Evidence of the verbal interaction between teacher and students in the classroom (A descriptive qualitative research in the third semester at Muhammadiyah University of Makassar) under the thesis of the English Education Department, Faculty of Teacher Training and Education, Muhammadiyah University of Makassar, supervised by M This research aimed to prove verbal interaction between teacher and students in the classroom and the type of verbal interaction used by the teacher in the classroom at Muhammadiyah University of Makassar in the third semester. Based on the result above, it can be concluded whether the verbal interaction between teacher and students which was proved in the classroom in the third semester went well and most of them ask questions, give lectures and also give directions.
Arif Paturusi, M.Pd and Sitti Maryam Hamid, S.Pd., M.Pd., for their guidance, encouragement, motivation and their patience from the beginning to the end of writing this thesis.
FINDINGS AND DISCUSSION
INTRODUCTION INTRODUCTION
- Background
- Problem statement
- Objective of the study
- Significance of the research
- Scope of the research
Verbal interaction is one of types of classroom interaction that uses direct conversation between teacher and students. In addition, verbal interaction is expected to know how the interaction between teacher and students during teaching learning. The aim of the study is to know the verbal interaction between teacher and students in the classroom.
Based on the significance of the research, the researcher focused on knowing the verbal interaction between teacher and students in the classroom.
REVIEW OF RELATED LITERATURE
Review of Related Literature
Putri (2015) conducted a research titled “An Analysis of Teacher Speech and Classroom Interaction Characteristics in an English as a Foreign Language Classroom”. The research result indicated that the teacher's speech type in classroom interaction is an indirect influence based on Flanders. Gharbani and Iravani (2014) conducted a research entitled "The Analysis of Teacher Talk and the Characteristic of Classroom Interaction in English as a Foreign Language Classroom".
Anisah (2015) het die navorsing getiteld “Patterns of Teacher – Students Interaction a Case Study of Classroom Interaction in Eleventh.
Some Pertinent Ideas
- Verbal Interaction
- Teacher Talk
- Student Talk
In this study, the researcher will take one of the types in the classroom interaction is verbal interaction, which teacher and student talk. First, the cross-answer pattern occurred when the teacher greeted the students and the students responded to what the teacher said. Here a crossword pattern emerged when the teacher asked the students what they wanted to be in the future.
Another pattern of choral responses occurred when the teacher asked the students if they had finished their work. This model showed how the teacher initiated the students to ask a question; the student answers the teacher's question; and the teacher gave feedback. A teacher's experiences in language learning influence what and how they teach in the classroom.
Classroom interaction is the action performed by the teacher and the students during teaching that is related to each other. And also, according to Celce (2001) reveals that classroom interaction "is a two-way process between the participants in the language process, the teacher influences the learners and vice versa. In this thesis they stated that there are at least four roles that must be fulfilled by the teacher in the teaching and learning process, especially in young learner interactions.
In this study, the researcher will take one of the types of interaction in the classroom is the verbal interaction which the teacher and students speak. This means that Flanders Interaction Analysis helps the researcher to identify classroom interaction during the teaching and learning process by classifying interaction into teacher talk, student talk and silence. The teacher must be able to control his voice when speaking in class.
And according to Inamullah (2008), he also conducted the research titled “The Analysis of Teacher Talk and the Characteristic of Classroom Interaction in English as a Foreign Language Classroom”.
The Conceptual Framework
Research Design
Population and Sample 1. Population
From the number of populations above, the researcher used purposive sampling to determine the sample. Furthermore, he explains that purposive sampling is the process of selecting a small member of individuals for a study in such a way that the individuals selected will help the researcher to understand the phenomenon under investigation. The sample in this research focused on the students of class F in the third semester in academic 2019/2020.
The researcher takes one class as sample and the total number as sample is one teacher and 31 students.
Research Instrument
In this research, the researcher analyzed the observed data using Flander's categories of interaction analysis proposed by Alwright and Bailey (1991). In addition, when recording, the researcher recorded the teacher's speech and the students' speech, which was based on the instructions for the observation adders adapted from Flanders 1970, cited in Hai and Bee 2006), as follows: Verbal interaction in the classroom consists of the teacher's speech and the students' conversation . Before completing the observation sheet, the researcher had to understand the guidelines of the observation sheet, which included the list of Flanders Interaction Analysis Categories (FIAC).
Indirect Talk 1. Accepts feeling
- Praise or encourage
- Accepts or uses ideas of students
- asking questions
Direct Talk 5. Lecturing
- Giving directions
- Criticizing or justifying authority
Student Talk
- Student talk response
- Student talk initiation
- Silence or confusion
Flanders (1970 cited in Hai and Bee 2006) Because in the learning process every three seconds there may be several categories that both the teacher and the learner talk about, there were some rules to decide which category should be best extracted from code consistency. If a teacher tries to be smart, students see his statements as criticism of the students; The observer claims category 7. If after 3 seconds, no category has changed, then the same serial number must be repeated in the next 3 seconds.
This tells the student that he has the correct answer and therefore functions as praise or encouragement. But if he makes a joke aimed at certain students, then it belongs to category No. According to Tichapondwa (2008), the researcher should code the conversations of the teacher and the students at three-second intervals when the researcher uses the FIAC technique used.
Here is the observation sheet intended to output code at the end of each three second interval after the coded data is first plotted. Although the observation record sheet, the researcher got expected data as the researcher would bring out code on the specific teacher or student talk during the teaching and learning process. The survey helped the researcher to know what type of teachers and students talk during the learning and teaching process at the trait classroom.
Data Collection
Technique of Data Analysis
Findings
- Teacher’s Verbal Interaction
Accepts Feeling
Praises or encourage
Giving Directions
- Student’s Verbal Interaction
- Proving the verbal interaction between teacher and students in the classroom
- Discussion
- Teacher’s verbal interaction in the classroom
- Student’s verbal interaction in the classroom
- Conclusion
- Suggestion
The first category is Accepting the feeling when observing the interaction between the teacher and the student in the class interaction used Flanders category, which the researcher got 2 times for the first meeting and the second meeting because the teacher clarifies the emotional tone of the students in a non-threatening way. The second category is praise or encouragement in the interaction between the teacher and the students, which the researcher got 2 times for the first meeting and 1 time for the second meeting because the teacher praised the actions and behavior of the students. And in this observation, the researcher saw the teacher 28 times for the first meeting and 10 times for the second meeting.
The fifth category, lecture is giving facts or opinions about the content or procedure, expressing ideas, asking rhetorical questions and in this interaction between the teacher and the student in the classroom the teacher does 3 for the first meeting and 4 for the second meeting. According to Flanders, the responses of students' conversations are categories to determine how often students respond in classroom interaction, and about this category the researcher saw in the observation of the interaction that students made to respond to the teacher in the classroom are 24 times for the meeting of first and 8 times for the second meeting. The first category is accept the feeling gained 2 for the first meeting and the second meeting because in the observation the teacher did this category 2 times in the class.
The third category, ask 28 for the first meeting and 10 times for the second meeting, because the teacher often asked students questions. Fourth, the lecture scored 3 times for the first meeting and 4 times for the second meeting because the teacher gives facts or opinions about the content or procedure, expresses his own ideas, and asks rhetorical questions. For example, students' conversation responses is a category to determine how early students respond in the classroom interaction, and about this category the researcher saw in the observation of the interaction that the students responded to the teacher in the classroom are 24 times for the meeting of first and 8 times. for the second meeting.
Based on the findings, there are two types of verbal interactions in the classroom, the teacher's verbal interaction, where the total times are 35 times for the first meeting and 21 times for the second meeting and this means that the teacher has done a lot. verbal interaction in the classroom during the learning process. Meanwhile, the students' verbal interaction has a total of 28 times for the first meeting and 10 times for the second meeting.
First Meeting
2 Pujian atau dorongan Permulaan pembicaraan siswa . 3 Menerima atau menggunakan ide dari siswa Diam atau kebingungan . Oke sebenarnya fonetik dan fonologi itu tentang bunyi, tapi bagaimana anda melihatnya itu fonetik dan fonologi…. Fonetik adalah studi tentang bunyi, dengan fokus pada cara Anda mendengar, cara Anda memproduksi, dan cara Anda berdiskusi. Jadi fonetik mengajarkan tentang bunyi, bunyi apa yang kita dengar, bagaimana kita mengucapkan bunyi tersebut dan bagaimana kita mendeskripsikan bunyi tersebut, karena ini adalah tentang bunyi.
How do you produce the sound. jadi characteristic for sound, there is one /n/. Did you understand, it's one. Teacher: Called yang akhirannya called d=/d/. I think with voice and voiceless. sh/ apakah voice atau voiceless.
Second Meeting
Ok, biar lebih menarik, misalkan jemput, kamu bisa jemput aku di rumahku. Lalu aturan penggunaan phrasal verb akumulasi adalah menghentikan ekspresi pada posisi dan hanya muncul di awal, jadi tidak pernah muncul di belakang. Sedangkan vokal kelompok juga mempunyai 3 vokal depan di depan, satu vokal Sempra, dan satu vokal belakang.
Seharusnya dia di sini dengan pengelompokan vokal yang salah satunya berdasarkan posisi huruf di mulut. Bunyinya 'pergi' tapi dia agak tersenyum, sebenarnya tidak dipaksakan, dia akan natural. Penggolongan salah satu bentuk vokal didasarkan pada mulutnya. Guru: Jadi hidung mempunyai dua cara untuk mengeluarkan udara: melalui mulut atau melalui hidung atau melalui hidung.
Ok, untuk sengau kata-katanya konfirmasi, n, kental sedikit, itu bunyi ng.
