For Audience

8/6/2019 For Audience

1/15

1

AN ANALYSIS OF THE CLASSROOM INTERACTIONS

IN SPEAKING CLASS X.4 OF SMA NEGERI

DARUSSHOLAH SINGOJURUH IN THE

2010/2011 ACADEMIC YEAR

By:

Y U L I A N A

NIM. 53.06.0132

ENGLISH DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

UNIVERSITY OF 17 AGUSTUS 1945 BANYUWANGI

2011

2

CHAPTER I

INTRODUCTION

This chapter discusses the general backgrou

presents the reasons for choosing topic. Moreover, it

objectives of the research, significances of the researc

operational definition of the terms.

1.1 Background of the ResearchIn the classroom, students do their education

but they also do another activity like playing and soc

Classroom, as stated by Gaies (in Tsui, 1995: 5) is ca

elements interact. These elements are the teacher a

and Bailey (1996: 18) also add that students also

classroom their whole experience of learning and of

reasons for being there, and their own particular ne

satisfied. The teacher brings experience of life and lea

The process of teaching and learning is the m

language classroom. Language teaching is a comp

complexity derives primarily from the diversity of pe

the various participants who play a role in the teachin

2001:43). Based on these definitions, then, language

appropriate definition as the learning to have knowled

The process of teaching and learning almos

Classroom as a place where more than two peopl

purpose of learning, with one having the role of the t

place where the teacher just carries out predetermined


2/15


3/15


4/15

7

attempting to communicate. Thus the teacher should give learners practice

and oral exams to actualize their speaking mastery.

c. Classroom interaction is the actions interrelated and performed by theteacher and the learners during instruction. There are some purposed

interactions in the speaking classroom, such as exchanging ideas or

information, sharing feelings or experience, and socializing.

d. The elements of this interaction include teachers talk and students talk.

8

CHAPTER II

REVIEW OF RELATED LITER

In order to sharpen the theoretical framework o

is devoted to review some relevant theories and

classroom interaction, interaction as teaching learn

speaking, classroom interaction analysis and method.

2.1 Classroom Interaction

2.1.1 Interaction

Brown (1994: 159) defines interaction as t

of thoughts, feelings, or ideas between two or m

reciprocal effect on each other. Interaction simply m

includes talking and listening, head nods, gestures, gl

frowns, and much other behaviour to which peo

interaction is two-way process, it is not only in the foInteraction is more than this, more than action follow

means acting reciprocally or acting upon each other.

Interaction usually also deals with the inter

of school professionals, for example teacher and hi

and students interaction has important roles for teach

the classroom. The teacher does something to t

something in return. As a result of these reciprocal ac

this interpersonal relationship is good, it is assumed th

the contrary, if it is bad, the process of learning is no

occur, it will in less degree and with less stability.

In this case, these elements constantly int

make co-operative effort among them. Each particip


5/15


6/15


7/15


8/15


9/15


10/15


11/15

21

2.5 Interaction Anal sis Method

There are several methods of classroom

famous methods are Flanders Interaction Analysi

foreign Language Interaction analysis (FLint) sy

Analysis System (BIAS), and Fanselows mult

observing interaction.

1) Flanders Interaction Analysis Categories (FIAC)Flanders pioneering work on interaction a

1970 (Allwright and Bailey, 1991: 10). It has been w

as a model of classroom interaction analysis. Flander

categories observation schedule, which is reprinted he

2) The Foreign Language Interaction Analysis (FLinThe Foreign Language Interaction Analy

developed by Moskowitz in 1968 as a modificatio

22

Analysis Categories (Allwright and Bailey 1991: 202). Like FIAC, the system

focuses its analysis on the verbal behaviors of the teacher and the learner during

interaction. Interaction is, therefore, divided into teachers talk and students

talk, as would be applicable in a foreign language classroom interaction. The

complete plan of the analysis can be seen in the following figure:

Table 3: Foreign Language interaction analysis (FLint) system

Moskowitz expanded and refined Flanders categories and then used

FLint as a research tool, to pursue the issue of what constitutes good language

teaching, and as a feedback tool in teacher training.


12/15

23

3) Brown Interaction Analysis System (BIAS)This system was developed by Brown and

of students and teachers in microteaching (Brown,

simpler than both FIAC and FLint, with only seven

teacher-talk, two of student-talk, one silence, and u

categories and the explanation of each are presented in

Table 4: Brown Interaction Analysis System (BIAS)

24

Note:

4) Fanselows multidimensional system for observing interactionIn 1977, Fanselow developed a multidimensional system of interaction

analysis for either live observation or analysis from a recording. The system was

called Foci for Observing Communications used in Settings (FOCUS). Instead

of a temporal judgment, the unit of analysis is the pedagogical move, with the

categories of pedagogical purposes, namely structuring, soliciting, responding,

and reacting. The foci of the whole observation are formulated in the form of

five questions as follow:1. Who communicate? (Teacher, individual/group of student class)2. What is the pedagogical purpose of the communication? (to structure, to

solicit, to respond, to react).

3. What mediums are used to communicate content? (linguistic, nonlinguistic,Para-linguistic)


13/15

25

4. How are the medium used to communicate areas of content? (attend,characterize, present, relate, re-present)

5. What areas of content are communicated? (language system, life, procedure,subject matter)

26

CHAPTER III

RESEARCH METHODOLO

This chapter highlights the research meth

research. They are the research design, area determi

determination method, data collecting method, and da

3.1 Research Design

It is very important to know and use the righ

good understanding about the problem being resear

writer uses qualitative research. Qualitative research

teacher behavior and also the interaction between

process. In qualitative research, as suggested by F

430), the writer investigates the quality of relationsh

materials.

To describe the interaction made between the the classroom, the writer uses descriptive metho

(1995:11) give opinion over the aim of descriptive me

descriptive research aims at providing as accurate ac

current practice is; how learners do learn, how

classroom looks like, at a particular moment in a parti

From the statement above, the researcher wi

design because she will describe and analyze the int

and students in speaking class of X.4 at SMA Negeri

3.2 Area Determination Method

The research area determination which is

purposive method. The research will be conducted at


14/15


15/15

For Audience

Documents

Transcript of For Audience