the school environment was well conditioned and perceived not to need so much control from the teacher. The students were nice they follow all the
teachers’ direction and do the lesson activity by themselves. The proportion of the teacher as
whole results can be seen on the graph 4.8 below.
Graph 4.8. The Distribution of Giving Direction and Criticizing
The graph 4.8 shows that giving direction become the primary parts of
another variable criticizing or justifying. More details information about the teacher control interaction pattern will be presented. In order to describe the graph 4.8
above, the total number of utterances are distributed by the teacher is 55 utterances or 11.50 from total 478 utterances. Those utterances are categorized into two
function variable. The most frequent function is giving direction, it constitutes 40 or 72 from the total 55 utterances found. The second frequently occurs function is
criticizing or justifying authority, it constitutes 15 or equal to 28. The expressions used by the students and teacher are clearly shown in the following excerpt.
4.2.1.4.1 Giving Direction
Extract 4.17
Giving Direction 72
Criticizing or Justifying
28
The Distribution of Giving Direction and Criticizing or Justifying
Giving Direction Criticizing or Justifying
T: “We have also have sandwich, that we can make it outside after this. We will try to spread the bread with strawberry jam and butter. Later you will cut the
bread and slice it and spread the butter by yourself” S: “Yes. I want to do it soon, Miss” 2029
In the conversation above the teacher gave certain direction to the students during lesson was a crucial part. In term of controlling and directing procedure of
certain activity. The Teacher had officially authority to control the class. In other word, the teacher was able to lead the class according to the plan that had already
designed before. The teacher was giving direction usually when she prepared the students for activities such as game, role play and simulation. The teacher needed to
ensure that the students understand what they was going to do next. In this conversation the teacher not only gave the direction but also the instruction.
In extract 4.17 the teacher used those utterances to direct the students to make a sandwich. The Students were required to make a sandwich by themselves so it was a
must for the teacher to direct in every single action. So as the result, students were able to complete the task since they were able to understand what should to do in
finishing the tasks. Extract 4.18
T: “We will put our mask like this. The green one should be outside and the white one is inside. Let’s us put on to cover our nose and month from the dust
when we are breathing”
S: “The mask is too big Miss” 3055 The conversation between the teacher and the student in extract 4.18 was
indicated as directing utterances. The teacher was directing students to wear a masker during volcano eruption disaster. The researcher found that, mostly of the students
were not familiar with the mask. It was crucial for teacher to guide them how to wear PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
a mask. In addition, the teacher also gave them information about the purpose of wearing a mask. The process of directing was going well, because the students did all
the instructions were given by the teacher. Interview transcription 4.16
“Usually we know that they understand by doing what the direction is. For the example in exploration time we ask them to draw something, they will
draw what should they draw with the direction like that. When the student have not understand the direction, we will repeat the direction
”
Interview transcription 4.17 “We do not directly correct them when the students do not understand our
direction. What usually we do is to stimulate them to aware their own mistake and corrected by themselves
” In the interview transcription 4.16 the teacher stated her action when to ensure
that students understand about her long and complicated direction. The teacher asked the students to do the direction. If the students were able to complete the direction, it
meant that they had already understood. In the other hand, when students could not understand the direction, the teacher helped them by repeating the direction. In the
observation, the teacher even came closer to the student and repeated once again the direction slowly so the students were able to comprehend the direction. This normal
happened in the young learner classroom, especially the passive and the younger students needed to be helped by the teacher both in complete the task or comprehend
the teacher verbal behavior, in this case is teacher direction. Furthermore, the students had to understand the direction first before they did the directed task or activities.
4.2.1.4.3 Criticizing or Justifying authority
