The data analysis was conducted by the researcher after collecting the data. This study used
Flander’s formulates to get the expected data. It used to count the
percentage in order to compare teacher talk and student talk? Finally, to gather quantitative data that supporting the finding by providing simple statistic data.
3.7.1 Teachers’ and Students’ Ratio
After the researcher got data from observation protocol analysis, the researcher calculated how much the teacher talk frequency in classroom interaction by using
Flander’s formulates 1970 cited in Sign et al 2008 and Nugroho 2009. The researcher used it to find out the percentage of teacher and student talk during
classroom interaction. Here are the formulas.
1. Teacher Talk Ratio Percentage of Teacher Talk TT
The tallies of first seven categories are added and divided by the total score of the
matrices N.
2. Indirect Teacher Talk Ratio ITT - It indicated
teacher actions in encouraging and supporting students’ participations. - Its percentage could be calculated by adding score of the first four categories and
dividing by the total tallies of the matrix N
3. Direct Teacher Talk Ratio DTT - It indicated the teacher actions restricting student participation.
- In this ratio the score of 5
th
, 6th and 7
th
categories were added and divided by “N” to
calculate the percentage.
4. Students’ Talk Ratio Percentage of Students Talk PT - It indicated verbal activities of students in response to the teacher
- In this ratio, the score of 8
th
and 9
th
categories are added and divided by “N” to calculate the percentage.
5. Silence or Confusion Ratio SC
6. Indirect and Direct Ratio ID
3.7.2 Analyzing the matrix
The next step was to complete matrix, some areas hadhigh score and the other low. A heavier concentration of socre in a certain area gave information about who is
talking and what type of talking is taking place.
3.7.3 Analyzing the additional data
The additional data conduted from teacher and the school principal. Interview with the classroom teacher was to get deeper information about her teaching
perfomance in class. The second interview had done with the school principle to seek information on her personal understanding, expectatoin, opinion and school
regulation related to teaching learning process in Ananda Mentari Kindergarten School, Yogjakarta.
3.8. Trustworthiness
