Helpful interactional which supplies corrective feedback letting learners know their utterance are problematic Mackey, 2006. Furthermore, Havranek 2002 seems
to agree with Mackey that corrective feedback is most likely to be successful if the leaners are able to provide the correct form when they are alerted to the error.
In this research, besides applying IRF theory to discover the interaction pattern. In the next part, it provides
an explanation and description about Flanders’ interaction analysis. Later it will be used to collect the data.
2.1.7 Flanders’s Interaction Analysis Category FIACS Technique
Flanders’ interaction analysis is developed by Flander 1970 cited in Melaysias 2013 that is coding categories of interaction analysis to know the quantity of verbal
interaction in the classroom. This technique is one of important techniques to observe classr
oom interaction systematically. Flanders 1970 noted the famous “two-thirds” rule: two-thirds of classroom time consist of talk, and two-thirds of that talk is teacher
talk. Tichapondwa 2008 argues that Flanders’ interaction Analysis System is for
identifying, classifying, and observing classroom verbal interaction. It means that Flanders’ interaction Analysis help the researcher to identify classroom interaction
during teaching and learning process in classifying the interaction into the teacher talk, student talk and silence. Below is table of classroom interaction pattern by
Flander 1970 cited in Hai and Bee 2006 \
Table 2.2: Flander’s Interaction Analysis Categories
No. Flander’s Interaction Analysis Categories FIAC
Teacher Talk A.
Indirect Talk 1.
Accept Feelings
In this category, teacher accepts the feeling of the students. He feels himself that the students should not be punished for exhibiting
his feelings. Feelings may be positive or negative
2. Praise or Encouragement
Teacher praises or encourages student action or behavior.
When a student gives answer to the question asked by the teacher, the teacher
gives positives reinforcement by saying word like ‘good’, ‘very
good’, ‘better’, ‘correct’, excellent’, ‘carry on’. 3.
Accepts or Uses ideas of Students
If a student passes on some suggestion, then the teacher may repeat in
nutshell in his own style or words.
The teacher can say ‘I understand what you mean’. Or the teacher
clarifies builds or develops ideas or suggestion given by a student. 4.
Asking Questions
Asking question about content or procedures, based on the teacher ideas and expecting an answer from the students.
Sometimes, teacher asks the question but he carries on his lecture without receiving any answer.
B Direct Talk
5 LecturingLecture
Giving facts or opinion about content or procedure expression of his own ideas, giving his own explanation, citing an authority other than
students, or asking rhetorical questions.
6 Giving Direction
The teacher gives directions, commands or orders or initiation with
which a students is expected to comply with:
Open your books Stand up on the benches
Solve 4
th
sun of exercise 7
Criticizing or Justifying Authority
When the teachers asks the students not to interrupt with foolish
questions, then this behavior is included in this category.
Teachers ask ‘what’ and ‘why’ to the students also come under this
category. Stating why the teacher is doing what he is doing
Student Talk 8
Student Talk Response It included the students talk in responses to teacher’s talk
Teacher asks question, student gives answer to the question. 9
Student Talk Initiation Talk by students talk in response to teacher’s talk.
Expressing own ideas; initiating a new topic; freedom to develop opinion and line of though like asking thoughtful questions; going
beyond the existing structure. 10
Silence or Pause or Confusion
Pauses, short periods of silence and period of confusion in which
communication cannot be understood by the observer.
Here is Flander’s interaction Matrix to identify the teachers’ and student’s characteristic.
1 2
3 4
5 6
7 8
9 10
1
TEACHER SUPPORTS STUDENT
2 3
4
CONTENT CROSS
5 6
TEACHER CONTROL
PARTICI PATION
7 8
9 10
Figure 2.2 . Matrix of Flanders Interaction
The matrix analysis shows types the interaction characteristics. The types of interaction characteristics are presented as follows.
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 score in column and row 1, 2, and 3 inicates that the teacher is reinforcing and
encouraging students’ participation.
4. Student Participation A concentration of score in column 8 and 9 reflects studen responses to the teacher’s
behaviour.
2.1.8. Ananda Mentari Kindergarten Yogyakarta 2.1.8.1 School Profile
