to engage in conversation ”. From the observation result it could be seen the example,
express new ideas, arrange information’s and paraphrase the ideas. They were used to encourage students to perform and participate actively toward the lesson. The
proportion of teacher as whole results could be seen on the graph below.
Graph 4.6 Distribution of Accept Feeling, Encouragement and Use Students’ Ideas
The result shows that praising and encouragement become the main parts of others two variables. Further information about the teacher support pattern would be
presented. To describe the graph 4.6 above, the total number of utterances in the teacher support pattern is 80 utterances or 16,73 from total 478 utterances. Those
utterances are classified into three different functions. The most frequent function is the praising encouragement; it constitutes 34 or 55 from the total 80 utterances
found. The second frequently occurs function is accepts feeling, it constitutes 19 or equal to 26, 50. The next function is accept or use student ideas, it constitutes 9 or
equal to 18.50.
4.2.1.3.1 Praising or encouragement
The observation results show that the teacher uses mostly praise and encouragement variable as the most predominant talk compare to accept feeling and
Accepts Feeling Praising encouragement
Accept or Use student ideas
19 34
9 26,50
55 18,50
THE DISTRIBUTION OF ACCEPT FEELING, ENCOURAGEMENT AND USE STUDENTS IDEAS
Percentage Quantity
use student ideas in the fourth meetings. The most frequent function is praising encouragement; it constitutes 34 or 55 from the total 80 utterances found. The
researcher found that teacher’s behavior of praising and encouraging students are
occurred during the discussion. Nunan 1991 cited in Hasan 2007, positive feedback had two principal functions: to let students know that they have performed correctly,
so to increase motivation through praise. In other words, the function of praise and encouragement could provide suitable support according to the students’ need such as
enhancing students’ motivation and learning motivation. According to Hai Bee 2006 the teacher acted as a motivator for student for acquired and active
participated in classroom interaction. Teachers gave facilitate to the students in learning foreign language, for example the teacher can facilitate the fun conditions in
teaching and learning process. In this case, teacher was praising and encouraging student.
Extract 4.12 S: “The rain must be hard. The rain will clean the dust everywhere” 3038
T: “Thank you Ruel, you are smart to know about that” The situation was, the teacher showed a picture of volcano dust in the field. As
soon after that, in extract 4.12 students delivered their talk about “rain can clean the
dusk ”. After that the teacher was praising her by saying “thank you Ruel, you are
smart to know about tha t”. Feedback is probably the single most important ingredient
for teachers to improve their teaching behavior Cross 1996; Snell et al.2002. The point was the student produced her own idea without asking from the teacher. In the
conversation, the teacher directly gave feedback for the students in form of praising. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Moreover, the teacher did not use of phrase such as “Okay” and “Good”. She tended
to give feedback in form of sentence; it means the praise was done meaningfully. In this case, the teacher praised her to make her proud of herself since the idea was
brilliant to know about rain and dust. Next time student would repeat similar thing because she felt teacher was respecting her as much.
Extract 4.13 S: “Miss I forgot to bring old bottle”
T: “Oke, Nafisa will gives you a bottle” 4020 In extract 4.13 the teacher encouraged student made a space shuttle even she
forgot to bring the old bottle. The important aspect from the conversation was, when a student got a problem and she almost gave up. The teacher kept in encouraging her
to continue. The teacher provided a solution in form of gave bottle to create space shuttle. The researcher also found that the teacher stimulated others students to help
Nafisa by giving bottle. The result was good; one of the students gave one of her bottle to Navisa. Lyster 2007 states teachers distribute their praise to the whole and
individuals at their performance and encourage the class throughout the lesson. It was
effective way for the teacher to teach student about helping each other’s. In this case, students were not only developed their critical thinking but also their awareness
to help their friends. The teacher and the students interaction in form of praising and encouraging
was understood to be an important issue in a learning process. In this study the class participants were kindergarten students who always needed the teacher support so
they were able to speak active during the discussion. Sometimes, the students as PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
young learner found problem, it decreased their own confident to continue activity. The praising talk, it could be seen in the excerpt 4.12. The t
eacher spoke “excellent, smart” to praise students’ answer about the topic. The encouraging behavior could be
seen in the line 4.13. When one student got a problem about the material. She forgot to bring old bottle to make space shuttle. Once she was stuck and almost give up,
teacher encouraged her by providing a bottle. In instance, both encouraging and praising support student in doing the activity and expressing their own ideas.
Interview transcription 4.10 “Actually no. Usually when they need more support from the teacher to
answer. For the example if the students are so silence and then as a teacher I will say “I will give you a star if you answer the questions” in order to
encourage them” Interview transcription 4.11
“Usually the passive students we put them in the front near from the teacher so they can understand the direction, explanation that we give to them. The
passive students will stay in front of the teacher and the active one will sit at the back
” As shown in interview transcriptions above about teacher opinion toward in
what way she supported students during the interaction. The interesting finding was discovered based on the interview result. According to the teacher not all students in
her class were active, some of them were considered as passive students. Passive students in this case, meant a group of students who would respond only when
teacher asked them . “The passive students will stay in front of the teacher and the
active one will sit at the back” these the special treatment was given by the teacher deals with passive students. Chet Meyers in Bishop 2000 suggests some basic rules
for consistently encouraging the student interaction: “arrange and use the classroom
space to encourage interaction and create a friendly environment ”. In this case, the
teacher arranged the seat to keep close to passive students, in order to keep encouraging them and make sure they understand every single explanation and
procedure. Finally, the teacher tended to give them extra attention for them to avoid class domination by active students.
4.2.1.3.2 Accepts Feelings
