The aim of the research is to analyze how the teacher and student perform classroom interaction and what patterns of classroom interaction occur during the teaching and learning process by using the FIACS technique. The result showed that both teacher and student play the same role in classroom interaction. From the result, the researcher concluded that the students were not active enough in the interaction in class.
Classroom interaction is the action performed by the teacher and the students in the process of teaching and learning in the classroom. Teachers' teaching style like teacher-centered will make the students passive in the classroom as the teacher talks all the time. How do the teacher and learner interact in the classroom using Flanders Interaction Analysis Categories System (FIACS) technique at the second grade of SMPN 2 Metro in academic year 2017/2018.
What patterns of classroom interaction emerge during the teaching-learning process using the Flanders Interaction Analysis Category System (FIACS) technique in the second grade of SMPN 2 Metro in the academic year 2017/2018. To describe how the teacher and the student carry out interaction in the classroom using the Flanders Interaction Analysis Category System (FIACS) technique in the second grade of SMPN 2 Metro in the academic year 2017/2018. The results can be used for the further writers who focus on developing the classroom interaction between teacher and students using English in the classroom.
INTRODUCTION
Background of The Research
Moreover, the main goal in teaching and learning English is for students to be able to communicate with each other. In contrast, student-centered will make the students active as the teacher is as a facilitator. Flanders technique is suitable for analyzing the students' and teacher's talk at EFL context as the technique is to measure how much the teacher and students talk during teaching and learning process.
Flanders technique was suitable for analyzing the students' and teachers' speech in EFL context, as the technique was to measure how much the teacher and the students take to speak during the teaching and learning process. How well the teaching-learning process proceeds also depends on the interaction between the teacher and the students. Involvement to practice their knowledge and skills in the teaching-learning process, the role of the teacher and students in the classroom, and also to know the effectiveness of English teaching-learning process.
These problems can be caused because there is no interaction between the teacher and the students.
Focus of Research
- Problem Formulation
- Problem Limitation
- Statement of Research Problems
- Objectives and Benefits of The Research
To investigate the patterns of interaction that occur during the teaching-learning process using the Flemish interaction analysis categories system (FIACS) technique at the second grade of SMPN 2 Metro in academic year 2017/2018. The findings of the research are expected to be beneficial and can contribute to the improvement of the effective English teaching and learning process theoretically and practically. Others that it also contributes to the teacher, to the students and to the further writer.
The results of this research can be used as a reflection or reference for all his/her tasks that have been carried out for as long as. For students, they have more opportunities to practice their target language skills both in and out of the classroom, and also receive useful and meaningful feedback from their teacher.
Prior Research
To make students want to participate in classroom interaction, the teacher must use several strategies. In addition, the teacher should use some strategies to make the students talk so that the interaction in the classroom is between the teacher and the students. The teacher's conversation had to work to stimulate the students' participation in the teaching-learning process.
The first meeting with the class teacher took place on November 21, 2017 in the teachers' lounge. The teacher rarely gives play, plays music and acts, to make the students more interesting to participate in the class activity. It means that the teacher stimulates the students by teaching, asking questions and giving direction.
The students forward to the front of the class to repeat the material explained by the teacher.
THEORETICAL REVIEW
Concept of Classroom Interaction
- Definition of Classroom Interaction
- Pattern of Classroom Interaction
- Types of Classroom Interaction
- Teacher-Learner Interaction in the Classroom
- Role of Classroom Interaction
- Strategies For Helping Students To Involve In Classroom
Based on the explanation above, the writer concludes that interaction will occur in the classroom if the teacher asks the students to talk. Ask questions about content or procedures, based on the teacher's ideas and expect answers from students. In the context of interaction in the classroom, the teacher and the student used some types of communicative approach.
Based on the finding, the 6 students said that the teacher accepts the students' opinion or idea and then discusses it with all the students. Based on the finding, 5 students said that in order to attract students' attention, the teacher sometimes gives a question and points from the students to answer it. One of them said that. if I'm in the back row, I can't hear the teacher's voice.”
Flander Interaction Analysis Categories System (FIACS)
Procedure of FIACS
Advantages of FIACS
Matrix analysis is so reliable that even a person who was not present when the observations were made can make accurate inferences about verbal communication and get a mental picture of classroom interaction. This analysis would serve as important feedback to the teacher or teacher trainee about his intentions and actual behavior in the classroom.
Disadvantages of FIACS
RESEARCH METHODOLOGGY
- Research Design
- Data Source
- Data Collection Technique
- Observation
- Interview
- Procedure
- Data Analysis Technique
One of them said that "when I sit in the back row, I can't hear the teacher's voice." It causes the students to not understand the lesson.
RESULT OF THE RESEARCH
Description of Research
- A Brief History of The Etablishment of IAIN Metro
- Research Setting
SMP Negeri 2 Metro was originally a children's school of SMP Negeri 1 Metro which became another state school with the decision of the Minister of Education and Culture of the Republic of Indonesia Number: 0364 / O / 1977, dated August 25, 1977. This school is one of the excellent schools of Metro. Geographically, SMP Negeri 2 Metro is located on the border with East Lampung Regency. Such conditions provide opportunities for primary school graduates to compete to become students of SMP Negeri 2 Metro.
The socio-economic condition of the community had an impact on the support of parents regarding school programs, let alone the local government for free education. In 2007, SMP Negeri 2 Metro was verified as the organizer of National Standard School Stubs (SSN) based on the Decision of Director of Junior High. Since becoming an SSN provider, SMP Negeri 2 Metro has implemented a school program that emphasizes adherence to eight standards as mandated by Government Regulation Number 19 Year 2005 on National Education Standards (SNP), both content standards, processes, competencies of graduates, educators and staff education, management, infrastructure, financing and assessment standards.
SMP Negeri 2 Metro has the belief from the Government of Indonesia as the national standard school and an accreditation status.
Description of Data Analyze
- Data Finding
- How the Teacher and Learner Conduct Interaction in the
- The Pattern of Classroom Interaction
From the finding, the 7 students said that the praise causes students to have some motivation from the teacher to answer the question. From the finding, the 7 students said that the praise causes students to have some motivation from the teacher to answer the question.
CONCLUSION AND SUGGESTION
Conclusion
Based on the data presentation, it can be concluded that both the teacher and the student played the same role in the classroom interaction, that means they both have the same relationship in carrying out the classroom interaction. Not only the teacher who most often speaks, but the student must accept it. However, the class teacher used some strategy in teaching learning; it is by playing – studying – by heart.
By applying this strategy the interaction in the classroom will be more effective and interactive because the students would not be bored in the classroom other than they can easily accept the material given by the teacher. On the other hand, the class teacher also implemented different methods, it aimed to stimulate the students' involvement in the classroom interaction and make the students to be active. Based on the observation made by the researcher during the teaching learning process, the researcher noticed that the most frequent pattern of interaction in the classroom was discussion of teachers and students and it was rarely in solo or individual work.
During the observation, it was noted that the researcher noticed that the teacher always asks the students to discuss the work given by the teacher. And by introducing this pattern of interaction, the classroom would be conducive and the students would be more active and interactive in speaking. It was followed by the category PE (praise or encouragement) and the category GD (guidance) JE 18%.
The researcher found in the observation that the students rarely wanted to ask or answer the question voluntarily.
Suggestion
Philip Riley,” Attachment Theory and the Teacher-Student Relationship,” London, New York: Routledge Taylor & Francis Group, 2011. Wiley Blackwell, “The Handbook of Classroom Discourse and Interaction,” Southern Gate: John Wiley & Sons, In, 2015. She greets the students with 'friend' because she wants to be their friend instead of teacher.
The teacher has prepared the material the day before, we teach the students together with the syllabus division. The teacher gave the students explanation about facts such as the teacher's personal experiences or knowledge. Based on the interview, the researcher found that 4 students out of 10 students who have interviewed state that they are afraid to answer the teacher's questions.
The result of the interview, 3 students stated that the students like the way the teacher explains the material. Based on the interview, the researcher found that 2 students said that sometimes the teacher makes a joke and the students said that the teacher's joke makes the teaching process more relaxed.
