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
The next student talk is student talk initiation as the most dominance in student participation pattern. It represents 54 or 122 utterances from total of
student talk. The further information about student initiated talk. Through this type of talk students are able to express their own ideas; initiating a new topic; freedom
to develop opinion and line of though like asking thoughtful questions and going beyond the existing structure or procedure.
The s tudent’s initiation talk has the high proportion. The topic decided in
teaching learning process such as camping, treasure and meals. Those influences student’s motivation in initiating their opinion during interaction. In other words,
the students were confident and brave enough to initiate the interaction both with teacher and friends. This statement was supported by Pinter 2006 good
characteristic of learner are those who have willingness to experiment the language and initiate questions in interacting with teacher. Student were initiating their ideas
become a habit in this school which is shown by the use of English in daily interaction.
The students were significantly during the discussion; those conditions are influenced by the use of AVA audio visual aid such as video, picture, computer
program that was quite interesting for the students. Those kind of media help the teacher to give clear explanation. In addition, it is also used to attract the student’s
attention. The other reason is because there are only 15 students in one class so as the
result the teacher was able to give the extra attention and enough time for the students to be active participated. The expressions used by the student are clearly
shown in the following extract 4.3. Extract 4.3
T : “Excellent, Nathan, we can also can make a fire to burn a marshmallow”
S : “Wow marshmallow I have some in my home” 2.050
According to the conversation in extract 4.3 the students not only responded to teacher
’s verbal behavior, but also they initiated their own idea about PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
marshmallow based on their experience. The researcher also found that student initiated their talk by themselves without the teacher asked them to initiate. The
observational result showed, that the students initiated their own opinion more than just response. It constituted 54 or 122 utterances. The second was the student talk
response, it represented 104 or 43 or 97 utterances from the total utterances found in the class discussion. The student was able to develop his own ideas by
participating in the discussion. Extract 4.4
S: “When the space shuttle is in out space the rocket will fall down back to the earth”
T: “Emm thank you Fian for such great opinion, but we will talk it later” 4.015
It can be seen from extract 4.4; students initiated their talk during the discussion. When teacher was giving input in form of explanation to the students.
Based on Hai Bee 2007 teacher was able to reinforce and build of students’ ideas
content by inform the students about interesting content. It meant the more student- initiated comments were occurring before the teacher reinforcement, the more target
language they produced during the interaction. This statement was supported by Swain 1985; pushing learners to produce more comprehensible output have a long-
term effect. Since, when students initiated their talk they were able to practice numerous vocabularies, the
language function and promote student’s self-confidence in expressing their opinion in front of the class.
Interview transcription 4.3 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
“We use English everyday even some of them use English to communicate with their family. They get input not only from school so they learning by doing.
They listen to the teacher, movie, and song so they become acquitted with the pronunciation and grammar they also learn by observing people around them.
The teacher also helps them by correct them if they speak in wrong structure”
Students were not allowed to speak Indonesian during school. They were allowed only in Bahasa Indonesian lesson once in week. So the students were still
able to speak their own native language. The student used English as main classroom language since the school regulation required both teacher and student to speak in
English. Sometimes students’ talk was not correct but that was not the problem since the goal was to make them active. The teacher usually helped them to express
students’ idea by stimulate them to keep talking. Based on the observation, the teacher listened all
students’ answer, by doing this the student felt that they were respected by the teacher. Merrill Swain 1985 has taken K
rashen’s idea one step further with her suggestion that students acquired language most meaningfully when
they also have oppor tunity for comprehensible “output”, or “pushed output”.
Interview transcription 4.4 “Yes, teacher usually tends to stimulate student to answer in long sentence in
order to explore their experience during the lesson. To promote them to speak more in target
language about their own personal opinion”
The classroom activities in Ananda Mentari Kindergarten School were dominated by the students or we called as student centered classroom. It was not
typical classroom characteristic in Indonesia which the teacher was always dominating the class interaction. In this young learner classroom interaction, the
students spent the most of their time in responding and initiating their ideas their own idea during the discussion. Ellis 1994 argued that, the interaction provided
opportunities to encounter input or to practice the target language. It meant when the students asked the teacher questions, interaction between the teachers and learners
became obvious. The resulting teacher talk can attract the learner’s attention and may
be more facilitative acquisition of the target language.
4.2.1.1.3 Student Silence
