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AN ANALYSIS OF CLASSROOM INTERACTION IN TEACHING AND LEARNING PROCESS
(A Study of English Department at STKIP PGRI SUMBAR in Academic Year 2016/2017)
Andrian1, Yulmiati2, M. Khairi Ikhsan2
1Mahasiswa Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
2Dosen Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat [email protected]
ABSTRACT
Penelitian ini bertujuan untuk mengetahui apa saja tipe interaksi yang terjadi selama proses pembelajaran berlangsung. Lebih lanjut, penelitian ini adalah penelitian kualitatif.
Partisipan dalam penelitian ini adalah mahasiswa jurusan bahasa inggris di STKIP PGRI SUMBAR yang diambil berdasarkan cluster sampling yaitu Research Class.Dalam mengumpulkan data, peneliti melakukan pengamatan dengan merekam proses belajar mengajar dan observation checklist terhadap dosen dan mahasiswa saat proses pembelajaran terjadi. Kemudian, peneliti mendapatkan beberapa data dari pengamatan yang telah dilakukan. Dalam proses pembelajaran berdasarkan data ditemukan lima tipe interaksi yaitu;
lecturer-dominated (L-D), lecturer-whole class (L-W), students-centre (S-C), students- students (Ss-Ss) and students-lecturer (Ss-L).
Kata kunci : Interaksi Kelas, Proses Belajar mengajar
INTRODUCTION
In teaching, there is an academic activity between lecturers and students. It is such an interaction to deliver idea, opinion and insight. Besides, the lecturers also give stimulation, motivation and guidance to the students. The good interaction will help all activities in teaching and learning process well.The teaching process can be starting small scope, such as exchange information between students to students. The students must be able to catch the stimulations, motivations and guidance from the speaker.
Moreover, interaction is a kind of action that occurs as two or more objects have an effect upon one another. This action may be verbal or nonverbal in interaction. Lecturers use English in interaction with the purpose that the students can improve their ability and knowledge in English. When lecturers and students use English in interaction, so it will become a daily activities for them to use the language. The success of the interaction that lecturers employ will largely depend on the skills and knowledge of the lecturers.
2 According to Haque (2009:1) Interaction is a way of framing the relationship between lecturers and students designed for themand thus a way of framing the activity in classroom. The education process will run in case of educational interaction (learning activities) between lecturers and students. It can be said an interaction because the interaction happen when there is a reciprocal relationship between two or more people.
All activities in classroom offer the possibility for interaction, and all design activities can be viewed as design for interaction.
In the classroom, the interaction frequently happens between lecturers and students. The interaction can be lecturer- centre or students-centre. Lecturer-centre, for instance, in teaching the lecturers explain the material, ask questions, motivate the students during the teaching and till at the end of the lesson. When lecturers ask the students about the materials that taught by lecturers and then students give respond by answering the question. At this point, most of the interaction focuses in lecturer. Moreover, students-centre happen when the interaction mostly among the students. It can be in group discussion.This interaction helps the students to be competent enough to think critically and share their views
among lecturers and students. Interaction also happen in the presentation in the classroom.
Based on the the reasearcher experience and pre-observation at STKIP PGRI West Sumatera. There were some problem happen in teaching and learning.
First, the students were not interested to the topic of the lesson. Second, most of the students did not engage into discussion.
They were busy with their own activity.
Third, it was found that students tend to be passive by ignoring their friends’
explanation. When they are asked to give some ideas they just keep silent and only some of them engaged in discussing.
Moreover, some of the students who took interaction with their friend focused on book without their own knowledge.
has to use their role in the classroom maximally. It means that the teacher can make the students active in the classroom if the teacher initiates them by praising them, clarifying the students’
opinion, asking question, giving direction, etc.
3 RESEARCH METHOD
This research is descriptive research. In descriptive, theresearcher tries to analyze the types of students’
interaction in classroom interaction at the second year students of academic year 2016/2017 in English Department of STKIP PGRI Sumatera Barat. At this point, the researcher collected and analyzed the data to answer the question about types of students’ interaction in classroom. Then, the researcher described the data based on the fact occurred in the field. The participants are second year students of academic year 2016/2017 in English Department of STKIP PGRI Sumatera Barat. Particularlyin Research Class which did interaction frequently. In this research, the researcher used video
recorder and observation
checklist.Indicator of observation checklist based on Abarca (2014) and dagarin (2004).
FINDINGS AND DISCUSSION
From data analysis it was found that there were only five types of classroom interaction in Research Class. There were lecturer-dominated, lecturer-whole class, students-centre, students- students and students- lecturer. The student- student was not found during the observation.
1. Lecturer-Dominated
This type of classroom interaction frequently happened during teaching and learning process. At this moment, the class was at 10.15 a.m. The lecturer entered the class when the students busy talking each other. Athe lecturer directly asked the students about the weekly summary. The students expression were confused because it seemed that they did not make their tasks yet. it can be seen that lecturer directly guided the students to have an midterm.
He said “That I have told you before, that today we are gonna have midterm text, right?” and continued withOk, come on you take a piece of paper. Selember kertas. Ayo selembar kertas. What have your learnt, what have your learnt? Have you learnt about correlational studies? Apa yang you ketahui tentang correlational studies?
Sudah you belajar tentang correlational studies (Suara agak naik)?. The sentences above indicated that the interaction dominated by the lecturer.
It definitely showed that the type of classroom interaction was lecturer dominated. At the beginning he opened the conversation by remembering the students about midterm and then he continued about the instruction of questions.
4 Lecturer dominated in teaching frequently occurred at the beginning of the teaching. He usually asked the students to do the classroom interaction. It happened when the topic was about action research.
He asked for the volunteer who are able to present about action research in front of the class but no one of group responded it.
He tried to have a class presentation by selecting the group to do the presentation by saying “Jadi kita pake lot aja. (Dosen memilih group) Okay group 2”. He immediately selected the group by lotting and group 2 was the group selected at that time.
2. Lecturer-Whole Class
This type of classroom interaction was similar with the lecturer-dominated but they were differences in particular point. The distinction of lecturer-whole class can be seen from the way of lecturer stimulate the students to speak. He did it by asking question and so on. At the beginning of the class, the lecturer informed that there was a midterm.
Unfortunatelly, the students argued that there was no midterm. The lecturer was silent and announce that the students should finish their summary and tasks.
They had to submit into his admodo. He also said that he would post their assignment instruction on his wal.
. The lecturer whole class types of interaction briefly can be seen when he gave question to clarify the students understanding. The topic at that time was experimental research. He also asked the students about qualitative research. The class was crowded because most of the students were busy in looking their own laptop to search the answer on the internet.
It can be shown that four questions given by the lecturer was the way to stimulate the students to speak. The questions
“Okay any volunteer to present classroom action research?ada volunteer gk?atau saya yang pilih aja?
Masih classroom action research, cari jadwal penggantinya, untuk menggantikan kelas kita minggu lalu.Ada?” were thelecturer-whole class interaction at that time.
3. Students-Centre
Students-centre is the lecturer as a facilitator and the students are more active in the classroom interaction. The students did the presentation, made assignment and discussed the topic given during the teaching were some of the indicators of students-centre.
At this research, the researcher found that the teaching and learning process was students –centre. The lecturer gave interaction at the first meeting by
5 divided the students into some group and they should make the slide and present the topic in every meeting. From the data finding of three meeting that has been observed by the researcher, it was found that the class was discussion class. At this subject, the lecturer only facilitated the students to learn and control the discussion. Automatically, students become the centre of the teaching and learning process. They should prepare the material at home before entering the class.
4. Students- students
This type of interaction can be found obviously in group work, closed- ended teacher questioning, and presentation class and so on. This research was done in classroom discussion in where the students become the center of the teaching and learning process. Almost in every meeting the students-students interaction happened when the moderator opened the discussion.
From the data, it is known that there was a discussion happened between the students-students. After the member of group presented the material, the moderator asked for the comment and question from the other students. The student said “Saya akan menjelaskan descriptive research (Mahasiswa menjelaskan materinya)´was the data
finding when she explained the material to all the students and her friend also helped her at that time. The students did the discussion about classroom action research and the lecturer controlled the teaching and learning process till the end of the meeting.
This interaction frequently found in teaching and learning because the students were a centered.
5. Students-Lecturer
This interaction encourages the lecturer in giving more information and feedback, and the students asking a question about material that they do not understand yet. Asking question is the most common activity that the students do and sometimes if the answer given by their friends was incorrect the lecturer took his explanation.
This type of interaction was rarely found because they students were busy with their discussion. In this case, the lecturer only gave comment while it is needed. This types of interaction found only rarely during the observation. It happened when the students needed a valuation or responded from the lecturer.
CONCLUSION
Based on the research questions and discussion of the data analysis, the following conclusion can be described
6 dealing with the type of classroom interaction. There are five types of interaction during teaching and learning process at Research Class; lecturer- dominated, lecturer-whole class, students- centre, student-student, students- students and students-lecturer. The student-centre is the most frequently interaction happened in teaching and learning process.
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