Data Analysis RESEARCH METHODOLOGY

Ss : Good afternoon, Ms Nana. T : How is everything with you? Ss : I am fine, thank you, and you? T : I am fine too, thank you. Sit down, please. Ss : Thank you. obsN1_1-8 It seemed that the students had been familiar with the greeting since they did it as a routine for the students. They were familiar with the teacher’s initiation and the interaction went smoothly. The students responded their teacher without any doubt. As seen in the sample data 1, teacher used English for giving classroom instruction. It was simple so the teacher was confidently speaking without translating it into Bahasa Indonesia. Based on the observations in the first participant’s class, the teacher varied the expressions for greeting. Sometimes, she said ‘how are you?’. At other chances, she said ‘how is everything with you?’. She expected that the students were able to be familiar with the varied expressions and able to notice the function. Later on, they could use those expressions to communicate intN2_10. Personally, the second participant also had the same concern on varying expressions in greeting. She considered that every students should participate actively on the interaction so that they could understand and learn from it. However, she could not do it because her school had its own style for greeting. Every Monday and Tuesday, the greeting in classroom should be in English and the expressions had been fixed. She realized that instead of becoming an interaction to learn, the greeting only became a formality. It made the teacher worried to greet the students using different expressions. She wanted the students neither to be confused nor to respond randomly. Thus, she decided to follow the rule. She used the fixed expressions to interact with her students intY3_118-130. Besides for greeting, the students also experienced having English- English interaction for discussing things which they were familiar with, e.g interaction to discuss day and date for that day. 2 T : What date is today? Ss : Today is Wednesday, April, thirteen, two thousand and sixteen unclear T : Nah, March, first, two thousand and? Ss : Sixteen obsN1_9-12 The teacher intentionally asked about day and date to her students after greeting in every meeting. She assumed that this kind of interaction could improve the students’ vocabularies and pronunciation skill. Since it was done as habit, the students would notice and be accustomed to days and date. The teacher stated that this kind of interaction encouraged the students to rich their memory about days and date. They should know the vocabulary first if they wanted to involve actively on the interaction. Based on the illustration 2 above, it was seen that the teacher asked the students to repeat their answer. She wanted to make sure that the students’ responses were correctly spoken. Sometimes the students only imitated other students’ answers. Besides for greeting and initial questions in the beginning of the class, English interaction was also built in a usual activity. In the first participant’s class, there is a habit to play lottery for choosing students to perform in class. First, she chose four small papers in random for having four students to come in front of the class. There was student’s personal information written on each paper. Later on, the teacher would read the information written on the paper as clue and the