Teacher Support
Teacher’s reinforcing and encouraging students
Accepts feeling
Teacher accepts the feelings of the students
T: “Good morning friends. On Monday Miss Martha
told you about how to save the earth
” 4.001
Use student idea
When the students’ ideas are accepted by the teacher
then teacher may repeat in her own word.
T: “So according to Nathan. The rocket need
fire to be launched to the outer space
” 4.011
Praise encouragement
Teacher praises of encourages student action
or behavior T:
“Good, we can build nice and comfortable tent”
3031
Student Participation
Students’ response to the
teachers’ behavior Student Talk Response
The student talk in response to the teacher’s
talk S: “Gold and silver”
4024 S:
“That is corn shape” 2045
Student Talk Initiating
Talk by students that they initiate, expressing own
ideas, initiating a new topic and going beyond the
existing structure. S: “I have ever tried the
marshmallow and
the color is colorful I also like
the taste” 2.026
Silence Pause, short periods of
silence and period of confusion in which cannot
be understood by the observer.
T: “Do you know some sign when volcano will
erupt? Do you know?”
S: “….” silence 4025
3.8.1.3. Ensuring Trustworthiness of research Result
The interview protocol developing unstructured interview. According to Hai
Bee 2006, unstructured interview was intended to provoke through and further information from the participants while making necessary confirmation to the
findings gained from the initial. The interview while conveying the understanding, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
reason, opinion, though, feeling, expectation and experience in term of young learner classroom interaction.
After the researcher analyzed the classroom observation data, the researcher tried to ensure the result of class observation of data analysis. The researcher
interviewed the teachers to obtain their opinions on the certain talk they have distributed and their teaching performance in order to manage the interaction. The
researcher listed the sample of interview questions with classroom teacher and the school principle. The complete interview result with Ms. Nining can be seen on
appendix 9.
Table 3.8 Sample of Interview Questions with classroom teacher No
List of Questions
1 When you enter the classroom you greet your student by using the expression of
“good morning, friends?” Do you have any reason for using friends rather than students?
2 You intense to use referential questions to asked your students. Do you have
any purpose with that?
3 How if your student can not answer your questions correctly?
4 What will you do to make them understand, in case your students are considered
as young learners?
5 Students tend to answer the questions shortly when you required them to
produce student talk response ‘answer’. Any reason about that? 6
Students seem prefer to initiate their answer rather than just do yes no question or short answer. Why is that so?
The following was the sample of interview questions lists with the school principle. The entire interview data were attached in Appendix 9. The following was
a sample of unstructured of interview of Ms. Detty as principle. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Table 3.9 Sample of Interview Questions with school principle
No List of Questions
1 Miss what is your personal opinion about young learner classroom interaction
using English as foreign language? 2
How about your expectation toward students in contributing their talk during interaction?
3 What is your purpose, to require interaction at school time have to be done in
100 English? 4
Is there any consideration on more focus in oral form instead of written? 5
Do you provide a course about reading and writing skill?
There were at least four stages to ensure the research result based on Wan 2013. First constructing interview questions, the interview questions were
constructed based on the result of classroom observation data analysis. Second, conducting the interview, the researcher directed face to face to interview the
participant using voice-recorder. Third conducting interview with the school principle to know the school concept and certain requirement both from teacher and students in
term of interaction. The final step was analyzing the interview data. Furthermore, the result of interview was able to help researcher in developing concept and idea in
order to support the accuracy and validity of research analysis. The following figure showed the working of the data analysis technique and the
triangulation strategy to obtain the trustworthiness of this study adapted from Creswell 2007. Figure 3.5 above provides the various steps in analyzing the data.
Those steps have applied in this research to conduct trustworthiness and to confirm PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
the finding. The overall steps in analyzing teacher talk and students talk would be presented detailed in appendix 1
– 3.
Figure 3.2. Data Analysis Technique
Raw Data Collection Data
Reading Recording
Narratives: Interview transcription, Description of field notes, etc
Data Readin
g Coding, Categorizing, Reduction Labelling
Thematiccategorized Data Presentation
Data Analysis, Interpretation
Triangulation
Answering ‘why’ questions Interview, Observation Analysis
Making Inferences interview
observation
Discussing Themes Interview,
Observation Analysis
Drawing conclusions Interview, Observation
Analysis
58
CHAPTER IV RESULTS AND DISCUSSIONS
This chapter presents the research result and discussion. The results will be divided into: 1 data result, 2 discussion, and 3 summary.
4.1 RESULTS
This part provides the general description of young learner classroom interaction. First, the pattern of interaction found during teaching and learning
activity. Second, the overall description of how the interaction happened. Third, it is also provide the interview result with the classroom teacher and the school principal.
4.1.1 The General Description of Teaching and Learning Process.
The researcher describes further about the general description of learning process at Ananda Mentari School. The brief description of teaching learning process,
the participants of the study, and the classroom interaction will be presented first. One class was handed by two teachers. One teacher was responsible to teach
and to lead the class activities and the other teacher helped the students to finish the task or the activity. This became a special consideration that the students were young
learners. Most primary-grade children 4-5 are still preoperational. They learn best with concrete experiences and immediate goals Kamp, Sue, and Coppell 2002. In
this case, the teacher has already got acquainted with the students. As the result, the process of interaction could be well managed. In other words, students learnt new
