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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
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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
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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.
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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
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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
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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.
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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)
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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)
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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)
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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
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