CLASSROOM INTERACTION IN ENGLISH SUBJECT AT SMP NEGERI 1 BERASTAGI.
CLASSROOM INTERACTION IN ENGLISH SUBJECT AT
SMP NEGERI 1 BERASTAGI
A THESIS
Submitted as Partial Fulfillment of the Requirements for the Degree
of Sarjana Pendidikan
By:
STEVEN KARTA GINTING
REG NUMBER: 2123321077
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
DECLARATION
Expect where appropriate acknowledged, this thesis is my own work, has been
expressed in my own words, and has not previously been submitted for publication.
I understand that this paper may be screened electronically or otherwise for
plagiarism.
Medan, September 2016
Steven Karta Ginting
REG. ID 2123321077
ABSTRACT
Ginting, Steven Karta. NIM 2123321077.Classroom Interaction in English Subject at SMP
Negeri 1 Berastagi. A Thesis. Faculty of Languages and Arts, State University of Medan.
2016.
This study was aimed to find out the teacher and students talk percentage, teacher characteristics
and the roles of the teacher during classroom interaction classroom interaction at SMPN 1
Berastagi in 2016/2017 academic year. This study used descriptive design. The subjects of this
study were 38 students Grade VIII and an English teacher. The data were analyzed by using
Flander’s formulates and interaction observation tally sheet. The instrument of collecting data
ware observation tally sheet and video recording. The analysis showed that teacher talk
percentage was 71,90 % and 28, 09% for students. It was found that teacher was dominant in
talking than student. The teacher highest characteristics found were teacher control means
dominated by commands or direction and content cross which were dominated by lecturing and
questioning. For the roles of teacher, the two highest were teacher as controller and teacher as
resource. From the result the writer concludes that the students were passive in the classroom
interaction, on the other hand teacher hold almost the whole activities in the classroom.
Keywords: Classroom interaction, Flanders interaction analysis category system.
i
ACKNOWLEDGMENT
The greatest thankfulness that the writer has is delivered to his Salvation who is a faithful
Lord by His unconditionally love. Jesus Christ, the Lord of the lords. By his grace the writer
receives more than anything in this world, because nothing more the writer wants except praising
His glorious name.
This thesis has been written in fulfillment of the requirements for the degree of Sarjana
Pendidikan at English Literatures Department of Faculty of Languages and Arts, State University
of Medan.
The writer gets a lot of help, monitoring, suggestions, supports and guidance academic
from many great people in completing this researh .The special thanks to:
1. Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.
2. Dr. Isda Pramuniati, M.Hum., Dean of Faculty of Languages and Arts State
University of Medan
3. Prof.Dr. Hj. Sumarsih, M.Pd., the Head of English Department and his first thesis
consultant for her brilliat ideas, suggestions, advices, comments, guidance to
complete this thesis.
4. Nora Ronita Dewi, S.S., M.Hum.,the head of Education Program of English
Department.
5. Prof. Dr. Busmin Gurning, M.Pd., his second thesis consultant for his advices,
comments and guidances to complete this thesis.
6. Drs, Johan Sinulingga, M.Pd., and also Anggraini T. Saragih, S.Pd, M.Hum., his
examiners for suggestions, commands and advices to complete this thesis.
7. Drs. ST.Ginting and LR.Sianturi, S.Pd., The most valuable treasure that writer has
ever had in this world who are always support by their prayer and also financial.
8. Ester Ginting, Eva Morina Ginting, and Sulastri Ginting., his sisters who are his
best friends to listen carefully his feeling, during the writting this thesis.
9. His Family in UKMKP UNIMED, the unforgettable place, which was the first for
him to know the real God, Jehovah jireh small group members, including Bang
Bernard, Bang Wilson, Bang Nuel and also Beni, they were amazing, Pengurus
UKMKP FBS and tim UKMKP UP FBS.
10. The writer twin Derael on time who introduce him many life lessons and tell what
the meaning of friendship is.
11. His friend and his class-mates in Extension 12 C.
ii
At last, the writer is gratetful for what God has given in his life in every part.
Medan, September 2016 The writer
Steven Karta Ginting
Reg.No. 2123321077
iii
iv
v
LISTS OF TABLES
2.1 Flanders Categories……………………………………………………...... 14
3.1 Flanders Observation Tally Sheet………………………………………… 35
4.1. Interaction Categories…………………………………………………….. 42
4.2. Teacher Talk Percentage…………………………………………………. 44
4.3. Student Talk Percentage…………………………………………………. 44
4.4. Teacher Characteristics………………………………………………….. 45
4.5. Teacher Characteristics Percentage………………………………………46
4.6. Teacher Control Statements……………………………………………… 47
4.7. Content Cross (lecturing and questioning) Statements………………... 47
vi
LISTS OF FIGURES
2.1. The Interaction between Teacher and Learners ………………………. 10
2.2. The Interaction between Learner and Leaner ………………………… 13
2.3. Flanders Categories……………………………………………………… 16
2.4. Flanders Observation tally sheet…………………………………….…. 23
2.5. Teacher Characteristics…………………………………………………. 25
2.6. Tree Diagram of Conceptual Framework…………………………….... 33
3.2. Teacher Characteristics…………………………………………………. 40
vii
LIST OF APPENDICES
APPENDIX 1 PAIR SYSTEM ……… ……………………………………. 57
APPENDIX 2 OBSERVATION TALLY SHEET…………………………61
APPENDIX 2 INTERACTION TRANSCRIPT …………………………..65
vii
CHAPTER V
CONCLUSION AND SUGGESTION
A.
Conclusion
After analyzing the data of teacher and students talk percentage,
characteristics of teacher and also the roles of teacher, conclusion was drawn on
the following.
1) Teacher or students one of them must be dominant in talking in the
classroom interaction. Teacher has seven categories in talk. There are
accepts feelings, praises or encourages, accepts and uses ideas of
students, lecturing giving directions and criticizing or justifying
authority. The data showed that teacher spent 71,90% for all
categories. Furthermore, students have two categories, there are
students talk response and student talk response by 28,09 %. The
percentage shows that teacher was dominant in talking than students at
SMP Negeri 1 Berastagi. In other word that teacher still had too high
percentage in talk and students had a passive contribution in the
classroom.
2) The most utterances that teacher said In the classroom interaction
showing his characteristics. There were four characteristic of teacher in
the
classroom
interaction
such
1
52
as;
teacher
support,
student
53
participation, content cross, and teacher control. The two highest
dominant characteristics in the classroom interaction at SMP Negeri 1
Berastagi were teacher control and following by content cross. Teacher
control means the activities controlled by teacher in the ways of giving
direction and commands, meanwhile content cross has the meaning the
activities that conducted by teacher dependence by questioning and
lecturing.
3) Teacher may hold some roles in the classroom interaction. The roles of
the teacher in the classroom interaction at SMP Negeri 1 Berastagi
were teacher as controller and teacher as resource.It was shown from
the data teacher roles in the classroom. Teacher as controller because
of command and direction were mostly occurring. Meanwhile,
lecturing and questioning define the role of teacher as resource who
becomes the source of students’ knowledge.
B.
Suggestion
In relation to the conclusions, suggestions are staged as follows:
1) The English teacher can improve their teaching ways, especially to the
talk time percentage, by too much talking the students have a little chance
to practice their language, whereas language lesson is needed not just
learnt theoretically but more practically. The various of teacher
characteristics and the roles of teacher are expected able to motivate
54
students to learn better and avoid boring impression in the classroom
interaction, so that the learning process will be better.
2)
The students improve their contribution in the classroom interaction.
Students need to have a good participation by communicate actively in the
classroom interaction, particularly in learning language. It means that they
have a high talk percentage, so that teaching learning language process is
going well.
3)
The readers who are interesting in doing related study, know the good
interaction and also the balance teacher and students interaction. In
addition this study expected help and give the more information about
classroom Interaction.
SMP NEGERI 1 BERASTAGI
A THESIS
Submitted as Partial Fulfillment of the Requirements for the Degree
of Sarjana Pendidikan
By:
STEVEN KARTA GINTING
REG NUMBER: 2123321077
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
DECLARATION
Expect where appropriate acknowledged, this thesis is my own work, has been
expressed in my own words, and has not previously been submitted for publication.
I understand that this paper may be screened electronically or otherwise for
plagiarism.
Medan, September 2016
Steven Karta Ginting
REG. ID 2123321077
ABSTRACT
Ginting, Steven Karta. NIM 2123321077.Classroom Interaction in English Subject at SMP
Negeri 1 Berastagi. A Thesis. Faculty of Languages and Arts, State University of Medan.
2016.
This study was aimed to find out the teacher and students talk percentage, teacher characteristics
and the roles of the teacher during classroom interaction classroom interaction at SMPN 1
Berastagi in 2016/2017 academic year. This study used descriptive design. The subjects of this
study were 38 students Grade VIII and an English teacher. The data were analyzed by using
Flander’s formulates and interaction observation tally sheet. The instrument of collecting data
ware observation tally sheet and video recording. The analysis showed that teacher talk
percentage was 71,90 % and 28, 09% for students. It was found that teacher was dominant in
talking than student. The teacher highest characteristics found were teacher control means
dominated by commands or direction and content cross which were dominated by lecturing and
questioning. For the roles of teacher, the two highest were teacher as controller and teacher as
resource. From the result the writer concludes that the students were passive in the classroom
interaction, on the other hand teacher hold almost the whole activities in the classroom.
Keywords: Classroom interaction, Flanders interaction analysis category system.
i
ACKNOWLEDGMENT
The greatest thankfulness that the writer has is delivered to his Salvation who is a faithful
Lord by His unconditionally love. Jesus Christ, the Lord of the lords. By his grace the writer
receives more than anything in this world, because nothing more the writer wants except praising
His glorious name.
This thesis has been written in fulfillment of the requirements for the degree of Sarjana
Pendidikan at English Literatures Department of Faculty of Languages and Arts, State University
of Medan.
The writer gets a lot of help, monitoring, suggestions, supports and guidance academic
from many great people in completing this researh .The special thanks to:
1. Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.
2. Dr. Isda Pramuniati, M.Hum., Dean of Faculty of Languages and Arts State
University of Medan
3. Prof.Dr. Hj. Sumarsih, M.Pd., the Head of English Department and his first thesis
consultant for her brilliat ideas, suggestions, advices, comments, guidance to
complete this thesis.
4. Nora Ronita Dewi, S.S., M.Hum.,the head of Education Program of English
Department.
5. Prof. Dr. Busmin Gurning, M.Pd., his second thesis consultant for his advices,
comments and guidances to complete this thesis.
6. Drs, Johan Sinulingga, M.Pd., and also Anggraini T. Saragih, S.Pd, M.Hum., his
examiners for suggestions, commands and advices to complete this thesis.
7. Drs. ST.Ginting and LR.Sianturi, S.Pd., The most valuable treasure that writer has
ever had in this world who are always support by their prayer and also financial.
8. Ester Ginting, Eva Morina Ginting, and Sulastri Ginting., his sisters who are his
best friends to listen carefully his feeling, during the writting this thesis.
9. His Family in UKMKP UNIMED, the unforgettable place, which was the first for
him to know the real God, Jehovah jireh small group members, including Bang
Bernard, Bang Wilson, Bang Nuel and also Beni, they were amazing, Pengurus
UKMKP FBS and tim UKMKP UP FBS.
10. The writer twin Derael on time who introduce him many life lessons and tell what
the meaning of friendship is.
11. His friend and his class-mates in Extension 12 C.
ii
At last, the writer is gratetful for what God has given in his life in every part.
Medan, September 2016 The writer
Steven Karta Ginting
Reg.No. 2123321077
iii
iv
v
LISTS OF TABLES
2.1 Flanders Categories……………………………………………………...... 14
3.1 Flanders Observation Tally Sheet………………………………………… 35
4.1. Interaction Categories…………………………………………………….. 42
4.2. Teacher Talk Percentage…………………………………………………. 44
4.3. Student Talk Percentage…………………………………………………. 44
4.4. Teacher Characteristics………………………………………………….. 45
4.5. Teacher Characteristics Percentage………………………………………46
4.6. Teacher Control Statements……………………………………………… 47
4.7. Content Cross (lecturing and questioning) Statements………………... 47
vi
LISTS OF FIGURES
2.1. The Interaction between Teacher and Learners ………………………. 10
2.2. The Interaction between Learner and Leaner ………………………… 13
2.3. Flanders Categories……………………………………………………… 16
2.4. Flanders Observation tally sheet…………………………………….…. 23
2.5. Teacher Characteristics…………………………………………………. 25
2.6. Tree Diagram of Conceptual Framework…………………………….... 33
3.2. Teacher Characteristics…………………………………………………. 40
vii
LIST OF APPENDICES
APPENDIX 1 PAIR SYSTEM ……… ……………………………………. 57
APPENDIX 2 OBSERVATION TALLY SHEET…………………………61
APPENDIX 2 INTERACTION TRANSCRIPT …………………………..65
vii
CHAPTER V
CONCLUSION AND SUGGESTION
A.
Conclusion
After analyzing the data of teacher and students talk percentage,
characteristics of teacher and also the roles of teacher, conclusion was drawn on
the following.
1) Teacher or students one of them must be dominant in talking in the
classroom interaction. Teacher has seven categories in talk. There are
accepts feelings, praises or encourages, accepts and uses ideas of
students, lecturing giving directions and criticizing or justifying
authority. The data showed that teacher spent 71,90% for all
categories. Furthermore, students have two categories, there are
students talk response and student talk response by 28,09 %. The
percentage shows that teacher was dominant in talking than students at
SMP Negeri 1 Berastagi. In other word that teacher still had too high
percentage in talk and students had a passive contribution in the
classroom.
2) The most utterances that teacher said In the classroom interaction
showing his characteristics. There were four characteristic of teacher in
the
classroom
interaction
such
1
52
as;
teacher
support,
student
53
participation, content cross, and teacher control. The two highest
dominant characteristics in the classroom interaction at SMP Negeri 1
Berastagi were teacher control and following by content cross. Teacher
control means the activities controlled by teacher in the ways of giving
direction and commands, meanwhile content cross has the meaning the
activities that conducted by teacher dependence by questioning and
lecturing.
3) Teacher may hold some roles in the classroom interaction. The roles of
the teacher in the classroom interaction at SMP Negeri 1 Berastagi
were teacher as controller and teacher as resource.It was shown from
the data teacher roles in the classroom. Teacher as controller because
of command and direction were mostly occurring. Meanwhile,
lecturing and questioning define the role of teacher as resource who
becomes the source of students’ knowledge.
B.
Suggestion
In relation to the conclusions, suggestions are staged as follows:
1) The English teacher can improve their teaching ways, especially to the
talk time percentage, by too much talking the students have a little chance
to practice their language, whereas language lesson is needed not just
learnt theoretically but more practically. The various of teacher
characteristics and the roles of teacher are expected able to motivate
54
students to learn better and avoid boring impression in the classroom
interaction, so that the learning process will be better.
2)
The students improve their contribution in the classroom interaction.
Students need to have a good participation by communicate actively in the
classroom interaction, particularly in learning language. It means that they
have a high talk percentage, so that teaching learning language process is
going well.
3)
The readers who are interesting in doing related study, know the good
interaction and also the balance teacher and students interaction. In
addition this study expected help and give the more information about
classroom Interaction.