meaningful way and decoding is used to arrange the data in a useful way and then analyzing the behaviors and interactions in the classroom interaction. In using this
system, the observer sits in the classroom in the best position to hear and see the participants. At the end of every three seconds, the researcher needs to decide
which category best represents the communication events just completed. Thus, the time involves in coding one tally for every 3 seconds.
2.2.8 The Strength of Foreign Language Interaction Analysis
To give clear sight of the technique that is the main instrument of the research, it will be helpful if the researcher knows the strength and the limitations of the
technique that will be applied. By knowing its strength and limitation, it will prevent the researcher to do inappropriate application of the technique.
In his book, Brown 2001 also gives brief explanation about Flint, to him the model gives teachers a taxonomy for observing other teachers. Also, it gives
teachers a framework for evaluating and improving their own teaching. Last, it helps to set a learning climate for interactive teaching. When observing a
language teacher by using FLINT model, it is possible to get more ideas about how to initiate interaction in class.
Since Foreign Language Analysis is a modification of the Flander‘s technique, it can be said that both of them are alike. Evans 1970, in his work
explains some of the strength of the Flander‘s technique. The major strength of the techniques is that the technique provides an objective method for
distinguishing teacher behaviors from teacher characteristics. Due to the techniques provides some categories of verbal behavior of teacher it makes the
technique applicable. The second major strength is the technique focuses on describing the interaction situation of the class rather than evaluate the teacher. By
describing the situation in the classroom, the teacher will get more information about what is going on with the classroom since the technique also includes the
students‘ verbal behavior.
In his work, Evans 1979: 5 also mentions some additional strength of the Flander‘s technique. They are:
1 the sequence of events are preserved, permitting a study of the
on-going classroom interaction as it evolves; 2
the system is relatively easy to learn and to use; 3
the categories and procedures are defined in such a way that independent observers, after a period of training, are able to
reach a high level of inter coder agreement; and 4
the system is not restricted to any particular subject area or grade level.
Considering those strength and advantages of the theory, it is expected that the goal of the research will be reached, so the problems will be solved. The
teacher also can get better information and ideas how to improve his talk to enhance the interaction in the classroom.
2.2.9 The Limitations of Foreign Language Interaction Analysis
