Table 4.6 Result Summary of Classroom Interaction Pattern
No Profile
First Meeting
Second Meeting
Third Meeting
Fourth Meeting
Total Meeting
1 Content Cross
31.53 27
28 21.6
26.28
2 Teacher Control
13.63 14.16
12.2 14
13.74
3 Teacher Support
11.57 13.66
10.8 18.4
12.10
4
Students’ Participation 43.27
45.85 46
54 45.47
To describe the table above, the total number of teachers’ and students; talk will be categorized into four different patterns content cross, teacher control, teacher support
and student participation. The percentage of each patterns have been counted using Flander Interaction Analysis System FIAS formulas. After that it will compared with all
observation meeting result to get the accumulation of each pattern. The result shows the student participation become the most predominant pattern. The proportion of student
participation pattern is high in the whole four meeting is 43.27, 45.85, 46 and 54. It means that the students are active enough in the classroom interaction. The second
predominant pattern is content cross. The proportion is 31.53, 27, 28 and 26, 28. It spend 26.28 of teaching learning time, it mean teacher spent more her talking time in
lecturing. She was giving facts or opinion about content or procedure with her own ideas to give comprehensible input for the students.
4.1.3 The Interview Result
Before the researcher presented the interview result, the researcher tried to describe the participant and the process of the interview. There were two subjects to
be interviewed in this research. The subject of this study was the classroom teacher and the school principle of Ananda Mentari Kindergarten School.
The first subject of this study was one female kindergarten teacher who had been teaching in Ananda Mentari Jogjakarta for about 3 years and 15 kindergarten
students who set in Kindergarten B. To obtain trustworthiness of the narrative data, the researcher also interviewed the teacher as the participant of the research. The
students were not interviewed since they were considered as young learner so their opinion would not reliable enough. Therefore in this study, the researcher only
focused on the interview process that had already been done by the teacher and the school principal. The purpose was to confirm the result and clarify un-observable
utterances which researcher found difficult to identify coding process. The second subject was the head master and also the founder of Ananda
mentari Kindergarten School Jogjakarta. The researcher needed to confirm the result of the study. Furthermore, it was crucial for the researcher to know about the concept
background of the school, some school regulations, expectations, and understanding about young learner interaction. In order to enrich the information about students, the
teacher and the school as well. Furthermore, it supported the finding of this research by providing school principal’s opinion.
The first interview with the classroom teacher was done in May 17
th
2016 in the teacher
’s room. The researcher arranged the appointment before met her. The interview took time for about 30-40 minutes. The interviews with the teacher were
done in English. The teacher gave the researcher a lot information about teaching PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
learning process in her class. She was very helpful and answered the questions very detail information.
The second interview with the head master founder was done in April 22
nd
2016. The interview took 30 minutes and it was done in English too. The head master gave in depth information about the concept of school, her own understanding and
expectation toward young learner classroom interaction. The researcher informed her about the result if the study in order to get her confirmation.
Three months after observations ended, the teacher was interviewed in order to obtain her opinion, reason and perspective on the communicative processes at
classroom. The interview was conducted after some basic findings and results to develop interview questions. Furthermore, the interview guideline from wan 2010
were also used to develop the questions. The researcher had already listed the crucial point from the interview result. Below was the summary of interview with classroom
teacher, the complete one can be seen in appendix 8-9.
Table 4.7 Summary of the interview with the teacher TOPIC
Question RESPONSE
Teacher Experience
She has been teaching in kindergarten for 2 years in Indonesian language as language teaching.
She has been teaching in Ananda Mentari almost 4 years. Teaching young learner, teach students with fun and
happy we hope that the student will enjoy the lesson easily.
Student’s background
The students are mostly have been learning in Ananda Mentari start from Baby class.
Some of them speak English in their own home. The new comer students are able to adapt with the school
but they need more time to enjoy the class.
School Regulation
The student used 100 English in class during the teaching and learning process.
We only use Bahasa only in moral lesson so the students do not forget their own native language.
Accepting
She greets the students by “friend” because she wants to be their friend instead of teacher.
The students always response her greeting and excited to know about today activity.
Questioning
She often uses referential questions to explore students’ ideas about the topic.
During the discussion teacher only use pictures and videos.
The printed books will be used during free-time after snack time in the library.
The teacher has prepared the material the day before we teach the students together with curriculum division.
There is no incorrect or correct answer.
Giving Direction
When the students do not understand the direction, we will repeat the direction.
Teacher stimulate students to aware their own mistake and corrected by themselves.
The long directions are given to give comprehensible input for students.
Praising and Encouraging
Teacher encourages the students when they more support to complete the task.
The passive students will put near from the teacher by arrange the seat position in the beginning of class.
The passive students do not mean they are not smart but they need more focus
Lecturing
Teacher gave explanation about facts such as teacher personal experience or knowledge to the students.
The long explanation means many inputs for students. Teacher used Indonesia when she explained new and
complicated term. Teacher has enough time to review the explanation in
the end of lesson or the day after. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
There are presentation, discussion and exploration section in whole teaching.
Criticizing or justifying
Teachers checking the students by moving around, asking, observing.
So when the students act misbehavior during the class teacher will remind them about the rule.
There is a rule that have agreed in the early of class. The students are easy to control since they understood
the rule.
Student Talk
Student active in discussion because they get a lot of input and learn English from them still are young.
Teacher usually tend to stimulate student to answer in long sentence in order to explore their experience
The students love to interact with new person using English.
The teacher also help them by corrected both vocab and structure.
The second interview had been done with the school principal of Ananda Mentari Kindrgarten School. The questions were developed by Hartanto 2010 and
supported by the researcher understanding, experience and result of observation about young learner classroom interaction. The goal was to seek the opinion and
understanding of the founder about young learner classroom interaction. In this sense, researcher tried to carry out the school principle knowledge, opinion and idea in the
analysis process. The complete interview transcriptions can be seen in appendix 10.
Table 4.8 Summary of the interview with the school principal TOPIC
Question RESPONSE
Concept of the school
She established the school to help mothers in order to take care their kids during work day.
They teach the students become independent and to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
respect each other. In making curriculum, and established all the decision
from that philosophy of “mother and child”.
Founder’s understanding
about interaction
The easiest way to teach young learner because they will follow all the directions.
The students are genius in their own way and they accept everything that we give.
She believes is not difficult for us to build relationship, trust in teaching and learning condition.
Founder’s expectation about
interaction teacher
Teachers have to be able to talk to the students as friend not as teacher.
The basic communication is teacher has similar level with students.
Founder’s expectation about
interaction students
The think that I know is they come to school every day and I want to see them happy.
There is nothing they have to finish or mastered in some skills.
School Regulation using English to
communicate
I believe English is the universal language that people have to learn.
If they want to explore and learn, provide them with Indonesian movie or book will not be enough.
We want to use the golden ages to build up the vocabulary and ability to speak in English.
They don’t speak bad words We control their vocabularies
School Regulation focus on speaking
skill
The regulation in kindergarten. We not supposed to give them writing and reading courses.
The point is that they do something because they want to do not have to do.
That is enough for me, my children have self- confidence to talk to foreigner without any doubt in
making mistake.
School Regulation grammar
We don’t have standard of grammar, we concern more English as communication purpose only.
The more they learn English in the classroom the grammar become better.
Student’s Behavior
Our philosophy we are not teacher but we are the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
mothers. Because of the philosophy at the earlier, it becomes the
fundamental all the activities here.
4.2 DISCUSSIONS
The researcher has finished the research procedure such as, observation stages and interview step. The first next stage is to describe the observation results. The
second stage is starting to relate between teacher’s opinion, point of view and the
reason in using her talk during the process of teaching and learning. The third stage is adding school principle opinion toward young learner interaction, the understanding
and the expectation toward teachers and the student ’s quality.
The research goal of this study is to discover the interaction pattern in the young learner classroom analysis. The focus is to find out the predominant pattern
such as student participation, content cross, teacher control, and teacher support. Furthermore, the description and the interpretation section is supported by interview
result both with the classroom teacher and the school principal. In the discussion section, the researcher showed the answer of first research
question about the most predominant interaction pattern. The discussion started with the most predominant pattern to less dominant pattern. The second research
questions, were also answered in this section about how the interaction happened in Anand Mentari Kindergarten School. The description of interaction was attached in
every single type of talk both teacher and students. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
