CHAPTER II THEORITICAL REVIEW
A. CLASSROOM INTERACTION
1. The Definition of Classroom Interaction
A classroom is a room in which teaching or learning activities can take place. Classroom is found in educational institutions of all kinds, including public and private schools, home school, corporations, and religious. The classroom attempts to provide a safe space where learning can take place uninterrupted by other distractions.
Interaction is the heart of communication and communication itself. Whether it is oral or written is the central goal of the foreign language learning. In order to achieve that goal, the learners or the students need to coorperate and interact among themselves, between them and the teacher, or between them and someone else who are aware of language learning. In short, communication is derived from interaction since in communication there must be interaction between people who have something to share (Rivers, 1987, in Musdalifah, 2016).
In communicative Language Teaching (ELT), classroom interaction is really encouraged to occur in EFL classroom. English as a Foreign Language (EFL) is English as taught to people whose main language is not English and who live in a country where English is not the
official or main language. EFL classroom refers to the educational situation of teaching and learning English as a foreign language.
Classroom interaction will make the students interested in communicating at the classroom. According to Chaudron in Pratama (2015) classroom interaction covers classroom behaviors such as turn-taking, questioning and answering, negotiation of meaning and feedback. Goronga (2013) asserts that classroom interaction makes students participating in the teaching and learning process. It means that classroom interaction encourages students to get involved in teaching and learning process.
Classroom interaction is about the students having an active discussion during the class. Interaction occur both between students with lecturer present, and with the lecturer who probes student thinking among the whole group. There are many ways on how to communicate with students, especially in the classroom.
In the field of foreign language teaching, classroom interaction is different from everyday interaction. It can be known from the definitions of some experts.
Classroom interaction will make the students interested in communicating at the classroom. According to Chaudron in Pratama (2015) classroom interaction covers classroom behaviors such as turn- taking, questioning and answering, negotiation of meaning and feedback.
On Habatamu Walga Adaba’s journal (2017: 11) defines that classroom interaction is a practice that enhances the development of language
skills. He also defined classroom interaction as an essential part of teaching learning process.
From the definitions proposed by many experts above, it can be inferred that classroom interaction is a process of thought and idea exchange through verbal or non verbal communication which may develop the students language skills. A good interaction will make messages transmission success and create a good interpersonal relationship between the teacher and students.
2. Types of Classroom Interaction
There are several types of classroom interaction in teaching and learning English as a foreign language. It has been formulated by Dagarin (2004). It can be classified based on the participants, the time, and the purpose. Based on the participants of the classroom interaction of teaching English, it can be divided into four, as the follows:
a. Teacher-Student Interaction
Dagarin (2004: 10) states that the type of teacher-student interaction is conducted when the teacher refers to one student by giving a question to be answered. It is often used for evaluation of individual student.This arrangement can also be used for an informal conversation at the beginning of the lesson or for leading students into a less guided activity.
Furthermore, Feng (2013 : 10) explains that teacher-student interaction is understood to be an important issue in education and
teacher-student interaction is beneficial for student‟s learning.
Teacher-student interaction identified seven categories of teacher’s behavior such as; clarifying feelings, praising, using students’s idea, asking questions, lecturing, giving direction and criticizing. During teacher-student interaction, teacher can use strategies such as denomination, correction and expansion to re conceptualize the information provided by the student.
In addition, classroom interaction happens if the teacher and student do interaction in the classroom directly and orally. By doing interaction, teaching and learning language process will be better.
Teacher and student can accepted well the information from each other.
b. Teacher-Students Interaction
Another type of classroom interaction is known as teacher- students interaction. This type of interaction focuses on how the teacher as the centre of the teaching process does interaction with the whole students in the class. Moore and Anderson (2003: 132) explain that teacher-students interaction is conducted when the teacher refers to the whole class at the same time. He or she takes the role of a leader or controller and decides about type and process of the activity. The primary function of such interaction is controlled practicing of certain language structures or vocabulary. Mostly, they
are in the form of repeating structures after the teacher as the model.
This type of practice is also referred to as drill.
In addition, Myers (2008 : 6) explains that teacher whose teacher-students interaction governed by the rhetorical perspective communicate with their students as a means to influence or persuade them. Communication is teacher-centered, which means the teacher sends a message, gives question to the whole students who play a passive role as the recipient of the message. To communicate effectively with the students, teacher focuses on teaching clearly, making course content, relevant, and acting in assertive manner.
Finally, in teaching learning process, classroom interaction is one part that can not been lost. It is because every teaching learning process, lecturer will interact with the teacher to students. It means, classroom interaction should be kept by lecturer and student. Thus, classroom interaction as a way process between teacher and learner.
c. Student-student interaction
Murphy and Edgar (2010: 114) claim that student-student interaction can assume the role of one student to another or between multiple students engaged in group settings or alone. It is also believed that the basic way of student’s interaction is how the student can do interaction each other. Student can compete with each other to see who the best student in the class is; student can work individually on their own toward established criterion or students can work
together, cooperatively, taking responsibility for each other’s learning as well as their own.
The class where students have the opportunity to communicate with one another effectively help students build their knowledge.
Thus, by emphasizing collaborative and cooperative nature of scientific work, the students share the responsibility to learn from each other, discuss different understanding, and shaping the direction of the class.
d. Students-Students Interaction
Dagarin (2004 : 31) states that students-students interaction is a kind of interaction which is particularly useful for encouraging interaction among the students. In large classes, they present the only possibility for as many students as possible to speak. The students use more language function in group work than in other forms of interaction. It has also been proven that student perceive them as the most pleasant ways of learning, because they feel relaxed and subsequently communicate better.
Similar opinion about the student-student interaction comes from Payant (2012 : 4), student-student interaction during tasks provides opportunities for students to engage meaningful interaction and draw on linguistic resources to support learning processes. It is also believed that student-student interaction in classroom can increase participation, develop communication, receive feedback,
enhance elaboration and retention, support learner control/self regulation, increase motivation, increase understanding and to increase teambuilding, discovery, exploration and closure for the students.
Finally, students-students interaction is an essential part of every experience. In the classroom, this interaction occurs naturally, because students listen to each other's comments, asked each other, and build relationships through frequent contact. Teachers can also foster interaction between her/his students in learning settings, but there is no doubt that the interactions among of them also important as well.
3. The Roles of Teachers in the Classroom
Teacher can play many roles in the course of teaching. Just as parents are called upon to be many things to their children, teachers cannot be satisfied with only one role. Damhuis and de Blaw in Awalia (2016) mention that the teacher’s role will affect the quality of classroom interaction. The teachers’ role is giving chance to the students to talk in the classroom.
In addition, the teacher’s role is related to the important factors in classroom interaction. Preston in Awalia (2016) states that there are some important factors in classroom interaction that include input, turn- allocation and turn-taking behaviors, students’ production and feedback.
In input, the students have to participate at learning process. The
teacher’s role at this factor is the teacher persuades the students to participate. In addition, in turn-allocation, the teacher efforts to make the students involve in classroom interaction where the teacher’s role is making sure that all students involve in the classroom interaction.
Meanwhile, in turn-taking behaviors, the teacher efforts to make the students involve in classroom interaction by asking them to ask questions, make requests or volunteer to answer. Furthermore, feedback is from teacher and students where one student answers what the teacher wants, the other students and teacher will give their feedback for the performance.
B. QUESTIONING STRATEGIES 1. Questioning
A question is any sentence which has an interrogative form or function. In classroom learning activities, teachers’ question are defined as instructional cues or stimuli that convey to students the contents elements to be learned and directions for what they are to do and how they are to do it. Acording to Wragg and Brown (2001, in Syarifah Rahmah 2017), question is an essential element in the design of instruction and facilitation learning. Farmer (2006) in Syarifah Rahmah (2017) also stated that question is a skill to bridge the unknown to known knowledge route. That is why asking question in classroom learning activities is important things that should to do.
Critelli (2013) state in classroom setting, question is an essential element of instruction that teacher can use it as a tool to monitor student competence and understanding, also for provoking discussion. It allows teacher to analyze the students’ understanding of the material during teaching-learning process. Questions must become a tool for gaining information from students not only based on the material but also based on their experience or knowledge. Teacher should ensure students to stay focus on the lesson by using interesting questions and easy to answer.
2. Questioning strategies
The time period of questioning strategy comes from two phrases, question and strategy. Question means inquiring for something to get information. Kathleen (1998) described question as any sentences which has interrogative shape or function. Inside the other definition Linch (1991) described that question is a command or interrogative expression used to elicit data or a response or to check knowledge. The term of questioning strategies had been long to be recognized in teaching and studying process. As a resulted there are several definitions about questioning strategy. Questioning strategies are ways which as used to invite something to the students in obtaining of the purpose in teaching and studying process. Guest (1985) stated that questioning strategy is one of the important tools to bring students’ gaining knowledge of which can help teachers increase their own strategies to enhance the students work and thinking.
Questioning strategies are important to collect information. People commonly ask inquiries to each other to understand something about the unknown things. They're instruments to observe new ideas, facts, information, knowledge, and experiences. In line with Brown and Wragg (1993), we usually ask questions while we really need to understand something and, if we already understand the solution, then we do not want to invite. Questions in the language classroom enable the teacher to evaluate his or her students and inspire students to attend lessons attentively.
Teachers within the EFL classrooms appoint extraordinary styles of questions to make teaching effective and enhance learners' proficiency inside the goal language. As it has been defined by Richards and Lockhart (1994), there are three kinds of questions. First, procedural questions which the following questions usually occur in classrooms while teachers are checking the assignments have been finished, that instructions for a task is clear, and that student are prepared for a new assignment. Second, convergent questions want the responses “yes” or “no” or short statements. Third, divergent questions inspire students‟ responses that are now not short answers and which require students to have interaction in higher level thinking.
3. Questioning Strategies and Functions
Teachers’ questions have been categorized in a number of ways. Firstly, according to (Kleinsasser et al., 1995) questions are classified into three
types based on the purpose of questions in classroom-procedural. They are procedural, convergent, and divergent questions.
a. Procedural
Procedural questions relate to classroom procedure, routines and classroom management. They are used to ensure the smooth flow of the teaching process. For example, (Kleinsasser et al., 1995)state that the following questions usually occur in classroom while teachers are checking that assignment had been completed, that instructions for a task are clear and that students are ready for a new task.
Does everyone bring their homework?
Do you all understand what I want to do?
How much time do you need?
Did anyone bring a dictionary to class?
Procedural questions are designed to engage students in the content of the lesson, to facilitate their comprehension, and to promote classroom interaction.
b. Convergent
Convergent questions encourage similar students’ responses or responses which focus on a central theme. These responses are often short answer, such as “yes” or “no” or short statement. This means they do not usually require students to engage in higher level thinking in order to come up with a response but often focus on the recall of previously presented information (Richards and Lockharts in Lesly Narwasti, 2015: 17).
How many of you have a personal computer in your home?
Do you use it every day?
What do you mainly use it for?
What are some other machines that you have in your home?
c. Divergent
Divergent questions encourage students’ responses which are not short answers and which require students to engage in higher level thinking. It requires students to give their own answer and express themselves instead of just recalling previous lessons. The example of divergent questions such as the following:
Do you think computers have had any negative effects on society?
What are the best ways of promoting the use of computers in education?
The advantage of this classification system is that the question types are specific and it is also flexible in that instructors can design questions with various roles based on educational objectives to be accomplished. Based on the explanation above, it can be concluded that there are several teacher’s questions types can be employed during the teaching learning process in the classroom interaction.
C. REVIEWS OF RELEVANT STUDIES
There are some previous studies taken by some researchers around the world that almost similar title and related to this research. In this sub chapter, the research would like to present 5 (five) relevant research findings which can support this research.
1. An interaction analysis: A Teacher’s Questions, Feedback, and Students’
Production Through Classroom Observationa‖ from University of Birmingham
The first previous study of this research is the thesis conduct by Yamazaki (2015), entitled “An Interaction Analysis : A Teacher’s Questions, Feedback, and Students’ Production Through Classroom Observationa‖ from University of Birmingham.” The purpose of this study was to conduct an interaction which looking at the teacher question, feedback, and students’ production. This research tried to identify whether asking question or giving feedback which will contribute to deeper insights. The diferences between researcher’s paper and previous study is the spesification of question. The researcher also wants to describe how the classroom interaction when the teacher uses questioning strategy at the seventh grade students and in previous study is focused on students responses.
2. Teacher Questioning Strategies: to Improve Students’ Motivation I English Classroom Learning Activity
The second relevant research is “Teacher Questioning Strategies: to Improve Students’ Motivation in English Classroom Learning Activity”
by Syarifah Rahmah. The objective of this research is to find out the teachers‟ questioning strategy in teaching English at SMPN 8 Banda Aceh and to know the improvement of students‟ motivation in learning English through teachers‟ questioning strategy.The approach of this
research was qualitative. The researcher took 2 subjects of participants;
there were 3 English teachers and 10 students of SMPN 8 Banda Aceh.
The researcher used narrative analysis to analyze the data. The result of data analysis showed that the teachers used questioning strategies by applying some types of question and performing the type questions in each season of teaching. Using probing and factual question in asking question were dominant. It depends on the material that teachers transferred to students.Otherwise, divergent and higher order question, it used only few time by teachers. The teacher also applied other strategies, it was repeate the questions, emphasis the question, translated into Bahasa Indonesia or mixed the questions, get closer to student, and gave reward to the students.The research finding also showed the positive effects from the use of questioning strategies which were applied by the teachers in English classroom learning activity and also improved students‟ motivation in learning English. It means teachers‟ questioning strategy are accepted by them, both teachers and students. The interpretation of data is teachers‟ questioning strategy : to improve students motivation in English classroom learning activities are more effective in improving students‟ motivation in learning English.
3. Teacher Questioning Strategies During The English Classroom Interaction at The Seventh Grade of MTs Negeri Surakarta II in Academic Year 2019/2020.
Another research taken by Rafika Yunion Putandari entiled “Teacher Questioning Strategies During The English Classroom Interaction at The Seventh Grade of MTs Negeri Surakarta II in Academic Year 2019/2020.”. This research was study about an analysis of Teacher’s Questioning Strategies on classroom interaction at seventh grade of MTs Negeri Surakarta II The objectives of this research were devided into two parts. 1), to know the types of questioning strategies used by the English teachers and students during teaching and learning process. 2), to find out the dominant type of questions used by the English teachers and students during teaching and learning process.This research used descriptive qualitative research. The technique of collecting data used by the researcher was observation and interview. The instrument of this research are take field note, transcription, interview and observation note. The trustworthiness of data this research used methodological triangulation.The result of this research showed that based on P, Blosser theory the types of questions used by the English teacher eleven managerial questions, four rhetorical questions, nine closed questions and twenty three open questions. The teacher was frequently used managerial questions, and closed questions in a classroom. Then, the researcher found that the teacher’s reaction towards students’ incorrect responses. The modification technique is one of the important ways that teachers should do when the students do not understand or cannot
answer the questions. There are three modification techniques which are simply repeating, rephrasing, giving wait-time (pauses).
4. Teachers Questions in English Foreign Language Classroom Interaction The next previous study is conducted by Danu Angga Vebriyanto (2015), entitled “Teachers Questions in English Foreign Language Classroom Interactiona‖”. From Universitas Negeri Semarang The purpose of this study attempted to describe the types of questions that the teacher usually applies in the classroom during teaching and learning process. In this study, the researcher wants to find out the teacher’s purposes of applying those levels of questioning, and to describe the effects of applying the levels of questioning for the students’
understanding of English, and to identify students’ oral responses towards teacher questions. The diferences between researcher’s paper and previous study is spesification of questionning strategies durung the class. The researcher using observe on types of questions and previous study used level of questionning.
5. English Teacher’s Questioning Strategies in English Foreign Language Classroom at SMAN 1 Bontomarannul
The last previous study is entitled “English Teacher’s Questioning Strategies in English Foreign Language Classroom at SMAN 1 Bontomarannu‖. It is written by Sujariati (2017) from Sanata Dharma University”. The purpose of this study was to find out the teacher’s questioning strategies, the reasons of using the questioning strategies,
and the effects of the questioning strategies on student’s learning activities. From the research above the researcher finds the similarity of this research with researcher research this research is about used questioning strategies by applying some type of questions. The diferences between researcher’s paper this research and previous study is focused on questionning strategies during the english classroom interaction. The previous focused on applying some type of questions.
Those all previous studies are concerned with types of questions that used by the teacher in the classroom interaction. This current research is to observe the types of questions that might give more contribution for the teacher to conduct interaction in the classroom.
