in this school is full English curriculum that has been already planned to meet the need of living as a global citizen in the 21th century.
2.1.8.2 Teaching and Learning Process
The students enjoy the activities during learning process in classroom. Without being noisy they sit down nicely in the classroom while teacher shows the slide the
process of create germ stone. The students are active and noisier in the term of give their opinion and respond to the teacher. The teacher also seems happy to listen to all
student’s contribution. The students are much more confident and outspoken. After the lecturing, teacher ask them to make their own germ stone using stone and water
paint. They look happy to do the activities. They practice the language in real situation context with friends and teacher. They experience the language in use by
communicating in their own words. In case, the teacher has two different rules. First, teacher is as the role model to give correct example to the students. Second, the
teacher also acts as good friend to share. Since, the goal is that students have to communicate naturally in English.
2.2 Related Studies
In this part researcher review some related studies in the same filed concerning teacher talk. It investigated in a variety of subject learned, or in the methodology
used. Nurmacitah 2010 conducted research on examining classroom language
learning experiences and evaluation on teacher talk in immersion senior high school classroom. The result that is content cross pattern interaction become the most
dominant pattern. The interaction is dominated by teacher in explaining and giving PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
direction to the students. The suggestions are 1 shifting the teacher-centered classroom into student-centered classroom; 2 Focusing on the quality of teacher talk;
3 improving questioning technique, using proper feedback technique. Suherdi 2009 conducted study on kindergarten teacher talk to investigate the
characteristic of the teacher talk in the kindergarten classroom. The result of analysis revealed that teachers used speech modifications: repetitions, recasting and
exaggerated. In term of language used, teacher was more dominantly used Indonesian than English. Teacher talk contains high frequency of repetition to avoid
mispronunciation made by the students, to help the student memorize vocabulary and active during classroom interaction.
Maylisias Wan 2013 she is conducting a research to describe and interpreted the function of teacher talk in Elementary school English class. This research used
Flanders’s Interaction Analysis Categories. The result shows that the language used by teacher were classified into two categories namely, indirect and direct influence.
The researcher suggests for the teacher to use more target language rather than L1 in classroom interaction. By doing this, it is expected teacher can guide the student to
get more exposure of the target language input.
2.3 Theoretical Framework
The input in form of teacher talk TT plays as a critical role in language learning because they still have less prior knowledge of the target language. As
Krashen 2004 says that learners will begin to produce the language naturally when they have enough exposures to comprehend input. Teacher talk in the classroom
becomes an essential part in language learning. It helps the learners to comprehend and acquire the target language English.
Through interactions, the students are able to acquire their communication in the target language. They are required to be active participate in the classroom
discussi on. When teacher’s talk and student’s talk are exchange continually,
interaction occurred Richards and Lockhart, 1996. It means, communication in form interaction is influenced by teacher and student talk. Later, the interaction will create
certain patterns that promote the quality of teacher’s talk and increase the number of student’s talk.
The teacher will use various type of teacher talk TT during interaction in young learner English classroom
. In the researcher’s assumptions, at least questioning, giving information, giving instruction, feedback, lecturing and talk to
manage the class such as justifying authority and critique student’s behavior. The framework established in this research is constructed on the assumption
that, the various type of talk between teacher and student. Those will provide the different type of classroom interaction pattern to stimulate comprehensible input and
learning outcome language production after that generate an active and meaningful learning and process.
In table 2.2 is talk about the concept of research plotting. In this way, the researcher gives clear description of how this research would be completed. In first
column a the research variable are displayed, b conceptual definition on each variable, c category of talk, d sub-category, e research action and e the analysis
step. The purpose of those table is to provide relation on each research variable that PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
later used in description and discussion chapter. The concept of research table was developed from Hartanto 2010 with some additional modification from the
researcher. The dominant patterns of classroom interaction in four meetings observed were identified using the concept of research plotting.
Figure 2.3 Conceptual Framework Classroom Interaction
What? How?
Interaction Types Characteristic
Teachers’ Talk Students’ Talk
1. Content Cross 2. Teacher Control
3. Teacher Support 4. Student Participant
1. Accepts Feeling 2. Encouragement
3. Use Students’ Ideas 4. Asking Question
5. Lecturing 6. Giving direction
7. Criticizing 1.
Students’ Response
2. Student Initiation
3. Silence or Confusion
Adjace ncy
1. Input Theory 2. Output Hypothesis
3. Interaction Hypothesis
Valuable Input Develop
Interaction Correct
Meaningful production
Interaction
1. Student-Teacher 2. Student-Student
3. Teacher-whole class
Flanders ’s Interaction
Analysis FIA
Observation Protocol
Flanders’s Matrix
Table 2.3. Research Concept Plotting Concept
Conceptual Definition
Category Sub
Category Research Action
Analysis
A B
C D
E Classroom
interaction Talk
A kind
of communication
between teacher-
students
in classroom
using target
language English
Teacher Talk
Accepts Feeling
Observation with full of description
and interview In opening and
closing learning
process
Encourageme nt
Observation with full of description
and interview The
way teacher support
students in
producing language
Asking Question
Observation with full of description
and interview Teacher
asks questions
to the students
Lecturing Observation with
full of description and interview
Teacher delivers
the material
Giving direction
Observation with full of description
and interview Teacher
asks student to do
something Criticizing
Observation with full of description
and interview Criticize
students’ behavior
in class
Student Talk
Student talk- response
Observation with deep
interpretation and interview.
When student respond to the
teacher’s talk. Student talk-
initiation Observation with
deep interpretation and
interview. When students
produce talk
by their own though.
Silence or confusion
Observation with deep
interpretation and interview.
The moment
when students are silence or
confuse. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Interaction Pattern
A certain combination of
classroom talk that create
different characteristic
of classroom interaction
Content Cross
Questioning and Lecturing
Observation and full interpretation
Questioning and Lecturing
Teacher Control
Criticizing or justifying and
Giving direction
Observation and full interpretation
Criticizing or justifying and
Giving direction
Teacher Support
Accepting feeling,
encourageme nt and using
students’ idea Observation and
full interpretation Accepting
feeling, encouragement
and using
students’ idea Student
Participant Student talk-
response and Student talk-
initiation Observation and
full interpretation Student
talk- response
and Student
talk- initiation
Classroom research
Doing research in school
setting about teaching and
learning lead by teacher and
students in order to
improve the quality of
teaching. Descriptive
Participants’ description
Description and
deep interview Participant
describe their action in class.
Researcher’s description
Description and
deep interview Researcher
describe based on
the observation.
Interpretive Participants’
interpretation Description
and deep interview
Participant give their own
understanding, opinion
and expectation.
Researcher’s interpretation
Description and
deep interview Researcher
interpret the
result of
interview and relate
them with theories.
35
CHAPTER III METHODOLOGY
This chapter describes in detail about the methodology applied in conducting this research. The research procedures include research method, nature of data, data
sources, research instruments, data collection technique, data analysis and trustworthiness. In data sources, research participants and research are presented.
3.1. Research Design
The approach in this research was qualitative that supported by simple statistic calculation percentages in order to support the finding. Classroom-research design
was applied in this study. As Nunan and Bailey 2009 “fundamentally classroom research involves doing research in school setting about teaching and learning”.
This study used Flanders Interaction Analysis System FIAS, proposed by Flander in 1970 cited in Hai Bee 2007. Which is resulted in much better
understanding of classroom interaction aims and events. In this study was focused on interaction patterns and how did the interaction happen.
The researcher was not to negotiate in the research setting and did not try to control naturally occurring events, because the study tended to find out the
predominant interaction patterns and describe how the interactions happened. It went in deeper analysis through interviewing the classroom teacher about her reason to
deliver certain talk that create certain interaction patterns. Furthermore, school PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
