Muhammad Ilyas Nasruloh,2013 TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM
A Case Study in A Private Elementary School in Bandung Universitas Pendidikan Indonesia
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However, in fact, a case study has some limitations. First, the results may not be generalized except where other readersresearchers see their application. Then,
they are not easily open to cross-checking; hence they may be selective, biased, personal and subjective. Finally, they are prone to problems of observer bias,
despite attempts made to address reflexivity Nisbet and Watt, 1984 cited in Cohen et al., 2005.
3.2 Site and Respondents 3.2.1 Sites
This research was conducted in a well-known private elementary school in northern Bandung. The school was chosen for two reasons, firstly because the
school is in the way of using PBL approach as a major teaching method and secondly because the principal allows the researcher to conduct a research in the
form of PBL approach from September to October 2012.
3.2.2 Respondents
The respondent of this research was an in-service English teachers and a fifth-grade classroom which consisted of 30 students. Then, for the sake of ethics,
the code of the respondent was teacher X and student X. Teacher X is 22 year-old female teacher and the students X were children in the age of nine to eleven.
3.3 Data Collection
Muhammad Ilyas Nasruloh,2013 TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM
A Case Study in A Private Elementary School in Bandung Universitas Pendidikan Indonesia
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For the purpose to reach the quality of the result, the researcher employed triangulation technique in collecting data. Triangulation is technique of using two
or more methods of data collection which functions to explain more completely the complexity and the richness of the data. In addition, triangulation is a strong
way to show validity as well as reliability in qualitative research Campbell and Frinske, 1959 cited in Cohen, et al., 2005. In case study research, triangulation
can be in the form of 1 interviews; 2 observations; and 3 documents examination Lodico, et al., 2006:269.
In line with the previous statement, Creswell 1998 suggests that in a case study, the data can be best collected through the following ways:
1. Structured observation. This technique was undertaken in order to put
more attention to particular behaviors and specific information Richards, 2003:150. In line with the statement above, this research, therefore,
required systematic classroom observation to expose the teacher-student interaction
and students‟ speaking strategies. For the first purpose, this research employed FIACS Flanders‟ Interaction Analysis Categories
System as the first instrument. For the second purpose, the researcher employed Speaking Strategies categories proposed by Brown 2000:127.
The following is the detailed table of Flanders‟ Interaction Analysis Categories System FIACS.
Muhammad Ilyas Nasruloh,2013 TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM
A Case Study in A Private Elementary School in Bandung Universitas Pendidikan Indonesia
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Table 3.1 Flanders’ Interaction Analysis Categories FIAC
Teacher talk
Indirect influence
Category Number
Activity Note
Resp onse
1 Accepts feeling: Accepts and clarifies an attitude or
the feeling tone of a pupil in a non-threatening manner. Feeling may be positive or negative.
Predicting and recalling feelings are included.
2 Praises or encourages: Praises or encourages pupil
action or behavior. Jokes that release tension, but not at the expense of another individual; nodding head,
or saying “Um hm?” or “go on” and included.
3 Accepts or uses ideas of pupils: Clarifying or
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 question about content to
procedure, based on teacher ideas, with the intent that a pupil will answer.
Direct influence
Initia tion
5 Lecturing: Giving facts or opinions about content or
procedures; expressing his own ideas, giving his own explanation, or citing an authority other than 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 non- acceptable to acceptable pattern; bawling someone
out; stating why the teacher is doing what he is during; extreme self-reliance.
Pupil talk
Resp onse
8 Pupil-talk response: Talk by pupils in response to
teacher. Teacher initiates the contact or solicits pupil statement or structures the situation. Freedom to
express own ideas is limited.
Initi ation
9 Pupil-talk Initiation: Talk by pupils, which they
initiate. Expressing own ideas; initiating a new topic; freedom to develop opinions and a line of thought,
kike asking thoughtful questions; going beyond the
Muhammad Ilyas Nasruloh,2013 TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM
A Case Study in A Private Elementary School in Bandung Universitas Pendidikan Indonesia
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existing structure.
Silence 10
Silence or confusion: Pauses, short periods of confusion in which communication cannot be
understood by the observer. Adopted from Flanders 1978
Apart from FIACS, here is the detailed table for the second instrument.
Table 3.2 Speaking Strategy Categories
No Categories
Frequency Notes
1 Asking for clarification
What?
2 Asking someone to repeat
something Huh? Excuse me?
3 Using fillers in order to gain
time to process Uh, I mean, Well
4 Using conversation
maintenance cues Uh huh, Right, Yeah, Okay, Hmm
5 Getting someone „s attention
Hey, Say, So
6 Using paraphrases for
structures one can‟t produce
7 Appealing for assistance from
the interlocutor to get a word or phrase
8 Using formulaic expressions
at the survival stage such as
Muhammad Ilyas Nasruloh,2013 TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM
A Case Study in A Private Elementary School in Bandung Universitas Pendidikan Indonesia
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How much does ___ cost? How do you get to the ___ ?
9 Using mime and nonverbal
expressions to convey meaning
Adopted from H. Douglas Brown 2000
2. Document analysis. All data in the form of syllabus and lesson plan were
collected from the English teacher. This was undertaken because documents are powerful indicators of the value system operating within institution and
natural sources that can give valuable information Hatch, 2002; Yin, 2003.
3. Interview. A personal interview was undertaken for the English teacher in
order to complete the data collected from journals and observation and to collect other necessary and in-depth information Alwasilah, 2008.
Practically, the teachers were interviewed about several questions related to the practice of teaching speaking to young learners using PBL approach.
3.4 Data Analysis
