CLASSROOM INTERACTION: AN ANALYSIS OF TEACHER TALK AND STUDENT TALK IN ENGLISH FOR YOUNG LEARNERS (EYL).
CLASSROOM INTERACTION: AN ANALYSIS OF
TEACHER TALK AND STUDENT TALK IN ENGLISH
FOR YOUNG LEARNERS (EYL)
(A Case Study at one of Private Primary Schools in Bandung)
A Research Paper
Submitted to Department of English Education of FPBS UPI as a Partial
Fulfilment of the requirements of Sarjana Pendidikan Degree
Rini Triani Pujiastuti
0807327
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGES AND ARTS EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
2013
Rini Triani Pujiastuti, 2013
CLASSROOM INTERACTION: AN ANALYSIS OF TEACHER TALK AND STUDENT TALK IN ENGLISH FOR
YOUNG LEARNERS (EYL)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
PAGE OF APPROVAL
CLASSROOM INTERACTION: AN ANALYSIS OF TEACHER TALK
AND STUDENT TALK IN ENGLISH FOR YOUNG LEARNERS (EYL)
By:
Rini Triani Pujiastuti
0807327
Approved by:
Supervisor I
Supervisor II
Bachrudin Musthafa, Ph.D
Ika Lestari Damayanti, S.Pd, M.A.
195703101987031001
197709192001122001
Head of English Education Department
Faculty of Languages and Arts Education
Prof. Dr. Didi Suherdi, M. Ed
196211011987121001
Rini Triani Pujiastuti, 2013
CLASSROOM INTERACTION: AN ANALYSIS OF TEACHER TALK AND STUDENT TALK IN ENGLISH FOR
YOUNG LEARNERS (EYL)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
STATEMENT OF AUTHORIZATION
I hereby state that this research paper entitled Classroom Interaction: An Analysis
of Teacher Talk and Student Talk in English for Young Leaners is completely my
own work. I am fully aware that I have quoted some statements and ideas from
many types of sources. All of the quotations are properly acknowledged.
February 2013
Rini Triani Pujiastuti
0807327
Rini Triani Pujiastuti, 2013
CLASSROOM INTERACTION: AN ANALYSIS OF TEACHER TALK AND STUDENT TALK IN ENGLISH FOR
YOUNG LEARNERS (EYL)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ABSTRACT
The study entitled Techniques in Presenting Vocabulary to Young EFL Learners
is a descriptive case study which aims at investigating the techniques used by the
teacher of a young learner course in presenting meaning and form of vocabulary
according to Takač (2008). It also aims at finding out the reasons in employing the
techniques. Observation and interview were used to collect the data to answer the
current research problems.
The findings illustrated that the teacher applied various techniques with various
reasons, both in presenting word meaning and form. In presenting word meaning,
the teacher mostly employed Real Objects which comprise the use of pictures,
realia, and demonstartion. Its appropriateness with young learners characteristics
became one reason why this technique was the most frequent technique employed.
Meanwhile, in presenting word form, the teacher mostly used Graphic Form since
the teacher applied the technique to all planned vocabulary she delivered. In
addition, word flashcards, as one form of the technique, was employed frequently
in showing the word form. The study recommended that teachers should consider
young learners characteristics in employing the presentation technique in young
learners classroom, inculding in vocabulary presentation.
Keywords: teaching techniques, vocabulary, presenting vocabulary, young
learners
Rini Triani Pujiastuti, 2013
CLASSROOM INTERACTION: AN ANALYSIS OF TEACHER TALK AND STUDENT TALK IN ENGLISH FOR
YOUNG LEARNERS (EYL)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ABSTRAK
Penelitian yang berjudul Techniques in Presenting Vocabulary to Young EFL
Learners ini merupakan penelitian studi kasus deskriptif yang bertujuan untuk
mencari tahu teknik-teknik yang digunakan oleh guru dalam memperkenalkan
makna dan bentuk dari kosakata atau vocabulary berdasarkan Takač (2008).
Penelitian ini juga bertujuan meneliti alasan-alasan dari penggunaan teknik
tersebut. Observasi dan wawancara digunakan peneliti untuk mengumpulkan data
untuk menjawab pertanyaan penelitian.
Hasil dari penelitian menunjukkan bahwa guru menggunakan beragam teknik
dengan beragam alasan, baik dalam memperkenalkan makna maupun dalam
memperkenalkan bentuk. Dalam memperkenalkan makna kata, guru paling sering
menggunakan Real Objects yang mencakup penggunaan gambar, realia, dan
demonstarsi. Kecocokannya dengan karakteristik young learners menjadikan
salah satu alasan mengapa teknik ini sering dipakai. Sementara itu, dalam
memperkenalkan bentuk kata, guru paling sering menggunakan Graphic Form
karena guru mengaplikasikan teknik ini pada seluruh kosakata yang diajarkan.
Selain itu, word flashcards, sebagai salah satu bentuk dari teknik ini, dipakai
sering dalam memperlihatkan bentuk kata. Dari penelitian ini, para guru
disarankan agar memperhatikan karakteristik dari peserta didik terutama young
learners, dalam menggunakan teknik memperkenalkan vocabulary di kelas.
Keywords: teknik-teknik mengajar, kosakata, memperkenalkan kosakata, young
learners
Rini Triani Pujiastuti, 2013
CLASSROOM INTERACTION: AN ANALYSIS OF TEACHER TALK AND STUDENT TALK IN ENGLISH FOR
YOUNG LEARNERS (EYL)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Table of Contents
Page of Approval.................................................... Error! Bookmark not defined.
Statement of Authorization .................................... Error! Bookmark not defined.
Preface .................................................................... Error! Bookmark not defined.
Acknowledgement.................................................. Error! Bookmark not defined.
Abstract .................................................................. Error! Bookmark not defined.
List of Tables.......................................................... Error! Bookmark not defined.
List of Figures ......................................................................................................... 6
INTRODUCTION
1.1
Background of the Study ............................. Error! Bookmark not defined.
1.2
Statement of Problems................................. Error! Bookmark not defined.
1.3
Aims of the Study ........................................ Error! Bookmark not defined.
1.4
Scope of the Study ....................................... Error! Bookmark not defined.
1.5
Significance of the Study ............................ Error! Bookmark not defined.
1.6
Research Methodology ................................ Error! Bookmark not defined.
1.6.1 Design ............................................... Error! Bookmark not defined.
1.6.2 Data Collection ................................. Error! Bookmark not defined.
1.6.3 Site and Respondents ........................ Error! Bookmark not defined.
1.6.4 Data Analysis .................................... Error! Bookmark not defined.
Rini Triani Pujiastuti, 2013
CLASSROOM INTERACTION: AN ANALYSIS OF TEACHER TALK AND STUDENT TALK IN ENGLISH FOR
YOUNG LEARNERS (EYL)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
1.7
Clarification of Terms ................................. Error! Bookmark not defined.
1.8
Paper Organization ...................................... Error! Bookmark not defined.
1.9
Concluding Remark ..................................... Error! Bookmark not defined.
THEORETICAL FOUNDATION
2.1
Young Learners’ Characteristics ................. Error! Bookmark not defined.
2.2
An Overview of Classroom Interaction....... Error! Bookmark not defined.
2.2.1 Teacher Talk and The Role of Teacher in Clasroom Interaction
Error! Bookmark not defined.
2.2.1.1 Teacher Talk ....................... Error! Bookmark not defined.
2.2.1.1.1 Indirect Influence ................................................ 25
2.2.1.1.2 Direct Influence .................................................. 27
2.2.1.1.3 The Purpose of Theacher Talk ............................ 28
2.2.2 Student Talk ...................................... Error! Bookmark not defined.
2.2.3 Silence or Confusion ......................... Error! Bookmark not defined.
2.3
The Role of Teacher in Verbal Classroom Interaction ..... Error! Bookmark
not defined.
2.4
Concluding Remark ..................................... Error! Bookmark not defined.
RESEARCH METHODOLOGY
3.1
Method of The Study ................................... Error! Bookmark not defined.
3.2
Site and Participant ...................................... Error! Bookmark not defined.
Rini Triani Pujiastuti, 2013
CLASSROOM INTERACTION: AN ANALYSIS OF TEACHER TALK AND STUDENT TALK IN ENGLISH FOR
YOUNG LEARNERS (EYL)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
3.3
Data Collection Methods ............................. Error! Bookmark not defined.
3.3.1 Observation ....................................... Error! Bookmark not defined.
3.3.2 Interview ........................................... Error! Bookmark not defined.
3.4
Data Analysis Methods ............................... Error! Bookmark not defined.
3.4.1 Analysis of Video Recorded Data .... Error! Bookmark not defined.
3.5
Reliability and Validity of The Study ......... Error! Bookmark not defined.
3.6
Concluding Remark ..................................... Error! Bookmark not defined.
FINDINGS AND DISCUSSIONS
4.1
The Realization of Young Learners’ Classroom Interaction ............... Error!
Bookmark not defined.
4.1.1 Types of Teacher Talk and Teacher’s Roles in Interaction ...... Error!
Bookmark not defined.
4.1.1.1 Accepting Feelings ............. Error! Bookmark not defined.
4.1.1.2 Praising or Encouraging Student ...... Error! Bookmark not
defined.
4.1.1.3 Using or Accepting Student’s Ideas . Error! Bookmark not
defined.
4.1.1.4. Asking Question ................. Error! Bookmark not defined.
4.1.1.5. Lecturing ............................. Error! Bookmark not defined.
4.1.1.6. Giving Directions................ Error! Bookmark not defined.
Rini Triani Pujiastuti, 2013
CLASSROOM INTERACTION: AN ANALYSIS OF TEACHER TALK AND STUDENT TALK IN ENGLISH FOR
YOUNG LEARNERS (EYL)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
4.1.1.7. Criticizing or Justifying Authority ... Error! Bookmark not
defined.
4.1.2. Direct and Indirect Categories of Teacher Talk ..... Error! Bookmark
not defined.
4.1.3. Student Talk Categories and Student’s Motivation in Interaction
Error! Bookmark not defined.
4.1.3.1. Student-Talk: Response ..... Error! Bookmark not defined.
4.1.3.2. Student-Talk: Initiation and Student’s Motivation in
Interaction ......................................... Error! Bookmark not defined.
4.1.4. Silence ............................................... Error! Bookmark not defined.
4.2.
Concluding Remark ..................................... Error! Bookmark not defined.
CONCLUSIONS AND RECOMMENDATIONS
5.1
Conclusions ................................................. Error! Bookmark not defined.
5.2
Recommendations ....................................... Error! Bookmark not defined.
References ............................................................................................................ 80
Appendices
Appendix A: Transcriptions of Video-tapped Observations
Appendix B: Coding of Video-tapped Observations
Appendix C: Transcription of Interview 1
Rini Triani Pujiastuti, 2013
CLASSROOM INTERACTION: AN ANALYSIS OF TEACHER TALK AND STUDENT TALK IN ENGLISH FOR
YOUNG LEARNERS (EYL)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Appendix D: Transcription of Interview 2
Appendix E: Administration Letters
List of Tables
Table 2.1
FIAC System Category ...............................................................
19
Table 3.1
Four Minutes of Coding on a 10-category System .....................
40
Table 3.2
Flander’s Interaction Analysis Categories (FIAC)......................
42
Table 3.3
Video Transcripts Codes I ..........................................................
43
Table 3.4
Video Transcripts Codes II .........................................................
43
Table 3.5
Framework of Teacher’s Roles adapted from Harmer (2003)
44
Table 4.1
Summary Result of Classroom Interaction .................................
47
Rini Triani Pujiastuti, 2013
CLASSROOM INTERACTION: AN ANALYSIS OF TEACHER TALK AND STUDENT TALK IN ENGLISH FOR
YOUNG LEARNERS (EYL)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Table 4.2
Percentages of Indirect Influence of Teacher Talk Categories ....
50
Table 4.3
Percentages of Direct Influence of Teacher Talk Categories ......
51
Table 4.4
Percentages of Student Talk Categories ......................................
67
Table 4.5
Percentage of Silence/Confusion .................................................
71
Rini Triani Pujiastuti, 2013
CLASSROOM INTERACTION: AN ANALYSIS OF TEACHER TALK AND STUDENT TALK IN ENGLISH FOR
YOUNG LEARNERS (EYL)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
List of Figures
Figure 4.1
Direct and Indirect Influences ....................................................
Rini Triani Pujiastuti, 2013
CLASSROOM INTERACTION: AN ANALYSIS OF TEACHER TALK AND STUDENT TALK IN ENGLISH FOR
YOUNG LEARNERS (EYL)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
66
CHAPTER I
INTRODUCTION
This introductory chapter presents the background of the study along with
the slight theoretical propositions.
This chapter also highlights the research
questions, aims and significance. It also discusses clarification of terms used in
this study as well as the paper organization.
1.1
Background of the Study
It is assumed that the quality and the quantity of teacher talk have many
values in young learner’s classroom interaction (Moon, 2001; Richards, 2003).
Firstly, it provides language input as language model for children to experiment
the language (Pinter, 2006). In other words, children can learn language better
through direct experiences and meaningful conversations (Pinter, 2006). Hence,
teacher’s attempt to provide language input is reflected on his/her meaningful talk
to children’s lives.
Secondly, teacher talk supports student talk in practicing the language.
This view is supported by Tsui (1995) who states that teacher talk is a determiner
of student’s output due to some categories of teacher talk such as questioning
strategies affect the tendency of learner’s strategies in producing language.
Therefore, teacher’s job is how their talks can enforce student’s language
production. Tsui, (1995:124) writes that:
“Studies on language and learning have shown that children not only learn to talk
but they also talk to learn. This comes up from the fact that children are persistent
Rini Triani Pujiastuti, 2013
CLASSROOM INTERACTION: AN ANALYSIS OF TEACHER TALK AND STUDENT TALK IN ENGLISH FOR
YOUNG LEARNERS (EYL)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
questioners; it is by asking questions that they experiment and learn about the
world around them”.
Thirdly, the appropriateness of teacher talk can result in a warm classroom
atmosphere and informal teacher-student relationship. This is in line with Moon
(2001) who states that young learners need warmer classroom climate and
informal relationship with the teacher in order to get better achievement. Besides,
Lewis (2000) asserts that children need their teacher’s approval and positive
feedback in order to achieve their self-esteem. If students do not get positive
feedback toward their performances, they would possibly feel shy as they make
mistakes in front their peers. Hence, students need to be motivated by giving them
encouragement and positive feedback.
Nevetheless, the practice of English language teaching (ELT) in Indonesia
tends to show many cases indicating that primary school English teachers lack of
pedagogical understanding and skills in teaching English to young learners
(Musthafa, 2010). It leads the teachers to a misconception in applying classroom
talk which is not child-friendly. This view is supported by a study showing that
English teachers are not well-trained in teaching children and they still prefer to
teach English focusing on lecture (Damayanti, et al. 2008).
In addition,
Damayanti, et al (2008) reports that those limitations lead them to avoid using
English in classroom rather than to build active interaction between teachers and
students.
Those problems above potentially influence students to be passive in
classroom as teacher mostly dominates interaction (Nunan, 1998). Teachers do
not provide adequate chances for students to interact and practice the language as
Rini Triani Pujiastuti, 2013
CLASSROOM INTERACTION: AN ANALYSIS OF TEACHER TALK AND STUDENT TALK IN ENGLISH FOR
YOUNG LEARNERS (EYL)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
teachers spend for about 70% of class time for lecturing only (Nunan,1998). It is
supported by Tsui (1995) who says that many studies found that student talk
accounts for less than 30 percent in teacher-fronted classroom. On the other hand,
children are active learners who learn better through interaction such as talking,
telling stories and actively participating in interactive activities (Brumfit, 1991,
Cameron, 2001; Harmer, 2001; Moon, 2000). Moreover, Harmer (2000) also
points out that children have a short attention span which means that they can not
do the same activity which is longer than 10-15 minutes unless it is interesting,
fun and lively. Therefore, it is clear that lecturing which has been applied by some
incompetent teachers is not appropriate to children characteristics and how
children learn language as active learners.
Children can be encouraged to be active learners when they are provided
by adequate chances to interact in English classroom. It is stated that the more
teacher-students interaction employed, the better success of a class will be
achieved (Tsui, 1995). Furthermore, sociocultural perspective study emphasizes
that students should be treated as a part of social context and social interaction
which they can not be separated from learning (Kumpulainen & Wray, 2002; 17).
Thus, foreign language teachers need to be aware that student’s communication
skill should be practiced and improved earlier in rich language environment which
is closer to everyday conversations (Hargreaves, Merry & Paterson, 2003;
Kumpulainen & Wray, 2003). Related to the view, teachers should realize that to
encourage student’s to be active learners is by knowing who children are and
giving them opportunity to actively interact in classroom.
Rini Triani Pujiastuti, 2013
CLASSROOM INTERACTION: AN ANALYSIS OF TEACHER TALK AND STUDENT TALK IN ENGLISH FOR
YOUNG LEARNERS (EYL)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Concerning on the last statement, classroom is considered as the vital
source of foreign language learning where the students can be provided by
language input and modelling so that they can practice in interaction (Xiaou,
2006: 5).
Through verbal interaction (Reynolds & Farrel, 1996, as cited in
Hargreaves, Merry and Paterson, 2003), target language exposure can be
transmitted to students (Brown, 2001: 165). He goes on to say that the finest way
to learn a language is through interaction itself where people can send, accept and
interpret messages in meaningful context to achieve mutual understanding and
aims (Brown,2001).
As suggested also by Nunan (1998), second language
learning especially spoken one requires active communication of
student’s
engagement. Thus, it is important for teachers to teach English to young learners
as daily communication. This is coincide with Allwright (1984) and Ellis (1990)
who argue that teaching and learning process in classroom should be conducted as
interaction to get language model and facility since its quality can influence level
of acquisition. Dealing with that problem, learning English as foreign language
context like in Indonesia should be emphasized more into interaction of students.
According to the importance of the issue above, analysis towards
classroom talk used by teacher and students is considered crucial in order to
measure the pattern of young learner’s classroom interaction in English as foreign
language context. It is in line with Ellis (1985) who points out that many studies
are intended to draw attention to the classroom interaction processes by gaining
language data from the classroom. Many studies that focus on the nature and
characteristics of classroom interaction has been begun to emerge since 1960 as
Rini Triani Pujiastuti, 2013
CLASSROOM INTERACTION: AN ANALYSIS OF TEACHER TALK AND STUDENT TALK IN ENGLISH FOR
YOUNG LEARNERS (EYL)
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the urgency of student’s role as an active participant in the process of teaching and
learning
as well as the the principal domain influencing language learning
(Kumpulainen & Wray, 2003).
Based on the issues above, it is needed to explore teacher talk and student
talk in English for young learner’s classroom interaction. To find out the the
practice of verbal classroom interaction is by observing and interviewing EYL
teacher. Thus, the study entitled Classroom Interaction: An Analysis of Teacher
Talk and Student Talk in English for Young Learners aims to investigate and the
practice of EYL verbal classroom interaction of a teacher and students in a
primary school in Bandung. It mainly aims to describe what characteristic of
verbal classroom interaction is, teacher talk and student talk categories. It is also
aimed at investigating teacher’s role and its implication on student’s motivation
that appear during the teaching learning process.
1.2 Statement of Problems
As the problems stated above, the main purpose of this study is to
investigate how verbal classroom interaction between teacher and student is
conducted in EYL classroom. The main research question is “How is verbal
interaction realized in English for young learner’s classroom?”. The question is
then broken down into the following questions:
1.
What types of teacher talk are there in young learner’s classroom
interaction?
Rini Triani Pujiastuti, 2013
CLASSROOM INTERACTION: AN ANALYSIS OF TEACHER TALK AND STUDENT TALK IN ENGLISH FOR
YOUNG LEARNERS (EYL)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
2.
What types of student talk are there in young learner’s classroom
interaction?
3.
What type of role that the teacher mostly adopts in conducting young
learner’s classroom interaction?
4.
1.3
What is the implication of teacher talk to student’s motivation?
Aims of the Study
According to the research questions, this study has one main aim that is to
investigate the realization of verbal interaction which is conducted in young
learners’ classroom. Relevant to the research sub-questions, the more specific
aims for this study are as follow:
1. To describe types of teacher talk in young learners’ classroom.
2. To describe types of student talk in young learners’ classroom.
3. To investigate a role that is mostly adopted by the teacher in
conducting young learner’s classroom interaction.
4. To investigate the implication of teacher talk on student’s motivation.
1.4
Scope of the Study
The study focuses on examining the nature of EYL verbal classroom
interaction. The goal is achieved by describing types of teacher talk and student
talk which are performed by teacher and students in EYL classroom.
1.5
Significance of the Study
This study may give valuable contributions to some fields theoretically,
practically and professionally. To begin with, the results of the study are expected
Rini Triani Pujiastuti, 2013
CLASSROOM INTERACTION: AN ANALYSIS OF TEACHER TALK AND STUDENT TALK IN ENGLISH FOR
YOUNG LEARNERS (EYL)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
to provide a comprehensive descriptions and basis for future studies related to the
practice of verbal classroom interaction theoretically.
From practical view, it also hopefully gives valuable contributions to
English teachers in case of they can be better to analyze their own teaching
performance, to observe their classroom behavior and then to plan as well as to
conduct interactive and child-friendly verbal classroom interaction.
In relation to the study program of English education, this study
professionally aims to contribute a positive impact for English teaching practices
and pedagogical development according to the aforementioned background.
1.6
Research Methodology
This section discusses the design, data collection and data anaysis that
were employed in the study.
1.6.1 Design
Parallel to the aims of the study, a qualitative method embracing
characteristic of a case study was used. As stated by Maxwell (1996), qualitative
study emphasizes on words rather than numbers, and a process rather than a result
as in this study is how classroom interaction in teaching English to young learners
is conducted by an EYL teacher. In addition, qualitative study was chosen since
this study aimed at exploring and interpreting process and in-depth understanding
of specific situation or people. Specifically, the case study approach was chosen
since it focuses on quality of specific phenomenon and case of individual, a group
of people or real life contexts (Alwasilah, 2008; Creswell, 2003).
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1.6.2
Data Collection
Two instruments were used to collect the data of the study which they
were classroom obsevation and interview. The classroom observation was also
designed to investigate the practice of classroom interaction. Meanwhile, the
interview instrument was designed to investigate teacher’s inner thoughts and
belief in verbal classroom interaction, her roles as EYL teacher and how she
adopted it as well as to confirm and sharpen data gained from observation.
1.6.3 Site and Respondents
The research was conducted in a well-known private primary school in
northern Bandung. The school was chosen for two reasons, firstly because the
school uses English fully as a tool of comunication and secondly because the
principal allowed the researcher to conduct a research in September 2012. The
participants of this study consisted of an English teacher and 15 fourth grade
students. Then, the participants were chosen randomly since this study was
intended to describe a contemporary phenomenon.
1.6.4 Data Analysis
According to Creswell (2008), the data obtained from interview and
classroom observation will be analyzed, to be next interpreted, through the
following seven steps:
“(1) Preparing and organizing the data; (2) Transcribing videos of
classroom observation; (3) Exploring and coding the database; (4) Describing
findings and forming themes; (5) Representing and reporting findings; (6)
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YOUNG LEARNERS (EYL)
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Interpreting the meaning of the findings; (8) Validating the accuracy of the
findings”.
1.7
Clarification of Terms
To avoid misunderstanding and misconception, some terms are
clarified as follow.
1.
Verbal Classroom Interaction can be referred to verbal exchanges
produced by both teacher-students and student-student interaction in
classroom (Lynch, 1999).
2.
Young Learners are children aged between 5-12 years old (Pinter,
2006), in this study, young learners are 4th graders of elementary
school from 9-10 years old.
3.
EYL classrooms refer to English classes of elementary/primary
level whose students are young learners between 5-12 years old.
4.
Teacher Talk is described as a specific kind of talk that is perfomed
by teacher for particular reasons and aims (Lynch, 1999).
5.
Student Talk refers to language which is used by students in
classroom (Lynch, 1999).
1.8
Paper Organization
The paper is presented into five chapters as follow.
CHAPTER 1 : INTRODUCTION
This chapter discusses the background of the study, statement of
problems, aims of the study, scope of the study, significance of the study, research
methodology, clarification of terms, and organization of paper.
Rini Triani Pujiastuti, 2013
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CHAPTER II : THEORETICAL FOUNDATION
This chapter elaborates related theories of verbal classroom interaction,
young learners’ characteristics, teacher and student talk and the role of teacher in
classroom interaction.
CHAPTER III : RESEARCH METHODOLOGY
This chapter gives clear elaboration about the methodologies that are used in
this study.
CHAPTER IV : FINDINGS AND DISCUSSION
This chapter potrays the findings of the study and analyzes those findings
in discussion. It discusses dominant characteristic of classroom interaction.
CHAPTER V : CONCLUSIONS AND RECOMMENDATIONS
This chapter presents some essential conclusions regarding the findings of
the study as well as its theoritical, practical and professional implications and
related further studies.
1.9
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, research methodology, clarification of prominent terms related to the study
and organization of the paper.
Rini Triani Pujiastuti, 2013
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CHAPTER III
RESEARCH METHODOLOGY
This chapter presents methodology information employed in the
undertaking of the study. It includes the research design of the study which
discussess the approach and the method of the study. There are also site and
respondents in which the setting and participant are discussed in this part and also
data collection. In data collection, some instruments utilized of the research are
described. Data analysis and procedure of the research are then presented. All of
them are briefly discussed, but the latest one is going to be elaborated more in the
next chapter.
1.1
Method of The Study
The study used a qualitative research design embracing characteristic of a
case study. The qualitative approach itself focuses on certain phenomenon that is
neither generalization nor comparation, but it has an internal validity and
contextual understanding (Alwasilah 2002). It is in line with Creswell (2008)
who asserts that qualitative research design aims to understand a central and
specific phenomenon as the key concept of the research.
In this study, the qualitative study was employed to understand and to
investigate how a teacher conducts English for young learners’ classroom
interaction as well as types of teacher tak and student talk that appear in
interaction. In this qualitative study, information from participant, developed a
form of questions, are collected to be then used to collect data in form of images
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and words (Creswell, 2008). The data were then coded and broken down into
several categories.
Finally, they were analyzed and interpreted using some
relevant theories in order to reach findings before finally come into conclusions.
In addition, case study was employed since the study is aimed at
evaluating data to be more accessibly public form (Adelman, 1980, as cited in
Bassey, 1999). A case study approach was chosen since it focuses on quality of
specific phenomenon and case of individual, a group of people or real life
contexts (Alwasilah, 2008; Creswell, 2003). In line with the view, this study was
devoted to the investigation of classroom interaction in teaching English to young
learners in one primary school and involved an EYL teacher and 15 four grader
students as the participants of the study before conclusively coming to a final
conclusion of the study.
1.2
Site and Participant
This study used purposeful sites and participants. It was because the study
was intended to gain in depth exploration and detailed understanding of a specific
phenomenon (Creswell, 2008). This qualitative study was then conducted in one
primary school in Bandung. The school was selected since English is used as
classroom language from first up to sixth grade of the school.
1.3
Data Collection Methods
In qualitative study, various methods were generally applied in the process
of collecting data. As stated by Alwasilah (2002), some of them are interview,
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observation, document analysis and survey or questionnaire. In this light, this
study perceived interview and observation to collect the data.
Specifically on case study, Bassey (1999) writes that there are three main
methods of data collection of case study: posing questions to listen to the answers,
observing events to notice carefully what happens and reading documents.
Departing from the aims of this study, the process of data collection
needed was devoted to classroom observation and interview. The more in-depth
explanation about two data collection is going to be explained in further subchapters.
1.3.1 Observation
In conducting qualitative study, the first method to collect the data was
classroom observation. To understand deeply and to obtain general description of
how the teacher conduct classroom interaction, observation using video tapping
technique was used in order to capture verbal and physical communication of the
teacher and students in comprehensive picture for the purpose of data collection
efficiency (Myhill et.al., 2006). The observation was held for nine sessions of
teaching learning process starting on September 2th, 3th, 4th, 9th, 10th, and 11th, 16th,
17th, and 18th in 2012. Observations are commonly utilized form of data collection
which enable the reseachers to get deep assumption (Spradley, 1980a, as cited in
Creswell, 2008). According to Creswell (2008), observation is a process to
collect general information coming directly from the observed participants and
cites of the research.
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Furthermore, to investigate the characteristic of verbal classroom
interaction conducted by the teacher,
the study employed the Flander’s
Interaction Analysis Categories (FIAC) framework proposed by Flanders (1970,
as cited in Richards, 2003). Flander’s interaction analysis system was designed to
classify the verbal behavior of teacher and students as they interacted in the
classroom without any considerations to non-verbal one. As stated by Flanders
(1970, as cited in Richards, 2003) verbal communication is more predominant in
natural classroom setting, verbal communication is adequate to potray the total
behavior realization in classroom.
1.3.2 Interview
The second instrument utilized in this study was inteview. According to
Creswell (2008), interview permits researchers to ask participants about general
and open-ended questions, to record their answer, to be then transcribed into form
of word for analysis. Besides, it allows researchers to sharpen and to confirm
what they capture on classroom observation if unclear and ambigous actions or
activities emerge. Lastly, it enables reseachers to broaden questions and elicit
information when necessarry.
Nevertheless, interview has some negative sides since information by
participants may be deceptive as they try to meet the writer’s expectation
(Alwasilah, 2002). Alwasilah (2002) says that the minor point of interview is the
participant can give impure answers in order to seek safety. This can be avoided
by using another method to balance the data gained. The interviewer’s presence
also may be the cause of paticipant’s inconvenience in delivering answers
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(Cresswell, 2008).
It is also in line with
The interview process itself was
conducted and recorded in November 14th.
1.4
Data Analysis Methods
The collected data were categorized into two types of data, quantitative
data and qualitative data. The first type of data, which was quantitative data, was
collected through the number of codes obtained from video transcripts. The
former was analyzed by using Microsoft Excel analysis to get some percentages
of certain phenomenon and categories.
The second type of data, which was qualitative data, was obtained by the
interview. The data were analyzed and synthesized. As Fraenkel and Wallen
(2006) proposed that analyzing and synthesizing the data collected of a study are
essential in qualitative data.
1.4.1 Analysis of Video Recorded Data
The data collected from video recording was simplified in the process of
analyzing data by implementing six steps. First of all was by reviewing the video
recorded in order to gain general description about the practice of EYL classroom
interaction. Secondly, the video recorded data were transcribed into words which
consisted of verbal communication between teacher and students. Transcription is
the process to convert audiotape recordings or fieldnotes into text data (Creswell,
2008).
The third step was exploring the transcription of video reording of
observation and interview to gain the general sense of data and to seek answers
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for each research question. Then, the fourth is coding the transcriptions. Coding
is distingushing and labelling text to make descriptions and broader themes from
the data (Creswell, 2008). Meanwhile, as stated by Alwasilah (2002), coding
encourages researchers: (1) to identify the phenomenon, (2) to count the number
of existing phenomenon and (3) to help researchers in arranging the inventions of
categories and sub-categories. Besides, coding also facilitates researchers to get
comparison of data within and between these categories (Maxwell, 1996). In
coding the data, the writer followed non-rating scale coding proposed by Richards
(2003) which includes interval sampling in every five seconds. Related to or the
main code occured in five seconds was placed in the table, at which the column
represents interval of every five seconds and the rows represents the minutes of
the observation (see appendix B). The example of non-rating scale coding
proposed by Richards (2003) can be seen in the following extract.
Table 3.1 Four Minutes of Coding on a 10-category System (Adapted from
Richards, 2003)
Minutes/
5
10
15
20
25
30
35
40
45
50
55
60
1
2
2
2
6
6
2
2
6
6
6
6
5
2
2
2
10
2
2
6
2
2
2
10
5
5
3
5
3
3
5
3
3
6
6
4
4
4
6
4
2
2
6
6
6
6
6
5
3
6
6
9
Seconds
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Based on the research questions of the study, coding was conducted based
on the type of teacher and student talk from FIAC categories. The main research
question is how the realization of verbal classroom interaction in young learner’s
classroom is conducted, which is broken down into two sub-questions: (1) types
of teacher talk in the classroom (2) types of student talk in the classroom. They
were identified by analyzing the videotapping transcriptions.
The video
transcripts were coded according to FIAC categories developed by Flanders
(1970) as follows.
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Table 3.2 Flander’s Interaction Analysis Categories (FIAC)
Direct/
Indirect
Influences
Category
number
1.
2.
Indirect
influence
Response
Silence
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.
4.
Asks questions: Asking question about content to
procedure, based on teacher ideas, with the intent
that a pupil will answer.
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 nonacceptable to acceptable pattern; bawling someone
out; stating why the teacher is doing what he is
during; extreme self-reliance.
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.
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 existing structure.
10.
Silence or confusion: Pauses, short periods of
confusion in which communication cannot be
understood by the observer.
Student
Talk
Initiation
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.
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.
Teacher
Talk
Direct
influence
Activity
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As an attempt to get clear result of investigation, the last process of data
analysis was interpreting the data in form of percentage. The data obtained from
interview were then categorized into clarification towards the previous data
collected from video obsevation. The data were aimed at coming to a final
conclusion on the practice of classroom interaction.
Table 3.3 Video Transcripts Codes I
Teacher Talk Categories
Categorization
Accepting Feelings
C1
Praising or Encouraging
C2
Using or accepting ideas of students
C3
Asking questions
C4
Lecturing
C5
Directions
C6
Criticizing or justifying authority
C7
Table 3.4 Video Transcripts Codes II
Student Talk Categories
Categorization
Response
C8
Initiation
C9
Silence or Confusion
C10
Furthermore, in order to answer the third research question which is about
the type of role that the teacher mostly adopts, framework by Harmer (2003) was
utilized in this study. The teacher’s role can be decided reading the type of
teacher talk and activities in occured classroom. The framework of teacher’s talk
adapted from Harmer (2003) can be seen in the following table:
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Table 3.5 Framework of Teacher’s Roles adapted from Harmer (2003)
No
1.
2.
3.
4.
5.
6.
8.
1.5
Teacher’s
role
Teachers are in charge of the class and the activity taking controller
place for example taking roll, telling students things,
organising drills, reading aloud and other teacher-fronted
classroom,
telling
announcements,
criticizing
misbehaviour, giving explanation, leading a question and
answer question.
Giving information, telling students on how to do activity, organiser
grouping students, getting students involved and engaged
and ready through instructions.
Giving feedback, praises or correction towards students’ assessor
work, telling the objectives of the lesson,
Paraphrasing student’s answer, giving clue when students Prompter
“lost of word” in supportive way, suggesting and
encouraging students to say or write something.
Taking part in discussion, game or role play,
Participant
Giving explanation about language or materials,
Resource
observing student’s performance,
Observer
Teacher Talk/Activities
Reliability and Validity of The Study
The urgency of data validation came up in order to ensure that the findings
and interpretations were acceptably reasonable. Validity is one of the most
important considerations of the quality of measures (McMillan & Schumacher,
2001). Parallel with it, Creswell (2008) suggests that data validation is considered
as the most important part that should be conducted by the writer using some
strategies to obtain the credibility or accuracy of the findings. Creswell (2008)
then proposes three strategies typically employed in qualitative study as follows.
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The first strategy was to do triangulation. Qualitative researchers need to
take triangulation into consideration to improve the credibility of the study by
strenghtening evidence from different individuals, types of data or methods of
data collection (Creswell, 2008). The data gathered from classroom obervation
and interview were triangulated to gain evidence of consistency of respondent’s
behavior. It was carried out by comparing and checking respondent’s answer
through interview and their behaviors recorded from videotapping and transcripts.
The next strategy was member checking which the reseachers check their
findings with the participants in order to arrive at the accurate findings. The last
one was conducting external audit by which the writer asked knowledgeable
person outside of the project to review the study. The strenghts and weaknesses
of the study are then reported in written form.
Though, to arrive at the reliability and validity of the study, the writer only
conducted two strategies among the aforementioned strategies namely
triangulation and external audit. In addition, external audit was also employed by
asking for comments and feedback from supevisors and knowledgeable
proofreaders.
1.6
Concluding Remark
This chapter has focused on a detailed methodological description in
conducting the study containing site and participants, data collection techniques
and analysis of the data. The whole research findings and interpretation will be
delineated in the next chapter.
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CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter draws the conclusion on the discussion in previous chapters.
It is divided into two sub-chapters, those are, conclusions and suggestions. In the
conclusion, the essence of the analysis is presented. This chapter also ends with
recommendations for related further research.
5.1
Conclusions
The focus of this study is the interaction in young learner’s classroom,
particularly on the potrait of teacher talk and student talk. The aims of the study
are to investigate (1) the realization of young learner’s classroom interaction, (2)
teacher talk categories (3) their implication on student’s motivation, (4) student
talk categories and (4) teacher’s roles.
This study proves the findings from the previous research that teacher talk
plays dominant part in classroom interaction suggested by Nunan (2001).
However, the dominance of teacher talk is valuable since the teacher fully uses
target language as language input and it is purposed to direct the students to
express their ideas.
This study comes up with some categories of teacher talk, beginning from
the highest percentage to the lowest one: giving directions, lecturing, asking
questions, using or accepting ideas of students, praising, criticizing and accepting
feelings.
Those categories confirms FIAC system of analysis developed by
Flanders (1970).
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From interaction and categories of teacher talk revealed, teacher conducted
direct teaching more rather than indirect one. It is h
TEACHER TALK AND STUDENT TALK IN ENGLISH
FOR YOUNG LEARNERS (EYL)
(A Case Study at one of Private Primary Schools in Bandung)
A Research Paper
Submitted to Department of English Education of FPBS UPI as a Partial
Fulfilment of the requirements of Sarjana Pendidikan Degree
Rini Triani Pujiastuti
0807327
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGES AND ARTS EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
2013
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CLASSROOM INTERACTION: AN ANALYSIS OF TEACHER TALK AND STUDENT TALK IN ENGLISH FOR
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PAGE OF APPROVAL
CLASSROOM INTERACTION: AN ANALYSIS OF TEACHER TALK
AND STUDENT TALK IN ENGLISH FOR YOUNG LEARNERS (EYL)
By:
Rini Triani Pujiastuti
0807327
Approved by:
Supervisor I
Supervisor II
Bachrudin Musthafa, Ph.D
Ika Lestari Damayanti, S.Pd, M.A.
195703101987031001
197709192001122001
Head of English Education Department
Faculty of Languages and Arts Education
Prof. Dr. Didi Suherdi, M. Ed
196211011987121001
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STATEMENT OF AUTHORIZATION
I hereby state that this research paper entitled Classroom Interaction: An Analysis
of Teacher Talk and Student Talk in English for Young Leaners is completely my
own work. I am fully aware that I have quoted some statements and ideas from
many types of sources. All of the quotations are properly acknowledged.
February 2013
Rini Triani Pujiastuti
0807327
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ABSTRACT
The study entitled Techniques in Presenting Vocabulary to Young EFL Learners
is a descriptive case study which aims at investigating the techniques used by the
teacher of a young learner course in presenting meaning and form of vocabulary
according to Takač (2008). It also aims at finding out the reasons in employing the
techniques. Observation and interview were used to collect the data to answer the
current research problems.
The findings illustrated that the teacher applied various techniques with various
reasons, both in presenting word meaning and form. In presenting word meaning,
the teacher mostly employed Real Objects which comprise the use of pictures,
realia, and demonstartion. Its appropriateness with young learners characteristics
became one reason why this technique was the most frequent technique employed.
Meanwhile, in presenting word form, the teacher mostly used Graphic Form since
the teacher applied the technique to all planned vocabulary she delivered. In
addition, word flashcards, as one form of the technique, was employed frequently
in showing the word form. The study recommended that teachers should consider
young learners characteristics in employing the presentation technique in young
learners classroom, inculding in vocabulary presentation.
Keywords: teaching techniques, vocabulary, presenting vocabulary, young
learners
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ABSTRAK
Penelitian yang berjudul Techniques in Presenting Vocabulary to Young EFL
Learners ini merupakan penelitian studi kasus deskriptif yang bertujuan untuk
mencari tahu teknik-teknik yang digunakan oleh guru dalam memperkenalkan
makna dan bentuk dari kosakata atau vocabulary berdasarkan Takač (2008).
Penelitian ini juga bertujuan meneliti alasan-alasan dari penggunaan teknik
tersebut. Observasi dan wawancara digunakan peneliti untuk mengumpulkan data
untuk menjawab pertanyaan penelitian.
Hasil dari penelitian menunjukkan bahwa guru menggunakan beragam teknik
dengan beragam alasan, baik dalam memperkenalkan makna maupun dalam
memperkenalkan bentuk. Dalam memperkenalkan makna kata, guru paling sering
menggunakan Real Objects yang mencakup penggunaan gambar, realia, dan
demonstarsi. Kecocokannya dengan karakteristik young learners menjadikan
salah satu alasan mengapa teknik ini sering dipakai. Sementara itu, dalam
memperkenalkan bentuk kata, guru paling sering menggunakan Graphic Form
karena guru mengaplikasikan teknik ini pada seluruh kosakata yang diajarkan.
Selain itu, word flashcards, sebagai salah satu bentuk dari teknik ini, dipakai
sering dalam memperlihatkan bentuk kata. Dari penelitian ini, para guru
disarankan agar memperhatikan karakteristik dari peserta didik terutama young
learners, dalam menggunakan teknik memperkenalkan vocabulary di kelas.
Keywords: teknik-teknik mengajar, kosakata, memperkenalkan kosakata, young
learners
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Table of Contents
Page of Approval.................................................... Error! Bookmark not defined.
Statement of Authorization .................................... Error! Bookmark not defined.
Preface .................................................................... Error! Bookmark not defined.
Acknowledgement.................................................. Error! Bookmark not defined.
Abstract .................................................................. Error! Bookmark not defined.
List of Tables.......................................................... Error! Bookmark not defined.
List of Figures ......................................................................................................... 6
INTRODUCTION
1.1
Background of the Study ............................. Error! Bookmark not defined.
1.2
Statement of Problems................................. Error! Bookmark not defined.
1.3
Aims of the Study ........................................ Error! Bookmark not defined.
1.4
Scope of the Study ....................................... Error! Bookmark not defined.
1.5
Significance of the Study ............................ Error! Bookmark not defined.
1.6
Research Methodology ................................ Error! Bookmark not defined.
1.6.1 Design ............................................... Error! Bookmark not defined.
1.6.2 Data Collection ................................. Error! Bookmark not defined.
1.6.3 Site and Respondents ........................ Error! Bookmark not defined.
1.6.4 Data Analysis .................................... Error! Bookmark not defined.
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1.7
Clarification of Terms ................................. Error! Bookmark not defined.
1.8
Paper Organization ...................................... Error! Bookmark not defined.
1.9
Concluding Remark ..................................... Error! Bookmark not defined.
THEORETICAL FOUNDATION
2.1
Young Learners’ Characteristics ................. Error! Bookmark not defined.
2.2
An Overview of Classroom Interaction....... Error! Bookmark not defined.
2.2.1 Teacher Talk and The Role of Teacher in Clasroom Interaction
Error! Bookmark not defined.
2.2.1.1 Teacher Talk ....................... Error! Bookmark not defined.
2.2.1.1.1 Indirect Influence ................................................ 25
2.2.1.1.2 Direct Influence .................................................. 27
2.2.1.1.3 The Purpose of Theacher Talk ............................ 28
2.2.2 Student Talk ...................................... Error! Bookmark not defined.
2.2.3 Silence or Confusion ......................... Error! Bookmark not defined.
2.3
The Role of Teacher in Verbal Classroom Interaction ..... Error! Bookmark
not defined.
2.4
Concluding Remark ..................................... Error! Bookmark not defined.
RESEARCH METHODOLOGY
3.1
Method of The Study ................................... Error! Bookmark not defined.
3.2
Site and Participant ...................................... Error! Bookmark not defined.
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3.3
Data Collection Methods ............................. Error! Bookmark not defined.
3.3.1 Observation ....................................... Error! Bookmark not defined.
3.3.2 Interview ........................................... Error! Bookmark not defined.
3.4
Data Analysis Methods ............................... Error! Bookmark not defined.
3.4.1 Analysis of Video Recorded Data .... Error! Bookmark not defined.
3.5
Reliability and Validity of The Study ......... Error! Bookmark not defined.
3.6
Concluding Remark ..................................... Error! Bookmark not defined.
FINDINGS AND DISCUSSIONS
4.1
The Realization of Young Learners’ Classroom Interaction ............... Error!
Bookmark not defined.
4.1.1 Types of Teacher Talk and Teacher’s Roles in Interaction ...... Error!
Bookmark not defined.
4.1.1.1 Accepting Feelings ............. Error! Bookmark not defined.
4.1.1.2 Praising or Encouraging Student ...... Error! Bookmark not
defined.
4.1.1.3 Using or Accepting Student’s Ideas . Error! Bookmark not
defined.
4.1.1.4. Asking Question ................. Error! Bookmark not defined.
4.1.1.5. Lecturing ............................. Error! Bookmark not defined.
4.1.1.6. Giving Directions................ Error! Bookmark not defined.
Rini Triani Pujiastuti, 2013
CLASSROOM INTERACTION: AN ANALYSIS OF TEACHER TALK AND STUDENT TALK IN ENGLISH FOR
YOUNG LEARNERS (EYL)
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4.1.1.7. Criticizing or Justifying Authority ... Error! Bookmark not
defined.
4.1.2. Direct and Indirect Categories of Teacher Talk ..... Error! Bookmark
not defined.
4.1.3. Student Talk Categories and Student’s Motivation in Interaction
Error! Bookmark not defined.
4.1.3.1. Student-Talk: Response ..... Error! Bookmark not defined.
4.1.3.2. Student-Talk: Initiation and Student’s Motivation in
Interaction ......................................... Error! Bookmark not defined.
4.1.4. Silence ............................................... Error! Bookmark not defined.
4.2.
Concluding Remark ..................................... Error! Bookmark not defined.
CONCLUSIONS AND RECOMMENDATIONS
5.1
Conclusions ................................................. Error! Bookmark not defined.
5.2
Recommendations ....................................... Error! Bookmark not defined.
References ............................................................................................................ 80
Appendices
Appendix A: Transcriptions of Video-tapped Observations
Appendix B: Coding of Video-tapped Observations
Appendix C: Transcription of Interview 1
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Appendix D: Transcription of Interview 2
Appendix E: Administration Letters
List of Tables
Table 2.1
FIAC System Category ...............................................................
19
Table 3.1
Four Minutes of Coding on a 10-category System .....................
40
Table 3.2
Flander’s Interaction Analysis Categories (FIAC)......................
42
Table 3.3
Video Transcripts Codes I ..........................................................
43
Table 3.4
Video Transcripts Codes II .........................................................
43
Table 3.5
Framework of Teacher’s Roles adapted from Harmer (2003)
44
Table 4.1
Summary Result of Classroom Interaction .................................
47
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Table 4.2
Percentages of Indirect Influence of Teacher Talk Categories ....
50
Table 4.3
Percentages of Direct Influence of Teacher Talk Categories ......
51
Table 4.4
Percentages of Student Talk Categories ......................................
67
Table 4.5
Percentage of Silence/Confusion .................................................
71
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List of Figures
Figure 4.1
Direct and Indirect Influences ....................................................
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66
CHAPTER I
INTRODUCTION
This introductory chapter presents the background of the study along with
the slight theoretical propositions.
This chapter also highlights the research
questions, aims and significance. It also discusses clarification of terms used in
this study as well as the paper organization.
1.1
Background of the Study
It is assumed that the quality and the quantity of teacher talk have many
values in young learner’s classroom interaction (Moon, 2001; Richards, 2003).
Firstly, it provides language input as language model for children to experiment
the language (Pinter, 2006). In other words, children can learn language better
through direct experiences and meaningful conversations (Pinter, 2006). Hence,
teacher’s attempt to provide language input is reflected on his/her meaningful talk
to children’s lives.
Secondly, teacher talk supports student talk in practicing the language.
This view is supported by Tsui (1995) who states that teacher talk is a determiner
of student’s output due to some categories of teacher talk such as questioning
strategies affect the tendency of learner’s strategies in producing language.
Therefore, teacher’s job is how their talks can enforce student’s language
production. Tsui, (1995:124) writes that:
“Studies on language and learning have shown that children not only learn to talk
but they also talk to learn. This comes up from the fact that children are persistent
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questioners; it is by asking questions that they experiment and learn about the
world around them”.
Thirdly, the appropriateness of teacher talk can result in a warm classroom
atmosphere and informal teacher-student relationship. This is in line with Moon
(2001) who states that young learners need warmer classroom climate and
informal relationship with the teacher in order to get better achievement. Besides,
Lewis (2000) asserts that children need their teacher’s approval and positive
feedback in order to achieve their self-esteem. If students do not get positive
feedback toward their performances, they would possibly feel shy as they make
mistakes in front their peers. Hence, students need to be motivated by giving them
encouragement and positive feedback.
Nevetheless, the practice of English language teaching (ELT) in Indonesia
tends to show many cases indicating that primary school English teachers lack of
pedagogical understanding and skills in teaching English to young learners
(Musthafa, 2010). It leads the teachers to a misconception in applying classroom
talk which is not child-friendly. This view is supported by a study showing that
English teachers are not well-trained in teaching children and they still prefer to
teach English focusing on lecture (Damayanti, et al. 2008).
In addition,
Damayanti, et al (2008) reports that those limitations lead them to avoid using
English in classroom rather than to build active interaction between teachers and
students.
Those problems above potentially influence students to be passive in
classroom as teacher mostly dominates interaction (Nunan, 1998). Teachers do
not provide adequate chances for students to interact and practice the language as
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teachers spend for about 70% of class time for lecturing only (Nunan,1998). It is
supported by Tsui (1995) who says that many studies found that student talk
accounts for less than 30 percent in teacher-fronted classroom. On the other hand,
children are active learners who learn better through interaction such as talking,
telling stories and actively participating in interactive activities (Brumfit, 1991,
Cameron, 2001; Harmer, 2001; Moon, 2000). Moreover, Harmer (2000) also
points out that children have a short attention span which means that they can not
do the same activity which is longer than 10-15 minutes unless it is interesting,
fun and lively. Therefore, it is clear that lecturing which has been applied by some
incompetent teachers is not appropriate to children characteristics and how
children learn language as active learners.
Children can be encouraged to be active learners when they are provided
by adequate chances to interact in English classroom. It is stated that the more
teacher-students interaction employed, the better success of a class will be
achieved (Tsui, 1995). Furthermore, sociocultural perspective study emphasizes
that students should be treated as a part of social context and social interaction
which they can not be separated from learning (Kumpulainen & Wray, 2002; 17).
Thus, foreign language teachers need to be aware that student’s communication
skill should be practiced and improved earlier in rich language environment which
is closer to everyday conversations (Hargreaves, Merry & Paterson, 2003;
Kumpulainen & Wray, 2003). Related to the view, teachers should realize that to
encourage student’s to be active learners is by knowing who children are and
giving them opportunity to actively interact in classroom.
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Concerning on the last statement, classroom is considered as the vital
source of foreign language learning where the students can be provided by
language input and modelling so that they can practice in interaction (Xiaou,
2006: 5).
Through verbal interaction (Reynolds & Farrel, 1996, as cited in
Hargreaves, Merry and Paterson, 2003), target language exposure can be
transmitted to students (Brown, 2001: 165). He goes on to say that the finest way
to learn a language is through interaction itself where people can send, accept and
interpret messages in meaningful context to achieve mutual understanding and
aims (Brown,2001).
As suggested also by Nunan (1998), second language
learning especially spoken one requires active communication of
student’s
engagement. Thus, it is important for teachers to teach English to young learners
as daily communication. This is coincide with Allwright (1984) and Ellis (1990)
who argue that teaching and learning process in classroom should be conducted as
interaction to get language model and facility since its quality can influence level
of acquisition. Dealing with that problem, learning English as foreign language
context like in Indonesia should be emphasized more into interaction of students.
According to the importance of the issue above, analysis towards
classroom talk used by teacher and students is considered crucial in order to
measure the pattern of young learner’s classroom interaction in English as foreign
language context. It is in line with Ellis (1985) who points out that many studies
are intended to draw attention to the classroom interaction processes by gaining
language data from the classroom. Many studies that focus on the nature and
characteristics of classroom interaction has been begun to emerge since 1960 as
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the urgency of student’s role as an active participant in the process of teaching and
learning
as well as the the principal domain influencing language learning
(Kumpulainen & Wray, 2003).
Based on the issues above, it is needed to explore teacher talk and student
talk in English for young learner’s classroom interaction. To find out the the
practice of verbal classroom interaction is by observing and interviewing EYL
teacher. Thus, the study entitled Classroom Interaction: An Analysis of Teacher
Talk and Student Talk in English for Young Learners aims to investigate and the
practice of EYL verbal classroom interaction of a teacher and students in a
primary school in Bandung. It mainly aims to describe what characteristic of
verbal classroom interaction is, teacher talk and student talk categories. It is also
aimed at investigating teacher’s role and its implication on student’s motivation
that appear during the teaching learning process.
1.2 Statement of Problems
As the problems stated above, the main purpose of this study is to
investigate how verbal classroom interaction between teacher and student is
conducted in EYL classroom. The main research question is “How is verbal
interaction realized in English for young learner’s classroom?”. The question is
then broken down into the following questions:
1.
What types of teacher talk are there in young learner’s classroom
interaction?
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2.
What types of student talk are there in young learner’s classroom
interaction?
3.
What type of role that the teacher mostly adopts in conducting young
learner’s classroom interaction?
4.
1.3
What is the implication of teacher talk to student’s motivation?
Aims of the Study
According to the research questions, this study has one main aim that is to
investigate the realization of verbal interaction which is conducted in young
learners’ classroom. Relevant to the research sub-questions, the more specific
aims for this study are as follow:
1. To describe types of teacher talk in young learners’ classroom.
2. To describe types of student talk in young learners’ classroom.
3. To investigate a role that is mostly adopted by the teacher in
conducting young learner’s classroom interaction.
4. To investigate the implication of teacher talk on student’s motivation.
1.4
Scope of the Study
The study focuses on examining the nature of EYL verbal classroom
interaction. The goal is achieved by describing types of teacher talk and student
talk which are performed by teacher and students in EYL classroom.
1.5
Significance of the Study
This study may give valuable contributions to some fields theoretically,
practically and professionally. To begin with, the results of the study are expected
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to provide a comprehensive descriptions and basis for future studies related to the
practice of verbal classroom interaction theoretically.
From practical view, it also hopefully gives valuable contributions to
English teachers in case of they can be better to analyze their own teaching
performance, to observe their classroom behavior and then to plan as well as to
conduct interactive and child-friendly verbal classroom interaction.
In relation to the study program of English education, this study
professionally aims to contribute a positive impact for English teaching practices
and pedagogical development according to the aforementioned background.
1.6
Research Methodology
This section discusses the design, data collection and data anaysis that
were employed in the study.
1.6.1 Design
Parallel to the aims of the study, a qualitative method embracing
characteristic of a case study was used. As stated by Maxwell (1996), qualitative
study emphasizes on words rather than numbers, and a process rather than a result
as in this study is how classroom interaction in teaching English to young learners
is conducted by an EYL teacher. In addition, qualitative study was chosen since
this study aimed at exploring and interpreting process and in-depth understanding
of specific situation or people. Specifically, the case study approach was chosen
since it focuses on quality of specific phenomenon and case of individual, a group
of people or real life contexts (Alwasilah, 2008; Creswell, 2003).
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1.6.2
Data Collection
Two instruments were used to collect the data of the study which they
were classroom obsevation and interview. The classroom observation was also
designed to investigate the practice of classroom interaction. Meanwhile, the
interview instrument was designed to investigate teacher’s inner thoughts and
belief in verbal classroom interaction, her roles as EYL teacher and how she
adopted it as well as to confirm and sharpen data gained from observation.
1.6.3 Site and Respondents
The research was conducted in a well-known private primary school in
northern Bandung. The school was chosen for two reasons, firstly because the
school uses English fully as a tool of comunication and secondly because the
principal allowed the researcher to conduct a research in September 2012. The
participants of this study consisted of an English teacher and 15 fourth grade
students. Then, the participants were chosen randomly since this study was
intended to describe a contemporary phenomenon.
1.6.4 Data Analysis
According to Creswell (2008), the data obtained from interview and
classroom observation will be analyzed, to be next interpreted, through the
following seven steps:
“(1) Preparing and organizing the data; (2) Transcribing videos of
classroom observation; (3) Exploring and coding the database; (4) Describing
findings and forming themes; (5) Representing and reporting findings; (6)
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Interpreting the meaning of the findings; (8) Validating the accuracy of the
findings”.
1.7
Clarification of Terms
To avoid misunderstanding and misconception, some terms are
clarified as follow.
1.
Verbal Classroom Interaction can be referred to verbal exchanges
produced by both teacher-students and student-student interaction in
classroom (Lynch, 1999).
2.
Young Learners are children aged between 5-12 years old (Pinter,
2006), in this study, young learners are 4th graders of elementary
school from 9-10 years old.
3.
EYL classrooms refer to English classes of elementary/primary
level whose students are young learners between 5-12 years old.
4.
Teacher Talk is described as a specific kind of talk that is perfomed
by teacher for particular reasons and aims (Lynch, 1999).
5.
Student Talk refers to language which is used by students in
classroom (Lynch, 1999).
1.8
Paper Organization
The paper is presented into five chapters as follow.
CHAPTER 1 : INTRODUCTION
This chapter discusses the background of the study, statement of
problems, aims of the study, scope of the study, significance of the study, research
methodology, clarification of terms, and organization of paper.
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CHAPTER II : THEORETICAL FOUNDATION
This chapter elaborates related theories of verbal classroom interaction,
young learners’ characteristics, teacher and student talk and the role of teacher in
classroom interaction.
CHAPTER III : RESEARCH METHODOLOGY
This chapter gives clear elaboration about the methodologies that are used in
this study.
CHAPTER IV : FINDINGS AND DISCUSSION
This chapter potrays the findings of the study and analyzes those findings
in discussion. It discusses dominant characteristic of classroom interaction.
CHAPTER V : CONCLUSIONS AND RECOMMENDATIONS
This chapter presents some essential conclusions regarding the findings of
the study as well as its theoritical, practical and professional implications and
related further studies.
1.9
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, research methodology, clarification of prominent terms related to the study
and organization of the paper.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter presents methodology information employed in the
undertaking of the study. It includes the research design of the study which
discussess the approach and the method of the study. There are also site and
respondents in which the setting and participant are discussed in this part and also
data collection. In data collection, some instruments utilized of the research are
described. Data analysis and procedure of the research are then presented. All of
them are briefly discussed, but the latest one is going to be elaborated more in the
next chapter.
1.1
Method of The Study
The study used a qualitative research design embracing characteristic of a
case study. The qualitative approach itself focuses on certain phenomenon that is
neither generalization nor comparation, but it has an internal validity and
contextual understanding (Alwasilah 2002). It is in line with Creswell (2008)
who asserts that qualitative research design aims to understand a central and
specific phenomenon as the key concept of the research.
In this study, the qualitative study was employed to understand and to
investigate how a teacher conducts English for young learners’ classroom
interaction as well as types of teacher tak and student talk that appear in
interaction. In this qualitative study, information from participant, developed a
form of questions, are collected to be then used to collect data in form of images
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and words (Creswell, 2008). The data were then coded and broken down into
several categories.
Finally, they were analyzed and interpreted using some
relevant theories in order to reach findings before finally come into conclusions.
In addition, case study was employed since the study is aimed at
evaluating data to be more accessibly public form (Adelman, 1980, as cited in
Bassey, 1999). A case study approach was chosen since it focuses on quality of
specific phenomenon and case of individual, a group of people or real life
contexts (Alwasilah, 2008; Creswell, 2003). In line with the view, this study was
devoted to the investigation of classroom interaction in teaching English to young
learners in one primary school and involved an EYL teacher and 15 four grader
students as the participants of the study before conclusively coming to a final
conclusion of the study.
1.2
Site and Participant
This study used purposeful sites and participants. It was because the study
was intended to gain in depth exploration and detailed understanding of a specific
phenomenon (Creswell, 2008). This qualitative study was then conducted in one
primary school in Bandung. The school was selected since English is used as
classroom language from first up to sixth grade of the school.
1.3
Data Collection Methods
In qualitative study, various methods were generally applied in the process
of collecting data. As stated by Alwasilah (2002), some of them are interview,
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observation, document analysis and survey or questionnaire. In this light, this
study perceived interview and observation to collect the data.
Specifically on case study, Bassey (1999) writes that there are three main
methods of data collection of case study: posing questions to listen to the answers,
observing events to notice carefully what happens and reading documents.
Departing from the aims of this study, the process of data collection
needed was devoted to classroom observation and interview. The more in-depth
explanation about two data collection is going to be explained in further subchapters.
1.3.1 Observation
In conducting qualitative study, the first method to collect the data was
classroom observation. To understand deeply and to obtain general description of
how the teacher conduct classroom interaction, observation using video tapping
technique was used in order to capture verbal and physical communication of the
teacher and students in comprehensive picture for the purpose of data collection
efficiency (Myhill et.al., 2006). The observation was held for nine sessions of
teaching learning process starting on September 2th, 3th, 4th, 9th, 10th, and 11th, 16th,
17th, and 18th in 2012. Observations are commonly utilized form of data collection
which enable the reseachers to get deep assumption (Spradley, 1980a, as cited in
Creswell, 2008). According to Creswell (2008), observation is a process to
collect general information coming directly from the observed participants and
cites of the research.
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Furthermore, to investigate the characteristic of verbal classroom
interaction conducted by the teacher,
the study employed the Flander’s
Interaction Analysis Categories (FIAC) framework proposed by Flanders (1970,
as cited in Richards, 2003). Flander’s interaction analysis system was designed to
classify the verbal behavior of teacher and students as they interacted in the
classroom without any considerations to non-verbal one. As stated by Flanders
(1970, as cited in Richards, 2003) verbal communication is more predominant in
natural classroom setting, verbal communication is adequate to potray the total
behavior realization in classroom.
1.3.2 Interview
The second instrument utilized in this study was inteview. According to
Creswell (2008), interview permits researchers to ask participants about general
and open-ended questions, to record their answer, to be then transcribed into form
of word for analysis. Besides, it allows researchers to sharpen and to confirm
what they capture on classroom observation if unclear and ambigous actions or
activities emerge. Lastly, it enables reseachers to broaden questions and elicit
information when necessarry.
Nevertheless, interview has some negative sides since information by
participants may be deceptive as they try to meet the writer’s expectation
(Alwasilah, 2002). Alwasilah (2002) says that the minor point of interview is the
participant can give impure answers in order to seek safety. This can be avoided
by using another method to balance the data gained. The interviewer’s presence
also may be the cause of paticipant’s inconvenience in delivering answers
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(Cresswell, 2008).
It is also in line with
The interview process itself was
conducted and recorded in November 14th.
1.4
Data Analysis Methods
The collected data were categorized into two types of data, quantitative
data and qualitative data. The first type of data, which was quantitative data, was
collected through the number of codes obtained from video transcripts. The
former was analyzed by using Microsoft Excel analysis to get some percentages
of certain phenomenon and categories.
The second type of data, which was qualitative data, was obtained by the
interview. The data were analyzed and synthesized. As Fraenkel and Wallen
(2006) proposed that analyzing and synthesizing the data collected of a study are
essential in qualitative data.
1.4.1 Analysis of Video Recorded Data
The data collected from video recording was simplified in the process of
analyzing data by implementing six steps. First of all was by reviewing the video
recorded in order to gain general description about the practice of EYL classroom
interaction. Secondly, the video recorded data were transcribed into words which
consisted of verbal communication between teacher and students. Transcription is
the process to convert audiotape recordings or fieldnotes into text data (Creswell,
2008).
The third step was exploring the transcription of video reording of
observation and interview to gain the general sense of data and to seek answers
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for each research question. Then, the fourth is coding the transcriptions. Coding
is distingushing and labelling text to make descriptions and broader themes from
the data (Creswell, 2008). Meanwhile, as stated by Alwasilah (2002), coding
encourages researchers: (1) to identify the phenomenon, (2) to count the number
of existing phenomenon and (3) to help researchers in arranging the inventions of
categories and sub-categories. Besides, coding also facilitates researchers to get
comparison of data within and between these categories (Maxwell, 1996). In
coding the data, the writer followed non-rating scale coding proposed by Richards
(2003) which includes interval sampling in every five seconds. Related to or the
main code occured in five seconds was placed in the table, at which the column
represents interval of every five seconds and the rows represents the minutes of
the observation (see appendix B). The example of non-rating scale coding
proposed by Richards (2003) can be seen in the following extract.
Table 3.1 Four Minutes of Coding on a 10-category System (Adapted from
Richards, 2003)
Minutes/
5
10
15
20
25
30
35
40
45
50
55
60
1
2
2
2
6
6
2
2
6
6
6
6
5
2
2
2
10
2
2
6
2
2
2
10
5
5
3
5
3
3
5
3
3
6
6
4
4
4
6
4
2
2
6
6
6
6
6
5
3
6
6
9
Seconds
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Based on the research questions of the study, coding was conducted based
on the type of teacher and student talk from FIAC categories. The main research
question is how the realization of verbal classroom interaction in young learner’s
classroom is conducted, which is broken down into two sub-questions: (1) types
of teacher talk in the classroom (2) types of student talk in the classroom. They
were identified by analyzing the videotapping transcriptions.
The video
transcripts were coded according to FIAC categories developed by Flanders
(1970) as follows.
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Table 3.2 Flander’s Interaction Analysis Categories (FIAC)
Direct/
Indirect
Influences
Category
number
1.
2.
Indirect
influence
Response
Silence
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.
4.
Asks questions: Asking question about content to
procedure, based on teacher ideas, with the intent
that a pupil will answer.
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 nonacceptable to acceptable pattern; bawling someone
out; stating why the teacher is doing what he is
during; extreme self-reliance.
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.
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 existing structure.
10.
Silence or confusion: Pauses, short periods of
confusion in which communication cannot be
understood by the observer.
Student
Talk
Initiation
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.
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.
Teacher
Talk
Direct
influence
Activity
Rini Triani Pujiastuti, 2013
CLASSROOM INTERACTION: AN ANALYSIS OF TEACHER TALK AND STUDENT TALK IN ENGLISH FOR
YOUNG LEARNERS (EYL)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
As an attempt to get clear result of investigation, the last process of data
analysis was interpreting the data in form of percentage. The data obtained from
interview were then categorized into clarification towards the previous data
collected from video obsevation. The data were aimed at coming to a final
conclusion on the practice of classroom interaction.
Table 3.3 Video Transcripts Codes I
Teacher Talk Categories
Categorization
Accepting Feelings
C1
Praising or Encouraging
C2
Using or accepting ideas of students
C3
Asking questions
C4
Lecturing
C5
Directions
C6
Criticizing or justifying authority
C7
Table 3.4 Video Transcripts Codes II
Student Talk Categories
Categorization
Response
C8
Initiation
C9
Silence or Confusion
C10
Furthermore, in order to answer the third research question which is about
the type of role that the teacher mostly adopts, framework by Harmer (2003) was
utilized in this study. The teacher’s role can be decided reading the type of
teacher talk and activities in occured classroom. The framework of teacher’s talk
adapted from Harmer (2003) can be seen in the following table:
Rini Triani Pujiastuti, 2013
CLASSROOM INTERACTION: AN ANALYSIS OF TEACHER TALK AND STUDENT TALK IN ENGLISH FOR
YOUNG LEARNERS (EYL)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Table 3.5 Framework of Teacher’s Roles adapted from Harmer (2003)
No
1.
2.
3.
4.
5.
6.
8.
1.5
Teacher’s
role
Teachers are in charge of the class and the activity taking controller
place for example taking roll, telling students things,
organising drills, reading aloud and other teacher-fronted
classroom,
telling
announcements,
criticizing
misbehaviour, giving explanation, leading a question and
answer question.
Giving information, telling students on how to do activity, organiser
grouping students, getting students involved and engaged
and ready through instructions.
Giving feedback, praises or correction towards students’ assessor
work, telling the objectives of the lesson,
Paraphrasing student’s answer, giving clue when students Prompter
“lost of word” in supportive way, suggesting and
encouraging students to say or write something.
Taking part in discussion, game or role play,
Participant
Giving explanation about language or materials,
Resource
observing student’s performance,
Observer
Teacher Talk/Activities
Reliability and Validity of The Study
The urgency of data validation came up in order to ensure that the findings
and interpretations were acceptably reasonable. Validity is one of the most
important considerations of the quality of measures (McMillan & Schumacher,
2001). Parallel with it, Creswell (2008) suggests that data validation is considered
as the most important part that should be conducted by the writer using some
strategies to obtain the credibility or accuracy of the findings. Creswell (2008)
then proposes three strategies typically employed in qualitative study as follows.
Rini Triani Pujiastuti, 2013
CLASSROOM INTERACTION: AN ANALYSIS OF TEACHER TALK AND STUDENT TALK IN ENGLISH FOR
YOUNG LEARNERS (EYL)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
The first strategy was to do triangulation. Qualitative researchers need to
take triangulation into consideration to improve the credibility of the study by
strenghtening evidence from different individuals, types of data or methods of
data collection (Creswell, 2008). The data gathered from classroom obervation
and interview were triangulated to gain evidence of consistency of respondent’s
behavior. It was carried out by comparing and checking respondent’s answer
through interview and their behaviors recorded from videotapping and transcripts.
The next strategy was member checking which the reseachers check their
findings with the participants in order to arrive at the accurate findings. The last
one was conducting external audit by which the writer asked knowledgeable
person outside of the project to review the study. The strenghts and weaknesses
of the study are then reported in written form.
Though, to arrive at the reliability and validity of the study, the writer only
conducted two strategies among the aforementioned strategies namely
triangulation and external audit. In addition, external audit was also employed by
asking for comments and feedback from supevisors and knowledgeable
proofreaders.
1.6
Concluding Remark
This chapter has focused on a detailed methodological description in
conducting the study containing site and participants, data collection techniques
and analysis of the data. The whole research findings and interpretation will be
delineated in the next chapter.
Rini Triani Pujiastuti, 2013
CLASSROOM INTERACTION: AN ANALYSIS OF TEACHER TALK AND STUDENT TALK IN ENGLISH FOR
YOUNG LEARNERS (EYL)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter draws the conclusion on the discussion in previous chapters.
It is divided into two sub-chapters, those are, conclusions and suggestions. In the
conclusion, the essence of the analysis is presented. This chapter also ends with
recommendations for related further research.
5.1
Conclusions
The focus of this study is the interaction in young learner’s classroom,
particularly on the potrait of teacher talk and student talk. The aims of the study
are to investigate (1) the realization of young learner’s classroom interaction, (2)
teacher talk categories (3) their implication on student’s motivation, (4) student
talk categories and (4) teacher’s roles.
This study proves the findings from the previous research that teacher talk
plays dominant part in classroom interaction suggested by Nunan (2001).
However, the dominance of teacher talk is valuable since the teacher fully uses
target language as language input and it is purposed to direct the students to
express their ideas.
This study comes up with some categories of teacher talk, beginning from
the highest percentage to the lowest one: giving directions, lecturing, asking
questions, using or accepting ideas of students, praising, criticizing and accepting
feelings.
Those categories confirms FIAC system of analysis developed by
Flanders (1970).
Rini Triani Pujiastuti, 2013
CLASSROOM INTERACTION: AN ANALYSIS OF TEACHER TALK AND STUDENT TALK IN ENGLISH FOR
YOUNG LEARNERS (EYL)
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
From interaction and categories of teacher talk revealed, teacher conducted
direct teaching more rather than indirect one. It is h