CLASSROOM INTERACTION ANALYSIS IN THE EFL SPEAKING CLASS (A Case Study at the Second Semester of English Department in University of Kuningan (original) (raw)
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2018
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.
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INTERACTION PATTERNS IN ENGLISH AS FOREIGN LANGUAGE CLASSROOM AT LOWER SECONDARY SCHOOLS
Interaction plays an important role in language learning process in classroom setting. This present study aims at investigating the patterns used in classroom interaction by English lower secondary teachers. Using qualitative approach, this study was carried out in eight lower secondary schools (SMP) in Jakarta. Moreover, twenty English language experienced teachers with three to thirty-six years of teaching experiences were recruited as participants. Interviews, classroom observations/recording and focus-group discussion were instruments to collect data. For analyzing the data, qualitative data analysis was selected in developing categories and sub-categories of the data. The findings showed that the teachers apply at least three identified interactional patterns in EFL classroom in which modify the IRF structure. Teachers initiate interaction to the entire class (T-whole class interaction) by giving questions and instruction. Then, they also point out one specific student to answer the question or do the required task (Teacher fronted student interaction). In addition, teachers set the classroom activity to make the students interact each other (student-student interaction). Moreover, the student responses and other interactional features identified in language classroom are also discussed.
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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...
2018
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.
An Investigation of Oral Interaction in English as a Foreign Language Classroom
International Journal of Language and Linguistics
This thesis presents the findings of a study into classroom oral interaction in an EFL class in Saudi Arabia. One teacher was observed while teaching at an EFL private institution in Saudi Arabia. The purpose of the study was four-fold: to determine the amount of the L1 (native language) and the TL (target language) used in the classroom; to compare the teacher's contribution in class with students' contributions; to identify the interactional moves the teacher used to elicit students' participation and to analyse the teacher's corrective feedback and its effectiveness. The findings indicated that even though the teacher used the TL extensively, students' contributions were scarce. The findings also suggest that students' contributions were influenced by the teacher's elicitation techniques. Finally, the analysis of the teacher's corrective feedback revealed that it did little to improve students' acquisition of the TL.
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