A DESCRIPTIVE STUDY ON TEACHER-STUDENT INTERACTION IN SPEAKING CLASS A Descriptive Study On Teacher-Student Interaction In Speaking Class At The Seventh Year Of SMP Negeri 3 Kesesi Pekalongan In 2011/2012 Academic Year.
A DESCRIPTIVE STUDY
ON TEACHER-STUDENT INTERACTION IN SPEAKING CLASS
AT THE SEVENTH YEAR OF SMP NEGERI 3 KESESI PEKALONGAN
IN 2011/2012 ACADEMIC YEAR
NASKAH PUBLIKASI
Submitted as Partial Fulfillment of the Requirement
for Getting Bachelor Degree of Education
in English Department
by
KARLINA INDRIYANINGSIH
A.320080015
SCHOOL OF TEACHER TRANING AND EDUCATION
MUHAMMADIYAHUNIVERSITYOF SURAKARTA
2012
1
A DESCRIPTIVE STUDY
ON TEACHER-STUDENT INTERACTION IN SPEAKING CLASS
AT THE SEVENTH YEAR OF SMP NEGERI 3 KESESI PEKALONGAN
IN 2011/2012 ACADEMIC YEAR
Karlina Indriyaningsih
Djoko Srijono
Dwi Haryanti
ABSTRACT
This article represents the result of Teacher-student Interaction in
Speaking Class on the Seventh Year of SMP N 3Kesesi Pekalongan in 2011/2012
Academic Year. The Subject of this research is the English Teacher and the
seventh grade students of SMP N 3 Kesesi Pekalongan in 2011/2012 academic
year. The object of this research is Teacher-student Interaction in Speaking Class.
The objectives of this research are Identifying the interaction between the teacher
and the student in the speaking classroom, and Identifying the problems faced by
the teacher in speaking classroom interaction at seventh year of SMP N 3 Kesesi
Pekalongan. The writer uses descriptive research. The writer collects the data
from the students’ activity in speaking classroom activity, and document. The
documents of the research are field note, script interview, syllabus, English book,
photos of classroom activity. The result of this research shows that are: (1) The
teacher-student interaction in speaking class consist of: classroom activities,
language use in speaking class, interaction analysis by using Brown’s Interaction
Analysis System, (2) The problem faced by the students’ in speaking class are:
Students’ get difficulty in vocabulary, grammar mastery and pronunciation,
meanwhile the problem faced by the teacher in speaking class are the students’
indolence and the students’ are less open-minded.
Keywords: Teacher-Student Interaction in Speaking Class.
2
1. Introduction
Speaking is an important aspect in language learning. By speaking, we
can convey information and ideas, and maintain social relationship by
communicating with other people. People who conduct communication can
be said successful if they can convey their speaking like water flows in a
river. To make the students speak English fluently is difficult. This is
because their mother tongue is not English. Teaching English in Indonesia
focuses on ability of communication of the students.
As we know that speaking is one of the important and essential skills
that people must practice. Speaking English becomes very important in
using English for communication. By speaking with other people, the
students are able to know what kinds of situation are in the world. People
know that language is habit. Language is not only taught and learnt, but it is
used to communicate. So, the students of English class must be able to
speak English well because people identify the English mastery by their
speaking English.
To make easy in learning English, this has been taught since the
learners study in the kindergarten or playgroup level. All components of
English language are taught thoroughly to achieve in integrated language
skills. Teaching English in Indonesian focuses on ability of communication
of the students. However, creating meaningful interaction between teacher
and students in speaking class is not easy.To acquire the students’ speaking
skill the teacher can use discussion or debate, games or role play to improve
the students’ motivation in speaking class.
The Problem statement of this research are “How is the interaction
between the teacher and the student in the speaking classroom at the seventh
year of SMP N 3 Kesesi Pekalongan” and “What are the problems faced by
the teacher in the speaking classroom interaction at seventh year of SMP N
3 Kesesi Pekalongan”.
3
The objective of the study is to identifying the interaction between the
teacher and the student in the speaking classroom at the seventh year of
SMP N 3 Kesesi Pekalongan, and to identifying the problems faced by the
teacher in the speaking classroom interaction at seventh year of SMP N 3
Kesesi Pekalongan.
There are some researchers who have conducted the teacher-student
interaction in speaking class that analyzed different object. The first
previous is Wulandari (UMS, 2011) entitled A Descriptive Study on Teacher
– Student Interaction in Speaking Class at the eighth year of SMP Negeri 1
Gemolong in 2010/2011 Academic Year. The result of this research is the
teacher – student interaction consists of classroom activities, language use in
speaking class and interaction analysis by using Brown’s interaction
analysis system. And there were problem faced by the teacher and student,
problem faced by the teacher were the students’ indolence and the students
are less open-minded and the problem faced by the student were the student
get difficulty in vocabulary, grammar mastery and pronunciation. The
second previous researcher is Puspasari ( UMS, 2010) entitled An analysis
on the Speaking Classroom Interaction at the Sixth Year of SD N 2
Mojosongo Boyolali in 2010/2011 Academic Year. The result of the study
shows the percentage of Teacher’s talk time in the speaking classroom
interactions. Teacher’s talk time takes 61, 5%, while the student’s talk time
is 22, 8%. The writer also finds some factors which become problem in
realizing a good teacher-students interactions. The problems are the students
don’t want to take a risk, problem in vocabulary mastery, and problems in
grammar mastery.
Based on previous studies, the researcher has similarity and
difference. The similarity is the writer analyzed interaction between teacherstudents in speaking class and the differences is the writer uses another
object that is the seventh year students at SMPN 3 Kesesi Pekalongan.
4
2. Research Method
This research uses the descriptive research to describe the teacherstudent interaction in teaching English at the seventh year of SMP N 3
Kesesi Pekalongan in 2011/2012 academic year. Descriptive research is a
type of research which does not use calculation or enumerating (Moleong,
2007:3).
The data in this research are Data of this research are the field note,
interview script, and syllabus. The data are taken from the result of
teaching-learning process that include:1). The events in this research are all
of the activities occurred in the speaking class. The writer conducted the
observation in classroom for 3 times, 2). Informant; in this research, the
writer takes English teacher and the students of seventh year of SMP N 3
Kesesi Pekalongan as the informants.3). Document; the documents in this
research are all of the written information related to the interaction in
speaking class. The documents are field note, interview script, and syllabus.
The technique of collecting data, the researcher uses three techniques
in collecting data; 1). Observation, Observation is an activity in collecting
data by observing source of data to get data needed. Sutopo (2002:64)
describes observation as a technique used to get the data from the source of
data as event, place, and things or documents. In observation, the researcher
observes the students’ activity during the learning process, 2). Interview, in
this research, the writer tries to get information related to English teaching
learning processes.
Moleong (2007:
186)
describes
interview
as
interlocution done by interviewer and interviewee which has certain
purpose. The writer interviews the English teacher and students in class VII
A of SMP 3 Kesesi Pekalongan as the respondents to get information related
to the teacher-students interaction, problems occur in speaking class, 3).
Document Analysis, the writer analyzes the document such as field note,
interview script, and syllabus. They will be used as the data in analyzing
teacher-students interaction in speaking class. Berelson ((1952) in Guba and
Lincoln (1981:240) in Moleong (200: 220) describes content analysis as
5
research technique that will be done to describe manifestation of
communication objectively, systematically, and quantitatively.
Technique for analyzing data, Miles and Huberman ((1984) in Sutopo
(2002: 91)) defines three components of analyzing data, 1). Data Reduction,
during the research activities, the writer reduces the unimportant data and
takes the important data or data that support the research. Sutopo (2002: 92)
describes data reduction as part of the processes in analyzing data which
includes simplification, focusing, selection, and transformation of the data
field note, 2). Data Display, in this step the writer tries to arrange and
describe the information and data to draw conclusion. By presenting the
data, the writer makes the classification and the discussion of the research a
finding, 3). Verifying the Data, the stage shows the final result of the study.
It consists of conclusion and verification. The writer draws the conclusion
and interpretation related to the data.
3. Findings and Discussion
In this section, the writer discusses the research findings found the
observation and interview. The research findings are about the teacherstudents’
interaction in speaking class which consists of classroom
activity. Language use in speaking class and Brown’s Interaction Analysis
System, and problems occurred in speaking class.
1). Teacher-students’ Interaction in Speaking Class
Based on the interview and observation, the writer found that
teaching-learning process, the teacher had some interesting materials in the
classroom activities. Those interesting materials are describing picture,
practicing conversation, watching fable, constructing and retelling story.
The teaching-learning process was not always done in the classroom. the
teacher applied three steps of classroom activies; Opening, Core Learning,
and Closing.
In the opening section, the teacher indicates that the teachinglearning process is ready to start, so the students’ should prepare
themselves. Opening section also can be used by the teacher to attract
6
students’ before the teacher explains the teaching material. In core
learning, the transferring knowledge between the teacher and the students’
happened. Core learning consists of Building Knowledge of Field,
Modeling of the Text, Joint Construction of the Text, Independent
Construction of the Text. Building Knowledge of Field is a stage when the
teacher tries to recall the students’ background knowledge about the
discussed material. In implementing Building Knowledge of Field, the
teacher can ask aome question to the related to the topic of lesson. The
existence of Building Knowledge of Field can be used as introduction to
the teaching material. after implementing Building Knowledge of Field,
the next stage in teaching-learning process is Modeling of the Text.
Modeling of the Text can be used by the tacher to give example about the
discussed material. it can be either in oral or writen form. Modeling of the
Text makes the students’ easier to do their task. The students’ can explore
their idea by imitating the teacher’s example. After doing Modeling of the
Text, the teaching-learning process is continued by implementing Joint
Construction of the Text. In this stage, the students’ work group. The
teacher implement’s Joint Construction of the Text to give chance to the
student’s for working together in finishing their task. Joint Construction of
the Text also can be used by the teacher to prepare the students’ before
they work individually. The students’ can help each other to solve their
problem. It will be easier for the, to understand the teaching material. after
working together in finishing task, it is the time for the student’s work
individually. Independent Constructing of the Text is stage when the
students’ should do exercises in individual work. They should finish their
task by themselves and overcome their problem without asking help to
their teacher or their friends. The existence of Independent Construction of
the Text can be used to measure the students’ understanding about the
teaching material. In the end of teaching-learning process, the teacher
closes the meeting by asking the students’ difficulty about the teaching
7
material and summarizing the material. For example in first day
observation (Monday, April 30, 2012):
a. Opening
The teacher and the observer entered the class. The students looked
enthusiastic and ashamed because it was the first time the teacher entered
the class with the observer. The teaching-learning process started at 8.20
a.m. Then the teacher started to attract the student’s attention by greeting in
the beginning of the lesson. The teacher said “Good morning” and the
students answered “Good morning, sir”. The teacher let the observer joined
the speaking class. He made a joke about the observer and introduced the
observer as new teacher in their class. The teacher teacher uses opening
section to signify that teaching-learning process is ready to start, so
students should prepare themselves.
b. Core Learning
1) Building Knowledge of Field (BKOF)
First of all, the study session was started by the teacher with giving
question to the students’ related to the discussed material. The discussed
materials that day were the expression to ask for service or to ask someone
to do something.
Teacher
: “ What are the kinds of expression to ask for
service or to ask someone to do something?”
Students
: “Silent (the student’ confused)”
Teacher
: “ekspresi untuk meminta layanan atau
pertolongan kepada orang lain”.
Students
: “ Can you help me, and Could you help me”
Teacher
: “ That’s right. We can add the word “please”
to make the expression more polite”.
The teacher explains about the function of the expression to ask for
service or to ask to do something. And then the teacher explains some
8
expressions to respond asking for service, and writes down the explanation
in the black board.
“Expressions to respond asking for service”
Some expressions to respond asking for service:
-
Sure
-
Of course
-
OK,anything else?
-
OK, I will
-
I’m sorry, I’m busy
-
Sorry, I can’t
The teacher explains about some expressions to respond asking for
service. And then the teacher asked the students about what werevthey
thingking. From data above, the teacher has implemented building
knowledge of field in right way. The teacher asked some questions about
related to the discussed material. The teacher used Building Knowledge of
Field as the introduction to the new materials that will be learn. It can be
either writen or oral explanation. By giving explanation and question in the
beginning of the study session, the teacher has facilitated the teaching
learning process effectively.
2). Modeling of the Text (MOT)
In this section, the teacher gives the example of expression to ask for
service or to ask someone to do something. The teacher said, “Could you
help me, Lisa?” and teacher also answered, “ Sure, mom” as the way he
implemented modeling of the text. The teacher has implemented modeling
of the text giving example in oral from in good way. The teacher gave
example of the discussed materials. By giving the example in real form,
the students’ are driven to know well about the teaching material.
Consequently, the students are easier in understanding the teaching
material. The students’ only need to imitate the given example and then
develop it based on their idea. In this activity, the students are needed to
9
apply the given material previously, that the students can easily pertain the
skill through the material given in the teaching learning process.
3). Joint Construction of the Text (JCOT)
The teacher asked some students’ to find their partner and practiced
to express their expression to ask for service or to ask someone to do
something in front of the class.
Teacher
: “ Diana wants to fax a document, she ask for
Dimas to help her.
Diana
: “ Dimas, can you fetch me that paper, please?
Dimas
: “ The paper is on the table over there, isn’t it?
Diana
: “ Yes thanks”
Dimas
: “ Here you are, Diana.”
Diana
: “ Thanks. Oh, could you help me again?”
Dimas
: “ Sure, Diana”.
Diana
: “ I want to send a document but I dont know
to use the fax mechine.
Dimas
: “ Well. Let me show you. Put the document
you want to send here then dial the number.
Diana
: “ OK. Then?”
Dimas
: “ Just put the start button”.
Diana
: “ hhhmmhhh. It’s easy. Thank you, Dad.
Dimas
: “ My pleasure, Diana”.
In the middle of the teaching-learning process, the teacher asked the
observer to introduce herself and gave comment to the students’
performance. The teacher asked the students’ to answer some question
about diologue and writes down in the black board.
Question:
1. What does Diana want to do?
2. Does she know how to use the fax machine?
3. What does Diana ask Dimas to do? What does she say?
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4. What does Dimas say to Diana asking? What does he
mean with his expressions?
5. What should Diana do to send the document?
The teacher has implemented Joint Construction of the Text
correctly. The teacher asked the students’ to make group in doing the task
about expression to ask for service or to ask someone to do something.
Joint Construction of the Text can help the students’ discuss their idea or
answer with their friends. The students’ can also solve their problems
faced in finishing their task by discussing it together with their frends.
4). Independent Construction of the Text (ICOT)
After 50 minutes, the teacher asked the student’s to discussed and
answer the 5 question about dialog together. Then, the teacher asked to
open their work sheet’s book page 23. It was about the example of
procedure text. The Student’s were asked to answer question in their work
sheet’s book page 23. Then they discussed it together. The teacher
corrected the student’s wrong answer. The teacher has implemented
independent construction of the text by asking the student’s do several task
in their book individually. In this stage, the student’s are not helped by the
teacher or other student’s in order to finish the practice. They have finish
the pattern individually. The goal of independent construction is giving
opportunity to the student’s to explore their idea in oral and written form.
By doing independent construction of the text, the teacher can measure the
student’s ability or their understanding of the discussed material.
c. Closing
Finally, the teacher summarized the discussed material that day and
asked the leader of the class lead praying together. The teacher closed the
meeting by whising “wassalamu’alaikum”. There is a unique habit in the
end of meeting, the student’s always say “Thank you, sir” before they exit
from classroom. It shows all of the student’s feel happy for joining that
class.
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The writer decides that the teacher has closing by good way. The
strength is Teacher can give homework to their students learn at home. The
weakness is students pay less attention to the tasks assigned by the teacher,
because they want an immediate end to the class.
Based on the theory of Richard and Lockart about language use,
during the teaching-learning process, the teacher and students’ do several
language uses in their interaction, there were the teacher’ modifying
language, the teacher’s question, feedback, and learners language use in
classroom. The teacher uses English frequently inside and outside the
class. It was done to give example to the students’, so they will practice
English more. The writer concludes that the way how the teacher carried
out teaching-learning process could create good interaction between the
teacher and students’. The teacher’s instruction was not motonous. The
teacher often modifies his instruction and explanation by speaking English
slowly and doing slowly and doing repetition in giving instruction or
explaining materials. Repetition is one of many strategies that can be used
by the teacher to make instruction or explanation understanable. The
teacher
sometimes
asked
to
make
instruction
or
explanation
understandable. The teacher sometimes asked the student’s work
individually, in pairs, and even group work. The teacher also made a joke
to get students’ interest. By using those methods, the student’s did not feel
bored to participate the lesson. The teacher also gave questions and helped
the students’ answer the questions about the teaching materials. The
teacher might use procedural questions, convergent question, or divergent
questions. These teacher’s questions are designed to engage students’ in
the content of the lesson, to facilitate their comprehension, and to promote
classroom interaction. In the observation, the teacher often used divergent
question. The existence of divergent question provides enough
opportunities for the students’ to produce and practice the target language.
When the student’s gave response to the teacher’s question, it is neccesary
for the teacher to give feedback. Praising, expanding student’s answer or
12
asking another students’ to correct the students’ wrong answer could be
used in giving feedback to the students’ response. Feedback not only can
be used to let the students’ know how well they have performed but also to
increase the students’ motivation in practicing English. As the result, the
students’ used the target language in interaction between the students’ and
teacher. Those strategies were done to increase the students’ understanding
and encourage students’ activity concentration.
In analyzing the teacher-students’ interaction in speaking class, the
writer used Brown’s Interaction Analysis System (BIAS). In this
interaction analysis system, there are three types of teacher-talk are teacher
lectures (TL), teacher response (TR), teacher question (TQ). Meanwhile
the two of students’ talk are pupils response (PR) and pupils volunteer
(PV). And the other types are silence (S) and unclassified (X). The writter
found five interaction categories. There were TQ-PR, TQ-PR-TR, TQ-PV,
TL-TQ-PR, and TQ-S-TR. In this first first category (TQ-PR), the teacher
gives question to the students’ related to the teaching material and the
students’ answer the teacher’s question. The teacher’s question is used is
used by the teacher to check the students’ understanding of the material. In
the second category (TQ-PR-TR), the students’ answer the teacher’s
question and the teacher gives response to them as appreciation of their
response. The teacher can give either positive or negative response. The
teacher may accept or reject the students’ idea. In the third category (TQPV). The teacher gives question and the students’ answer in voluntarily.
The degree of students’ volunteer indicates the students’ motivation in
joining teaching-learning process. Based on the observation, the students’
were interested to answer the teacher’s question question voluntary. It
made the situation of the speaking class became interactive. In the fourth
category (TL-TQ-PR), the teacher explains the materials and gives
question to check students’ understanding. As the result, the students’ give
feedback. In giving feedback the students’ can answer question, add
information, give comment, or ask question. In the last category (TQ-S-
13
TR), when there is no answer from the students’ to the teacher’s question,
the teacher gives response to help the students’ answered the question.
Sometimes, the students’ get difficulty in answering the teacher’s question.
They prefer to keep silent. Therefore the teacher has responsibility for
guiding the students’, so they can answer the teacher’s question.
2). Problem Occurred in Speaking Class
The first was the students’ indolence. The students’ indolence gave
influence to the students’ activity. When the students’ felt lazy in joining
teaching-learning process, they prefer to keep silent during the lesson.
Therefore, to handle this problem the teacher should find an interesting
material and method to increase student’s motivation in studying English.
Those inteesting materials are describing picture, practicing conversation,
constructing, and retelling story.
The second, the students’ are less open-minded. The students’ did
not always feel confident to answer question or to express their ideas
because they were afraid or ashamed. The teacher should not give a
judgment to the students’ who made a mistake in delivering their ideas or
opinions in order to make the student’s became more open-minded. The
third was students’ limited vocabularry. The students’ could not express
their idea well, if they did not know how to express their idea by using
English. The students’ got difficulty in changing Indonesian language into
English. Therefore, it is better for the students’ to open their dictionary
when they find new vocabulary.
The fourth, the students’ got difficulty in grammar mastery. They
get difficulty in arranging sentence in good grammatical structure. For
solving that problem. The students’ have to learn English grammar and
practice them frequently.The fifth was students’ pronounciation difficulty.
The student’s get difficulty to pronounce some unfamiliar words. The
students’ become not confident to practice their English because they do
not know how to pronounce these words correctly.
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4. Conclusion and Suggestion
After describing and analyzing data, the researcher draws conclusion
about the teacher-student interaction in speaking class at seventh year of
SMP N 3 Kesesi Pekalongan in 2011/2012 academic year.
1). The teacher-student’s interaction in speaking class consists of
classroom activities, language use in speaking class, and interaction
analysis by using Brown’s Interaction Analysis System.
a. The activities in the class consist of three steps; there are Opening,
Core Learning, and Closing. The classroom teacher-student’s
interaction is good. Both of the techer and the student’s play a part in
every step of teaching learning process actively. The teacher often
gives the student’s opportunities to ask and answer question. And the
student’s always give positive response to the teacher’s question. The
teacher not uses English frequently inside and outside of class. It is
done to make the student’s become less familiar with English, only
student’s who like English become familiar with English.
b. There are several language uses in the class’ interaction, such as
teacher’s modifying language, teacher’s question, feedback, learner’s
language use in the classroom.
c. Based on the Brown’s interaction analysis system, there are three
types of teacher-talk are teacher lectures (TL), teacher response (TR),
teacher question (TQ). Meanwhile, the two of student-talk are pupils
response (PR) and pupils volunteer (PV). And the other types are
silence (S) and unclassified (X). The writer finds five categories of
the teacher-student’s interaction, namely Category (TQ-PR), category
(TQ-PR-TR), category (TQ-PV), category (TL-TQ-PR), category
(TQ-S-TR).
2). The problems faced by the student’s in speaking class are stedent’s get
difficulty in vocabulary, grammar mastery and pronounciation.
Meanwhile the problems faced by the teacher in speaking class are the
student’s indolence and the student’s are less open-minded.
15
After the writer draws the conclusion about the teacher-student
interaction in speaking class at seventh year of SMP N 3 Kesesi
Pekalongan in the 2011/2012 academic year, the writer proposes the
suggestion to the teacher, the student’s, and future researcher.
1). To the English teacher
a. The teacher should recognize well the caracter and the capability of
the stdent’s.
b. The teacher should consider factor that can decrease student’s activity
concentration in the class such as limited vocabulary, grammar
mastery, and difficulty in pronounciation.
2). To the student’s
a. The student’s should enrich vocabulary.
b. It is better for the stuent’s bring and open their dictionary in English
class.
c. The student’s should be braver to express their ideas or feeling.
3). To future researcher
The writer hopes that the result of the study will be one of references
for other researcher who intends to analyze teacher-student interaction in
speaking class.
REFERENCES
Kusumawati, Leny. 2009. A Descriptive Study on Interaction in Speaking
Classroom at the SMK Bina Patria 1 Sukoharjo. Unpublished Research
Paper. Surakarta: Muhammadiyah University of Surakarta.
Moleong, Lexy J. 2007. Metode Penelitian Kualitatif. Bandung: PT Remaja
Rosdakarya.
Puspasari. 2010. An Analysis on the Speaking Classroom Interaction at the Sixth
Year of SD N 2 Mojosongo Boyolali in 2010/2011 Academic Year.
Unpublished Research Paper. Surakarta: Muhammdyah University of
Surakarta.
Sutopo, HB. 2002. Methodologi Penelitian Kualitatif. Surakarta: UNS University
Press.
16
ON TEACHER-STUDENT INTERACTION IN SPEAKING CLASS
AT THE SEVENTH YEAR OF SMP NEGERI 3 KESESI PEKALONGAN
IN 2011/2012 ACADEMIC YEAR
NASKAH PUBLIKASI
Submitted as Partial Fulfillment of the Requirement
for Getting Bachelor Degree of Education
in English Department
by
KARLINA INDRIYANINGSIH
A.320080015
SCHOOL OF TEACHER TRANING AND EDUCATION
MUHAMMADIYAHUNIVERSITYOF SURAKARTA
2012
1
A DESCRIPTIVE STUDY
ON TEACHER-STUDENT INTERACTION IN SPEAKING CLASS
AT THE SEVENTH YEAR OF SMP NEGERI 3 KESESI PEKALONGAN
IN 2011/2012 ACADEMIC YEAR
Karlina Indriyaningsih
Djoko Srijono
Dwi Haryanti
ABSTRACT
This article represents the result of Teacher-student Interaction in
Speaking Class on the Seventh Year of SMP N 3Kesesi Pekalongan in 2011/2012
Academic Year. The Subject of this research is the English Teacher and the
seventh grade students of SMP N 3 Kesesi Pekalongan in 2011/2012 academic
year. The object of this research is Teacher-student Interaction in Speaking Class.
The objectives of this research are Identifying the interaction between the teacher
and the student in the speaking classroom, and Identifying the problems faced by
the teacher in speaking classroom interaction at seventh year of SMP N 3 Kesesi
Pekalongan. The writer uses descriptive research. The writer collects the data
from the students’ activity in speaking classroom activity, and document. The
documents of the research are field note, script interview, syllabus, English book,
photos of classroom activity. The result of this research shows that are: (1) The
teacher-student interaction in speaking class consist of: classroom activities,
language use in speaking class, interaction analysis by using Brown’s Interaction
Analysis System, (2) The problem faced by the students’ in speaking class are:
Students’ get difficulty in vocabulary, grammar mastery and pronunciation,
meanwhile the problem faced by the teacher in speaking class are the students’
indolence and the students’ are less open-minded.
Keywords: Teacher-Student Interaction in Speaking Class.
2
1. Introduction
Speaking is an important aspect in language learning. By speaking, we
can convey information and ideas, and maintain social relationship by
communicating with other people. People who conduct communication can
be said successful if they can convey their speaking like water flows in a
river. To make the students speak English fluently is difficult. This is
because their mother tongue is not English. Teaching English in Indonesia
focuses on ability of communication of the students.
As we know that speaking is one of the important and essential skills
that people must practice. Speaking English becomes very important in
using English for communication. By speaking with other people, the
students are able to know what kinds of situation are in the world. People
know that language is habit. Language is not only taught and learnt, but it is
used to communicate. So, the students of English class must be able to
speak English well because people identify the English mastery by their
speaking English.
To make easy in learning English, this has been taught since the
learners study in the kindergarten or playgroup level. All components of
English language are taught thoroughly to achieve in integrated language
skills. Teaching English in Indonesian focuses on ability of communication
of the students. However, creating meaningful interaction between teacher
and students in speaking class is not easy.To acquire the students’ speaking
skill the teacher can use discussion or debate, games or role play to improve
the students’ motivation in speaking class.
The Problem statement of this research are “How is the interaction
between the teacher and the student in the speaking classroom at the seventh
year of SMP N 3 Kesesi Pekalongan” and “What are the problems faced by
the teacher in the speaking classroom interaction at seventh year of SMP N
3 Kesesi Pekalongan”.
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The objective of the study is to identifying the interaction between the
teacher and the student in the speaking classroom at the seventh year of
SMP N 3 Kesesi Pekalongan, and to identifying the problems faced by the
teacher in the speaking classroom interaction at seventh year of SMP N 3
Kesesi Pekalongan.
There are some researchers who have conducted the teacher-student
interaction in speaking class that analyzed different object. The first
previous is Wulandari (UMS, 2011) entitled A Descriptive Study on Teacher
– Student Interaction in Speaking Class at the eighth year of SMP Negeri 1
Gemolong in 2010/2011 Academic Year. The result of this research is the
teacher – student interaction consists of classroom activities, language use in
speaking class and interaction analysis by using Brown’s interaction
analysis system. And there were problem faced by the teacher and student,
problem faced by the teacher were the students’ indolence and the students
are less open-minded and the problem faced by the student were the student
get difficulty in vocabulary, grammar mastery and pronunciation. The
second previous researcher is Puspasari ( UMS, 2010) entitled An analysis
on the Speaking Classroom Interaction at the Sixth Year of SD N 2
Mojosongo Boyolali in 2010/2011 Academic Year. The result of the study
shows the percentage of Teacher’s talk time in the speaking classroom
interactions. Teacher’s talk time takes 61, 5%, while the student’s talk time
is 22, 8%. The writer also finds some factors which become problem in
realizing a good teacher-students interactions. The problems are the students
don’t want to take a risk, problem in vocabulary mastery, and problems in
grammar mastery.
Based on previous studies, the researcher has similarity and
difference. The similarity is the writer analyzed interaction between teacherstudents in speaking class and the differences is the writer uses another
object that is the seventh year students at SMPN 3 Kesesi Pekalongan.
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2. Research Method
This research uses the descriptive research to describe the teacherstudent interaction in teaching English at the seventh year of SMP N 3
Kesesi Pekalongan in 2011/2012 academic year. Descriptive research is a
type of research which does not use calculation or enumerating (Moleong,
2007:3).
The data in this research are Data of this research are the field note,
interview script, and syllabus. The data are taken from the result of
teaching-learning process that include:1). The events in this research are all
of the activities occurred in the speaking class. The writer conducted the
observation in classroom for 3 times, 2). Informant; in this research, the
writer takes English teacher and the students of seventh year of SMP N 3
Kesesi Pekalongan as the informants.3). Document; the documents in this
research are all of the written information related to the interaction in
speaking class. The documents are field note, interview script, and syllabus.
The technique of collecting data, the researcher uses three techniques
in collecting data; 1). Observation, Observation is an activity in collecting
data by observing source of data to get data needed. Sutopo (2002:64)
describes observation as a technique used to get the data from the source of
data as event, place, and things or documents. In observation, the researcher
observes the students’ activity during the learning process, 2). Interview, in
this research, the writer tries to get information related to English teaching
learning processes.
Moleong (2007:
186)
describes
interview
as
interlocution done by interviewer and interviewee which has certain
purpose. The writer interviews the English teacher and students in class VII
A of SMP 3 Kesesi Pekalongan as the respondents to get information related
to the teacher-students interaction, problems occur in speaking class, 3).
Document Analysis, the writer analyzes the document such as field note,
interview script, and syllabus. They will be used as the data in analyzing
teacher-students interaction in speaking class. Berelson ((1952) in Guba and
Lincoln (1981:240) in Moleong (200: 220) describes content analysis as
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research technique that will be done to describe manifestation of
communication objectively, systematically, and quantitatively.
Technique for analyzing data, Miles and Huberman ((1984) in Sutopo
(2002: 91)) defines three components of analyzing data, 1). Data Reduction,
during the research activities, the writer reduces the unimportant data and
takes the important data or data that support the research. Sutopo (2002: 92)
describes data reduction as part of the processes in analyzing data which
includes simplification, focusing, selection, and transformation of the data
field note, 2). Data Display, in this step the writer tries to arrange and
describe the information and data to draw conclusion. By presenting the
data, the writer makes the classification and the discussion of the research a
finding, 3). Verifying the Data, the stage shows the final result of the study.
It consists of conclusion and verification. The writer draws the conclusion
and interpretation related to the data.
3. Findings and Discussion
In this section, the writer discusses the research findings found the
observation and interview. The research findings are about the teacherstudents’
interaction in speaking class which consists of classroom
activity. Language use in speaking class and Brown’s Interaction Analysis
System, and problems occurred in speaking class.
1). Teacher-students’ Interaction in Speaking Class
Based on the interview and observation, the writer found that
teaching-learning process, the teacher had some interesting materials in the
classroom activities. Those interesting materials are describing picture,
practicing conversation, watching fable, constructing and retelling story.
The teaching-learning process was not always done in the classroom. the
teacher applied three steps of classroom activies; Opening, Core Learning,
and Closing.
In the opening section, the teacher indicates that the teachinglearning process is ready to start, so the students’ should prepare
themselves. Opening section also can be used by the teacher to attract
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students’ before the teacher explains the teaching material. In core
learning, the transferring knowledge between the teacher and the students’
happened. Core learning consists of Building Knowledge of Field,
Modeling of the Text, Joint Construction of the Text, Independent
Construction of the Text. Building Knowledge of Field is a stage when the
teacher tries to recall the students’ background knowledge about the
discussed material. In implementing Building Knowledge of Field, the
teacher can ask aome question to the related to the topic of lesson. The
existence of Building Knowledge of Field can be used as introduction to
the teaching material. after implementing Building Knowledge of Field,
the next stage in teaching-learning process is Modeling of the Text.
Modeling of the Text can be used by the tacher to give example about the
discussed material. it can be either in oral or writen form. Modeling of the
Text makes the students’ easier to do their task. The students’ can explore
their idea by imitating the teacher’s example. After doing Modeling of the
Text, the teaching-learning process is continued by implementing Joint
Construction of the Text. In this stage, the students’ work group. The
teacher implement’s Joint Construction of the Text to give chance to the
student’s for working together in finishing their task. Joint Construction of
the Text also can be used by the teacher to prepare the students’ before
they work individually. The students’ can help each other to solve their
problem. It will be easier for the, to understand the teaching material. after
working together in finishing task, it is the time for the student’s work
individually. Independent Constructing of the Text is stage when the
students’ should do exercises in individual work. They should finish their
task by themselves and overcome their problem without asking help to
their teacher or their friends. The existence of Independent Construction of
the Text can be used to measure the students’ understanding about the
teaching material. In the end of teaching-learning process, the teacher
closes the meeting by asking the students’ difficulty about the teaching
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material and summarizing the material. For example in first day
observation (Monday, April 30, 2012):
a. Opening
The teacher and the observer entered the class. The students looked
enthusiastic and ashamed because it was the first time the teacher entered
the class with the observer. The teaching-learning process started at 8.20
a.m. Then the teacher started to attract the student’s attention by greeting in
the beginning of the lesson. The teacher said “Good morning” and the
students answered “Good morning, sir”. The teacher let the observer joined
the speaking class. He made a joke about the observer and introduced the
observer as new teacher in their class. The teacher teacher uses opening
section to signify that teaching-learning process is ready to start, so
students should prepare themselves.
b. Core Learning
1) Building Knowledge of Field (BKOF)
First of all, the study session was started by the teacher with giving
question to the students’ related to the discussed material. The discussed
materials that day were the expression to ask for service or to ask someone
to do something.
Teacher
: “ What are the kinds of expression to ask for
service or to ask someone to do something?”
Students
: “Silent (the student’ confused)”
Teacher
: “ekspresi untuk meminta layanan atau
pertolongan kepada orang lain”.
Students
: “ Can you help me, and Could you help me”
Teacher
: “ That’s right. We can add the word “please”
to make the expression more polite”.
The teacher explains about the function of the expression to ask for
service or to ask to do something. And then the teacher explains some
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expressions to respond asking for service, and writes down the explanation
in the black board.
“Expressions to respond asking for service”
Some expressions to respond asking for service:
-
Sure
-
Of course
-
OK,anything else?
-
OK, I will
-
I’m sorry, I’m busy
-
Sorry, I can’t
The teacher explains about some expressions to respond asking for
service. And then the teacher asked the students about what werevthey
thingking. From data above, the teacher has implemented building
knowledge of field in right way. The teacher asked some questions about
related to the discussed material. The teacher used Building Knowledge of
Field as the introduction to the new materials that will be learn. It can be
either writen or oral explanation. By giving explanation and question in the
beginning of the study session, the teacher has facilitated the teaching
learning process effectively.
2). Modeling of the Text (MOT)
In this section, the teacher gives the example of expression to ask for
service or to ask someone to do something. The teacher said, “Could you
help me, Lisa?” and teacher also answered, “ Sure, mom” as the way he
implemented modeling of the text. The teacher has implemented modeling
of the text giving example in oral from in good way. The teacher gave
example of the discussed materials. By giving the example in real form,
the students’ are driven to know well about the teaching material.
Consequently, the students are easier in understanding the teaching
material. The students’ only need to imitate the given example and then
develop it based on their idea. In this activity, the students are needed to
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apply the given material previously, that the students can easily pertain the
skill through the material given in the teaching learning process.
3). Joint Construction of the Text (JCOT)
The teacher asked some students’ to find their partner and practiced
to express their expression to ask for service or to ask someone to do
something in front of the class.
Teacher
: “ Diana wants to fax a document, she ask for
Dimas to help her.
Diana
: “ Dimas, can you fetch me that paper, please?
Dimas
: “ The paper is on the table over there, isn’t it?
Diana
: “ Yes thanks”
Dimas
: “ Here you are, Diana.”
Diana
: “ Thanks. Oh, could you help me again?”
Dimas
: “ Sure, Diana”.
Diana
: “ I want to send a document but I dont know
to use the fax mechine.
Dimas
: “ Well. Let me show you. Put the document
you want to send here then dial the number.
Diana
: “ OK. Then?”
Dimas
: “ Just put the start button”.
Diana
: “ hhhmmhhh. It’s easy. Thank you, Dad.
Dimas
: “ My pleasure, Diana”.
In the middle of the teaching-learning process, the teacher asked the
observer to introduce herself and gave comment to the students’
performance. The teacher asked the students’ to answer some question
about diologue and writes down in the black board.
Question:
1. What does Diana want to do?
2. Does she know how to use the fax machine?
3. What does Diana ask Dimas to do? What does she say?
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4. What does Dimas say to Diana asking? What does he
mean with his expressions?
5. What should Diana do to send the document?
The teacher has implemented Joint Construction of the Text
correctly. The teacher asked the students’ to make group in doing the task
about expression to ask for service or to ask someone to do something.
Joint Construction of the Text can help the students’ discuss their idea or
answer with their friends. The students’ can also solve their problems
faced in finishing their task by discussing it together with their frends.
4). Independent Construction of the Text (ICOT)
After 50 minutes, the teacher asked the student’s to discussed and
answer the 5 question about dialog together. Then, the teacher asked to
open their work sheet’s book page 23. It was about the example of
procedure text. The Student’s were asked to answer question in their work
sheet’s book page 23. Then they discussed it together. The teacher
corrected the student’s wrong answer. The teacher has implemented
independent construction of the text by asking the student’s do several task
in their book individually. In this stage, the student’s are not helped by the
teacher or other student’s in order to finish the practice. They have finish
the pattern individually. The goal of independent construction is giving
opportunity to the student’s to explore their idea in oral and written form.
By doing independent construction of the text, the teacher can measure the
student’s ability or their understanding of the discussed material.
c. Closing
Finally, the teacher summarized the discussed material that day and
asked the leader of the class lead praying together. The teacher closed the
meeting by whising “wassalamu’alaikum”. There is a unique habit in the
end of meeting, the student’s always say “Thank you, sir” before they exit
from classroom. It shows all of the student’s feel happy for joining that
class.
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The writer decides that the teacher has closing by good way. The
strength is Teacher can give homework to their students learn at home. The
weakness is students pay less attention to the tasks assigned by the teacher,
because they want an immediate end to the class.
Based on the theory of Richard and Lockart about language use,
during the teaching-learning process, the teacher and students’ do several
language uses in their interaction, there were the teacher’ modifying
language, the teacher’s question, feedback, and learners language use in
classroom. The teacher uses English frequently inside and outside the
class. It was done to give example to the students’, so they will practice
English more. The writer concludes that the way how the teacher carried
out teaching-learning process could create good interaction between the
teacher and students’. The teacher’s instruction was not motonous. The
teacher often modifies his instruction and explanation by speaking English
slowly and doing slowly and doing repetition in giving instruction or
explaining materials. Repetition is one of many strategies that can be used
by the teacher to make instruction or explanation understanable. The
teacher
sometimes
asked
to
make
instruction
or
explanation
understandable. The teacher sometimes asked the student’s work
individually, in pairs, and even group work. The teacher also made a joke
to get students’ interest. By using those methods, the student’s did not feel
bored to participate the lesson. The teacher also gave questions and helped
the students’ answer the questions about the teaching materials. The
teacher might use procedural questions, convergent question, or divergent
questions. These teacher’s questions are designed to engage students’ in
the content of the lesson, to facilitate their comprehension, and to promote
classroom interaction. In the observation, the teacher often used divergent
question. The existence of divergent question provides enough
opportunities for the students’ to produce and practice the target language.
When the student’s gave response to the teacher’s question, it is neccesary
for the teacher to give feedback. Praising, expanding student’s answer or
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asking another students’ to correct the students’ wrong answer could be
used in giving feedback to the students’ response. Feedback not only can
be used to let the students’ know how well they have performed but also to
increase the students’ motivation in practicing English. As the result, the
students’ used the target language in interaction between the students’ and
teacher. Those strategies were done to increase the students’ understanding
and encourage students’ activity concentration.
In analyzing the teacher-students’ interaction in speaking class, the
writer used Brown’s Interaction Analysis System (BIAS). In this
interaction analysis system, there are three types of teacher-talk are teacher
lectures (TL), teacher response (TR), teacher question (TQ). Meanwhile
the two of students’ talk are pupils response (PR) and pupils volunteer
(PV). And the other types are silence (S) and unclassified (X). The writter
found five interaction categories. There were TQ-PR, TQ-PR-TR, TQ-PV,
TL-TQ-PR, and TQ-S-TR. In this first first category (TQ-PR), the teacher
gives question to the students’ related to the teaching material and the
students’ answer the teacher’s question. The teacher’s question is used is
used by the teacher to check the students’ understanding of the material. In
the second category (TQ-PR-TR), the students’ answer the teacher’s
question and the teacher gives response to them as appreciation of their
response. The teacher can give either positive or negative response. The
teacher may accept or reject the students’ idea. In the third category (TQPV). The teacher gives question and the students’ answer in voluntarily.
The degree of students’ volunteer indicates the students’ motivation in
joining teaching-learning process. Based on the observation, the students’
were interested to answer the teacher’s question question voluntary. It
made the situation of the speaking class became interactive. In the fourth
category (TL-TQ-PR), the teacher explains the materials and gives
question to check students’ understanding. As the result, the students’ give
feedback. In giving feedback the students’ can answer question, add
information, give comment, or ask question. In the last category (TQ-S-
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TR), when there is no answer from the students’ to the teacher’s question,
the teacher gives response to help the students’ answered the question.
Sometimes, the students’ get difficulty in answering the teacher’s question.
They prefer to keep silent. Therefore the teacher has responsibility for
guiding the students’, so they can answer the teacher’s question.
2). Problem Occurred in Speaking Class
The first was the students’ indolence. The students’ indolence gave
influence to the students’ activity. When the students’ felt lazy in joining
teaching-learning process, they prefer to keep silent during the lesson.
Therefore, to handle this problem the teacher should find an interesting
material and method to increase student’s motivation in studying English.
Those inteesting materials are describing picture, practicing conversation,
constructing, and retelling story.
The second, the students’ are less open-minded. The students’ did
not always feel confident to answer question or to express their ideas
because they were afraid or ashamed. The teacher should not give a
judgment to the students’ who made a mistake in delivering their ideas or
opinions in order to make the student’s became more open-minded. The
third was students’ limited vocabularry. The students’ could not express
their idea well, if they did not know how to express their idea by using
English. The students’ got difficulty in changing Indonesian language into
English. Therefore, it is better for the students’ to open their dictionary
when they find new vocabulary.
The fourth, the students’ got difficulty in grammar mastery. They
get difficulty in arranging sentence in good grammatical structure. For
solving that problem. The students’ have to learn English grammar and
practice them frequently.The fifth was students’ pronounciation difficulty.
The student’s get difficulty to pronounce some unfamiliar words. The
students’ become not confident to practice their English because they do
not know how to pronounce these words correctly.
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4. Conclusion and Suggestion
After describing and analyzing data, the researcher draws conclusion
about the teacher-student interaction in speaking class at seventh year of
SMP N 3 Kesesi Pekalongan in 2011/2012 academic year.
1). The teacher-student’s interaction in speaking class consists of
classroom activities, language use in speaking class, and interaction
analysis by using Brown’s Interaction Analysis System.
a. The activities in the class consist of three steps; there are Opening,
Core Learning, and Closing. The classroom teacher-student’s
interaction is good. Both of the techer and the student’s play a part in
every step of teaching learning process actively. The teacher often
gives the student’s opportunities to ask and answer question. And the
student’s always give positive response to the teacher’s question. The
teacher not uses English frequently inside and outside of class. It is
done to make the student’s become less familiar with English, only
student’s who like English become familiar with English.
b. There are several language uses in the class’ interaction, such as
teacher’s modifying language, teacher’s question, feedback, learner’s
language use in the classroom.
c. Based on the Brown’s interaction analysis system, there are three
types of teacher-talk are teacher lectures (TL), teacher response (TR),
teacher question (TQ). Meanwhile, the two of student-talk are pupils
response (PR) and pupils volunteer (PV). And the other types are
silence (S) and unclassified (X). The writer finds five categories of
the teacher-student’s interaction, namely Category (TQ-PR), category
(TQ-PR-TR), category (TQ-PV), category (TL-TQ-PR), category
(TQ-S-TR).
2). The problems faced by the student’s in speaking class are stedent’s get
difficulty in vocabulary, grammar mastery and pronounciation.
Meanwhile the problems faced by the teacher in speaking class are the
student’s indolence and the student’s are less open-minded.
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After the writer draws the conclusion about the teacher-student
interaction in speaking class at seventh year of SMP N 3 Kesesi
Pekalongan in the 2011/2012 academic year, the writer proposes the
suggestion to the teacher, the student’s, and future researcher.
1). To the English teacher
a. The teacher should recognize well the caracter and the capability of
the stdent’s.
b. The teacher should consider factor that can decrease student’s activity
concentration in the class such as limited vocabulary, grammar
mastery, and difficulty in pronounciation.
2). To the student’s
a. The student’s should enrich vocabulary.
b. It is better for the stuent’s bring and open their dictionary in English
class.
c. The student’s should be braver to express their ideas or feeling.
3). To future researcher
The writer hopes that the result of the study will be one of references
for other researcher who intends to analyze teacher-student interaction in
speaking class.
REFERENCES
Kusumawati, Leny. 2009. A Descriptive Study on Interaction in Speaking
Classroom at the SMK Bina Patria 1 Sukoharjo. Unpublished Research
Paper. Surakarta: Muhammadiyah University of Surakarta.
Moleong, Lexy J. 2007. Metode Penelitian Kualitatif. Bandung: PT Remaja
Rosdakarya.
Puspasari. 2010. An Analysis on the Speaking Classroom Interaction at the Sixth
Year of SD N 2 Mojosongo Boyolali in 2010/2011 Academic Year.
Unpublished Research Paper. Surakarta: Muhammdyah University of
Surakarta.
Sutopo, HB. 2002. Methodologi Penelitian Kualitatif. Surakarta: UNS University
Press.
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