3 Seluma, Thank you for everything you gave me during the writing of this thesis. Many thanks to all students of Eleven SMA Negeri 3 Seluma for your help and cooperation during my research. An analysis of classroom interaction to develop speaking ability (Study in eleven grade students of SMA Negeri 3 Seluma).
Penelitian ini bertujuan untuk mengetahui apakah terdapat interaksi kelas untuk mengembangkan keterampilan berbicara pada siswa kelas sebelas SMA Negeri 3 Seluma. Hal ini bertujuan untuk mengetahui bagaimana interaksi kelas dapat mengembangkan kemampuan berbicara siswa dalam pembelajaran mata pelajaran bahasa Inggris. Penelitian ini bertujuan untuk mengetahui apakah interaksi kelas dapat mengembangkan keterampilan berbicara siswa kelas sebelas di SMA Negeri 3 Seluma.
INTRODUCTION
- Identification of The Problems
- Limitation of The Research
- Research Question
- Object of The Research
- Significant of The Research
- Definition of Key Terms
Classroom interactions occur when teachers attempt to communicate with students as a process of teaching learning in the classroom. If they want to know more, it is easier to create experiences in the classroom and therefore students become more involved in the classroom. They just follow the teacher's teaching without caring about what they know and there is little interaction in the classroom.
The purpose of this study is to guide and refer to teachers' teaching in the classroom. Based on the background of the study, the researcher concludes and identifies problems that arise in the classroom such as 1). Teachers do not use full English to communicate or interact with students in the classroom.
LITERATURE REVIEW
The Concept of Speaking Ability
The most recent research conducted by Semi and Siti (2015) is the research entitled "An Analysis of the Teacher and Student Talk in the classroom Interaction of the Tete class of SMP Negeri 18 Purworejo.". The second is to know what kind of contact the teacher and student have in classroom interaction during the learning process. 31. An Analysis of Teacher-Student Talk in Classroom Interaction of Eighth Grade Smpnegeri 18 Purworejo.
In the analysis, there are ten categories for learning and clarifying the conversation that takes place in the classroom between the teacher and the students during the learning process. Data will be collected through observation, interviews and documentation in a classroom interaction research tool for the development of speaking ability Study in the students of ElevenGrade SMA Negeri 3 Seluma. The aim of the interview is to learn how teachers teach and how teachers behave in the classroom.
Then map the code number to the observation sheet and the other measured percentage to know the classroom interaction between teacher and student at SMA Negeri 3 Seluma. Analyzed the result by defining the framework to be used in the classroom interaction between teachers and students, most of which takes place during the classroom activities of the English course, to improve the speaking ability of SMA Negeri 3 Seluma 2. The objectives of research are how classroom interaction for to develop speaking ability (study by Eleven grade students SMA Negeri 3 Seluma).
In the following, the writer provides the results of observations to know how classroom interaction develops speaking skills. A study of teacher talk and student talk in classroom verbal interaction to develop speaking skills for young learners. An Analysis of Teacher-Student Conversation in Classroom Interaction in Grade Eight Smpnegeri 18 Purworejo.
4 Apakah Anda memahami guru yang menjelaskan bahasa Inggris di kelas? apakah anda memahami penjelasan guru anda ketika anda mengajar di kelas) 5. Apakah anda aktif selama ini. belajar bahasa Inggris di kelas. apakah Anda aktif belajar bahasa Inggris di kelas). Model matriks interaksi kelas SMA Negeri 3 Seluma berdasarkan kategori interaksi (FIAC 1-10)-(Pertemuan ke-1).
The Concept of FIAC
Previous of The Research
Research Design
In this study, a mixed method of interaction between teacher and student is used in this study. According to Lincoln and Guba, they suggest that researchers' qualitative approach should use itself as a tool. Since non-human instruments are difficult to use flexibly to record the different events, the researcher must be able to reveal social phenomena in the field by mobilizing all functions. the senses.32 The researchers must therefore be accepted by information and environment in order to reveal hidden data through spoken language, body language, behavior and expressions that develop in the world and environment informant. Mulyadi states that qualitative research generally uses an explanatory design, where the object of research is explanatory research, namely testing the relationship between variables that is hypothesized.33 In this type of research there is clearly a hypothesis that will be tested for accuracy .
Subject of The Research
Research Instrument
According to Beverly, the interview is easy, requires a lot of tuning, and therefore should be able to monitor the circumstances of the interview, since the information gathered really reflects the assumptions and feelings of the interviewer regarding the selection of the topic. The research will be conducted by English teachers and students from Eleven Grade Students of SMA Negeri 3 Seluma. In addition, it is to interview the students to know how teachers teach the students and to know that the student understands or does not understand explaining in the classroom.
According to Beverley, documentation consists of subjective data that can be particularly valuable in the effort to obtain a rationale, such as data, e-mail, case notes, websites and letters.
Data Collecting Technique
There is a question to be suggested for teachers and students to talk about interaction class and know how to develop speaking skill SMA Negeri 3 Seluma. 4 Praise and encouragement What do you say when your students are able to answer correctly. 5 Did the teacher give you an opportunity to ask when you do not understand the English lesson.
In this study, additional data documentation will be collected to confirm the assessment findings. At this stage, photographic images such as student data, process test scores, learn students, especially English, houses, classroom situation, dress and other tests at SMA Negeri 3 Seluma.
Technique of Data Verification
Technique of Data Analysis
FINDINGS AND DISCUSSION
Discussions
Observers can see that interaction in the classroom has the important rules for students and teacher. This research describes some conclusions about how classroom interaction can develop speaking ability (study of eleventh grade students at SMA Negeri 3 Seluma). Based on the observation at SMA Negeri 3 Seluma, the observer found that there were some interactions in the classroom in terms of developing the speaking ability of students in the English class: There were four steps to analyze interaction in the classroom, such as content crossing, teacher control, teacher support, and students participation.
Adopts the idea of developing a student's proposed opinion for discussion with a friend and teacher in the classroom. Teacher: Iqbal, black shoes not black shoes...because an adjective and then a noun not a noun to an adjective...do you understand students. source: Observation 1, teacher and student). Student speech response is the students speaking in response to the teacher in the classroom, and the teacher initiates contact or elicits a statement from the students in the situation.
From the dialogue above, students tell about students. thinking about the material and develop the students' sentences. In the observation of the first meeting, it results from the classroom interaction between the teacher and the students during the teaching and learning process in the English subject. In classroom interaction, students simply answer yes or no because students do not know any answer or answer to the teacher's question.
Moreover, due to classroom interaction during learning process, part of student participation or students are little interaction in the classroom. For the students, it was shown to teacher that interaction in the class can be an example for teacher used in the class. What kind of method do you usually apply when teaching your students? bagaimana kamu majekenan eklamana materi pada siswamu dikelas?.
Bisakah Anda memberi saya contoh perilaku siswa yang buruk? Bisakah Anda memberikan beberapa contoh kebiasaan buruk siswa? Bagaimana cara Anda menyingkirkannya?
CONCLUSIONS AND SUGGESTIONS
Suggestions
Because the teacher is giving a lot of time and opportunity to the students to speak more in the class, to make the students develop their speaking ability and create a sense of confidence in the students. Teacher extensions of student ideas are included, but as the teacher brings more of his own ideas into play, move to the fifth category. 1 Acceptance Do your students always respond. apakah siswa selalu merespone salam anda di kelas).
Berapa lama Anda mempersiapkan materi sebelum diserahkan di kelas. berapa lama Anda mempersiapkan materi sebelum Anda menyajikannya di kelas). Bagaimana jika mereka salah memahami program studi Anda. bagaimana jika siswa tidak memahami arah pengajarannya) Apa yang kamu lakukan. 4 Pujian dan dorongan Apa yang anda ucapkan ketika siswa anda mampu menjawab dengan benar. apa yang kamu katakan ketika siswamu mampu menjawab dengan benar).
Bagaimana cara Anda mendorong siswa Anda untuk aktif di kelas? bagaimana Anda mendorong siswa Anda untuk aktif di kelas). Apakah Anda selalu menggunakan bahasa Inggris untuk menjelaskan informasi kepada siswa Anda? apakah kamu selalu menggunakannya Bagaimana Anda menerima ide-ide siswa Anda selama kelas? bagaimana Anda menerima ide atau pendapat siswa ketika Anda berada di kelas).
Apakah Anda pernah memberi mereka pelatihan sebelumnya? sudahkah Anda memberikan pelatihan sebelumnya kepada siswa) 9 Inisiasi Siswa Berdasarkan pengalaman, siswa tampaknya lebih memilih untuk memulai respons mereka daripada sekadar mengajukan pertanyaan ya tidak atau jawaban singkat. berdasarkan pengalaman, siswa. 1 Menurut Anda, mata pelajaran bahasa Inggris manakah yang paling sulit. jika mata pelajaran bahasa Inggris sulit). 2 Kesulitan apa yang Anda temui saat belajar bahasa Inggris? (kesulitan apa yang timbul ketika belajar bahasa Inggris).
3 Apakah guru mengajar bahasa Inggris di kelas itu menyenangkan atau membosankan. baik ketika guru. mengajar di kelas. menyenangkan atau. membosankan). Apakah gurumu memberimu a kesempatan untuk bertanya ketika Anda tidak mengerti dengan pelajaran bahasa Inggris. Berikan kesempatan kepada guru anda untuk bertanya ketika anda belum memahami pelajaran bahasa inggris) 6. 3 Jika siswa belum paham, biasanya saya akan membimbing dan menjelaskan materi dengan lebih sederhana agar siswa dapat memahami apa yang saya sampaikan di kelas dan biasanya saya menggunakan topik materi yang sama, mereka sering menjumpainya di lingkungan sekitar.
