THE ANALYSIS OF STUDENTS AND TEACHER

INTERACTION IN ENGLISH LEARNING AT

THE EIGHTH GRADE OF SMP NEGERI 1
SAPURAN IN THE ACADEMIC
YEAR OF 2015/2016

S1 THESIS

Submitted as a partial fulfillment of the requirement to obtain Sarjana

Pendidikan degree at English Education Program of Purworejo
Muhammadiyah University

by
AZIZUL NUGRAHENY SACITA EFENDI
122120007

ENGLISH EDUCATION PROGRAM

TEACHER TRAINING AND EDUCATION FACULTY
MUHAMMADIYAH UNIVERSITY OF PURWOREJO
2016

i
 MOTTOS

 “In the mountains of truth, you never climb in vain.” – Nietzsche

 “Tough times never last, tough people always do.” – Robert Herjavec

 “ Don’t count the days; make the days count.” – Mohammad Ali

 “Always aim in complete harmony of thought and word and deed. Always

aim at purifying your thoughts and everything will be well.” – Mahatma

Gandhi.

iv
 DEDICATIONS

With a great of love, this thesis is especially dedicated to:

 My beloved mother, Tri Miharsi and father, Yusuf Efendi who

always support me financially so I can finish my study. Thanks for all

prayer and kindness that you have gave to me.

 My beloved sister, Ila Fadilla Istas Efendi and brother Kharismawan

Amsal Efendi, who always cheer me up when came back home.

Thanks for your care and smile.

 My beloved friend Ardiyan Tri Cahyono, who always love me,

support me, and care of me.

 My best friends, Andina Puspa, Ludfi Agustiani, Windi Kartika

Timur, Dwi Agung, Bangkit Ria Irawan, Evi Sri Sulastri, Febri

Cahyaningrum and Eki Enggar Seftorina who always stay with me

and help me anytime. I fell happy creating this wonderful memory

together.

 All my partners in English Student Association, who always stick

together in up or down.

 All my friends in English Student Center (ESC) Muhammadiyah

University of Purworejo who always keep me on fire by their nice

proposition and criticism.

 All of my friends, the students of A till F class who have motivated

me to finish this thesis. Thanks for your kindness and everything.

v
 ACKNOWLEDGEMENT

Praise to Allah SWT, the Almighty, the creator of Universe, just

because of His mercy, the researcher is being able to finish his thesis. He

would like to express his deepest gratitude to:

1. Drs. H. Supriyono, M.Pd as the Rector of Muhammadiyah University

of Purworejo.

2. Yuli Widiyono, M.Pd as the Dean of Teacher Training and Education

Faculty of Muhammadiyah University of Purworejo.

3. Sri Widodo, S.S, M.Hum, the Head of English Education Program of

the Faculty of Teacher Training and Education Faculty, for his

correction in every part of this thesis with his patience.

4. Tusino, M. Pd. B. I. as the first consultant and Zahrotul Muniroh,

S.Pd.M.A., as the second consultant, for their valuable guidance, help,

ideas, suggestion and encouragement, motivation and valuable time in

correcting every part of this thesis with all their patience.

5. All the Lecturers of English Education Program for being so kind and

generous in giving their meaningful knowledge.

6. Sri Kusuma Hastuti, S.Pd, as the English teacher of SMP Negeri 1

Sapuran.

7. The students of VIII A of SMP Negeri 1 Sapuran.

vii
 Finally, the researcher truly realizes that this thesis still needs

constructive criticism and suggestions from the readers in order to make it

perfect and hopefully it can be useful, especially for English Education

Program students. The last, the researcher prays to Allah SWT may this

thesis is useful and may Allah SWT bless us. Amen.

Purworejo, August 22th 2016

The Researcher

viii
 ABSTRACT

Efendi, Azizul Nugraheny Sacita. 2016. A Thesis. The Analysis of Students and
Teacher Interaction in English Learning at the Eighth Grade of SMP Negeri 1
Sapuran in the Academic Year of 2015/ 2016. English Education Program Teacher
Training and Education Faculty Muhammadiyah University of Purworejo.
Consultants : Tusino, M. Pd. B.I. and Zahrotul Muniroh, S. Pd. MA

The objectives of this research are to identify the kinds of interaction

based on the characteristics of the students and teacher interaction, to describe the
most dominant factor in the interaction between the teacher and students, and to
describe the interaction beetween the teacher and students in the learning process.

This research belongs to a descriptive qualitative research on teacher and

students interaction in English learning process. The data of this study are the
interaction between the teacher and the students in the classroom. In order to
analyze the data, some steps are conducted. The data is taken by recording the
classroom interaction. The subject in this research is the grade VIII A of SMP
Negeri 1 Sapuran, there are 32 students and one English teacher. The researcher
uses observation for technique in collecting data. Flanders’ Interaction Analysis
was used to identify and analize teacher-students talk in the classroom interaction.

The result of this study showed there are 10 categories of interaction, 7

categories belong to teacher talk, 2 categories of student talk and 1 category of
silence. The researcher concluded that the teacher was dominant in the classroom
interaction. The percentage of the teacher talk was 59.16% and students’
participation was 35.50% and the rest, silence was 5.34%. The interaction
indicates that the teacher is more indirect in her teaching.

Keywords : Teacher, Students, Interaction, English learning

ix
 TABLE OF CONTENTS

TITLE PAGE.................................................................................... .......... i

APPROVAL SHEET.................................................................................. ii

RATIFICATION SHEET ................................................................ .......... iii

MOTTOS …….................................................... ...................................... iv

DEDICATIONS …….................................................................................. v

STATEMENT …………................................................................. .......... vi

ACKNOWLEDGEMENT................................................................ .......... vii

ABSTRACT ............................................................................................ ix

TABLE OF CONTENTS............................................................ ............... x

LIST OF TABLE ..................................................................................... xiii

LIST OF CHART .................................................................................... xiv

LIST OF FIGURES ................................................................................. xv

LIST OF APPENDICES .......................................................................... xvi

CHAPTER I. INTRODUCTION
A. Background of the Study ………………………………. ........ 1
B. Identification of the Problem …………………………... ........ 3
C. Limitation of the Problem ……………………………... ......... 5
D. Statements of the Study …………………………............ ....... 5
E. Objectives of the Study ……………………………….. .......... 6

F. Significance of the Study ………………………………..... .... 6

CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoritical Review ……………………………………......... .. 8
1. Language Learning ....……………………………............ . 8
2. Effective Teaching ………………………………............. 12

x
 3. Classroom Interaction …………………………….......... .. 13

a. Definition of Classroo Interaction.......................... 13

b. Teacher’s Role ...................................................... 17
c. Student’s Role ....................................................... 21
d. Teacher Talk ......................................................... 23
e. Student Talk .......................................................... 24
4. Interaction Analysis ………………………………............ 25

a. Flander’s Interaction Analysis ............................... 26

b. Categories of Flander’s Interaction Analysis ......... 29
5. Previous Study................................................................... . 33
CHAPTER III. RESEARCH METHOD
A. Type of the Research ……………………………………….... . 35
B. Place and Time of the Research ……………...………………... 35

C. Subject of the Research …………….…………………….......... 36

D. Unit of Analysis ……………………...... ................................. 36
E. Source of the Data ……………………...... .............................. 37
F. Instrument of the Research ....................................................... 38
G. Technique of Collecting Data................................................... 38
H. Technique of Analyzing Data................................................... 39

CHAPTER IV. RESEARCH FINDING AND DISCUSSION

A. Research Finding ………………………………………... ........ 44
1. Classroom Activities ......................................................... 44
2. Classroom Arrangement .................................................... 44
3. Record of Observed Classroom Interaction........................ 46
4. Interpretation of Interaction Matrix ................................... 48

5. Interpretation of Interaction Characteristics Matrix............ 49

B. Discussion ……………………………………………..... ........ 56

xi
 1. Description of Interaction Analysis …................................. . 56

a. Teacher Talk ................................................................. 56

1) Indirect Talk ........................................................... 56
2) Direct Talk .............................................................. 60
b. Student Talk ................................................................. 63
c. Silence or Confucion .................................................... 65
2. Description of Interaction Characteristics … ...................... 67

a. Content Cross ............................................................... 67

b. Teacher ControL........................................................... 68
c. Teacher Support ........................................................... 68
d. Student Participation..................................................... 69
CHAPTER V. CONCLUSION AND SUGGESTION

A. Conclusion ………………………………………………......... 74

B. Suggestion ……………………………………………….. ....... 75

REFERENCES
APPENDICES

xii
 LIST OF TABLES

Table 1 Description of Flander’s Analysis ................................................ 29

Table 2 Classroom Interaction Transcription ............................................ 40
Table 3 Matrix of Flander’s Interacion Analysis ....................................... 41
Table 4 Matrix of Flander’s Interaction Characteristics ............................. 48
Table 5 Matrix Classroom Interaction VIII A SMP Negeri 1 Sapuran........ 48

Table 6 Percentage All Categories ............................................................ 52

Table 7 Content Cross .............................................................................. 53
Table 8 Teacher Control ........................................................................... 54
Table 9 Teacher Support ........................................................................... 54
Table10 Student Participation .................................................................... 55
Table 11 Summary of Result of the Characteristic Interaction .................... 55

xiii
 LIST OF CHART

Chart 1 The Chart of the Result of Tabulating Matrix ................................ 49

Chart 2 The Chart of the Spent Time’s Percentage for each FIAC’s
Ten Categories.............................................................................. 66

Chart 3 The Chart of Distribution of the Spent Time’s Percentage for

each FIAC’s Characteristics.......................................................... 70

xiv
 LIST OF FIGURES

Figure 1 The Role of Interaction Van Lier ................................................. 16

Figure 2 The Figure of Interaction in the Classroom .................................. 16
Figure 3 The Figure of FIAC’s 10 Categories ............................................. 30

Figure 4 The Figure of Classroom Arrangement ......................................... 45

xv
 LIST OF APPENDICES

Appendix 1 Transcript of Classroom Interaction

Appendix 2 Students’ Name List

Appendix 3 Consultant Log

Appendix 4 Surat Keputusan

Appendix 5 Surat Ijin Penelitian

Appendix 6 Surat Keterangan Telah Melakukan Penelitian

xvi
 CHAPTER I

INTRODUCTION

A. Background of the Study

In people’s daily life, communication is a need for them because they

are social being. They cannot through this life alone. So they need others to

accompany them. It can be hardly to imagine if someone lives alone without

anyone else. People need communication also to fulfill the necessities of life.

When people are talking about communication, it will be related with

language. Language is a means of communication. Language is one of

essential parts in life. It is apparently needed. Language is one tool to

communicate with others. Language is one way to make communication with

others; it cannot be replaced by anything.

Language is the important tool for people to communicate with each

other. Without language, it is impossible to make a communication. People

can communicate through their though and ideas that delivered by language.

English is one of the world language for international communication that will

be used for communication in many countries.

In language learning, there is another element beside the teacher and

learner is process of teaching and learning. Teaching-learning process is a set

of interaction between teacher and students. The value and quality of

interaction in the teaching learning process establish a learning achievement.

1
 2

Interaction between teacher and students is creating from teaching and

learning activity. As teaching and learning take place, they are complicated

processes. An essential foundation for effective classroom management is a

key to high student achievement by providing a good teacher-student

relationship. By using strategies supported by research, teachers can influence

their classrooms and build strong teacher-student relationships that will

support student learning.

The teacher-students interaction occur in the process of teaching and

learning. The interaction involves the activities of learning and so much

information, and also hope, attitude, and feeling. It shows that interaction is so

complex to do. The students are usually unconfident if they ask or answer a

question, they are afraid of making mistake, so they keep silent when the

teacher asks them.

The teacher also has responsibility to create the classroom sense

directed and enjoyable with the certain activities. A teacher, as a component in

the classroom has an important role in teaching-learning process. The most

important role is to manage the classroom interaction. Based on Kyriacou

(2009:111), classroom climate is called effective if the authority of teachers to

organize and manage learning activities accepted by the students, there are

good relations and respect each other in the atmosphere.

The active role of both the teacher and students is absolutely needed to

create a good interaction because everyone will learn something better if it is

experienced by people. The students have to learn the knowledge about

 3

English from the teacher, be active in responding the teacher's questions and

introducing their own ideas. Besides, the teacher must be creative in using

teaching methods and techniques to support his talk in order to be interesting

to be learned by the students.

Based on the background above, the researcher decides to carry out a

research entitled, “The Analysis of Students and Teacher Interaction in

English Learning at the Eighth Grade of SMP Negeri 1 Sapuran in the

Academic Year of 2015/2016”.

B. Identification of the Problem

In Indonesia, formal school has a curriculum that demands both

teacher and students to be active in the learning activity. The teaching learning

process should have a good interaction between teacher and students. In the

process of teaching learning, teacher and student must have good interaction

by improving the quality of the teacher-talk and student-talk because they will

build the classroom behavior.

Based on the research observation, the researcher finds some problem

in English learning process. First, English is something new to students,

especially for junior high school. When the students study English, they think

that English is difficult to know. The teacher as a facilitator should conduct

their students to be active to gain the knowledge and apply the students’ skill.

Second, the interaction between students and teacher in the learning

process is not effective. In English learning classroom, some of student cannot

 4

deliver their opinion or ask some material because they are afraid to speak

English. In the end, there will be miss-communication between teacher and

student, also some students are still confused with the material. In the other

side, teacher thinks his/her students already understand well when they do not

ask or tell anything. A good communication between students and teacher is

important.

Third, the students’ interest and motivation in English learning are

low. The students who have less motivation in studying English inclined to be

silent and passive in the learning process. The teacher as a director should

build students’ motivation by giving something new and interesting in the

classroom.

Fourth, the atmosphere of the class is not condusive. The wide class

that consists of many students makes the class crowded. Uncomfortable class

also influences the learning process, such as the setting of classroom. The

teacher as a manager should manage the atmosphere in the class and make

class as a comfort place to study.

Fifth, the media in the learning process is less. In delivering the

material, the teacher only uses whiteboard and the source from the handout. It

makes the learning process monotonous and gives less motivation to the

students. The teacher should give varied strategies and media in learning

English.
 5

C. Limitation of the Problem

From the identification of the problem, the researcher limits the research

in the interaction between students and teacher in English learning on verbal

interaction. In this research, the researcher limits the observation on the grade

VIII A in SMP Negeri 1 Sapuran in the academic year of 2015/2016. The

researcher observes the characteristics of the interaction of verbal communication

based on FIAC (Flanders’ Interaction Analysis System).

D. Statements of the Problem

In conducting this research, the researcher puts the following

statements of the problem:

1. What are kinds of interaction in English learning at the eighth grade of

SMP Negeri 1 Sapuran in the academic year of 2015/2016?

2. What is the most dominant factor interaction in English learning at the

eighth grade of SMP Negeri 1 Sapuran in the academic year of

2015/2016?

3. How is the interaction between the students and teacher conducted in

English learning at the eighth grade of SMP Negeri 1 Sapuran in the

academic year of 2015/2016?

 6

E. Objectives of the Study

Based on the statement of the problem, the objectives of the study are:

1. To identify what the kinds of interactions based on the

characteristics of the students and teacher interaction in English

learning process are.

2. To describe the most dominant factor in the interaction between the

teacher and students while they are in English learning process.

3. To describe the interaction between the teacher and students while

they are in English learning process.

F. Significance of the Study

This research can give advantages to the students, the teachers and

other researchers who will conduct the similar research. The advantages are

stated as follows:

1. For the teachers

Descriptive studies of what actually go on in classroom can help

teachers evaluate the different methods for teaching and can be used by

the teachers to monitor their own class.

2. For the students

The researcher hopes that this thesis can motivate students in learning

English especially in the class.

 7

3. For other researchers

The result of this research might become a reference for other researchers who

want to conduct the further research on the similar problem.

 8

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Theoritical Review

1. Language Learning

Language learning is very important to generate and express

thoughts. The whole world becomes easily accessible through

language learning, as learning different languages broadens our mind

to accept the culture and lifestyle of various societies in the world.

Language learning also helps in the input cognitive interaction.

According to Craig Chaudron (2004: 5), only the second language can

be used for communication, the social relationship, and the curriculum

content are conveyed to learners in a cultural and linguistic medium

that surpasses their competence.

Language also helps to enable trade among different countries.

According to Ramelan in Arif Widiatmoko (2013: 1), English as an

international language is used to communicate, to strengthen and to

fasten relationship among all countries in the world in all fields, for

example in tourism, business, science, technology, etc. New inventions

in science and technology are documented and published in many

languages. Today communication is taking place among those who

have acquired technical and scientific qualifications after years of

8
 9

dedicated study. The use of one language across the globe is a

fascinating concept but it is not possible in practical life. Language

learning helps to solve all the problems faced due to the lack of

communication and understanding between people of different nations

and cultures.

A sociocultural perspective on language learning is based on

theoritical considerations and empirical investigations of learning

drown from a variety of diciplines including human development.

According to Tomasello in Joan Kelly and Meghan Walsh (2002: 187),

students learn not only the structural components of the language, it

also aqcuire the communicative intentions and specific perspective on

the world that are embedded in them, and thus learn how to take

actions with our words. It is the eventual internalization or self-

regulation of the specific means for realizing our activities, including

the particular world views bring in them characterizes physological

growth. From this perspective, learning is considered not in the

internal assimilation of structural components of language systems. It

is a process of changing patterns of participants in specifics social

practices within communities of practices. School are important

institution, the activities constituting the classroom activities are

considered fundamental sites of learning.

To improve their progress in apprehending, internalizing, and

using the second language, people use specific actions, behaviors,

 10

steps, or techniques. In this way, people make learning easier, faster,

more enjoyable, more self-directed, more effective, and more

transferable to new situation. Therefore, in language learning there are

some strategies that used by teacher in learning process. According to

Oxford in Suwarsih (2013:181), learning strategies refer to those steps

or operations used by learners to facilitate their acquisition, storage,

retrieval, and use of information.

Recently, the emphasis on cognition and human information

processing, a great deal of research has been done on the development

and functioning of effective learning strategies and on how these

strategies may be taught to individuals who do not use them

spontaneously.

Weinstein and Mayer in Good (2007:499) identify the

following five general types of learning strategies:

1. Rehearsal Strategies

Rehersial strategies involve repeating material by either saying or

writing it or by focusing attention on key parts of it. For brief rote-

learning tasks, rehearsal may involve nothing more than repeating

the material aloud as an aid to memorizing it. For more complex

tasks such as learning from lectures, rehearsal might involve

repeating key terms aloud, copying the material, or underlining

important parts.
 11

2. Elaboration Strategies

Elaboration strategies include making connection between the new

material and more familiar material. For rote-learning tasks,

elaboration strategies would include forming mental images to

associate with the material and generating sentences that relate the

terms to be learned to one another or to more familiar terms.

3. Organizational Strategies

Organizational strategies require students to impose structure on

the material by subdividing it into parts and identifying

superordinate relationships. For simple rote learning tasks,

organizational strategies involve breaking list into subgroups

4. Comprehension-monitoring Strategies

Comprehension-monitoring strategies include remaining aware of

what one is trying to accomplish during a learning task, keeping

track of the strategies one uses and the degree of success achieved

with them, and adjusting behavior accordingly. Comprehension-

monitoring strategies include noting and taking action when one

does not understand something, self-questioning to check

understanding, and modifying strategies if necessary.

5. Affective Strategies
 12

Affective strategies involve eliminating undesirable affect and

getting ready to learn. They include establishing and maintaining

motivation, focusing attention, maintaining concentration,

managing perfomance anxiety, and managing effectively.

2. Effective Teaching

Effective teaching is the teaching that brought about its

learning by the students as desired by the teacher. According to

Kryiacou (2009:15), effective teaching is concerned with what aspects

of the learning experience contribute to its effectiveness and how these

aspects have the effect they do. Those elements are common basic than

needed while learning process.

Main element of effective teaching is the need to create a

relatively relaxed learning environment within teaching-learning

process. The arrangement of classroom setting is one of the ways to

create relaxing atmosphere. Moreover, the classroom facilities also

gives an effect to the students’ desire to study.

A positive atmosphere can make a classroom a more pleasant

place to study and more effective as motivating place to learn. It is

simple to do, and it can have positive results on the achievement of

students. Moreover, when teacher creates a positive classroom

 13

atmosphere, students learn better. Every student must feel safe and

important in the class in order for maximum learning to take place.

3. Classroom Interaction

Classroom interaction is one of the component in the teaching

learning process. According to Samir (2010: 1) classroom interaction

is very essential in today’s education system. A good interaction will

make messages transmission success and create a good interpersonal

relationship between the lecture and students, so the students'

achievement in language acquisition can be increased.

1. Definition of Classroom Interaction

Classroom interaction is the action performed by the teacher

and the students during instruction interrelated. They interact with

one another for a number of different reason and on a continued

basis throughout the school day. According to Allwright and Bailey

(2006: 18), classroom is the place where teachers and students come

together and language learning happens. Interaction is the fact that

every time students and teacher come together, they somehow have

to get along, and in a way which actually helps the learner to learn.
 14

Interaction can be said as the fundamental fact of classroom

pedagogy because everything that happens in the classroom happens

through a process of live person-to-person interaction. Brown

(2000:165) states that interaction is the collaboration exchange of

thoughts, feeling, or ideas between two or more people, resulting in a

reciprocal effect on each other. Based on the statement, the

researcher knows that interaction happened between two or more

people and resulting a feedback.

Interaction is important in teaching and learning activities,

because it is to develop skill in observation teaching. According to

Allwright and Bailey (2006: 200), classroom teaching should be

treated as interaction. Now it is clear that the language used in

classroom affects the nature of the interaction, which in turn affects

the opportunities available for learning, the study of interaction is

therefore critical to the study of language classroom learning.

According to Xiaolin Jia (2013: 1), there are two types of

classroom interaction based on the participants: the teacher and the

learners. Classroom interaction is classified into two categories:

1. Teacher-learner interaction

Teacher-learner interaction has broad sense and narrow sense. In

broad sense, teacher-learner interaction is the interaction between

the teacher and learner. In narrow sense, it is the interaction

 15

between the teacher and learner or the teacher and learners in

teaching situation.

2. Learner-learner interaction

Learner-learner interaction is based on peer relationships, which

allows the maximum degree of communication. Carefully

structured learner-learner interactions provide a forum for

extended, meaningful exploration of ideas, which exposes

learners to more varied and complex language from their peers

than does traditional teacher-fronted classroom interactions.

Through interaction with other learners in pairs or groups,

learners can have more opportunities to make use of linguistic

resources in a relaxing and uncontrolled manner and use them to

complete different kinds of tasks.

Van Lier in Craig Chaudron (2004: 119), points out: if the

keys to learning are exposure to input and meaningful interaction

with other speakers, the teacher must find out what input and

interaction the classroom can provide, the teacher must study in

detail the use of language in the classroom in order to see if and how

learning comes about through the different ways of interaction in the

classroom. He also pointed out that interaction is essential for

language learning which occurs in and through participation in

speech events, that is, talking to others, or making conversation.

 16

In the following diagram, he suggests that interaction

mediates between input and intake. The interaction with others in

meaningful activities is the most important, but as a complement,

and perhaps partial replacement, the learner’s cognitive apparatus

may also interact directly with the available input or sections.

Input

Cognitive interaction A social interaction

Existing knowledge system Interaction with others

Intake

Diagram 2.1. The role of interaction Van Lier

Ned. A. Flanders defines, “Teaching as an interactive

process” (S. Arockiasamy- tecnology.arock.pdf). Interaction means

participation of teacher and students in the process of teaching. In

this process, teacher influences the students; students also interact

with the teacher. Interaction takes place among the students

themselves also. It means, in the process of teaching, every body

interacts with every other person involved in the process.

 17

Figure 2.2 Interaction in the Classroom

S1 S4

S2 S3

T : Teacher

S1, S2, S3, S4 : Students

Teacher influences students through lecture, ask

questions, criticizing, giving directions etc. Student‟s reacted to the

teacher‟s lecture and questions, they give responses. It is

interaction between teachers and students.

2. Teacher’s Role

Teacher has big responsibilities to maintain the decorum of

a classroom. It can be concluded that student’s behavior reflect the

standards of teaching and ability of teacher in the classroom. The

teacher should actively involve his students and it will have strong

impact on them. Teacher is also responsible for the social behavior

in the classroom. If teacher maintains calm and relaxed decorum

then students will be replying back with similar emotional behavior.

 18

Teacher has important role the teaching-learning process.

According to Nunan (2001:87) the teacher has three main roles in the

communicative classroom: to act as facilitator communicative

process, to act as participant and to act as an observer and learner.

The detail of the statements are follow:

1. The types of functions teachers are expected to fulfill, e.g whether

that of practice director, counselor or model.

2. The degree of control the teacher has over how learning takes

place.

3. The degree to which the teacher is responsible for content.

4. The interactional patterns that develop between teachers and

learners.

Teacher is the major sources of language input for students

and how much English students hear and how often they have

opportunities to interact in English is a very crucial variable. In

English class, a teacher should provide English exposure and

practice English for communication with her/ his students.

The teacher needs to be an effective communicator.

According to Nunan (2001: 87), teacher talk is one strategiy to give

input to the students. He says that teacher talk is of crucial

importance not only for the organization of the classroom but also

for the process of acquisition. It is important for the organization

and management of the classroom because it is through language

 19

that teacher either succeed or fail to implement their teaching

plans.

Teacher plays an important role in motivating students to

be involved and participate in teaching learning process. According

to the Brown (2000:166-167), there are 5 functions of teacher:

1. The teacher as controller

A role that is sometimes expected in traditional educational

institutions is that of master controller, always in charge of every

moment in the classroom. Master controllers determine what the

students do, when they should speak, and what language form they

should use. They can often predict many students' responses

because everything is mapped out ahead of time, with no leeway

for divergent paths. In some respects, such control may sound

admirable. But for interaction to take place, the teacher must create

a climate in which spontaneity can thrive, in which unrehearsed

language can be performed, and in which the freedom of

expression given over to students makes it impossible to predict

everything that they will say and do.

Nevertheless, some control on teacher's part is actually an

important element of successfully carrying out interactive

techniques. In the planning phase especially; a wise controller will

carefully project how a technique will proceed, map out the initial

input to students, specify directions to be given, and gauge the

 20

timing of a technique. So, granted that allowing for spontaneity of

expression involves yielding certain elements of control to

students, nevertheless, even in the most cooperative of interactive

classrooms, the teacher must maintain some control simply to

organize the class hour.

2. The teacher as director

Some interactive classroom time can legitimately be

structured in such a way that the teacher is like a conductor of an

orchestra or a director of a drama As students engage in either

rehearsed or spontaneous language performance, it is teacher's job

to keep the process flowing smoothly and efficiently. The ultimate

motive of such direction, of course, must always be to enable

students eventually to engage in the real-life drama of

improvisation as each communicative event brings its own

uniqueness.

3. The teacher as manager

This metaphor captures teacher's role as one who plans

lessons, modules, and courses, and who structures the larger,

longer segments of classroom time, but who then allows each

individual player to be creative within those parameters. Managers

of successful corporations, for example, retain control of certain

larger objectives of the company, keep employees pointed toward

goals, engage in ongoing evaluation and feedback, but give

 21

freedom to each person to work in his or her own individual areas

of expertise. A language class should not be markedly different.

4. The teacher as facilitator

A less directive role might be described as facilitating the

process of learning of making learning easier for students: helping

them to clear away roadblocks, to find shortcuts to negotiate rough

terrain. The facilitating role requires that teacher steps away from

the managerial or directive role and allow students, with his/her

guidance and gentle prodding, to rind their own pathways to

success. A facilitator capitalizes on the principle of intrinsic

motivation by allowing students to discover language through

using it pragmatically, rather than by telling them about language.

5. The teacher as resource

Here teacher takes the least directive role. In fact, the implication

of the resource role is that the students take the initiative to come to

teacher. Teacher is available for advice and counsel when the

students seek it. It is of course not practical to push this metaphor

to an extreme where teacher would simply walk into a classroom

and say something like, "Well, what do you want to learn today?"

Some degree of control, of planning, of managing the classroom is

essential. But there are appropriate times when teacher can literally

take a back seat and allow the students to proceed with their own

linguistic development.
 22

3. Student’s Role

A student’s role is also to be motivated about their learning.

If students are truly interested in learning, it is their job to think.

When thinking, students should be able to find some prior

experience or knowledge to apply this new learning to. When doing

so, they should mentally prepare themselves to learn more about this

new concept or idea. Now, this does not always happen, but a

student who wants to be actively involved in their education, should

think.

According to Nunan (2001:80) there are some variety of

learner roles which are possible in the language class, these

including the following:

1. The learner is the passive recipient of outside stimuli

2. The learner is an interactor and negotiator who is capable of

giving as well as taking

3. The learner is a listener and performer who has little control

over the content of learning

4. The learner is involved in a process of personal growth

5. The learner is involved in a social activity, and the social and

the personal roles of the learner cannot be divorced from

psychological learning processes

 23

6. Learners must take responsibility for their own learning,

developing autonomy and skills in learning how-to-learn.

The last point raises the important issue of learners

developing an awareness of themselves as learners. While learning

strategies, learning how to learn tasks and grammatical awareness

tasks, which invite learners to reflect on language and learning,

might appear to be non-communicative. Any activities which

encourage students to think about the nature of language and ways of

learning imply a more critical and reflective student’s role than those

in which the students is memorizing or manipulating language.

Nunan (2001: 83) also argues strongly for the uses of self-

instruction and the development of dependent learning skills on the

following grounds:

1. Practical reason

In some situation, it is impossible for students to attend reguler

classes. For these students, it is a matter of self-instruction or

nothing.

2. Individual differences

Self-instruction enables as to cope with differences in aptitude,

cognitive, styles and strategies.

 24

3. Educational aims

Self-instruction facilities the development of strategies which

seem to characterize the ggod language student. It also

promotes autonomy and fulfils requirements for continuing

education.

4. Motivation

Self-instruction can have a possitive effect on motivation.

5. Learning how to learn

This reason cuts across several of the others already

summarized. Finding about learning process, planning learning

and then using appropriate and preffered strategies in a basic

and important educational objective.

4. Teacher Talk

Teacher talk is the language typically used by foreign

language teacher in the process of teaching. Allwright and Bailey

(2006:139) claim that talk is one of the major ways that teachers

convey information to learners, and it is also one of the primary

means of controlling learner behavior. Studying the instructor’s

classroom speech has been in the focus of attention for several

reasons.
 25

Firstly, Nunan (2001:189) states that teacher talk is the

major source of comprehensible target language input in the

instructed language learning environment, thus it plays an integral

role not only in the organization of the classroom but also in the

processes of acquisition.

Secondly, according to Allwright, & Bailey (2006:139),

empirical data obtained in EFL settings suggest that teachers

dominate classroom speech; on average teacher talk accounts for

between one half and three quarters of the talking done in foreign

language classrooms.

From the point of view of teacher talk, therefore, the

linguistic environment provided by the classroom is not so different

from that found outside.

5. Students Talk

Student-talk can be said as student speech when they imitate

their teacher’s example, express their idea or give comment and

criticism about something in the classroom. Learners have effort in

the language classroom, but teacher’s role cannot be separated from

their effort. The most common communicative act performed by the

learner is replying to teacher question.

 26

According to Flanders in Allwright and Bailey (2006: 202),

student-talk is classified into two categories; student-talk response

and student-talk initiation.

1. Student-talk respons, for example student makes a predictable

response to teacher. Teacher initiates the contenxt or solicits

students’ statements and sets limits on to what the student says.

2. Student-talk initiation, for example talk by the students which they

initiate, unpredictable statements in response to teacher.

From the explanation above, it can be concluded that

student talk consist of respone and initiation. Therefore, a good

classroom climate will support the student’s effort.

4. Interaction Analysis

Interaction analysis is a process of encoding and decoding a

pattern of interaction between the communicator and the receiver.

Encoding helps in recording the events in a meaningful way and

decoding is used to arrange the data in a useful way and then analyzing

the behaviours and interactions in the classroom interaction.

There are several methods of classroom interaction analysis,

some of them are as follows:

1. Flanders’ Interaction Analysis Categories (FIAC)

2. Foreign Language Interaction Analysis (Flint) System

3. Brown Interaction Analysis System (BIAS)

 27

4. Fanselow’s Foci for Observing Communication Used in Setting

(FOCUS).

5. Reciprocal Category System (RCS)

6. Equivalent Talk Categories (ETC)

7. Verbal Interaction Category System (VICS)

Flanders Interaction Analysis Categories (FIAC) is the

most suitable and widely used technique in the field of research all

over the world.

1. Flander’s Interaction Analysis

Ned. A. Flanders developed a system of interaction analysis

to study what is happening in a classroom when a teacher teaches. It

is known as Flanders Interaction Analysis Categories System

(FIACS). Flanders and others developed this system at the

University of Minnesota, U.S.A. between 1955 and 1960.

Flanders’ system is an observational tool used to classify

the verbal behavior of teacher and pupils as they interact in the

classroom. Flander’s instrument was designed for observing only the

verbal communication in the classroom and non-verbal gestures are

not taken into account.

Flanders interaction analysis using a coding system to

analyze and improve teaching skills. The teaching learning situations

in the classroom involve interaction between the teacher and the

 28

student. The success of the teacher may be judge through the degree

of effectiveness of his teaching, which may be objectively assessed

through his classroom interaction.

Social interaction in the classroom is extremely detailed and

complicated, in order to effectively observe. According to Allwright

and Bailey (2006: 202), Flanders proposed an interactive analysis

system FIAC (Flanders Interaction Analysis Categories). FIAC

(Flanders Interaction Analysis Categories) is a classroom teacher-

student interaction observation system of teaching. FIAC's role is to

use a code system (Coding System) recorded in the classroom

interaction between teachers and students an important event in order

to analyze the study of teaching behavior, knowledge about the

interaction context in the classroom impact of the incident in order to

help teachers to understand and thus to improve their teaching

behavior.

Flander’s coding system consists of ten categories of

communication which are said to be inclusive of all communication

possibilities. Seven categories are used to categorize various aspects

of teacher talk and two are used to categorize student talk. The last

category is used when there is silence or confusion in the class.

The seven categories assigned to teacher are again divided

into direct and indirect influence. Categories 1 to 4 represent indirect

influence and categories 5 to 7 represent direct influence. Indirect

 29

influence encourages student participation and freedom of action.

Direct influence increases the active control of the teacher and often

aims at conformity and compliance.

 30

The description of Flender’s analysis is given below:

Table 2.1 Description of Flander’s Analysis

1. Accepts feeling.
Accepts and clarifies an attitude or the feeling tone of a pupil
in a non-threatening manner. Feelings may be positive or
negative. Predicting and recalling feelings are included.
2. Praises or encourages.
Praises or encourages pupil action or behavior. Jokes that
releasetension, but not at the expense of another individual:
Indirect nodding head, or saying ‘Um hm?’ or ‘Go on’ are included.
Infunce 3. Accepts or uses ideas of pupils.
Clarifying, building or developing ideas suggested by a pupil.
Teacher extensions of pupil ideas are included but as the
teacher brings more of his own ideas into play, shift to
category five.
Teacher 4. Asks questions.
talk Asking a question about content or procedure, based on
teacher ideas, with the intent that a pupil will aswer.
5. Lecturing.
Giving facts or opinions about content or procedures:
expressing his own ideas, giving hisown explanation or citing
an authority other than apupil.
6. Giving directions.
Direct Directions, commands or orders to which a pupil is expected
Influence to comply.
7. Criticising or justifying authority.
Statements intended to change pupil behaviour from
nonacceptable to acceptable pattern; bawling someone out;
stating why the teacher is doing what he is doing; extreme
self-defence.
8. Student talk – response.
Talk by students in response to teacher. Teacher initiates the
contact or solicits pupil statement or structures the situation.
Freedom to express own ideas is limited.
Student
9. Student talk – initiation.
Talk
Talk by students which they initiate. Expressing own ideas;
initiating a newtopic; freedom to develop opinions and a line
of thought, like asking thoughtful questions: going beyond the
existing structure.
10. Silence or confusion.
Pauses, short periods of silence and periods of confusion in
which communication cannot be understood by the observer.
 31

Direct influence tends to increase the teacher’s activity and

restrains student behavior. The effect is less freedom of action for

the students. The division of students talk into categories 8 and 9

provides a clue to the nature of freedom given to the students. The

purpose of category 10 is to record pauses, silence, and periods of

confusion. This is not intended to record longer periods of silence

or confusion that exists for more than two minutes.

Diagram 2.2 FIAC’s Ten Categories

Teacher Talk – 7 Categories

A) Indirect talk B) Direct talk

Category Category
1. Accept feeling 5. Lecture
2. Praise or encouragement 6. Giving direction
3. Accept or uses ideas of pupils 7.Criticizing or justying authority
4. Asking questions
Pupil Talk – 2 Categories

Category 8. Pupil talk response Category 9. Pupil talk initiation

Neither teacher talk nor pupil talk – 1 category

Category 10. Silence or pause or confusion

2. Categories of Flanders Interaction Analysis

Flanders in Allwright and Bailey (2006: 202) classified total verbal

behavior into 10 categories. Verbal behavior comprises teacher talk,

student talk and silence or confusion.

1. Teacher-Talk

Teacher-talk, which is subcategorized into indirect and direct

influence;
 32

3. Indirect talk

In this method of analysis, the first four categories represent the

teacher’s indirect influence.

1. Category 1: Accepts feeling

Accepts feeling i.e. accepting and clarifying the feeling tone of

the students in a non-threatening manner. Feeling may be

positive or negative. Predicting and recalling feelings are

included.

2. Category 2: Praises or encourages

Praises or encourages i.e. praises and encouraging students'

action or behavior, jokes that really tension not at the expense

of another individual, nodding head or saying, “uh uh" or "go

on’’ are included.

3. Category 3: Accepts or uses ideas of student

Accepts or uses ideas of student i.e. clarifying, building, or

developing idea suggested by students.

4. Category 4: Asks question

Ask question i.e. asking a question about content or procedure

with the intent that a student should answer.

4. Direct talk

Next 5th to 7th categories represent the teacher’s direct influence.

 33

1. Category 5: Lecturing/ lectures

Lecturing/ lectures, i.e. giving facts or opinions about content

or procedure; expressing own ideas and asking rhetorical

questions.

2. Category 6: Giving directions

Giving directions, i.e. giving directions, commands, or orders

to which a student is expected to comply.

3. Category 7 : Criticizing or justifying authority

Criticizing or justifying authority, i.e. making statements

intended to change students from non-acceptable to acceptable

pattern, bawling someone out, starting why the teacher is doing

what he was doing, and extreme self reference.

2. Student- talk

Student-talk, which are subdivided into student-talk's response and

student- talk's initiation.

1) Category 8 : Student-talk's response

Student-talk's response, i.e. a student makes a predictable

response to teacher. Teacher initiates the contact or solicits

student's statements and sets limits to what the student says.

2) Category 9: Student-talk's initiation

Student-talk's initiation, i.e. talk by students which they

initiate, unpredictable statements in response to teacher.

 34

3. Silence or confusion

Silent or confusion has one category.

1) Category 10: Silence or confusion

Silence or pause or confusion i.e. pauses, short periods of

silence, and periods of confusion in which communication

cannot be understood by the observer.

B. Previous Study

The researcher takes review of the related literature from other

research as a reference in this research.

In the previous study, the topic has been examined by Rini Triani

Pujiastuti (2013) in title “Classroom Interaction: An Analysis of Teacher

Talk and Student Talk in English for Young Learners (EYL)”. The results

indicate that all of the teacher talk categories of FIAC were revealed

covering giving direction, lecturing, asking questions, using student’s

ideas, praising, criticizing student’s behavior and accepting feelings.

However, giving direction and lecturing were found as the most frequently

used categories among all. In addition, the teacher mostly adopted a role as

controller in the classroom as she frequently led the flow of interaction. In

terms of student talk, student’s response and initiation were revealed in

this study. It is also found that student’s initiation plays a significant part

in the classroom interaction.

 35

It also analysed by Kurniawan Yudhi Nugroho (2010) with title

“Interaction in English Language Classroom: A Case of Two State Senior

High Schools in Semarang in the Academic Year 2009/2010”. In detail, the

first result of analysis showed that the teacher spent 45.9% of the

classroom available time, meanwhile the students took 54.1% of the

available time during the interaction in SMAN 3. Meanwhile, during the

interaction in SMAN 6 Semarang teacher took 49.7% of the classroom

available time while the students only took 49.5% of the available time.

However the amount of student talking time, found at 54.1% (SMAN 3)

and at 49.5% (SMAN 6) did not represent the actual amount of talk

performed by each student in the classrooms. In this case, it should be less

than 49.5% since this amount was found to be the total amount of talk time

performed by the students during the classroom interactions.

Rini Triani Pujiastuti and Kurniawan Yudhi Nugroho focused on

discussing students-teacher interaction. The difference is about the object

of the study. Rini Triani Pujiastuti focused on analyzing interaction in

teaching English for young learners, and Kurniawan Yudhi Nugroho

analyzing students at senior high school and also made a comparison

between two different schools. Both focused on the same subject, student

talk and teacher talk.

The researcher focuses on analysing the verbal interaction between

students and teacher in English learning activities in the eighth grade of

junior high school students.

 35

CHAPTER III

RESEARCH METHOD

A. Type of the Research

This research is designed as descriptive qualitative. According to

Bogdan and Taylor in Djamal (2015: 8) qualitative research is the research

that produces the data as the written description of thing or people.

Arikunto (2010:21-22) stated that qualitative research should collect the

data completely of primary data and secondary data.

Primary data is data in the form of verbal or spoken words orally,

gestures or behavior by subjects who can be trusted. Secondary data is

data obtained from graphical documents (tables, records, notulen meeting,

sms and others) photographs, films, video recordings, objects and others

which can enrich the primary data.

The goal of the study is to get a clear description of speech

strategies used by teacher and learners which constitute the teaching

learning process in learning English. Since the speech strategies are

processes by involving human behavior in its natural setting, the

researcher decides to use the classroom observation approach to the study.

B. Place and Time of the Research

The research was held at SMP Negeri 1 Sapuran which is located

at Jl. Purworejo Km. 2, Sapuran, Wonosobo. This research was carried out

35
 36

in two meetings. The first meeting was on April 11th 2016 and the second

meeting was on April 18th 2016. The researcher took the eighth grade

students of SMP Negeri 1 Sapuran in the academic year of 2015/2016.

C. Subject of the Research

The subject of the research was the eighth grade students of SMP

Negeri 1 Sapuran in the academic year of 2015/2016. The researcher just

took one class; it is VIII A. The total students of this class are 32 students

which are consisting of 14 male students, and 18 female students.

According to the English teacher, the English proficiency of this

class is included on medium or sufficient proficiency. Some students of

this class are active and getting good score in English test. However,

sometimes, some students still get bad score, it caused by the low ability

of students in English lesson and the students are uninterested in learning

English.

D. Unit of Analysis

In qualitative research, unit of analysis is also one of parts that

important to measure the subject of the research. Arikunto (2010: 187)

states that unit of analysis is a certain unit that is measured as the subject

of the research. The unit of analysis in this research included how teacher-

talk and student-talk happened in the eighth grade students. The researcher

found them by analyzing the interaction in the classroom. In this research,

 37

the researcher analyzes the students’ talk and teacher-talk happen in

English learning.

E. Source of the Data

In research, the data is very essential in finding and solving the

problem. According to Djamal (2015: 65), data is information of fact that

found by the researcher to solve the problem. It is very necessary for

researcher because the data is the basic element needed in research. In this

research, the researcher takes the data from class VIII A at SMP Negeri 1

Sapuran in the academic year of 2015/2016.

There are two types of the data source in this study. They

are primary source and secondary source (Arikunto, 2010: 22).

1. Primary Source

Primary source is source from which the main data of the analyzing

were taken. They are taken from the objects of the study that are the

activities classroom interaction between students and teacher at class

VIII A in SMP Negeri 1 Sapuran in the academic year of 2015/2016.

2. Secondary Source

Secondary source is source from which the supporting data were

taken. It involves Flanders Inteaction Analysing Categories (FIAC)

and other theories that support the data. Those data were taken from

books, dictionaries, and websites.

 38

F. Instrument of the Research

Research instrument is tools or facilities used by the researcher in

collecting the data in order to make her work in easier and get the better

result. According to Arikunto (2010: 193), an instrument plays an

important role in collecting the data. Sugiyono (2011: 222) also states that,

the instrument in qualitative research is the researcher herself. Therefore,

in this research, the researcher is the main instrument.

Then, the other instrument used in this research is observation.

Observation is the active aquisition of information from a primary source.

According to Arikunto (2010: 199), observation can be done through sight,

smelling, hearing, touching and taste. Here, the researcher observed the

interaction between students and teacher during the teaching-learning

process in the classroom. The observation was done to explore the

interaction characteristics and to find the most dominan speech between

the students and the teacher at the eighth grade of SMP Negeri 1 Sapuran

in the academic year of 2015/2016.

G. Technique of Collecting Data

Sugiyono (2015: 308) states that technique of collecting data is the

main part in research, because the main objective from research is getting

the data. Without knowing the technique of collecting data, the researcher

will not get the data.

 39

The data of the study are collected in the form of recorded classroom

interaction and the observer's field notes. In collecting the data for this

research, the researcher uses observation. According to M. Djamal (2015:

68), observation is the act of collecting data about the performance of a

subject through the sight. The observer directly observes the classroom,

and takes notes on the events while the teaching-learning process is going

on. Audio recording of the whole proceeding is also made to acquire more

complete data about the classroom process.

The steps of collecting the data by the researcher were:

1. Preparing the equipment to record the classroom activities

2. Recording all of the classroom activities

3. Observing all of the classroom activities

4. Making a transcript of recording in every minutes learning

5. Determining the early data from field notes and transcript

H. Technique of Analyzing Data

Sugiyono (2015: 335) clarifies that data analysis is critical to the

qualitative research process. It involves a way of thinking. It refers to the

systematic examination of something to determine its part, the relation

among parts, and the relationship to the whole.

According to Djamal (2015: 151-152), there are three activities on

data analysis. First, data reduction is the beginning step to resume the data,
 40

choosing main things, focusing on the important things, or look for the

theme. Second is data display to collect the information which arranged

and gives possibility to get the conclusion and take the action. The last,

conclusion drawing/verification is the process which is able to answer

research questions and research objectives.

After finished collecting the data, the researcher analyzed the

provided data. In this research, the researcher used documentation method

to collect the data. Documentation is getting the data about case or variable

as note, transcripts, book, magazine, etc. The step of analizing the data are

the following:

1. Categorizing the data of the interaction

Step 1: Coding the verbal interaction

In coding verbal interaction the writer categorizes each verbal

interaction into ten categories. The example of data transcription can be

seen in the example table below:

Tabel 3.1
Classroom Interaction Transcription

Verbal Interaction Code

T : Do you only eat rice? 4

S : No 8

T : No, what else? 4

Each number describes the type of verbal interaction and who is

 41

speaking and also every time the verbal interaction change.

2. Determining the most dominant factor in the interaction

Step 2 : Plotting the code of data into the matrix. To plot the data based

on the step 1 can illustrated below:

1st pair

2nd pair

3rd pair

4th pair

And so on

The first pair represents one point on the matrix, the second pair
represents another point on the matrix, and so on. The matrix consists of
ten columns and ten rows. Each column and row represents one of the ten
categories of the Flanders’s coding system. Below is the sample matrix:
 42

Table 3.2
Matrix of Flander’s Interaction Analysis

1 2 3 4 5 6 7 8 9 10

2 1 1

4 1

6 1

8 1

9 1

10 1

Step 3 : Analyzing the matrix

In a complete matrix, some areas have tallies than others. It gives

information about who is talking.

Table 3.3
Matrix of Flander’s Interaction

1 2 3 4 5 6 7 8 9 10

1
Teacher
2 Student
Supports
3

4
Content Cross
5
 43

6 Teacher
7 Control

8 Participation

10

The matrix analysis shows the types of interaction characteristics. The

types of interaction characteristics are presented below:

1) Content Cross

In a column 4 and 5 and row 4 and 5 indicates teacher

dependence on questions and lectures.

2) Teacher Control

In column and row, 6 and 7, indicates extensive commands and

reprimands by the teacher.

3) Teacher Support

In column and row 1, 2, and 3 indicates that the teacher is

reinforcing and encouraging students’ participation.

4) Student Participation

In column 8 and 9 reflects student responses to the teacher’s

behavior.

3. Describing the interaction in the classroom based on the analysis result.

4. Drawing conclusion based on research finding to answer research

question.
 44

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. Research Finding

The observation was conducted at class VIII A in English learning

in SMP Negeri 1 Sapuran. There were 31 students who attended the class,

and one student was absent.

1. Classroom Activities

The teacher came into the class at 08.00 a.m. and she began the lesson.

At that time, the teacher taught comparative adjective and superlative

adjective in learning activity.

2. Classromm Arrangement

The students are set to sit in the back of the class. Each table

consists of two students. There are 16 tables in the classroom, and

everyday the students shift their place with others regulary. The

teacher’s desk is in the corner in the front of the class. When the

teacher gives the explanation, she stands up in front of the class and

sometimes walks around the classroom to make interaction with the

students.

44
 45

Here is the picture illustrates the arrangement of the classroom:

Figure 4.1 The Classroom Arrangement

1 2 3

4 4
5 5 5 5

5 5 5 5

5 5 5 5

5 5 5 5

Legend:

1. Door

2. White board

3. Teacher’s deck

4. Window

5. Students’ table

This type of classroom arrangement is good because the way

that it ensures teacher to access to every student and she has a clear

view of all the students. This arrangement enables the students easily

pay attention to the learning, and all of them can see the teacher so

each student participation can interact comfortably.

 46

3. Record of Observed Classroom Interaction

During the observation, the researcher found that the class was

full of verbal interaction. So, the data obtained after doing classroom

observation were maximal. The data were recorded through the whole

time of teaching for about 70 minutes started from the teacher began to

start the lesson until she closed the lesson.

The researcher made transcript of verbal interaction and gave

the code as category (see apendix 1) using Flanders Inteaction

Analysis Category (FIAC). After recording and encoding the

classroom events into ten categories, it is concerned with the

construction of an interaction matrix table. The matrix table consist of

10 rows and 10 columns. The category number of the record is

tabulated in the matrix table. Each number is entered in the form of

sequence pairs, being used twice, firstly as the first number and

secondly as the second number. The rows of the matrix represent the

first number in the pair and the columns, the second.

 47

The example can be seen in the illustration below:

1st pair

2nd pair

3rd pair

4th pair

10

And so on

The ordered pairs were then tabulated in the appropriate cells of 10

x 10 matrixes with row and column headings 1 to 10. The row indicates by

the first number and the column indicates by the second number.

The first pair is 9 2; the tally is placed in row nine and coloumn

two cell. The second pair is 2 6; the tally is placed in row two and

coloumn six cell. The third pair is 6 8; the tally is placed in row six and

coloumn eight cell. The fourth pair is 8 10; the tally is placed in row eight

and coloumn ten cell, and so on.

The results of the classroom observations are presented in

following table:
 48

Table 4.1
Table Matrix Classromm Interaction VIII A SMP Negeri 1 Sapuran

Second Event
Cat. 1 2 3 4 5 6 7 8 9 10 Tot.
1 3 3
2 7 4 2 2 1 16
3 1 1 2
First Event

4 1 50 1 5 57
5 13 6 6 2 2 1 30
6 1 2 3 7 22 5 5 45
7 1 1 2
8 2 9 32 10 23 2 1 2 81
9 6 2 1 1 2 12
10 1 1 5 3 2 2 14
Tot. 3 16 2 57 30 45 2 81 12 14 262

Notes:

1. Accepts feeling

2. Praises or encourages

3. Accepts or uses ideas of students

4. Asks questions

5. Lecturing

6. Giving directions

7. Criticising or justifying authority

8. Student-talk response

9. Student-talk initiation

10. Silence
 49

From the first event and the second event of the matrix , the tallies

must be same. It’s meant that the tallies are correct. For example the tally

of category 1 in first event and the tally of category 2 in second event have

same tally, 3. Total between first event and second event also have same

total, 262.

The following chart is the result of tabulating matrix:

90
81
80
70
60 57

50 45
40
30
30
20 16 14
12
10 3 2 2
0
1 2 3 4 5 6 7 8 9 10

Category

Chart 4.1
Chart of the result of tabulating matrix

4. Interpretation of Interaction Matrix

a. Percentage of teacher talk

The tallies of first seven categories are added and divided

by the total tallies of the matrices (N) and hence the percentage can

be calculated.
 50

TT = C1 +C2+ C3+ C4+ C5+ C6+ C7 x 100

N

= 3+16+2+57+30+45+2 x 100
262

= 59.16 %

b. Indirect teacher talk ratio (ITT)

It indicates teacher actions in encouraging and supporting

student’s participation. Its percentage can be calculated by adding

the tallies of the first four categories and dividing by the total

tallies of the matrix (N).

ITT = C1+C2+C3+C4 x 100

N

= 3+16+2+57 x 100
262

= 29.77 %

c. Direct Teacher Talk Ratio (DTT)

It indicates the teacher actions restricting student

participation. In this ratio, the tallies of 5th, 6th and 7th categories

are added and divided by “N” to calculate the percentage.

DTT = C5+C6+C7 x100

N

= 30+45+2 x100
262

= 29.38 %
 51

d. Percentage of Student Talk (PT)

It indicates verbal activities of pupils in response to the

teacher. In this ratio, the tallies of 8th and 9th categories are added

and divided by “N” to calculate the percentage.

PT = C8 + C9 x 100
N

= 81 + 12 x 100
262

= 35.50 %

e. Silence or Confusion Ratio (SC)

Pauses, short periods of silence and period of confusion in

which communication cannot be understood by the observer.

SC = C10 x 100
N

= 14 x 100
262

= 5.34 %

From the interpretation of the matrix above, the result is precenting

in the following table:

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Table 4.2
Percentage all categories

Percentage
No. Categories Amount
(%)
1 Accepts feeling 3 1.15
2 Praises or encourages 16 6.11
3 Accepts or uses ideas of students 2 0.76
4 Ask questions 57 21.76
5 Lecturing 30 11.45
6 Giving directions 45 17.18
7 Criticizing or justifying authority 2 0.76
8 Student talk – response 81 30.92
9 Student talk – initiation 12 4.58
10 Silence or confusion 14 5.34
Total 262 100 %

From the table 4.2 above, it can be seen that the percentage of

teacher talk in the classroom interaction is 59.16%. It spent in the

following ways:

a. Accept feeling 1.15 %

b. Praises or encourages 6.11 %

c. Accept or uses ideas of students 0.76 %

d. Ask questions 21.76 %

e. Lecturing 11.46 %

f. Giving directions 17.18 %

g. Criticizing and justifying authority 0.76 %

 53

Percentage of the students’ talk was 35.50 % and was spent in the

following ways:

a. Students talk response 30.92 %

b. Students talk initiation 4.58 %

Silence or confusion of the whole interaction 5.34%

5. Interpretation of Interaction Characteristics Matrix

Based on the table 4.2 above, the researcher analyzed the

characteristic of the interaction below:

a. Content Cross

By adding the percentage total of category 4 and 5, as said

the content cross. Content cross shows how the teacher

dependences on questions and lectures.

Table 4.3 Content Cross

Category Percentage

Category 4 : Ask questions 21.76 %

Category 5 : Lecturing 11.45 %

Content cross 33.21 %

b. Teacher Control

By adding the percentage total of category 6 and 7, as said

the content cross. Teacher control shows that teacher gives

commands and reprimands to the students.

 54

Table 4.4 Teacher Control

Category Percentage

Giving directions 17.18 %

Criticizing or justifying authority 0.76 %

Teacher Control 17.94 %

c. Teacher Support

By adding the percentage total of category 1, 2 and 3, as

said the content cross. Teacher support shows that teacher’s

reinforcing and encouraging to the students.

Table 4.5 Teacher Support

Category Percentage

Accepts feeling 1.15 %

Praises or encourages 6.11 %

Accepts or uses ideas of students 0.76 %

Teacher support 8.02 %

d. Student Participation

By adding the percentage total of category 8 and 9, as said

the content cross. Student participation shows that students give

response or ask question to the teacher.

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Table 4.6 Student Participation

Category Percentage

Student talk – response 30.92 %

Student talk – initiation 4.58 %

Student participation 35.5 %

The summary of the result of characteristics interaction above are

presented in the table below:

Table 4.7 The summary result of the characteristic interaction

No. Name Percentage

1 Content cross 33.21
2 Teacher control 17.94
3 Teacher support 8.02
4 Student participation 35.5
5 Silence 5.34
Total 100%

From the table 4.7 above, it can be seen that student participation

dominates the teaching learning process; it means the student gives

respons and initiation in the teaching learning process.

 56

B. Discussion

After describing the analysis in the previous section, the researcher

will discuss more about the description of interaction analysis and

description of interaction characteristics of classroom interaction.

1. Description of Interaction Analysis

From the overall result of observation displayed in the research

finding, it can be seen that the most time-spending of teacher and

students talk in the classroom interaction was the teacher talk which

occupied 59.16% of time, whereas the student talk occupied 35.50%.

The rest 5.34% of the time was that of silence, confusion or unclassified

talk.

a. Teacher Talk

Teacher-talk took 59.16 %, which is subcategorized into

indirect and direct influence. The percentage of indirect influence is

29.77 %; direct influence is 29.38 %. It is spent in the following

ways:

1) Indirect Talk

In this method of analysis, the first four categories represent

the teacher's indirect influence, there are accepts feeling, praises

 57

and encourages, accepts or uses ideas of students, and ask

questions.

a) Category 1 : Accepts feeling

In this category, teacher accepts the feelings of the

students. In this analysis, the researcher got 1.15 % from all

of the talk.

The following excerpt from the transcript is the

example of teacher-talk in accepting and clarifying the

feeling of the students:

Teacher : Assalamu’alaikumwarohmatullohiwabarokatuh(1)

Student : Wa’alaikumsalamwarohmatullohiwabarokatuh (8)

Teacher : How are you today? (1)

Student : I am fine, (8) and you? (9)

Teacher : I’m fine too, (1) thank you. (2) Who is absent

today? (4)

From the dialogue, the teacher shows the positive

feeling to the students by asking the condition of the student

as expressing of care and also says “I’m fine too” has

meaning that she accepts and gives clarify to students’

feeling.

b) Category 2 : Praises or encourages

In this category, teacher praises or encourages

student action or behaviour, jokes that really tension not at

 58

the expense of another individual. In this analysis, the

researcher got 6.11 % from all of the talk. Praise is a

powerful motivating tool because it allows the teacher to

selectively encourage different aspects of student production

and to improve their behaviors.

The following dialogue from the transcript is the

example of teacher-talk in category:

Teacher : Okay, kalau tinggi? (4)

Student : Tall (8)
Teacher : Untuk benda jadinya apa? (4)
Student : High (8)
Teacher : That’s right. (2) Kemudian besar? (4)
Student : Big (8)
Teacher : Okay. Tua? (4)
Student : Old (8)
Teacher : Good. (2) Muda? (4)
Student : Young (8)

After students give the answer correctly, the teacher

praises the student by saying “Good” and “That’s right”

means by saying this word, the teacher wants to praise the

student action. It can be also used to encourage the student.

c) Category 3 : Accepts or uses ideas of student

It is just like 1st category. But in this category, not

only the feeling, but also the ideas of the students. In this

analysis, the researcher got 0.76% from all of the talk. It’s

because if a student’s passes on some suggestions, then the

teacher may repeat in nutshell in his own style or words.

 59

The following excerpt from the transcript is the

example of accepts or uses ideas of student:

Teacher : Good. (2) Okay, tak balik sekarang. Kurnia is

short boy, but Bagus is shorter than Budiman. (5)
Student : Kurnia (9)
Teacher : Oh, sorry. (3) Bagus is shorter than Kurnia.
Budiman is the shortest among the boys. (5) Okay,
repeat after me. (6) Kurnia is short boy. (6)
Student : Kurnia is short boy. (8)
Teacher : Jadi Kurnia paling tinggi juga paling bagus. (5)
Okay, thank you and you can sit down. (6) Now,
Kuni please come here, and then Febri, and the
last Tri. (6) Tri is fater than Kuni, and Febri is the
fatest than the girls. (5) Okay, now, make a group
consist of three students. (6)
Student : Ah, four, Bu, please. (9)
Teacher : Ya sudah empat. (3)

The teacher says “Oh, sorry” ; it s meant by saying

this word, the teacher accepts the student’s answer and also

express apologize for the wrong explanation. The word “Ya

sudah empat” also means that the teacher accepts and uses

the students’ idea.

d) Category 4 : Ask questions

In this category, the teacher asks a question about

content or procedure with the intent that a student should

answer. In this analysis, the researcher got 21.76 % from all

of the talk. It causes the teacher’s question usually used to

enable a teacher to check student’s understand, and

encourage students to think and focus on the content of the

lesson.
 60

The following expressions from the transcript are

the examples of the teacher give a question for students:

Teacher: Kemudian ada besar, itu apa? (4)

Student : Big (8)
Teacher: Kemudian tinggi? (4)
Student : Tall (8)
Teacher: Kemudian cantik? (4)
Student : Beautiful (8)
Teacher: Malas? (4)
Student : Lazy (8)
Teacher: Pandai? (4)
Student : Smart. (8)
Teacher: Kemudian ada lagi, misalnya bersih apa? (4)
Student : Clean (8)

From the converstion above, the teacher asking

questions about content with the intent that students will

answer. The teacher asks the example of adjective because

the material of that day is comparative adjective. The

teacher questions also purpose to know the vocabulary

mastery of the students.

2) Direct Talk

Next 5th to 7th categories represent the teacher’s direct

influence, there are lecturing, giving directions, and criticizing or

justifying authority.

a) Category 5 : Lecturing

In this category, the teacher giving facts or opinions

about content or procedure; expressing own ideas and asking

rhetorical questions to the students. In this analysis, the

 61

researcher got 11.45 % from all of the talk. In this interaction,

the teacher usually use category 5 to complement and clarify

text material, and to arouse interest in a subject.

The following conversation from the transcript is the

example of lecturing by the teacher:

Teacher : Last week we talked abaout personal letter, about

the experience, your experience when you have
holiday, jadi suatu pengalaman ketika mendapat
liburan. (5) Then now we are going to learn about
adjective and comparative adjective, kita akan
belajar tentang kata sifat dan perbandingan, (5)
misalnya ada kata pendek, bahasa inggrisnya apa?
(4)
Student : Short (8)
Teacher : Kemudian ada besar, itu apa? (4)
Student : Big (8)

From the conversation above, the teacher giving the

fact, idea and also opinion about the content or the topic at that

time. The teacher explained about the material in the last

meeting and giving explanations the detail about the material.

The teacher also wants to build the memories of the students to

remember the materials that have been given before.

b) Category 6 : Giving directions

In this category, the teacher giving directions was spent

for giving commands. In this analysis, the researcher got

17.18% from all of the talk.

 62

The following excerpt from the transcript is the

example of learning by the teacher:

Teacher : Tidak boleh menjadi beautifuler karena terdiri

lebih dari satu suku kata. (7) Okay, I need two or
three students to come in fron of the class. Kurnia,
please come here Kurnia, standing beside me, and
then, Budiman, come here Budiman, and the last
one is Bagus. (6) Okay, everyone observe your
friends, (6) mana yang paling tinggi? (4)
Student : Kurnia (8)
Teacher : Then? (4)
Student : Bagus and Budiman (8)
Teacher : Okay, now let’s observe your friends. (6) Nanti
ada superlative adjective juga, belum saya
terangkan. (5) Budiman is tall boy, but Bagus is
taller than Budiman. Kurnia is the tallest student
among the boys. (5) Do you know what is the
meaning? (4)
Student : Budiman adalah anak yang tinggi, tetapi bagus
lebih tinggi dari Budiman. Kurnia paling tinggi
diantara mereka. (8)

That utterance “now, observe your friends!” expresses

by the teacher that shows giving direction to the students to

observe their friends based on comparative adjective and

superlative adjective. The teacher direction pusposes to train

and build the students’ understanding about the material.

c) Category 7 : Criticizing or justifying authority

In this category, the teacher making statements

intended to change students from non-acceptable to acceptable

pattern, bawling someone out, starting why the teacher is doing

what he was doing, and extreme self-reference. In this analysis,

the researcher got 0.76% from all of the talk.

 63

The following quotation from the transcript is the example

of criticizing or justifying authority by the teacher:

Teacher : Good. (2) Muda? (4)

Student : Young (8)
Teacher : Membacanya itu “jʌŋ” ya, bukan yong. (7) Nah,
kemudian what is murah in English? (4)
Student : Cheap (8)
Teacher : Jadi kalau kita ingin mengungkapkan kata lebih
cantik ditambah kata? (4)
Student : More (8)
Teacher : Tidak boleh menjadi beautifuler karena terdiri

lebih dari satu suku kata. (7) Okay, I need two or

three students to come in fron of the class. Kurnia,
please come here Kurnia, standing beside me, and
then, Budiman, come here Budiman, and the last
one is Bagus. (6) Okay, everyone observe your
friends, (6) mana yang paling tinggi? (4)

From the quotation above, the students think that

their pronounciation already correct, then teacher explained the

statement that intended to change student behavior and gave

the correct pronounciation. The teacher correction also

purposes to change unacceptable behaviour to acceptable

behaviour.

b. Student Talk

The percentage of student-talk in the class time is 35.50 %

which is subcategorized into student-talk’s response and student-

talk’s initiation.

a) Category 8 : Student talk – response

 64

Student-talk's response, is when a student makes a

predictable response to teacher. Teacher initiates the contact or

solicits student's statements and sets limits to what the student

says. In this analysis, the researcher got 30.92 % from all of

the talk. It’s because the students is active in response to

teacher’s talk and when teacher ask question, students gives

answer to the question.

The following dialogue from the transcript is the

example of student-talk's response:

Teacher: Kemudian ada besar, itu apa? (4)

Student: Big (8)
Teacher: Kemudian tinggi? (4)
Student: Tall (8)
Teacher: Kemudian cantik? (4)
Student: Beautiful (8)
Teacher: Malas? (4)
Student: Lazy (8)
Teacher: Pandai? (4)
Student: Smart. (8)
Teacher: Kemudian ada lagi, misalnya bersih apa? (4)
Student: Clean (8)

From the example above, the students always give

response to the teacher questions.

b) Category 9 : Student talk – initiation

Student-talk's initiation, i.e. talk by students which they

initiate, unpredictable statements in response to teacher. In this

analysis, the researcher got 4.58 % from all of the talk.

 65

The following conversation from the transcript is the

example of student-talk's initiation:

Teacher : Okay, attention please, (6) all the group please

look at these books, (6) tugasnya observasikan dan
buat kalimat menggunakan comparative adjective,
bisa menggunakan kosa-kata tebal, lebih tebal,
paling tebal, atau tipis, lebih tipis dan paling tipis.
(6) Atau yang lainnya, misal mahal, lebih mahal,
paling mahal, kemudian apa lagi? (4)
Student : What is tipis in English Bu? (9)
Teacher : Tipis apa? Ada yang tahu? (4) Tipis itu thin. (5)
Yang sudah selesai bisa maju perwakilan salah
satu kelompok membacakan pekerjaanya. (6)
Student : Saya Bu. (walk in front of the class) (9)

From the conversation above, the student shows the

initiation by asking quastion to the teacher and has initiation to

present his presentation after doing the assignment.

c. Silence or confucion

Silent or confusion has one category.

a) Category 10 : Silence or confucion

Silence or pause or confusion i.e. pauses, short periods

of silence, and periods of confusion in which communication

cannot be understood by the observer. Silence commonly came

from the students when they had confused in answering the

teacher's questions. But, silence did not only come from the

students. It sometimes occurred when the teacher gave some

 66

commands to students were expected to comply. So, the

students responded the teacher’s commands by non-verbal act.

The following expressing from the transcript is the

examples of silent by the student after teacher give his talk:

Teacher : Okay. Last week I’ve gave you an assignment, jadi

kemarin saya memberikan tugas, ya anak-anak. (5)
Please collect in the teacher desk, dikumpulkan di
meja! (6)
Silent (students walk to the teacher desk collect the
assignment) (10)
Teacher : Okay, comfortable (writing). Kemudian sukar,
atau sulit? (4)
Silent (students do not know the answer) (10)

From the example above, silent by the student

happen because of the teacher ask the students to collect the

assignment to the teacher deck and then the silent happent

because the students do not know the answer of the teacher

question.

From the overall result that shows in table 4.2, it can be seen

that the percentage of teacher talk was 59.15%, students talk was

35.50%, and silent was 5.34% of the time. To explain more deeply about

it, the relative percentage of spent time for each category can be grasped

to the following visual presentation:

 67

Chart 4.2
The distribution of the spent time’s presentage for each FIAC ten
categories

Accepts Feeling

Praises or Encoursges
1.15
4.58 0.76
5.34 6.11 Accepts or Uses Ideas of
student
21.76 Ask Questions
30.92
Lecturing
11.45
Giving Direction
17.18
Criticizing or Justifying
Authority
0.76 Student Talk-Response

Student Talk-Initation

Silent or Confusion

2. Description of the Interaction Characteristics

From the overall result of observation in table 4.7, it can be

seen that the percentage of content cross was 33.21% of the whole class

time, teacher control was 17.94 %, whereas teacher support was 8.02%

and student participation of the class time was 35.50 %.

a. Content Cross

Content cross profile indicates teacher dependence on

questions and learning. It is represented by concentration of tallies

in columns and rows 4 – 5 of the matrix.

 68

Below is the example of contont cross’s characteristic in

this observation.

Teacher : Membacanya itu “jʌŋ” ya, bukan yong. (7) Nah,

kemudian what is murah in English? (4)
Silent (the students do not know the answer) (10)
Teacher : Murah itu cheap. (5) Okay, jadi itu semua disebut
dengan adjective atau? (4)
Student : Kata sifat. (8)
Teacher : Nah, sekarang diubah menjadi comparative
adjective. (5) Kalau ini tadi short diubah ke
comparative adjective, we have to add -er/ -est,
nah kalau shorth menjadi shorter, (5) kemudian
kalau tall? (4)
Student : Taller (8)

From the example above, the teacher is giving explanation

and also asking the question to the students as a characteristic of

content cross.

b. Teacher Control

Teacher control profile indicates extensive commands and

reprimands by the teacher. It is represented by a concentration of

tallies in columns and rows 6 – 7.

The following quotation from the transcript is the example

of teacher control’s characteristic by the teacher.

Teacher : Jadi kalau kita ingin mengungkapkan kata lebih

cantik ditambah kata? (4)
Student : More (8)
Teacher : Tidak boleh menjadi beautifuler karena terdiri
lebih dari satu suku kata. (7) Okay, I need two or
three students to come in fron of the class. Kurnia,
please come here Kurnia, standing beside me, and
then, Budiman, come here Budiman, and the last
one is Bagus. (6) Okay, everyone observe your
friends, (6) mana yang paling tinggi? (4)
 69

Student : Kurnia (8)

From the quotation above, the teacher gives direction and

criticizing or justifying in the same time. So, it can be included into

teacher control characteristic.

c. Teacher Support

Teacher support profile indicates teacher’s reinforcing and

encouraging. It is represented by the tallies concentration in

columns and rows 1 – 3.

The following excerpt from the transcript is the example of

teacher support characteristic of his students:

Teacher : How are you today? (1)

Student : I am fine, (8) and you? (9)
Teacher : I’m fine too, (1) thank you. (2) Who is absent
today? (4)
Student : Shocib Prisma, Bu. (8)
Teacher : Why he doesn’t come? (4)
Student : I don’t know (8)

From the example above, it indicates the characteristic of

teacher support, because the teacher gives or shows the feeling

tone and also encourages to increase the motivation of the student

in learning.

d. Student Participation

Student participation profile indicates students’ responses

to the teacher’s behavior. It is represented by a concentration in

column 8 and 9.
 70

It can also be seen that from the whole time of teacher

talk, it was mostly spent for asking questions, lecturing and giving

directions, while most of students talk was for giving responses.

The following conversation from the transcript is the

example of student participation’s characteristic by the student.

Teacher : Okay, now let’s observe your friends. (6) Nanti

ada superlative adjective juga, belum saya
terangkan. (5) Budiman is tall boy, but Bagus is
taller than Budiman. Kurnia is the tallest student
among the boys. (5) Do you know what is the
meaning? (4)
Student : Budiman adalah anak yang tinggi, tetapi bagus
lebih tinggi dari Budiman. Kurnia paling tinggi
diantara mereka. (8)
Teacher : Good. (2) Okay, tak balik sekarang. Kurnia is
short boy, but Bagus is shorter than Budiman. (5)
Student : Kurnia (9)
Teacher : Oh, sorry. (3) Bagus is shorter than Kurnia.
Budiman is the shortest among the boys. (5)

From the conversation above, it shows the student

participation characteristic, where as the student gives respon and

also initiation in the conversation with the teacher.

From the overall result of observation in table 4.7, it can be

seen that the percentage of content cross was 33.21 % of the whole

class time; teacher control was 17.94 % whereas teacher support was

8.02 % then the student participation was 35.50 % and the rest 5.34 %

was silence. To explain more deeply about it, the relative percentage of

spent time for each category can be grasped through the following

visual presentation:
 71

Chart 4.3
The distribution of the spent time’s presentage for each FIAC’s
characteristic

Content cross
5.34

Teacher control
33.21
35.5
Teacher support

8.02 17.94 Student

participation

Silence

From Chart 4.3, it can be seen that from the whole class time,

it was mostly spent for student participation characteristic. A heavy

concentration in a column 8 and 9 and row 8 and 9 indicates student

dependence on response and initiation. It was caused by the student in

English learning mostly gave response and some initiation about the

material given by the teacher. The student always giving response than

initiation, and some silence in the learning process. Almost all of the

teacher questions can be answered by the student correctly.

The second most spent time of interaction was content cross

characteristic. A concentration of tallies in a column and row 4 and 5

indicates teacher dependence on question and lectures. The teacher

mostly asking questions to the students than giving fact or opinion

 72

about the content or procedure. This is because the opic or the material

is simple and she wants to know the student’s mastery about the topic.

It indicates that the teacher gave students high opportunity to gain the

knowledge about the material in their own way.

The third most spent time for teacher control characteristic

took 17.94 % from the whole class time. A concentration on column

and row 6 and 7 indicates extensive commands and reprimands by the

teacher. In this characteristic, the teacher spent much time to giving

directions than criticizing or justifying.

The last, teacher support characteristic took 8.02 % from the

whole class time. The concentration of tallies in column and row 1, 2,

and 3 indicates that the teacher is reinforcing and encouraging students’

participation. According to this characteristic, the teacher mosly spent

time to giving praises or encourages to the student than accepts feeling

or accept/ uses ideas of students.

Flanders argued that teacher talk norm is 80% and students talk

is 20%, and the silent is 11-12%. Whereas the result of the study

showed that teacher talk was 59.16%, students talk was 35.50%, and

silent was 5.34% of the time. Only a little part of the student talk

showed initiation related to the learning materials. Instead, they talked a

lot when they gave responses to the teacher’s lecture or questions.

The teacher is more indirect in her teaching. It can be seen

from the interpretation of the interaction matrix. The ratio of the

 73

Indirect Teacher Talk (ITT) shows 29.77%, bigger than the ratio of

Direct Teacher Talk (DTT), that shows 29.38%. It means that the

teacher gives more questions and praises or encourages than lecturing

in the learning process. The teacher attempts to make her students being

more active in the class by giving questions for students and also she

wants to know the students’ understanding about the material when the

teacher gives lecturing.

From the explanation above, it can be drawn a conclusion that

teacher dominates the teaching learning process. It because the quantity

of teacher talking time is more than the student talking time. Even

though the characteristic shows that the student participation is the most

dominant, the students rarely ask questions to the teacher but they

always respond teacher’s question.

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the analysis data and the results of the study, the following

conclusion were drawn:

1. There are 10 categories of interaction in English learning, that are

accepting feeling, praising or encouraging, accepting or using ideas of

student, asking questions, lecturing, giving directions, and criticizing

or justifying authority (teacher talk), student talk-response, student

talk-initiation (student talk), and silence or confusion.

2. The teacher dominates the class. It can be seen in the result of the
inteaction analysis the teacher talk is 56.16%, the students talk is

35.50%, and the silence is 5.34%. The teacher is more active and the

students are less active. The students talking time is used largely for

responding to the teacher’s questions or lecture.

3. The interaction indicates that the teacher is more indirect in her

teaching. It means that the teacher gives more questions and praises or

encourages than lecturing in the learning process. The teacher attempts

to make her students being more active in the class by giving questions

for students and also she wants to know the students’ understanding

about the material when the teacher gives lecturing.

79
 75

B. Suggestion

1. For the teachers

a. In teaching English at junior high school, the teacher should

increase the amount of indirect-influence talk, because talk has

strong motivational impact on the students.

b. The use of mother tongue as medium of instruction should be

gradually reduced, because the students not only accustomed to

hearing spoken English, but they are also given a lot of opportunity

to respond to the teacher in English.

c. Besides as a good facilitator, the teacher also has to be a good

model for the students, she should learn more and always enriches

her knowledge.

d. The teacher should always stimulate the students to talk more not

only in responding what the teacher says, but also the students are

expected to initiate asking questions or giving opinions.

2. For the students

a. The students should be more active and answer teacher questions

in English in order to get more used to English.

b. The students also have to give more initiation to ask questions or

giving opinion in the learning process to increase the student talk

in the classroom interaction.

 76

3. For the other researcher

For the reasearchers of this study who interested in the same

field, the researcher expects that finding of this study can be as a

contribution for those who want to conduct similar studies.

 REFERENCES

Allwright, D. and Kathleen M. Bailey. 2006. Focus on the Language

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APPENDICES

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Appendix 1

Transcription of Verbal Interaction between Student and Teacher

Student : Greet. Good morning, Mom. (9)

Teacher : Good morning.. (2) Ketuanya tolong siapkan berdoa! (6)

Student : Attention please, let’s pray together! (8)

Silent (pray) (10)

Student : Finish. (8)

Teacher : Assalamu’alaikumwarohmatullohi wabarokatuh.. (1)

Student : Wa’alaikumsalam warohmatullohi wabarokatuh.. (8)

Teacher : How are you today? (1)

Student : I am fine, (8) and you? (9)

Teacher : I’m fine too, thank you. (2) Who is absent today? (4)

Student : Shocib Prisma, Bu. (8)

Teacher : Why he doesn’t come? (4)

Student : I don’t know (8)

Teacher : Okay. Last week I’ve gave you an assignment, jadi kemarin saya

memberikan tugas, ya anak-anak. (5) Please collect in the teacher

desk, dikumpulkan di meja! (6)

Silent (students walk to the teacher desk collect the assignment) (10)
 81

Teacher : Last week we talked abaout personal letter, about the experience,

your experience when you have holiday, jadi suatu pengalaman

ketika mendapat liburan. (5) Then now we are going to learn about

adjective and comparative adjective, kita akan belajar tentang kata

sifat dan perbandingan, (5) misalnya ada kata pendek, bahasa

inggrisnya apa? (4)

Student : Short (8)

Teacher : Kemudian ada besar, itu apa? (4)

Student : Big (8)

Teacher : Kemudian tinggi? (4)

Student : Tall (8)

Teacher : Kemudian cantik? (4)

Student : Beautiful (8)

Teacher : Malas? (4)

Student : Lazy (8)

Teacher : Pandai? (4)

Student : Smart. (8)

Teacher : Kemudian ada lagi, misalnya bersih apa? (4)

Student : Clean (8)

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Teacher : Okay, itu yang namanya kata sifat. (5) Now we are going to

compare the adjective, misalnya dari kata pendek. Kalau

dibandingkan menjadi lebih pendek dan paling pendek. (5) Jadi,

tadi pendek apa? (4)

Student : Short (8)

Teacher : Okay, kalau tinggi? (4)

Student : Tall (8)

Teacher : Untuk benda jadinya apa? (4)

Student : High (8)

Teacher : That’s right. (2) Kemudian besar? (4)

Student : Big (8)

Teacher : Kecil? (4)

Student : Small (8)

Teacher : Kemudian pandai? (4)

Student : Smart (8)

Teacher : Okay. Tua? (4)

Student : Old (8)

Teacher : Good. (2) Muda? (4)

Student : Young (8)

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Teacher : Membacanya itu “jʌŋ” ya, bukan yong. (7) Nah, kemudian what is

murah in English? (4)

Silent (the students do not know the answer) (10)

Teacher : Murah itu cheap. (5) Okay, jadi itu semua disebut dengan

adjective atau? (4)

Student : Kata sifat. (8)

Teacher : Nah, sekarang diubah menjadi comparative adjective. (5) Kalau

ini tadi short diubah ke comparative adjective, we have to add er/

est, nah kalau shorth menjadi shorter, (5) kemudian kalau tall? (4)

Student : Taller (8)

Teacher : And then high menjadi? (4)

Student : Higher (8)

Teacher : Small? (4)

Student : Smaller (8)

Teacher : Okay, smart? (4)

Student : Smarter. (8)

Teacher : Okay, kemudian old? (4)

Student : Older. (8)

Teacher : And then? (4)

 84

Student : Younger. (8)

Teacher : the last one? (4)

Student : Cheaper. (8)

Teacher : Okay, then repeat after me! (6) Short – shorter (6)

Student : Short – shorten (8)

Teacher : Tall – taller (6)

Student : Tall – taller (8)

Teacher : High – higher (6)

Student : High – higher (8)

Teacher : Big –bigger (6)

Student : Big – bigger (8)

Teacher : Small – smaller (6)

Student : Small – smaller (8)

Teacher : Smart – smarter (6)

Student : Smart – smarter (8)

Teacher : Old – older (6)

Student : Old – older (8)

Teacher : Young – younger (6)

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Student : Young – younger (8)

Teacher : Cheap – cheaper (6)

Student : Cheap – cheaper (8)

Teacher : Jadi, jika kita menggunakan satu suku kata tambahannya adalah

–er, okay. (5) Kemudian kalau dua suku kata misalnya cantik, what

is cantik in English? (4)

Student : Beautiful (8)

Teacher : Beautiful (writing) kemudian, bahaya? (4)

Student : Dangerous (8)

Teacher : Okay, good. (2) Kemudian nyaman? (4)

Student : Comfortable (8)

Teacher : Okay, comfortable (writing). Kemudian sukar, atau sulit? (4)

Silent (students do not know the answer) (10)

Teacher : Ada yang bapaknya bernama Sukar? (2)

Student : hahahahahahahahaha (laughing) (8)

Teacher : So, what is sukar in English? (4)

Student : Difficult (8)

Teacher : Okay, Mr. Difficult, hehehe (laughing) (2)

Student : hahahahahaha, (laughing) Pak Sukar dadi Mr. Difficult. (8)

 86

Teacher : Kalau tadi adalah satu suku kata tambahannya adalah -er,

menunjukkan comparative adjective one syllable, (5) sekarang

berbicara tentang kata sifat yang terdiri lebih dari satu suku kata

tambahannya apa? (4)

Student : More. (8)

Teacher : Okay, and then beautiful menjadi? (4)

Student : More beautiful (8)

Teacher : And then dangerous menjadi? (4)

Student : More dangerous (8)

Teacher : then? (writing) (4)

Student : more comfortable (8)

Teacher : the last? (writing) (4)

Student : more difficult (8)

Teacher : Okay, now repeat after me! (6) Beautiful – more beautiful (6)

Student : Beautiful – more beautiful (8)

Teacher : Danger – more dangerous (6)

Student : Danger – more dangerous (8)

Teacher : Comfortable – more comfortable (6)

Student : Comfortable – more comfortable (8)

 87

Teacher : Difficult – more difficult (6)

Student : Difficult – more difficult (8)

Teacher : Jadi kalau kita ingin mengungkapkan kata lebih cantik ditambah

kata? (4)

Student : More (8)

Teacher : Tidak boleh menjadi beautifuler karena terdiri lebih dari satu

suku kata. (7) Okay, I need two or three students to come in front

of the class. Kurnia, please come here Kurnia, standing beside me,

and then, Budiman, come here Budiman, and the last one is Bagus.

(6) Okay, everyone observe your friends, (6) mana yang paling

tinggi? (4)

Student : Kurnia (8)

Teacher : Then? (4)

Student : Bagus and Budiman (8)

Teacher : Okay, now let’s observe your friends. (6) Nanti ada superlative

adjective juga, belum saya terangkan. (5) Budiman is tall boy, but

Bagus is taller than Budiman. Kurnia is the tallest student among

the boys. (5) Do you know what is the meaning? (4)

Student : Budiman adalah anak yang tinggi, tetapi bagus lebih tinggi dari

Budiman. Kurnia paling tinggi diantara mereka. (8)

 88

Teacher : Good. (2) Okay, tak balik sekarang. Kurnia is short boy, but

Bagus is shorter than Budiman. (5)

Student : Kurnia (9)

Teacher : Oh, sorry. (3) Bagus is shorter than Kurnia. Budiman is the

shortest among the boys. (5) Okay, repeat after me. (6) Kurnia is

short boy. (6)

Student : Kurnia is short boy. (8)

Teacher : But Bagus is shorter than Kurnia. (6)

Student : but Bagus is shorter than Kurnia. (8)

Teacher : Budiman is the shortest among the boys. (6)

Student : Budiman is the shortest among the boys. (8)

Teacher : Good. (2) Now Budiman is handsome boy (5)

Student : woooooowww.. (laughing) (8)

Teacher : Okay, repeat after me, (6) Budiman is handsome boy. (6)

Student : Budiman is handsome boy. (8)

Teacher : Bagus is more handsome than Budiman. (6)

Student : Bagus is more handsome than Budiman. (8)

Teacher : The most handsome boy is Kurnia. (6)

Student : The most handsome boy is Kurnia. (8)

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Teacher : Jadi yang paling bagus itu adalah? (4)

Student : Kurnia. (8)

Teacher : Jadi Kurnia paling tinggi juga paling bagus. (5) Okay, thank you

and you can sit down. (6) Now, Kuni please come here, and then

Febri, and the last Tri. (6) Tri is fater than Kuni, and Febri is the

fatest than the girls. (5) Okay, now, make a group consist of three

students. (6)

Student : Ah, four, Bu, please. (9)

Teacher : Ya sudah empat. (3)

Silent (crowded, students make the group) (10)

Teacher : Okay, attention please, (6) all the group please look at these

books, (6) tugasnya observasikan dan buat kalimat menggunakan

comparative adjective, bisa menggunakan kosa-kata tebal, lebih

tebal, paling tebal, atau tipis, lebih tipis dan paling tipis. (6) Atau

yang lainnya, misal mahal, lebih mahal, paling mahal, kemudian

apa lagi? (4)

Student : What is tipis in English Bu? (9)

Teacher : Tipis apa? Ada yang tahu? (4)

Silent (students do not know the answer) (10)

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Teacher : Tipis itu thin. (5) Jadi membuat 3 kalimat ya, dari comparative

adjective tadi lebih dan paling ya? (5) Comparative and superlative

adjective. Okay, sekali lagi ya anak-anak untuk superlative

adjective one syllable ditambahi -est, misalnya tall menjadi tallest.

(5) High menjadi? (4)

Student : Highest (8)

Teacher : Big? (4)

Student : Biggest. (8)

Teacher : Good. (2) Untuk more than one syllable atau lebih dari satu suku

kata menggunakan most, misalnya most beautiful. (5) Okay,

setelah itu anak-anak maju satu-satu perwakilan group untuk

mempresentasikan hasil dari pekerjaan di depan kelas. (6)

Silent (students do the assignment) (10)

Teacher : (Checking one by one of the group discussion). Okay, finish? (4)

Student : Not yet. (8)

Teacher : Yang sudah selesai bisa maju perwakilan salah satu kelompok

membacakan pekerjaanya. (6)

Student : Saya Bu. (walk in front of the class) (9)

Teacher : Okay. Go on. (2)

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Student : The red book is expensive, but the blue book is more expensive

than the red book. The dictionary is the most expensive. (9)

Teacher : Okay, good presentation, thanks Asfiyanti. (2) The other please?

(6)

Silent (a student rises the hand and walks in fron of the class) (10)

Student : The red book is cheaper than the note book, the dictionary is

cheapest book. (9)

Teacher : Okay, Thanks, Nursajidah. (2) Then, Febri please come in front of

the class please. (4)

Student : Yaah, Bu, laaahh.. hahahahahahahahaha (laughing) (8)

Teacher : be quite please! (6)

Student : The red book is big, but the LKS is bigger than the red book.

Dictionary is the bigest book. (9)

Teacher : Next, Ana. Come here please! (6)

Student : The dictionary is cheap, but the LKS is cheaper than the dictionar.

The note book is cheapest book. (8)

Teacher : Thank you, Ana. Good presentation. (2) And then, group five,

who is group five? (4) Okay, please come here Dwi Okta! (6)

Student : The dictionary is thin, but the note book is thiner than the

dictonary. The LKS is thinest book. (8)

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Teacher : Thank you, Okta. And now boy, from group six. (5)

Silent (the students crowded) 10

Teacher : Ayo perwakilan from group six, jangan lama-lama. (6)

Student : The LKS book is small, but the red book is smaller. The note

book is expensive, but the dictionary is more expensive than the

note book. (9)

Teacher : Okay, thank you. Next presentation is group seven. (5)

Student : The note book is expensive, but the LKS is more expensive, and

the dictionary is the most expensive. (9)

Teacher : Okay, the last group, please come here. (6)

Student : The dictionary is small. The LKS is smaller than the dictionary

and the smallest book is note book. (9)

Teacher : Okay, thank you. Duduknya kembali seperti semula ya. (6)

Silent ( crowded and students move to the each table) (10)

Teacher : Okay, today we have learned about comparative adjective and

superlative adjective. (5) Nah, untuk kata sifat yang terdiri dari

satu suku kata atau one syllable menggunakan tambahan apa

anak-anak? (4)

Student : -er (8)

Teacher : Ya, kalau dua atau tiga suku kata? (4)

 93

Student : more (8)

Teacher : Iya, itu untuk yang comparative adjective untuk membandingkan

dua benda, (5) nah, kalau tiga? (4)

Student : Superlative adjective (8)

Teacher : Good. (2) Tambahannya apa? (4)

Student : -est (8)

Teacher : Iya, itu jika terdiri dari one syllable atau satu suku kata. (5)

Kalau terdiri dari dua atau lebih suku kata? (4)

Student : most (8)

Teacher : Okay. Any question? Ada pertanyaan? (4)

Student : No (8)

Teacher : No? Okay, for the next meeting we’re going to talk abaout, hmm,

masih ini ya, comparative adjective and superlative adjective. (5)

Jadi kesimpulan dari pertemuan hari ini apa anak-anak? Ada yang

yang bisa menyimpulkan? (4)

Silent (students cannot answer) (10)

Teacher : Okay, so the conclusion is untuk membandingkan dua benda atau

orang menggunakan comparative adjective, sedangkan tiga orang

atau benda menggunakan superlative adjective, (5) untuk

tambahannya, one syllable? (4)

 94

Student : -er/-est (8)

Teacher : Okay, kalau more than one syllable? (4)

Student : more dan most (8)

Teacher : Okay, for your homework, PR nya adalah, ditulis ya anak-anak!

(6)

Silent (students prepare the writing tools)

Teacher : Bandingkan dua atau tiga benda ke dalam sebuah kalimat

menggunakan adjective: (6)

1. Big

2. Small

3. Old

4. Long

5. Smart

And then yang menggunakan two or more syllables atau dua/ lebih

suku kata

1. Beautiful

2. Handsome

3. Comfortable

4. Dilligent

5. Careless atau ceroboh

 95

Subyeknya bebas, misalnya long bisa menggunakan penggaris,

kalau cantik bisa menggunakan nama teman. (5) Okay, submit

them for the next meeting. (6) The time is over, and

wassalamu’alaikum warohmatullohiwabarokatuh.. (1)

Student : Wa’alaikumsalam warohmatullohiwabarokatuh.. (8)

 96

Appendix 2

DAFTAR NAMA SISWA

SMP NEGERI 1 SAPURAN

TAHUN PELAJARAN 2015/ 2016

KELAS VIII A

No. NIS Nama JK

1 9829 Adiek Ayuk Nr Lailati P
2 9665 Afif Syahrul Hidayat L
3 9832 Ahmad Fajar Chasani L
4 9831 Ahmad Masruhin L
5 9799 Aini Nursajidah P
6 9635 Ana Safitri P
7 9802 Angga Dwi Yuliawan L
8 9667 Anjali Kharisma Putri Yahni P
9 9834 Asfiyanti P
10 9804 Bagas Syaefur Rohman L
11 9805 Bagus Syaefur Rohim L
12 9771 Budiman L
13 9671 Dwi Oktavia Sari P
14 9742 Farida Nugraeni P
15 9841 Faridhotul Husman L
16 9842 Febriani Saadah P
17 9744 Herlanda Yoga Pangestu L
18 9674 Huda Erik Dinasrullah L
19 9845 Ifan Aminudin L
20 9714 Kuni Kumala Izza P
21 9846 Kurnia Rahmawan L
22 9847 Laela Marifatul Hasanah P
23 9653 Muna Hafizhah P
24 9850 Munthosiyah P
25 9654 Naufal Adin Amany L
26 9787 Rahajeng Suci Damayanti P
27 9788 Rana Yufita Sari P
28 9657 Salsabil Farah Artanti P
29 9820 Septia Widiastuti P
30 9723 Sindiana Kusuma Wardhani P
31 9758 Sochib Prisma Ibn Majid L
32 9824 Tri Agatis Sukana P
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