Student Talk Response Student Participation

4.2.1.1.1 Student Talk Response

The first variable of student participation pattern which has substantial proportion is student talk response 43 or 97 utterances out of 226 total utterance. Student response talk had been done by the student in responding to the teacher’s talk. When teacher asked question, the students were directly gave their answer after questions have distributed. The classroom observation data showed that, student used student talk response for one purpose. The purpose was to answer the questions about lesson. They have already learnt or when the teacher tried to reviewed the previous lesson. The way students responded to the teacher ’s verbal interaction also short. The expressions used by the student were clearly shown in the following extract 4.1. Extract 4.1 T: “So is the map right or wrong?” S: “Wrong” 1.039 In this conversation, the teacher wanted to check if the students got the correct map or not. Additionally, the teacher often asked the students a questions to identify students’ understanding for performing certain behaviors. The student responded teacher to let the teacher know about the problem that they had during the class activity. As the result if the answer was “wrong” so the teacher can help students to find the correct map. Extract 4.2 T: “And yesterday we learnt about people who might travel to out space. What we call those people?” S: “Astronaut” 4.007 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI In extract 4.2 students responded to the teacher about previous topic. The reason why teacher used question to review the topic that they have already discussed. According to Tang 2010 to provide adequate support and maintain the student’s engagement in the course. When the students responded about their memor y in remembering topic “astronaut”. It means students got enough understanding about the topic, so they kept remember thing they have already done. The teacher paid attention to the student’s comprehension and provided the appropriate, suitable support in form of asking them about thing they already learnt in previous meeting. Interview transcription 4.1 “We don’t give them special training to the students. When there is a guest come they will act normally. We only inform them about the guest. They will interest to the new people. In addition, they love to interact with new person using English” In the interview transcription 4.1 result with classroom teacher. The student talk responses meant talk produced by the students, in order to respond students’ verbal behavior about the content and the procedure. According to the teacher the classroom interaction have already observed were the real context without any modification or training. The classroom condition was naturally happened, because the students were not easy distracted by new people in their class. As researcher found, the students were nice to have interaction with the researcher. The students seem more active when there was new person in class; even they tried to get interaction usi ng English with the researcher. When a student talked “who are you?” to the researcher, the teacher justify students act by saying “is that polite to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI ask who are you to Miss Martha? ” In this example, it can be seen that teacher did well controlled when student interacted to new people in class. It was not only matter of using English but also properness of language used by the students. Interview transcription 4.2 “The students like to talk by their own idea rather just answer yes no questions. I also prefer to ask them to produce longer answer so that they can speak more to produce target language” Another findings, the student gave their response in short answer when the teacher asked about procedure or yesno questions. According to the teacher, the students tend to answer in long rather than short answer. It can be seen in interview transcription 4.2. The student talk responses has lower amount of percentage rather than the student talk initiation. During the observation, the teacher tended to give the referential questions instead of yesno questions in order to explore student’s critical thinking. That was become the reason why the students respond was lower rather than the student initiation talk. Hence, the habit of Ananda Mentari kindergarten school in requiring students to speak longer in order to give their own idea.

4.2.1.1.2 Student Talk Initiation