6
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.
7
Rule 7: When a teacher listens to a pupil and accepts his ideas for a
discussion, then this behaviour belongs to category No. 3. 8
Rule 8: The words ‗All is o‘, ‗yes‘, ‗yah‘, ‗hum‘, ‗alright‘, etc. belong to
the category No. 2. Encouragement 9
Rule 9: If a teacher jokes without aiming at any pupil, this behavior
belongs to the category No. 2. However, if he makes any joke aiming at some particular pupil, then it belongs to the category No. 7.
10
Rule 10: When all the pupils respond to a very small question collectively,
then the serial number of category-8 is recorded.
3.6.1.3 Constructing Interaction Matrix
1 After encoding or observation procedure of interaction, the coded
behaviors are written in 10 x 10 tables. This 10 rows x 10 columns table is known as a matrix.
2 The category numbers of the record sheet the tabulated in the matrix table.
Each number is entered in the form of sequence pairs, being used twice, first as the first numbers and second as second number.
3 The row of the matrix represent the first number and the columns the
second number. 4
For example an observation recorded is 6, 10, 7, 5, 1, 4, 8, 4
5 Hence, the beginning and end of the coding should have the same number
of the categories. 6
It is the tradition of adding number 10 in the beginning and at the end. Hence the above number will be written in this way 10, 6, 10, 7, 5, 1, 4, 8,
4, 10
10 6
10 7
5 1
4 8
4 10
Figure 3.1 Sequence of the Pairs 7
Sequence of the pair: 10, 6, 6, 10, 10, 7, 7, 5, 5, 1, 1, 4, 4, 8, 8, 4, 4, 10
8 While preparing matrices, one pair is marked at a time.
9 The matrices have rows and columns.
10
The first number of the pair represents ―row‖ and second number of the
pair represents ― column”.
1
st
Pair
3
rd
Pair
5
th
Pair
7
th
Pair
9
th
Pair 8
th
Pair 6
th
Pair 4
th
Pair 2
nd
Pair
11 For example, in the first pair 10, 6, the number 10 represents row and the
number 6 represents column. 12
Every pair overlaps the other pair. Total tallies of the matrices N. 13
In the matrices N-1 i.e. one less number is marked. In the above example, N=10, N-1 i.e. 9 numbers will be marked.
14 Each matrix has 100 cells.
Table 3.4 Interaction Matrix
ROW 1
2 3
4 5
6 7
8 9
10 toatal 1
I 1
2 3
4 I
I 2
5 L
1 6
I 1
7 I
1 8
I 1
9 10
I I
2 Total 1
2 1
1 1
1 2
9N
3.6.1.4 Interpretation of Interaction Matrix 1
Teacher Talk Ratio Percentage of Teacher Talk TT
The tallies of first seven categories are added and divided by the total tallies of the matrices N and hence the percentage can be calculated.
C O
L O
U M
N
2 Indirect Teacher Talk Ratio ITT
It indicates teacher actions in encouraging and supporting pupil‘s participation.
Its percentage can be calculated by adding the tallies of the first four categories and dividing by the total tallies of the matrix N
3 Direct Teacher Talk Ratio DTT
It indicates the teacher actions restricting student participation. In this ratio, the tallies of 5
th
, 6
th
and 7
th
categories are added and divided by ―N‖ to calculate the percentage.
4 Pupil’s Talk RatioPercentage of Pupil Talk PT
It indicates verbal activities of pupils in response to the teacher. In this ratio, the tallies of 8
th
and 9
th
categories are added and divided by ―N‖ to calculate the percentage.
5 Silence or Confusion Ratio SC
6 Indirect and Direct Ratio ID
3.6.2 Questionnaire In my research, the closed format was used and it was taken in the form of yes-no
questions because they were easy for the students of junior high school. I tabulated the questionnaire data in order to show the result clearly. The
table consists of these columns: number, students‘ code, and answers per items. After tabulating the questionnaires data, I counted the percentages of the total
answers for each items. I calculated the percentage with the formula as follow:
3.6.3 Interview
