Room 11 Grade 5C Room 8 Grade 4C

121 No Questions Responses Teacher A Teacher B  Do you have special intention in giving direction to yous students? TA: Yes of course, they will understand well what or how to do a certain task. TB: Yes, they can do a task properly if I give them clearly direction. 8 Criticizing  When should you critic your students? “You asked me when. Well, my experienced I will critic the students when they show inappropriate bahavior toward the lesson. For example, when I asked them to do a task but they do not do it well, so I will talk to them how to do it.” “I usually critic my students when they did something not relate to the lesson during the process of teaching and learning. When I teach and they do not pay attention I will ask for their attention. ”  Do you have any intention when you critic your student? “Iya, in order for them to show their positive behavior toward the lesson.” “I hope them to participate seriously in the losson, so they can achieve the goal of the lesson.” 9 Translating code-switching  Based on the transcriptions of your teaching practices, you taught your student mosly in Indonesian, and less of using English, why? “Well you know that they are still beginer English learners, they haven’t enough exposure of the terget language yet, if I used more English they will not understand well, therefore, I try to give them little by little of the input.” “Yaa, they have not understand yet, if I used more English during the lesson. How can I teach them in English if they can not understand to what I talking about. Hopefully, in the future, I will teach them fully in English.”  What do you think about using Indonesian-English in teaching? “I usually used Indonesian and English when I teach my students, I think it is good way for guidance our students in “Good for students in the elementary school, because they still need some inputs from their teacher, if teacher used mix 122 learning the target language.” language they can achieve the target language easily.” 123 Appendix 9 Flander’s Interaction Analysis Categories FIAC Concerning Teacher Talk Teacher Talk Response Initiation 1. Accepts Feeling. Accepts and clarifies an attitude or the feeling tone of a pupil in a nonthreatening manner. Feelings may be positive or negative. Predicting and recalling feeling are included. 2. Praises or Enccourages. Praises or encourages pupil action or behavior. Jokes that release tension, but not at the expense on another individual; nodding head, or saying “um hm?” or “go on” are included. 3. Accepts or uses ideas of pupils. Clarifying, building, or developing ideas suggested by a pupil. Teacher extensions of pupil ideas are included but as the teacher brings more of his own ideas into play, shift to category five. 4. Asks questions. Asking a question about content of procedure, based on teacher ideas, with the intent that a pupil will answer. 5. Lecturing. Giving facts or opinions about content or procedures; expressing his own ideas, giving his own explanation, or citing an authority other that a pupil. 6. Giving directions. Directions, commands, or orders to which a pupil is expected to comply. 7. Criticising or justifying authority. Statements intended to change pupil behavior from nonacceptable to acceptable pattern; bawling someone out, stating why the teacher is doing what he is doing; extreme self- reference. adapted from Flanders, 1970: 34