Professional Documents
Culture Documents
IN ENGLISH LEARNING
A THESIS
by
SITI MURTININGRUM
Alhamdulillahirobbil'alamin. Thank you, Alloh, the Almighty. It is You who can help
I would like to thank my supervisor, Dr. J. Bismoko, for his assistance and
encouragement during the writing of this thesis. I am also grateful to Dr. B.B. Dwijatmoko,
M.A., Drs. F.X. Mukarto, M.S., Ph.D., Dr. Novita Dewi. M.S., M. A. (Hons)., Ph.D., Dr. Fr.
Alip, M.Pd., M.A., and all lecturers in the Graduate Program in English Language Studies of
Particular thanks are given to Mrs. Nissa and Mr. Kris for their helpful cooperation
and valuable time. Many thanks are also given to all students of 2OB for the chance given to
me to be with you in class. All of you have helped me open my mind about teaching. Much
gratitude is given to SMK “P” for giving me place to get the data for this research. Many
I would like to give my special thanks to my husband for his sweet encouragement,
understanding and prayers. You always love me, support me, and help me. You have given
me much time, energy, and chance to finish this thesis. May Alloh is always with us forever
and bless us and our children. I also thank my lovely daughter, Firda, and my cute son,
Hamid, for your understanding and time given to me. You are my spirit and my soul.
Last but not least, I also thank all my classmates in KBI Sanata Dharma. We have
learnt together, spent our time together, and supported each other. All of you have supported
Siti Murtiningrum
v
TABLE OF CONTENTS
CHAPTER I INTRODUCTION
A. Background of the Study ........................................................................................... 1
B. Problem Identification ............................................................................................... 3
C. Problem Limitation ................................................................................................... 5
D. Research Question ..................................................................................................... 6
E. Research Goals and Objectives ................................................................................. 7
F. Research Benefits ...................................................................................................... 7
vi
C. Data Sources …………………………………………………………………... ....... 34
D. Data Collection …………………………………………………………………..... 37
E. Data Processing/Analysis and Interpretation ……………………………………..... 38
BIBLIOGRAPHY .......................................................................................................... 87
APPENDICES ………………………………………………………………………..... 89
vii
LIST OF TABLES
viii
LIST OF FIGURES
ix
LIST OF APPENDICES
x
ABSTRACT
xi
ABSTRAK
Interaksi merupakan hal yang semakin penting dalam pembelajaran bahasa Inggris.
Hal ini ada hubungannya dengan kemampuan siswa untuk berkomunikasi dalam bahasa
Inggris. Kesuksesan atau kegagalan dalam pembelajaran bahasa di kelas ada hubungannya
dengan kealamiahan interaksi yang terjadi selama pembelajaran. Pembelajaran bahasa
merupakan hasil kesempatan interaksi bermakna menggunakan bahasa target. Belajar
berinteraksi dalam bahasa Inggris berarti belajar berkomunikasi dalam bahasa Inggris.
Interaksi menjadi aspek yang penting dalam pembelajaran bahasa karena inilah yang
dilakukan orang dalam kehidupan sehari-hari. Ada kemauan untuk berkooperasi secara
verbal sebagai bagian dari interaksi.
Pertanyaan penelitian ini adalah apa makna interaksi kelas dalam pembelajaran bahasa
Inggris? Penelitian ini bertujuan untuk mendeskripsikan dan menginterpretasikan makna
interaksi. Ini akan mendesdripsikan apa makna interaksi, apa isi pesan interaksi, siapa yang
menyampaikan pesan dan kepada siapa ini disampaikan, bagaimana pesan ini diekpresikan,
dan mengapa partisipan berinteraksi seperti itu. Penelitian ini menggunakan pendekatan
penelitian kualitatif. Observasi, catatan lapangan, dan interview digunakan untuk
mengumpulkan data. Partisipannya adalah dua orang guru bahasa Inggris dan tiga orang
siswa. Para guru dan siswa tersebut diamati dalam interaksi mereka di dalam kelas
pembelajaran bahasa Inggris. Data dipresentasikan dalam bentuk deskriptif dan naratif.
Penelitian ini menemukan bahwa guru berinteraksi dengan keseluruhan kelas dengan
memahami perasaan, menghargai atau memotivasi, menerima atau menggunakan ide siswa,
memberi pertanyaan, menjelaskan, dan memberi petunjuk. Guru berinteraksi dengan siswa
secara individu ketika memahami perasaan, menghargai atau memotivasi, menerima atau
menggunakan ide siswa, memberi pertanyaan, menjelaskan, memberi petunjuk, mengingatkan
siswa yang ramai, dan membantu pekerjaan siswa. Siswa berinteraksi dengan guru ketika
merespon terhadap pertanyaan dan petunjuk guru, dan mengajukan pertanyaan (seperti
pertanyaan tentang tulisan yang tidak jelas, petunjuk pengerjaan latihan, atau kata-kata sulit).
Kondisi diam (silence) siswa terjadi ketika siswa diberi pertanyaan oleh guru. Siswa tidak
langsung menjawab ketika ada pertanyaan dari guru. Interaksi antar siswa terjadi paling
sering. Dalam hubungannya dengan pembelajaran bahasa Inggris, interaksi antar siswa terjadi
ketika membicarakan tentang latihan yang ditugaskan guru, berdiskusi tentang pertanyaan
guru, dan bertanya tentang kata-kata sulit.
Hasil penelitian ini dalam bentuk deskripsi dan inetrpretasi makna interaksi. Ini akan
memperkaya pengetahuan dalam ilmu pendidikan bahasa Inggris Ini juga memberi
pemahaman yang lebih baik kepada siswa, guru, pembelajar bahasa yang lain, dan peneliti
sendiri.. Bagi guru, ini akan bermanfaat sebagai salah satu referensi dalam menerapkan
metode mengajar di kelas untuk dapat memperoleh hasil maksimal dalam interaksi berbahasa
Inggris di kelas. Bagi siswa, ini akan digunakan sebagai refleksi untuk meningkatkan
partisipasi mereka di kelas dan berinteraksi dengan lebih bermakna. Interaksi tidak hanya
tindakan pembelajar bahasa. Ini sebuah proses aktif. Terdapat unsur kemauan, kesadaran,
tujuan, emosi, kreatifitas, dan perasaan rileks di dalamnya. Di dalam kelas, sebaiknya guru
dan siswa mempunyai kemauan ini untuk berpartisipasi dalam interaksi.
Kata-kata kunci: interaksi kelas, pendekatan penelitian kualitatif, penulisan deskriptif dan
naratif, interpretasi.
xii
CHAPTER I
INTRODUCTION
This chapter discusses the background of the study, the problem identification, the
limitation of the problem, the research question, the research goals and objectives, and the
research benefits.
failure in classroom language learning typically has something, if not absolutely everything,
to do with the nature of interaction that takes place during lessons. Interaction has an
Mastering a new skill needs our active participation in it and our reflection on what we
attained. Experience and reflection teach more than any manual or lecture ever could. In
learning a skill, we do some practice, see the consequences of that practice, and choose either
to continue or to take a new and different practice. It also happens in learning to communicate
in English. Learners do some practice to communicate in English. They see the consequences
of the communication. Finally, they choose either to continue or to take a new and different
form of communication.
In the classroom, the teachers and the students are the language learners. The teachers’
experiences in language learning influence what and how they teach in the classroom. The
students’ experiences in language learning also influence what and how they learn the
language in the classroom. This study discusses the interaction experiences of the language
learners, i.e. teachers and students. It investigates what the students and the teachers think of
1
the meaning of interaction in English learning, how they experience the interaction, how they
interpret it, and how they actualize themselves through interaction. It also investigates how
interaction to others. S/he is able to understand the other’s speaking. S/he is also able to
express her/his own ideas or opinion. S/he is also able to respond the other’s speaking.
Language learning is not a result of the transmission of facts about language or from a
learning because it is what people do in daily lives. They may talk, challenge, interrupt, or
query each other. There is a willingness to cooperate verbally as the part of the interaction. In
the classroom, both the teacher and the students should have the willingness to participate in
the interaction.
English is one of the adaptive subjects in Vocational Schools. The goal of the English
subject is to provide the students the English communication skills in the communication
material context needed for their vocational program, both orally and written. Communication
skill is one of the students’ competencies that the students must master in Vocational Schools.
It is as their preparation to be able to work effectively and efficiently. It also prepares for
further education level based on the vocational programs (Vocational School Curriculum,
2004). English subject provides the students' communication ability in their life as needed in
globalization era and provides the students to develop communication ability to higher level.
Vocational Schools graduates, who are prepared for employment, need this ability. The lack
2
Language learning is a process that involves both an individual and context as the
main elements. An individual is the learner her/himself. The context is the events and
community where the language learner is struggling to achieve communicative goals through
the means of the target language. Learners’ experience is another aspect that also plays an
The goal of language learning based on the Vocational School Curriculum in 1994 is
the learners’ ability to communicate using the target language (in this context, English). The
others’ speaking, expresses his/her own ideas or opinion, and responds others’ speaking by
verbally.
The understanding of the meaning of interaction may vary from one language learner
to another. This factor influences how the learners actualize themselves in interaction. It is a
description and interpretation will figure out the real interaction completely with the factors
underlying it. It is the understanding of the meaning of the interaction that based the real
B. Problem Identification
A communication process in the classroom is similar with the one in other settings.
But, the function and pattern of the classroom communication is unique. Its primary goal is
form of intrapersonal, interpersonal, group, and cultural. The participations and/or roles of the
elements in each form have effect on the success of the communication. The quantity and the
3
quality of teacher-student interaction are affected by the communication climate in the
Intrapersonal communication takes place within the individual. In classroom, there are
two forms of the intrapersonal communication. Those are teacher to self (within a single
teacher) or student to self (within a single student). Interpersonal communication involves two
individuals. The forms of the interpersonal communication are teacher to student, student to
teacher, and student to student. Group communication involves communication between the
teacher and several students, between several students and the teacher, or between a single
student and several students. Cultural communication is the most abstract form of classroom
communication. In the classroom, the culture communicates to the teachers as well as to the
students. The influence of culture is also found in group, interpersonal, and intrapersonal
communication. Culture contains moral values, ethical consideration, and educational values
Classroom interaction needs the participation of both the teacher and the students. The
teacher’s role is most important in designing tasks and monitoring the process of doing it.
Whether by whole class discussion or small groups, teacher can do much to create an
interactive classroom. Students need to think, speak, and be listened to as they participate in
the classroom. Students will not get enough practice just by talking to the instructor, and very
little by just listening to the instructor. They need to practice with other students in the
classroom. They develop competency and become critical thinkers in classroom that provides
Interaction involves both social and personal input, and, forms the basis of the vast
majority of everyday talking done by natives. Interaction involves the emotions; creativity;
gesticulating, and so on. Interaction is not waiting to be asked a question (Counihan, 1998).
4
Interaction is not limited in the form of verbal response. A non-verbal interaction may
also happen. Another possibility is the combination between verbal and non-verbal
interaction. As the response to the teacher, students may answer by saying words expressing
their idea, agreement or disagreement. It can also be in the form of written. Students may also
give response by nodding, eye-contact, facial expressions, gesturing, etc. Students can also
In the English class, many students use Indonesian language to communicate with
friend(s) and/or the teacher. Some of them try to use English. Some others mix between
Indonesian and English. It also happens to the English teacher. In classroom, some teachers
use English all the time and some use English mixed with Indonesian.
In the classroom, the content of the communication among the students or between the
teacher and the students can be about English subject, other subject (non English), or other
topics. Students also communicate about the current issue or news. A various information is
C. Problem Limitation
In the classroom, the main goal of the interaction between the teacher and the students
2001: 165). The channel used in communication can be in the form of verbal or non verbal.
This research is more focused on the verbal communication. The non-verbal communication
teacher's and students' talk. Other elements that support the success of transferring knowledge
5
This research is limited on searching about the meanings of the interaction in English
teaching learning. The meanings are based on the participants’ lived experiences. Experiences
are the personal basis in reflection. In other words, reflection concentrates on what the
experience means to the experiencer. The investigation and discussion are focused on the
students’ process of interaction and how they actualize their meaning of interaction. The
meaning is also related to the real interaction in classroom. The interaction happened in class
is seen in its content, who say the information, to whom it is transmitted, and how it is
transmitted. The content includes the topic, message, or information that is communicated by
the participants in the interaction. How the participants experienced interaction, what
interaction meant to them, what they felt about it, how they did it, what motivated them, and
how they experienced difficulties, failures, success will be discussed. All those result in better
understanding of the teachers and the students. They can understand themselves better to
This study used the qualitative paradigm in which interpretive approach was applied to
answer the research question through the narratives of the research participants on interaction.
Classroom observation was used to collect the data. The field note and audio-video recording
were used to help to get a complete data. The observation was written in descriptive and
narrative forms. The participants were interviewed before and after the observation. The result
D. Research Questions
success in English learning. Due to several constraints of time, availability and accessibility,
6
E. Research Goals and Objectives
In line with the research question, the goals and objectives of this research are as
follows:
1. The goal of this research is to discover and interpret the meaning of classroom interaction
in English learning
a. to discover what the interaction means to the students and the teacher
c. to discover who express the content or the message and to whom it is expressed
e. to discover and interpret why the participant(s) do such an interaction with others.
F. Research Benefits
also describes how the participants experience interaction, what it means to them, what they
feel about it, what motivates them, and how they experience difficulties, failures, and success.
The results of this research give some benefits for English Education Studies, English
In relation with the English Education Studies, there are some benefits. Firstly, it is
useful as reference in determining the teacher’s teaching plan before coming into classroom.
The plan influences the success of the teaching-learning. Secondly, it enriches the knowledge
about the meaning of interaction as it is reflected in the real interaction that happened in the
English learning in classroom. Thirdly, it is useful for further research about the application
7
For English teachers, the result of this research enriches the teachers’ knowledge
about the meaning of interaction as it is reflected in the real interaction that happened in
English class from the participants’ point of view. It can be used as one of the materials in
determining the teaching-learning plan. It can be used as one of the references in applying the
Students use the result of this research as a reflection to make a better improvement in
their participation in class and to interact more meaningfully. The result of this research also
helps the students understand more about the meaning of classroom interaction in relation to
8
CHAPTER II
LITERATURE REVIEW
In this chapter, the researcher will present the theoretical review related to the
research. It will discuss the interaction and communication, learning and language learning,
communicative language teaching, Vocational High School, and some related studies. It will
also discuss about the researcher's framework of thinking that will be presented in the
theoretical framework.
A. Theoretical Review
Interaction develops the learner’s ability of a language. By interaction a language learner can
get more opportunity to use language successfully. Interaction also measures the learners’
progress. .
what communication all about is found. It can be in the forms of sending messages, receiving
The classroom communication involves some components. They are: the originator,
9
The originator is the sender of the message, that is, teacher or students. Encoding
process is the process of transforming the message into appropriate words or movements.
Transmission is the process of sending message through specific channels. Message carries
meaning from originator to responder via words or movements. Channels are the pathways on
which messages travel – usually light or sound waves. Communication climate is the total of
social, hereditary, and personal influences which affect both originator and responder's
communication behavior.
meanings of the message. Reception is the process of receiving the message by eyes, ears,
nose, and so on. Decoding is the process of transferring the raw aural or oral stimuli into
The responder is the person or persons who are the destination of the originator's
message. Feedback completes the communication cycle by sending messages back from
respondent to originator indicating that the message was received and/or understood (Barker,
1982: 3-8).
The nature of the classroom communication is affected by the components above. The
components also make the classroom communication differs from other communication
forms. The students' way of communication with their teacher outside the classroom differs
with the one inside the classroom. The communication among the students outside the
classroom also differs with the one inside the classroom. The classroom communication has a
Students' communicative abilities are enhanced when they interact with each other
through oral or written discourse (Douglas, 2001: 48). Students can read or listen to authentic
material. They can join a discussion, problem-solving tasks, or dialogue journals. The extent
10
to which the intended message received is the factor of speaker's production and listener's
In an interactive classes, there are some activities that can be found, such as doing a
significant amount of pair work and group work, receiving authentic language input in real-
classroom tasks that prepare them for actual language use "out there'', practicing oral
communication through the give and take and spontaneity of actual conversations, and writing
to and for real audiences, not contrived ones. In the activity, students use the language in real
In the classroom interaction, teacher and students have a reciprocal effect upon each
other through which they say and do in the classroom. This aspect succeeds the transmission
of the messages between teacher and students (Metelo, 2006). The teacher and students are
In the classroom, the purpose of the teachers is teaching a language. Teachers mainly
2004). They do not separate the nonverbal interaction that presents. The nonverbal interaction
is used to support the verbal one. Students are normally expected to take an active role in the
Meaningful interaction with others in the target language in the classroom is much
more important in language learning. The language learning is supposed to conduct activities
to get the meaningful interaction for the language learners. Lecturing and recitation are not the
most appropriate modes of language use in the second language classroom. Teachers need to
move toward more richly interactive language use, such as that found in instructional
conversations and collaborative classroom work (Walqui, 2000). Chet Meyers in Bishop
(2000) suggests some basic rules for consistently encouraging student interaction: begin each
11
class with a controversy or problem, use silence to encourage reflection, arrange and use
Counihan (1998) states that interaction happen when the whole class is engaged in a
group conversation. Interaction can involve the teacher but it must involve the second
language. Interaction happens when the second languages direct the dialogue at one another
and not at or through the teacher; the second languages comment immediately on what
another second languages just said; the second languages disagree with or challenge another
second languages’ statement; the second languages don’t have to be invited (by the teacher) to
speak; the second languages speak when there is a short silence indicating the end of someone
else’s turn; the second languages interrupt one another, diplomatically, to insert an opinion or
question, etc; the second languages use the personal pronouns “I” and “You”; they use
paralinguistic, such as exclamations, gestures, body language and so on; and the second
Most activities in the classroom are instructed by the teacher. The teacher has an
important role in designing the activities or task. The activities in the classroom can be
categorized into three basic forms (Nuthall and Snook in Barker, 1982: 58): individual work,
In individual work, the student works on his or her own. Individual work accounts for
between 25 and 45 percent of all class time. The teacher talks, performs, demonstrates, or
exhibits materials in the extended discourse. It accounts for between 18 and 22 percent of all
class time. In an interactive discourse, the teacher and students are talking with each other.
The degree of teacher control varies. Interactive discourse accounts for between 34 and 53
In an interactive discourse, the teacher and students talk with each other. It means that
there is a two-way communication. It is not only the teacher who talks in the class and the
12
students listen. Both the teacher and the students talk with each other. The teacher interacts
effectively with the students. The teacher can also give time to students to talk to their friends.
Quality of classroom communication is one of the variables that affect the level and
type of achievement – that is, the degree to which the student acquires specified knowledge,
skills and/or attitudes (Barker, 1982: 64). The classroom communication is an interactive
activity of the teacher and the students during an academic term. The primary goal of
classroom communication is information sharing among teacher and students. The vehicles of
communication.
thinking, mediating and reflecting to talking aloud to oneself or writing oneself a memo. The
forms of the intrapersonal communication are teacher to him/herself (within a single teacher)
The forms of the interpersonal communication are teacher to student, student to teacher, and
student to student. Both the originator and responder often change roles several times within a
communication incident. The originator will initiate a message, the responder will reply, and
the originator, in effect, may then respond to the feedback of his initial message. This implies
students, between several students and the teacher, or between a single student and several
students. The distinction between the interpersonal and group communication is that
interpersonal communication takes place between the teacher and a single student or between
13
two students, whereas group communication occurs between many students and the teacher or
in the forms of laws, mores, folkways, or art. In the classroom, the culture communicates to
the teachers as well as to the students. The influence of culture is also found in group,
consideration, and educational values which affect perception of the communication setting.
Interpersonal and group communications are two communication forms that can be
seen clearly in the classroom. Students can inter act each other most of the time in this form
In order to understand more about the interaction process in relation with the second
language learning, the following part will discuss about the Input hypothesis that is proposed
Long’s discussion is related with the input in the second language learning. Greater
attention to the interactions in which learners are engaged gives more understanding about the
nature and usefulness of input for second language learning. The interaction should not be
seen simply as a one-directional source of target language input. When learners engage with
their interlocutors in negotiations around meaning, the nature of the input might be
qualitatively changed. The more the input is queried, recycled and paraphrased, to increase its
comprehensibility, the greater its potential usefulness as input (Mitchell and Myles, 2004:
159-61).
Acquisition is a subconscious process; it is similar to the way a child acquires his/her first
14
language. Learning is a conscious process; it is more related to knowing certain rules about a
There are five main hypotheses proposed by Krashen. Those are the acquisition
hypothesis, the monitor hypothesis, the natural hypothesis, the input hypothesis, and the
The acquisition hypothesis states that “Learning cannot become acquisition and that
fluency in a second or foreign language is due to what learners have acquired, not what they
have learned.” (Brown in Shannon, 2005) Second language learners should attempt to acquire
The monitor hypothesis sates that “Learned system acts as a monitor, making minor
changes and polishing what the acquired system has produced.”(Lightbown and Spada in
Shannon, 2005) Krashen has argued that there are three conditions which are necessary for
monitor use. They include sufficient time, focus on form, and knowing the rule.
The natural order hypothesis states that second language learners “acquire the rules of
though some of the rules in a language are easy for the learner to memorize, these rules are
The input hypothesis relates to acquisition not learning. In order for language
acquisition to take place, the acquirer must receive comprehensible input through reading or
hearing language structures that slightly exceed their current ability (Brown in Shannon,
2005). It is essential not to focus on explicit grammatical structures or learning activities but
“A learner who is tense, angry, anxious, or bored will screen out input, making it
unavailable for acquisition. Thus, depending on the learner’s state of mind or
disposition, the filter limits what is noticed and what is acquired. The filter will be up
or operating when the learner is stressed, self-conscious, or unmotivated. It will be
15
down when the learner is relaxed or motivated.” (Lightbown and Spada in Shannon,
2005)
The hypothesis makes perfectly good practical sense for instructors. It makes them try and
create a low-stress, anxiety free, and relaxing language learning environment for those people
In relation with the classroom interaction, the types of tasks that promote extensive
negotiation of meaning are convergent, problem-solving tasks in which both partners control
necessary information are more likely to promote negotiation than are more open-ended
used. These collaborative efforts are very useful for language learning. By doing the efforts,
the language learners struggle to maximize comprehension and negotiate their way through
process. There are some instruments that can be used to analyze the classroom interaction.
Analysis (Sadker,1988: 170). Using this instrument, the nature and quality of classroom
verbal interaction can be described. The result of the observation using this instrument can
give a picture of who talk in a classroom and the kind of talking that take place.
categories. The following are the 10 categories in the Flanders Interaction Analysis Coding
16
Table 2.1.
Flanders Interaction Analysis Coding Instrument.
1 Accepts feeling
Acknowledge student-expressed emotions (feelings) in a
nonthreatening manner
2 Praises or encourages
Indirect
Provides positive reinforcement of student contributions
Teacher
3 Accepts or uses ideas of students
Talk
Clarifies, develops, or refers to student contribution, often
nonevaluatively
4 Asks questions
Solicits information or opinion (non rhetorically)
5 Lecturers
Presents information, opinion, or orientation; perhaps includes
rhetorical questions
Direct 6 Gives directions
Teacher Supplies direction or suggestion with which a student is expected to
Talk comply
7 Criticizes or justifies authority
Offers negative evaluation of student contribution or places emphasis
on teacher's authoritative position.
8 Student talk – response
Gives a response to the teacher's question, usually a predictable
answer
Student 9 Student – initiation
Talk 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
17
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 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
directions, and criticizing or justifying authority. The student talks are student talking-
are able to adapt and to grow in the directions that enhance their existence. In a non
threatening environment, a person will form a picture of reality and will grow and learn. Its
principles have important implications for education. Learning how to learn is more important
than being taught. What is more needed for teachers is to become facilitators of learning
omniscience. They need to have genuine trust, acceptance, and a prizing of the student as a
worthy and valuable individual. They need to communicate openly and emphatically with
their students and vice versa. In a process of discovery, students should be allowed to
negotiate learning outcomes and to cooperate with teachers and other learners. They are
18
allowed to engage in critical thinking and to relate everything they do in school to their reality
outside the classroom. Learners understand themselves. They are able to communicate this
self to others freely and non-defensively. S/he must provide the nurturing context for learners.
The context is necessary to construct meanings in interaction. The classroom activities and
materials should utilize meaningful contexts of genuine communication (Brown, 2000: 90-
91).
information or skill. Retention implies storage systems, memory, and cognitive organization.
Learning involves active, conscious focus on and acting upon events outside or inside the
organism. It also involves some form of practice, perhaps reinforced practice (Brown, 2000:
7).
integrate what we sense and think with what we feel and how we behave. Without that
integration, it is just passive. Passive learning does not engage higher brain functions or
stimulate senses to the point where it integrates lessons into existing schemes. Knowledge
needs something to do with it. Passivity needs to be moved to activity. Learners need to
extrapolate from experiences and see how to apply what they have done to new instances
(Kolb, 1984).
Discussing second language learning cannot be separated with discussing about first
language learning. Some aspects that are discussed in the second language learning are also
discussed in the first language learning. Although in some aspects or more, second language
learning is different from first language learning. The aspect that is usually talked about in
second language learning is the nature and nurture. Nature provides innately, in some sort of
19
predetermined biological timetable. Nurture is formed by teaching. It derives from social and
cultural experiences that influence language learners (Mitchell and Myles, 2004: 12).
They need to engage in meaningful activities in which they have to work with others on
problems. The best way to learn a new idea is by means of normal communication with
others. Students interact with the teacher and fellow students in purposeful activities or
Learning is an active process. It needs conscious focus and acting. It can be fulfilled
behaving.
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
activities are designed to focus on completing tasks that are mediated through language or
involve negotiation of information and information sharing (Richards and Rodgers, 2001:
165).
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. The
20
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
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)
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
is the result from the process of, such as, interaction between the learner and user of the
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
The use of pair work activities, role plays, group work activities, and project works are
the kinds of classroom activities in the communicative language 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).
21
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
Levels of education in Indonesia are divided into elementary school, junior high
school, senior high school, and university. Each level has its own characteristic, considering
The senior high school consists of two types: the public school and the vocational high
school. There are some similarities and also differences between them. The similarities are
mostly concerned on the age. Students of public and vocational high school are on the average
age of 14-17. The number of students in each class is nearly the same: around 30-40 students.
On these age of 14-17, students are very active in finding out who actually they are.
They will search from many sides and point of view. They will also want to show to others
that they have ability, responsibility, and adult-like. These can be seen from their attitude and
aptitude. They are critical and creative. They do not like to be treated as children, that
activity are adjusted with the aspects, so students will enjoy the process of learning. It is in
22
The subjects that are taught in public school are general and theoretical. They are
taught as the basic knowledge that will be continued in higher level or universities. The
students are prepared to continue their study. They are given various materials that can open
their mind and interest. It is the interest that will lead then to study further. English, in public
school, is contextual based. Students study English using texts from various field.
In vocational high school, the subjects are more specific and practical. They are
related with the future job. The portion of the lesson is much more on the practice than on the
theory. Students are prepared to have skills in work, not continue to higher level. Students are
trained with many practical lessons both in class and in industry. English is taught to make
students able to communicate. It is related with their specific future job. English is, hopefully,
B. Related Studies
This part will review some related studies in the same field, that is, classroom
interaction. Classroom interaction can be studied in a variety of contexts across the age range
used.
A study done by Abarca (2004) described the interaction process that took place in an
English as a Foreign language (EFL) classroom at a public high school in the province of
Alajuela, Costa Rica. The result of the study showed that the teacher-student interaction and
student-student interaction is based on a question and answer pattern. The teacher regulates
and limits students' participation through the use of different activities which do not stimulate
meaningful learning. Students interact among themselves by using Spanish. The study
23
An action research done in one class of Japanese adult English learners was done by
Snell (1999). The students in the class were unresponsive and avoid interaction with the
teacher. They didn't respond voluntarily to the instructor's questions and did not participate in
class discussions. They also never asked the teacher questions outside one-on-one situations.
The teacher received little oral feedback. The teacher wanted the students to be more
demonstrative and more overtly communicative in their feedback. He wanted them to ask
questions make comments, and to respond with nods and shakes of the head, with sounds of
the teacher's questions. It was felt that there was something else that kept the students from
responding voluntarily in the class-teacher dialogues. The hypothesis of the research was that
by teaching the students that class interaction with the English teacher is not only acceptable,
but normal, useful, and beneficial, it was believed that the students would become more
Following the hypothesis, two steps were taken to implement a plan: (1) the teacher
distributed an explanatory paragraph about "rules" for asking questions in class in English
speaking countries, (2) the teacher reminded the students of the "rules" at the beginning of
each subsequent class and further encouraged them to become more active in the class when
In conclusion, some progress was definitely made. The students did interact with the
teacher by nodding, some did answer the instructor's questions, and on their own initiation,
even asked questions before the class. There seems to have been some success in instructing
and reminding and then expecting the students to become more interactive with the teacher.
ESL teachers in Japan are not just teaching a language, but also a culture, and this includes
instructing the sociolinguistics appropriate for the native English speaking classroom.
24
A study about classroom interaction that used Flanders Interaction Analysis was done
in Pakistan by Inamullah (2005). The main objective of the study was explore patterns of
classroom interaction of secondary and tertiary levels in the North West Frontier Province of
Pakistan using Flanders Interaction Analysis (FIA) system. This study was significant because
its findings and conclusions may stimulate teachers to improve their teaching behavior in
FIA system was designed to categorize the types and quantity of verbal interaction in
the classroom and to plot the information on a matrix so that it could be analyzed and
interpreted. The result gave a picture as to who was talking in the classroom, how much and
It was concluded that both at secondary and tertiary level, more than two-third of
classroom time was devoted to talking, thus talk method dominated in classes. More than two-
third of the classroom talking time was devoted to teachers talking at secondary and tertiary
Other studies were conducted about classroom interaction in relation to other factors,
such as motivation (Chiang, 2000); gender, academic dominance, and teacher communication
style (Ilatov et.al., 1998); high and low achievers (Wilson, 1999); and, achievement
(Caruthers).
By reviewing those studies, this research can be placed on. This research is in one
variety in context of the learner. The learners are Vocational School students in Indonesia.
The subject learned is English. The focus is analyzing the verbal interaction but it does not
left the non verbal one. The non verbal interaction is used to support the verbal interaction.
The verbal interaction is analyzed using Flander's Interaction Analysis system. It is used to
categorize the types of the verbal interaction, to get the picture of who is talking in the
classroom, and kind of talking that takes place. The non verbal interaction is included in the
25
emergence categories. This research describes and interprets the meaning of interaction based
on reflection. It goes deeper than the action of the interaction itself. The understanding of the
C. Theoretical Framework
The understanding of the meaning of interaction can be reached from some aspects. It
can be seen from the definition, the characteristics, the roles of the language learners, and the
categorization.
factors: the teacher, the students, or the classroom environment. Effective interaction is
needed in the second language learning. It is related with the use of the language to
communicate. The teacher and the students use the language actively in communication in the
classroom. Both the teacher and the students feel comfortable in expressing their information,
Two important participants that determine the success of the teaching-learning are the
teacher who has effective teaching behavior and students who have good response to
classroom activities. The teacher and students build the effective interaction in the classroom.
The successful message or content transmission between teacher and students is the
goal of the classroom interaction. The message can be transferred verbally or non-verbally.
One of the factors that cannot be avoided is a unpredictable destructor that is found in the
classroom environment. Both the teacher and the students cannot avoid the destructor. What
they can do is try to minimize the effect of the destructor in the goal of the teacher-students
interaction.
The research construct mapping is summarized in the Table 2.2. It contains the
definition of the constructs of this research. They are classroom interaction, learning, lived
26
experience, and narrative research. It is followed by the conceptual definition, category, sub
Table 2.2
Research Construct Mapping
27
Criticizes or Criticizes to the
justifies students’
authority contribution
Student-teacher Gives response to
Interaction the questions
related to the
Student talk- topic
response Gives response to
the questions
unrelated to the
topic
Student- Gives initiation
initiation related to the
topic
Gives initiation
unrelated to the
topic
Silence or Leaves periods of
confusion silence
Student- Gives initiation
student(s) related to the
Interaction topic
Student-
Gives initiation
initiation
unrelated to the
topic
28
skill which is a Instruction
relatively
permanent
change in
behavioral
tendency.
Lived What Teachers’ lived What interaction
experience interaction experience means to the
means to the teachers
teacher and the How the teachers
students, and interpret it in
how they what they did in
interpret what classroom
interaction Students’ lived What interaction
means experience means to the
students
How the students
interpret it in
what they did in
classroom
Narrative A research Descriptive Participants’ Participants’
research which uses the description stories about their
inquiry from interaction lived
the experience
participants’ Researcher’s Researcher’s
stories of lives description stories about the
which will be participants’
combined and experience
collaborated in Interpretive Participants’ Participants’
the form of interpretation understanding
descriptive and and meanings on
interpretive interaction
29
analysis Researcher’s Researcher’s
interpretation understanding,
meaning,
reflection on
interaction
The interrelationship between the constructs of this research can be seen in the Table
2.2. The themes used in the discussion and interpretation are presented in the column 4 of the
Table 2.2. Later, these themes are added with the emergent themes. Those are the themes that
are not captured in the research construct mapping but they emerge in and affect the
praises or encourages, accepts or uses ideas of students, asks questions, lecturers, gives
directions, and criticizes or justifies authority. The student-teacher interaction contains student
30
CHAPTER III
METHODOLOGY
The purpose of this narrative interpretive study was to describe the meaning of
interaction for teachers and students at a vocational school. It described how the participants
experienced interaction, what it meant to them, what they felt about it, what motivated them,
This chapter would discuss the methodology that would be used to answer the
research question. It would present the research method, the nature of the data, the data
A. Research Method
This research looked deep into one specific real phenomenon, that was, classroom
interaction. It tried to understand the participants and help their problems. It used the
qualitative research approach (Holliday, 2002: 6). This approach was used because it was the
suitable approach in researching about behavior. It was in line with this research that it would
observe the interaction between the teacher and the student(s) in the classroom. It would go
deeply to understand their belief, why they did that, and helped their problems.
B. Nature of Data
particular place or among a particular group of people. There are two broad categories of data.
The first category is what the researcher describes: description of behavior, description of
31
The second category is what participants say, write, or have about them. It includes account,
Holliday (2002) regards interviews as the main data. The observation notes (field
notes) are another type of data. In the observation notes, the description of behavior, event,
institution, appearance, account, talk, behavior in setting, and document are expected to enrich
unstructured and open ended questions (Creswell, 2003). This gave more freedom for the
research participants to tell their stories, express their feelings, thoughts, perspectives,
Types of data and source of data of this research were summarized in the following
Table 3.1.
Types of Data and Source of Data
32
either by the (researcher’s
people in thought, feeling,
the setting impressions,
or by the hunches, ideas),
researcher photographs,
videos
Description of What Research Interview Obtain narratives
research event people say participants transcription, Interpretation
or do in interview notes, Construct meaning
interview, recording, Gain
focus group, thematic understanding
etc. categories
Talk What Research Interview Obtain narratives
people are participants transcription, Interpretation
heard interview notes, Construct meaning
saying – recording, Gain
actual thematic understanding
words categories
Behavior in What is Research Observation Description of
setting actually participants notes, reflective visual setting
seen notes
happening (researcher’s
thought, feeling,
impressions,
hunches, ideas),
photographs,
videos
33
C. Data Sources
There are several inquiry approaches in qualitative research. They are ethnographies,
grounded theory, case studies, phenomenological research, and narrative research (Creswell,
2003). This research was a narrative one. The researcher studied the participants’ lives and
asked them to provide stories about their lives. The information was then retold by the
researcher into a narrative chronology. The narratives from the participants’ lives were
To get the data, the researcher came into the classroom to observe the class activity.
How the teacher and the students (as the participants) interacted in the English class was
observed. The field note and audio-video recording were used. The observation was written in
Interviews were done before and after the observation. The interviews were recorded.
The field note was also used to make notes for the important points. The field note and
recorded interviews were very important in transcribing the data. The interview done before
observation was used to get the teacher's and student's understanding, believe, opinion, and
experience. The open-ended interviews done after the observation would be related to what
they did in the English class, what and how they communicated each other, and why they did
The observations in classroom would observe the interaction between the teacher and
the students in the classroom. By this observation, the researcher would know whether the
students and the teacher did what they have said in the interview done before the observation.
The observation was also recorded. The researcher also made field note.
To get the validity of the research, triangulation was needed. Triangulation could be
reached by getting and comparing 'multiple perceptions' of the same phenomenon (Stake,
34
1994:241 in Holliday, 2002: 76). In this research, the triangulation could be figured out in the
following figure:
Interview A
Classroom Observation
Interview B
Figure 3.1
The Triangulation
The phenomenon was what happened in the classroom as the interaction among the
teacher and the students. It was seen from three sides: interview A (it was the interview done
before the observation), classroom observation, and interview B (it was done after the
observation). After the interview B, it was followed by the next observation. So, the interview
The data were taken in SMK "P" Sleman. It took one class at the second level in the
automotive study program, that was 2OB. The choice of the setting was based on its richness
and accessibility.
The choice of the second level was based on the discussion between the researcher and
the school principal. The researcher told the school principal about her research, what she
would do, and what she needed as the data. This research would take a period of time, not
only one or two meetings. The researcher would follow the classroom activity whether it was
35
in the classroom or in the English laboratory. The first level students were not quite ready to
be taken as the subject because they were 'new comers' in the school. The third level students
were quite busy preparing the National Examination. So, the coming of the researcher in their
classroom was worried would 'disturb' them. Finally, the school principal gave the chance to
The choice of the class was based on the discussion between the researcher and the
English teacher. The researcher discussed with the English teacher about her research then the
English teacher suggested her to take the data in class 2OB. The English teacher also took
The participants of this research were two English teachers and three students. The
teachers were Mrs. Nissa and Mr. Kris. Mrs. Nissa was the teacher from the school. She had
taught in the school for two years in the second level. Mr. Kris was the teacher from "HL" (a
private English course which was incorporated with the school). He had taught for one year.
The students were Sugi, Imam, and Heru. They were from the same class. Sugi was
quite clever and diligent in class. He didn't talk much but he was diligent in doing the class
activity. He often helped his friends. Imam was a diligent student, too. He was much more
talkative than Sugi. He always sat at the front raw. Heru was very silent. He almost never
talked in class. He always sat alone at the back raw. He always did the class activity alone,
but his work was always correct. He rarely asked his friends.
Class 2OB was taught by three English teachers: Mrs. Nissa, Mr. Kris, and Miss Endi.
Mrs. Nissa was the teacher from the school. Mr. Kris and Miss Endi were the teachers from
"HL" (a private English course). The school had joined with this course in English teaching-
Every week, class 2OB had two meetings: Monday (at 12.15 – 13.45) and Wednesday
(at 10.15 – 11.45). Mrs. Nissa taught on Mondays. On Wednesdays, the class was divided into
36
two groups. One group stayed in classroom and the other was in the Multimedia Laboratory.
On the next week/meeting, they changed the place for each other. The researcher chose Mr.
The teachers and students as the participants were selected purposefully. The selection
was based on the aspects of the setting, the actors, the events, and the process (Miles and
Huberman in Cresswell, 2003:185). The setting was in one class. The teachers and the
students who were the actors were in the same group when they joined the "HL" class. So, the
researcher could follow them whether in classroom or in the Multimedia Laboratory. The
events were the interactions between the teacher and the students that happened in the
classroom. The process was observed from the beginning until the end of the class.
D. Data Collection
The data were collected by observation and open-ended interviews with participants.
The observation was done in the classroom and in the Multimedia Laboratory. An audio-
visual recorder was used to record the learning activity done by the teacher and the students.
The researcher also wrote a field-note about the important points found.
The interviews were done before and after the observation. The interviews done before
the observation were used to know the teacher's and student's understanding, believe, opinion,
and experience about English learning. Its realization was seen in the class observation. The
interviews done after the observation found out why the participants did or did not do like
what they had said in the previous interview. The interviews were done in Indonesian. The
The observation would be written in a descriptive and narrative report. The interviews
with the participants would be in the form of a transcript. Data gathered were coded according
to the themes.
37
The observation would be reported descriptively based on what the researcher
observed in class. The report was narrative written. It was like the sequence of events
The result of the interviews with the participants was reported in the form of
transcript. The interviews were done in Indonesian. The report was in Indonesian, but the
summary of the interviews was presented in English. The Indonesian version was used to
figure out the real condition of the interviews. Some parts that were used in the discussion and
After all observations and interviews had been transcribed, the coding was applied.
The process of data analysis involved making sense out of text and image data. The
process contained several steps. The first step was preparing the data for analysis. The second
was conducting different analysis. The third was moving deeper and deeper into
understanding the data. The last step was making an interpretation of the larger meaning of
Another process of analyzing data was presented by Holliday (2002:100). The process
was started from the corpus of data. The corpus of data was used to make the thematic
organization of data. Then, the data were analyzed in sections or chapters. In this research, the
researcher tried to combine the two data analyzing process. The process of analyzing the data
38
corpus of raw data
The corpus of raw data was the data got from the related field that was the data from
the classroom. These data were taken by observation and interview. The data were then
transcribed and written in the form of description and narration. The researcher then made
code to the written data. The coding was based on the observation and interview guides that
had been made. After all written data had been coded, they were analyzed/discussed using
heading/subheadings. The use of headings and subheadings was based on the discussions of
the data. In making the heading and sub heading, the researcher moved deeper and deeper into
understanding the data. Based on the heading and sub headings, the researcher discussed and
made interpretation of the larger meaning about what she had found in the classroom that was
39
CHAPTER IV
This chapter discusses the results that have been got from the observation and
interview. It is divided into three sections: (1) data presentation, (2) discussion and
A. Data Presentation
The data presentation begins with the description of the classroom and the Multimedia
Laboratory setting, the description of the English learning in SMK "P" Sleman, the process of
In SMK "P" Sleman, there was no special classroom for English class. The English
lesson was done in the regular class. Students were in the same classroom in one day for the
There were 28 students in class 2OB. All of them were boys. The time of the English
lesson was 90 minutes per meeting. In a week there were two meetings: on Monday and on
Wednesday.
The classroom setting was in classical one. All students sat in one direction, face to
The Multimedia Laboratory was used for all students for all levels. The capacity was
for 20 students. There were 10 monitors. Each monitor was placed on one table and it was
used by 2 students. The headset was also placed on the table. There was one computer as the
40
master control. It was operated by the teacher. The teacher operated the program using the
master control computer and the students followed it using their monitor and their headsets.
English learning in SMK "P" Sleman was done cooperatively with a private English
course "HL". This was aimed to help the students increase their English communication skills.
Class 2OB had two meetings every week: on Mondays (at 12.15-13.45) and on
Wednesdays (at 10.15-11.45). On Mondays the students studied in the classroom with the
teacher from the school (that was Mrs. Nissa). On Wednesdays, the students studied English
with "HL". The "HL" class was in the Multimedia Laboratory. Because the capacity of the
Multimedia Laboratory was only for 20 students whether there were 28 students in class 2OB,
the students were divided into two groups. One group studied in the Multimedia Laboratory
while the other group studied in the classroom. On the next meeting/week, they changed the
place.
Before coming to the discussion about the result of the interview, I would like to
The participants of this research were two English teachers and three students. The
teachers were Mrs. Nissa and Mr. Kris. The students were Sugi, Imam, and Heru.
I had interview with Mrs. Nissa for 4 times and once with Mr. Kris. The interviews
with Mrs. Nissa were done in the teacher room (3 times) and in the library (once). 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 interview with Mr. Kris was done in the Multimedia Laboratory. I also made an
41
appointment before I met him. The interview was done in 30 minutes. The interviews with the
The interviews with the students were done 5 times: with Sugi (2 times), Imam (once),
and Heru (2 times). It took time for about 30 minutes in each interview. 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.
Table 4.1
Summary of the Teacher Interview
42
students who were active in Multimedia Lab. but had low
motivation in the classroom.(I.T.4.Kr)
2. Usually, the students were more active in the Multimedia
Lab.; in the classroom, they were more passive.(I.T.4.Kr)
3. The students were more active in the Multimedia Lab. It
maybe caused by the use of media that interested the
students. (I.T.4.Kr)
Teacher – student 1. The students never initiated to express their own opinion.
interaction There were some opinion about the activity done in the
classroom, but it was very rarely. The opinion was more
about something outside the topic, such as a film title. The
students never tried to express their own opinion, except
about a text. For grammar, they were really depended to the
teacher. It seemed that they never read other
sources.(I.T.3.Ni)
2. The communication between the teacher and the students
was asking difficult words, but mostly it was about
something out of the topic. (I.T.4.Kr)
3. The students never expressed their own idea. (I.T.4.Kr)
4. The teacher has given volunteer opportunity for students
but the students never took it. (I.T.5.Ni)
5. The treatment for the passive students was giving special
attention, such as approaching outside the context like their
home, etc.(I.T.4.Kr)
6. In doing the activity, the teacher usually asked or pointed
the passive students or the students who didn’t concentrate
to the class. (I.T.$.Kr)
7. The teacher has given volunteer opportunity for students
and in fact there were some active students.(I.T.4.Kr)
8. There was never initiating or expressing opinion from the
students.(I.T.5.Ni)
9. One of the teacher’s ways in motivating the students was by
asking the students to do the tasks in front of the class.
(I.T.5.Ni)
10. The teacher’s way to activate the passive students was by
coming closer to their desks.(I.T.5.Ni)
Teacher – students 1. The teacher thought the students were too passive. They
interaction were quite difficult to be asked to do the tasks. The teacher
must be more active.(I.T.2.Ni)
2. In speaking class, the students were more active. In
grammar class, the teacher must be more active and there
were many written activity.(I.T.2.Ni)
3. The teacher has practiced group activity, dialogue, or pair
work. And, it worked; the students were brave to practice
their speaking. In group activity, the group was made
randomly.(I.T.2.Ni)
43
4. The teacher motivated the students by reminding them
about the national exam. The passing grade became higher
and higher. So, English was not just a lesson, the students
needed to master it.(I.T.3.Ni)
5. The teacher always translated the lesson. According to
him/her, the students wouldn’t understand without
translation. The students were helped by body language.
(I.T.3.Ni)
6. The teacher always repeated the explanation, more than
once.(I.T.3.Ni)
7. Game was not practiced yet. The teacher thought it was not
effective. In playing game, the students must be active and
enthusiastic, but the class must be noisy.(I.T.3.Ni)
8. The teacher never practiced free conversation. The
students’ factors were they did not have self confidence and
brevity.(I.T.4.Kr)
9. After the teacher gave motivation, the students’ motivation
became higher. For example, in Lab., the students gave
more attention to the class.(I.T.4.Kr)
10. The teacher pointed more to the active students because it
was easier to explain to them and didn’t need to be
repeated. The teacher didn’t ask for volunteer because he
thought there must be no volunteer from the
students.(I.T.4.Kr)
11. Teacher’s attitude to the students’ questions that was
unrelated to the topic was he replied first, then he asked the
students to continue the topic.(I.T.4.Kr)
12. The communication between the teacher and the students
was asking about the difficult words and lesson discussed in
the class.(I.T.5.Ni)
13. The teacher gave more attention to the active students.
(I.T.5.Ni)
14. The classroom activity that gave more opportunity to
interact among the students was presentation (such as how
to make something).(I.T.5.Ni)
Student – student 1. The student always asked his friend before asking the
interaction teacher.(I.T.3.Ni)
2. The communication between the student and another was
practicing dialog/activity.(I.T.4.Kr)
3. The student’ barriers to communicate were because there
weren’t textbooks besides the textbooks from the school
and there weren’t dictionary.(I.T.5.Ni)
4. The communication between the student and another was
asking about difficult words.(I.T.5.Ni)
Student – students 1. The student always asked his friends before asking the
interaction teacher.(I.T.3.Ni)
2. The communication between the students and other
44
students was practicing dialog or activity.(I.T.4.Kr)
3. The students’ barriers to communicate were because there
weren’t textbooks besides the textbooks from the school
and there weren’t dictionary.(I.T.5.Ni)
4. The communication between the student and other students
was asking about difficult words (I.T.5.Ni)
D. Teacher's role
The role of the 1. Both the teacher and the students must participate in class
teacher in the so the activity run well.(I.T.2.Ni)
classroom 2. The teacher must speak in English more frequently to make
the students became usual.(I.T.2.Ni)
3. The teacher’s role was as a mediator. S/he explained the
topic and practiced more. The teacher knew better than the
students, so the teacher was as a mediator to make the
students knew what the teacher had known or to make the
students knew something that they didn’t know
before.(I.T.4.Kr)
4. According to the teacher, the students should be more
active in learning by themselves.(I.T.3.Ni)
5. The teacher must be able to motivate the students to be
more active.(I.T.4.Kr)
6. The teacher wanted to invite a native speaker to motivate
the students in speaking, but it was not realized yet.
(I.T.5.Ni)
Table 4.2
Summary of the Student Interview
Teacher – student 1. The student asked the teacher after asking his
interaction friends.(I.S.1.Su) (I.S.2.Im) (I.S.3.He)
2. The student tried to answer teacher’s questions.(I.S.1.Su)
3. The student tried to guess the meaning or the answer of the
teacher’s questions.(I.S.2.Im)
4. The student didn’t ask the teacher because he felt there was
gap and shy. He felt more comfortable by asking to his
45
friends.(I.S.4.Su)
5. The student didn’t ask the teacher because he had
understood the lesson, so he directly did the
exercise.(I.S.5.He)
Teacher – students 1. The students asked the teacher after asking their friends.
interaction (I.S.1.Su) (I.S.2.Im) (I.S.3.He)
2. When the teacher asked a meaning of English words:
- Actually the student knew it, but to express it
….sometimes the student felt shy and didn’t intend to.
(I.S.4.Su)
- The students guessed it, if they knew it they might be
answer it, if there was a friend had answered it, the
others kept silent. They didn’t want to be pretended as
a follower.(I.S.5.He)
Student – student 1. The student asked his friend if there was a difficulty.
interaction (I.S.1.Su) (I.S.2.Im) (I.S.3.He)
The student preferred to ask his friend instead of the teacher
because he felt more comfortable. If he asked his teacher,
he felt shy and afraid of making mistake.(I.S.1.Su)
2. The student felt easier to communicate to his friend. He
could ask about anything.(I.S.2.Im)
3. The student felt easier to communicate to his friend instead
of the teacher. He felt shy if he asked the teacher.(I.S.3.He)
4. The student asked his friend if he couldn’t understand the
teacher’s explanation.(I.S.4.Su)
5. The student asked his friend about difficult words and task
instruction.(I.S.5.He)
Student – students 1. The student asked his friends if he found a difficulty.
interaction (I.S.1.Su) (I.S.2.Im) (I.S.3.He)
He chose to ask his friends instead of the teacher because
he felt more comfortable. If he asked his friends, he felt
easier. If he asked the teacher, he felt shy and being afraid
of making mistake.(I.S.1.Su)
2. The student felt easier to communicate with friends, he
could ask anything.(I.S.2.Im)
3. It was easier to communicate with friends instead of the
teacher. The students felt shy and uncomfortable to
communicate with the teacher.(I.S.3.He)
4. The student asked his friends if he didn’t understand the
teacher’s explanation.(I.S.4.Su)
5. The student asked his friends about difficult words and task
instruction.(I.S.5.He)
Students' effort 1. The students tried to translate difficult words and listen to
English songs.(I.S.1.Su)
46
2. The students listened to English songs and tried to
understand the meaning.(I.S.2.Im)
3. The students met and chatted with friends who studied in
English Department.(I.S.3.He)
4. The students never tried to practice using English to
communicate with the teacher or friends. If they asked the
teacher or their friends, they used Indonesian because they
felt uncomfortable. But, actually it was because they didn’t
know the meaning of the English words.(I.S.1.Su)
5. The students had tried to communicate in English. It was
when they permitted to go to the toilet. They didn’t practice
English because they didn’t know the meaning of English
words and they felt shy. Nobody practiced English in the
classroom.(I.S.2.Im)
6. The students never practiced to communicate in English.
(I.S.3.He)
7. In speaking activity (if the difficult words were translated),
the students were willing to practice.(I.S.1.Su) (I.S.2.Im)
(I.S.3.He)
E. Students' motivation
Students' motivation 1. One factor that motivated the students to practice is getting
score/point.(I.S.1.Su)
2. The motivation was depended on the intention, awareness,
and willingness to study.(I.S.2.Im)
3. The motivation was also depended on the teaching
technique used by the teacher.(I.S.3.He)
In last, it was also depended on the individual, the student’s
intention. The teaching technique influenced much to the
students.(I.S.4.Su)
The observation was done 8 times. I came to Mrs. Nissa's class for 6 times and Mr.
Kris's class for 2 times (once in the Multimedia Laboratory and once in the classroom). The
frequency of the observation was related to the topic being taught in the class. I followed the
class from the beginning until the end of the class. I came to the class as a researcher. I
brought a notebook and a little audio-video recorder. In the first coming, the students were
quite confused about my coming. Fortunately, Mrs. Nissa explained to them about me and
47
what I would do. She also gave me time to introduce myself to the students. Later, the
students were very cooperative. I always sat at the back raw, so I could watch everything. In
the first observation, I felt very busy in class. There were so many things to be observed and
to be recorded. I had to write so many important points too. I had some points from the
interview with Mrs. Nissa in my notes. I would check it with what she did in class. But, it was
so complicated. I got stressed and almost frustrated. Later, I realized I would not be able to
do, write, and record everything. The observation guide that had been made before helped me
Table 4.3
Summary of the Observation
1. Accepts feeling
48
2. Praises or encourages
4. Asks questions
49
the topic asking,"Where are they?" (obs.1)
5. Lectures
6. Gives directions
50
Gives 1.The teacher pointed/called 1.The teacher said,"Write the
directions some students to answer some material on your book, please."
related to the other questions. (obs.1) (obs.1)
class activity 2.The teacher called some 2.The teacher asked the students to
students to read the dialogue open the book, page …
on the book. (obs.3,4,6) (obs.1,3,4,7)
3.The teacher called 5 students 3.The teacher said,"Please open
to write the answers on the page… and do activity …" (obs.1)
board. (obs.3) 4.The teacher followed the lesson by
4.The teacher asked them to asking the students to do the
take the book and had a seat. activity on the book. (obs.3,4)
(obs.4) 5.The teacher asked the students to
5.The teacher asked the students open page 102 and watched the
to read the answer. (obs.4) picture. (obs.6)
6.The teacher asked one of the 6.The teacher asked the students to
students to explain about the read and learn activity 1. (obs.6)
difference between causative 7."Now. Please do the activity 3. you
have and get as what has been have 10 minutes to do."continued
explained by her. (obs.6) the teacher. (obs.6)
7.The teacher called the 8.The teacher continued the activity
students one by one to read by asking to do activity 4 in the
the answers. (obs.6) book. (obs.6)
8.The teacher asked one of the 9.The teacher didn't explain the
students to give an example. direction, it was written on the
(obs.7) question sheets. She just said to
9.The teacher asked the students answer the questions individually
to practice orally activity 9 on and it would be collected after
the book. (obs.7) class. (obs.8)
10. The teacher asked the
students one by one to write
the answers on the board.
(obs.6,7)
11. The teacher asked one of the
noisy students to explain
about the last week lesson.
(obs.7)
Gives 1.The teacher said,"OK. While 1.The teacher said, "Please turn on
directions waiting for your friends, your monitor." (obs.2)
unrelated to please one of you (by calling 2.The teacher said,"I give you 10
the class the student's name) borrow the minutes to have
activity book from the library."(obs.1) preparation."(obs.5)
2.The teacher said,"Have a seat 3.The teacher said,"Now, please
now."(obs.1,2) collect your notebook, give it to
3.The teacher said,"OK,now, we me. I will check your notes and
will do it one by one. I will give you score while you do the
call you one by one. And, for test. Prepare your pen and paper.
the other students, please pay Please write the questions first.
attention to your friend. You are allowed to answer from
Please, now, Heru, you start." the one you think the easiest one.
(obs.2) Don't forget to write your name and
51
4.The teacher asked one of the student's number on your answer
students to pass the textbook sheet." (obs.5)
and the dictionary to all 4.The teacher told the students that if
students. (obs.6) they had finished the test, they
5.The teacher asked one student could collect the paper. (obs.5)
to clean the board. (obs.6) 5.The teacher asked the students to
pay attention to her. (obs.6)
C. Student Talk
8. Student talk-response
52
English (in short answer)
while some others were in
Indonmesian when the teacher
asked them some questions
related to the picture."(obs.6)
13. The students tried to answer
the teacher's questions
although the answer was not
really correct. (obs.7)
14. "Is it clear?"asked the
teacher. "No, not yet." Replied
the students. (obs.7)
15. The students tried to guess
the verb form and change the
sentence. (obs.7)
16. Some students could answer
the questions orally in the
class discussion." (obs.8)
Response to 1.The students answered,
questions "Waalaikumsalam wr.wb.
unrelated to Good
topic afternoon."(obs.1,2,3,5,6,8)
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)
5.One of the students said,"I
don't know, maybe still
having break, Sir." (obs.2)
6.The teacher said,"…Be
diligent!" The students
responded by
saying,"Yaaa…yaaa."(obs.2)
7.The students answered,"Good
morning. Fine,fine."(obs.4)
9. Student – initiation
53
3.Some students asked the 3.During the test, most of the
teacher about the activity. students were discussing the
(obs.1) questions with their friends. (obs.5)
4.Most students took part in 4.The student asked his friend about
writing their answer on the the lesson and then opened his own
board without waiting for book. (obs.6)
calling from the teacher. 5.While they were doing their
(obs.1) activity, they were discussing about
5.Some students asked about the difficult words with their
difficult words and the friends. (obs.6)
instruction of the activity. 6.The students discussed the answers
(obs.3,4,6,8) with friends. (obs.6)
6.One student offered himself to
write the answer. "May I do
number 3, Mom?" asked him.
(obs.6)
Initiation 1.Some students greeted the 1.One student shouted to his friend
unrelated to teacher by who sat near the door,"Close the
the topic saying,"Assalamualaikum, door!" (He said this in English)
sorry, Sir, we are (obs. 4)
late."(obs.2,4)
2.Only one of them said his
sorry for becoming late to the
teacher.(obs.6)
54
spontaneously. When the
teacher pointed/called them,
they could do it well. (obs.4)
D. Emergent Themes
12. Students' gestures (including the students' act as the response to the teacher's act/talk)
55
2.The teacher asked the students 3.The student nodded to the teacher
to open the textbook and they and then took a seat. (obs.6)
did this. (obs.1,3,4,7) 4.Some of the students opened the
3.The students followed by dictionary. (obs.6)
checking their own work and 5.Some students opened their books
revised the false ones. (obs.1) but some others were still noisy.
4.The teacher called two (obs.7)
students to read the dialogue 6.Most of the students did the
on the book. The students did activity by discussing with friends.
this. (obs.3,4,6) (obs. 7)
5.Some students directly read 7.Some students moved from one
their books and wrote/did the seat to another. (obs.8)
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
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)
56
13. Teacher's act to help the class goes smoothly
Teacher-student interaction
Teacher's 1.The teacher stopped her writing to remind the students to copy the
help 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.1,3,5,6,8)
4.The teacher distributed the textbooks to the students. (obs.4)
5.The teacher wrote the questions on the board. (obs.5)
6.The teacher reminded the students to do the test individually. (obs.5)
7.The teacher wrote some important points and their examples.
(obs.6,7)
8.The teacher checked the students' notes and textbooks. (obs.6)
9.The teacher asked the students to be quite for a while. She reminded
them to learn more at home. (obs.7)
10. The teacher distributed question sheets. (obs.8)
11. Sometimes the teacher answered the students' questions, but on the
other time she just kept silent. (obs.8)
12. The teacher gave some clues that could help the students to get the
correct answers. (obs.8)
The following is the discussion about the teacher-student interaction that happened in
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 learned English both in classroom and in the Multimedia Laboratory.
They were more active when they were studying in the Multimedia Laboratory.
57
The students who are active in the Multimedia Laboratory are usually active in class,
too. For some students, they are active in the Multimedia Laboratory, but they are not
interested in class. Usually, the students are more active in Multimedia Laboratory
than in class. They are more active in the Multimedia Laboratory maybe because there
is media that is interesting for the students. (I.T.4.Kr)
The students practiced the expression asked by the teacher, even when the teacher didn't ask
them. They participated in the class discussion. It might be influenced by the use of the media
(such as, computer program and textbook) that was quite interesting for the students. It might
also because the number of the students that was not too many in class. They were only 20
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
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
58
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
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.Kr). 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
59
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.
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
The teacher should be more often speak in English, so that the students become more
usual. (I.T.2.Ni)
The teacher's role is as a mediator. S/he explains the topic and practices more. The
teacher knows the knowledge, while the students don't. So, the teacher is the mediator.
The students who don't understand the knowledge before will understand it later. The
teacher should be able to motivate the students to be more active. (I.T.4.Kr)
The teacher should be able to become a model for his/her students (I.T.2.Ni). The English
expressions said by him/her were the model for the students. These expressions would be
repeated and learned by the students. The teacher should also be able to be a mediator
(I.T.4.Kr). S/he transferred the knowledge to the students. The students didn't know about the
knowledge. It was the job of the teacher to make the students understand. Another important
role of the teacher is as the motivator (I.T.4.Kr). S/he 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 both the teacher and the students were
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.Su) (I.S.2.Im) (I.S.3.He)
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
60
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.Su, I.S.2.Im, and I.S.3.He). They said that in class, their friends and
even the teacher never spoke in English. The classroom condition didn't support them 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.Su) (I.S.2.Im) (I.S.3.He)
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.Su)
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 smoothen 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.
61
In some observation (observation 3, 4, and 6), 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, s/he 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.
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
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
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.
62
I will ask my friends if I have difficulties. (I.S.1.Su) (I.S.2.Im) (I.S.3.He)
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.Su)
It is easier to ask to my friends than to the teacher, I can ask anything. (I.S.2.Im)
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.He)
I ask my friends if I don't understand what the teacher said. (I.S.4.Su)
I ask my friends about the meaning of words or about the instruction. (I.S.5.He)
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.Im). Another student said that he studied with
his friend who studied in English Department (I.S.3.He). 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.
63
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 s/he 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
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:
64
(1) Students do/talk something unrelated to the topic, (2) Students' gestures, and (3) teacher's
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
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.
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
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 s/he 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
65
one. By doing this, the teacher knew the students more individually. The students got the
impression that the teacher also gave them personal approach. In the closing of the class,
When there was a progress of the student related to their study in class, the teacher
gave praise to him. It was found in observation 4. A student offered himself to answer an
activity, the teacher appreciated him by saying, "Good! Yes, of course." This was a good
motivation for the student and also his friends. It was quite rarely that there was a student who
In the class discussion, the teacher accepted the ideas from the students individually.
Every student was given a chance to participate in the class discussion. In the last, the teacher
discussed the correct answers generated from the students' answer. It was found in the
observation 7. The teacher talked about causative have and get". After her explanation, she
asked whether the students have understood. The students said that they didn't understand yet.
Then, the teacher explained again and gave some more examples. She discussed the examples
classically. She gave chance for the students individually to guess the verb form and change
the sentence. Some answers were correct, but some others were not. All the answers whether
it was correct or not were written on the board. After there were no more answers from the
students, the teacher discussed the correct answers. Although the teacher the same chance for
everyone in class, there were only few students who participated. The students felt ashamed
When asking or giving questions to the students, the teacher often pointed or called a
certain student(s). It could be found in the observation 4 and 6. The teacher discussed about a
dialogue and a picture. When the teacher was asking some questions related to the picture, he
directly called the student's name. The student could answer it. But, it made the other students
didn't pay attention to the discussion. If the teacher called a name, only that student answered
66
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.5.Ni and I.T.4.Kr). 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 6). 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.5.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 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.3,4,6), writing the answers on the board (obs.1), reading the answers of an activity
(obs.4,6), repeating the teacher's explanation about some important points related to the topic
(obs.6), and giving examples (obs.6). 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.3.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
67
dictionary to all students in class (obs.6), and clean the board (obs.6). These directions were
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, 3, 5, 6, and 8). 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.3.Ni). Another help from the teacher could be
found when the teacher distributed the textbooks to the students (obs.2). When explaining the
topic, the teacher wrote the important points and their examples on the board (obs.6 and 7).
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.6). In the class discussion, the teacher helped the students by
giving some clues to get the correct answers (obs.8). The teacher didn't directly give the
correct answers. She gave more chance for the students to learn by themselves.
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
Before starting the class activity, the teacher greeted the students classically. It was
found in observation 1, 3, and 5. The teacher used the expressions like assalamuálaikum
68
wr.wb. and good afternoon. Some little chat was also used by the teacher. It was found in
observation 2. Greetings were also used by the teacher to end the class. The expressions used
were "OK, then we will finish our class today."(obs.2), "Thank you and see you
again."(obs.4), "That's all for today. Thanks for coming. Let's pray."(obs.6), "This is the end
of the lesson today. Thanks for coming."(obs.8). Praying together lead by the teacher was also
done to end the class (obs.1,5,7). 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
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 7 and 8. 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. The class
69
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.7). Some
students gave their opinion. The teacher wrote it on the board, whether it was correct or not.
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 before explaining
the topic related to the students' readiness to study. For example, the teacher asked the
students whether they had found the page to be studied (obs.4). The questions asked while
explaining the topic were found in observation 3 (the teacher asked, "What is the meaning of
'suggestion'?"), observations 1,2,3, and 6 (the teacher asked, "Any questions? Any difficult
words?"), observation 2 (the teacher asked, "Any comment?"), observation 7 (the teacher
asked, "Is it clear?"), and observation 1, 4, and 6 (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
and 8. 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.3). In
70
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 and 6). In doing a class activity, the teacher explained the instruction in
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, 3, 4, 6 and 7), do activity …. on your book (obs.1, 3, 4, and 6), read
and learn activity … (obs.6), and answer the questions individually and collect it after class
(obs.8). The directions unrelated to the topic were happened when the teacher gave directions
related to the equipment used in the class and instructions of the class activity. The direction
related to the equipment used was happened in observation 2. The teacher asked the students
to turn on the monitor on their tables. The directions related to the class activity happened
when
The directions were spoken in Indonesian. If the English expressions used, the teacher gave
71
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
Before beginning the class, the teacher asked the students whether they had got the
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 were doing the class activity, the teacher asked some questions,
such as: Have you finished?(obs.1 and 6) What is the meaning of….?(obs.3) Who
are the speakers (of a dialogue) and where are they?(obs.4) The students answered
these questions using simple English sentences. When the teacher asked some
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 and
72
3), Any comment? (obs.2), Is it clear? (obs.7). The students answered by saying no.
Responses to questions unrelated to the topic happened when the students answered the
teacher's greeting (obs.1, 2, 3, 4, 6, and 8). It also happened when the teacher asked about the
students' attendance (obs.1 and 2). 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, 2, and 6), listening to the teacher while watching the board (obs.1), and paying
attention to the teacher's explanation (obs.7). 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, 4, and 7);
- 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.3, 4, and
6);
- When the teacher asked to read the textbook and write/do the activity on the
notebook (obs.3);
- When the teacher called 5 students to write their answers on the board (obs.3);
- When the teacher asked to copy the questions on the board to the students' paper
(obs.5);
- When the teacher asked to copy the important points on the board to the students'
notebooks (obs.6);
73
- When the teacher asked to make examples using the students' own words (obs.6);
- 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 on their notebook. 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). When the teacher asked
two students to read a dialogue on the book, most of the students listened to the reading
(obs.4). 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 6), asked about the instruction of an activity (obs.1), asked
about difficult words/expressions (obs.3, 4, 6 and 8), and answered the activity voluntary
(obs.1 and 6). The initiation unrelated to the topic happened when the students greeted the
teacher (obs.2, 4, and 6). The students mostly used Indonesian, except when they answered
The students' silence or confusion happened when they were asked by the teacher. The
students didn't answer the teacher's questions spontaneously. When the teacher pointed /called
them individually, they could do it well (obs.4). Some teacher's questions that weren't
answered by the students were questions like: any questions? Any difficult words? (obs.1, 6),
what's the meaning of …. ? (obs.3). in observation 4, when the teacher asked whether the
students had finished their work, they also kept silent. The students didn't have self
74
confidence to answer the teacher's questions. They were afraid of making mistakes (I.S.1.Su).
Not knowing the meaning of the English words/expression was also another factor to keep
silent (I.S.2.Im)
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 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
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, 3, and 6). They were noisy when the teacher explained the material (obs.5, 7, and
8). 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.Su). When they were asked to do an activity, they
moved around the class and borrowed books one another (obs.5 and 8). They didn't believe to
The interaction among the students was found when the students asked about the
activity (obs.1 and 6), discussed the teacher's questions (obs.5 and 6), and asked about
difficult words and expressions (obs.6). Another interaction that was not related to the topic
was found when one student shouted to his friend to close the door using English. (obs.4). He
75
had tried to use English, but his friends laughed at him. After saying that, he kept silent and
looked ashamed.
In observation 7, the teacher asked a question to a student orally. The student couldn't
answer it. He kept silent in a moment. After that, he asked his friend but his friend didn't
know the answer either. At last, both of them were silent. The teacher helped them by
C. Findings
This research was aimed to describe the meaning of interaction. From the discussion
and interpretation of the results on the previous part, the findings of this research were
presented as follows.
Both the teacher and the students understood that interaction was important in English
learning. They also knew that they had to practice the language for communication. But, the
understanding wasn't followed by their action in class. The teacher didn't give much
interactive activity in class. S/he didn't actively practice English in classroom. S/he felt that if
s/he always used English in class all the time, the students would know nothing. The students
weren't active in practicing their English by asking questions or expressing their idea or
opinion. But, actually, they tried to translate the difficult words/expression using their
dictionary.
When joining the English class, actually the students understood the lesson. It could
be seen when they were asked to do the class activity, especially written activity. They did it
well if they were asked to write the answers whether on their notebook or on the board. They
practiced the dialogues asked by the teacher. But, they avoided interacting with the teacher.
They kept silent when the teacher asked some questions to be asked orally. They never
expressed their own ideas or opinion. Reciprocal communication between the teacher and the
76
students was not found. Feeling ashamed, not having self-confidence, feeling afraid of
making mistakes, feeling lack of vocabulary, and because of the condition that the teacher and
the other students never spoke English were some factors from the students. Some factors
from the teachers were that the teachers didn't give the activities that gave the students much
chance to speak, the teacher didn't make a class situation that made the students feel
comfortable to speak, and the teacher didn't believe to the students' competence.
There was a tendency for the learners to interact with the teacher but less enthusiasm
when it comes to interacting with each other. Some students have more willingness to ask
questions or answer the teacher’s questions than discussing with friends. They have less
confidence to talk with friends who also has less proficient like them.
The use of media, like computer programs and various textbooks, increased the
students' motivation. The students were more interested to join the class activity. It didn't
mean that it could increase the interaction between the teacher and the students. But, the
media made the students more focused on the lesson and practiced it as well.
English was rarely used for communication in the classroom. The teacher and the
students never spoke in English. The teacher explained the material, gave instruction, and
asked questions mostly in Indonesian. If the teacher used English expression, s/he always
translated it. The communication among the students was also in Indonesian. When the
students asked the teacher, like asking about the difficult words/expressions, unclear
explanation, unclear instruction, or unclear writing, they used Indonesian. The use of English
by the students was very limited when they practiced the lesson/dialogue asked by the
teacher.
In making the students more active in joining the class activity, first the teacher gave
time for volunteer student(s). If there was no volunteer student, the teacher pointed to or
called certain student(s). The teacher gave some extra point or score for the student who was
77
active in class. The score was one motivation for the students. They competed to get the best
score. Another motivation that could make them active in class activity came from the
students themselves. It was related to their intention, awareness, and willingness to learn.
The teacher interacted with the student individually in the following situation. The
teacher greeted the students individually after s/he greeted them classically. S/he checked the
students' attendance by calling their name one by one. When the students made a progress, the
teacher praised them individually. But, it happened rarely. In the class discussion, the teacher
accepted the ideas/answers from the student(s) whether it was correct or not. In discussing a
dialogue or picture, the teacher asked some questions individually. When there was a question
Most directions given by the teacher were in Indonesian. It happened when the teacher
asked the student(s) to answer questions, read a dialogue, write the answers on the board, read
the answers of an activity, repeat the teacher's explanation about some important points
related to the topic, and give examples of an activity. It also happened when the teacher asked
to take the book from the library, pass the book and dictionary to all students in class, and
When some students were noisy in class, the teacher came closer to them and
reminded them to be silent, pay attention to the lesson, or copy the material written on the
board to their notebook. The teacher also walked around the class while the students did the
activity. S/he checked the students' work, helped them, reminded some noisy students to do
the activity, and answered their questions. The teacher always wrote important points of a
topic on the board to be written by the students. The teacher collected and checked the
The interaction between the teacher and the students as a group happened in the
following situation. In the beginning and the closing of the class, the teacher greeted the
78
students classically. It was expressed in English and the students could respond it in English,
too. Praises or encouragement was given to the students when they got a progress in their
study or they were well motivated in participating in class activity. The teacher mixed
between English and Indonesian expressions. The teacher made a class discussion in
answering an activity. All students were invited to participate in it. Different ideas or opinion
The questions that were asked to the students classically were divided into two
categories: questions related and unrelated to the topic discussed. The questions related to the
topic were related to asking the students' readiness to study, the meaning of certain terms, the
clarity of the teacher's explanation, and whether there was a question from the students. The
question unrelated to the topic was about asking the students' attendance in class.
The teacher presented or explained the material classically. The explanation or the
discussion was in Indonesian. It also happened when the teacher discussed a dialogue or a
picture. The directions related to the topic or material discussed were asking the students to
write or copy the material written by the teacher, open the textbook page…, do activity…,
read and learn activity…, and answer the questions individually, and collect it after class.
The directions unrelated to the topic were asking the students to turn on the monitor and pay
The student(s) interacted with the teacher in the following situation. When the teacher
asked the students some questions related or unrelated to the topic discussed, the students
answered it using simple and short English expressions. If the students didn't know the
English expression, they used Indonesian. They gave good response to the teacher's questions.
Gestures and action were another form of the students' responses to the teacher's questions or
directions. It was like nodding and doing what was asked by the teacher. In class, not all
79
students gave such a response, especially the students who sat at the back raw. They were
The students initiated some following interactions to the teacher. They asked unclear
writing, instruction of an activity, difficult words or expressions, and answered the activity
voluntary. They also greeted the teacher. The initiations were mostly expressed in Indonesian.
The students' silence happened when the students were asked by the teacher. The
students didn't answer the teacher's questions spontaneously. When the teacher pointed or
called them individually, they could do it well. They didn't have self confidence to answer the
teacher's questions. They were afraid of making mistakes. Not knowing the meaning of the
The students interacted with their friends most of the time. But, mostly, it was not
related to the English topic discussed. They talked in Indonesian. They talked about the
activity asked by the teacher, discussed the teacher's questions, and asked about difficult
words or expressions.
There were three other themes outside those themes above that happened in the
interaction between the teacher and the students. Those were students do/talk something
unrelated to the topic, students’ gestures (including the students’ act as the response to the
teacher’s act/talk), and teacher’s act to help the class goes smoothly.
The students did/talked something unrelated to the topic happened both in the teacher-
student and student-student interaction. They played or chatted with their friends in the
middle of an activity.
In some cases, the students gave response to the teacher’s act/talk by gestures or act.
The gesturers were nodding, listening, expressing emotions (like happy, confused, or
interested), and paying attention. The acts were doing the teacher’s instructions and moving
80
The teacher’s acts to help the class goes smoothly were found almost in every
observation. The teacher always reminded the noisy students and asked them to join in the
class activity. S/he checked the students’ work, notes, and notebooks. S/he gave motivation to
the students. s/he also gave some clues or stimulation that could help the students to get the
correct answers.
Criticizing or justifying authority category did not happen in the observation. The
emergence themes were the students did/talked something unrelated to the topic, the students
gave response to the teacher’s act/talk by gestures or act, and the teachers acted some actions
81
CHAPTER V
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
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.
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. However, the use of media, like computer programs and various textbooks,
increased the students' motivation to participate in the class activity. The media and the
82
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
In making the students more active in class activity, the teachers pointed to or called
certain student(s). Time for voluntary students to participate in class activity was also given.
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.
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 s/he greeted the students and checked their attendance. The teacher
accepted or used the students’ ideas when s/he accepted the ideas or answers in class
discussion.
83
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
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
The conclusion looks common knowledge. Most teachers may know this already, but
maybe only some of them realize these in their forethought. These aspects, i.e. the teacher-
student and student-student interactions, need to be considered before teaching as a part of the
B. Implications
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
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
84
their time and chance to practice speaking. In order to practice speaking, the students need
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
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
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
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.
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.
85
5. 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.
86
BIBLIOGRAPHY
Allwright, Dick. “Interaction and Negotiation in the Language Classroom: Their Role
in Learner Development” Sept 5, 2008.
http: // www.ling lancs.ac.uk/groups/crile/docs/crilesoallrigh.pdf.
Burden, Paul L and Byrd, David M. 1999. Methods for Effective Teaching. Boston: A
Viacom Company
Counihan, Gerard. 1998. ”Teach Students to Interact Not Just Talk”. August 20, 2007.
http://iteslj.org/Tehniques/Counihan_Interaction.html.
Gibaldi, Joseph. 2003. MLA Handbook for Writers of Research Papers. New York:
The Modern Language Assosiaciation of America.
Holliday, Adrian. 2002. Doing and Writing Qualitative Research. London: SAGE
Publications Ltd.
87
Inamullah, Muhammad. 2005. "Patterns of Classroom Interaction at Different
Educational Levels in the Light of Planders Interaction Analysis." Nov 28,
2006. http://eprints.hec.gov.pk/99/
Kurt Lewin. 1951. Field theory in Social Science. New York: Harper Collins.
Kolb, David. 1984. Experiential Learning: Experience as the Source of Learning and
Development. Englewood Cliffs, NJ: Prentice-Hall.
Phillips, D.C. and Soltis, Jonas F. 1991. Perspectives on Learning. New York:
Teachers College Press.
Sadker, Myra Pollack and Sadker, David Miller. 1997. Teachers, Schools, and
Society. New York: The McGraw-Hill Companies, Inc.
Swales, John M. and Feak, Christine B. 1994. Academic Writing for Graduate
Students. USA: the University of Michigan.
Walqui, Aida. 2000. “Contextual Factors in Second Language Acquisition” July 17,
2007. http://www.cal.org/resources/digest/0005contexttual.html.
Willson, Julie. 1999. "High and Low Achievers' Classroom Interaction Patterns in an
Upper Primary Classroom". Oct 10, 2007.
http://www.aare.edu.au/99 pap/wil 99741.htm.
88
Appendix 1
OBSERVATION GUIDE
The goal of this research: to find out the pattern of the English classroom interaction.
The objectives of this research are
1. to find out the content or message of the interaction
2. to find out who express the message and to whom it is expressed.
3. to find out how the message is transmitted.
89
Notes:
ITT / AF : Indirect Teacher Talk, Accepts feeling
ITT / PR : Indirect Teacher Talk, Praises or encourages
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
DTT / CR : Direct Teacher Talk, Criticizes or justifies authority
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
90
Appendix 2
INTERVIEW GUIDE
Teachers:
No Topic Code
1. Teacher's understanding about English classroom interaction T.UND
2. Teacher's experience in interaction with students in classroom: T.EXP
- interaction between teacher and student
- interaction between teacher and a group of students
3. Teacher's role in classroom T.ROL
Students:
No Topic Code
1. Student's understanding about English classroom interaction S.UND
2. Student's experience in interaction with teacher and other student(s) in S.EXP
classroom:
- interaction between a student and other student
- interaction between a student and a group of students
- interaction between a student and a teacher
- interaction between a group of students and a teacher
- interaction between a group of students and a student
- interaction between a group of students and another group of
students
3. Student's role in classroom S.ROL
Researcher note:
- The researcher summarized this guide based on the literature review presented in chapter
II
- Some points are added to clarify, sharpen, and help the researcher understands some
important points found in the classroom observation.
91
Appendix 3
INTERVIEW REPORT SHEET
A. INTERVIEW WITH THE TEACHERS
INTERVIEW 1 (I.T.1.Ni)
Note:
R: Researcher
N: Mrs. Nissa
C.CND : Classroom condition
92
INTERVIEW 2 (I.T.2.Ni)
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
93
INTERVIEW 3 (I.T.3.Ni)
94
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 apa dan kenapa?
N: Saya belum mencoba game. Belum pernah. Yaaa saya kira enggak efektif T.EXP
aja, karena laki-laki 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 kan royokan 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 T.EXP
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, enggak. Kecuali kalo bacaan lho. Ini kan kalo grammar. Mereka T.EXP
manut saya gitu lho. Jadi seperti enggak pernah baca yang lain. Bahkan,
kalo saya salah ya manuuut saja.
R: Kira-kira kapan mereka bisa mengungkapkan pendapatnya?
N: Enggak, enggak ada. Wong saya tanya, kan saya mesti tanya kadang- T.EXP
kadang pendapat kamu gimana? Enggak ada, diem aja, 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 enggak. Mungkin kalo enggak ada guide-nya kan malah cari T.EXP
jalan, mencoba sini, sana.
Note:
R: Researcher
N: Mrs. Nissa
S.ROL : Student's role
T.EXP : Teacher's experience
95
INTERVIEW 4 (I.T.4.Kr)
96
harus menjawabnya begini gitu.
R: Apakah anda pernah mencoba free conversation? Terus bagaimana?
K: Free conversation…., selama ini belum, masalahnya dia mungkin T.EXP
faktornya banyak sih, mungkin dia, kepercayaan diri belum, keberanian
juga belum, belum muncul lah. Selama ini, di sini kalo siswa itu tidak
saya tunjuk gitu jarang. Kalo saya pertamanya tetep saya kasih
kesempatan siapa yang bisa, kira-kira ada yang bisa menjawablah. Kalo
ada pertanyaan, itu belum. Selama ini kebanyakan prosentasenya
sedikitlah, siswa untuk yang…, kalo untuk yang di kelas lah, kalo di
kelas, sedikitlah, kurang dari 30 % siswa yang aktif.
R: Menurut prediksi anda, hambatannya apa?
K: Kurang PD mungkin, kalo antara guru dan murid dulu lebih dekat dulu, T.EXP
lebih mengenal otomatis kita berkomunikasi lebih enak, enggak ada
batas lah antara guru dan siswa, dalam arti konteks dalam pembelajaran,
dalam kelas itu jangan ada rasa takut untuk menjawab walaupun dia
tidak mengerti itu salah atau benar, yang penting berani dulu. Kalo saya
tekniknya harus pendekatan dulu, pendekatan dengan siswa, pendekatan
itu eee kita eee juga tentu saja arti penting bahasa Inggris itu, jadi agar
dia bisa menstimuli dirinya sendiri agar dia sadar, wah bahasa Inggris ini
ternyata penting. STM itu orientasinya harus dunia kerja, makanya
kadang-kadang menimbulkan itu motivasi. Kadang juga kalo pas saya
lagi stress sedikit yaa langsung to the point saja.
R: Bagaimana pengaruh motivasi itu terhadap perubahan siswa?
K: Kalo minat, konsentrasi ada, saya pernah, maksudnya, setelah saya beri T.EXP
motivasi, ada minat ingin, kalo biasanya kan kayak di Lab. gini,
walaupun dia tidak aktif, tapi dia memperhatikan pada monitor.
R: Di kelas itu kan ada kelompok yang aktif pasif, dan juga yang biasa-biasa
saja. Bagaimana perlakuan anda terhadap kelompok-kelompok tersebut?
K: Kalo saya tuh mungkin dan mungkin secara reflek, saya sering menunjuk T.EXP
orang yang dia lebih di antara temannya, karena dalam pikiran saya itu
eee gini ini lho, mungkin sisi jelek dari saya, menjelaskan lebih enak,
tidak banyak mengulang kepada orang yang ngerti, itu saya tau sisi buruk
dari saya. Kalo untuk yang… itu sering saya bosen, bosen mesti yaaa
masalahnya saya suruh pronunciation, anak yang kurang gitu sampai tiga
kali. Saya lebih suka pindah yang itu tapi dia dengan tujuan perhatikan
temannya ini lho yang lebih pandai, coba perhatikan dia bagaimana,
kayak gitu lho.
R: Apakah anda memberi perlakuan special kepada anak yang pasif biar
lebih aktif?
K: Kalo orang yang pasif yang males, yang rame itu eee saya tekankan T.EXP
untuk lebih kenal dulu, pendekatan di luar konteks, rumahnya mana,
tanya-tanya, ngobrol-ngobrol di luar itu.
R: Menurut anda bagaimana seorang guru harus berperan di kelas agar ada
interaksi yang bagus antara guru dan siswa dan juga pembelajarannya
berlangsung bagus?
K: Peran guru itu sebagai penengah, mungkin, dalam arti, menurut saya, T.ROL
dalam arti begini, kita tau topik yang kita ajarkan kemudian kita jelaskan
bagaimana topik itu,kemudian kita memberi lebih banyak practice
kepada siswa.
R: Berarti siswa yang harus lebih aktif ya?
K: Iya, tapi otomatis gurunya juga harus lebih memacu itu kan. S.ROL
R: Apakah anak yang aktif di multimedia lab. juga aktif di kelas?
K: Ada juga begitu, ada juga yang dia di sini aktif, di sana kalo menurut T. UND
saya minatnya lebih sedikit, tapi dia bisa gitu lho. Misalnya, kalo pas
saya di kelas itu, dia kebanyakan tidur, waktu saya tunjuk, dia
memperhatikan apa tidak, saya kasih pertanyaan apa yang saya terangkan
tadi, ternyata dia juga bisa nyangkut. Mungkin karena faktor dia emang
pandai, apakah tidur tapi dia mendengarkan, saya juga kurang tahu.
R: Berarti yang pasif di sini di kelas juga begitu ya?
K: Biasanya dia lebih aktif di sini. Kalo di kelas lebih banyak yang pasif T. UND
gitu.
R: Secara rata-rata mereka lebih aktif di multimedia lab.?
K: Saya kira mungkin itu, karena ada media, kemudian dalam T. UND
pembelajarannya sendiri kan siswanya kan kalo buku itu gambarnya
yang mati, kalo di sini mungkin dia ada rasa ketertarikan karena ada
97
video, ada script, ada latihan. Kalo latihan, kalo di kelas saya orally.
Kalo di lab. saya suruh ke depan kemudian praktek seperti saya, pake
mouse, dia lebih tertarik ke situ.
R: Apakah dalam latihan mereka disuruh/dipanggil atau volunteer?
K: Saya panggil. Saya memanggilnya biasanya anak yang pasif, tidak T.EXP
konsen pada saat itu, misalnya pas bicara sama temen, ngalamun,
pokoknya yang bertindak negative lah, mungkin saya tarik ke depan,
stand up and come here. Kemudian ya tidak selamanya dia bisa, ini mau
ngapain, baru dijelaskan, ini pegang mouse-nya, klik kiri, kalo nanti ada
suara, kemudian ada 5 jawaban, mana yang cocok kira-kira.
R: Apakah anda pernah memberi ksesempatan kepada anak untuk
volunteer? T.EXP
K: Pernah, pernah, ada juga siswa yang aktif.
R: Berarti ada korelasi antara siswa yang aktif dan berani/PD? T.EXP
K: Iya.
R: Bagaiman sikap anda terhadap siswa yang pertanyaannya tidak ada
hubungannya dengan topic yang diajarkan? T.EXP
K: Kalo saya mungkin lebih menanggapi dia tapi dengan catatan saya itu,
hasilnya kalo pas dia cerewet minta, biasanya kan ada cap sepatu, saya
tetep tanggapi tapi dengan cara kalo ada 2 kata, ini artinya apa dan ini
artinya apa. Kalo digabung masak enggak ada artinya, maksudnya
membentuk suatu kata yang bermakna enggak, berarti ini konteksnya ini,
makanya bahasa Inggris jangan mengartikan kata per kata, selain nek ada
iklan harus melihat konteks iklan itu apa. Kalo dia cerewet, satu kali
kamu tanya kamu keluar. Ini kita sedang belajar ini lho, itu besok saja.
R: Sesudah itu, apakah siswa mau untuk diajak kembali ke topik yang
sedang dibahas? T.EXP
K: OK juga. Mungkin dari pertanyaan itu, secara tidak langsung, secara
psikologis, ooo saya ditanggapi, mungkin. Saya melihat dari itu juga,
ooo mungkin anak itu juga pengin tahu bener. Ya saya punya maksud
juga supaya dia tertarik dengan saya dulu, kemudian pelajaran yang saya
sampaikan pada saat itu. Tapi kebanyakan siswa yang aktif tanya ya
meskipun di luar konteks, dia juga ada minat.
R: Bagaimana anda menolak untuk menanggapi pertanyaan dari siswa? T.EXP
K: Itu bukan pelajaran bahasa Inggris gitu. Bahasa Inggris nya benar emang,
tapi itu bukan pelajaran bahasa Inggris.
Note:
R: Researcher
K: Mr. Kris
C.CND: Classroom condition
T.EXP: Teacher's experience
T.ROL: Teacher's role
S.ROL: Student's role
98
INTERVIEW 5 (I.T.5.Ni)
99
R: Apa tujuan anda ketika anda memanggil siswa untuk mengerjakan di
depan?
N: Sebetulnya tidak lain cuma memotivasi anak gitu lho. Soalnya kalo T.EXP
misalnya saya suruh maju anak volunteer gitu kan, pasti nggak ada yang
mau dan waktunya akan panjang kan.
R: Pernahkah anda mencoba untuk memberi kesempatan secara volunteer?
N: O pernah. Ya tapi nggak ada yang maju. Akhirnya terpaksa gurunya T.EXP
nunjuk, kalo pun maju, makan waktu lama, soalnya mereka kan kayak
butuh self confidence gitu kan, jadi pekerjaannya tu harus bener dulu,
baru mau maju, kalo masih ada yang salah, nggak mau.
R: Bagaiman cara anda menggugah siswa yang pasif?
N: Yaaa, mungkin saya lebih banyak mendekat ke bangkunya, nggak pernah T.EXP
saya memanggil ke depan, sini kamu sudah selesai belum, mungkin saya
satu-satu sambil jalan. Ini lebih intensif. Paling kalo saya nanya sudah
selesai belum, itu kan di kelas secara keseluruhan. Paling efektif kalo
saya dekati kan, tau kan siapa yang sudah siapa yang belum.
Kadang-kadang saya feel desperate lho sama mereka. Kita kan malu
rasanya kalo anak jelek, nggak mampu, kayaknya gurunya nggak mampu
menjelaskan.
R: Selama ini, activity di kelas yang seperti apa yang pernah anda lakukan
yang bisa memberi kesempatan kepada siswa lebih banyak untuk
berinteraksi sama temannya?
N: Presentasi. Ya kayak dulu pernah saya coba. How to make something, itu
tu jalan. Kalo yang ada hubungannya dengan practice sehari-hari
kayaknya nggak ada, terfokus pada grammar/structure. Karena sekarang
ada program special class di sekolah, ini otomatis secara praktek, saya
nggak pernah ngajarkan dialog. Conversation udah nggak.
Note:
R: Researcher
N: Mrs. Nissa
T.UND: Teacher's understanding
T.EXP: Teacher's experience
100
B. INTERVIEW WITH THE STUDENTS
There are three students: Sugi (2 interviews), Imam (1interview), and Heru (2 interviews)
INTERVIEW 1 (I.S.1.Su)
Note:
R:Researcher
S: Sugi
S.UND: Student's understanding
S.EXP: Student's experience
101
INTERVIEW 2 (I.S.2.Im)
Note:
R: Reseracher
I: Imam
S.UND: Student's understanding
S.EXP: Student's experience
102
INTERVIEW 3 (I.S.3.He)
Reseracher's note: Based on interview 1-3, the students are very rarely using English in class because the situation in
class does not support them. They are also feel shy and afraid to be false.
Note:
R:Reseracher
H: Heru
S.UND: Student's understanding
S.EXP: Student's experience
103
INTERVIEW 4 (I.S.4.Su)
Note:
R:Researcher
S: Sugi
S.EXP: Student's experience
104
INTERVIEW 5 (I.S.5.He)
Note:
R: Researcher
H: Heru
S.EXP: Student's experience
S.UND: Student's understanding
105
Appendix 4
SUMMARY OF THE TEACHER INTERVIEW
A. Teacher's understanding about English classroom interaction
Teacher's understanding 1. Interaksi berbahasa adalah keaktifan antara guru dan siswa. (I.T.2.Ni)
Aktif ini maksudnya banyak tanya dan ada improvisasi sehingga guru
bisa tahu pemahaman anak sejauh mana atau apa saja yang menjadi
kesulitan siswa atau siswa tidak tahu. (I.T.5.Ni)
2. Interaksi penting dalam berbahasa karena untuk feedback. (I.T.2.Ni)
1. Kondisi kelas ketika pembelajaran bahasa Inggris cukup
memperhatikan ketika guru menjelaskan, memang ada beberapa yang
Students' attention
kurang perhatian atau ramai. Tapi siswa mau untuk mengerjakan latihan
atau mempraktekkan dialog. (I.T.1.Ni)
1. Siswa masih sangat jarang menggunakan bahasa Inggris untuk
berkomunikasi baik dengan guru atau sesama siswa. Mereka lebih
The use of English for banyak menggunakan bahasa Indonesia. Guru pun lebih banyak
communication in the menggunakan bahasa Indonesia ketika menjelaskan materi. (I.T.1.Ni)
classroom 2. Activity-activity di HL class lebih ke pengembangan di luar program
atau di luar konteks agar bisa lebih mengarah ke komunikasi
sebenarnya. (I.T.4.Kr)
1. Anak yang aktif di Multimedia Lab. kadang juga aktif di kelas. Ada
juga yang aktif di Multimedia Lab. di kelas minatnya lebih sedikit.
(I.T.4.Kr)
Students' being active 2. Biasanya anak lebih aktif di Multimedia Lab.; kalau di kelas lebih
banyak yang pasif. (I.T.4.Kr)
3. Anak-anak lebih aktif di Multimedia Lab. dimungkinkan karena ada
media yang lebih menarik bagi siswa. (I.T.4.Kr)
106
Teacher – students 1. Guru merasa anak-anak masih terlalu pasif, kalau disuruh agak sulit,
interaction kalo tidak agak dipaksa. Gurunya harus aktif. (I.T.2.Ni)
2. Kalau kelasnya ingin aktif, kegiatannya lebih ke conversation (kelas
speaking). Kalau kelas grammar, yang harus aktif gurunya dan banyak
menulis. (I.T.2.Ni)
3. Guru pernah mempraktekkan group activity, dialogue, atau pair work.
Dan ini lumayan jalan, berani ngomong. Ketika group activity, teknik
pengelompokannya dilakukan dengan acak agar tidak ada group yang
anggotanya pintar-pintar semua. (I.T.2.Ni)
4. Guru memotivasi siswa dengan cara mengingtakan kalau UAN.
Semakin tahun passing grade-nya meningkat. Jadi bahasa Inggris tidak
cuma sekedar pelajaran tapi diharapkan menguasai. (I.T.3.Ni)
5. Guru selalu menterjemahkan ketika mengajar. Menurutnya, siswa tidak
ngerti kalau tanpa di-translate. Tapi dengan body language, siswa bisa
terbantu. (I.T.3.Ni)
6. Guru selalu mengulang ketika menjelaskan, tidak cukup kalau hanya
sekali. (I.T.3.Ni)
7. Cara untuk membuat siswa berkomunikasi yang belum pernah
dipraktekkan adalah game. Dia mengira ini tidak efektif. Kalau game
anak-anaknya aktif semua, antusias, tapi kelasnya pasti akan kacau.
(I.T.3.Ni)
8. Guru belum pernah mencoba free conversation. Faktor dari siswa:
belum ada kepercayaan diri, keberanian, kurang percaya diri. (I.T.4.Kr)
9. Setelah guru memotivasi, minat siswa menjadi tambah. Misal, ketika di
Lab., siswa jadi lebih memperhatikan. (I.T.4.Kr)
10.Guru lebih sering menunjuk (bukan volunteer, menurut guru tersebut,
pasti tidak ada yang mau kalau tidak ditunjuk) siswa yang termasuk
kelompok aktif (lebih diantara temannya) karena bisa menjelaskan lebih
enak, tidak banyak mengulang. (I.T.4.Kr)
11.Sikap guru terhadap pertanyaan siswa yang di luar konteks adala
dengan menanggapi dulu baru kemudian diajak kembali ke topic
semula. (I.T.4.Kr)
12.Bentuk komunikasi yang terjadi antara guru dan siswa yaitu tentang arti
kata-kata dan pelajaran yang dibahas pada saat itu. (I.T.5.Ni)
13.Guru lebih sering memberi kesempatan kepada siswa yang aktif.
(I.T.5.Ni)
14.Activity di kelas yang bisa memberi kesempatan lebih banyak untuk
berinteraksi sama temannya adalah presentasi (misal, how to make
something). (I.T.5.Ni)
Student – student 1. Siswa selalu bertanya ke teman sebelum tanya kepada guru. (I.T.3.Ni)
interaction 2. Bentuk komunikasi yang pernah terjadi dari siswa ke siswa adalah
mempraktekkan sendiri (mempraktekkan dialog/activity sendiri).
(I.T.4.Kr)
3. Hambatan siswa untuk berkomunikasi adalah karena tidak ada bukunya,
tidak ada buku selain buku teks (buku yang di sekolah), tidak ada
kamus. (I.T.5.Ni)
4. Bentuk komunikasi yang terjadi antara siswa dan siswa adalah tentang
arti kata-kata sulit. (I.T.5.Ni)
Student – students 1. Siswa selalu bertanya ke teman sebelum tanya kepada guru. (I.T.3.Ni)
interaction 2. Bentuk komunikasi yang pernah terjadi dari siswa ke siswa adalah
mempraktekkan sendiri (mempraktekkan dialog/activity sendiri).
107
(I.T.4.Kr)
3. Hambatan siswa untuk berkomunikasi adalah karena tidak ada bukunya,
tidak ada buku selain buku teks (buku yang di sekolah), tidak ada
kamus. (I.T.5.Ni)
4. Bentuk komunikasi yang terjadi antara siswa dan siswa adalah tentang
arti kata-kata sulit. (I.T.5.Ni)
D. Teacher's role
The role of the teacher in 1. Guru dan siswa harus bersama-sama berperan di kelas agar bisa lancar.
the classroom (I.T.2.Ni)
2. Guru harus lebih sering berbicara menggunakan bahasa Inggris agar
siswa terbiasa. (I.T.2.Ni)
3. Peran guru adalah sebagai penengah. Dia menjelaskan topik dan lebih
banyak practice. Guru tahu sedangkan siswa tidak tahu, maka guru
bersifat penengah agar apa yang diketahui guru bisa sampai ke siswa
atau agar siswa jadi tahu apa yang sebelumnya dia belum tahu.
(I.T.4.Kr)
4. Menurut guru, siswa harus lebih aktif belajar sendiri. (I.T.3.Ni)
5. Guru harus lebih bisa memacu agar siswa lebih aktif. (I.T.4.Kr)
6. Guru ingin menggunakan/memilih teknik dengan mendatangkan bule
(tapi belum terwujud) untuk memotivasi siswa untuk ngomong.
(I.T.5.Ni)
108
Appendix 5
SUMMARY OF THE STUDENT INTERVIEW
Students'understanding 1. Siswa setuju kalau dalam bahasa Inggris perlu komunikasi. Siswa sadar
kalau dalam bahasa Inggris diperlukan kemampuan berkomunikasi
sehingga bisa berkomunikasi dengan bahasa Inggris. (I.S.1.Su)
(I.S.2.Im) (I.S.3.He)
Teacher – student 1. Tanya kepada guru sesudah tanya kepada teman dan tidak tahu.
interaction (I.S.1.Su) (I.S.2.Im) (I.S.3.He)
2. Mencoba menjawab pertanyaan guru kalau bisa. (I.S.1.Su)
3. Mencoba menebak-nebak artinya atau jawabannya jika ada pertanyaan
guru. (I.S.2.Im)
4. Tidak tanya guru karena merasa ada gap dan ada rasa malu, kalau sama
teman lebih akrab. (I.S.4.Su)
5. Tidak tanya guru karena sudah merasa jelas. Jadi dikerjakan saja.
(I.S.5.He)
Teacher – students 1. Tanya kepada guru sesudah tanya kepada teman dan tidak tahu.
interaction (I.S.1.Su) (I.S.2.Im) (I.S.3.He)
2. Ketika guru menanyakan arti sebuah istilah bahasa Inggris:
- sebetulnya tahu, tapi untuk mengungkapkan …. kan yang lain
sudah jawab. Kadang malu, kadang malas. (I.S.4.Su)
- nebak-nebak, kalau tahu mungkin dijawab, kalau sudah ada teman
yang ngomong, diem, enggak ngomong karena malas, kan sudah
ada yang tahu, nanti dikiranya cuma ikut-ikutan. (I.S.5.He)
Student – student 1. Bertanya kepada teman jika ada kesulitan. (I.S.1.Su) (I.S.2.Im)
interaction (I.S.3.He)
Lebih memilih tanya kepada teman daripada ke guru karena kalau
dengan teman lebih lancar. Kalau dengan guru ada rasa malu, takut
salah. (I.S.1.Su)
2. Lebih lancar bertanya/berkomunikasi dengan teman, bisa lancar tanya
apa saja. (I.S.2.Im)
3. Lebih mudah komunikasi dengan teman daripada dengan guru, kalau
dengan guru rasanya seperti ada rasa malu, tidak enak. (I.S.3.He)
4. Bertanya kepada teman jika tidak bisa memahami yang disampaikan
guru. (I.S.4.Su)
5. Bertanya kepada teman tentang arti atau cara mengerjakan. (I.S.5.He)
Student – students 1. Bertanya kepada teman jika ada kesulitan. (I.S.1.Su) (I.S.2.Im)
interaction (I.S.3.He)
Lebih memilih tanya kepada teman daripada ke guru karena kalau
dengan teman lebih lancar. Kalau dengan guru ada rasa malu, takut
salah. (I.S.1.Su)
2. Lebih lancar bertanya/berkomunikasi dengan teman, bisa lancar tanya
apa saja. (I.S.2.Im)
3. Lebih mudah komunikasi dengan teman daripada dengan guru, kalau
dengan guru rasanya seperti ada rasa malu, tidak enak. (I.S.3.He)
109
4. Bertanya kepada teman jika tidak bisa memahami yang disampaikan
guru. (I.S.4.Su)
5. Bertanya kepada teman tentang arti atau cara mengerjakan. (I.S.5.He)
E. Students' motivation
Students' motivation 1. Yang menyebabkan lebih termotivasi untuk berkomunikasi adalah nilai.
(I.S.1.Su)
2. Yang menyebabkan lebih termotivasi untuk berkomunikasi tergantung
niatnya, kesadaran, dan kemauan untuk belajar. (I.S.2.Im)
3. Termotivasi atau tidak untuk berkomunikasi tergantung cara
penyampaian guru, bagaimana dia bisa membuat siswa lebih mudah
paham. (I.S.3.He)
Tergantung individunya, keinginan dari orangnya. Kalau dia lagi mood
belajar, memang dia semangat, tapi kalau lagi males yaaaa males. Cara
mengajar guru berpengaruh besar sekali. Kalau gurunya mengajarnya
enak, nyante tapi berisi, siswa semangat. (I.S.4.Su)
110
Appendix 6
OBSERVATION REPORT SHEET
OBSERVATION 1
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
112
OBSERVATION 2
113
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
ET1 / UT : Emergence Theme 1, Students do/talk something unrelated to the topic
ET2 / GE : Emergence Theme 2, Students' gestures
114
OBSERVATION 3
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
115
OBSERVATION 4
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
116
OBSERVATION 5
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
117
OBSERVATION 6
118
she asked to do it on the students' notebook. The students discussed the DTT/GD
answers with friends. Some of them opened the dictionary. While the ST/IN, ET2/GE
students were doing the activity, Mrs. Nissa walked around the class. She ET3/AH
checked the students' work and answered their questions. After all students ET3/AH
have finished, she asked some students to write the answers on the board. DTT/GD
One student offered himself to write the answer. "May I do number 3. ST/IN
Mom?" asked him. Mrs. Nissa appreciated him by saying, "Good! Yes, of ITT/PR
course!" The bell rang when the students didn't finish writing the answers
on the board. They were quite noisy asking to go home. Mrs. Nissa asked
them to wait for a while to check the answer. Mrs. Nissa checked the
answers quickly. After everything had been finished, she closed the class by
saying, "That's all for today. Thanks for coming. Let's pray. ITT/AF
Assalamualaikum." "Waalaikumsalam." answered the students. Mrs. Nissa ST/RE
and I left the class after the students.
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
119
OBSERVATION 7
120
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
DTT / CR : Direct Teacher Talk, Criticizes or justifies authority
ST / RE : Student Talk, Student talk-response
ST / SI : Student Talk, Silence or confusion
ET2 / GE : Emergence Theme 2, Students' gestures
ET3 / AH : Emergence Theme 3, Teacher's act to help the class goes smoothly
121
OBSERVATION 8
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
122