AN ANALYSIS OF ANOMALOUS EXCHANGE IN YOUNG LEARNERS’ CLASSROOM INTERACTION: A case study at an elementary school in Bandung.

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Rahma Sakina, 2013

An Analysis of Anomalous Exchange in

Young Learners’ Classroom

Interaction

(A case study at an elementary school in Bandung)

A RESEARCH PAPER

Submitted to Department of English Education of FPBS UPI as a Partial Fulfillment of the Requirements of Sarjana Pendidikan Degree

Rahma Sakina 0807305

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION INDONESIA UNIVERSITY OF EDUCATION

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Rahma Sakina, 2013

An Analysis of Anomalous Exchange in

Young Learners’ Classroom Interaction

(A case study at an elementary school in Bandung)

Oleh Rahma Sakina

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Juli 2013

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

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PAGE OF APPROVAL

AN ANALYSIS OF ANOMALOUS EXCHANGE IN YOUNG LEARNERS’ CLASSROOM INTERACTION

(A case study at an elementary school in Bandung) By

Rahma Sakina 0807305 Approved by

Main Supervisor Co-Supervisor

Prof. Didi Suherdi, M.Ed. Ika Lestari Damayanti, M.A. NIP. 196211011987121001 NIP. 197709192001122001

Head of English Education Department of Indonesia University of Education

Prof. Didi Suherdi, M.Ed. NIP. 196211011987121001

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ABSTRACT

This research entitled An Analysis of Anomalous Exchange in Young Learners’ Classroom Interaction aims to analyze the classroom interaction in teaching learning process and the categories of anomalous exchanges that occur during classroom interaction in a fifth grade of an elementary school.

The research employed a qualitative design, embracing characteristic of a case study. The data were from video of teaching learning process in an elementary school. The participants of this research were an English teacher and 21 fifth graders of an elementary school in Bandung. The data gained were transcribed and analyzed by using frameworks of Foreign Language Interaction Analysis (FLINT) system (Moskowitz, 1971), anomalous

exchange (Suherdi, 2009), and types of teachers’ questions (Kinsella, 1991 and Bloom,

1956).

The findings showed that the classroom interaction was dominated by Teacher Talk in which the teacher delivered information mostly through question and answer activities. Unanswered questions by the learners and no feedback from the teacher contributed to the occurrence of anomalous exchanges. In terms of anomalous exchanges, the findings revealed that defective exchanges and elliptical exchanges mostly occurred during the classroom interaction. Several factors which influenced the occurrence of these exchanges were the topic discussed, the wait-time, the types of teacher’s questions, and the non-conducive learners’ situation.

It is recommended that further research to take another scope of classroom

interaction such as focusing on teacher’s type of question, teacher talk, student talk and

many others to give more significant contributions to teaching and learning language.

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ABSTRAK

Penelitian ini yang berjudul Analisis Anomalous Exchange dalam Interaksi Kelas di Sekolah Dasar bertujuan untuk menganalisis interaksi kelas dalam proses belajar mengajar dan kategori anomalous exchange yang muncul selama interaksi kelas di kelas lima Sekolah Dasar.

Penelitian ini menggunakan kualitatif design, yakni studi kasus. Data dalam penelitian ini diperoleh dari video proses belajar mengajar di sebuah Sekolah Dasar. Partisipannya ialah seorang guru Bahasa Inggris dan 21 orang siswa kelas lima di sebuah Sekolah Dasar di Bandung. Data yang diperoleh kemudian ditranskripkan dan dianalisis menggunakan rumusan teori Foreign Language Interaction Analysis (FLINT) system (Moskowitz, 1971), anomalous exchange (Suherdi, 2009), dan types of teachers’ questions (Kinsella, 1991 and Bloom, 1956).

Hasil penelitian ini menunjukan bahwa intearaksi di kelas didominasi oleh guru dimana guru sebagian besar menyampaikan informasi melalui aktivitas tanya jawab. Beberapa pertanyaan yang tidak terjawab oleh siswa dan tidak adanya feedback dari guru mengacu timbulnya anomalous exchange. Dalam hal anomalous exchanges, hasil penelitian menunjukkan bahwa defective exchanges dan elliptical exchanges sering kali munculs selama interaksi kelas. Beberapa faktor yang mempengaruhi munculnya exchanges ini ialah topic yang dibahas, tenggang waktu, jenis pertanyaan dari guru, dan situasi siswa yang tidak kondusif.

Direkomendasikan untuk penelitian selanjutnya untuk mengambil cakupan interaksi kelas yang lain seperti fokus pada jenis-jenis pertanyaan guru, teacher talk, student talk, dan sebagainya. Hal itu bertujuan untuk memberikan kontribusi yang lebih signifikan dalam pembelajaran bahasa.

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Table of Content

Statement i

Preface ii

Acknowledgment iii

Abstract v

Table of Content vi

List of Figure ix

List of Table x

CHAPTER I INTRODUCTION 1

1.1 Background 1

1.2 Research Questions 4

1.3 Purpose of the Research 4

1.4 Significance of the Research 4

1.5 Scope of the Research 5

1.6 Clarification of Key Terms 5

1.7.1 Exchange 5

1.7.2 Anomalous Exchange 5

1.7.3 Young Learners 6

1.7.4 Classroom Interaction 6

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CHAPTER II THEORITICAL FOUNDATION 8

2.1 Classroom Discourse and Classroom Interaction 8

2.1.1 Teacher Talk 14

2.1.2 Student Talk 16

2.1.3 Neither of Teacher Talk nor Student Talk 17

2.2 Discourse Structure 18

2.3 Exchange Categories 21

2.3.1 Non-anomalous Exchange 22

2.3.2 Anomalous Exchange 25

2.5 Types of Teacher’s Questions 28

CHAPTER III RESEARCH METHODOLOGY 33

3.2 Research Design 33

3.3 Site and Participants of the Research 34

3.4 Data Collection 34

3.4.1 Document Analysis 35

3.5 Establishing Rapport 36

3.6 Establishing Reliability and Validity 36

3.6.1 Member Checking 36

3.6.2 Feedback 37

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CHAPTER IV FINDINGS AND DISCUSSIONS 40

4.1. Classroom Interaction 40

4.1.1. Teacher Talk 42

4.1.1.2 Student Talk 53

4.1.1.3 Neither Teacher Talk nor Student Talk 62

4.1.2 Anomalous Exchanges 66

4.1.3 Types of Teacher’s Questions 75

CHAPTER V CONCLUSION AND SUGGESTION 91

5.1 Conclusion 91

5.2 Suggestion 93

5.2.1 Pedagogical Implication 93

5.2.2 Further Research 93

REFERENCES APPENDIX

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List of Figure

Figure 2.1 The Place of Discourse in The Systemiotic Approach 9

Figure 2.1 Structure of Classroom Discourse 19

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List of Table

Table 2.1 Foreign Language Interaction Analysis (FLINT) system 41 Table 2.2 Categories of Questions and Typical Classroom Question Words 33 Table 4.1 Distribution of Teacher-Student Interaction 41

Table 4.2 Distribution of Anomalous Exchanges 67

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CHAPTER 1 INTRODUCTION

This chapter provides the introduction of the research which includes background of the research, research questions, purposes of the research, significance of the research, scope of the research, clarification of the key terms, and organization of the paper.

1.1Background of The Research

Classroom interaction is one of the primary factors by which learning is accomplished in classroom (Hall & Walsh, 2002). In the classroom interaction, learners can use language they learnt and increase their language mastery such as by reading several textbooks, listening to teacher’s language, or even discussing with their classmates (Brown, 1994). Moreover, teacher can monitor the learners’ language and check their proficiency of the target language mastery during classroom interaction. The importance of interaction is supported by Chaudron (1988, p.10) who states that through interaction, the learner can decompose the teaching learning structure and derive meaning from classroom events. From the elaboration above, it can be concluded that the interaction is a significant element in teaching-learning process. Therefore, the learners need to have an opportunity to use the language actively.

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However, in some language classrooms the teachers are more dominant than the learners during the interaction. The percentage of teacher talk reaches 89 percent of available time (Nunan, 1989). The statement is supported by Chaudron (1988) that a lot of research in language classroom show the teacher talk is about 60 percent up to 66 percent of moves. It means that learner talk is less than the teacher talk. It can make the learners have less opportunity to speak.

Similarly, the amount of interaction in young learner classroom is less satisfying. Based on the preliminary observation, young learners tend to avoid interaction with the teacher. They also tend to be unresponsive and ashamed. Those are reflected when the learners give no answer to teacher’s question even though they know the answer. In addition, the learners are frequently reluctant to respond or ask questions to the teacher during the classroom interaction. If they respond to the teacher’s question, their answers are limited to one or two words response.

Those situations can be caused by types of teacher’s questions (Behnam & Pouriran, 2009). The two common question types are display and referential questions. When the teacher asks display questions, in which the teacher knows the answer, the students are demanded to a single or short answer. By contrast, referential questions demand more thought and generate longer answers (Brown, 2001). Based on a lot of research, referential questions make more interaction and meaningful negotiation. However, in some cases teacher’s questions are answered by teacher’s own statement. This situation is called anomalous exchange as proposed by Suherdi (2010).

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A number of previous research have been conducted by some researchers related to teacher-student interaction focused on describing the typical patterns of interaction found in classrooms (Barnes, 1992; Cazden, 1988; Mehan, 1979 as cited in Hall & Walsh, 2002). Findings of these studies revealed that although student populations may vary from classroom to classroom and school to school, Initiation-Response-Evaluation (IRE) pattern typifies the discourse of western school, from kindergarten to university. Another previous research was conducted by Suherdi (1994) as cited in Suherdi (2009) focused on teacher-student interaction pattern. The findings of the research showed that the teacher employed more negotiated exchanges than directly presenting the information to the students.

Regarding the elaboration above, this research paper is intended to analyze young learners’ classroom interaction to get comprehensive knowledge about productive interaction and develop interactive language teaching for foreign language class. In this research, the classroom interaction that will be analyzed focused on anomalous exchange based on analysis framework developed by Suherdi (2009). The research aims to analyze the classroom interaction in teaching-learning process and the categories of anomalous exchanges that occur during classroom interaction. The findings of the research are expected to be one of the references for teachers in managing talking time during the classroom interaction.

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1.2Research Questions

The main questions to be addressed in this research are:

1. How is classroom interaction in teaching-learning process in a fifth grade of an elementary school?

2. What categories of anomalous exchanges occur during classroom interaction in a fifth grade of an elementary school?

1.3Purposes of the Research

According to the research questions, this research aims to analyze:

1. The classroom interaction in teaching-learning process in a fifth grade of an elementary school

2. The categories of anomalous exchanges that occur during classroom interaction in a fifth grade of an elementary school

1.4Significance of the Research

The findings of this research are expected to contribute to teaching-learning English as a foreign language to young learners theoretically, practically, and professionally. In terms of theory, this research can enrich the literature of English teaching to young learners in Indonesia. Practically, the findings of this research are expected to give information on how to analyze classroom interaction focused on the anomalous exchange. Professionally, the findings can inform English teacher how to manage their talking time during classroom interaction.

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1.5Scope of the Research

The research is limited to analyze the classroom interaction in teaching-learning process and the categories of anomalous exchanges that occur during classroom interaction in a fifth grade of an elementary school.

1.6Clarification of the Key Terms

To avoid misconception, several terms are clarified as follow. 1.6.1 Exchange

Exchange refers to the utterance of teacher and students which begin with a question and end with the answer of that question. Typically, an exchange in the classroom comprises initiation, response, and feedback. An initiation is realized by an opening move which causes others to participate in an exchange. A response is realized by an answering move which functions as an appropriate reply to the opening move. Follow-up moves then realize the feedback element; they let a pupil know how well he or she has performed (Sinclair and Coulthard, 1975 as cited by Brown, 2010 p. 32).

1.6.2 Anomalous Exchanges

Anomalous exchanges are those exchanges which have no formal K2- or obligatory K1- elements or both K2- and K1 elements. Anomalous

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exchanges are subcategorized into three subcategories which include elliptical, detective, and broken exchanges (Suherdi, 2010 p. 94).

1.6.3 Young Learners

Young learners are children between five and 12 years old (Pinter, 2006; Linse, 2005).

1.6.4 Classroom Interaction

Classroom interaction is defined as collaborative exchange of thoughts, feelings, or ideas between learners and teacher, or learners and learners, resulting in reciprocal effect on each other (Brown, 2001).

1.7Organization of the Paper

This research paper is divided into five chapters as follow: CHAPTER I

This chapter contains a brief overview on background of the research, research questions, purposes of the research, significance of the research, scope of the research, clarification of the key terms, and organization of the paper.

CHAPTER II

The second chapter discusses theoretical foundation about classroom discourse, classroom interaction, types of teacher’s question, and young learners’ characteristics.

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CHAPTER III

This chapter elaborates the methodology of the research that includes research design, site and participants of the research, data collection, and data analysis. CHAPTER IV

This chapter presents the findings of the research in form of findings and discussion.

CHAPTER V

This chapter consists of the conclusion of the research and suggestions for the next research as well as for teachers based on the findings found by the researcher.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter describes the procedures carried out in this research to figure out the answers of the research questions. This chapter consists of research design, site and participants of the research, data collection, establishing rapport, establishing reliability and validity, and data analysis.

3.1Research Design

This research employed a qualitative design, embracing characteristics of a case study. The case study approach was chosen regarding to the aim which attempts to exam and gain in depth analysis of an event, a person, a process, an institution, or a social group (Smith, 1978 as cited in Merriam, 1988; Hancock, 1998). This statement is supported by Merriam (1988) that case study is an ideal design for understanding and interpreting observations of educational phenomena. In case study, any and all methods of gathering data including observation, interview, questionnaire, and document analysis can be used.

Moreover, case study has several advantages covering (1) it can be done by a single researcher without needing a full team; (2) it is strong on reality; (3) it gives insight into similar situations; (4) it catches specific elements and unexpected events; and (5) it has results which easily understood by the reader and and immediately

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intelligible as they speak for themselves (Nisbet and Walt as cited in Cohen et al., 2005:184).

In this research, the case study approach was employed to analyze classroom interaction in teaching-learning process and the categories of anomalous exchanges that occur during classroom interaction in a fifth grade of an elementary school.

3.2Site and Participants of the Research

This research was undertaken at an elementary school in Bandung. This school was chosen since the researcher had relation with one of teachers there. The participants involved in this research were 21 students of fifth grade and an English teacher, who was a member of Project Based Learning team.

3.3Data Collection

In qualitative study, various methods are generally employed in the process of collecting data covering interview, observation, document analysis, and survey or questionnaire (Alwasilah, 2002). In terms of data collection in qualitative study, Creswell (2008) views that it is as not simple as observing and interviewing people, but it involves identifying appropriate sites and participants, obtaining access and approval, deciding need types of data, constructing forms of data collection, and conducting the process of data collection in mannerly ways without leaving out sense of sensitivity to challenges appeared.

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In this research, an instrument was used to gain the data, namely document analysis. Through this instrument, necessary information about classroom interaction and anomalous exchanges occurring along classroom interaction is expected to be obtained. The instrument is clearly elaborated in the following sections.

3.3.1Document Analysis

The technique of data collection employed in this research was document analysis. Document analysis can be defined as transferring information from anything that was made in case site and ensuring that it was properly labeled as source so it could be treated as data item (Bassey, 1999). The document can be various types covering a written document, a painting, a monument, a map, a photograph, a statistical table, and a film or video (Bélanger, 2006). In this research, the documents analyzed were video of teaching learning processes at an elementary school in Bandung. The video were documented by Project Based Learning team for another purpose in 13th September up to 18th October, 2012. To display the language used in the classroom, the video were then transcribed.

The video comprised four sessions of English lesson in a fifth grade with various topics of lessons including Indonesian traditional food, ingredients of Indonesian traditional food, cooking set, and action form and its function. The transcript of video can be seen in Appendix.

Furthermore, to investigate the classroom interaction appeared between teacher and learners, this research employed FLINT (Foreign Language Interaction Analysis) framework adopted from Moskowitz (1971). While, to investigate

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anomalous exchange occurred during the classroom interaction, the researcher used Suherdi’s (2009) framework about anomalous exchange.

3.4Establishing Rapport

Alwasilah (2002:144) reveals that establishing rapport term in making negotiation with research subjects is needed. He emphasizes that it is substantial to make a good relationship between the researcher and the research subject. For that reasons, the researcher asked permission to both the school and the teacher before taking the data.

3.5Establishing Reliability and Validity

The reliability in either quantitative research or qualitative research is necessary as it can influence the validity of the research. The reliability itself refers to a technical term for consistency in the data collection and data analysis (Allwright, 1988). Meanwhile, the validity is a truth of the research in description, conclusion, interpretation, and another report (Alwasilah, 2002). In order to maintain reliability and validity in this research, the researcher employed several techniques as follow: 3.5.1Member Checking

Member checking is proposed by Alwasilah (2002) in order to (1) prevent misunderstanding toward respondents’ answer in the interview, (2) prevent misunderstanding respondents’ behavior during observation, and (3) confirm respondents’ perspective toward what was happening. To prevent all of

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misunderstandings, the researcher asked the respondents especially the teachers to check the transcripts and interpretation of the data for the sake of the research validity.

3.5.2Feedback

Feedback from others is necessary in this research to prevent bias of research and identify the logical weaknesses of research as stated by Alwasilah (2002). Moreover, Alwasilah emphasizes that in qualitative research, the more feedback from others, the more validity will be achieved. Therefore, the researcher asked feedback from supervisors, experts in classroom discourse, and friends who have the same focus of the research.

3.6Data analysis

Having collected all of the data gained, the data were then analyzed by using the following steps adapted from Suherdi (2008):

Step 1. Transcribing the video

The fundamental data of this research were gained from video of a fifth class. The data obtained were transcribed to show the language used by either the teacher or the learners during the lesson. It is as suggested by Allwright (1988) to use transcripts and audio taped or video recording as database for discourse analysis.

Step 2. Coding and analyzing the data

Having transcribed all interactions in the classrooms, the transcripts were coded by using several labels as shown in chapter II mainly the categories of Teacher

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Talk and Student Talk, and the categories of anomalous exchanges. This step is essential caused by several reasons: (1) it enables the researcher to identify phenomena, (2) it enables the researcher to conduct quantification of frequency, (3) the quantification of frequency shows the tendency of findings, and (4) it enables the researcher to categorize or subcategorize findings (Alwasilah, 2002). Steps conducted in this research procedure were as follow:

1. Segmenting the transcripts based on each exchange;

2. Coding and calculating the amount of each category of Teacher Talk and Student Talk using FLINT (Foreign Language Interaction Analysis) adopted from Moskowitz (1971);

3. Analyzing the amount of each category of Teacher Talk and Student Talk to seek the balance between teacher and student Talk and find out the dominant category that occurs;

4. Coding and analyzing the exchange based on classroom discourse analyses framework, especially Suherdi’s (2009) framework about anomalous exchange. 5. Calculating the amount of each category of anomalous exchanges to seek the

most frequent and the least category.

6. Analyzing and calculating the types of teacher’s questions occurred based on Kinsella (1991) and Bloom’s (1956) theory to find in what type of question anomalous exchange tend to occur.

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Step 3. Interpreting the data

In this stage, the researcher attempted to answer the research questions formulated in the first chapter. The quantification of the findings was displayed into several tables, and then the phenomena occurred from the tables were described. It is in line with Alwasilah’s (2002) notion which states that displays, i.e. table, flowchart, diagram, etc enable the researcher to explain the interpretation. Since this research proposed two research questions, the findings of the first research question were connected with the findings of the second research question in order to obtain the entire phenomena and present them into deep discussion.

Step 4. Finishing

The findings gained through several stages above, the transcripts, and interpretation of the data were rechecked with getting feedback from some friends who mastered classroom discourse in order to enable the researcher to achieve the research validity. At last, the findings and discussions were presented in conclusions and suggestions to illustrate the research as a whole.

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CHAPTER V

CONCLUSSION AND SUGGESTION

This chapter presents the conclusion of the conducted research and the suggestion for the further research with the same or similar topic.

5.1Conclusion

As mentioned in the first chapter, this research is intended to analyze the classroom interaction in teaching-learning process and the categories of anomalous exchanges that occur during the classroom interaction in a fifth grade of an elementary school.

This research has shown that the classroom interaction is dominated by Teacher Talk. There are three categories of Teacher Talk as proposed by Moskowitz (1971) that occur in large number, namely asking question, giving information, and giving direction. The dominance of these categories indicates three conclusions. Firstly, the teacher frequently presents the material through question and answer activities. Secondly, the teacher highly lectures whenever the topic is new and more difficult than the previous topic. Finally, the teacher frequently gives direction to the learners to do several activities in either individual or work tasks.

In addition, the learners’ participation in the classroom interaction shows a significant distribution. Students’ response (open-ended) or students’ initiation is the most frequent Student Talk category along the lessons. The dominance of this

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category is because the teacher mostly delivers the materials through question and answer techniques in all lessons. In addition, Students’ initiation categories highly occur when the learners initiate the interaction.

Using the native language is the most dominant category in neither Teacher Talk nor Student Talk categories during the classroom interaction. It reveals that both the teacher and the learners tend to use the native language along teaching-learning process.

In terms of the anomalous exchanges, the findings show that all categories of anomalous exchanges as proposed by (Suherdi, 2009) occur in the classroom interaction. However, defective and elliptical exchanges are more dominant along the lessons.

The defective exchange is the most dominant category of anomalous exchanges. There are three situations that contributes to the occurrence of the these exchanges, namely (1) when the learners are unfamiliar with the topic discussed, (2) when there is no enough pause from the teacher, so the learners have no chance to think and to contribute in the interaction; and (3) when the teacher asks questions, the learners are out of order so the teacher answers the question herself.

The elliptical exchange is the second dominant category of anomalous exchanges. There are several factors which contribute to the occurrence of these exchanges, namely the familiarity of the learners with the topic, the types of questions given by the teacher, the clarity of pictures, and the shortness of the answer.

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Finally, the broken exchange is found in low number. It indicates that the teacher wisely sustains the process of meaning-negotiating whenever the problem appears.

5.2Suggestion

5.2.1 Pedagogical Implication

This research provides descriptions about the real classroom interaction of young learners. It shows that there may be some unexpected utterance or structurally some unpredicted exchanges produced by teacher and students. The occurrence of unpredicted exchange structure does not indicate whether a language classroom is good or not. In this case, anomalous exchange is not something that must be avoided. Yet, it emphasizes on how teacher maintain the interaction so that the lesson transaction keep going on.

5.2.2 Further Research

In conducting this research, the researcher found several difficulties including the process of getting the data, coding of the transcription, collecting the theories, and describing findings and discussions. Therefore, it is better for further research to prepare the equipments and other theoretical aspects well. In addition, classroom interaction provides many research scopes so it is important to conduct similar study with different frameworks such as focusing on teacher’s type of question, teacher talk, student talk and many others to give more significant contributions to teaching and learning language.

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An Anslysis Of Anomalous Exchange In Young Learners Classroom Interaction Universitas Pendidikan Indonesia | repository.upi.edu

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CHAPTER V

CONCLUSSION AND SUGGESTION

This chapter presents the conclusion of the conducted research and the suggestion for the further research with the same or similar topic.

5.1Conclusion

In addition, the learners’ participation in the classroom interaction shows a

significant distribution. Students’ response (open-ended) or students’ initiation is the most frequent Student Talk category along the lessons. The dominance of this

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84 Rahma Sakina, 2013

An Anslysis Of Anomalous Exchange In Young Learners Classroom Interaction Universitas Pendidikan Indonesia | repository.upi.edu

Finally, the broken exchange is found in low number. It indicates that the teacher wisely sustains the process of meaning-negotiating whenever the problem appears.

5.2Suggestion

5.2.1 Pedagogical Implication

5.2.2 Further Research

with different frameworks such as focusing on teacher’s type of question, teacher

talk, student talk and many others to give more significant contributions to teaching and learning language.

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An Anslysis Of Anomalous Exchange In Young Learners Classroom Interaction Universitas Pendidikan Indonesia | repository.upi.edu

94 REFERENCES

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95 Chaudron, Craig. 1988. Second Language Classrooms: Research on Teaching and

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