CLASSROOM INTERACTION USED IN SPEAKING CLASS OF THE TENTH GRADE STUDENTS AT MAN MALANG I

CLASSROOM INTERACTION USED IN SPEAKING
CLASS OF THE TENTH GRADE STUDENTS AT MAN
MALANG I

THESIS

By:
ANGGI TRY PRATIDINA
201210100311156

ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
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CLASSROOM INTERACTION USED IN SPEAKING
CLASS OF THE TENTH GRADE STUDENTS AT MAN
MALANG I

THESIS

This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education

By :
ANGGI TRY PRATIDINA
201210100311156

ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
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MOTTO AND DEDICATION

Be somebody nobody thought you could be

This thesis is dedicated to:

My beloved parents, with their love and effort who always pray and support
me, my amazing brother and sister for always supporting me and giving me
advice, and also for their unconditional love.

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ACKNOWLEDGEMENTS
In the name of Allah, the Most Gracious and the Most Merciful. Alhamdulillah,
all praises to Allah for the strengths and His blessing in completing this thesis. At
the end of my thesis I would like to thank all those people who made this thesis
possible and an unforgettable experience for me.
First of all I pay my gratitude to my first adviser, Dr. Masduki, M.Pd for
providing necessary advices, resources, and guidance to accomplish my research
work. This work would not have been possible without his guidance, support and
encouragement. Under his guidance, I successfully overcame many difficulties and
learned a lot. He always reviewed my thesis progress, gave his valuable suggestions
and made my corrections. I will not forget his hard work.
I would like to express my very sincere gratitude to my second adviser,

Rinjani Bonavidi, M.Pd., Ph.D for the support to make this thesis possible. Thank
you for the invaluable advices that made me think positively and felt honored with
her confidence and trust on my ability.
I would like to express my greatest gratitude to Sudiran, M.Hum as the
Head of English Department for the advice and support so I can conduct my thesis
defense this semester. It means a lot to me.
I am thankful to Dra. Lulul Machsufah as the homeroom of X MIA 3 and
all of the students for helping me in collecting the data. Thank you for allowing me
to conduct the research in MAN Malang I, especially X MIA 3.
My greatest gratitude goes to my beloved friends, Ledy, Shofi, Kiki, Mira
who always support and help me in completing this thesis and also for the fun time.

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I also thank to Shofi for helping me to collect the data. Thank you for the great
moments that we have shared together. Only we know the ups and downs in this so
called ‘College Life”.

I should not forget to acknowledge my brother and sister for their
continuous love, support, understanding and good wishes whenever I needed. They

always support me during my hard times.
Last but not least, I must express my very profound gratitude to my parents
for their unflagging love and continuous support and encouragement throughout my
life and studies. Thank you for always pray for me and support me.

Finally, I thank all those who have helped me directly or indirectly in the
successful completion of my thesis. If I did not mention someone’s name here, it
does not mean that I do not acknowledge your support and help. Once again, I
would like to thank everyone who supported and helped me during my study and
in completing this thesis. Thank you very much.

Malang, August 9th, 2016

Anggi Try Pratidina

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TABLE OF CONTENTS
COVER...................................................................................................

i

APPROVAL...........................................................................................

iii

MOTTO AND DEDICATION.............................................................

v

STATEMENT OF WORK’S ORIGINALITY...................................

vi

ABSTRACT............................................................................................

vii

ACKNOWLEDGEMENTS...................................................................

viii

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

x

CHAPTER 1: INTRODUCTION
1.1. Research Background........................................................................

1

1.2. Research Problem.............................................................................

4

1.3. Problem Limitation...........................................................................

4

1.4. Research Objectives..........................................................................

5

1.5. Research Benefits..............................................................................

5

1.6. Definition of Terms...........................................................................

6

CHAPTER II: REVIEW OF RELATED LITERATURE
2.1. Teaching English as a Foreign/Second Language............................

7

2.2. Teaching of EFL Speaking...............................................................

9

2.3. Classroom Speaking Activities.........................................................

10

2.4. Classroom Interaction.......................................................................

12

2.5. Teacher Talk.....................................................................................

13

2.6. Students Talk.....................................................................................

14

2.7. Kinds of Classroom Interaction.........................................................

15

CHAPTER III: RESEARCH DESIGN
3.1. Research Design................................................................................

18

3.2 Research Setting.................................................................................

18

3.3 Research Subjects...............................................................................

19

3.4 Research Instrument...........................................................................

19

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3.4.1 Questionnaire.......................................................................

19

3.4.2 Observation..........................................................................

20

3.4.3 Interview..............................................................................

21

3.5 Data Collection...................................................................................

22

3.6 Data Analysis......................................................................................

22

3.6.1 Data Reduction..........................................................................

23

3.6.2 Data Display..............................................................................

23

3.6.3 Conclusion Drawing/Verification..............................................

24

CHAPTER IV: FINDINGS AND DISCUSSION
4.1 The Findings.......................................................................................

25

4.1.1 The Kind of Classroom Interaction.................................................

26

4.1.1.1 A Teacher – Students Interaction.....................................

26

4.1.1.2 Student – Student Interaction...........................................

31

4.1.2 Teacher’s Perception.......................................................................

34

4.1.3 How the Teacher Makes the Interaction Improved.........................

37

4.2 Discussion...........................................................................................

38

4.2.1 The Kind of Classroom Interaction.................................................

38

4.2.2 Teacher’s Perception.......................................................................

39

4.2.3 How the Teacher Makes the Interaction Improved..........................

40

CHAPTER V: CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions........................................................................................

42

5.2 Suggestions........................................................................................

43

REFERENCES………………………………………………………..

45

APPENDICES………………………………………………………...

47

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LIST OF TABLE
Table 1: Code of Analyzing the Data……………………………….

25

Table 4.1 Students’ Attempt to Speak English with the Teacher in the
Classroom…………………………………………..………………..

27

Table 4.2 Students’ Responses when They Do Not Understand the
Lesson.................................................................................................

28

Table 4.3 Students Give Responses when the Teacher Ask Them
Questions............................................................................................

29

Table 4.4 Correcting and Translating of the Difficult Words by the
Teacher................................................................................................

30

Table 4.5 Teacher’s Praise Given to the
Students...............................................................................................

31

Table 4.6 Students’ Attempt to Speak English with their
Friends.................................................................................................

32

Table 4.7 Students’ Activity in Discussing the Assignment in
Pair/Group...........................................................................................

33

Table 4.8 Students’ Activity in Interacting with Other Friends in the
Classroom............................................................................................

34

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LIST OF APPENDICES

APPENDIX I Observation Transcript…………………………………………47
APPENDIX II Interview Questions List............................................................53
APPENDIX II Transcript of Interview (Translated Version)………………….54
APPENDIX III Questionnaire Sheet…………………………………………...57
APPENDIX IV Letter..........................................................................................59

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REFERENCES
Arifin, Zainal. (2006). A Study on Interaction in English Classroom at MAN –
Mojosari – Mojokerto. University of Muhammadiyah Malang: FKIP
Boyd, Maureen and Valerie M. Maloof. (2000). How Teachers Build upon Student
proposal Intertextual Links to Facilitate Student Talk in the ESL Classroom.
In J.Hall, and L. Verplaetse (Eds.), The Developement of Second and
ForeignLanguage Learning Through Classroom Interaction (pp. 163-182).
NJ: Lawrence Erlbaum Associates, Inc.
Brown, H. Doughlas. (2001). Teaching by Principles: An Interactive Approach to
Language Pedadogy, Second Edition. San Fransisco: Longman.
Crystal, David. (2003). English as a Global Language. Cambridge: Cambridge
University Press.
Dimyati and Mudjiono. 2002. Belajar dan Pembelajaran. Jakarta: Rineka Cipta.
Hancock, Beverly. (2002). An Introduction to Qualitative Research. University of
Nottingham: Trent Focus Group.
Harmer, Jeremy. (2002). The Practice of English Language Teaching. Malaysia:
Pearson Education Limited.
Hurraerah, Nike. (2002). The Analysis of Verbal Interaction between Teacher and
Students in the Classroom. Universitas Pendidikan Indonesia:
perpustakaan.upi.edu.
Johnson, David. (1981). Student-Student Interaction: The Neglected Variable In
Education. Boston: Unniversity of Minnesota.
Lowe, Charles and Pavel Zemliansky. (2011). Writing Spaces: Readings on Writing
Volume 2. Anderson, South Carolina: Parlor Press.
Lowenberg, H. Peter. (1999). English as an Additional Language in Indonesia.
Great Britain: WorldEnglirhes. Vol. LO. No. 2. pp. 127-138. 1991.
Lynch, E. W. (1999). Developing Cross-Culture Competence. A Guide for Working
with Children and Their Families, 2nd ed. Baltimore, MD/London: Paul H.
Brookes

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Mainhard, M. T., Pennings, H. J. M., Wubbels, T., and Brekelmans, M. (2012).
Mapping controland affiliation in teacher-student interaction with state
space grids.Teaching and Teacher Education, 28, 1027-1037.
Michtcell, Rosamond and Florence Myles. (2004). Second Language Learning
Theories, 2nd Edition. Great Britain: Hodder Arnold, an imprint of Hodder
Education.
Miles and Huberman. (1994). An Expand Sourcebook Qualitative Data Analysis:
Second Edition. London: SAGE Publications.
Mulyati, F. Ami. (2013). A Study of Teacher Talk and Student Talk in Verbal
Classroom Interaction to Develop Speaking Skill for Young Learners.
Depok: Journal of English and Education 2013, 1 (1), 1-10.
Musyahda, Laila. (2002). Becoming Bilingual: A View Towards Communicative
Competence. Surabaya: English Department-Faculty of Letters, Airlangga
University.
Nurhayati, Lusi; Anita Triastuti; Supriyanti. (2008). Teaching English as Foreign
Language Methodology. Yogyakarta: Fakultas Bahasa dan Seni Universitas
Negeri Yogyakarta.
Peace Corps. (1989). TEFL/TESL: Teaching English as a Foreign or Second
Language. USA: the Center for Applied Linguistics under Contract No. PC
888-2244A.
Widiati, Utami and Bambang Y. Cahyono. (2006). The Teaching of EFL Speaking
in the Indonesia Context: the State of the Art. BAHASA DAN SENI, Tahun
34, Nomor 2, Agustus 2006.

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Chapter I
Introduction

This chapter is an introduction of the study that consists of research
background, research problem, problem limitation, research objectives, research
benefits, and definition of terms.

1.1.Research Background
Globalization has the strong impact on English. It happens around the world.
Therefore, English is considered as the global language, in which most people in
all around the world use it. Crystal (2003:3) states that a language will be genuinely
considered as that global language when it develops and is recognized in every
country. The status of English as the global language, makes English becomes a
crucial language in the world.
Furthermore, the use of English as an International Language continues to
develop in Indonesia’s immediate neighbors. Lowenberg (1991) states that at the
end of the colonial era, English was the dominant language of Indonesia’s
immediate neighbors. They are Malaysia, Singapore, Philippines, Papua New
Guinea and Australia. It means that almost all of the neighbor countries of
Indonesia are influenced by English. Indonesia is the country that has not declared
English as an official language yet. However, it is not impossible if someday
Indonesia will be the country where English is an official language.

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Due to the issue above, classroom interaction is really important, especially in
speaking class. Since, school can be a good start to develop and spread the English
skill in Indonesia. Classroom interaction consists of teacher-student and studentstudent interaction in the class during the teaching learning process. It gives a
chance to students to practice their English skill by interacting with the teacher and
also other students.
Both teacher-student and student-student interaction have a crucial role to be
conducted in the classroom. It can help both teacher and students to achieve the
educational goals, which are transferring knowledge and skills, socializing children
and adolescents into the values and attitudes in society, and facilitating the
cognitive, social, and physical development of each student. Furthermore, those
goals can be reached by conducting teacher-student and student-student in the
classroom. Since, through interacting, both teacher with students and student with
student can share message, knowledge, and ideas. Johnson (1981) states that the
educational goals consist of transferring knowledge and skills, socializing children
and adolescents into the values and attitudes in society, and facilitating the
cognitive, social, and physical development of each student. Furthermore, there are
a variety of school relationships to achieve these goals. They are the interaction
between teachers and students and among students themselves.
Furthermore, According to Boyd and Maloof (2000), students learn through
talking. It means that speaking is the effective way for students to start learning
English. By talking, students can also practice their English skill. Furthermore,
Widiati and Cahyono (2006) states that the teaching of speaking skill is also
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important due to the large number of students who want to study English in order
to be able to use English. Speaking is really important. It is according to the English
language role itself and also the students’ needs. Since English has become the
global language, it must have strong effect on students’ needs in the future.
Especially for students who want to study or work abroad.
As a matter of fact, sometimes there are some problems found by the teacher in
creating the teacher-student and student-student interaction during the teaching
learning process. There are various students in the class which have different
abilities to give a response. A few students in the classroom will learn quickly.
However, at the same time there will be other students who have to be repeatedly
taught using different techniques to be able to understand the lesson. Furthermore,
there also are active and inactive students. In this case, the teacher takes the
responsibility as the controller and facilitator to create and interactive situation in
the class. So that all of the students have the willingness to learn. Based on the
research findings of the previous research (Arifin, 2006), entitled A Study on
Interaction in English Classroom at MAN Mojosari Mojokerto, there two kinds of
classroom interaction happening in the class. They are teacher – student – student
style and teacher – student, student – teacher, student – student style. In which, the
students interact with the teacher and also with other students.
Concerning the issue above, the classroom interaction needs to be conducted,
in order to make an interactive learning in the classroom. This study focuses on the
kinds of classroom interaction happening in the speaking class, teacher’s perception
about the classroom interaction, and also how the teacher makes the classroom
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interaction improved. This study has an intention to investigate the classroom
interaction. It consists of the interaction between teacher and the students and also
student with the other students in speaking class of tenth grade students at MAN
Malang 1. In which, the school is chosen because based on the interview with the
teacher, she explains that some of the students in MAN Malang I still have lack
motivation in speaking and learning English, especially the tenth grade students.
Furthermore, MAN Malang I is an Islamic High School which applies English and
Arabic as the foreign language subject, in which the students are less interest in
learning English. Considering those conditions, the researcher is interested in
conducting a research of classroom interaction in speaking class of the tenth grade
students at MAN Malang I.

1.2.Research Problem
Based on the background above, the research problems are stated as follows:
1. What kind of classroom interaction happening in the speaking class of the
tenth grade students at MAN Malang 1?
2. What are the teacher’s perceptions about the kind of classroom interaction
happening in the speaking class of the tenth grade students at MAN Malang
1?
3. How does the teacher improve the classroom interaction?

1.3.Problem Limitation
The researcher focuses on analyzing classroom interaction between teacher and
the students and also the interaction among the students in speaking class of tenth

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grade students in MAN Malang 1. The subjects of the study are limited for the
teacher and the students of X MIA 3 at MAN Malang I.

1.4.Research Objectives
According to the research problems above, the research objectives are stated as
follows:
1. To know what kind of classroom interaction happening in the speaking class
of the tenth grade students at MAN Malang 1
2. To investigate the teacher’s perception about the kind of classroom
interaction happening in the speaking class of the tenth grade students at
MAN Malang 1
3. To know how the teacher makes the classroom interaction improved

1.5.Research Benefits
Theoretically, the research findings can be used as the reference for the future
researcher to deepen the study about the interaction between the teacher and the
students and also among the students. Furthermore, practically, the reaserch
findings can give some benefits for the researcher to get more knowledges about
the teacher-students and student-students interaction in the class and also get some
new experiences. It also makes teacher to be more aware in how to create a good
interaction with the students in the classroom and how to make the classroom
interaction improved. It is also expected that the teacher-trainees will develope and
improve the ways how to create an interactive learning in the class. Furthermore, it

5

is expected that students will be more active in interacting with the teacher and other
students in the class.
1.6.Definition of Terms
Classroom Interaction is the interaction produced by both teacher-students and
students-students interaction in classroom
Speaking Class is the class where the students are demanded to be able to practice
their English skill through speaking
MAN Malang I is one of the Islamic High School, which is located on Jl. Baiduri
Bulan 40, Malang

6