A DESCRIPTIVE STUDY ON LECTURER-STUDENTS INTERACTIONS IN THE SPEAKING CLASS OF ENGLISH FOR HOTEL AND TOURISM SUBJECT BY THE FIRST YEAR STUDENTS AT INDONUSA SURAKARTA POLYTECHNIC IN 2018/2019 ACADEMIC YEAR - iainska repository
A DESCRIPTIVE STUDY ON LECTURER-STUDENTS INTERACTIONS
IN THE SPEAKING CLASS OF ENGLISH FOR HOTEL AND TOURISM
SUBJECT BY THE FIRST YEAR STUDENTS AT INDONUSA
SURAKARTA POLYTECHNICIN 2018/2019 ACADEMIC YEAR
THESIS
Submitted as A Partial Requirements for Undergraduate Degree in English Education Department
By:
Joan Nofila Nurlinita
SRN. 14.32.2.1.229
ENGLISH EDUCATION DEPARTMENT
CULTURES AND LANGUAGES FACULTY
THE STATE ISLAMIC INSTITUTE OF SURAKARTA
2019
DEDICATION This thesis is proudly dedicated to: 1.
My beloved parents, Mr. Joni Purwanto and Mrs. Puji Astuti who always give me support and prayers in my life.
2. My all beloved sisters and brother, Nisabella Rosadi, Shabrina Haura, Rohana Rosares, and Aqshal Aziz Herlambang.
3. My big family
MOTTO
Allah will never change people’s condition before they change what is in
themselves
(Ar- Ra’du: 11)
The power of “Do’a Ibu” is the most powerful support
(The Researcher)
Today is hard, tomorrow will be worse, but the day after tomorrow will be
sunshine
(Jack Ma)
ACKNOWLEDGEMENT
Alhamdulillah, all praises be to Allah, the single power, the Lord of theuniverse, master of the day of judgment, God all mighty, for all blessings and
A DESCRIPTIVE mercies so the researcher was able to finish the thesis entitled “
STUDY ON LECTURER-STUDENTS INTERACTIONS IN THE SPEAKING CLASS
OF ENGLISH FOR HOTEL AND TOURISM SUBJECT BY THE FIRST YEAR
STUDENTS AT INDONUSA SURAKARTA POLYTECHNIC IN 2018/2019
ACADEMIC YEAR”. Peace be upon Prophet Muhammad SAW, the great leader and good inspiration of world revolution. The researcher is sure that this thesis would not be completed without the
helps, supports, and suggestions from several sides. Thus, the researcher would
like to express her deepest thanks to all of those who had helped her during the
process of writing this thesis. This goes to:1. Dr. H. Mudhofir, M.Pd. as the Rector of The State Islamic Institute of Surakarta.
2. Dr. H. Giyoto, M.Hum. as the Dean of Cultures and Languages Faculty in the State Islamic Institute of Surakarta.
3. Dr. Imroatus Solikhah, M.Pd. as the Head of English Education Program in the State Islamic Institute of Surakarta.
4. Irwan Rohardiyanto, M.Hum. as the advisor who has given his time to guide the researcher until this work finish. Thanks for the advice, suggestion, and guidance.
5. All of the lecturers in English Education Department of FAB IAIN Surakarta
for the precious knowledge
6. Henny Kustini, S.ST.Par., MM. as the Head of Perhotelan Program in
Indonusa Surakarta Polytechnic for facilitating the researcher in collecting the data.
7. Dra. Anita Andriantini Mulia, M.M. as the English lecturer of Indonusa
Surakarta Polytechnic who has helped the researcher in doing the research.
8. Polytechnic especially the perhotelan
All students of Indonusa Surakarta program in the academic year of 2018/2019 who support and help in finishing this thesis.9. The researchers’ beloved father (Joni) and mother (Puji) who have given their endless support, love, and prayer. There is no words can describe how thankful the researcher to have them as her parents that always support during her study and conducting this thesis.
10. The researchers’ sisters and brother, Bella, Shabrina, Ocha, Aqshal and her big family who have given advices, help and motivation during the process of the study.
11. The researcher’s best partner who always accompany, give support and motivation as long as the process of this research namely are Winna Marantika Saputri, Amd. and Firdaus Zakki Amani.
12. The researcher’s best friends for discussion and motivation for doing this research namely are Oktavia Putri Prameshella, S.Pd and Suqiarani.
13. All of her best friends who always give support in every condition, Desi Lanjar Nurliana, Rosidyana, S.Pd, Rositha Indah Sari S.Pd., Berty, Ayuk, Ajun, Zulfa, Endah Winarsih, Desi, Ariesta, Khusnul, and Witri.
14. All of her best friends in English Education Department especially “G” Genius class 2014 that cannot mention all one by one, thank you for being best partner in learning and making unforgettable moment.
The researcher realizes that this thesis is still far from being perfect. The researcher hopes that this thesis is useful for the researcher in particular and the readers in general. th
Surakarta, February 7 2019 The Researcher Joan Nofila Nurlinita
TABLE OF CONTENTS
TITLE ................................................................................................................................. i ADVISOR
’S SHEET ........................................................................................................ ii RATIFICATION .............................................................................................................. iii
ADMISSION ................................................................................................................... vi
DEDICATION .................................................................................................................. v MOTTO ........................................................................................................................... vi PRONOUNCEMENT ..................................................................................................... vii ACKNOWLEDGEMENT ............................................................................................. viii TABLE OF CONTENTS .................................................................................................. x ABSTRACT ..................................................................................................................... xi LIST OF FIGURES ........................................................................................................ xii LIST OF TABLES ......................................................................................................... xiii LIST OF APPENDICES ................................................................................................ xiv
CHAPTER I INTRODUCTION .................................................................................... 1
A. Background of the Study............................................................................................ 1 B. Identification of the Problem ..................................................................................... 4 C. Limitation of the Problem .......................................................................................... 5 D. Problem Statement ..................................................................................................... 4 E. The Objectives of the Study ....................................................................................... 6 F. The Benefits of the Study........................................................................................... 6 G. Definition of Key Term.............................................................................................. 7CHAPTER II REVIEW ON RELATED LITERATURE ........................................... 9
A. Theoretical Description .............................................................................................. 9 1. Classroom Interaction ......................................................................................... 9 a. The Nature of the Classroom ...................................................................... 9 b. Classroom Interaction and Learning .......................................................... 10 c. Aspects of Classroom Interaction .............................................................. 11 d. Teacher Feedback and Error Treatment ..................................................... 14 e. Teacher Explanation .................................................................................. 14 f. Modified Input and Interaction .................................................................. 14g.
Student Talk ............................................................................................... 14 h. Teacher Talk .............................................................................................. 15 2. Notion of Interaction ...................................................................................... 16 3. Types of Classroom Interaction ...................................................................... 17 a.
Teacher-Learners Interaction .................................................................... 17 b.
Teacher-Learner/ a Group of Learner Interaction .................................... 17 c. Learner-Leraner Interaction ...................................................................... 17 d.
Learners-Learners ..................................................................................... 18 4. Classroom Interaction Analysis ...................................................................... 18 a.
Teacher Talk Category ............................................................................. 22 b.
Learners Talk Category ............................................................................ 25 c. Silence or Confusion ................................................................................ 26 5. Notion of Speaking ........................................................................................ 26 6. Teaching Speaking ......................................................................................... 27 7. The Interaction in Speaking Class .................................................................. 29 8. The Problem Found in Teaching Speaking .................................................... 29 9. The Profile of Indonusa Surakarta Polytechnic .............................................. 32 B. Previous Related Study ............................................................................................ 32 C. Theoretical Framework ............................................................................................ 35
CHAPTER III RESEARCH METHODOLOGY ..................................................... 37
A. The Research Design ............................................................................................... 37 B. The Research Setting ............................................................................................... 38 1. The Place of the Research ................................................................................... 38 2. Time of the Research ........................................................................................... 38 C. Data .......................................................................................................................... 39 D. Source of Data .......................................................................................................... 40 E. Subject and Informant of the Research .................................................................... 40 F. Technique of Collecting the Data ............................................................................ 41 a. Observation ..................................................................................................... 41 b. Interview ......................................................................................................... 41 G. Technique of Coding Data .................................................................................. 44 H. Trustworthiness of the Data ................................................................................ 44I. Technique of Analyzing Data ............................................................................. 45
CHAPTER IV RESEARCH FINDING AND DISCUSSION ................................... 48
A. Research Finding...................................................................................................... 48 1. The Interaction in the Speaking Classroom ...................................................... 49 a. The First Observation Data ........................................................................ 50 b. The Second Observation Data ................................................................... 52 c. The Third Observation Data ...................................................................... 54 d. The Record of the Overall Observation Data ............................................ 56 2. Explaining the Data based on the Observation ................................................. 58 3. The Types of Classroom Interaction ................................................................. 65 4. Problem Faced In Speaking Class..................................................................... 69 B. Discussion of the Research Findings ....................................................................... 72CHAPTER V CONCLUSION AND SUGGESTION ................................................ 79
A. Conclusion ............................................................................................................... 79 B. Suggestion ................................................................................................................ 81 BIBLIOGRAPHY .................................................................................................... 83 APPENDIX .............................................................................................................. 87
ABSTRACT
A Descriptive Study on Lecturer-Students Interactions inJoan Nofila Nurlinita. 2019. “
the Speaking Class of English for Hotel and Tourism Subject by the First Year Students at
Indonusa Surakarta Polytechnic in 2018/2019 Academic Year”. Thesis. English Education Departement, Cultures and Languages Faculty.
Advisors : Irwan Rohardiyanto, M.Hum. Keywords : Lecturer-Students Interaction, Speaking Class This research is classroom-centered, concerned with the interaction
analysis on the speaking classroom. It concentrates on the classroom interaction,
in order to gain insights and increase our understanding to the second language
lecturing field for adult learner classroom. The research was conducted at
Politeknik Indonusa Surakarta The purpose of this research are to describe about
the interaction between the lecturer and students, the types of interaction, and the
problem faced in speaking class.The researcher conduct the observation on lecturing process of speaking
class at Politeknik Indonusa Surakarta on November 2018 using qualitative
method. The participants in this research were 46 students oc class A and Class B
and a non-native lecturer. An interaction Analysis system was applied in this
research calledFlander’s Interaction Analysis System. The data were collected by
observation includes video recording the lecturer and students interaction during
lecturing process. The data were confirmed by doing the unstructured interview
with a english lecturer.Th e finding of the research, lecturer’s talk (42.63%) and student’s talk
(54.62%) from total utterances found. It was found that there was not so much
different percentage between lecturer’s and student’s talk. It indicated that
ongoing good interaction. The students were active in producing their talk and the
lecturer delivered the suitable talk to stimulate students. The analysis results show
that the dominant pattern during in the interaction was students talk, includes
student response initiated by the others students (37.65%), students response in
specific (11.41%), and students response in choral (5.56%). Meanwhile the
lecturer’s talk includes praises (9.57%), jokes (0.31%), uses ideas of students
(0.31%), repeat students verbatim (1.23%), asks questions (13.90%), gives
information (13.30%), gives direction (3.70%) and criticizes student behavior
(0.31%). Another finding was types of interaction in speaking classroom, there are
lecturer-students interaction, lecturer-students/ a group of students interaction, and
student-student interaction. The researcher also found six problem faced in
speaking class, there are age, identity and language ego, motivation, problem in
pronunciation, problem in grammar mastery, problem in vocabulary.
ABSTRACT
A Descriptive Study on Lecturer-Students Interactions inJoan Nofila Nurlinita. 2019. “
the Speaking Class of English for Hotel and Tourism Subject by the First Year Students at
Indonusa Surakarta Polytechnic in 2018/2019 Academic Year”. Thesis. English Education Departement, Cultures and Languages Faculty.
Advisors : Irwan Rohardiyanto, M.Hum. Keywords : Lecturer-Students Interaction, Speaking Class This research is classroom-centered, concerned with the interaction
analysis on the speaking classroom. It concentrates on the classroom interaction,
in order to gain insights and increase our understanding to the second language
lecturing field for adult learner classroom. The research was conducted at
Politeknik Indonusa Surakarta The purpose of this research are to describe about
the interaction between the lecturer and students, the types of interaction, and the
problem faced in speaking class.The researcher conduct the observation on lecturing process of speaking
class at Politeknik Indonusa Surakarta on November 2018 using qualitative
method. The participants in this research were 46 students oc class A and Class B
and a non-native lecturer. An interaction Analysis system was applied in this
research calledFlander’s Interaction Analysis System. The data were collected by
observation includes video recording the lecturer and students interaction during
lecturing process. The data were confirmed by doing the unstructured interview
with a english lecturer.The finding of the research, lecturer’s talk (42.63%) and student’s talk
(54.62%) from total utterances found. It was found that there was not so much
different percentage between lecturer’s and student’s talk. It indicated that
ongoing good interaction. The students were active in producing their talk and the
lecturer delivered the suitable talk to stimulate students. The analysis results show
that the dominant pattern during in the interaction was students talk, includes
student response initiated by the others students (37.65%), students response in
specific (11.41%), and students response in choral (5.56%). Meanwhile the
lecturer’s talk includes praises (9.57%), jokes (0.31%), uses ideas of students
(0.31%), repeat students verbatim (1.23%), asks questions (13.90%), gives
information (13.30%), gives direction (3.70%) and criticizes student behavior
(0.31%). Another finding was types of interaction in speaking classroom, there are
lecturer-students interaction, lecturer-students/ a group of students interaction, and
student-student interaction. The researcher also found six problem faced in
speaking class, there are age, identity and language ego, motivation, problem in
pronunciation, problem in grammar mastery, problem in vocabulary.
ABSTRAK
Joan Nofila Nurlinita. 2019. “Deskripsi Penelitian dalam interaksi Dosen dan Mahasiswa di Kelas Berbicara untuk Mata Kuliah English for Hotel and Tourism oleh Mahasiswa semester Satu di Politeknik Indonusa Surakarta Tahun Ajaran 2018/2019. Skripsi. Pendidikan Bahasa Inggris, Fakultas Adab dan Bahasa.
Pembimbing : Irwan Rohardiyanto, M.Hum. Kata Kunci : Lecturer-Students Interaction, Speaking Class
Penelitian ini berpusat pada kelas, berkaitan dengan analisis interaksi pada kelas berbicara. Penelitian ini berkonsentrasi pada interaksi kelas, untuk mendapatkan wawasan dan meningkatkan pemahaman kita terhadap bahasa kedua bagi pembelajar dewasa. Penelitian ini dilakukan di Politeknik Indonusa Surakarta. Tujuan dari penelitian ini adalah untuk mendeskripsikan tentang interaksi antara dosen dan mahasiswa, jenis interaksi, dan masalah yang dihadapi dalam kelas berbicara.
Peneliti melakukan observasi pada proses perkuliahan kelas berbicara di Politeknik Indonusa Surakarta pada November 2018 menggunakan metode kualitatif. Partisipan dalam penelitian ini adalah 46 siswa kelas A dan Kelas B dan dosen yang bukan asing. Sistem Analisis interaksi diterapkan dalam penelitian ini yang disebut Sistem Analisis Interaksi Flander. Data dikumpulkan dengan observasi termasuk rekaman video interaksi dosen dan mahasiswa selama proses perkuliahan. Data dikonfirmasi dengan melakukan wawancara tidak terstruktur dengan dosen bahasa Inggris.
Hasil temuan penelitian yaitu percakapan dosen (42,63%), dan percakapan mahasiswa (54,62%) dari total ucapan yang ditemukan. Ditemukan bahwa tidak ada perbedaan jauh antara pembicaraan dosen dan mahasiswa. Ini menunjukkan interaksi yang baik terus berlangsung. Para siswa aktif dalam menghasilkan percakapan mereka dan dosen menyampaikan percakapan yang sesuai untuk merangsang siswa. Hasil analisis menunjukkan bahwa pola dominan selama dalam interaksi adalah pembicaraan siswa, termasuk respons siswa yang diprakarsai oleh siswa lain (37,65%), respons siswa secara spesifik (11,41%), dan respons siswa secara bersama(5,56%). Sementara itu percakapan dosen meliputi pujian (9,57%), lelucon (0,31%), menggunakan ide-ide siswa (0,31%), ulangi siswa kata demi kata (1,23%), mengajukan pertanyaan (13,90%), memberikan informasi (13,30%), memberikan arahan (3,70%) dan mengkritik perilaku siswa (0,31%). Hasil temuan lain adalah jenis interaksi di kelas berbicara, ada interaksi dosen-siswa, interaksi dosen-siswa/kelompok siswa, dan interaksi siswa-siswa. Peneliti juga menemukan enam masalah yang dihadapi dalam kelas berbicara, yaitu usia, identitas dan ego bahasa, motivasi, masalah dalam pengucapan, masalah dalam penguasaan tata bahasa, masalah dalam kosa kata.
LIST OF TABLE
Table 3.1 The Timeline of Research ................................................................................... 37Table 4.1 The First Observation Data ................................................................................. 50Table 4.2 The Second Observation Data............................................................................. 53Table 4.3 The Third Observation Data ............................................................................... 55Table 4.4 The Record of the Overall Observation Data...................................................... 57LIST OF APPENDICES Appendix 1 Instrument for Lecturer’s Interview .............................................................. 92
Appendix 2 Instrument for Students’ Interview................................................................ 98
Appendix 3 The Flint System table .................................................................................. 104 Appendix 4 Interview with the Lecturer .......................................................................... 111 Appendix 5 Interview with the Students .......................................................................... 125 Appendix 6 Interview with the Students ......................................................................... 129 stAppendix 7 Transcript Speaking Learning Activities in the Classroom (1 observation) ...................................................................................................................... 134 nd
Appendix 8 Transcript Speaking Learning Activities in the Classroom (2
observation) ...................................................................................................................... 143 rd
Appendix 9 Transcript Speaking Learning Activities in the Classroom(3 observation) ...................................................................................................................... 149 Appendix 10 Lecturing Contract of D3 Hospitality Program .......................................... 150
CHAPTER 1 INTRODUCTION A. Background of the Study English is one of many important languages in the world. Some of countries require their school to conduct English teaching in teaching learning activity. The objectives of English teaching include the four language skills: listening, speaking, writing, and reading through the mastery of the language components: grammar, vocabulary, and pronunciation. The result of English teaching is influenced by some factors; the lecturer, the students, time allocation, method, material, teaching material and interaction between the teacher and students in the classroom, and the use of visual aid.
The classroom interaction includes the classroom events, both verbal interaction and non-verbal interaction. The verbal interaction occurs when lecturer and student talk, while non-verbal interaction covers gestures or facial expression by the lecturer and students when they communicate without using words and speech. Speaking has close relation with interaction in the classroom. Teaching activities involve interaction and conversation in class between lecturer and student or student and student.
Richards (1990:67) note that “the conversation class is something of an enigma in language teaching”. David Nunan (1991b:47) also note a further complication in interactive discourse: what he calls the interlocutor effect or the difficulty of a speaking task as gauged by the skills of one‟s interlocutor.
Speaking skill is important skill that used by lecturer and student to get good interaction in class. Therefore, lecturer and student have to own basic. Tarigan (1990:3-4) define that “speaking is the activity as the ability to express oneself in the situation or the activity to report acts, or situation in precise words or the ability to converse or to express a sequence of ideas fluently”. Therefore interaction during in the class between lecturer and student is important. By speaking lecturer can give the information or command, meanwhile student can ask questions or communicates with other student.
Classroom interaction is interaction between lecturer and student in the class. In other words, Classroom interaction is the action performed by the lecturer and the students during instruction interrelated. “Interaction can be said as the fundamental fact of classroom pedagogy because everything that happens in the classroom happens through a process of live person-to- person interaction” (Allwright, 1984:156). A lecturer, as a component of the classroom interaction has an important role in lecturing process. The most important role is to managing the classroom interaction. The teacher also has responsibility to create the classroom sense directed and enjoyable with the certain activities and interactions that were well planned in order to achieve or produce a particular behavioural outcome.
Classroom as a place of lecturing interaction, is a small miniature of wide society filled in with so many elements. In the context of language education, classroom is also often called as an artificial environment for teaching, learning, and using a foreign language. However, we should not forget that the classroom is also a real social context in its own right, where its elements (lecturer and students) enter into equally real social relationship with each other.
In lecturing process, lecturer of English for Hotel and Tourism Subject at Politeknik Indonusa explain the material using english language. The lecturer help student to understand the material and sometimes do code mixing. It‟s because some of the students have poor vocabulary, therefore they will difficult to understand of lecturer‟s explaining.
The reason of the researcher chooses this topic because the researcher wants to know the interactions done by the lecturer and the first year students at Indonusa Surakarta Polytechnic. The writer also wants to whether the lecturer and the students use language or not in the interaction in english for hotel and tourism subject and also the student‟s responses. “International hotel english is a course for those training for or empoyed in the hotel and tourist business, who need English for their studies or jobs” (Donald, 1989:vii).
The researcher chooses Indonusa Surakarta Polytechnic because the campus is a standard school in education, especially for hotel education. Indonusa Surakarta Polytechni is located at Jl. KH. Samanhudi No. 31 Solo, Bumi, Laweyan, Kota Surakarta, Jawa Tengah. The status of acreditation of Perhotelan program at Politeknik Indonusa is A. Indonusa Surakarta Polytechnic has many alumnus and they have a good job as their own skill.
Based on the explanation above, the researcher wants to conduct research entitled “A Descriptive Study On Lecturer-Students Interactions In The Speaking Class Of English for Hotel and Tourism Subject By The First Year Students at Indonusa Surakarta Polytechnic In 2018/2019 Academic Year” B. Identification of the Problem
Based on the background of the study, the are several problems which arise. The problems can be identified as follows:
1. The students do not have more opportunity to practice English and use it communicatively inside and outside the language classroom 2. Lecturer‟s talk dominant in the class than the student‟s talk in speaking classroom
3. Students feel shy and afraid to take part in the interaction in classroom.
4. Students got limited time in speaking English in the classroom.
C.
Limitation of the Problem In order to limit the research of the study, the researcher does a research on the lecturer- student interaction in classroom of english for hotel and tourism subject by the first year students at Indonusa Surakarta
Polytechnic a. Beside it, the researcher limits the focus of the study in English For Hotel and Tourism class in the first year students in 2018.
There are two classes, class A consist of 20 students and class B consist of 26 students. Total of the students are 46 students.
The research is done in order to get the result from the observation, especially the students‟ interaction in the class, the process of lecturer- students interaction, the types of lecturer-students interaction, and the problem occur in lecturer-students interactions.
D.
Problem Statement Based on the background of the study, the researcher formulated the following problem statement:
1. What are the dominant patterns of classroom interaction between lecturer and studets on lecturer-students interactions in the speaking class of English For Hotel and Tourism subject by the First Year Students at Indonusa Surakarta Polytechnic in 2018/2019 Academic Year? 2. What are the types of interactions in the speaking class of
English For Hotel and Tourism subject by the First Year Students at Indonusa Surakarta Polytechnic in 2018/2019 Academic Year? 3. What are the problems faced by lecturer-students interactions in the speaking class of English For Hotel and Tourism subject by the First Year Students at Indonusa Surakarta Polytechnic in 2018/2019 Academic Year? E.
The Objective of the Study Based on the problem formulation, the researcher formulated the following objectives:
1. To describe the lecturer-students interaction pattern during lecturing on lecturer-students interactions in the speaking class of English For Hotel and Tourism subject by the First Year at P Indonusa Surakarta Polytechnic in 2018/2019 Academic Year 2. To describe the types on lecturer-students interactions in the speaking class of English For Hotel and Tourism subject by the
First Year at Indonusa Surakarta Polytechnic in 2018/2019 Academic Year 3. To describe the problems faced on lecturer-students interactions in the speaking class of English For Hotel and
Tourism subject by the First Year at Indonusa Surakarta Polytechnic in 2018/2019 Academic Year F. The Benefit of the Study
There are two benefits of the study in this research, those are theoretical benefit and practical benefit:
1. Theoretical benefit a.
The result of the research can be used as the reference for those who conduct a research in English learning process.
b.
The result of the research can be usefull for English teacher to gain good interactions with their student.
2. Practical Benefit a.
For the lecturer 1)
Describe the general problem faced in class during english lecturing activity.
2) To help the lecturer to analyze the problem faced in class about interaction b.
For the students 1)
The result of this research can give description to the students about how they expected on interaction in English class.
c.
For the school The result of this research can give source learning about interactions in lecturing process.
G.
Definition of Key Terms 1.
Classroom Interaction Interaction is a collaborative exchange of thoughts, feelings or ideas between a teacher and learners or a learner and other learners resulting in reciprosal effect on each other (Brown, 2000:165). Thus, interaction in a language classroom is a process of learning language.
2. Speaking
Speaking is defined as an interactive process of constructing meaning that involves producing, receiving and processing information. Its form and meaning are dependent on the context in which it occurs, the participants, and the purposes of speaking (Burns & Joyce,1997).
3. English For Hotel and Tourism
English For Hotel and Tourism is the subject contains the material related to the inquires and reservation, hotel and tourist information, food and beverage services, reading maps, giving direction, and transportation, shopping and customs, tour operation (Politeknik Indonusa Surakarta).
CHAPTER II REVIEW ON RELATED LITERATURE A. Theoretical Description 1. Classroom Interaction a. The Nature of the Classroom The classroom can be defined as a place where more than two people gather together for the purpose of learning, with one have the role as a lecture. In other word, people in the classroom consist of two roles, which one as a lecturer and as a student. The lecturer has certain perceptions about his or her role in the classroom. Lecturer also have certain expectation about how business should be conducted in the classroom. For example, when students answer questions, they should put up their hands. The lecturer also has certain ideas about how the lesson should proceed, what kinds of question to ask, what kinds of activities they want students to do, and what they expect students to get out of this lesson. Lessons are judged as good or bad on the basis of whether they turn out the way they were planned and whether the expected outcome is achieved.
Tsui (1995:5) describe the classroom as the „crucible‟ in which elements interact. These elements consist of the lecturer and the students. Allwright and Bailey in Tsui (1995:5) explain apart from lecture expectations, students also „bring with them their whole experience of learning and of life in classrooms, along with their own reasons for being there, and their own particular needs that they hope to see satisfied. These elements constantly interact with each other, and it is the chemistry among these elements that determines the progress of the lesson, the kind of learning opportunities that are made available and finally the learning that takes place.
Lecturer as the speaker give all of the information and knowledge to the student. Allwright and Bailey in Tsui (1995:6) point out, „the success of the interaction between the elements in the classroom cannot be taken for granted and cannot be guaranteed just by exhaustive planning. Therefore, the success of the interactions depends on the elements of interaction.
b.
Classroom Interaction and Learning Learning activity involves interaction in the class. Based on
The Introduction Classroom Interaction , lecture in the class talk
more 70 percent than student‟s talk in the class. Wells in Tsui (1995:7) in a study that compares child ren‟s language at home and at school, found that children in school speak with adults much less than at home. Therefore, children school use simple and smaller range language. One of the reason why student use simple language because there is far relation between student and teacher.
Classroom interaction has a close relation with learning activity. The definition of learning is the process of gaining knowledge and expertise. Learning is a process that occurs within nebulous environments of shifting core elements.
On the learning activity, there is an interaction between teacher and student, then communication include using non verbal communication. The example of interactions in the class:
T: Christmas is coming. What are you going to do? (pause) Christmas is coming. Do you like Christmas? Ss: Yes…No T: So what are you going to do? S:
I’ll write – T: Yes, Alex, can you tell me? S: I’ll write some Christmas cards. Ss: (laughs) T:
To your friends, right… Tsui (1995:13) c.
Aspects of Classroom Interaction 1)
Teacher Questions When the teacher giving question to the students, he or she wants to get feedback from the student. Many aim to get the information, so the teacher have to choose the type of the question to get the best information from the student. There are five basic types of questions, there are: a) Factual
Soliciting reasonably simple, straight forward answers based on obvious facts or awareness. These are usually at the lowest level of cognitive (thinking) or affective (feeling) processes and answer are frequently either right or wrong. Example : Name the Shakespeare play about the Prince of Denmark? b)
Convergent Answers to these types of questions are usually within a very finite range of acceptable accuracy. The student answer this type question based on their own reason.
Example : On reflecting over the entirety of the play Hamlet, what were the main reasons why Ophelia went mad? (This is not specifically stated in one direct statement in the text of Hamlet. Here the reader must make simple inferences as to why she committed suicide.)
c) Divergent
These questions allow students to explore different avenues and create many different variations and alternative answers or scenarios. Correctness may be based on logical projections, may be contextual, or arrived at through basic knowledge, conjecture, inference, projection, creation, intuition, or imagination.
These types of questions often require students to analyze, evaluate, or synthesize a knowledge base and then project or predict different outcomes. Example : In the love relationship of Hamlet and Ophelia, what might have happened to their relationship and their lives if Hamlet had not been so obsesed with the revenge of his father‟s death?
d) Evaluative
These types of the questions usually require sophisticated levels of cognitive and /or emotional (affective) judgement. In attempting to answer these types of questions, students may be combining multiple cognitive and /or affective processes or levels, frequently in comparative frameworks.
Example: What are the similarities and differences between Roman gladitorial games and modern football? e)
Combinations These are questions that blend any combination of the above types of basic question, they are factual, convergent, divergent, and Evaluative.
2) Teacher Feedback and Error Treatment
Teacher feedback on responses given by student is another very important element in classroom interaction. Students need to know whether they have correctly understood the teacher and have provided the appropriate answer.
3) Teacher Explanation
In the class teacher give the explanation to the students, therefore how teacher deals with the explanation is very important. Based on the teacher explanation, students get an information or communicating content, vocabulary, and grammatical rules. 4)
Modified Input and Interaction Teacher has many features to determine the speech between in the classroom or outside classroom. These features are speech rate,syntax, intonation, and vocabulary. In order to modify their speech comprehensible to learners, teacher tends to modify their speech by speaking more slowly, using exaggerated intonation, giving prominence to key words, using simpler syntax, and a more basic set of vocabulary. 5)
Student Talk Student talk is the part of interaction in the class. Teacher give time to the students to show their mind using speech. The good interaction is involvement the students to take part of participation. Many problem that most teachers face, there are getting students to respond to their questions, raise questions, offer ideas, and make comments.
Student talk can be said as student‟s speech when he imitates his teacher‟s examples, expresses his idea or gives comments and criticism about something in the classroom, because Prabu (1991:49) said that learners have effort in the language classroom but teacher‟s role cannot be separated from their effort.
6) Teacher Talk
Teacher talk is consist of teacher explanation and teacher question. Teacher explanation is include the teacher give the explanation, vocabulary, and the content of the subject. Therefore, the teacher question is include the types of question given by teacher to the students. Hornby has written that talk has some meanings, they are : a conversation or discussion, a talking without action, a lecture or speech, formal discussion or negotiations and a way speaking (Hornby, 1997:1220).