Syamsul Rizal, M.Pd, and my supervisor II, Endang Haryanto M.Pd, Many thanks for your suggestions, corrections and ideas during the process of writing this thesis. Peri bumi (Mayza, Halimah, Yeni, Yulia and Anrems) thank you for accompanying me and supporting me in doing this thesis. The researcher hopes that this thesis is useful for the researcher in particular and the readers in general.
INTRODUCTION
- Identification of the Problem
- Limitation of the Problem
- Research Questions
- Objective of the Research
- Significances of the Problem
So, in general, the researcher can interpret the teacher as a leader in the process of interaction in the classroom, who gives the right to lead the type of student talk in the English language class, so that the teacher's speech will influence the student's conversation during the learning process. That Teacher Talk Time (TTT) can reduce the opportunities for Student Talking Time (STT) the more teacher talks, the less opportunity there is for the students. That type of teacher conversation had a big impact on getting students to talk in the classroom. Therefore, researchers want to analyze teacher talk and student talk in the English classroom in the teaching and learning process.
LITERATURE REVIEW
- Teaching English as a Foreign Language in Senior High School
- Lecturer students interaction
- Teacher Talk
- Learner Talk
- Classroom Interaction
- Pattern of Classroom Interaction …
- Related Previous Studies
The concept of interaction is also important in the classroom; it is an essential part of learning and teaching processes. It is obvious that in the classroom it is important that the lecturer himself manages who should speak, with whom, on which topic, in which language and so on. On the other hand, students will benefit from their teachers' experience of how to communicate well in the most effective way13.
Yanfen and Yuqin stated that teachers' talk is the language in the classroom that takes up a large part of the teaching time employed to give direction, explain activities and check students' understanding.14 Moreover, according to Silver and Kogout, teachers' talk as part of conversational language and classroom interaction. It means that students' speech can be defined as the language used by children to interact with the teacher or their peers in classroom interaction. The teacher's indirect conversation takes place in the classroom and outside the classroom15. Despite the fact that there is usually much less student-initiated content than homeroom teachers, it is usually the case that students are guaranteed to have received more.
Flandern i Hai and the co-students' talk is crucial to doing the exercise and to get the big performance at home. From the above assertions, we realize that collaboration in the study hall is key, given that without it, the training effort at home will not exist. The purpose of the study was to describe the interaction between the teacher and the students while in the classroom and to identify
Indonesian or English is the language most used by the teacher and students for classroom interaction. Similarities and differences are the same is a study that analyzes the speech of the teacher and the speech of the student in order to be more effective in improving the learning process in the classroom. 26 Nafrina, Teacher-Student Conversation in Classroom Class VIII A Smpn 2 Cepiring Kendal.2007.
RESEARCH METHODOLOGY
- Research Subject
- Technique and Instrument Data Collection
- Data Analysis Technique
- Trustworthiness
Based on the data above, it can be seen that the English teacher has learned to accept the sentence when the students correctly answer the question that the teacher gives by saying the word "ok Good". From the data above it can be seen that the English teacher has learned to accept the sentence when the students correctly answer the question that the teacher gives by saying the word "okay Thank you very much" the teacher praises the students. Based on the data above, it can be seen that the English teacher used the students' ideas in the sentences that the students said "relationship" and the teacher using the students' idea in the sentence "the relationship between two things. the teacher's responses to the student's idea.
From the data above it can be seen that the English teacher the teacher gives instructions to the students to open the book page 82. From the data above it can be seen that the English teacher the teacher gives direction to the students "sit down please". It can be seen criticizing the students' behavior when the students say "I am" and the teacher replies "kenapa i jam lagi".
From the data above it is shown that the student used response, it can be seen that the student's response when the teacher said "when we used this time". From the data above it is shown that the student's answer used, it can be seen from the student's response when the teacher said "she will finish. The data from the interview above showed that the teacher used question questions during teaching - and learning process in the classroom interaction.
The data interview above showed that the teacher used indirect conversations and asked questions to discuss the topic.
RESULT AND DISCUSSION
Data Interpretation
Based on the data above, it can be seen that the English teacher was used to accept feling on sentences when the students answer the question. In a classroom interaction, the teacher sometimes used ideas from students, this type is about the teacher's reactions to the student idea. Based on the data above, it can be seen that the English teacher used ideas from students, on the sentences that students said "Biografi narayat riwayat hidup siyarung" and the teacher uses idea from students on sentence. biography narrate riwayat hidup sileung kalau auto biography otherwise”.
Okay, I'm going to the mall yesterday. see appendix 6, page 80) Based on the above data, it can be seen that the English teacher used students' ideas in the sentences that students said: “I am going to shopping mall. Based on the above data, it can be seen that the English teacher asked a question, on the sentences the teacher said: "Do you know anything about Fatmawati" and the students replied: "Yes mom, wife of Sukarno. Based on the above data, it can be seen that the English teacher asked a question, from the sentences that the teacher who asked a question said to the students: “sedangkan yang ke 2.
Based on the above data, it can be seen that the English teacher asked questions, from the sentences the teacher asked the students. the past tense of dari pada and je are adalah?” and the response of the students. Based on the above data, it can be seen that the English teacher asked questions, from the sentences the teacher asked the students. From the data above, it can be seen that when the English teacher says “oke selegi karena karenastiknya?”, the students silence the students so that they don't know what to talk about.
From the overall result shown in Table 4.1, it can be seen that the percentage of teacher talk was 69%, while the students talked 31% during the classroom interaction, with the teacher dominating the learning process. The above data interview showed that the teacher used indirect conversations or used students' ideas to discuss the topic. Data shown as not Student Talk Response courage to answer the question Do you often ask questions when the teacher gives you the opportunity to ask them?
Discussion
From the result of interview and observation, it can be concluded that the teacher used Inderirect and that the students used silence break during interaction in the classroom based on Flanders, the students' conversations are important to have completed the lesson and to get the good performance in the classroom. The advantage is by creating conversation between the students, they can acquire knowledge and exchange information through interaction and teacher talk as a partial language in classroom talk and interaction33. The type of teacher talk often used in classroom interaction Indirect talks Based on the results, there are three types of teacher talk in classroom interaction Praise for encouragement. The teacher's purpose in praising and encouraging students is to give honor to those who participate actively in the teaching and learning process.
And accept or use the students' idea This type is used by the teacher in the interaction, there are several statements in each meeting, the teacher often uses the students' idea during the interaction in the classroom. And asking the question most often used by the teacher during classroom interactions is asking questions. The result also showed that the teacher was taking most part in the class, while the teacher was active in asking questions to the students.
The teacher's talk consists of 7 types, namely:. accepts sentiment, praise for encouragement, accepts or uses students' ideas, asking questions, lecturing, giving direction, criticizing or justifying authority. The researcher then concluded that in the category of talking with teachers, teachers mostly used the type of question that was included in the indirect conversation. Meanwhile, in the students' conversation, the student mostly used the answer of the student's conversation. For the English teacher class X at SMA 4 Bengkulu in the classroom interaction it is suggested to stimulate the students to start asking questions or giving opinion.
And for grade X students in the teaching learning process, students are also suggested to give more initiative to ask questions or give opinions in the learning process to increase students' conversation in classroom interaction.
CONCLUSION AND SUGGESTION
Suggestion
Based on the result of the research, the researcher would like to give some suggestions as consideration, that is:. And for the researchers of this study who are interested in classroom. interaction between teacher and student the researcher expects that the finding of study can be a contribution for those who want to do similar studies. An analysis classroom interaction using FlandeInteraction Analysis Category System (FIACS) technique. Thesis, University of Bengkulu.
