Muhammad Ilyas Nasruloh,2013 TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM
A Case Study in A Private Elementary School in Bandung Universitas Pendidikan Indonesia
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How much does ___ cost? How do you get to the ___ ?
9 Using mime and nonverbal
expressions to convey meaning
Adopted from H. Douglas Brown 2000
2. Document analysis. All data in the form of syllabus and lesson plan were
collected from the English teacher. This was undertaken because documents are powerful indicators of the value system operating within institution and
natural sources that can give valuable information Hatch, 2002; Yin, 2003.
3. Interview. A personal interview was undertaken for the English teacher in
order to complete the data collected from journals and observation and to collect other necessary and in-depth information Alwasilah, 2008.
Practically, the teachers were interviewed about several questions related to the practice of teaching speaking to young learners using PBL approach.
3.4 Data Analysis
The data organized and transcribed analyzed using a qualitative method. According to Creswell 1998 and Lodico et al, 2006, data analysis in qualitative
research is inductive processes. Therefore, the data analysis in this research passed
through some steps, namely: Step 1: Coding the verbal interaction
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The observer sat in the classroom in the best position to see and hear the participants‟ activities. At that time, all the observed verbal behavior were
recorded and translated into the serial number of the category. In doing so, the observer must follow suggested some rules Flanders, 1967 cited in Sampath et
al., 2007 and Singh et al., 2008, namely:
Rule 1: If more than one type of category occurs during a 3 second period, the
observer should choose the category that is numerically farther from category 5 but not category 10. Suppose the observer is in doubt whether the category is 2
or 3; he should write 2 categories.
Rule 2: The observer should not involve his personal viewpoint. Rule 3: If more than one category is active in a span of 3 seconds, and then all the
categories should be recorded. If after 3 seconds, no category changes, then the same serial number should be repeated in the next 3 seconds.
Rule 4: If the time period of silence exceeds 3 seconds, it should be recorded
under the category No.10
Rule 5: When teacher calls a child by name, the observer is supposed to record a
4th category.
Rule 6: When the teacher repeats the students answer and the answer is a correct,
that is recorded as a category No. 2. This tells the student that he has the right answer and therefore functions as praise or encouragement.
Rule 7: When a teacher listens to a pupil and accepts his ideas for a discussion,
then this behavior belongs to category No. 3.
Muhammad Ilyas Nasruloh,2013 TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM
A Case Study in A Private Elementary School in Bandung Universitas Pendidikan Indonesia
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Rule 8:
The words „All is ok‟, „yes‟, „yah‟, „hum‟, „alright‟ etc belong to the category No. 2. Encouragement
Rule 9: If a teacher jokes without aiming at any pupil, this behaviour belongs to
the category No. 2. But if he makes any joke aiming at some particular pupil, then it belongs to the category No. 7.
Rule 10: When all the pupils respond to a very small question collectively, then
the serial number of category-8 is recorded. Here is the example of data transcription.
Table 3.2 Classroom Verbal Interaction Transcription
Actual Verbal Behavior Recorded as
Teacher : Can you mention kinds of traditional food in West Java?
Students: Colenak Teacher : That‟s right.
4
8 2
Step2: Constructing interaction matrix
After encoding process, the coded behaviors were written in 10 x 10 table known as a matrix. The category numbers of the record sheet tabulated in the matrix
table. Each number was entered in the form of sequence pairs, being used twice,
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A Case Study in A Private Elementary School in Bandung Universitas Pendidikan Indonesia
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first as the first numbers and second as second number. The row of the matrix represent the first number and the columns the second number. For example an
observation recorded is 8, 4, 8, 2, 5, 9, 2, 5. Hence, the beginning and end of the coding should have the same number of the categories. It is the tradition of adding
number 10 in the beginning and at the end. Hence, the above numbers were written in this way 10, 8, 4, 8, 2, 5, 9, 2, 5, 10.
Figure 1. Paired Category Numbers
10 1
st
pair 8
2
nd
pair 4
3
rd
pair 8
4
th
pair 2
Muhammad Ilyas Nasruloh,2013 TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM
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The first number of the pair represents row and second number of the pair represents column. For example, in the first pair 10, 8, the number 10
represents row and the number 6 represents column. Then, the numbers are plotted on a matrix.
Table 3.3 Interaction Matrix Table
1 2
3 4
5 6
7 8
9 10
TOTAL 1
2 3
4 5
6 7
8
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9 10
TOTAL
Step 3: Interpreting the interaction matrix
After completing the matrix, the researcher noticed that some areas had tallies than others. It surely gave information about who was talking and what kinds of
talking were taking place. The following is the example:
Figure 2 Concentration Area of Interaction Matrix
1 2
3 4
5 6
7 8
9 10
1 TEACHER
SUPPORTS STUDENTS
2 3
4
CONTENT CROSS
5 6
TEACHER CONTROL
PARTICIPATION
7
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A Case Study in A Private Elementary School in Bandung Universitas Pendidikan Indonesia
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8 9
10
1. Content Cross
A heavy concentration in a column 4 and 5 and row 4 and 5 indicates teacher dependence on questions and lectures.
2. Teacher Control
A concentration on column and row 6 and 7 indicates extensive commands and reprimands by the teacher.
3. Teacher Support
A heavy concentration of tallies in column and row 1, 2, and 3 indicates that the teacher is reinforcing and encouraging students‟ participation.
4. Student Participation
A concentration of tallies in column 8 and 9 reflects student responses to the teacher‟s behavior Flanders, 1967 cited in Nurmasitah, 2010.
Step 4: Data display.
The data displayed in the form of figures and tables.
Step 5: Conclusion drawing.
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The researcher made an interpretation toward the data in such a manner that the researcher is able to obtain an in-depth description about the practice of teaching
speaking to young learners generally and speaking strategies as well as teacher- student interaction patterns particularly Creswell, 1998; Lodico et al., 2006.
3.5 Concluding Remark
