TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM : A Case Study in A Private Elementary School in Bandung.
Muhammad Ilyas Nasruloh,2013
TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM (A Case Study in A Private Elementary School in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
TEACHER-STUDENT INTERACTION IN A PROJECT-BASED
LEARNING CLASSROOM
(A Case Study in A Private Elementary School in Bandung)
A Research Paper
Submitted to the English Education Department of FPBS UPI as a Partial Fulfillment of Requirements for Sarjana Pendidikan Degree
BY:
MUHAMMAD ILYAS NASRULOH 0802335
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND FINE ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION
BANDUNG 2013
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Muhammad Ilyas Nasruloh,2013
TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM (A Case Study in A Private Elementary School in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
PAGE OF APPROVAL
TEACHER-STUDENT INTERACTION IN A PROJECT-BASED
LEARNING CLASSROOM
(A Case Study Research in a Private Elementary School in Bandung)
A Research Paper
By
Muhammad Ilyas Nasruloh 0802335
Approved by:
Main Supervisor, Co-Supervisor,
Ika Lestari Damayanti, S.Pd., M.A. Drs. Eki Qushay Akhwan, M.A. NIP. 197709192001122001 NIP. 196703141999031001
Head of English Education Department Faculty of Language and Arts Education
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Muhammad Ilyas Nasruloh,2013
TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM (A Case Study in A Private Elementary School in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Prof. Dr. Didi Suherdi, M.Ed.
NIP. 196211011987121001
STATEMENT OF AUTHORIZATION
I hereby certify that this research paper entitled “Teacher-Student Interaction In A Project-Based Learning Classroom” is my own work and that it contains no material which has been submitted or presented for the award of any other degree or diploma in any university or institution. I am totally aware that I have quoted some ideas and statements from other sources and they are properly acknowledged in the text. It is submitted as partial fulfillment for the requirement of Sarjana Pendidikan degree.
Bandung, January 2013
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Muhammad Ilyas Nasruloh,2013
TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM (A Case Study in A Private Elementary School in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
TEACHER-STUDENT INTERACTION IN A
PROJECT-BASED LEARNING CLASSROOM
(A Case Study in a Private Elementary
School in Bandung)
Oleh
Muhammad Ilyas Nasruloh
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan pada Fakultas Pendidikan Bahasa dan Seni.
© Muhammad Ilyas Nasruloh 2013 Universitas Pendidikan Indonesia
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Muhammad Ilyas Nasruloh,2013
TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM (A Case Study in A Private Elementary School in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
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Muhammad Ilyas Nasruloh,2013
TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM (A Case Study in A Private Elementary School in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ABSTRACT
This research entitled “Teacher-Student Interaction in a Project-Based Learning Classroom” aims at investigating: (1) the realization of teacher-student interaction during the implementation of Project-Based Learning approach; and (2) the variety of speaking strategies used by students in the classroom. The data in the form of observations, interviews, and video transcripts were taken from an elementary school English teacher and 30 fifth grade students in a private school in Bandung. To analyze the data, the theory of a case study was implemented. The findings indicate that Teacher Talk took a greater proportion than Pupil Talk throughout the interaction. Besides, eight out of nine speaking strategies were employed by the students, namely (1) asking for clarification; (2) asking someone to repeat something; (3) using fillers; (4) using conversation maintenance cues; (5)
getting someone’s attention; (6) using paraphrases; (7) using formulaic expressions; and (8) using mime and nonverbal expressions This research, therefore, suggests further studies to conduct similar research involving more participants in higher or lower grade as well as investigating both verbal and nonverbal classroom interaction to gain more rigorous details of teacher-student interaction characteristics in a Project-Based Learning classroom.
Keywords: young learners, elementary school, teacher-student interaction, speaking strategies, project-based learning approach.
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Muhammad Ilyas Nasruloh,2013
TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM (A Case Study in A Private Elementary School in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ABSTRAK
Penelitian yang berjudul “Interaksi Guru-Siswa di Sebuah Kelas
Pembelajaran Berbasis Proyek” bertujuan untuk meneliti: (1) realisasi interaksi
guru-siswa selama penerapan pendekatan Pembelajaran Berbasis Proyek; dan (2) ragam strategi berbicara yang digunakan oleh siswa di ruang kelas. Data dalam bentuk observasi, wawancara dan transkrip video diambil dari seorang guru sekolah dasar untuk bidang studi bahasa Inggris dan 30 orang siswa-siswi sekolah dasar kelas 5 di sebuah sekolah dasar swasta di Bandung. Untuk menganalisis data tersebut, teori studi kasus digunakan. Dari keseluruhan interaksi, hasil penelitian menunjukkan bahwa porsi Guru-Bicara lebih besar dari porsi Siswa-Bicara. Selain itu, delapan dari sembilan strategi berbicara digunakan oleh siswa-siswi, yaitu (1) meminta klarifikasi; (2) meminta orang lain mengulang sesuatu; (3) menggunakan jeda; (4) menggunakan isyarat untuk mempertahankan percakapan; (5) mendapatkan perhatian orang lain; (6) menggunakan parafrase; (7) menggunakan ekspresi yang baku; dan (8) menggunakan peniruan dan ekspresi nonverbal. Oleh karena itu, penelitian ini menyarankan bahwa penelitian selanjutnya sebaiknya melibatkan lebih banyak partisipan dari level yang lebih tinggi atau lebih rendah dan juga meneliti baik interaksi verbal maupun nonverbal untuk mendapatkan rincian yang lebih komprehensif sehingga mampu menggambarkan karakteristik interaksi guru-siswa di sebuah kelas Pembelajaran Berbasis Proyek.
Kata kunci: pembelajar anak-anak, sekolah dasar, interaksi guru-siswa, strategi berbicara, pendekatan pembelajaran berbasis proyek.
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Muhammad Ilyas Nasruloh,2013
TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM (A Case Study in A Private Elementary School in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
i
ACKNOWLEDGEMENT
All praise is due to Allah, the Lord of the worlds, who gives me all strengths to finish all kinds of task including this paper. Shalawat may always be to the Messenger of Allah, Muhammad SAW, the noble man to be followed until the end of the day.
Finally, the writer finished writing this paper. In the journey of the writing, many valuable experiences were faced as a starting point to get better pieces of life. Therefore, I would like to say thanks to many people involved in the process of this writing.
My first and foremost thanks go to my supervisors, Ika Lestari Damayanti, S.Pd., M.A. and Drs. Eki Qushay Akhwan, M.A. who have given me precious knowledge, encouragement and support in the process. Without their guidance and supervision, I can hardly imagine the completion of this study. I also would like to extend my gratitude in particular to:
1. My beloved parents, Bapak Aep Dahyar and Ibunda Hayati who always cherish me. Thank you for all your love and caring. Thank you for always be there for me. Thank you for always pray for me and support me with all that you have so that I can finish this paper.
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Muhammad Ilyas Nasruloh,2013
TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM (A Case Study in A Private Elementary School in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ii 2. All of my sisters and brothers, that is, Zakiyyah, Shofi, Fajri, Zahra,
Asni, Malik, Qodri and Sabiq for their support and prayer.
3. My wife candidate, Susi Fitria for being patient in dealing with my limitation. May Alloh lead us toward the right way.
4. My best friends, Agung, Raskin, Alif, Fahmi and Rasid. Thanks for your love, caring, and support. I thank God for having you all.
5. My PBL team, Susi Fitria, Nazmi Maulida, Darini Bilqis Maulani, Merry Christianty, and Gelar Ramadhan for being so generous during our intense moment in the research project. I owe you all a lot.
6. My friends in BIG EDU B for the joy and encouragement during the making of the paper.
7. All friends and people who have directly or indirectly involved in this task.
May Allah give back every single support that they have given me in much better ways. Amin.
Bandung, January 2013
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Muhammad Ilyas Nasruloh,2013
TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM (A Case Study in A Private Elementary School in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
iii
TABLE OF CONTENT
ACKNOWLEDGEMENTS ... i
ABSTRACT ... iii
TABLE OF CONTENT ... iv
LIST OF TABLES ... vii
LIST OF APPENDICES ... viii
CHAPTER I INTRODUCTION 1.1 Background ... 1
1.2 Research Questions ... 5
1.3 Aims of the Study ... 5
1.4 Significance of the Study ... 6
1.5 Scope of the Study ... 6
1.6 Reason for Choosing the Topic ... 7
1.7 Research Methodology ... 8
1.7.1 Research Design ... 8
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Muhammad Ilyas Nasruloh,2013
TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM (A Case Study in A Private Elementary School in Bandung)
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iv
1.7.3 Data Collection ... 9
1.7.4 Research Procedure ... 10
1.7.5 Data Analysis ... 10
1.8 Clarification of the Terms ... 11
1.9 Organization of the Paper ... 12
1.10 Concluding Remark ... 14
CHAPTER II THEORETICAL FOUNDATION 2.1 The Importance of Teaching Speaking to Young Learners ... 15
2.1.1 Teacher-student Interaction... 16
2.1.2 Speaking Strategies ... 19
2.2 Young Learners ... 23
2.3 Project Based-Learning ... 28
2.3.1 The Definition of Project-Based Learning ... 28
2.3.2 Project-Based Learning and Constructivism ... 29
2.3.3 The Benefits of Project-Based Learning ... 30
2.3.4 Research on Project-Based Learning ... 32
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Muhammad Ilyas Nasruloh,2013
TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM (A Case Study in A Private Elementary School in Bandung)
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v
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design ... 36
3.2 Site and Respondents ... 38
3.2.1 Sites ... 38
3.2.2 Respondents ... 38
3.3 Data Collection ... 39
3.4 Data Analysis ... 42
3.5 Concluding Remark ... 48
CHAPTER IV FINDINGS AND DISCUSSION 4.1 Findings ... 50
4.1.1 Teacher-student Interaction in Project-Based Learning Classrooms…...51
4.1.2 Speaking Strategies Employed By Fifth Grade Students in Project- Based Learning Classrooms ... 85
4.2 Discussion ... 86
4.3 Concluding Remark ... 91
CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ... 92
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Muhammad Ilyas Nasruloh,2013
TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM (A Case Study in A Private Elementary School in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
vi
5.3 Concluding Remark ... 94
REFERENCES APPENDICES LIST OF TABLES Table 2.1 Flanders’ Interaction Analysis Categories System (FIACS) ... 18
Table 2.2 Different characteristics of younger and older learners ... 23
Table 3.1 Flanders’ Interaction Analysis Categories (FIAC) ... 40
Table 3.2 Speaking Strategy Categories ... 41
Table 3.3 Classroom Verbal Interaction Transcription ... 44
Table 3.4 Interaction Matrix Table ... 46
Table 4.1 Summary Results of Teacher-student Interaction in PBL Classrooms . 51 Table 4.2 The Frequency of Teacher Talk ... 52
Table 4.3 Summary Results of Teacher Support ... 53
Table 4.4 Summary Results of Content Cross ... 59
Table 4.5 Summary Results of Teacher Control ... 68
Table 4.6 Summary Results of Pupil Talk ... 75
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Muhammad Ilyas Nasruloh,2013
TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM (A Case Study in A Private Elementary School in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
vii Table 4.8 Summary Results of Speaking Strategies ... 85
LIST OF APPENDICES
Appendix A Video Transcripts Appendix B Display Coding Appendix C Matrix Table
Appendix D Data from Interview
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Muhammad Ilyas Nasruloh,2013
TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM (A Case Study in A Private Elementary School in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
1 CHAPTER I
INTRODUCTION
This chapter presents the background and burning issues related to the topic, research questions, aims of the study, significance of the study, scope of the study, reasons for choosing the topic, research methodology, clarification of prominent terms related to the study and organization of the paper.
1.1Background
In recent years, it is difficult to ignore the importance of teaching English to young learners in elementary school levels. It can be seen from much research which showed that learning English in the elementary schools has wide-ranging benefits for young learners, especially in the area of cultures, Second Language Acquisition and academic (Stewart, 2005; see also Moon, 2000). In terms of culture, learning English at early level of age may help young learners to develop cultural awareness and understanding of English so that they can engage in communication and cooperation within English contexts (Abolghasem, 2010; Chastain, 1976 cited in Deneme et al., 2011).
Besides, from a Second Language Acquisition perspective, young learners are better equipped to develop English language acquisition (Birdsong, 1999 cited in Nihat, 2010) and gain some lower order skills such as pronunciation and comprehension (Singleton, 1995 cited in Nihat, 2010). In addition, young learners
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TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM (A Case Study in A Private Elementary School in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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who take English lessons in elementary school have more aptitude and interest towards learning English than the young learners who do not receive any English (Katsuyama et al., 2008 cited in Nihat, 2010).
In accordance with academic world, learning a foreign language leads to increase cognitive skills. This means young learners who study English are more creative and better problem solvers than students who do not study English (Landry, 1974; Marcos, 2001; Weatherford, 1986 cited in Stewart, 2005). Secondly, learning a foreign language can potentially improve young learners’ achievement in other academic areas. In other words, young learners who study English tend to develop new perspectives and depth of understanding about the vocabulary and structure of their first language (Cumming-Potvin, Renshaw, & van Kraayenoord, 2003 cited in Stewart, 2005).
However, many English teachers in Indonesia do not posses adequate competency to bring their students to meet the benefits (Listia and Kamal, 2008; Damayanti et al., 2013). It is because the teachers do not have enough understanding of young learners’ foreign language pedagogy and do not have enough proficiency level of English (Damayanti et al., 2013). This condition affects the techniques employed while they are teaching. Instead of using games, songs, stories, or other friendly techniques, such teachers prefer following all textbook instructions (textbook-based teaching) and teaching grammar to their pupils explicitly (Broughton et al., 2003). This is potentially unsuitable for the second language acquisition development of the children since they are still in an
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Muhammad Ilyas Nasruloh,2013
TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM (A Case Study in A Private Elementary School in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
3 intellectual stage of what Piaget (1972) called “concrete operations” (Brown,
2000:88). In this stage, children commonly put their focus more on things that can possibly be seen, smelled, heard, touched and tasted, such as trees, cats and other concrete objects.
Besides, the incompetent teachers may provide students with inappropriate learning materials. Many of them tend to design disorder materials, which mean there is no relation between the new material and the previous material or between the first activity and the next one. This probably wastes both teachers’ and
students’ energy as well as time.
In addition, the materials presented sometimes are not meaningful and contextual. This occurs because teachers do not take young learner characteristics into account. The teachers may simply put their focus more on assessing written skills while most young learners have limited reading and writing skills (Pinter, 2006). Whereas, speaking aspects take a great portion in the process of language learning at that time (Halliwell, 1992; Harmer, 2001). Consequently, the children potentially experience confusion and boredom. Later they probably will stop learning English at all, or, at least, they simply learn English as knowledge not as a tool for communication (Broughton et al, 2003).
Teaching and learning innovations in English, therefore, are required to maximize each effort in improving students’ English proficiency level, in this sense, speaking strategies. The first thing that can be done is identifying the target learners. In elementary school level, the learners are children with the age ranging
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TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM (A Case Study in A Private Elementary School in Bandung)
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from five to twelve years old. In those ages, children are in the condition called concrete thinking and having something as a purpose (Cameron, 2001). In other words, children learn to comprehend their environment as a whole, not separated like most adults do (Brown, 2000). It is because many children commonly cannot synthesize their neighborhood into certain categories (Brown, 2000). Hence, children require contextual and meaningful learning environment.
Project-Based Learning (PBL) is an approach which encompasses contextual and meaningful learning. To begin, contextual learning is a learning which puts real-life situation as a basis of teaching and learning process. Secondly, meaningful learning is a learning which leads them to find meaning and later on the meaning will give them reasons to learn (Johnson, 2001). In other words, both teachers and pupils are taken into real-life situation, real problems and real solution in such a way that the pupils cannot see barriers between what they learn in the class and what they find outside class. Besides, contextual and meaningful learning lead the pupils to be active as well as constructive learners. It means that the pupils independently develop certain skill that can assist them in the future. In order to provide students with a contextual and meaningful learning, some teachers in a private elementary school in Bandung started to employ Project-Based Learning (PBL) approach. They expect as what Bell (2010) claims regarding the positive effects of PBL implementation that may enhance students’ motivation and leads them to think in a critical way. In addition, Thomas (2000) mentions that PBL practically enacts learning relevant to real world, offers many
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Muhammad Ilyas Nasruloh,2013
TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM (A Case Study in A Private Elementary School in Bandung)
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chances to go deeper into a number of concepts and considers authenticity as the most important aspect.
Based on the explanation above, this research is intended to discover, describe, and compile in-depth information about the implementation of Project-Based
learning (PBL) approach as a means to enhance students’ speaking strategies in elementary school level. In doing so, the researcher is going to conduct a case study in a private elementary school in Bandung. Hopefully, by applying Project-Based Learning approach, students are going to master speaking strategies in such a way that it enables them not only to develop other supporting skills exclusively but also positive learning attitudes.
1.2Research Questions
Based on the explanation above, this research attempts to answer the following questions:
1. How is teacher-student interaction realized during the implementation of Project-Based Learning approach in a young learner classroom?
2. What kinds of speaking strategies do students employ in the classroom?
1.3Aims of the Study
In line with the background and the research questions, the aims of this research are to find out:
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Muhammad Ilyas Nasruloh,2013
TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM (A Case Study in A Private Elementary School in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
6
1. How teachers-student interaction is realized during the implementation of Project-Based Learning approach in a young learner classroom
2. Kinds of speaking strategies which students employ in the classroom
1.4Significance of the Study
This research is expected to provide portrait of the practice of teaching speaking to young learners through Project-Based Learning approach which mainly focus on two particular things, namely the kinds of speaking strategies which student apply and the teacher-student interaction occurred in elementary schools. In addition, this research is expected to give a significant contribution to development of teaching profession in Indonesia and generally to add more references.
This research can reveal some facts about which speaking strategies that students exert to maintain the conversation so that teachers can predict which language aspects that require more focus. Besides, this research can also depict the language learning situation through the analysis of teacher-student interaction so that the teachers can see the pattern and implement PBL approach in their classroom appropriately.
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Muhammad Ilyas Nasruloh,2013
TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM (A Case Study in A Private Elementary School in Bandung)
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By considering the two benefits, this research is expected to give a significant contribution to English teachers in elementary schools when they implement Project-Based Learning to young learners.
1.5Scope of the Study
This research focused on identifying speaking strategies used by elementary school students in handling a conversation as a presenter and drawing the teacher-student interaction pattern during the implementation of PBL approach in a private elementary school in northern Bandung. The participants of this research were a teacher and 30 students from fifth grade.
1.6Reasons for Choosing the Topic
There are several reasons the researcher chooses the topic for this research. To begin, it has been increasingly difficult to ignore the importance of teaching speaking to young learners in an appropriate manner. At this time, many teachers put their focus more on writing ability realized in students’ scores. Consequently,
students’ indicator whether they are successful is just shown by the scores. In many cases, the scores potentially provide a wrong judgment about overall
students’ English proficiency level since they just examine one aspect of language, namely writing ability. Children at elementary school level, however, are developing oral communication skills. It can be noticed when children learn a language, they do not only absorb something as source of information or
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TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM (A Case Study in A Private Elementary School in Bandung)
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knowledge, but also utilize the language as a means to communicate with others (Brown, 2000).
Secondly, there has been a large amount of literature about teaching English to young learners. Hence, this is a good opportunity for the researcher to conduct a research related to young learners since there are many supporting sources.
Finally, the researcher becomes interested in teaching English to young learners, in this sense teaching speaking, after taking pre-service training in a private junior high school in northern Bandung. At that time, the researcher saw that many junior high school students did not possess sufficient oral communication skills but adequate content knowledge in English subject. According to the researcher’s observation, it happened because of unfriendly learning experience. Since that day, this situation motivated the researcher to conduct this research.
1.7Research Methodology 1.7.1 Research Design
The main purpose of this research was to present an in depth description of speaking strategies that students utilize during the implementation of Project-Based Learning approach. In addition, another purpose of this research was to find out how teacher-student interaction realized in a young learner classroom using activities conducted in the form of
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Muhammad Ilyas Nasruloh,2013
TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM (A Case Study in A Private Elementary School in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
9
Project-Based Learning framework. By considering the two purposes, a case study research was conducted in this research.
Case study had been chosen for several reasons. To begin, a case study is one of the five traditions in a qualitative research which mainly focuses on a specified case in an event which encompasses an individual, a group of people, or a real life portrait (Creswell, 1998; Gerring, 2007). Moreover, it, like other qualitative research, concerns with meaning, process, and quality (Alwasilah, 2008) not like any quantitative research which primarily concerns with quantity and result (Yin, 2003). Besides, the setting of a case study is natural in the sense of a contemporary phenomenon within some real life contexts (Yin, 2003; Alwasilah, 2008).
Then, the aim of a case study is description, findings and understanding (Alwasilah, 2008) as well as generalizing (Yin, 2003). Finally, the investigator engaged in a case study (1) has little control over events; (2) cannot manipulate behavior; (3) spends more time on drawing the context or setting of the case; (4) can utilize many sources of information in collecting the data to present an in depth as well as detailed description about the responses toward an event (Creswell, 1998).
1.7.2 Site and Respondents
The research was conducted in a well-known private elementary school in northern Bandung. The place was chosen for two reasons, firstly
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TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM (A Case Study in A Private Elementary School in Bandung)
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because the school was in the way of using PBL approach as a major teaching method and secondly because the principal allowed the researcher to conduct a research in the form of PBL approach from September to October 2012. The participants of this research consisted of an in-service English teacher and 30 fifth grade students.
1.7.3 Data Collection
According to Creswell (1998), a case study data collection can be gathered through the following ways:
1. Structured observation. This technique is undertaken in order to put
more attention to particular behaviors and specific information (Richards, 2003:150).
2. Document analysis. All data in the form of syllabus, lesson plan, students’ work, homework, summative tests, and progress tests will be collected from the English teacher.
3. Interview. A personal interview is undertaken for the English teacher in
order to complete the data collected from observation and to collect other necessary and in-depth information (Alwasilah, 2008).
1.7.4 Research Procedure
This research passed through several systematic steps. First, the researcher conducted an interview to the English teacher to gain some
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Muhammad Ilyas Nasruloh,2013
TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM (A Case Study in A Private Elementary School in Bandung)
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11 information related to teacher’s understanding toward the concept of PBL.
Second, the researcher gathered data in the form of journals, documents, and observation. Finally, the data collected organized in such a way that the researcher had an easy access to the data. Meanwhile, the data from observation was transcribed into texts.
1.7.5 Data Analysis
The data organized and transcribed was analyzed using a qualitative method. According to Creswell (1998) and Lodico et al. (2006), data analysis in qualitative research is inductive processes. Therefore, the data analysis in this research passed through some steps, namely:
1. Data analysis. This step comprised a preliminary analysis intended
to review and explore the data and a major analysis intended to code the data into categories.
2. Data Reduction. After coding the data into categories, a number of
unsupported data were removed so that the researcher was able to build themes and tested hypotheses as well.
3. Data display. The data were displayed in the form of figures and
diagrams as well as tables.
4. Conclusion drawing. The researcher made an interpretation toward
the data in such a manner that the researcher was able to obtain an in-depth description about the practice of teaching speaking to young
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TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM (A Case Study in A Private Elementary School in Bandung)
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learners generally and speaking strategies as well as teacher-student interaction patterns particularly (Creswell, 1998; Lodico et al., 2006).
1.8Clarification of the Terms
1. Project-Based Learning (PBL)
Project-Based Learning (PBL) is an innovative approach to learning that teaches a multitude of strategies critical for success in the twenty-first century. It means that students drive their own learning through inquiry, as well as work collaboratively to research and create projects that reflect their knowledge. From gleaning new, viable technology skills, to becoming proficient communicators and advanced problem solvers, students benefit from this approach to instruction (Bell, 2010).
2. Speaking Strategies
Speaking Strategies here are the ability to use a foreign language to maintain a conversation such as asking for clarification, asking someone to repeat something, using fillers, using conversation maintenance cues etc. (Brown, 2000: 276).
3. Teacher-Student Interaction
Teacher-student interaction refers to all activities undertaken by both teachers and students in a classroom during language learning process (Flanders, 1970).
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Elementary school students are students who enter the first level of formal education in Indonesia. Students are expected to finish this level in six years, starting from first grade to sixth grade. For those who graduate from this level, he or she can continue their education to the next level, namely junior high schools (Ministry of Education and Culture, 2012).
1.9Organization of the Paper
This research paper organized into five chapters as follows:
Chapter I Introduction
This chapter provides the background and burning issues related to the topic, research questions, aims of the study, significance of the study, scope of the study, reasons for choosing the topic, research methodology which consists of research design, data resource, data collection, and data analysis, clarification of prominent terms related to the study and organization of the paper.
Chapter II Theoretical Foundation
This chapter consists of related theories that relevant to the research. The theories are taken from other experts and writers along with related literature that the researcher utilizes in investigating the research problems. Thus, this chapter also explains theory of teaching speaking, young learners, and Project-Based Learning approach.
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This chapter presents the methodology applied in conducting this research. It consists of research design, data collection, research procedures, and data analysis.
Chapter IV Findings and Discussion
This chapter reports the findings and discussion of the research generated by interpreting and analyzing the collected data. It provides the interpretation of data collection, data presentation, the explanation of data analysis and the result of data analysis.
Chapter V Conclusions and Suggestions
This chapter presents the conclusion of the research result and recommendations for teaching practices as well as future research.
1.10 Concluding Remark
This chapter describes the background and burning issues related to the topic, research questions, aims of the study, significance of the study, scope of the study, reasons for choosing the topic, research methodology, clarification of prominent terms related to the study and organization of the paper.
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36 CHAPTER III
RESEARCH METHODOLOGY
This chapter describes the procedure of the research in order to find the answers of the two questions previously stated in chapter one. It covers the research design, sites and respondents, data collection and the data analysis.
3.1 Research Design
The main purpose of this research is to find out how teacher-student interaction realized in a young learner classroom using activities conducted in the form of Project-Based Learning framework. In addition, another purpose of this research is to present an in depth description of speaking strategies that students utilize during the implementation of Project-Based Learning approach. By considering the two purposes, a case study is conducted in this research.
The use of a case study in this research is due to several reasons. To begin with, a case study is one of the five traditions in a qualitative research which mainly focuses on a specified case in an event which encompasses an individual, a group of people, or a real life portrait (Creswell, 1998; Gerring, 2007). Similarly, Lodico, et al.(2006) suggest that case study is primarily conducted to investigate processes as well as to gain insight into an in-depth understanding of an individual, group, or situation (Lodico et al., 2006: 269). Moreover, it, like other qualitative researches, concerns with meaning, process, and quality (Alwasilah,
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2008) not like any quantitative research which primarily concerns with quantity and result (Yin, 2003). In addition, the setting of a case study is natural in the sense of a contemporary phenomenon within some real life contexts (Yin, 2003; Alwasilah, 2008). Then, the aim of a case study is description, findings and understanding (Alwasilah, 2008) as well as generalizing (Yin, 2003). Finally, the investigator engaged in a case study (1) has little control over events; (2) cannot manipulate behavior; (3) spends more time on drawing the context or setting of the case; (4) can utilize many sources of information in collecting the data to present an in depth as well as detailed description about the responses toward an event (Creswell, 1998).
In addition to the reasons above, a case study has a number of benefits. Nisbet and Watt (1984) point out some of them, namely (1) the results are more easily understood by a wide audience including people from non-academic; (2) they are immediately intelligibly; (3) they catch unique features that may otherwise be lost in larger scale data (e.g. surveys); (4) these unique features might hold the key to understanding the situation; (5) they are strong on reality; (6) they provide insights into other, similar situations and cases, thereby assisting interpretation of other similar cases; (7) They can be undertaken by a single researcher without needing a full research team; (8) they can embrace and build in unanticipated events and uncontrolled variables; and (9) they can penetrate situations in ways that are not always susceptible to numerical analysis (Cohen et al., 2005: 184).
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However, in fact, a case study has some limitations. First, the results may not be generalized except where other readers/researchers see their application. Then, they are not easily open to cross-checking; hence they may be selective, biased, personal and subjective. Finally, they are prone to problems of observer bias, despite attempts made to address reflexivity (Nisbet and Watt, 1984 cited in Cohen et al., 2005).
3.2 Site and Respondents 3.2.1 Sites
This research was conducted in a well-known private elementary school in northern Bandung. The school was chosen for two reasons, firstly because the school is in the way of using PBL approach as a major teaching method and secondly because the principal allows the researcher to conduct a research in the form of PBL approach from September to October 2012.
3.2.2 Respondents
The respondent of this research was an in-service English teachers and a fifth-grade classroom which consisted of 30 students. Then, for the sake of ethics, the code of the respondent was teacher X and student X. Teacher X is 22 year-old female teacher and the students X were children in the age of nine to eleven.
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For the purpose to reach the quality of the result, the researcher employed triangulation technique in collecting data. Triangulation is technique of using two or more methods of data collection which functions to explain more completely the complexity and the richness of the data. In addition, triangulation is a strong way to show validity as well as reliability in qualitative research (Campbell and Frinske, 1959 cited in Cohen, et al., 2005). In case study research, triangulation can be in the form of (1) interviews; (2) observations; and (3) documents examination (Lodico, et al., 2006:269).
In line with the previous statement, Creswell (1998) suggests that in a case study, the data can be best collected through the following ways:
1. Structured observation. This technique was undertaken in order to put
more attention to particular behaviors and specific information (Richards, 2003:150). In line with the statement above, this research, therefore, required systematic classroom observation to expose the teacher-student interaction and students‟ speaking strategies. For the first purpose, this
research employed FIACS (Flanders‟ Interaction Analysis Categories
System) as the first instrument. For the second purpose, the researcher employed Speaking Strategies categories proposed by Brown (2000:127).
The following is the detailed table of Flanders‟ Interaction Analysis
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Table 3.1
Flanders’ Interaction Analysis Categories (FIAC)
Teacher talk
*Indirect influence
Category
Number Activity Note
Resp onse
1 Accepts feeling: Accepts and clarifies an attitude or
the feeling tone of a pupil in a non-threatening manner. Feeling may be positive or negative. Predicting and recalling feelings are included.
2
Praises or encourages: Praises or encourages pupil
action or behavior. Jokes that release tension, but not at the expense of another individual; nodding head,
or saying “Um hm?” or “go on” and included. 3
Accepts or uses ideas of pupils: Clarifying or
building or developing ideas suggested by a pupil. Teacher extensions of pupil ideas are included but as the teacher brings more of his own ideas into play, shift to category five.
4
Asks questions: Asking question about content to
procedure, based on teacher ideas, with the intent that a pupil will answer.
*Direct influence
Initia tion
5
Lecturing: Giving facts or opinions about content or
procedures; expressing his own ideas, giving his own explanation, or citing an authority other than a pupil.
6 Giving directions: Directions, commands or orders
to which a pupil is expected to comply.
7
Criticising or justifying authority: Statements
intended to change pupil behavior from non-acceptable to non-acceptable pattern; bawling someone out; stating why the teacher is doing what he is during; extreme self-reliance.
Pupil talk
Resp
onse 8
Pupil-talk response: Talk by pupils in response to
teacher. Teacher initiates the contact or solicits pupil statement or structures the situation. Freedom to express own ideas is limited.
Initi
ation 9
Pupil-talk Initiation: Talk by pupils, which they
initiate. Expressing own ideas; initiating a new topic; freedom to develop opinions and a line of thought, kike asking thoughtful questions; going beyond the
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41 existing structure.
Silence 10
Silence or confusion: Pauses, short periods of
confusion in which communication cannot be understood by the observer.
Adopted from Flanders (1978)
Apart from FIACS, here is the detailed table for the second instrument. Table 3.2
Speaking Strategy Categories
No Categories Frequency Notes
1 Asking for clarification (What?)
2
Asking someone to repeat something (Huh? Excuse me?)
3
Using fillers in order to gain time to process (Uh, I mean, Well)
4
Using conversation maintenance cues (Uh huh, Right, Yeah, Okay, Hmm)
5 Getting someone „s attention (Hey, Say, So)
6 Using paraphrases for structures one can‟t produc e
7
Appealing for assistance from the interlocutor (to get a word or phrase)
8 Using formulaic expressions (at the survival stage such as
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42 How much does ___ cost?
How do you get to the ___ ? )
9
Using mime and nonverbal expressions to convey meaning
Adopted from H. Douglas Brown (2000)
2. Document analysis. All data in the form of syllabus and lesson plan were
collected from the English teacher. This was undertaken because documents are powerful indicators of the value system operating within institution and natural sources that can give valuable information (Hatch, 2002; Yin, 2003).
3. Interview. A personal interview was undertaken for the English teacher in
order to complete the data collected from journals and observation and to collect other necessary and in-depth information (Alwasilah, 2008). Practically, the teachers were interviewed about several questions related to the practice of teaching speaking to young learners using PBL approach.
3.4 Data Analysis
The data organized and transcribed analyzed using a qualitative method. According to Creswell (1998) and Lodico et al, (2006), data analysis in qualitative research is inductive processes. Therefore, the data analysis in this research passed through some steps, namely:
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The observer sat in the classroom in the best position to see and hear the
participants‟ activities. At that time, all the observed verbal behavior were
recorded and translated into the serial number of the category. In doing so, the observer must follow suggested some rules (Flanders, 1967 cited in Sampath et al., (2007) and Singh et al., 2008), namely:
Rule 1: If more than one type of category occurs during a 3 second period, the
observer should choose the category that is numerically farther from category 5 (but not category 10). Suppose the observer is in doubt whether the category is 2 or 3; he should write 2 categories.
Rule 2: The observer should not involve his personal viewpoint.
Rule 3: If more than one category is active in a span of 3 seconds, and then all the
categories should be recorded. If after 3 seconds, no category changes, then the same serial number should be repeated in the next 3 seconds.
Rule 4: If the time period of silence exceeds 3 seconds, it should be recorded
under the category No.10
Rule 5: When teacher calls a child by name, the observer is supposed to record a
4th category.
Rule 6: When the teacher repeats the students answer and the answer is a correct,
that is recorded as a category No. 2. This tells the student that he has the right answer and therefore functions as praise or encouragement.
Rule 7: When a teacher listens to a pupil and accepts his ideas for a discussion,
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44 Rule 8: The words „All is ok‟, „yes‟, „yah‟, „hum‟, „alright‟ etc belong to the
category No. 2. (Encouragement)
Rule 9: If a teacher jokes without aiming at any pupil, this behaviour belongs to
the category No. 2. But if he makes any joke aiming at some particular pupil, then it belongs to the category No. 7.
Rule 10: When all the pupils respond to a very small question collectively, then
the serial number of category-8 is recorded. Here is the example of data transcription.
Table 3.2
Classroom Verbal Interaction Transcription
Actual Verbal Behavior Recorded as
Teacher : Can you mention kinds of traditional food in West Java?
Students: Colenak!
Teacher : That‟s right.
4
8 2
Step2: Constructing interaction matrix
After encoding process, the coded behaviors were written in 10 x 10 table known as a matrix. The category numbers of the record sheet tabulated in the matrix table. Each number was entered in the form of sequence pairs, being used twice,
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first as the first numbers and second as second number. The row of the matrix represent the first number and the columns the second number. For example an observation recorded is 8, 4, 8, 2, 5, 9, 2, 5. Hence, the beginning and end of the coding should have the same number of the categories. It is the tradition of adding number 10 in the beginning and at the end. Hence, the above numbers were written in this way 10, 8, 4, 8, 2, 5, 9, 2, 5, 10.
Figure 1.
Paired Category Numbers
10 1st pair
8
2nd pair 4
3rd pair
8
4th pair 2
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The first number of the pair represents row and second number of the pair represents column. For example, in the first pair (10, 8), the number 10 represents row and the number 6 represents column. Then, the numbers are plotted on a matrix.
Table 3.3
Interaction Matrix Table
1 2 3 4 5 6 7 8 9 10 TOTAL
1 2 3 4 5 6 7 8
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9 10 TOTAL
Step 3: Interpreting the interaction matrix
After completing the matrix, the researcher noticed that some areas had tallies than others. It surely gave information about who was talking and what kinds of talking were taking place. The following is the example:
Figure 2
Concentration Area of Interaction Matrix
1 2 3 4 5 6 7 8 9 10
1 TEACHER
SUPPORTS
STUDENTS
2 3 4
CONTENT CROSS
5
6 TEACHER
CONTROL
PARTICIPATION
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8 9 10
1. Content Cross
A heavy concentration in a column 4 and 5 and row 4 and 5 indicates teacher dependence on questions and lectures.
2. Teacher Control
A concentration on column and row 6 and 7 indicates extensive commands and reprimands by the teacher.
3. Teacher Support
A heavy concentration of tallies in column and row 1, 2, and 3 indicates
that the teacher is reinforcing and encouraging students‟ participation.
4. Student Participation
A concentration of tallies in column 8 and 9 reflects student responses to
the teacher‟s behavior (Flanders, 1967 cited in Nurmasitah, 2010).
Step 4: Data display.
The data displayed in the form of figures and tables.
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The researcher made an interpretation toward the data in such a manner that the researcher is able to obtain an in-depth description about the practice of teaching speaking to young learners generally and speaking strategies as well as teacher-student interaction patterns particularly (Creswell, 1998; Lodico et al., 2006).
3.5 Concluding Remark
This chapter described the research design, site and respondents, and also the process of gathering and analyzing the data. The following chapter will describe the findings and the discussion.
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92 CHAPTER V
CONCLUSSIONS AND SUGGESTIONS
This chapter presents the conclusions of the conducted research and the suggestions for the further research with the same topic.
5.1 Conclusions
This research attempted to investigate teacher-student interaction and speaking strategies used by students in a Project-Based Learning classroom. For the first investigation, the results generally showed that the teacher tended to dominate the verbal behavior during the process of teaching and learning. It indicated that even though the teacher used Project-Based Learning, the students still possessed a smaller proportion of talk than the teacher. If it is compared with traditional method, Project-Based Learning did not give significant changes in overall percentage. However, Project-Based Learning relatively gives a major contribution especially to the characteristics of teacher-student interaction. First, the way teacher supported the students was quite different from traditional method. Praise and encouragement were the requirement in PBL in order to
sustain students’ motivation while this aspect was not fairly important in
traditional method.
Secondly, the process of imparting knowledge or information in PBL was undertaken through questions and answers technique. This was relatively different from traditional method which the process of transferring information is
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undertaken through lecturing. The technique was frequently avoided since it
tended to restrict students’ performance during the classroom interaction.
Finally, the big proportion of giving directions in Teacher Control indicated that the students were not totally independent learners yet. This surely seemed to contradict a criterion of PBL which mentioned that PBL promotes students to be independent learners. Probably, the contradiction appeared because the observation was only conducted in five meetings. Besides, the project theme was chosen by the teacher so that the students were less enthusiastic and hinged on the
teacher’s commands.
For the second investigation, the results showed that the students successfully developed eight out of nine speaking strategies. It indicated that Project-Based Learning gave a space for students to perform better during the classroom interaction.
Although the students had successfully developed some speaking strategies, they found some inhibitions in doing the project. Firstly, the students were not familiar with group work and employed their mother tongue rather than the target language along the interaction. Then, they seemed to lose their interest towards the project as the duration was too long. Finally, some students had difficulty to accept the new role of the teacher as a facilitator, not as a source of knowledge and provider of solutions (see also Fraugolis, 2009).
To cope with the obstacles, the teacher made some modification in design. To reduce the use of mother tongue, the teacher undertook a lot of repetition in giving
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directions, using clear instruction, visual aids and worksheets. The teacher also explained to the students that she was there to assist them when they were working with the project.
5.2 Suggestions
In accordance with the findings of this research, there are some suggestions for other researchers as a reference while they are going to conduct the same research in the future:
1. The project theme should be chosen by the students. In this research, the topic for project was chosen by the teacher. As a result, the students seemed to be uninterested in the project because they thought the project was not for them, but for the teacher.
2. The duration of the project should be short. One project should be at least accomplished in five to ten meetings.
3. To see the pattern of teacher-student interaction in PBL classrooms comprehensively, the observer should find another interaction analysis tool that covers both verbal and nonverbal behavior.
5.3 Concluding Remark
This chapter is the last chapter of the research in which the conclusions of the conducted research including the recommendations for further studies in similar topics are presented.
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TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM (A Case Study in A Private Elementary School in Bandung)
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Muhammad Ilyas Nasruloh,2013
TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM (A Case Study in A Private Elementary School in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM (A Case Study in A Private Elementary School in Bandung)
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TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM (A Case Study in A Private Elementary School in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu BIBLIOGRAPHY
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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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Nurmasita, S. (2010). A Study Of Classroom Interaction Characteristics In A
Geography Class Conducted In English: The Case At Year Ten Of An Immersion Class In Sma N 2 Semarang. Semarang: Diponegoro
University.
Nurohman, S. (2008) Pendekatan Project Based Learning Sebagai Upaya
Internalisasi Scientific Method Bagi Mahasiswa Calon Guru Fisika.
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Muhammad Ilyas Nasruloh,2013
TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM (A Case Study in A Private Elementary School in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
O’Malley, J. M and Chamot, A.U. (1990) Learning Strategies in Second
Language Acquisition. Cambridge: Cambridge University Press.
Oxford, R.L., 1990: Language Learning Strategies: What Every Teacher Should
Know. Boston: Heinle & Heinle.
Patton, A. and Robin, J. (2012) .Work That Matters: The Teacher’s Guide To
Project-Based Learning. San Diego: Paul Hamlyn Foundation.
Paul, D. (2003). Teaching English to Children in Asia. Pearson Education Asia Limited: Hong Kong.
Pinter, A. (2006). Teaching Young Language Learners. New York: Oxford University Press.
Poonpon, K. (2011). “Enhancing English Skills Through Project-Based
Learning.” The English Teacher. 90, 1-10.
Richards, J. C. (2008). Teaching listening and speaking: From theory to practice. Cambridge: Cambridge University Press.
Rubin, J. & Thompson, I. (1994) How To Be a More Successful Language Learner. Boston: Heinle & Heinle.
Sampath K., et. al. (2007). “Introduction to Educational Technology.” Sterling
Publishers Private Limited, New Delhi (pp 53-64).
Saville-Troike, M. S. (2006). Introducing Second Language Acquisition. New York: Cambridge University Press.
Scott, Wendy A. and Ytreberg, Lisbeth H. (1992). Teaching English to Young
learners. New York: Longman.
Setyarini, S. (2010). “Puppet Show”: Inovasi Metode Pengajaran Bahasa Inggris
Dalam Upaya Meningkatkan Kemampuan Berbicara Siswa SD.” Jurnal
Penelitian Pendidikan. 11, 1, 1-7.
Singh,Y.K., et. al. (2008). “Educational Technology: Teaching Learning.” A P H
Publishing Corporation, New Delhi (pp 263-280).
SRI International. (2000). Silicon Valley Challenge 2000: Year 4 Report. San Jose, CA: Joint Venture, Silicon Valley Network.
(6)
Muhammad Ilyas Nasruloh,2013
TEACHER-STUDENT INTERACTION IN A PROJECT-BASED LEARNING CLASSROOM (A Case Study in A Private Elementary School in Bandung)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Stewart, J. H. (2005). “Foreign Language Study in Elementary Schools: Benefits
and Implications for Achievement in Reading and Math”. Early Childhood
Education Journal. 33, (1), 11-16.
Thomas, J.W. (2000). A Review of Research on Project-Based Learning. San Rafael, CA: Autodesk.
Vicheanpant, T. and Ruenglertpanyakul W. (2012). “Attitude about Project-Based
Learning and Lecture Based for Develop Communication Skill.”
European Journal of Social Science. 28, (4), 465-472.
Yin, R. K. (2003). Case Study Research: Design and Methods (Third Edition). Sage Publication, Inc. Thousand Oaks California United States.