3.5.2 Recording Instrument
The researcher used audio-visual recording to make the data accurate and valid. The recording helped the researcher to aware certain types of teacher talk and student
talk during the learning and teaching process in classroom.
3.6. Data Collection
The data was collected by observing class meetings by using two methods in collecting the data including observation protocol and recording audio-visual
recording. Through the observation, the researcher could observe what the teacher and student did and talked in classroom. Creswell 2007 suggested that data
collection steps should include setting of the study, collecting information through unstructured semi-structured observation and interviews and visual material, as well
as establishing the protocol for gathering information.
3.6.1 Observation protocol
The researcher put out code the particular teacher and student talk that was on the Flander’s Interaction Analysis Category FIAC. Observation protocol sheet
during teaching and learning process after the researcher did plotting the coded data firstly. The researcher put out code at the end of each three seconds interval in order
to get expected data. Here was an illustration of how to put a code of classroom verbal interaction b
ased on the observation protocol and the rules of Flanders’s code system. The illustration could be seen as the follows.
Table 3.3. An illustration of how to put a code of classroom verbal interaction.
Adopted from Sign et at 2008
Classroom verbal interaction
Recorded as
Explanation
Teacher: Have you ever gone by the plane?
4 The teacher ask the students about the
content of the topic. He expects an answer from the student. It is as teacher
direct talk recorded as 4.
Student: The students are silence
10 The students are in short period of silence
because they do not know what they have to do. It is as silence or pause of
confusion recorded as 10.
Teacher: Why are you confused when I said open
page 47? 7
The teacher ask “why” to criticize why the student silence. It is a teacher direct
talk that is criticizing by asking “why” recorded as 7.
The teacher accepts the students’ feeling since
they do not understand. 1
The teacher accepts the students feeling where she feels that the students should
not ne punishes. It is as teacher indirect talk recorded as 1.
Students: The
students give their opinion about
the topic. 8
The student’s response to the teacher’s talk. It is as students talk response
recorded as 8.
3.6.2. Recording
The researcher recorded the whole part if teaching and learning process in order to get the teacher and student talk during the process. In recording, the researcher put
code on the particular the teacher and student talk based on the Flander’s Interaction Analysis Categories FIAC observation protocol and rules.
Furthermore, in recording the researcher recorded teacher’s talk, student’s talk and silence based on the observation protocol guidance adapted from Flander 1970
cited in Hai and Bee 2007 as the follow: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
First, t eacher’s talk consisted of direct and indirect talk. The indirect talk
includes teacher accepts the student feeling and ideas; praises or encourage student action or behavior, repeat, clarifies, builds or develop ideas or suggestion given by a
student, asks questions about content or procedures based on the teacher ideas, gives his own explanation; gives directions, commands and asks the students not to
interrupt with questions. Second, student talk consisted of direct talk that included the student talk in
responding to the teacher talk; and expressing their own ideas; initiating a new topic; freedom to develop opinions and a line of through like asking thoughtful questions.
Third, silence included pauses, short periods of silence and period of confusion in which communication cannot be understand by the observer.
3.6.3. Interview
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