students spent the most of their time in responding and initiating their ideas their own idea during the discussion. Ellis 1994 argued that, the interaction provided
opportunities to encounter input or to practice the target language. It meant when the students asked the teacher questions, interaction between the teachers and learners
became obvious. The resulting teacher talk can attract the learner’s attention and may
be more facilitative acquisition of the target language.
4.2.1.1.3 Student Silence
The last variable of the student participation pattern is silence. It represents in low frequency 3.3 or 16 silence from total utterances 478 found during class
discussions. In the verbal communication, when the students do not produce sound to response to the teacher questions is called silence. From the result it can be seen
that the students were active, since they spent most their time to talk and rarely they have silence during the discussion. The expression and situation experienced by the
student are clearly shown in the following excerpts: Extract 4.5
T : “Why are you smiling Peter? What will you do if the volcano eruption
happened? ”
S: “………….” Silent
T: ” When it is really happen you don’t have time to smile because it is so
scared ”
S:”I will run away to safe place, seeking for exit door miss” 3. 030 Sometimes the students became silent because they did not understand the
teacher’s questions. As the result, the students did not say anything in responding to the teacher
’s verbal behavior. The teacher helped the students to find the answer by giving a clue. Furthermore, the teacher also provided longer time to give student
extra time found the answer. According to Maley 2003 the teacher was providing longer time to wait might lead to students’ profound output which further improves
the classroom interaction. Based on the observation result, the
teacher’s question in the extract 4.5 means questioning about the
students’ behavior during they had done the volcano eruption simulation. The students should in the serious attention to move. It was
crucial to save their life when volcano eruption happened. The situation was students keep talking to each other
’s. That became the reason of the teachers’ verbal behavior on this conversation. Furtherm
ore, the student’s silence meant that, they would follow teacher
s’ instruction to be serious and focus to do the volcano eruption simulation.
Extract 4.6 T:”I think Stefani has to pay attention, you don’t even finish your space
shuttle” S:”…………..” Silent 4.072
In the extract 4.6 it can be seen that students were silent because the teacher tried
to criticize student’s behavior. This conversation indicated, the teacher let the conversation “blank” without any talk. The goal was to let the student realized her
mistake. Sometimes a teacher found a condition that should be faced by any action to control the class. The example is in extract 4.6, when the teacher delivered an
utterance to make student focus on the lesson. The silence period in this case was happened because student realizes she was wrong. Teacher kept silent and dis what
the teacher asked for to finish her space shuttle. Schmidt 2002 cited in Wang 2010 stated that a connection exists between learning and attention. He further
explained that noticing, which is required learner focus, was a crucial part of the learning process. Finally
we can conclude about student’s the silence period was not only they did not understand or confused
about teacher’s behavior, but also they realized ,figured out their mistake and attention the warning from the teacher.
Interview transcription 4.5 ”Usually the passive students we put them in the front near the teacher so they
can understand the direction, explanation that we give to them. Sometimes, I usually provide them longer time to answer the questions
” In the table of interview result, it can be seen about the teacher
’s opinion toward student
’s silence in class discussion. Walsh 2011 states the meaning of students’ silence in verbal communication was not always confusion or they do know
nothing. As the researcher stated before, silence in class has two meaning or condition. First when the teacher was asking them to stop certain disturbed behavior.
Second, when students could not understand teach er’s explanation or direction. The
teacher provided longer time to wait the student responds the questions. This statement was in line with cited Maley 2003 the teacher was allowing longer time
for students to make their responses to be promoted and facilitated the interaction. In addition, the teacher concerned about avoiding
student’s misunderstanding. By arra
nging students’ seat position was applied by teacher to make sure student got clear information during class discussion.
The student ’s participation pattern was the most frequently happen during the
interaction. From this condition, the researcher concluded that teacher was success to lead the interaction. The other factor was
because the students’ background, they PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
got many language inputs. It can be seen from the result, students were mostly responded and initiated their idea. Finally, the teacher, and the students supported
each other to create a compressible interaction. The conclusion from the student participation pattern was related to
comprehensible output and comprehensible input. Input lecturing was defined as language as language which a learner heard or received and from which her or she
can learn. The output was kind of language that the student produce since the teacher stimulated them through questioning. IRF Initiation, respond and feedback
also gives direct influence to the way teacher and student do interact in classroom.
4.2.1.2 Content Cross
