CLASSROOM INTERACTION ANALYSIS IN INDONESIAN EFL SPEAKING CLASS (original) (raw)
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The purpose of this research was to know what teacher talk constitute in classroom interaction, what learner talk constitute in classroom interaction and what percentages of the teacher and learner talk in classroom interaction. The methodology of research used in this research is interaction analysis. An English teacher and whole learners of VII A grade class at SMP N 2 Sindang were chosen as the sample in this research. The class is in the second semester in academic year 2009-2010. In this research the writer applied interview questions for teacher and learners and FIAC (Flanders Interaction Analysis Category). The result of this research showed that teacher more active than learner in the interaction. The teacher generally did most of talking during the lesson. In the available data showed that the teacher used more in indirect influence of FIAC category, they are; accepting feeling, encouragement, accepting or using idea of the learner, and asking question) rather than direct influence (lecturing, giving direction, and criticizing). It is about 49.6% / 16.4 %. Thus the total of teacher talk is 56.4% of the class time. Meanwhile the learners did more response rather than initiation with percentage 30.4% / 12.4% from the total learner talk is 42.8%. INTRODUCTION Teaching and learning process is an essential communication process between teacher and learner. For the massage, like information or material to be accepted well by learner, the use of effective approach is suggested. The approach must involving teacher and learner interaction. Based on the principle of teaching a language, the main objective of all language learning is the ability of using the target language (Azie and Alwasilah: 1996). This objective can be achieved by means of following various teaching methods among others by using different kinds of learning approach and technique. In English foreign Language (EFL) class, learners are still not familiar with English in daily conversation, except several learners who have background in using English in their home or environments. Because of that reason, teacher has some rule as facilitator to introduce them into new language especially as a model. To implement those functions teacher need to create an interactive climate in language classroom. Interaction is key word for language teachers.
Teacher Talk in Classroom Interaction: A Study at an English Department in Indonesia
The research aims at analyzing teacher talk in classroom interaction based on Foreign Language Interaction Analysis (FLINT) system in speaking classroom of English department of Language and Literature Faculty of State University of Makassar. The method used in this research was a descriptive method. The instruments were FLINT system. The participants of the research were the lecturer and students of a speaking class during the second semester of academic year 2011/2012 at English Department of Language and Literature Faculty of State University of Makassar. The results of the research are: teacher talk of giving praises and encouragement is approximately less, the asking questions category dominate the teacher talk category which means it is in the beneficial function. The lecturer asked the questions to the students and the students responded it well by speaking eagerly. The utterances of giving direction occured in relatively short times. While in student talk, there are students problems and difficulties in speaking. The extracts of student talk in classroom interaction revealed the students problems such as the lack of vocabulary, anxiety, inability to form ideas in English language form, and grammar error.The teacher talk frequency was still excessive, but the lecturer made group and pair discussions to balance the effective talk for students in student-student interaction.
The Analysis of Teacher and Students Talk in Indonesian Efl Classroom Interaction
Indonesian EFL Journal, 2018
This research analyzes teacher and students talk in Indonesian EFL classroom interaction in University of Kuningan in second semester who are taking Speaking 2 subject. This qualitative data was from observation, note taking, and interview. The result of classroom observation found the content cross as the most dominant characteristic in teacher and students talk, it means that most of the teaching learning process devoted to asking questions and lecturing by the lecturer. The proportation of content cross was 65.55% in the first meeting, 95.88% in the second meeting, and 97.44% in the third meeting. While, in the additional data, the most dominant category found was teacher talk. It means that all of teacher talk categories appear in each meeting. The proportation of teacher talk is 38.16% in the first meeting, 55.11% in the second meeting, and 54.83% in the third meeting. In addition, the result of note taking and interview indicated that the interaction always happened in teachin...
Analyzing Interaction Practices in a Typical EFL Classroom Setting: A Case of Indonesia
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An interaction is the heart of language teaching and learning. Classroom interaction initially refers to conversational exchanges between teacher, as an initiator, and students, as responders. However, the dimension of interaction in the classroom is not solely on conversational adjustment among interactants. The aim of the study was to report the classroom interaction practices based on the experienced-teachers’ perspectives at SMP (junior high school). Twenty experienced English teachers from eight SMP in Jakarta were taken part as research participants. The data were gathered through interviews and focus group discussions, completed by classroom observation/recordings. Then, the collected data were analyzed qualitatively. Major findings suggest some categories emerged as five-dimensional elucidation of classroom interaction practices for SMP in teaching English as a foreign language. Verbal interaction dimension covers the medium of instruction used in the classroom and the form...
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This research aims to describe the types of classroom interaction, the roles of classroom interaction, and the dominant type of classroom interaction in speaking class at Madrasah Aliyah Negeri 1 Batang. The type of this research is descriptive qualitative research especially naturalistic study. The methods of collecting data in this research are observation, recording, and document. The observation conducted in teaching learning process in classroom and the writer noted it as the document. The writer used theory by Mozkowitz (1971, 1976) about Foreign Language Interaction Analysis System. The result of this research showed that there were three types of classroom interaction in speaking class at Madrasah Aliyah Negeri 1 Batang, such as: teacher-student interaction (TS), student-teacher interaction (ST), and student-student interaction (SS). There were several roles of classroom interaction in speaking class, based on the types of interaction. The roles of teacher-student for giving information, praising, giving explanation, request, displaying question, translation in L1, correct mistakes, repeating words, giving instruction and laughter. The roles of student-teacher interaction were student initiated, students' response, and asking for students' confusion. The roles of student-student interaction include work in pairs and group. The dominant type of classroom interaction in speaking class at Madrasah Aliyah Negeri 1 Batang was teacher-student interaction. The writer concluded that the dominant type of classroom interaction in speaking class at Madrasah Aliyah Negeri 1 Batang was teacher-student interaction.
A qualitative study of teacher talk in an EFL classroom interaction in Aceh Tengah, Indonesia
Indonesian Journal of Applied Linguistics, 2019
Teacher talk plays an essential role in classroom interaction since it can facilitate students to enhance their levels of comprehension toward the learning materials and further encourage them to be more active during the learning process. This qualitative study is aimed to analyze the types of talk employed by the teacher in the classroom interaction based on the framework of Flanders Interaction Analysis Category System (FIACS) promoted by Flanders (1970). The data were collected through audio recording and observation for three class meetings, and interview with the teacher at the second grade of a senior high school in Aceh Tengah, Indonesia. The results showed that all of the seven types of teacher talk were found. Among them, giving directions took place as the most applied interaction by the teacher. It indicates that the teacher mostly controlled and provided the students with directions, commands, or orders in the learning process. Meanwhile, the least used were accepting o...
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This research is aimed to describe the types of classroom interaction, the roles of classroom interaction, and the dominant type of classroom interaction in speaking class at Queen English Course Karanganyar. The type of this research is descriptive qualitative research especially naturalistic study. The methods of collecting data in this study are observation, recording, and document. The writer conducted the observation in the classroom, and recorded the teaching learning process, and noted it as the document. The theory used by the writer was Foreign Language Interaction Analysis system from Moskowitz (1971, 1976). The result of the research showed that there were three types of classroom interaction in Queen English Course such as, teacher-student interaction (TS), student-teacher interaction (ST), and student-student interaction (SS). There were several roles of classroom interaction, based on the types of interaction. The roles of teacher-student interaction for giving explana...
ELT Forum: Journal of English Language Teaching, 2019
This study was aimed to find out the type of teacher talk and the characteristic of classroom interaction take place in the English language classroom of Semarang Multinational School.This study applied descriptive qualitative research. There were two activities in gathering the data of this study: observation and audio recording. In analyzing this study, the researcher used interactive theory proposed by Flander (1989). The findings showed that based on Flanders Interaction Analisys Categories (FIAV), the teacher indirectly influenced the students in teaching and learning process by relying hard on asking questions. Besides asking questions to students, teacher also used (1) accepting students’ feeling, (2) praising or encouraging students, and (3) accepting or even using students’ ideas. In addition the pattern of content cross interaction tended to be more on asking questions than lecturing behavior. It indicated that teacher often relied on asking questions to students in the t...
An Analysis of English Teacher and Learner Talk in the Classroom Interaction
Linguistic, English Education and Art (LEEA) Journal, 2018
The objectives of the research were to find out the kinds of teacher talk and learner talk used by English teacherand learners during the classroom interaction and to know the language mostly used in the classroom. The participants of this study were 35 students and 1 English teacher that were taken using purposive sampling technique. This descriptive study used recording and interview in colecting the data. The results of clasroom interaction recording was then analyzed using Flander’s Interaction Analysis Categories (FIAC). It was obtained that teacher talk (75,5%) dominated the interaction during the classroom. In the interaction, the teacher mostly used ask question category (30,2%) meanwhile the learners mostly used pupil talk response category (9,1%). Furthermore, Indonesian language (57,2%) was dominantly used, while English was only 28,1%. From the research result, it can be concluded that the English teacher dominated the class by asking so many questions and mostly use...