“Yes, they always response my greeting usually in the beginning of the class before we learn together in classroom”
Another particular finding was the teacher called her students as ‘friend ‘instead
of kids or student. It could be seen in the interview result above. According to the teacher, she expected to get close relation with the students. It was effective action to
stimulate students in order respond to their “friend” their ideas. Learning to share and
to express ideas was very crucial skill. The class situation became such lively and active because there was no teacher and students but good friend who share, talk and
learn together.
4.2.1.3.3 Accepts or uses ideas of students.
The table 4.6 about the distribution of accept feeling, praising and encouraging and accepts or use ideas of students. The result showed that the less frequent variable
in teacher support pattern is accepts or uses ideas of students it constitutes 9 or equal to 18.50 from the total 80 utterances found. The distribution in each meeting also
substantial low the teacher rarely uses students’ idea in all four meeting since the
percentage of each meeting is considered low 2.90 or 4 utterances at the most. This variable become the most infrequent used by the teacher we can clearly see it is
only 9 utterance during the discussions. Based on Flanders cited in Hai Bee 2007 stated that uses idea of students can be identify such as clarifying, using, interpreting,
summarizing the ideas of students. Furthermore, the ideas must be rephrased by the teacher but still be recognized as being student contribution.
Extract 4.14 S: “I have ever tried the marshmallow and the color is colorful I also like the taste”
T: “I agree with you Nathan, the taste is good” 2026 This conversation occurred in excerpt 1.14 between the teacher and a student
indicates that the teacher delivered their talk in form of accepts students ideas when students initiated his ideas related to the topic.
“The more the input is queried, recycle and paraphrased, to increase its comprehensibility, the greater its potential usefulness
as input ” Mitchell and Lyles, 2004. In the conversation the researcher found the
teacher did 2 kind of behavior actions. First, she agreed about the taste of marshmallow by saying
“I agree with you”. Second behavior action was repeating and paraphrasing student’s sentence by saying “the taste is good”. In this
conversation the contribution of the student was considered as a meaningful and comprehensible output. The reason was because students were able to share his idea
based on his own experience toward marshmallow. Even the student got the input not from the teacher explanation but during the discussion, the student was able to
produce output later she would get feedback from the teacher. Extract 4.15
S: “Me me me Miss I want to say something, the rocket bring a lot of fire and rocket
” T: “So according to Nathan. The rocket needs fire to be launched to the outer
space” 4011
The setting of conversation in excerpt 1.15 was during presentation time leaded by the teacher. The teacher used
student’s ideas about rocket to support her explanation. In the beginning the researcher found that the ideas were given by
students was long, but not well managed and difficult to understand. Even somehow the idea was too difficult to be understood by others students. In this case, the teacher
uses student’s ideas to repeating and paraphrasing the idea became more comprehensible. As the result, the idea that before too broad or unclear became
comprehensible, meaningful and easy to understand. Interview transcription 4.14
“Actually there is no incorrect or correct answer. When the ideas are still related to the topic I will accept it. The other reason is to enrich the discussion
since there are will be various ideas both from the teacher and students. In addition, to respect to student ideas so next time they will express their ideas
without any afraid of being rejecting
” Interview transcription 4.15
“Sometimes, when I think that student ideas is good and related to the topic. I will re-use it in class by repeating so other student are able to know it. In that
way, students also active participate in discussion in contributing their own ideas such as opinion, experiences and their background knowledge they get
when they are not in school time ”
“By repeating students’ utterance for correct utterance, the teacher appeared to be ‘trying to help students move a head in their inter language development”
Allwright and Bailey in Richard and Lockhart, 1994. The interesting fact about this excerpt was the ideas must be rephrased by the teacher but still be recognized as
being the student contribution. The teacher was respecting the student’s idea as a
great contribution so next time the student would not be afraid to share their understanding or experience because there was no wrong or right answer on that
particular discussion. The teacher helped students to give their contribution in form of opinion or idea.
The limitation of the roles of IRF pattern defined by Sinclair and Coulthard 1975. The teacher’s role was not only check the students’ works but also to provide
feedback, as more the case in the real-world communication. IRF was also concerned PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
about how teacher use or accept student’s ideas such as paraphrasing or repeating the answer. In the real-communication setting was merely in the domain of correct
answer but how the students performing their opinion.
4.2.1.4 Teacher Control
