The Background of the Study

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CHAPTER V CONCLUSION AND SUGGESTION

A. The Conclusion

After analyzing the data of teaher and students interaction in the classroom, the conclusions were drawn on the following : 1. The teacher and students use all the categories of the classroom interaction by applying Flanders Interaction Analysis Category FIAC model. But the dominant category of the teacher talk was giving direction and for students talk was students talk response. 2. The percentage of teacher talk in English classroom interaction at Mandiri Vocational School was giving direction 15.05. While the lowest category was accepts or uses the ideas of student 0. The dominant category of students Talk was students talk-response 32.25 while the lowest categories was student talk initiation 2.15. And the percentage for silence or confusion was 1,07.

B. The suggestions

Based on the data findings and what this research intended to, it was suggested that : 1. In the teaching learning process, the teacher should interact one another until get feedback on it. It means that, the teacher should balance teachers talk and students talk. In this case, only the teacher give question to the students until i the students answer the question is given. It is important is used to measure the students’ understanding about the material until it make them focus for receving the lesson in the class. So the interaction between students and teacher will be balance. 2. Further research should know that in the classroom practice have to consider teacher talk and students talk as an important part that contribute the whole classroom prrocess. 48 i REFERENCES Amatari, Veronica Odiri. 2015. A Review of Flanders’ Interaction Analysis in a Classroom Setting. International Journal of Secondary Education, 2015, Vol. 3 No.5, pp. 43-49. Brown,H. Douglas.1994. Teaching by Principles: An Interactive Approach to Language Pedagogy. New Jersey : Prentice Hall. Brown, H. Douglas. 1980. Principles of Language Learning and Teaching. New Jersey: Prentice Hall. Brown,H. Douglas. 2000. Teaching by Principles: An Interactive Approach to Language Pedagogy. 2 nd edn. New York: Longman. Byrne,Donn. 1999. Teaching Oral English. New Edition. Mishawaka. Longman Publish Group. Chaudron, Craig.1988. Second Language Classrooms- Research on Teaching and Learning. Los Angelas: Cambridge University Press. Creswell, John W. 2009. Research Design: Qualitative, Quantitative and Mixed Method Approaches. California: Sage Publication. Creswell, J. W. 2009. Design Qualitative, Quantitative and Mixed Methods Approaches, Third Edition. USA: Sage Publications. Dagarin, Mateza. 2004. Classroom Interaction and Communication Strategies in Learning English As A Foreign. Sloven: Sloven University. Ellis, R. 2003 Second Language Acquisition 9 th Edition. London: Oxford University Press. Eriba, J. O. Achor E. E. 2010.Effect of School Type and Teacher Gender on Classroom Interaction Patterns in Integrated Science Class. Brunei International Journal of Science and Mathematics, 21 48-58. Flanders, N. A 1970. Analyzing teaching behavior. Reading, Mass: Addison- Wesley Pub. Harmer, Jeremy. 2001. How to teach English.Edinburgh Gate, Harlow CM20 2JE: AddisonWesley Longman. Lodico, Marguetite. et al. 2006. Method in Educational Research. San Francisco: Jossey- Bass. 49