S ING 1101210 Abstract
Abstract
This study attempts to reveal the patterns of classroom interaction that appear during the
processes of teaching and learning. Previous studies on classroom interaction found that
classroom interaction plays an important role in determining the success of students’ learning
and that classroom interaction consists of several patterns. These patterns of classroom
interaction are varied which mostly depend on teachers’ belief toward the classroom itself. The
present study tried to investigate the patterns of classroom interaction and to gain students’
responses toward the processes of teaching and learning conducted by the teacher. The study was
conducted in a senior high school in Bandung involving one class of first graders and one
classroom teacher as participants. It employed a qualitative study in the perspective of the
pedagogical microscope in systemiotic approach to reveal and to analyze the patterns of
classroom interaction during the processes of teaching and learning. In order to obtain the
necessary data the study used video recording, classroom observation and guided interview as
instruments. The data which was analyzed by using pedagogical microscope was the
transcription of the video recording. The study found that in general the classroom interaction is
interactive. It was revealed that the dominance of knowledge exchanges (50%) and skill
exchanges (35%) during the process indicated that the classroom was focused into knowledge
transfer as well as knowledge practice. It means that teacher transferred the knowledge to
students in order to enable them to practice the knowledge and their English skill. It can be seen
from the main activity which was designed by the teacher for the students to actively practice
their English skill in describing people’s physical appearances. From the result of the interview,
it was found that students responded positively toward the teaching and learning process
conducted by the teacher. Most students found the classroom activities, especially the Eat
Bulaga game, interesting so that they were motivated to learn in the classroom. Most of them
argued that the game was already familiar to them as they used to watch the show about the
game on TV. Based on the findings, it is recommended that further analysis by using
pedagogical microscope as a research instrument be used, as the instrument could reveal
interactions’ patterns as well as evaluates the teaching and learning process in getting further
improvement in the innovation of teaching and learning process.
Ade Purna Nugraha, 2015
ANALYZING PATTERNS OF CLASSROOM INTERACTION
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ABSTRAK
Penelitian ini bertujuan untuk mengungkap pola –pola interaksi yang terjadi selama proses
belajar mengajar. Penelitian-penelitian terdahulu pada interaksi kelas menemukan bahwa
interaksi kelas berperan penting dalam menentukan kesuksesan belajar siswa dan interaksi kelas
juga terdri dari beberapa pola. Pola-pola interaksi kelas ini berbeda tergantung dari keyakinan
guru terhadap kelas itu sendiri. Penelitioan ini mencoba menemukan pola interaksi kelas dan
memperoleh respon-respon siswa terhadap proses belajar-mengajar di kelas tersebut. Penelitian
ini dilakukan di sebuah sekolah menegah atas di Bandung dan melibatkan satu kelas satu dan
seorang guru sebagai objek penelitian. Penelitian ini menggunakan pendekatan kualitatif dalam
perspektif mikroskop pedagogi dalam pendekatan sistemiotik untuk mengungkap dan
menganalisa pola-pola interaksi selama proses belajar-mengajar. Untuk memperoleh data,
penelitian ini menggunakan rekaman video, observasi kelas, dan interview sebagai instrumen.
Data yang dianalisis menggunakan mikroskop pedagogi adalah data dari transkrip rekaman
video. Penelitian ini menemukan bahwa pada umumnya interaksi yang terjadi dikelas sudah aktif
dan interaktif. Hal ini dibuktikan oleh dominasi dari pola knowledge exchanges (50%) dan skill
exchanges (35%) selama proses belajar-mengajar yang mengindikasikan bahwa kelas tersebut
berfokus pada teransfer ilmu dan latihan berbahasa Inggris untuk siswa. Hal itu menunjukkan
bahwa guru mentransfer ilmu untuk membuat siswa bias mempraktekkan dan melatih
kemampuan berbahasa inggris mereka dalam mendeskripsikan penampilan fisik seseorang. Dari
hasil wawancara ditemukan bahwa sebagian besar siswa memberikan respon positif terhadap
proses belajar-mengajar yang diselenggarakan guru dikelas. Sebagian besar siswa berpendapat
bahwa permainan Eat Bulaga menarik dan membuat mereka termotivasi untuk belajar bahasa
inggris. Mereka sudah familiar dengan game tersebut karena mereka sering menonton acaranya
di TV. Berdasarkan hasil temuan dalam penelitian ini, penelitian-penelitian selanjutnya yang
menggunakan pendekatan mikroskop pedagogik sebagai instrumen sangat dianjurkan untuk
mengungkap pola-pola interaksi kelas sehingga perbaikan proses belajar-mengajar dapat
tercapai.
Ade Purna Nugraha, 2015
ANALYZING PATTERNS OF CLASSROOM INTERACTION
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
This study attempts to reveal the patterns of classroom interaction that appear during the
processes of teaching and learning. Previous studies on classroom interaction found that
classroom interaction plays an important role in determining the success of students’ learning
and that classroom interaction consists of several patterns. These patterns of classroom
interaction are varied which mostly depend on teachers’ belief toward the classroom itself. The
present study tried to investigate the patterns of classroom interaction and to gain students’
responses toward the processes of teaching and learning conducted by the teacher. The study was
conducted in a senior high school in Bandung involving one class of first graders and one
classroom teacher as participants. It employed a qualitative study in the perspective of the
pedagogical microscope in systemiotic approach to reveal and to analyze the patterns of
classroom interaction during the processes of teaching and learning. In order to obtain the
necessary data the study used video recording, classroom observation and guided interview as
instruments. The data which was analyzed by using pedagogical microscope was the
transcription of the video recording. The study found that in general the classroom interaction is
interactive. It was revealed that the dominance of knowledge exchanges (50%) and skill
exchanges (35%) during the process indicated that the classroom was focused into knowledge
transfer as well as knowledge practice. It means that teacher transferred the knowledge to
students in order to enable them to practice the knowledge and their English skill. It can be seen
from the main activity which was designed by the teacher for the students to actively practice
their English skill in describing people’s physical appearances. From the result of the interview,
it was found that students responded positively toward the teaching and learning process
conducted by the teacher. Most students found the classroom activities, especially the Eat
Bulaga game, interesting so that they were motivated to learn in the classroom. Most of them
argued that the game was already familiar to them as they used to watch the show about the
game on TV. Based on the findings, it is recommended that further analysis by using
pedagogical microscope as a research instrument be used, as the instrument could reveal
interactions’ patterns as well as evaluates the teaching and learning process in getting further
improvement in the innovation of teaching and learning process.
Ade Purna Nugraha, 2015
ANALYZING PATTERNS OF CLASSROOM INTERACTION
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ABSTRAK
Penelitian ini bertujuan untuk mengungkap pola –pola interaksi yang terjadi selama proses
belajar mengajar. Penelitian-penelitian terdahulu pada interaksi kelas menemukan bahwa
interaksi kelas berperan penting dalam menentukan kesuksesan belajar siswa dan interaksi kelas
juga terdri dari beberapa pola. Pola-pola interaksi kelas ini berbeda tergantung dari keyakinan
guru terhadap kelas itu sendiri. Penelitioan ini mencoba menemukan pola interaksi kelas dan
memperoleh respon-respon siswa terhadap proses belajar-mengajar di kelas tersebut. Penelitian
ini dilakukan di sebuah sekolah menegah atas di Bandung dan melibatkan satu kelas satu dan
seorang guru sebagai objek penelitian. Penelitian ini menggunakan pendekatan kualitatif dalam
perspektif mikroskop pedagogi dalam pendekatan sistemiotik untuk mengungkap dan
menganalisa pola-pola interaksi selama proses belajar-mengajar. Untuk memperoleh data,
penelitian ini menggunakan rekaman video, observasi kelas, dan interview sebagai instrumen.
Data yang dianalisis menggunakan mikroskop pedagogi adalah data dari transkrip rekaman
video. Penelitian ini menemukan bahwa pada umumnya interaksi yang terjadi dikelas sudah aktif
dan interaktif. Hal ini dibuktikan oleh dominasi dari pola knowledge exchanges (50%) dan skill
exchanges (35%) selama proses belajar-mengajar yang mengindikasikan bahwa kelas tersebut
berfokus pada teransfer ilmu dan latihan berbahasa Inggris untuk siswa. Hal itu menunjukkan
bahwa guru mentransfer ilmu untuk membuat siswa bias mempraktekkan dan melatih
kemampuan berbahasa inggris mereka dalam mendeskripsikan penampilan fisik seseorang. Dari
hasil wawancara ditemukan bahwa sebagian besar siswa memberikan respon positif terhadap
proses belajar-mengajar yang diselenggarakan guru dikelas. Sebagian besar siswa berpendapat
bahwa permainan Eat Bulaga menarik dan membuat mereka termotivasi untuk belajar bahasa
inggris. Mereka sudah familiar dengan game tersebut karena mereka sering menonton acaranya
di TV. Berdasarkan hasil temuan dalam penelitian ini, penelitian-penelitian selanjutnya yang
menggunakan pendekatan mikroskop pedagogik sebagai instrumen sangat dianjurkan untuk
mengungkap pola-pola interaksi kelas sehingga perbaikan proses belajar-mengajar dapat
tercapai.
Ade Purna Nugraha, 2015
ANALYZING PATTERNS OF CLASSROOM INTERACTION
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu