Data Collecting Techniques RESEARCH METHODOLOGY
Bahasa Indonesia, English, and Javanese language. In this case, the use of English depended on the students’ language proficiency and students’ motivation. The
correlation was positive. The higher the students’ language proficiency or and the higher the students’ motivation to use English was, the larger the English portion
would be. Commonly, English was used for simple interaction such as greeting and classroom instruction. When it came to discussion, teachers would guide and
explain in Bahasa Indonesia. At the other time, Javanese language was only used if the teachers wanted to warn or make jokes to the students. Here is the detail for
each type of interaction.
4.1.1.1 English- English TSs Interaction During the observation, English-English interaction was promoted more in
the first participant’s class. She expected that in English learning, the students were able to communicate using simple expressions. To achieve that goal, she
often initiated TSs interaction in English. Thus, the students would be accustomed to such expressions and be able to respond them in English. The teacher wanted
their students to practice communicating in English started in a classroom. Realizing that the students were still in a basic level, the teacher only applied
English interaction for simple communication such as greeting, discussing things using display questions, giving classroom instruction, and closing. For instance,
here was the dialogue for the greeting. 1
T : Attentions please, get set. Ss : Get set stand up.
T : Good afternoon, students. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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