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CHAPTER I
INTRODUCTION
A. Background of Study
One of the most important part in teaching learning is classroom interaction.
Classroom interaction is essential for the success of the teaching and learning
process. Communication in the classroom can be built through interaction.
Interaction is communication which implies more than one person. According to
Brown (2007), interaction in a language classroom is a process of learning,
interaction in the language classroom in very important in the process of teaching
and learning in the speaking classroom. How the teaching learning process run
well also depends on the interaction between the teacher and the student.
In the speaking classroom, interaction should be encouraged. In other
words, it is the teacher responsibility to promote the interactive language teaching
in the class. In the interaction in the class, however teacher should not dominate
the class, instead facilities student in practicing as much as they possibly can.
Language learning occurs through meaningful interaction. According to
Brown (2007), interaction then will certainly involves student. In other words it
can be said that language learning is a two way interaction between all the
element in class. Those elements handle the same significant role deciding
whether the learning will achieve its aim or not. Each element cannot dominate
the others. The teacher than handle a significant role in creating an atmosphere
that stimulates student to participate in the classroom.
One important element, besides the teacher is the student that also play
many significant roles. In the language classroom, the student can be positioned as
object, but sometimes they have to put themselves as subject. Its mean that they
are not only as receiver but also as an independent one who can speak up, gives
ideas, and contribute to language in the classroom.
In the speaking classroom the teacher and the student have significant roles
to the process of teaching and learnig. These elements ( teachers and student)
constantly interaction the teacher and the students are the main subject. In the
speaking class the teacher is not allowed to dominate the class where he keeps
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talking or giving more question. Each elements has as much to contribute as very
other participant in determaining the direction and outcome of the interaction.
Interaction is the exchange of thoughts, feelings or collaborative ideas
between teacher and students or student and other students produce reciprocal
effect on each other Brown (2007) thus, interaction in language classes is the
process of learning languages. Learning is the ability to use English (Azies and
Alwasilah, 2013). Meanwhile, the purpose of language teaching is not limited to
the ability to produce grammars sentences, but also in term of communicative
Musthofa (2016). As a result, teacher us managers in the class must be important
to motivate students to be involved in the classroom interaction.
Based on several studies related,the researcher try to conduct a study about
classroom interaction try to find something new in the research it is about the
types of classroom interaction. Which is this study haven‟t conduct yet by the
previous study. Beside that, the researcher conduct a research with different
subject from the two previous studies above. The subject of this research is not the
students in university and senior high school level but the student in junior high
school. It is of course there are different significant because the level from two
subject is really different and the ability in mastering English is also different. So,
it is why the researcher really intended to conduct the study by use second grade
students‟ as the subject of her study
Actually, there are many Junior High Schools in Jambi which are
appropriate to be chosen as a setting of the research, especially school that
emphasize to use English in their daily activity. In this case the researcher choose
one of the Junior High School in Jambi which have refer to SMP IT Al-Azhar
Jambi. This school is one category in the mastery of English because it requires
the entire student to exert English in their daily interaction, not only with the
teachers but also with other friends. Besides, they once achieved the first winner
in the English Olympiad at Jambi of City.
Based on the elaboration above and taking consideration of the significant
role of classroom interaction in teaching-learning process, the researcher is
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interested in conducting a study about the classroom interaction at eight grade
students of SMPIT Al-Azhar Jambi in academic year 2019.
Based on descriptive above, the researcher would like to plan qualitative
research entitled: “The Analysis of Classroom Interaction at Second Grade of
Islamic Junior High School Al-Azhar Jambi.
B. Focus of The Study
In order to reach the expected goal, researcher focuses on classroom
interaction class at second grade of Islamic Junior High School Al-Azhar Jambi.
C. Formulation of The Problem
The problem discussed can be stated as follows:
What is the meaning of interaction from the point of view of the students and
teachers?
D. The Purpose of The Research
Consider the background and problem statement above, the objective of
this study is:
To describe the meaning of classroom interaction in the English teaching
learning process at SMP-IT Al-azhar Jambi.
E.The Significance of The Research
The findings of the research are expected to be beneficial and be
able to give contribution to the improvement of the effective English
teaching and learning process theoretically and practically. Other that it
also gives contribution for the teacher, for the other teacher, for the
students and for the further researcher.
1. For the teacher
For the teacher, they can develop of their English teaching, she/he
should increase indirect-influence talk which includes acceptance of
learners, teacher should encourage and criticized also reminded, in that
way the interaction can be more effective. Teacher should reduce the use
of mothertongue especially teacher as a model, she/he should enrich
his/her knowledge.
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2. For the other teachers
The results of this research are expected to be the model of
interaction in teaching-learning process. At least the other teachers can
apply this teaching model in their own classroom.
3. For the learners
For the learners, they have more opportunities to practice their
target language skill when they are in the classroom also outside the
classroom, and also get useful and meaningful feedback from their teacher.
4. For the further researchers
The results can be used for the further researchers which focus on
developing classroom interaction between teacher and students by using
English in the classroom.
F. Definition of Key Terms
1. Classroom Interaction
Interaction is collaborative exchange of thoughts, feelings, or ideas
between two or more people resulting in reciprocal effect on each other.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Classroom Interaction
Classroom interaction is collaborative exchange of thought, feeling, or
ideas between two or more people resulting in reciprocal effect on each other in
other ways the action performed by the teacher and the students during instruction
interrelated. The New Oxford Dictionary of English defines the noun ‟interaction‟
as a „reciprocal action or influence‟. Therefore interaction is more than action
followed by reaction. It includes acting reciprocally, acting upon each other.
According to Chaudron (1998:10) classroom interaction covers classroom
behaviors such as turn-taking, questioning and answering, negotiation of meaning
and feedback. In addition, Brown (2001: 165) describes the term of interaction “as
the heart communication, it is what communication is all about”. Interaction
occurs as long as people are communicating each other and giving action and
receiving the reaction in one another anywhere and anytime, including in the
classroom setting. Thus, Interaction between students and teacher is fundamental
to the learning process.
From the statements above we know that interaction in the classroom is
fundamental, because without it teaching learning process in the classroom will
not exist. A good interaction will make messages transmission success and create
a good interpersonal relationship between the teacher and students, so the
students‟ achievement in language acquisition can be increased. Finally it can be
conclude that basically interaction is a systematic and collaborative activity that
requires both the addressor and addressee to exchange ideas or message and
negotiate their meaning either by using verbal or non-verbal meaning.
B. Communicative Language Teaching
The types of learning and teaching activities in communicative language
teaching are unlimited. The exercises enable learners to attain the communicative
objectives of the curriculum, engage learners in communication, and require the
use of such communicative processes as information sharing, negotiation of
meaning, and interaction. Classroom activities are designed to focus on
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completing tasks that are mediated through language or involve negotiation of
information and information sharing (Richards and Rodgers, 2001: 165). The
emphasis is on the processes of communication, rather than mastery of language
forms. The role of learner is as negotiator - between the self, the learning process,
and the object of learning. It emerges from and interacts with the role of joint
negotiator within the group and within the classroom procedures and activities
which the group undertakes.
According to Richards and Rodgers, (2005:166). The teacher has two main
roles: first, to facilitate the communication process between all participants in the
classroom, and between these participants and the various activities and texts;
second, to act as an independent participant within the learning-teaching group.
In the communicative language teaching, there is a set of principles about the
goals of language teaching, how learners learn a language, the kinds of classroom
activities that best facilitate learning, and the roles of teachers and learners in the
classroom (Richards, 2005: 1)
The goal of language teaching in the communicative language teaching is
communicative competence. It includes some aspects of language knowledge: the
knowledge in using language for a range of different purposes and functions, the
knowledge in varying our use of language according to the setting and the
participants, the knowledge in producing and understanding different types of
texts, and the knowledge in maintaining communication despite having limitations
in one's language knowledge (Richards, 2005: 2) Richards (2005:3) states learning
a language in the communicative language teaching is the result from the process
of, such as, interaction between the learner and user of the language, collaborative
creation of meaning, creating meaningful and purposeful interaction, negotiation
of meaning, learning through attending to the feedback learners get when they use
the language, paying attention to the language one hears and trying to incorporate
new forms into one's developing communicative competence, or trying out and
experimenting with different ways of saying things.
The use of pair work activities, role plays, group work activities, and project
works are the kinds of classroom activities in the communicative language
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teaching. Learners have to participate in classroom activities rather than individual
approach. They listen to their peers in group work or pair work tasks, rather than
relying on the teacher for the model. The teacher has the role as the facilitator and
monitor (Richards, 2005: 4).
The use of English in communication in non-native speaker countries is
limited on specific contexts and speakers. Not all people can communicate in
English. Also, not all public terms use English. English can be used effectively in
certain society with certain speakers. An Indonesian person who is very fluent in
English cannot communicate to all people in English. It is impossible for him/her
to bargain in the market using English. It is also impossible for him/her to ask for
help using English in a public service. English learning in classroom is on of the
efforts to meet the need to have an atmosphere and context that stimulates the
students to interact in English.
The use of English in communication in non-native speaker countries is
limited on specific contexts and speakers. Not all people can communicate in
English. Also, not all public terms use English. English can be used effectively in
certain society with certain speakers. An Indonesian person who is very fluent in
English cannot communicate to all people in English. It is impossible for him/her
to bargain in the market using English. It is also impossible for him/her to ask for
help using English in a public service. English learning in classroom is on of the
efforts to meet the need to have an atmosphere and context that stimulates the
students to interact in English.
C. Foreign Language Interaction Analysis (FLINT)
Table 2.1.
To use Flanders Interaction Analysis, the interaction is coded in 1 of 10
categories, the following are the 10 categories in the Flanders Interaction
Analysis Coding Instrument :
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Modified Foreign Language Interaction Analysis (FLINT) System:
Indirect
Teacher
Talk
Category
number
Activity
1 Accepts feeling Acknowledge student-expressed emotions
(feelings) in a nonthreatening manner
2 Praises or encourages Provides positive reinforcement of
student contributions
3 Accepts or uses ideas of students Clarifies, develops, or refers
to student contribution, often nonevaluatively
4 Asks questions Solicits information or opinion (non
rhetorically)
Direct
Teacher
Talk
5 Lecturers Presents information, opinion, or orientation;
perhaps includes rhetorical questions
6 Gives directions Supplies direction or suggestion with which a
student is expected to comply
7 Criticizes or justifies authority Offers negative evaluation of
student contribution or places emphasis on teacher's
authoritative position.
Student
Talk
8 Student talk – response Gives a response to the teacher's
question, usually a predictable answer
9 Student – initiation Initiates a response that is unpredictable
or creative in content
10 Silence or confusion Leaves periods of silence or inaudible
verbalization lasting more than 3 seconds
Note. Modified Foreign Language Interaction Analysis (FLINT)System adapted
from Brown 2001.
Classroom interaction is a reciprocal and meaningful interaction between
the teacher and students that happens in the classroom. By interaction, learners
develop their language ability. It is in the interaction what communication all
about is found. In interactive classes, students can join a discussion, problem
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solving tasks, or dialogue journals. The form of the activities can be pair works or
group works. In the classroom interaction, teacher and students have a reciprocal
effect upon each other through which they say and do. Meaningful interaction
with others in the target language in the classroom is much more important in
language learning. The description of the interaction between the teacher and
student is seen from the teacher and student talk. The teacher talks are accepting
feeling, praising or encouraging, accepting or using ideas of students, asking
questions, lecturing, giving directions, and criticizing or justifying authority. The
student talks are student talking-response, student-initiation, and silence or
confusion.
D. Strategies For Helping Students in The Classroom.
1. Teachers help
Teacher can help student to develop their interaction skills in foreign
language. According to Dagarin (2012) some of the ways of teachers help are the
following.
a. Asking Questions
It is easier for student tp answer questions than to initiate a
conversation or make up an independent statement. The teacher indicates with
questions some of the words and language structures which will appear in the
answer. Teachers can ask additional questions to bring the students to the
right answer. The strategy can be used in retelling stories stratrgies or
descriptions. Nevertheless, this form of help is still very guided and does not
really lead to freedom of expression. Therefore, it is expecially appropriate
for beginners.
b. Body language
Student can obtain a lot of information from teacher‟s gesture and
mime. The teacher can help student to express themselves with body language.
Sometimes students did not know how to continue speaking so that we can
prompted them by exaggeratedly acting out body movement thins or animals.
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c. A topic
Teachers can stimulate student interaction by choosing appropriate
topics. Student prefer talking about sports, computers, music, and etc. student
can say a lot more about a topic of their interest than something they do not
really know well.
Johnstone (2015:13), describe some other strategies taken by teachers
help that might help students understand the teacher‟s utterance and interact
appropriately :
Regular checking of understanding
Using familiar words
Applying lower cognitive level
Immediate repetition
Recycling of information
Paraohrase
Other aspect of redundancy
Shower, and cleaner talk
Exaggerated intonation and emphasis
Structurally simplified language
Clarity of discourse markers
Key vocabulary and structures notified in advance
Simole task and notified in advance
Rautinisationser
Translation into L1.
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E. Previous Study
1. Classroom Interaction Analysis in the EFL Speaking Class (A Study at English
Department of IAIN Imam Bonjol, Padang
Elismawati (2016), the objective of the research to discover categories of
talk spoken by teacher and students according to FLINT system The findings
revealed that during interaction in the EFL speaking class, the teacher tended to
act as facilitator which facilitated students to speak with several student-fronted
speaking activities, such as class discussion, presentation, simulation and
communication games, a director that directed them in conducting speaking
activities, and a resource providing information needed by students. In addition,
the students had more opportunity to speak and interact in EFL speaking class by
doing speaking activities focused on group-work activities and presentation. The
research employed a qualitative design and applied a case study. Subjects of the
research were an English teacher and 35 students at the second semester at
English Department of IAIN Imam Bonjol Padang. The data were gained through
naturalistic observation and document analysis. The data were analyzed by using
Foreign Language Interaction (FLINT) system. The findings revealed that both
teacher and students applied all categories of talk as mentioned in FLINT system
and classroom interaction types.
2. An analysis of classroom interaction in the teaching-learning process of
speaking at tenth grade students of smk al-husainkeling in the academic year of
2017/2018 .
Annisa (2017), this study directs to find the teacher talk time and student
talk time in teaching-learning process of speaking. The researcher used
descriptive-quantitative method during the research since the aim of this study is
to find out the classroom interaction in teaching learning process of speaking.
Observation and interview used by the researcher to collect the data. The
researcher also used Flander‟s Interaction Analysis Category System (FIACS) in
analyzing the data. The result of this research determine that the percentage of
teacher‟s talk was higher that students‟ talk. It showed that the teacher‟s talk was
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the most dominant classroom interaction during the observation. From the result
the researcher concluded that the interaction would be activein teaching-learning
process of speaking when the teacher and the students complemented each
other.The subject in this research was the teacher and the students in tenth grades
of SMK Al-Husain Keling. The writer conducted the research in X-AP 2 grade.
This class has 22 students consists of 7 male and 15female. In X-AP 2 English is
taught once a week.
Based on that two pervious studies above, the researcher tried to conduct
the study about classroom interaction tries to find something new in the research it
is about the types of classroom interaction of is this study haven‟t conduct yet by
the previous study. Beside that, the researchers conduct a research with different
subject from the two previous studies above. The subject of this research is not the
students in university and senior high school level but the student in junior high
school. It is of course there are different significant because the level from two
subject is really different and the ability in mastering English is also different. So,
it is why the researcher really intended to conduct their study by use second grade
students‟ as the subject of her study.
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CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
Before going to the point of research, it is better to know first the definition
of research. Qualitative researchers is the research that focus on the study of
social phenomena and on giving voice to the feelings and perceptions of the
participants under study, this is based on the belief that knowledge is derived from
the social setting and that understanding social knowledge is a legitimate scientific
process. The design of this research is descriptive research with qualitative
approach. This researchuse qualitative approach it means that the data collected is
not in the form of number, but the data derived from interviews manuscripts, field
note, personaldocuments, record memos, and other official documents. The
purpose of qualitative study was to describe the empirical reality behind the
phenomenon in depth, detailed, thorough. In this study, the descriptive research
was done in the classroom and out of the classroom, and the main point of this
research is to collect and to accumulate the basic data in descriptive way. It
describes the phenomena that occur in the classroom such as the interaction
conducted by the teacher and learner, the aspect of classroom interaction and the
pattern of interaction during teaching learning process at eight grade students of
SMPIT Al-Azhar Jambi in academic year 2019.
B. Data and Data Sources
1. Data
Data refers to the answer of the research question. Bogdan and Biklen,
(1998:106) define data as the rough materials researchers collect from the world
they are studying. Data include materials the people doing the study actively
record, such as interview transcripts, and participant observation field notes. In
this research, the researcher used qualitative data based on the data from field and
other source. The data of the study belong to descriptivequalitative data. Those
data were the interaction conducted by teacher and learner during the teaching-
learning process in the classroom, the aspects of interaction in the classroom and
the pattern of interaction which occurred during the English class. In this research
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there were two forms of the data. The first data are gathered from the observation
and video recording. The second data are interview transcript of the teacher and
the student that was recorded by the researcher during conduct interview.
2. Data Source
Data source is a source which data is taken from. The source of the data is
very significant in the research, because the researcher will not enable to get
information without the source of data. In this study the sources of the data got
from:
a. Teacher who taught English in eight grade female students of SMPIT Al-Azhar
Jambi
b. Three Students of Eight Grade that include VIII-C students. Since the study in
directed to describe about the classroom interaction,
The subject of the study are taken from the class who use English in their
teaching learning process. The selected students as the subject of the study are
those female students in class VIII-C . In this case the researcher does not involve
boys‟ students as the subject of the study, because in this school between boys and
girls students are separated and teach by different teacher. Here are the following
reasons to involve female students as the subject of the study because taking
consideration into the classroom teacher female classroom are more active talking
in the conducting interaction than boys students, and the last consideration the
class was conductive and communicative. Based on that all suggestions the
researcher take consideration to use the girls or female students as the subject of
this study.
C. Setting and Subject of The Research
This study will be conducted at Second Grade of Islamic Junior High
School Al-azhar Jambi. And the subject of the research are the students VIII-C at
Second Grade of Islamic Junior High School Al-azhar Jambi and the teachers.
D. Technique of Data Collection
The data of the present study are collected through the two following
methods, doing observation in the classroom and conducting interview.
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1. Classroom Observation
Observation is a method of data collection in which researcher comes to
the field to observe what is going on in the field. According to Ary et al (2010:
431) define that observation is a basic method for obtaining data in qualitative.
The qualitative research goal is complete description of behavior in a specific
setting rather than a numeric summary of occurrence or duration of observed
behaviors. For doing observation the observer directly observed the classroom,
and took notes on the relevant events while the teaching-learning process was
going on. In the meantime, video recording of the whole proceeding was also
made to acquire more complete data about the classroom process. In collecting the
data, the researcher conducted non-participant observation, in which the
researcher as the passive participant. It means that the researcher didn‟t involve
herself in the subject activities in the classroom. The data concerning teacher talk
and learner talk in the classroom interaction were collected by doing classroom
observation, which was the most widely used instrument in collecting data about
all kinds of classroom verbal and non-verbal behavior.
2. Interview
According to cresswell (1994) for qualitative research the researcher
conducts face to face interviews with participants. These interviews involve
unstructured and generally open-ended questions that are view in number and
intended to elicit views and opinions from the teacher. In this research, researcher
conducted face-to-face interviews with the lecturer and students, to get some
informations that are needed for the research. Researcher proposed some
questions related to the research title.
E. Data Analysis
Data analysis is the process of systematically searching pattern and
arranging data in such a way, so that the data will be understandable. In other
word data analysis is the final activities in a research are analyzing and
interpreting the data collected and presenting the result. Analysis involves
reducing and organizing the data, synthesizing, searching for significant pattern
and discovering what is important.
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In analyzing the data the researcher employed the method as suggested by
Miles and Huberman (1994) covering data reduction, data display, and conclusion
drawing.
1. Data Reduction
Data reduction is a form of analysis that sharpened sorts, focuses, discards
and organizes data in such as way that final conclusion can be drawn and verified.
The selected data in this study were data which referred to the proposed research
question. Thus, the selected data deals with the main data (the interactions
between teacher and learner conducted in the classroom during the teaching
learning process, which is identify the aspects of interaction, and the patterns
during done the interaction) and the additional data (the classroom organization,
classroom activity, and the approach of teaching method in the classroom such as
using GTM, direct method, and communicative approach and others).
2. Data Display
After data reduction the next step in analyzing the data is data display.
Data display is a form of analysis that describes what is happening in the natural
setting, so that it finally can help the researcher to drawn a final conclusion. The
process of display the data are based on the formulation of the research problem.
It is about how the teacher and learner conduct interaction in the classroom, the
aspects of classroom interaction that include the teacher talk and the learner talk,
and the pattern of interaction during the teaching learning process. The most
frequent form of data display in the study is in the form of narrative texts. After
displaying the data, a conclusion is drawn.
3. Conclusion Drawing
This is the last step of data analysis that is Drawing Conclusion or
Interpretation. Here, the researcher begins to see what is in the data. The
researcher examines all entries with the same code and then merges these
categories and finding the connection among categories. Then, it continues to tell
the stories and to make connections among stories. The researcher begins to make
meaning of the categories and themes to connect them. So, we can get the idea
from this step. Conclusion drawing involves reflecting about the words and acts
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of the study‟s participant and abstracting important understanding from them. The
researcher makes generalization based on the connections and common aspects
among the categories. The conclusion in qualitative research is a new discovery
that can be an answer of the research problem. The conclusion is in the form of
description of the object of this study. Finally, in this step the researcher can get
the result and conclusion of the research. In the last procedure of data analysis, the
researcher concluded and verified the transcribed data. The conclusion was the
essence of analysis that tells about the classroom interaction, to identify the
aspects of interaction used by the teacher and learner in the classroom, and
investigate the patterns of interaction between teacher and learner occur during
teaching learning process. To have clear understanding about the process of
analyzing data.
F. Technique of Data Verification
Verification of the result of the data analysis is necessary to be checked in
order to reduce the researcher‟s biases and prejudices. In this study, triangulation
is applies in order to check the verification of the data analysis. Triangulation
may be defined as the use of two or more methods of data collection the study of
some aspects of human behavior. Furthermore, according to Lodico (2006:267), in
the process of collecting data the researcher will typically include more than one
data collection technique to validate findings, these different data sources are
letter compared with another in a process called triangulation. Based on Denzin
(1978) cited in Miles and Huberman (1994: 267) reveals that there are four kinds
of triangulation techniques, they are: (1) source or data triangulation, (2)
investigator triangulation, (3) theoretical triangulation, (4) methodological
triangulation. From those techniques of triangulation method, the researcher used
source or data triangulation and methodological triangulation. Source of data
triangulation is a process in which various sources of data are collected.
Thevariety of source can refer to time, space, and person (Denzin, 1978). In this
present study, the source of data refers to person; they were the teacher and the
students. The data triangulation for the study was done by analyzing the teacher
and learner talk in the classroom interaction.
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G .Triangulation
Triangulation is a ways for validating the data in qualitative research.
Triangulation can also be defined as a combinationof method of collecting data.
Cohen (2005) stated that triangulation is the use of two or more ways of collecting
the data in a research for the aspects of human behavior. It means that
triangulation is a way of checking the validity or comparing the data by utilizing
other aspect outside of the data itself.The data of the study are collected through
observation, video recording and interview .
H. Schedule of Research
Researcher arranged the schedule of research in order to make the research
effective and finish with the specific time.
First : Arranging thesis proposal and pointing of advisors.
Second : Improvement of thesis proposal seminar
Third : Gathering and analyzing of data
Fourth : Consultations to the advisors and continue thd analysis arrange
.Then , writing final report.
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CHAPTER IV
FINDINGS AND DISCUSSION
A. Data Presentation
The data presentation begins with the description of the classroom and the
description of the English learning in SMP-IT and the process of the interview
and observation.
In SMP-IT AL_Azhar Jambi. The English lesson was done in the regular
class. The teacher moved from one classroom to another. There were 21 students
in class VIII-C. All of them were girls. The time of the English lesson was 45
minutes per meeting. In a week there were two meetings: on Monday and on
Wednesday.
Before coming to the discussion about the result of the interview, I would
like to describe the participants and the interview process. The participants of this
research were one English teachers and three students. The teachers is Mrs. anita.
The students were Rara, caca, and qurata. I had interview with Mrs. anita for three
times. The interviews with Mrs.anita were done in the teacher room. I made an
appointment before I met her. The interviews took time for about 15 – 30 minutes.
She gave me much information about the English learning in her class. She was
very cooperative and helpful. The interviews with the teachers were in
Indonesian; but, in some expressions we used English. The interviews with the
students were done one times. It took time for about 15 minutes. Before
interviews, I always asked their teacher's permission because I would take their
time. Actually, I wanted to do the interviews when the students were having
break. But, they were unwilling because they usually went to the canteen with
other friends in that time. The interviews were done individually and outside the
classroom. The students were very helpful. They gave me much information and
answered my questions clearly. The interviews were done in Indonesian . The
result of the interviews with the teacher and the students is summarized in the
following table.
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Summary of the Observation:
A. Indirect Teacher Talk
1. Accepts feeling
Teacher-student interaction Teacher-students interaction
Open the
class
1.Checked the students'
attendance (calling the
students' name one by one)
(obs.1,4,5,6)
1.Opened the class by greeting,
"Assalamuálaikum wr.wb. good
afternoon, students." (obs. 1,2,3)
Close the
class
1.The teacher answered,
"Waálaikumsalam wr.wb."
(obs.4)
1.Closed the class by praying
together. (obs.1,3,5)
2.Closed the class by
saying,"That's all for today.
Thank's for coming. Let's pray.
Assalamuálaikum." (obs. 4)
5.Closed the class by
saying,"This is the end of the
lesson today. Thanks for
coming. Wassalamualaikum."
(obs.6)
2. Praises or encourages
Teacher-student interaction Teacher-students interaction
Praises or
encourages
1.The teacher appreciated him
(the student) by saying,"Good!
Yes, of course."(obs.4)
1.The teacher said,"OK. all of
you have finished the reading.
Generally, you are good;
almost half of you got good
score. It means that, actually,
you had good potency in
English. So, English is not
difficult Teacher-students
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interaction, is it? Here, we can
see, you have had good start.
You only need to practice. Be
diligent." (obs.2)
3. Accepts or uses ideas of students
Teacher-student interaction Teacher-students interaction
Accepts or
uses ideas of
students
1.The students tried to guess
the verb form and change the
sentence. Some were correct
but some others were not. The
teacher gave the correct
answers / sentences. (obs.5)
1.There were some examples
that could be made with the
discussion between the teacher
and the students classically.
(obs.5)
2.The teacher checked the
answers on the board together
with the students. (obs.5)
3.The teacher discussed the
questions classically. (obs.6)
4.Asks questions
Teacher-student interaction Teacher-students interaction
Asks
questions
related to the
topic
1.The teacher asked some
questions related to the
picture. (obs.4)
1.The teacher asked, "Have you
finished?" (obs.1,4)
2.The teacher asked,"Any
questions? Any difficult words?"
(obs.1,2,4)
3.The teacher asked,"What is the
meaning of 'suggestion'?" (obs.2)
4.The teacher translated her
question in bahasa
Indonesia,"Apa maksudnya
22
'suggestion'?" (obs.2)
5.Ïs it clear?" asked the teacher.
(obs.5)
Asks
questions
unrelated to
the topic
1.The teacher asked,"Has
everyone come to class?" (obs.1)
2.The teacher continued by
asking,"Where are they?" (obs.1)
B. Direct Teacher Talk
5. Lectures
Teacher-student interaction Teacher-student interaction
Presents/explain
s the topic
1.The teacher presented the
material by writing it on the
board. (obs. 1)
2.The teacher explained the
topic that had been written on
the board. (obs.1)
3.The teacher explained about
the content of the dialogue. (obs.
2)
4.The teacher explained about
'causative have and get'. (obs.4)
7.The teacher explained the
material again. (obs. 4)
8.The teacher explained the new
topic orally. (obs. 5)
9.The teacher explained again
and gave some more examples.
(obs. 5)
10.The teacher explained the
23
topic classically so all students
could listen to her. (obs. 6)
11.The teacher explained the
topic loud enough so that all
students in the classroom could
hear her voice clearly. ( obs. 6)
Explains the
unclear topic/
difficult words
1.The teacher told the
student the clear writing.
(obs. 1) 2.The teacher
explained about the unclear
part. (obs. 4)
1.The teacher explained the
meaning of the difficult words.
(obs. 4)
Discusses the
topic classically
1.The teacher followed the
activity by discussing the text.
(obs. 1)
2.The teacher discussed about
the picture. (obs. 4)
Explains the
instruction
1.The teacher explained the
instruction of the activity. (obs.
5)
6. Gives directions
Teacher-student interaction Teacher-student interaction
Gives
directions
related to the
class activity
1.The teacher pointed/called
some students to answer some
other questions. (obs.1)
2.The teacher called some
students to read the dialogue
on the book. (obs.2,4)
3.The teacher called 5
students to write the answers
1.The teacher said,"Write the
material on your book, please."
(obs.1)
2.The teacher asked the students
to open the book, page ...
(obs.1,2,5)
3.The teacher said,"Please open
page... and do activity ..." (obs.1)
24
on the board. (obs.2)
4.The teacher asked one of
the students to explain about
the difference between
causative have and get as
what has been explained by
her. (obs.4)
5.The teacher called the
students one by one to read
the answers. (obs.4)
6.The teacher asked one of
the students to give an
example. (obs.5)
7.The teacher asked the
students to practice orally
activity 9 on the book. (obs.5)
8.The teacher asked the
students one by one to write
the answers on the board.
(obs.4,5)
9.The teacher asked one of
the noisy students to explain
about the last week lesson.
(obs.5)
4.The teacher followed the
lesson by asking the students to
do the activity on the book.
(obs.2)
5.The teacher asked the students
to open page 102 and watched
the picture. (obs.4)
6.The teacher asked the students
to read and learn activity 1.
(obs.4)
7."Now. Please do the activity 3.
you have 10 minutes to
do."continued the teacher.
(obs.4) 8.The teacher continued
the activity by asking to do
activity 4 in the book. (obs.4)
9.The teacher didn't explain the
direction, it was written on the
question sheets. She just said to
answer the questions
individually and it would be
collected after class. (obs.6)
Gives
directions
unrelated to
the class
activity
1.The teacher said,"OK.
While waiting for your
friends, please one of you (by
calling the student's name)
borrow the book from the
library."(obs.1)
2.The teacher said,"Have a
1.The teacher said,"I give you 10
minutes to have
preparation."(obs.3)
2.The teacher said,"Now, please
collect your notebook, give it to
me. I will check your notes and
give you score while you do the
25
seat now."(obs.1)
4.The teacher asked one of
the students to pass the
textbook and the dictionary to
all students. (obs.4)
5.The teacher asked one
student to clean the board.
(obs.4)
test. Prepare your pen and paper.
Please write the questions first.
You are allowed to answer from
the one you think the easiest
one. Don't forget to write your
name and student's number on
your answer sheet." (obs.3)
4.The teacher told the students
that if they had finished the test,
they could collect the paper.
(obs.3)
5.The teacher asked the students
to pay attention to her. (obs.4)
7. Criticizes or justifies authority
It was not found in the observation.
C. Student Talk
8.Student talk-response
student-teacher interaction Student-student(s) interaction
Response to
questions
related to the
topic
1.The students said,"No, not yet."
When the teacher asked,"Have
you finished?" (obs.1,4)
2.The teacher asked,"Any
question?" "No."replied the
students. (obs.2)
3.Caca (one of the students) read
all the expression. (obs.2)
4.Two students said, "I don't
know." When the teacher
asked,"What is the meaning of
26
suggestion?"(obs. 2)
5.One student said, "sugesti."
(obs.2)
6.The students answered,"4, Desi,
Ami, Layla, and Lisa."(obs.4)
7.The teacher asked,"Have you
got the
textbook?""Yes."answered the
students (obs.4).
8.Some students answered
inEnglish (in short answer) while
some others were in Indonmesian
when the teacher asked them
some questions related to the
picture."(obs.4)
9.The students tried to answer the
teacher's questions although the
answer was not really correct.
(obs.5)
10."Is it clear?"asked the teacher.
"No, not yet." Replied the
students. (obs.5)
11.The students tried to guess the
verb form and change the
sentence. (obs.5)
12.Some students could answer
the questions orally in the class
discussion." (obs.6)
Response to
questions
unrelated to
1.The students answered,
"Waalaikumsalam wr.wb. Good
afternoon."(obs.1,2,3,4,5,6)
27
topic 2.The teacher asked,"Has
everyone come to class?' Some
students answered, "No, not
yet."(obs. 1)
3.The students said, "Still in the
canteen." Some others said, "Still
have a break." Some others
said,"Downstair."(obs.1)
4.The students said,"from the
canteen." (obs.1)
9. Student – initiation
teacher-student interaction Student-student(s) interaction
Initiation
related to the
topic
1.One student asked an unclear
writing. (obs.1,4)
2.Some students answered it
voluntary. (obs.1)
.Some students asked the
teacher about the activity.
(obs.1)
3.Most students took part in
writing their answer on the
board without waiting for
calling from the teacher.
(obs.1)
4.Some students asked about
difficult words and the
instruction of the activity.
(obs.2,4,6)
5.One student offered himself
1.Some students asked their
friends about the activity.
(obs.1)
2.They tried to discuss the
questions with their friends.
(obs.3)
3.During the test, most of the
students were discussing the
questions with their friends.
(obs.3)
4.The student asked his friend
about the lesson and then
opened his own book. (obs.4)
5.While they were doing their
activity, they were discussing
about the difficult words with
their friends. (obs.4)
28
to write the answer. "May I do
number 3, Mom?" asked him.
(obs.4)
6.The students discussed the
answers with friends. (obs.4)
Initiation
unrelated to
the topic
1.Only one of them said his
sorry for becoming late to the
teacher.(obs.4)
10.Silence or confusion
teacher-student interaction Student-student(s) interaction
Silence or
confusion
1.The teacher asked,"Any
question? Any difficult
words?"The students kept
silent. (obs.1,4)
2.One student kept silent and
did the activity by himself.
(obs.1)
3.The teacher asked,"What is
the meaning of suggestion?"
Most of the students kept
silent. (obs.2)
D. Emergent Themes
11. Students do/talk something unrelated to the topic
Teacher-student interaction Student-student(s) interaction
Students do
something
unrelated to
the topic
1.While the teacher was
writing on the board, most of
the students copied on their
book, some of them chatted
with their friends and two
1.Some students played/chatted
with their friends. (obs.1) 2.Two
students looked busy looking for
something in their bag, maybe a
book, and whispered something
29
students made a noise. (obs. 1)
2.One student didn't write the
material. He only opened and
looked at the textbook. (obs.1)
to their friends. (obs.1)
Students talk
something
unrelated to
the topic
1.Some students still talked
with their friends, although
their notebooks were on the
tables. (obs.6)
1.Only few students chatted with
their friends, but it was only a
while. (obs.2,3) 2.The students
were noisy. They talked to their
friends, laughed at something.
(obs.5,8) 3.The students talked
about something, that was very
interesting, but it was not about
English lesson. (obs.6)
12. Students' gestures (including the students' act as the response to the teacher's
act/talk)
tudent(s)-teacher interaction Student-student(s) interaction
Students'
gestures
1.The students nodded their
head and went to their seat.
(obs.1,2,6) 2.The students
listened to the teacher while
watching the board. (obs.1)
3.The students looked still
confused. (obs.7) 4.The
students paid attention to the
teacher's explanation. (obs.7)
Students' act 1.The teacher asked one of
the students to borrow the
textbook from the library and
the student stood up and went
1.The students were rather
noisy.(obs.7) 2.The students
moved around and borrowed
books one another. (obs.5)
30
to the library. (obs.1)
2.The teacher asked the
students to open the textbook
and they did this.
(obs.1,3,4,7) 3.The students
followed by checking their
own work and revised the
false ones. (obs.1) 4.The
teacher called two students to
read the dialogue on the
book. The students did this.
(obs.3,4,6) 5.Some students
directly read their books and
wrote/did the activity on their
notebook. (obs.3) 6.The
teacher called 5 students to
write their answers on the
board. They did this one by
one. (obs.3) 7.The teacher
asked the students to do the
activity on the book. They
did it individually. (obs.4)
8.The students copied the
questions on the board.
(obs.5) 9.They took their seat
and took their notebook from
their bag. (obs.6) 10.The
students copied the important
points on their book. (obs.6)
11.The students could make
the examples using their own
3.The student nodded to the
teacher and then took a seat.
(obs.6) 4.Some of the students
opened the dictionary. (obs.6)
5.Some students opened their
books but some others were
still noisy. (obs.7) 6.Most of
the students did the activity by
discussing with friends. (obs.
7) 7.Some students moved
from one seat to another.
(obs.8)
31
words in Indonesian. (obs.6)
12.The teacher called the
students one by one to read
the answers and they did it.
(obs.6) 13.The students could
answer it. (obs.7) 14.Some
students started directly to
answer the questions. (obs.8)
15.After 20 minutes, all
students had been busy doing
the activity. (obs.8)
13. Teacher's act to help the class goes smoothly
Teacher-student interaction
Teacher's1 help 1.The teacher stopped her writing to remind the students to
copy the material on their book and keep silent. (obs.1)
2.The teacher went closer to one of the student and reminded
him to write. (obs.1)
3.The teacher walked around the class. She checked the
students' work, helped them, reminded some noisy students to
do the activity, and answered their questions. (obs.1,2,3,4,6)
4.The teacher wrote the questions on the board. (obs.3)
5.The teacher reminded the students to do the test
individually. (obs.3)
6.The teacher wrote some important points and their
examples. (obs.4,5)
7.The teacher checked the students' notes and textbooks.
(obs.4) 8.The teacher asked the students to be quite for a
while. She reminded them to learn more at home. (obs.5)
32
9.The teacher distributed question sheets. (obs.6)
10.Sometimes the teacher answered the students' questions,
but on the other time she just kept silent. (obs.6)
11.The teacher gave some clues that could help the students
to get the correct answers. (obs.6)
B. Discussion and Interpretation
The data presentation begins with the description of the classroom and the
description of the English learning in SMP-IT and the process of the interview
and observation.
In SMP-IT AL_Azhar Jambi. The English lesson was done in the regular
class.. The teacher moved from one classroom to another. There were 21 students
in class VIII-C. All of them were girls. The time of the English lesson was 45
minutes per meeting. In a week there were two meetings: on Monday and on
tuesday.
Before coming to the discussion about the findinds of the interview, I
would like to describe the participants and the interview process. The participants
of this research were one English teachers and three students. The teachers is
Mrs. anita. The students were Rara, caca, and qurata. I had interview with Mrs.
anita for three times. The interviews with Mrs.anita were done in the teacher
room. I made an appointment before I met her. The interviews took time for about
15 – 30 minutes. She gave me much information about the English learning in her
class. She was very cooperative and helpful. The interviews with the teachers
were in Indonesian; but, in some expressions we used English. The interviews
with the students were done one times. It took time for about 15 minutes. Before
interviews, I always asked their teacher's permission because I would take their
time. Actually, I wanted to do the interviews when the students were having
break. But, they were unwilling because they usually went to the canteen with
other friends in that time. The interviews were done individually and outside the
classroom. The students were very helpful. They gave me much information and
answered my questions clearly. The interviews were done in Indonesian . The
33
result of the interviews with the teacher and the students is summarized in the
follows:
The following is the discussion about the teacher-student interaction that
happened in the English class. The condition of the English class was quite
conducive. The students had good attitude to the teacher. They paid attention to
the teacher when the teacher explained the material. They did the activity asked
by the teacher. They also did the activity by practicing dialogue.
They (the students) are quite good in giving attention, some of them
are not or noisy. But, they do the activity or practice the dialog.
(I.T.1.Ni).
The students practiced the expression asked by the teacher..They were only 21
students in one meeting. There were enough time and attention given by the
teacher to all students. The use of English for communication in classroom was
very rarely.
The teacher and the students never spoke in English. They spoke mostly in
Indonesian. It was only greetings that were always spoken in English.
The students very rarely communicate in English to the teacher
and friends. They use Indonesian more often. The teacher uses
Indonesian more in explaining the material. (I.T.1.Ni).
In explaining the material/topic, giving instruction, and asking questions, the
teachers used Indonesian more. They were very rarely using English. When they
used English expression, they always translated it.This condition reduced the
students' chance to become usual in listening English expression. In one occasion
(in observation 4), the teacher tried to discuss a dialogue and a picture using
English without translating it. Actually, the students could understand it. They
could answer the teacher's questions using short English expressions. When the
students were given chance to practice, they were good. The students'
participation was determined by the class atmosphere that was set up by the
teacher.
In relation to the teacher‟s understanding about interaction, the teacher
understood that in learning English, interaction was very important.
34
Interaction is important in learning a language. (I.T.2.Ni).
To be able to interact well, teachers and students who were active were needed.
The teachers were active in practicing English in classroom and giving interactive
activity in class. The students were active in practicing their English ability, by
asking questions or expressing their idea/opinion. Both the teachers and the
students were important actors to make an interactive English class.
But, in class the students never expressed their own idea/opinion
(I.T.3.Ni). They were obedient to the teacher. It seemed that they didn't have any
other literature. They only relied on the teacher. The communication between the
student(s) and the teacher was limited on asking about difficult English words.
Asking about class activity instruction or material was not found. If the students
asked questions to the teacher, they did it in Indonesian. And, the teacher also
answered it in Indonesian, not in English. They learned English, but they didn't
learn to use/communicate in English.
One technique to make the students more active that was done by
the teachers was by pointing/calling the students' name one by one
in doing class activity or practicing dialogue (I.T.4.Ni).
The volunteer students were rarely found. If the teachers pointed to one student to
do an activity, he did it. But, if the teacher gave time for the volunteers, the
students were silent. When asking the students, the teacher usually gave more
chance to the students who had understood the material first. The students were
regarded as the model for others.
The communication that happened among the students was about asking
difficult English expressions and practicing dialogue/activity. When the students
had difficulty, they asked their friends first before they asked the teacher. The
students' book was only the textbook from school (I.T.5.Ni). When they had
difficulty in understanding it, they would ask their friends or teacher. They didn't
have other books/dictionary to learn. The material in class was very limited from
the book. There was no development outside of it.
35
The role of the teacher in classroom was very important in the success of
the English interaction. What happened in class was usually influenced by the
teacher's role. The class activity was determined most by the teacher.
The teacher should be more often speak in English, so that the
students become more usual. (I.T.2.Ni) The teacher should be able
to become a model for her students (I.T.2.Ni).
She gave the students motivation or made a condition so that the students were
motivated to study. By having good motivation, the students would learn better.
The participation from the teacher and the students were needed to make the class
goes smoothly and successfully.
The students agree that communication is needed in learning
English. They are aware that in learning English, communication
ability is needed, so that they can communicate in English.
(I.S.1.Ra) (I.S.2.Ca) (I.S.3.Qu).
From the interview with the students above, it could be seen that actually the
students were aware that they had to learn to communicate in English. They had
good understanding that in learning English, they needed to learn how to
communicate in English. They needed to know how to use English. They knew
that they had to practice English. They understood that they had to do some
activities or exercises in order that they had good skill in using English for
communication.
In class, the students' practice was very limited to what the teacher asked
to them. They never practiced English outside the classroom. The use of English
was only in the class activity. When they would ask their friends or the teacher,
they used Indonesian. They felt ashamed. They didn't have self confidence. They
didn't believe to their own ability. They always thought that they would make a
mistake and their friends would laugh at them. One think that always came to their
minds was that they didn't know the English words. They were lack of vocabulary
(I.S.1.Ra, I.S.2.Ca, and I.S.3.Qu). They said that in class, their friends and even
the teacher never spoke in English. The classroom condition didn't support them
36
to speak in English. If there was a speaking activity asked by the teacher they
were willing to practice that.
The students will ask the teacher if they have asked their friends
and their friends don't know about it (I.S.1.Ra) (I.S.2.Ca)
(I.S.3.Qu).
They don’t ask their teacher because they feel that there is a gap
and feel ashamed. They feel more comfortable if they ask their
friends. (I.S.4.Ra)
The students were more comfortable to communicate to their friends than to the
teacher. They could ask and express anything to their friends. They felt that there
was a gap between the teacher and them. They also felt ashamed. They felt that
the teacher was too high to be reached by them. If they could consider the teacher
as their 'friend', they could communicate better to the teacher. They could ask and
express everything to the teacher. It would make good condition in the classroom
that smooth then the communication between them. It means that they could
practice English better, to the teacher and also to their friends. They would not
feel ashamed to practice English, although they were not quite fluent in that. They
would understand each other that in class, they were practice to speak English
together. Everyone was equal. Nobody was superior to others.
In some observation (observation 2 and 4), it was found that the teacher
made a class discussion. They were talking about a picture, a dialogue, or a class
activity. The teacher tried to use English, but, she translated after that. The
students tried to answer the teacher's questions. Some students answered in short
and simple English expressions and some others answered in Indonesian.
I try to answer the teacher's questions, if I can. (I.S.1.Ra)
I try to guess the meaning or the answers if there is a question from
the teacher (I.S.2.Ca)
There had been an effort from the students to be active in class discussion. They
tried to guess the answer or the meaning of the teacher's questions. If they knew
the meaning or the answers, they would answer. But, if there was an answer from
one student, the other students would keep silent.
37
When the teacher ask about the meaning of an English
word:
- actually I know, but to express it .... other students have answered
it. I feel ashamed; sometimes I don't feel up to answer it.
- try to guess, if I know it maybe I will answer it, but if other
friends have answered it, I will keep silent, I don't speak because I
don't feel up to answer it, other students have known about it, I
don't want to be called as a follower. (I.S.5.Ra)
The students didn't feel comfortable to express their own opinion in the class
discussion. If there had been an answer from a friend, they would keep their own
idea or opinion, whether it was similar or different idea or opinion. The condition
of the class didn't support the students to be brave to express their own idea or
opinion.
The interaction among the students happened in some conditions. When
the students didn't understand what the teacher explained, they would ask their
friends. If their friends didn't understand either, they would ask the teacher. They
felt more comfortable asking to their friends than to the teacher. If they directly
asked their teacher, they felt ashamed and afraid to make a mistake. With friends,
they could ask anything freely.
I will ask my friends if I have difficulties. (I.S.1.Ra) (I.S.2.Ca)
(I.S.3.Qu)
I prefer to ask my friends than to the teacher because if I ask my
friends I can ask freely. If I ask the teacher I feel ashamed and I am
afraid to make a mistake. (I.S.1.Ra)
It is easier to ask to my friends than to the teacher, I can ask
anything. (I.S.2.Ca)
It is easier to communicate to friends than to the teacher. if I
communicate to the teacher, I feel ashamed, I feel uncomfortable.
(I.S.3.Qu)
I ask my friends if I don't understand what the teacher said.
(I.S.4.Ra)
38
I ask my friends about the meaning of words or about the
instruction. (I.S.5.Qu)
If the students didn't understand the instruction of an activity, they would also ask
their friends. Some students were cleverer than others. Usually, they would ask
the clever students to help them. They would ask their friends about difficult
words or expressions that they found in the activity. They didn't try to find the
meaning of it in the dictionary. They said that it was easier to ask their friends
than finding the meaning by themselves in the dictionary.
So far, the students had done some efforts to practice their English. They
knew that they had to do some practice to develop their English. They tried to
translate the difficult words or expressions using a dictionary. They listened to
English songs and tried to understand the meaning of it (I.S.1.Su and I.S.2.Ca).
Another student said that he studied with his friend who studied in English
Department (I.S.3.Qu). The students didn't keep silent and do nothing. They tried
to develop their English ability by their own way. But, in class, they didn't feel
free to practice. Their activity was strict on the textbook. They learned the English
only from the book. They never used it to communicate whether to the teacher or
to their friends.
The students' motivation to interact with the teacher or the other students
was influenced by some factors. The motivation could be from the teacher or from
the students.
One motivation to communicate is the score. (I.S.1.Ra)
The motivation to communicate depends on the intention,
awareness, and willingness to learn. (I.S.2.Ca)
The motivation to communicate depends on the teacher's
technique, how the teacher can make the students understand.
(I.S.3.Qu)
It depends on the individual, her willingness. If she has good mood,
she will have good spirit. The teacher's technique also gives effect.
If the teacher teaches well, the students will also have good spirit.
(I.S.4.Ra) .
39
The motivation from the teacher was the score and the teaching technique. The
score given by the teacher gave good motivation for the students to be more active
in class communication. When the teacher gave a class activity and she said that
there would be a score for the students who were active in class, the students
would participate much. They would compete to get the best score. If there was no
score, only certain students were active. The teaching technique that was used by
the teacher was also the students' motivation. The teacher should choose a
technique that could make the students feel comfortable and enjoy to study. The
technique should also give the students chance to practice English for
communication. The students felt free to communicate using their limited English
ability. They wouldn't feel ashamed or unsecured. The motivation to practice
English in class also came from the students themselves. It depended on their
intention, awareness, and willingness to learn. If they were good in these factors,
they would have good spirit. They would learn English enthusiastically.
The result of the observation showed what actually happened in the
classroom. It showed how the teacher and the students interact each other and in
what cases. The observation was divided into three categories: (1) Teacher Talk,
(2) Student Talk, and (3) Emergent Themes.
The Teacher Talk was categorized into Indirect and Direct Teacher Talk.
The Indirect Teacher Talk consisted of four themes: (1) Accepts feeling, (2)
Praises or encourages, (3) Accepts or uses ideas of students, and (4) Asks
questions. The Direct Teacher Talk consisted of three themes: (1) Lectures, (2)
Gives directions, and (3) Criticizes or justifies authority. The Student Talk
category consisted of three themes: (1) Student talk-response, (2) Student-
initiation, and (3) Silence or confusion. The Emergent Themes was divided into
three themes: (1) Students do/talk something unrelated to the topic, (2) Students'
gestures, and (3) teacher's act to help the class goes smoothly. The interaction
found in the classroom was discussed based on who started the interaction and to
whom it was addressed. It also discussed about the condition why the interaction
happened. To be more focused, there are four categories:
1)Teacher–student interaction
40
2)Teacher–students interaction
3)Student(s)–teacher interaction
4)Student(s)–student(s) interaction.
By using these categories, the interaction that found could be seen more clearly.
Although, in some cases, it was quite difficult to differentiate an interaction that
happened between the students.
1)Teacher–student interaction
The following discussion talked about the interaction that happened
between the teacher and the student individually.
The information was sent by the teacher and addressed to the student
individually. To get the picture of the students' emotion in the class, the teacher
did a personal communication to some students. It was done in the beginning (in
the opening class) and in the closing of the class. In the beginning of the class, the
teacher greeted the some students individually, after she greeted all students in the
class. The expressions like "Good morning. How are you?" "How is your
mother?" (obs.4) were used. It was done to get to know the condition of the
students in that day. It also made the students more ready to start to study English.
In checking the students' attendance, the teacher called the students' name one by
while the others were kept silent. If the teacher gave the same chance for
everybody, there would be only certain students who participated (I.T.3.Ni).
That's why; the teacher often directly pointed or called certain students. It would
save the time and the class would go quicker. The teacher answered and explained
directly and individually when there was a question about unclear writing. In
explaining the topic, the teacher always wrote the important points on the board. If
a student asked an unclear writing, the teacher directly answered it (obs.1 and 4).
Copying from the teacher's writing became an important activity in class.
The teacher should make sure that the students wrote correctly. The students
didn't have textbook instead of the textbook from the school (I.T.3.Ni). It was left
in the library and couldn't take home by the students. The students learned from
what they had written from the class. Relating to the class activity, the teacher
gave directions. Directions were about what the students had to do in relating to
41
the class activity. When giving directions, the teacher pointed to or called a certain
student(s). Giving directions to the students individually could be found in some
cases, such as asking to answer questions (obs.1), reading a dialogue (obs.2,4),
writing the answers on the board (obs.1), reading the answers of an activity
(obs.4), repeating the teacher's explanation about some important points related to
the topic (obs.4), and giving examples (obs.4). All directions were spoken in
Indonesian. When the teacher used the English expressions, she translated it
directly into bahasa Indonesia. The use of English without translation made the
students confused (I.T.2.Ni). The students would know nothing if the teacher
didn't translate the English expressions used. The teacher also gave directions that
were not directly related to the class activity. The directions were used to prepare
the class activity. It was found in the observation when the teacher asked the
student to take the textbook from the library (obs.1), pass the textbook and
dictionary to all students in class (obs.4), and clean the board (obs.4).
These directions were also expressed in Indonesian. To make the class go
smoothly, the teacher gave some help to the students individually. When the
teacher was writing the material on the board, there were some students who were
noisy. The teacher stopped her writing to remind the students to copy the material
on their book and keep silent (obs.1). When the students did class activity, the
teacher walked around the class. She checked the students' work, helped them,
reminded some noisy students to do the activity, and answered their questions
(obs.1, 2, 3, 4, and 6). She did this to make sure that the students had understood
the topic. If she found the students' mistakes, she would directly correct it
(I.T.2.Ni). When explaining the topic, the teacher wrote the important points and
their examples on the board (obs.4 and 5)
. The students would be easier to get the point of the topic. They could
write it on their notebook. The teacher controlled the students' notes by collecting
and checking it regularly. She also gave the score (obs.4). In the class discussion,
the teacher helped the students by giving some clues to get the correct answers
(obs.6). The teacher didn't directly give the correct answers. She gave more
chance for the students to learn by themselves.
42
2)Teacher–students interaction
This part also talked about the interaction that happened between the
teacher and the students. The information was sent by the teacher, but it was
addressed to the students as a group instead of individual. Before starting the class
activity, the teacher greeted the students classically.
It was found in observation 1, 2, and 3. The teacher used the expressions
like assalamuálaikum wr.wb. and good afternoon. "That's all for today. Thanks for
coming. Let's pray."(obs.4), "This is the end of the lesson today. Thanks for
coming."(obs.6). Praying together lead by the teacher was also done to end the
class (obs.1,3,5). These greetings and expressions to start and end the class were
used to get the picture of the students' feeling in that day. Praises or encourages
were given to all students when the students had a progress in their study.
The encouragements were expressed in Indonesian. The use of the English
expressions like good, of course, that's great was often used. In observation 2,
after the students practiced their pronunciation and their score was good, the
teacher encouraged the students by saying, "OK. All of you have finished the
reading. Generally, you are good; almost half of you got good score. It means that,
actually, you had good potency in English. So, English is not difficult, is it? Here,
we can see, you have had good start. You only need to practice. Be diligent."
These encouragements were good for the students. They were motivated. They
felt that the teacher respected them. After the teacher encouraged the students, the
students were more enthusiastic in joining the class activity. They practiced the
pronunciation of the words/expressions by themselves and together with their
friends.
The teacher accepted the students' ideas in the class discussions. After the
students were asked to do the activity individually, the teacher discussed the
answers classically. All students were invited to participate in the class discussion
by expressing their answers. It could be found in observation 5 and 6. Some
students were asked to write their answers on the board. If there were different
opinion, the teacher also accepted it. After all questions had been answered, the
teacher discussed with the students to get the correct answers.
43
The class discussion was also found when the teacher made some
examples. After explaining a new topic, the teacher invited the students to make
examples concerning the topic (obs.5). Some students gave their opinion. The
teacher wrote it on the board, whether it was correct or not. Then, the teacher
revised it by discussing it classically. Questions for all students in class could be
categorized into two: questions related to the topic and questions unrelated to the
topic.
The questions related to the topic were asked before and while the teacher
was explaining the topic. The questions asked while explaining the topic were
found in observation 2 (the teacher asked, "What is the meaning of 'suggestion'?"),
observations 1,2,, and 4) (the teacher asked, "Any comment?"), observation 5 (the
teacher asked, "Is it clear?"), and observation 1 and 4 (the teacher asked, "Have
you finished?"). The questions unrelated to the topic were found when the teacher
started the class. She asked the students' attendance classically. She asked, "Has
everyone come to class? Where are they?" (obs.1). Most of these questions were
expressed in Indonesian. When it was expressed in English, the teacher directly
translated into Indonesian. The students' responses were also in Indonesian. The
interaction between the teacher and the students classically was found when the
teacher presented or explained a topic/material. The teacher wrote the
material/topic on the board in English. The students were asked to write it on their
notebook. Then the teacher explained and discussed it classically in Indonesian. It
was found in observations 1,4,5, and 6.
In discussing a dialogue, the teacher used textbooks. Some students were
asked to read the dialogue. The teacher discussed it classically. She wrote the
important point or difficult words from the dialogue on the board. The students
copied it on their notebook (obs.2).
In explaining the meaning of the difficult words, the teacher sometimes
directly translated into Indonesian. In some cases, the teacher only gave the clues
and the students guessed to get the meaning (obs.4 ). In doing a class activity, the
teacher explained the instruction in English then translated it into Indonesian
44
(obs.5). Giving directions by the teacher was done classically. The directions
could be related or unrelated to the topic discussed.
“ The directions related to the topic were happened when the teacher asked
the students to write/copy the material written by the teacher (obs.1), open the
textbook page .... (obs.1, 2, 4, and 5), do activity .... on your book (obs.1, 2, and
4), read and learn activity ... (obs.4), and answer the questions individually and
collect it after class (obs.6). I will check your notes and give you score while you
do the test. Prepare your pen and paper. Please write the question first. You are
allowed to answer from the one you think the easiest. Don't forget to write your
name and student's number on your answer sheet."(obs.3)
- The teacher told the students that if they had finished the test, they could collect
the paper. (obs.3)
- The teacher asked the students to pay attention to her. (obs.4) The directions
were spoken in Indonesian. If the English expressions used, the teacher gave the
translation directly.
3)Student(s)–teacher interaction
The following discussion talked about the interaction that was started by
the student(s) and it was addressed to the teacher or as the response of the
teacher's talk. The interaction was categorized into three types: students' response,
students' initiation, and silence. The students' response was divided into two
kinds: response to questions related to the topic and response to questions
unrelated to the topic. Responses to questions related to the topic were happened
in the following condition: - Beginning of the class: Before beginning the class,
the teacher asked the students whether they had got the textbook in English. The
students answered it in English, too (obs.4).
- Before coming to a new topic The students had got the textbook. The teacher
asked whether they had found the page to be studied. The students could answer it
well. The conversation was done in English.
- When the students did the activity When the students were doing the class
activity, the teacher asked some questions, such as: Have you finished?(obs.1 and
4) What is the meaning of....?(obs.2) The students answered these questions using
45
simple English sentences. When the teacher asked some questions related to a
picture (obs.4), some students answered in English, while some others were in
Indonesian.
- After the teacher explained a topic After explaining a topic, the teacher asked
some questions to know whether the students had understood the topic. The
questions were: Any questions? (obs.2), Is it clear? (obs.5). The students
answered by saying no. There wasn't yes answer. Responses to questions
unrelated to the topic happened when the students answered the teacher's greeting
(obs.1, 2, 4, 5, and 6). It also happened when the teacher asked about the students'
attendance (obs.1 ). The questions and responses were in English. Gestures and
action were another form of the students' responses to the teacher's questions or
directions. The students' gestures were nodding head and going to their seat
(obs.1, 4), listening to the teacher while watching the board (obs.1), and paying
attention to the teacher's explanation (obs.5). The students' action happened when
the students did directly what the teacher asked without saying anything. It was
found in the following situation:
- When the teacher asked one of the students to borrow the
textbook from the library (obs.1);
- When the teacher asked to open the book (obs.1, 3, and 5);
- When the teacher discussed the correct answers classically, the
students followed by checking their own work and revised the false
ones (obs.1);
- When the teacher called two students to read a dialogue on the
book (Obs.2 and 4);
- When the teacher called 5 students to write their answers on the
board (obs.2);
- When the teacher asked to copy the questions on the board to the
students' paper (obs.3);
- When the teacher asked to make examples using the students' own
words (obs.4);
46
- When the teacher called the students one by one to read the
answers (obs.6).
In some cases, the students didn't give responses as hoped by the teacher. They
did or talked something unrelated to the topic discussed in class. While the teacher
was writing the material on the board, not all students copied it. Most of them did
it, but some of them chatted with their friends. Some of them made a noise. A few
of them were only opened and looked at the textbook. The teacher reminded them.
She came to closer to their tables and asked them to copy the material on their
book (obs.1).
Only few students who sat at the back raw still chatted with their friends.
The teacher didn't remind them. He continued to discuss the dialogue by giving
some questions to the students orally. The students' initiation was categorized into
two: initiation related to the topic and initiation unrelated to the topic. The
initiation related to the topic happened when the students asked unclear writing
(obs.1 and 4), asked about the instruction of an activity (obs.1), asked about
difficult words/expressions (obs.2, 4 and 6), and answered the activity voluntary
(obs.1 and 4)
. The initiation unrelated to the topic happened when the students greeted
the teacher (obs.4). Some teacher's questions that weren't answered by the
students were questions like: any questions? Any difficult words? (obs.1, 4),
what's the meaning of .... ? (obs.2).
The students didn't have self confidence to answer the teacher's
questions. They were afraid of making mistakes (I.S.1.Ra).
Not knowing the meaning of the English words/expression was also
another factor to keep silent (I.S.2.Ca).
4)Student(s)–student(s) interaction
The following part discussed about the interaction happened among the
students. The interaction was started by the student(s) and addressed to the other
student(s). The students interacted with their friends most of the time. But, it was
not related to the English topic discussed. It was about something outside of
English lesson. They talked in Indonesian. The class atmosphere was not make the
47
students were dare of speaking in English. English was rarely used to
communicate among the students. They felt uncomfortable. They felt that they
weren't capable enough to speak English. They were lack of vocabulary (I.S.1.Ra,
I.S.2.I Ca, and I.S.3.Qu).
When the teacher had started the lesson, the students were still busy with
themselves. They did or talked something unrelated to the topic.
They played and chatted with friends (obs.1, 2, and 4).
They were noisy when the teacher explained the material (obs.3,
5,and 6).
They didn't feel up to join actively in the class activity. They weren't aware of the
importance of studying English (I.S.4.Ra). When they were asked to do an
activity, they moved around the class and borrowed books one another (obs.3 and
6). They didn't believe to their own ability. They always needed to ask to their
friends. The interaction among the students was found when the students asked
about the activity (obs.1 and 4), discussed the teacher's questions (obs.3 and 4),
and asked about difficult words and expressions (obs.4). She had tried to use
English, but his friends laughed at him. After saying that, he kept silent and
looked ashamed. In observation 5, the teacher asked a question to a student orally.
The student couldn't answer it. He kept silent in a moment. After that, she asked
her friend but her friend didn't know the answer either. At last, both of them were
silent. The teacher helped them by explaining the material again.
48
CHAPTER V
CONCLUSION, IMPLICATIONS, AND RECOMMENDATION
This last chapter is about the conclusion from the discussion and analysis in
the previous chapter. It is completed by the implication of this research and the
recommendation.
A. Conclusion
From the discussion about the result of the research, some points about the
meaning of classroom interaction can be concluded. They are as follows:
1.Both the teachers and the students were aware and understood that interaction
was important in English learning. They also understood that to be able to
interact well, they needed to practice. But, the understanding was not supported
by what they did in classroom. The teachers did not give much interactive activity
in class. It seemed that the teachers did not believe in the students' competence.
There was not much chance for the students to interact either to the teachers or to
the other students. The students were not active in practicing their English by
asking questions or expressing their idea or opinion. The classroom condition did
not make the students feel comfortable to interact in English. Feeling lack of
vocabulary, afraid of making mistake, having no self confidence, and feeling
ashamed were the students' barrier.
2. The interaction between the teachers and the students was limited / was based
on the activities in the textbook. Reciprocal interaction in the use of English in
communication did not happen. English was rarely used for communication in
the classroom. The teacher and the students never spoke English. The teachers
explained the material, gave instructions, and asked questions mostly in
Indonesian. If the teachers used English expression, they followed it with the
Indonesian translation. In the teachers' opinion, if they used English all the time
without translation, the students would know nothing. The communication among
the students was also in Indonesian. The use of English by the students was very
limited when they practiced the lesson or dialogue asked by the teacher. In
making the students more active in class activity, the teachers pointed to or called
49
certain student(s). Time for voluntary students to participate in class activity was
also given. But, it was only certain student(s) who participated in class. The
teacher interacted with the whole class by accepting feeling, praising or
encouraging, accepting or using ideas of the students, asking questions, lecturing,
and giving directions. The teacher accepted the students‟ feeling when they
expressed greeting in the beginning and the closing of the class. The teacher
accepted or used the students‟ ideas when they invited the students to participate
in class discussion. Lecturing was happened when the teacher presented or
explained the material, discussed a dialogue or a picture. When the students did
or talked something unrelated to the topic discussed, the teacher reminded them.
Students‟ gestures were also found as their responses to the teachers‟ act or talk.
The teacher interacted with individual student by accepting feeling, praising or
encouraging, accepting or using ideas of the student, asking questions, lecturing,
and giving directions, reminding noisy student, and helping the student's work.
The teacher accepted the students‟ feeling when she greeted the students and
checked their attendance. The teacher accepted or used the students‟ ideas when
she accepted the ideas or answers in class discussion.
3. The student interacted with the teacher by giving response to the teacher‟s
questions and giving initiation. The students' silence was often happened when
they were asked by the teacher. The students did not directly answer or respond to
the teacher‟s questions. The students‟ responses were in the form of responding to
the teacher‟s greeting, answering the teacher‟s questions, and responding to the
teacher‟s directions. The students‟ initiation was asking questions about unclear
writing, instruction of an activity, or difficult words or expressions. The
interaction among the students happened most of the time. But, mostly it was not
about the English lesson. In relation to the English lesson, the students interacted
with their friends by talking about the activity asked by the teacher, discussing the
teacher‟s questions, and asking about difficult words or expressions. Students‟ act
was also found as their responses to the teacher‟s act or talk.
The conclusion looks common knowledge. Most teachers may know this
already, but maybe only some of them realize these in their forethought. These
50
aspects, i.e. the teacher-student and student-student interactions, need to be
considered before teaching as a part of the lesson planning process.
B. Implications
This study brings implications on some areas related to classroom interaction
in English learning. Firstly, the use of various media is needed. The various
media can stimulate the students to speak in English. The teaching of grammar
needs to be improved and modified as needed in the communication. Secondly,
the use of interactive activity in class is needed. Students are very busy in doing
the activities taken from the textbook. Their activities are very strict on it. It
decreases their time and chance to practice speaking. In order to practice
speaking, the students need various interactive activities. Thirdly, the teacher
needs to have positive assumption about the students' competence. The students'
silence does not always mean they know nothing. Teachers' believe influence
what they do in class.
C. Recommendation
Based on the findings and the conclusion above, there are some suggestions
for relevant parties to increase the quality of the English classroom interaction.
They are as follows:
1.More communicative classroom activities are needed to be given to the students.
The activities should give more chance for the students to interact either
to the teacher or to the other students. It helps to increase the students' confidence
to interact in English. Activities like role plays, information gaps, small group, or
pair work can be included. These activities also maximize the opportunities to
practice as more learners speak for more of the time. These activities provide the
students with a reason to speak and listen.
2.Various English textbook are needed.
Students can enrich their knowledge by studying from various textbook.
3.The teachers and the students, in together, create a classroom situation that
makes the students feel comfortable to initiate an interaction using English.
The teachers need to be more frequent using English in class. The use of
direct translation can be reduced.
51
4.The teachers' encouragement to the students' progress is needed to be improved.
The encouragement can motivate the students to be more active in
learning. Giving lots of praise and giving feedback on task achievement raise the
students‟ confidence.
Since the class consists of students with mixed ability, tasks with different
levels can be provided to give various and challenging activities for students.
Students can interact at an appropriate level.
52
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Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to
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Brown, H. D. 2007 Teaching by Principles: An Interactive Approach Language
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Chaudron, C. (1988). Classroom research: Recent methods and findings. Aila
Review, Fifth Edition.
Cohen, Louis, et al; 2005. Research Methods in Education. 5th
edition. London
Routlage Famler;
Creswell. (2001). The Practice of English Language Teaching. Third Edition.
New York: Pearson Education Limited.
Dagarin, M. (2012). Classroom Interaction and Communication Strategies in
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Elismawati, A; 2016 Classroom Interaction. Enhancing interaction in our
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Ellis; 2012 Classroom Interaction, Comprehension, and L2 Acquisition. Language
Learning Research Club: University of Michigan.
Gunderson, L. (2009). ESL (ELL) Literacy Instruction: A Guidebook to Theory
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Huberman, Miles et al.(1994). Interactive Language Teaching. Interaction as the
Key to Teaching Language for Communication. New York: Cambridge
University Press.
johnstone. (2005). Enhancing interaction in our EFL classroom. CELEA Journal
Vol. 28 No. 2, pp. 56-62
Lodico;.(2006) A Descriptive Study on Classroom Interaction in Speaking
:Class in academic year 2011 / 2012 at STAIN Tulungagung. Thesis
S1.Stain Tulungagung.
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Musthafa. (2016). Designing Tasks for the Communicative Classroom. United
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Richards at al, S.L; 2005.Researching Second Language Classrooms. London:
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57
Appendix 1
OBSERVATION REPORT SHEET
OBSERVATION 1
Day/Date : Monday, july 15 2019
Time : 10:50-11:30
Place : In the classroom
Teacher : Mrs. Anita
Comment Teacher-Learner Interaction Code
-The
communication
between the
teacher and the
students are
mostly in
Indonesian.
-Students'
initiation to
communicate to
the teacher or
other students is
mostly about
clarifying
difficult
words/sentence.
- Creative
initiation (such
as expressing
ideas) is not
found.
One or two minutes after the bell rang, Mrs.
Nita, the class teacher, and I entered the
class. I took an empty chair at the back of the
classroom to sit. Not all students entered the
class. Mrs. Nita opened the class by
greeting''Assalamuálaikum wr. wb. Good
afternoon, students. The students answered
"Waálaikumsalam wr wb, Good afternoon
Mrs. Nita." Mrs. Nita asked, "Has everyone
come to class?" "No, Not yet", some students
answered. Some other students played /
chatted with their friends. Two students
looked busy looking for something in their
bag, may be a book, and whispered
something to their friends. Mrs. Nita
continued by asking, "Where are they?" The
students said, "Still in the canteen." Some
others said, ''Still have a break." Some others
said, "Downstair, Mrs. Nita." Mrs. Nita said,
"OK. While waiting for your friends, please
one of you (by calling one student's name)
ITT / AF
ST / RE
ITT / AQ
ST / RE,
ET1 / UT
ET1/UT,
ITT / AQ .
ST / RE
ST / RE,
ST / RE
DTT / GD
ET2 / GE
58
- A few students
answer the
teacher's
questions in
volunteer. But, if
they are asked to
write their work
on the board,
they do it well.
- Some students
can understand
teacher's
instruction.
- When the
teacher give
time for the
students to
speak, they keep
silent.
borrow the text book from the library". And
the student stood up and went to the library.
Mrs. Nita continued the class by checking the
students' attendance (calling the students'
name one by one). While she was doing that,
three students entered the class. Mrs. Nita
asked, "Where were you?" The students said,
"from the canteen, Mrs. Nita." Mrs. Nita said,
"Don't be late again. Please, be on time, OK?
Have a seat now." The students nodded their
head and went to their seat. Mrs. Nita
presented the material (i.e. expressing 'wish')
by writing it on the board. While she was
writing, most of the students copied it on
their book, some of them chatted with their
friends, and two students made a noise.Mrs.
Nita stopped her writing to remind the
students to copy the material on their book
and to keep silent. The student who was
asked to borrow the book from the library
came, and he directly gave the book to their
friends one by one. After Mrs. Nita finished
her writing, she walked around the class and
said, "Write the material on your book,
please." About 5 minutes later, she asked,
"Have you finished?" The students said, "No,
not yet." One student didn't write the
material. She only opened and looked at the
text book. Mrs. Nita looked at his and let his
do that for a while. But, when he tried to
bother his friends and chat, she went closer to
ITT/ AF
ITT / AQ,
ST / RE
DTT / GD
ET2 / GE
DTT / LE
ET1/ UT,
ET2 / UT
ET3 / AH
DTT / GD
ITT / AQ,
ST / RE
ET1 / UT
ET3 / AH
ST / IN,
59
his and reminded his to write. One student
asked an unclear writing, Mrs. Nita told him
the clear one. When the students have
finished writing, Mrs. Nita asked the students
to open the book, page 84. The students did
this. One student looked confused finding the
page, but her friend helped her quickly. Mrs.
Nita asked, "See activity 7. Now read
paragraph 1 (She called two students to read
and asked the others to listen to them)". Mrs.
Nita followed the activity by discussing the
text. She read the questions taken from the
text book and asked the students to answer it
orally. Three students answered it voluntary.
Mrs. Nita pointed / called some students to
answer some other questions. After all
questions had been discussed, Mrs. Nita
explained the topic that had been written on
the board. The explanation is mostly in
Indonesian. The students listened to her while
watching the board. Mrs. Nissa asked "Any
questions? Any difficult words?" The
students kept silent. Then, Mrs. Nita said ,
"OK, now please open page .... And do
activity ....." Most of the students did this by
themselves. Some of them asked their
friends. Some of them asked Mrs. Nita. One
student kept silent and did the activity by
herself. When he finished doing the activity,
he talked with his friend but about other
topic. While the students did the activity, Mrs
ST / IN.
ET3 / AH
ST / IN
DTT / GD
DTT / GD
ET2 / GE
DTT / GD
DTT / LE
DTT / GD
ST / IN,
DTT / GD
DTT / LE
ET2 / GE
ITT / AQ
ST / SI,
DTT / GD
ET2 / GD
ST / IN,
60
Nita always walked around the class. She
checked the student's work, helped them,
reminded some noisy students to do the
activity, and answered the students' question.
After all students have finished doing the
activity, Mrs. Nita gave time for everyone
who wanted to write the answer on the board.
Most students took part in writing their
answer on the board without waiting for
calling from Mrs. Nita. Mrs. Nita checked the
work after all answers have been written on
the board. The students followed by checking
their own work and revised the false ones.
One student asked about his confusion in
answering the activity. The time was only
five minutes left. Mrs. Nita gave a short
conclusion about what have been learned.
She closed the class by praying together. She
and I left the class after all students went out.
ST / SI
Notes:
ITT / AF : Indirect Teacher Talk, Accepts feeling
ITT / AQ : Indirect Teacher Talk, Asks questions
DTT / LE : Direct Teacher Talk, Lecturers
DTT / GD : Direct Teacher Talk, Gives directions
ST / RE : Student Talk, Student talk-response
ST / IN : Student Talk, Student-initiation
ST / SI : Student Talk, Silence or confusion
ET1 / UT : Emergence Theme 1, Students do/talk something unrelated to the topic
ET2 / GE : Emergence Theme 2, Students' gestures
ET3 / AH : Emergence Theme 3, Teacher's act to help the class goes smoothl
61
OBSERVATION 2
Day/Date : Tuesday, july 17, 2019
Time : 08:50- 09:35
Place : In the classroom
Teacher : Mrs. Nita
Comment Teacher-Learner Interaction Code
- The teacher
has tried to ask
in English, but
if the students
keep silent, she
directly
translates it
into
Indonesian.
She doesn't
give the
students
chance to
guess the
meaning. - The
students learn
English not use
English.
After the bell rang, Mrs. nita and I entered the
classroom. Only a half of the students were in the
room. Mrs. Nita went to her desk and I went to the
seat at the back raw. Mrs. Nita opened the class by
greeting and checking the students' attendance.
Then, she distributed question sheets. She said,"
Today, we will have a review about what we have
learned so far. Answer these questions
individually." She didn't explain the direction, it
was written on the question sheets. She just said to
answer the questions individually and it will be
collected after class. Some students started directly
to answer the questions. Some others were still
noisy and movedfrom one seat to another. They
weren't concentrated on the class activity. A
student asked about the instruction. Mrs. Nita
explained it classically so all students could listen
to her. About 20 minutes later, all students had
been busy doing the activity. Only two or three of
them were still quite noisy. Most of them discussed
the answers with their friends. A few of them did it
individually. While the students were doing the
activity, Mrs. Nita didn't sit at her desk. She moved
around checking the students' work. Sometimes she
ITT/AF
ST/RE
DTT/GD,
ET2/GE
ITT/AQ
ST/SI
ST/RE,
ITT/AQ
62
answered some questions from the students, but on
the other time she just kept silent when students
asked her. When the students asked about the
meaning of difficult words, Mrs. Nita answered it
clearly. Some students asked about the direction of
the question (how to do/answer the question or
what should they answer). Mrs. Nita explained
about it loud enough so that all students in the
classroom could hear her voice clearly. After her
explanation, the students were more quite in doing
their work. About thirty minute later, all students
had finished doing the activity. The students'
answer sheets were collected on the teacher's desk.
Mrs. Nita discussed the questions classically. She
asked the students' name one by one, and then she
gave the correct answers. Some students could
answer the questions orally in the class discussion.
The correct answers were written on the board.
Mrs. Nita gave some clues that could help the
students' to get the correct answers. All questions
had been answered and written on the board. Mrs.
Nita closed the class by saying, "This is the end of
the lesson today. Thanks for coming.
Wassalamualaikum wr.wb." "Waalaikumsalam
wr.wb." replied the students. When the students
were leaving the classroom, the bell rang. Mrs.
Nita and I left the classroom, too.
ST/RE,
DTT/LE
ET1/UT
ITT/AQ
ST/RE
DTT/GD
ET2/GE
DTT/LE
Notes:
ITT / AF : Indirect Teacher Talk, Accepts feeling
63
ITT / AQ : Indirect Teacher Talk, Asks questions
DTT / LE : Direct Teacher Talk, Lecturers
DTT / GD : Direct Teacher Talk, Gives directions
ST / RE : Student Talk, Student talk-response
ST / IN : Student Talk, Student-initiation
ST / SI : Student Talk, Silence or confusion
ET1 / UT : Emergence Theme 1, Students do/talk something unrelated to the topic
ET2 / GE : Emergence Theme 2, Students' gestures
ET3 / AH : Emergence Theme 3, Teacher's act to help the class goes smoothly
OBSERVATION 3
Day/Date : Monday, July 22, 2019
Time : 10:50-11:30
Place : In the classroom (Regular Class)
Teacher : Mrs. Anita
Comment Teacher-Learner Interaction Code
- The teacher
asked/talked
about the
material on the
book orally. He
gave chance for
the students to
talk. It was
quite done. The
students can
answer the
questions orally
using short
answer. Here, it
After the bell rang, Mrs. nita and I entered the classroom.
Only a half of the students were in the room. Mrs. Nita
went to her desk and I went to the seat at the back raw.
Mrs. Nita opened the class by greeting and checking the
students' attendance. Then, she distributed question sheets.
She said," Today, we will have a review about what we
have learned so far. Answer these questions individually."
She didn't explain the direction, it was written on the
question sheets. She just said to answer the questions
individually and it will be collected after class. Some
students started directly to answer the questions. Some
others were still noisy and movedfrom one seat to another.
They weren't concentrated on the class activity. A student
asked about the instruction. Mrs. Nita explained it
ITT/AF
ST/RE
DTT/GD
ET1/UT,
ET2/GE,
64
means that
students can
understand the
teacher's
questions, and
they can
express their
idea/opinion. - I
think, the
students know
the dialogue.
They can
answer the
questions asked
by the teacher
in short answer
and in English.
Why they didn't
do this in other
session (B.
Nissa's class)
classically so all students could listen to her. About 20
minutes later, all students had been busy doing the activity.
Only two or three of them were still quite noisy. Most of
them discussed the answers with their friends. A few of
them did it individually. While the students were doing the
activity, Mrs. Nita didn't sit at her desk. She moved around
checking the students' work. Sometimes she answered
some questions from the students, but on the other time she
just kept silent when students asked her. When the students
asked about the meaning of difficult words, Mrs. Nita
answered it clearly. Some students asked about the
direction of the question (how to do/answer the question or
what should they answer). Mrs. Nita explained about it
loud enough so that all students in the classroom could
hear her voice clearly. After her explanation, the students
were more quite in doing their work. About thirty minute
later, all students had finished doing the activity. The
students' answer sheets were collected on the teacher's
desk. Mrs. Nita discussed the questions classically. She
asked the students' name one by one, and then she gave the
correct answers. Some students could answer the questions
orally in the class discussion. The correct answers were
written on the board. Mrs. Nita gave some clues that could
help the students' to get the correct answers. All questions
had been answered and written on the board. Mrs. Nita
closed the class by saying, "This is the end of the lesson
today. Thanks for coming. Wassalamualaikum wr.wb."
"Waalaikumsalam wr.wb." replied the students. When the
students were leaving the classroom, the bell rang. Mrs.
Nita and I left the classroom, too.
ET2/GE
ET2/GE
DTT/GD
ET3/AH
ET2/GE
ST/IN
ET3/AH
ST/IN,
DTT/GD
ET3/AH
65
Notes:
ITT / AF : Indirect Teacher Talk, Accepts feeling
ITT / AQ : Indirect Teacher Talk, Asks questions
DTT / LE : Direct Teacher Talk, Lecturers
DTT / GD : Direct Teacher Talk, Gives directions
ST / RE : Student Talk, Student talk-response
ST / IN : Student Talk, Student-initiation
ST / SI : Student Talk, Silence or confusion
ET1 / UT : Emergence Theme 1, Students do/talk something unrelated to the
topic
ET2 / GE : Emergence Theme 2, Students' gestures
ET3 / AH : Emergence Theme 3, Teacher's act to help the class goes smoothly
OBSERVATION 4
Day/Date : Tuesday, July 24, 2019
Time : 08:50- 09:35
Place : In the classroom
Teacher : Mrs. Anita
Comment Teacher-Learner Interaction Code
- Not much
dialogue is
found. The
students do
what the teacher
asks to them. -
The instruction
is presented in
Indonesian -
The
communication
After the bell rang, Mrs. nita and I entered the
classroom. Only a half of the students were in the
room. Mrs. Nita went to her desk and I went to the
seat at the back raw. Mrs. Nita opened the class by
greeting and checking the students' attendance.
Then, she distributed question sheets. She said,"
Today, we will have a review about what we have
learned so far. Answer these questions
individually." She didn't explain the direction, it
was written on the question sheets. She just said to
answer the questions individually and it will be
ST/IN
ET2/GE
ET2/GE,
DTT/GD
66
between the
students are
about asking the
instruction and
even asking the
answer.
collected after class. Some students started directly
to answer the questions. Some others were still
noisy and movedfrom one seat to another. They
weren't concentrated on the class activity. A
student asked about the instruction. Mrs. Nissa
explained it classically so all students could listen
to her. About 20 minutes later, all students had
been busy doing the activity. Only two or three of
them were still quite noisy. Most of them
discussed the answers with their friends. A few of
them did it individually. While the students were
doing the activity, Mrs. Nita didn't sit at her desk.
She moved around checking the students' work.
Sometimes she answered some questions from the
students, but on the other time she just kept silent
when students asked her. When the students asked
about the meaning of difficult words, Mrs. Nita
answered it clearly. Some students asked about the
direction of the question (how to do/answer the
question or what should they answer). Mrs. Nita
explained about it loud enough so that all students
in the classroom could hear her voice clearly.
After her explanation, the students were more
quite in doing their work. About thirty minute
later, all students had finished doing the activity.
The students' answer sheets were collected on the
teacher's desk. Mrs. Nita discussed the questions
classically. She asked the students' name one by
one, and then she gave the correct answers. Some
students could answer the questions orally in the
class discussion. The correct answers were written
ITT/AF
ET1/UT
DTT/AQ
ST/RE,
DTT/GD
DTT/LE
ITT/AQ
ST/RE
DTT/GD
ET2/GE
ST/IN
67
on the board. Mrs. Nita gave some clues that could
help the students' to get the correct answers. All
questions had been answered and written on the
board. Mrs. Nita closed the class by saying, "This
is the end of the lesson today. Thanks for coming.
Wassalamualaikum wr.wb." "Waalaikumsalam
wr.wb." replied the students. When the students
were leaving the classroom, the bell rang. Mrs.
Nita and I left the classroom, too.
DTT/GD
Notes:
ITT / AF : Indirect Teacher Talk, Accepts feeling
ITT / AQ : Indirect Teacher Talk, Asks questions
DTT / LE : Direct Teacher Talk, Lecturers
DTT / GD : Direct Teacher Talk, Gives directions
ST / RE : Student Talk, Student talk-response
ST / IN : Student Talk, Student-initiation
ST / SI: Student Talk, Silence or confusion
ET1 / UT : Emergence Theme 1, Students do/talk something unrelated to the
topic
ET2 / GE : Emergence Theme 2, Students' gestures
ET3 / AH : Emergence Theme 3, Teacher's act to help the class goes smoothly
OBSERVATION 5
Day/Date : Monday, July 29, 2019
Time : 10:50-11:30
Place : In the classroom
Teacher : Mrs. Nissa
Comment Teacher-Learner Interaction Code
- Today, the After the bell rang, Mrs. nita and I entered the
68
students are
much quieter
than the
classes before.
They give
good attention
to the teacher's
explanation,
they do the
activity well
and discuss
with friends.
They don't talk
too much
about
something not
about the
lesson. They
talk about the
activity of the
book. They ask
many
questions
about difficult
words. - Most
students are
enthusiastic in
doing the
activities. -
Here, the
teacher's
classroom. Only a half of the students were in the room.
Mrs. Nita went to her desk and I went to the seat at the
back raw. Mrs. Nita opened the class by greeting and
checking the students' attendance. Then, she distributed
question sheets. She said," Today, we will have a review
about what we have learned so far. Answer these
questions individually." She didn't explain the direction,
it was written on the question sheets. She just said to
answer the questions individually and it will be
collected after class. Some students started directly to
answer the questions. Some others were still noisy and
movedfrom one seat to another. They weren't
concentrated on the class activity. A student asked about
the instruction. Mrs. Nita explained it classically so all
students could listen to her. About 20 minutes later, all
students had been busy doing the activity. Only two or
three of them were still quite noisy. Most of them
discussed the answers with their friends. A few of them
did it individually. While the students were doing the
activity, Mrs. Nita didn't sit at her desk. She moved
around checking the students' work. Sometimes she
answered some questions from the students, but on the
other time she just kept silent when students asked her.
When the students asked about the meaning of difficult
words, Mrs. Nita answered it clearly. Some students
asked about the direction of the question (how to
do/answer the question or what should they answer).
Mrs. Nita explained about it loud enough so that all
students in the classroom could hear her voice clearly.
After her explanation, the students were more quite in
doing their work. About thirty minute later, all students
ITT/AF
DTT/D
ET2/GE
ET2/GE,
DTT/GD
ET2/GE
ST/SI,
ET2/GE
DTT/CR
DTT/GD
ET2/GE,
ITT/AI
69
question is
used in order
that the
students give
attention, to be
more
concentrate on
the lesson and
not busy with
themselves.
had finished doing the activity. The students' answer
sheets were collected on the teacher's desk. Mrs. Nita
discussed the questions classically. She asked the
students' name one by one, and then she gave the correct
answers. Some students could answer the questions
orally in the class discussion. The correct answers were
written on the board. Mrs. Nita gave some clues that
could help the students' to get the correct answers. All
questions had been answered and written on the board.
Mrs. Nita closed the class by saying, "This is the end of
the lesson today. Thanks for coming.
Wassalamualaikum wr.wb." "Waalaikumsalam wr.wb."
replied the students. When the students were leaving the
classroom, the bell rang. Mrs. Nita and I left the
classroom, too.
DTT/GD
ET2/GE,
DTT/LE
ET3/AH,
ET2/GE
ST/RE
Notes:
ITT / AF : Indirect Teacher Talk, Accepts feeling
ITT / PR : Indirect Teacher Talk, Praises or encourages
ITT / AQ : Indirect Teacher Talk, Asks questions
DTT / LE : Direct Teacher Talk, Lecturers
DTT / GD : Direct Teacher Talk, Gives directions
ST / RE : Student Talk, Student talk-response
ST / IN : Student Talk, Student-initiation
ST / SI : Student Talk, Silence or confusion
ET1 / UT : Emergence Theme 1, Students do/talk something unrelated to the
topic
ET2 / GE : Emergence Theme 2, Students' gestures
ET3 / AH : Emergence Theme 3, Teacher's act to help the class goes smoothly
70
OBSERVATION 6
Day/Date : Tuesday, july 31, 2019
Time : 08:50- 09:35
Place : In the classroom
Teacher : Mrs. Anita
Comment Teacher-Learner Interaction Code
-The interaction
that happened is
not like what is
hoped before.
-The teacher
makes a review
about the last
lesson in the
form of
questions that
should be done
individually but
the students
don't do like
this. They
discuss with
friends.
- The teacher
doesn't answer
the students'
question
directly, she
gives the clue
After the bell rang, Mrs. nita and I entered the classroom.
Only a half of the students were in the room. Mrs. Nita
went to her desk and I went to the seat at the back raw.
Mrs. Nita opened the class by greeting and checking the
students' attendance. Then, she distributed question sheets.
She said," Today, we will have a review about what we
have learned so far. Answer these questions individually."
She didn't explain the direction, it was written on the
question sheets. She just said to answer the questions
individually and it will be collected after class. Some
students started directly to answer the questions. Some
others were still noisy and movedfrom one seat to another.
They weren't concentrated on the class activity. A student
asked about the instruction. Mrs. Nita explained it
classically so all students could listen to her. About 20
minutes later, all students had been busy doing the activity.
Only two or three of them were still quite noisy. Most of
them discussed the answers with their friends. A few of
them did it individually. While the students were doing the
activity, Mrs. Nita didn't sit at her desk. She moved around
checking the students' work. Sometimes she answered
some questions from the students, but on the other time she
just kept silent when students asked her. When the students
asked about the meaning of difficult words, Mrs. Nita
ITT/AF
ET3/AH
DTT/G
D
DTT/G
D
ET3/GE
ET1/UT
,
ET3/GE
S
71
answered it clearly. Some students asked about the
direction of the question (how to do/answer the question or
what should they answer). Mrs. Nita explained about it
loud enough so that all students in the classroom could
hear her voice clearly. After her explanation, the students
were more quite in doing their work. About thirty minute
later, all students had finished doing the activity. The
students' answer sheets were collected on the teacher's
desk. Mrs. Nita discussed the questions classically. She
asked the students' name one by one, and then she gave the
correct answers. Some students could answer the questions
orally in the class discussion. The correct answers were
written on the board. Mrs. Nita gave some clues that could
help the students' to get the correct answers. All questions
had been answered and written on the board. Mrs. Nita
closed the class by saying, "This is the end of the lesson
today. Thanks for coming. Wassalamualaikum wr.wb."
"Waalaikumsalam wr.wb." replied the students. When the
students were leaving the classroom, the bell rang. Mrs.
Nita and I left the classroom, too.
T/IN,
DTT/LE
.
ET3/GE
ET3/AH
ET3/AH
ST/IN
DTT/LE
ITT/AI,
ST/RE
Notes:
ITT / AF : Indirect Teacher Talk, Accepts feeling
ITT / AI : Indirect Teacher Talk, Accepts or uses ideas of students
ITT / AQ : Indirect Teacher Talk, Asks questions
DTT / LE : Direct Teacher Talk, Lecturers
DTT / GD : Direct Teacher Talk, Gives directions
ST / RE : Student Talk, Student talk-response
ST / IN : Student Talk, Student-initiation
ET1 / UT : Emergence Theme 1, Students do/talk something unrelated to the topic
ET2 / GE : Emergence Theme 2, Students' gestures
ET3 / AH : Emergence Theme 3, Teacher's act to help the class goes smoothly
72
Appendix 2
INTERVIEW REPORT SHEET
A. INTERVIEW WITH THE TEACHERS
INTERVIEW 1 (I.T.1.Ni)
Day/Date : Monday, july 15 2019
Time : 10.00
Place : Teacher Room
Interviewee : Mrs. Anita
Comment Interview Report Code
-Students'
response is
quite good.
-Students
rarely
speak
English
-Teacher
explains
the
material in
Indonesian
R: Bagaimana kondisi siswa anda ketika jam pelajaran
bahasa Inggris?
N: Mereka cukup memperhatikan ketika saya
menjelaskan, memang ada beberapa yang kurang
perhatian atau ramai. Tapi, mereka mau kok untuk
mengerjakan latihan-latihan atau mempraktekkan dialog.
R: Apakah siswa berusaha menggunakan bahasa Inggris
atau ekspresi bahasa Inggris untuk berkomunikasi baik
dengan guru atau siswa?
N: Mereka masih sangat jarang menggunakan ekspresi
bahasa Inggris untuk berkomunikasi. Mereka lebih banyak
menggunakan bahasa Indonesia. Kalau pas menjelaskan
materi pun saya lebih banyak menggunakan bahasa
Indonesia.
T.UND
T.UND
Note:
R: Researcher
N: Mrs. Anita
C.CND : Classroom condition.
73
INTERVIEW 2 (I.T.2.Ni)
Day/Date : Tuesday, July 16 2019
Time : 10.30
Place : Teacher Room
Interviewee : Mrs. Anita
Comment Interview report Code
-The teacher
realized that
being active
is important
in learning a
language.
Conversatio
n is also
needed, but
the class is
still passive.
R: Menurut anda apa pengertian interaksi dalam berbahasa?
N: Kalo saya sih, aktif antara guru dan siswa
R: Selama ini anda di kelas merasa bagaimana?
N: Yaa saya merasa anak-anak masih terlalu pasif. Kalo saya
suruh tuh agak sulit kalo enggak dioprak-oprak gitu kan. Jadi
memang gurunya harus aktif.
R: Seberapa penting interaksi dalam berbahasa?
N: Ya penting. Jelas penting, kan untuk feedback.
R: Siapa yang harus lebih banyak berperan?
N: Kalo saya sih harusnya dua-duanya harus berimbang,
antara teacher sama student.
R: Bagaimana guru harus berperan di kelas agar interaksinya
bisa berjalan bagus?
N: Kayaknya lebih banyak speakingnya. Teacher harus
ngomong nanti kan anak-anaknya nyambung.
R: Apa yang anda lakukan agar bisa membuat siswa anda bisa
berkomunikasi baik dengan guru atau dengan temannya?
N: Eeee gimana ya... anak-anak tu kayaknya harus dari
gurunya.
R: Bagaimana seharusnya?
N: Yaa... apa ya, kalo saya kalo mau aktif itu kayaknya lebih
keconversationya. Kelas speaking gitu. Kalo grammar itu kan
soalnya yang harus aktif gurunya dan banyak menulis.
R: Apakah anda pernah mempraktekkan group activity,
T. UND
T. EXP
T. UND
T.ROL
&
S.ROL
T.ROL
T.EXP
74
dialogue, atau pair activity?
N: Pernah, itu lumayan jalan, murid berani ngomong.
T.EXP
Note:
R: Researcher
N: Mrs. Nissa
T.UND : Teacher's understanding
T.EXP : Teacher's experience
T.ROL : Teacher's role
S.ROL : Student's role
INTERVIEW 3
Day/Date : Tuesday, july 23 2019
Time : 10.00 – 10.25
Place : Teacher Room
Interviewee : Mrs. Anita
Comment Interview report Code
- There is one
student who
brings other
literature and
dictionary
- According to
the teacher,
the students
are still shy in
participating
in class, they
need support,
and they don't
R: Menurut anda, bagaimana seharusnya siswa
berperan dalam kelas?
N: Ya idealnya mereka yang aktif belajar sendiri
kan, seperti punya buku catatan. Buku paketnya kan
dari sekolah, mereka harusnya punya buku yang lain.
R: Pernah anda menemui siswa yang aktif?
N: Yang aktif pernah. Dia bawa literature lain.
Kamus dia bawa.
R: Bagaimana anda memotivasi siswa anda?
N: Terutama saya ingatkan waktu kalo UAN kan
semakin tahun passing gradenya meningkat, jadi
kalo bahasa Inggris tuya nggak cuman sekedar
pelajaran tapi diharapkan mereka menguasai.
S.ROL
T.EXP
T.EXP
75
have any
initiation from
theirselves.
- The teacher
always
translates
everything she
said
(directions,
text,
questions,
expressions)
- The teacher
always goes
around the
class while the
students are
doing activity.
- The teacher
had practiced
game in class
and it was
quite good to
give change to
the students to
speak.
R: Kalo motivasi itu dilakukan terus menerus kira-
kira siswa akan berubah tidak?
N: Tergantung anaknya. Kalo seperti Sugi (nama
salah satu siswa) yang memang higher, yang mampu,
mungkin berubah. Tapi kalo yang malas ya malah
..... enggak. Tapi, Suratno (nama siswa lain) itu,
walaupun kurang dia rajin sekali. Ya tergantung
anaknya. Tapi Suratno pernah patah arang juga
dengan kemampuannya. Saya bilang, kamu belajar
yang rajin ya. Katanya, yagimana bu orang otaknya
cuma segini.
R: Ketika group activity, bagaimana teknik
pengelompokan siswa yang anda lakukan?
N: Acak. Kalo yang pinter-pinter kasihan yang
kurang-kurang. Kalo mereka duduknya bergerombol
karena memilih teman, saya pindah.
R: Bagaimana kemandirian belajar siswa anda?
Apakah mereka mau berusaha sendiri?
N: Enggak ada. Kecuali ... ada sedikit, yang
memang pada dasarnya anaknya rajin. Jadi emang
kayaknya, apa ya, sifat dasar kayaknya....karakter. ya
gimana, lingkungan pergaulannya itu-itu saja.
R: Beberapa kali saya mengikuti kelas anda,
sepertinya saya belum menemukan hal yang baru.
Ketika disuruh menulis, yang nulis yang duduknya
di depan, yang di belakang tetep ngobrol, besoknya
juga seperti itu lagi. Ketika ada activity yang aktif
anaknya juga anak-anak tertentu. Apakah memang
mereka seperti itu terus?
N: Iya. Karena mungkin malu, malu-malu. Jadi
harus kita yang mendorong, enggak ada antusias
T.EXP
T.EXP
T.EXP
T.EXP
76
sendiri.
R: Pernahkah anda mencoba untuk menjelaskan
tanpa diterjemahkan ke bahasa Indonesia?
Bagaimana siswa anda? N: Enggak ngerti, makanya
saya translate. Dengan body language mereka tahu.
Misal "repeat", saya ngomongnya [ripiiiiet] gitu,
harus ada second language-nya. Body language itu
kalo enggak.
R: Apakah kalo anda benar-benar tidak
menterjemahkan, siswa anda benar-benar tidak
ngerti?
N: Blong! Kemarin, bacaan yang cuma sekelumit itu
kalo enggak diartikan itu mereka enggak tahu.
R: Apakah dalam setiap menjelaskan anda selalu
mengulang? N: Ya. Harus selalu diulang. Enggak
cukup kalo hanya sekali.
R: Ketika siswa mencatat atau mengerjakan latihan,
anda selalu 'muter', apa tujuannnya?
N: Untuk ngecek – ini – tau ndak. Anak itu kan
biasanya kalo salah kan mesti enggak dong atau
enggak tahu. Kalo menemui kesalahan langsung saya
benarkan.
R: Apakah siswa anda mencoba tanya ke temannya
dulu?
N: Tanya, tanya ke temannya. Selalu kalo tanya itu.
Walaupun mereka tuh harian tapi kan apalagi kalo
saya bilang saya nilai tuh kan maunya nilainya
bagus, akhirnya tanya sama temannya, ujung-
ujungnya ya tanya sama saya.
R: Ada banyak cara untuk membuat siswa
berkomunikasi. Selama ini yang belum dilakukan
T.EXP
T.EXP
T.EXP
T.EXP
77
apa dan kenapa?
N: Saya belum mencoba game. Belum pernah. Yaaa
saya kira enggak efektif aja, karena perempuan
semua. Kalo game itu kan anak-anaknya aktif semua,
mereka antusias, mungkin saya kira antusias, tapi
kayaknya.... pasti akan kacau kelasnya karena kan
kalo game itu kanroyokan biasanya.
R: Jadi ada semacam prediksi bahwa lebih banyak
tidak berhasilnya daripada berhasilnya?
N: Yaa.... Tapi eee... tapi pernah ding saya nyoba
game, nebak artis tanpa menyebutkan nama, mereka
antusias sekali.
R: Mereka menggunkan bahasa Inggris?
N: bahasa Inggris.
R: Apakah siswa anda pernah berinisiatif untuk
mengungkapkan pendapatnya sendiri?
N: Tidak ada. Malah di luar itu. Misalnya ada judul
film bahasa Inggris yang mereka curious kayak 'red
top' itu apa. Bu, red top itu apa? Nanti di-apply buat
mereka sehari-hari maknanya. Kalo untuk pendapat
lain tentang pengerjaan latihan yaaa sesekali ada,
tapi jarang.
R: Kira-kira kenapa?
N: Mungkin karena percaya sama gurunya atau tidak
pernah baca yang lain, kurang baca. Paling cuma
kalo misalnya, had itu, kok bisa jadi had bu? Gitu aja
paling.
R: Mereka tidak pernah mencoba untuk mencoba
mengungkapkan pendapat sendiri gitu?
N: Enggak. Kecuali kalo bacaan lho. Ini kan kalo
grammar. Mereka manut saya gitu lho. Jadi seperti
T.EXP
T.EXP
T.EXP
T.EXP
78
enggak pernah baca yang lain. Bahkan, kalo saya
salah ya manuuut saja.
R: Kira-kira kapan mereka bisa mengungkapkan
pendapatnya?
N: tidak ada. Orang saya tanya, kan saya mesti tanya
kadang-kadang pendapat kamu gimana? Enggak ada,
diemaja, mungkin mereka takut kalo saya suruh pake
bahasa Inggris, tapi herannya kalo pas buat game
yang describing people itu bisa. She has curly hair.
Ya walaupun saya drill dulu. Tapi inget gitu lho.
Tahu. Kayaknya memang harus dibiarkan. Saya tuh
herannya, waktu saya tinggal, tugas saya dikerjakan
dan variasinya banyak. Berarti saya pikir apa
harusnya ditinggal saja, bisa mikir mereka, malah
berpikir, walaupun ada yang kosong.
R: Apa mungkin ada rasa seperti segan atau takut?
N: Kalo takut tidak. Mungkin kalo enggak ada
guide-nya kan malah cari jalan, mencoba sini, sana.
Note:
R: Researcher
N: Mrs. Anita
S.ROL : Student's role
T.EXP : Teacher's experience
79
B. INTERVIEW WITH THE STUDENTS
There are three students: Rara, Caca, and Qurata.
INTERVIEW 1 (I.S.1.Ra)
Day/Date : Monday, july 15 2019
Time : 10.30
Place : Teacher Room
Interviewee : Rara.
Comment Interview report Code
The student
actually
realized that
he needed
to
communica
te using
English, but
he didn't
have self
confidence
because he
thought he
didn't have
enough
vocabulary.
He needed
to be
motivated
to be able to
speak up
R: Apakah anda setuju kalo dalam bahasa Inggris perlu
komunikasi?
Ra: Setuju
R: Apa yang sudah anda lakukan untuk practice?
Ra: Mencoba mengartikan kata-kata sulit, mendengarkan lagu.
R: Apa yang anda lakukan kalo menemui kesulitan?
Ra: Saya tanya ke teman dulu, kalo teman nggak tahu baru tanya
sama guru.
R: Kenapa anda memilih tanya kepada teman daripada ke guru?
Ra: Kalo dengan teman, lebih lancar. Kalo dengan guru ada rasa
malu, takut salah.
R: Apakah anda pernah mencoba menggunakan bahasa Inggris
untuk berkomunikasi baik dengan guru atau dengan teman?
Ra: Tidak pernah. Kalo tanya sama guru atau teman ya
menggunakan bahasa Indonesia.
R: Kenapa anda nggak mencoba untuk practice komunikasi /
tanya sama teman atau guru menggunakan bahasa Inggris?
Ra: Yanggak enak kalo sama temen, nanti dikiranya gimanaa.
Tapi sebetulnya, eee karena tidak tahu arti kata-katanya.
R: Kalo misal dalam speaking activity, dikasih tahu dulu arti
kata-katanya atau kalimatnya, apakah anda berani untuk berlatih
menggunakan bahasa Inggris?
S.UND
S.EXP
S.EXP
S.EXP
S.EXP
S.EXP
80
Ra: Ya kalau tau artinya ya mau.
R: Ketika ada pertanyaan dari guru, apa yang kamu lakukan?
Ra: Mencoba menjawab, kalo bisa.
R: Apa yang menyebabkan kamu termotivasi untuk
berkomunikasi? Ra: Nilai.
S.EXP
INTERVIEW 2 (I.S.2.Caca)
Day/Date : Monday, july 15 2019
Time : 10.30
Place : Teacher Room
Interviewee : caca.
Comment Interview report Code
The class
condition
doesn't
make the
students
feel
comfortable
using
English.
They need
more
comfortable
atmosphere,
so they can
speak freely
in English.
R: Apakah anda setuju kalo dalam bahasa Inggris perlu
komunikasi?
Ca: Setuju
R: Apa yang sudah anda lakukan untuk practice?
Ca: Mendengarkan lagu-lagu dan mencoba cari tahu artinya.
R: Apa yang anda lakukan kalo menemui kesulitan?
Ca: Coba tanya teman dulu baru ke guru
.R: Apakah anda pernah mencoba menggunakan bahasa Inggris
untuk berkomunikasi baik dengan guru atau dengan teman?
Ca: Pernah sih, tapi ya itu cuma ketika ijin mau ke toilet.
R: Kenapa anda nggak mencoba untuk practice komunikasi /
tanya sama teman atau guru menggunakan bahasa Inggris?
Ca: Saya nggak tahu arti kata-katanya. Selain itu juga malu.
Sepertinya di kelas nggak ada yang pake bahasa Inggris
R: Kalo misal dalam speaking activity, dikasih tahu dulu arti
kata-katanya atau kalimatnya, apakah anda berani untuk berlatih
menggunakan bahasa Inggris?
Ca: Tentu saja mau.
S.UND
S.EXP
S.EXP
S.EXP
S.EXP
S.EXP
81
R: Bagaimana kamu menanggapi pertanyaan dari guru?
Ca: Mencoba nebak-nebak artinya atau jawabannya.
R: Apa yang menyebabkan adanya motivasi untuk belajar
berkomunikasi menggunakan bahasa Inggris?
Ca: Menurut saya itu tergantung niatnya, kesadaran, dan
kemauan untuk belajar.
R: Menurut anda, lebih lancar mana, bertanya sama teman atau
sama guru?
Ca: Jelas dengan teman. Bisa lancar tanya apa saja.
S.EXP
S.EXP
INTERVIEW 3 (I.S.3.Qurata)
Day/Date : Monday, july 15 2019
Time : 10.40
Place : Teacher Room
Interviewee : Qurata
Comment Interview report Code
The
teacher's
opinion that
the students
don't have
other
perspective
is not quite
true. Qurata
learns from
her friend
outside the
school, but
she keeps
R: Apakah anda setuju kalo dalam bahasa Inggris perlu
komunikasi?
Q: Setuju.
R: Apa yang sudah anda lakukan untuk practice?
Q: Saya di rumah ada temen yang kuliah di jurusan bahasa
Inggris. Saya sering ketemu dan ngobrol. Saya sering dikasih
tahu tentang bahasa Inggris sama dia.
R: Apa yang anda lakukan kalo menemui kesulitan?
Q: Yaaa tanya sama temen dulu. Kalo dianya nggak tahu ya
terpaksa tanya sama guru.
R: Apakah anda pernah mencoba menggunakan bahasa Inggris
untuk berkomunikasi baik dengan guru atau dengan teman?
Q: Tidak pernah.
R: Anda kalau di kelas kan lebih banyak diem, tapi kok bisa dan
S.UND
S.EXP
S.EXP
S.EXP
82
silent in
class.
benar kalau mengerjakan latihan, gimana caranya?
Q: Lha saya bisa kok, ya sudah diem saja. Wong ternyata ya
benar. Saya suka dikasih tahu sama temen yang kuliah di jurusan
bahasa Inggris itu.
R: Kenapa anda nggak mencoba untuk practice komunikasi /
tanya sama teman atau guru menggunakan bahasa Inggris?
Q: Malu eee
R: Kalo misal dalam speaking activity, dikasih tahu dulu arti
kata-katanya atau kalimatnya, apakah anda berani unruk berlatih
menggunakan bahasa Inggris?
Q: Mau saja.
R: Apa yang membuat siswa lebih termotivasi untuk belajar
berkomunikasi menggunakan bahasa Inggris?
Q: Wah kalau itu tergantung cara penyampaian guru. Bagaiman
dia bisa membuat siswa lebih mudah paham.
R: Menurutmu, lebih lancar mana, berkomunikasi sama teman
atau sama guru?
Q: Kalo saya sih, lebih mudah komunikasi dengan teman
daripada dengan guru. Kalau dengan guru rasanya seperti ada
rasa malu, nggak enak.
S.EXP
S.EXP
S.EXP
S.EXP
S.EXP
83
Appendix 3
Interviewing with the teacher
Interviewiee :
Time :
Place :
1. Can you explain what activities that you always do in the classroom interaction?
2. What is the method that you always use in classroom interaction?
3. Do you always using lecturer method in classroom interaction?
4. Do you always translate into Bahasa Indonesia?
5. How far the efectiveness of your learners in the classroom?
6. What kinds of question that you always gave to your learners, close or open
questions?
7. How far the effectiveness of your learners in asking question?
8. How many percent do you speak in the classroom?
9. What is your response to the students who cannot answer your question?
10. Do you always give reward to your learners?
84
Appendix 4
Interviewing with the students
Time :
Place :
1. Do you like learning English?
2. How is the teacher teaching in the class?
3. Based on your opinion, how much your teacher speaks in the class?
4. What kind of language that your teacher uses in the class?
5. What kinds of questions do you like, open question or close question?
6. What is your teacher response, if you cannot answer the questions?
7. What do you think about the effectiveness in teaching?
8. Does your teacher give reward?
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