A Descriptive Study on Interaction in Speaking Classroom at the Eleventh Year of SMK Bina Patria 1 Sukoharjo in 2008/2009 Academic Year (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.
The aims of this research are firstly, to describe the interaction used by the teacher and studentsconducted in the classroomof the eighth grade of SMP Negeri 18 Purworejo in the Academic Year 2012/2013; secondly, to know what type of interaction characteristics of the teacher-student talk in the classroom interaction; thirdly, to identify languages used in the classroom interaction used during teaching-learning process. This thesis is a descriptive qualitative study on teacher and student talk in the classroom interaction, particularly on the participants' interaction in SMP N 18 Purworejo. The data of this study are the interaction between the teacher and the students in the classroom. In order to analyze the data, some steps are conducted. The data was taken by recording the classroom interaction. The subject in this research wasthe grade VIIIG of SMP Negeri 18 Purworejo, there were 40 students and one English teacher. The researcher used observation and recording for collecting the data. Flanders' Interaction Analysis was used to identify and analyze teacher-student talk in the classroom interaction. The result of this study shows that the teacher was more active in the interaction. Meanwhile, the student was less active than the teacher. Based on the finding, the researcher concludes that the teacher was dominant in the classroom interaction. The percentage of the teacher talk was 78.15%,whereas the students' participation was 21.16%. The language used by the teacher and the students in classroom interaction wasnot balance between Indonesian and English. Indonesian is 62% while English is only 38%. It shows that teacher used more Indonesian than English when she explains the material. The interaction was in three ways communication: interaction between teacher-students, students-teacher, and students-students.
2018
Pradhita Ramadhani. A320140074. CLASSROOM INTERACTION IN A SPEAKING CLASS AT EIGHTH GRADE IN JUNIOR HIGH SCHOOL 2 COLOMADU KARANGANYAR. Research Paper. School of Teacher Training and Education. Muhammadiyah University of Surakarta. This research aims at desribing teacher and students interaction in speaking class, the types of classroom interaction during speaking class, the roles of teacher in speaking class, and the roles of students in speaking class. This research uses descriptive qualitative research design. The writer gets the data of this research from event, human, and document. The events in this research are all of the activities occured in speaking class, they are learning process and teaching process. Humans are teacher and students of 8A class in SMPN 2 Colomadu Karanganyar. Documents are all of the written information related to the interaction in speaking class. The methods of collecting data are observation, interview, and document analysis. The result of this resear...
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.
Analysis Of Classroom Interaction In Speaking Class At A Senior High School In Bandar Lampung
2011
This study compares patterns of interactions among teachers and students in all English speaking class by using three different newspaper topics: political, economy and entertainment. The subject of the research was 31 students of a senior high school in Bandar Lampung.The result shows that three were differences in the patterns of interaction when learners were given three different newspaper article topics. The differences were found in terms of the patterns of interactions among teacher-students, and students- students as well at kinds of interactional contribution categories.This suggests that using various topics from various sources of materials provided good stimulus for learners to practice their English in the classroom. The closer the topic to the learners daily interest the more they will likely to actively involve in the interactions.
CLASSROOM INTERACTION ANALYSIS IN INDONESIAN EFL SPEAKING CLASS
This study entitles " Classroom Interaction Analysis in the EFL Speaking Class " aimed at analyzing the categories of teacher talk, student talk and classroom interaction types used during EFL speaking class. The research employed a qualitative design and applied a case study. Subjects of the research were an English teacher and 25 students at the second semester of English Education Department of the University of Kuningan. The data were gained through naturalistic observation and document analysis. The data were analyzed by using FLINT (Foreign Language Interaction) system as developed by Moskowitz (1971) and types of classroom interaction of Malamah-Thomas' (1987) frameworks. The findings revealed that both teacher and students applied all categories of talk as mentioned in FLINT system and classroom interaction types. It is recommended for the teacher to apply more categories of 'praises and encourages' to build students' confidence in speaking, 'asks questions' to promote their communicative skill and to encourage students to use English during speaking activities, particularly in group work activities.
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...
Teacher and Student Talk in Learning Speaking Skill at SMA Bina Bersaudara Medan
REGISTER: Journal of English Language Teaching of FBS-Unimed, 2021
This study aimed (1) to investigate the types of teacher and student talk in English classroom interaction and (2) to investigate the teacher and students’ reasons to use the types of categories in classroom interaction. This study focuses on analyzing the process of classroom interaction through Flanders Interaction Analysis Categories System (FIACS). This study was conducted by using descriptive qualitative research. It was conducted in SMA Bina Bersaudara Medan at the X-1 grade class. The instruments of the research were observation, recording and interview. The results of this study were (1) the types of teacher talk that occurred were praise or encourages, asking question, lecturing and giving direction. Furthermore, the types of student talk that occurred were response and silence or confusion. (2) There are four reasons why the teacher used the types of categories in classroom interaction, namely: the teacher used praise and encourage to make students feel appreciated, the te...
Classroom Interaction in the English Department Speaking Class at State University of Malang
This study involved the teacher and students who were taking Speaking II class at the English Department of State University of Malang. The data was collected by conducting a non-participant observation, recording, and interview. Based on the analysis, the present study reveals that classroom interaction (CI) is the realization of a lesson plan which is organized in patterns of CI. There are five patterns of CI identified. The most dominant pattern is student-student (S-S) CI. Nine interactional strategies are used by the teacher and ten by the students. Speaking II class can be facilitated by implementing certain classroom procedures. The students' communicative ability is described in terms of the frequency of use of the interactional strategies troughout the semester.