wrong map”. The leader was feeling guilty since he was silent, as soon teacher encouraged him by asking them to repeat the activity on the next meeting. It can be
concluded that interaction between student-student happened naturally but in this case teacher controlled the whole interaction in classroom. The researcher found that the
student’s behavior were good. The school principle has an explanation about those condition. She said:
Interview transcription 4.27 “Once more, our philosophy we are not teacher but we are the parent. We
don’t force the children to know about everything. We provide them a lot opportunities to explore their own idea. That is why in discussion time is
always lively” The student-
student interaction is going well since the student’s behavior is well-mannered. According to the school principle teacher leads and educates them as
a mother not as teacher. In this case, the students are easy to control because they feel that the teacher cares and loves them. As a mother teacher does not have such
requirement like a teacher. Furthermore, according to school principle the interactions are going well since all those activities is based on the mother and childrem
philosophy.
4.4 Summary
This study is aimed to describe about the pattern of young learner classroom interaction. From the result and discussion on the previous part, the practical finding
of this study was displayed as below. The teacher was active to stimulate students during the discussion. The teacher
gave such comprehensible input in form of explanations, directions, and use student PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ideas. In order to stimulate students became active. The teacher also delivered question to check both stud
ents’ comprehension and explore their own idea or critical thinking. The most frequent term was student talk initiation; students were freely to
initiate their opinion during the discussion. The students also did initiate exchanges with the teacher and their friends by being contributed to express their opinion,
feelings, and personal experiences. There is no correct or wrong answer because according to the teacher the point
was student active in expressing their idea. Student talk response was less frequent happened in the discussion. The teacher avoided to give display questions which
required shortyes or no answer. In this case, te acher prefer to seek student’s critical
thinking instead of something they have already known in class. In this students were active in practicing the language output by asking
questions or expressing their idea or opinion. The researcher also found that not all students were active; there were passive students from younger ages. They usually
were afraid to speak up. The effective strategy used by the teacher was arranging the student’s seat position. Furthermore, since there were only 15 students in one class,
teacher was able to give extra attention to the passive students. The teacher helped the passive students by guide them to express their idea by giving clues. In addition, the
silence of student was very low portion, mostly they were silence because teacher critique students’ behavior in class.
During the observation the researcher found there are two different purpose of questioning. The first type related to the lesson discussion such as content, procedure,
explanation and opinion. The second type related to student’s behavior in class. For PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
example, teacher criticized students who shout in class, did not follow teachers’ instructions, played with their stuff and talked each other during the class. In this
class, students were good when teacher justify about their inappropriate behavior in class. The students directly stop what they were doing and back to the class activity.
Teacher talk influence student’s language production both in quality and quantity. In quality teacher talk help learners to find the correct answer. In quantity,
teacher talk encourage student to produce more talk. The more teacher asks questions the more students would respond.
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CHAPTER V CONCLUSION AND RECOMMENDATION
The conclusion on this chapter summarize the whole study and it also gives recommendations to the English education how to teach young learner. The
discussion in this chapter is arranged in three main parts, namely 1 conclusion and 2 recommendation.
5.1 Conclusion
The analysis of classroom language has indicated that classroom learning is not so much about the i
ndividual’s acquisition by only of knowledge. It is about learning how to behave appropriately and how to read the context of the lesson use the right
kind of language Mercer Dawes, 2008. Based on the finding of this research, the following conclusions are listed below.
The teaching and learning process are required not only the teacher ’s talk but
also the student ’s talk. In a young learner classroom interaction, the teacher deals
with particular the young learners characteristic. In this case, the teacher’s job is not
only to teach the students about content in target language but also to build the student’s motivation. In purpose to be active participate in producing target language
based on their own critical thinking. The Student participation pattern is the most dominantly happened. The proportion is 45.47, it shows that students are active
enough to participate in classroom discussion. It indicated that the teacher has already succeed to lead the interaction become active, comprehensible and meaningful.
