S ING 1002657 Chapter5
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents conclusions and suggestions based on earlier explanations
and descriptions.
5.1 Conclusions
The main purpose of this study is to find out the types of classroom interaction
patterns in an eleventh grade classroom and the Teacher Talk affects on classroom
interaction patterns in an eleventh grade classroom.
The findings show that various types of classroom interaction patterns occur in the
classroom. These variations of classroom interactions patterns come from both
non anomalous and anomalous exchanges. However, from those patterns, the
most dominant patterns which occur in all meetings are simple non anomalous K1
–initiated patterns. Those patterns are bound with the teacher’s performance
during the teaching and learning activity in the classroom. Simple non anomalous
K1 –initiated patterns occur because the teacher explains a lot during the lesson.
The teacher uses explanation as a way to make the students understand more and
get the knowledge of the materials given. The teacher’s explanation is also
categorized as a part of Teacher Talk in classroom interaction.
Furthermore, it is found that Teacher Talk is more dominant than Student Talk in
the classroom interaction. It is proven by the simple non anomalous K1 –initiated
patterns as the dominant patterns in the classroom. There are two types of
dominant Teacher Talk which occur in the classroom namely giving information
and asking questions. Giving information is proven as the most dominant Teacher
Talk by the occurrence of teacher’s explanations during the teaching and learning
activity in the classroom. Whereas, asking questions become the second dominant
Anisah Rizkiani Amin, 2015
Patterns of teacher – students interaction
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Teacher Talk because the teacher gives questions to the students during the lesson
as a tool in triggering students’ participation. Besides, he also uses the questions
to know students’ prior knowledge and students’ understanding.
In addition, it is found that the teacher uses questions in triggering interaction with
the students. The teacher uses both display and referential questions during the
lesson. He uses display questions to know students’ prior knowledge and check
their understanding about the topic of the lesson. Whereas, referential questions
are used to make the students share their ideas about the topic of the lesson and to
give the students opportunity to use and explore the foreign language they have
learned. Even though the teacher tends to use display questions rather than
referential questions during the teaching and learning activity in the classroom,
the students still respond to almost all questions given.
This research proves that Teacher Talk influences the variations of classroom
interaction patterns and that the questions as a part of Teacher Talk are necessary
in creating interaction between teacher and students in the classroom.
5.2 Suggestions
5.2.1
Pedagogical Implication
This research gives a new input about the reality of classroom interaction in the
language learning. It implies that the way the teacher acts and talks influence the
whole students’ movements and actions in the classroom, not only the predictable
movements and actions, but also the unpredictable ones. Moreover, this research
helps the teacher to be more aware with the Teacher Talking Time (TTT) during
the teaching and learning activity in the classroom. The more the teacher takes
TTT, the less the students can get involved in the classroom interaction which
leads to less students’ responses and engagement to the lesson. Therefore,
managing the classroom interaction is necessary in order to prevent the imbalance
Anisah Rizkiani Amin, 2015
Patterns of teacher – students interaction
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
between TTT and students’ participation in the classroom. Furthermore, it is
hoped that this research will contribute to the improvement of communication
between teacher and students in the classroom.
5.2.2
Further Research
For further research, it is better to get other and larger samples to enrich the
knowledge and also point of views of classroom discourse which include its
relation with the Teacher Talk and types of questions. Moreover, it is suggested
that the further research utilize other framework related to the classroom discourse
to give other significant contribution to this field of teaching and learning
language.
Anisah Rizkiani Amin, 2015
Patterns of teacher – students interaction
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CONCLUSIONS AND SUGGESTIONS
This chapter presents conclusions and suggestions based on earlier explanations
and descriptions.
5.1 Conclusions
The main purpose of this study is to find out the types of classroom interaction
patterns in an eleventh grade classroom and the Teacher Talk affects on classroom
interaction patterns in an eleventh grade classroom.
The findings show that various types of classroom interaction patterns occur in the
classroom. These variations of classroom interactions patterns come from both
non anomalous and anomalous exchanges. However, from those patterns, the
most dominant patterns which occur in all meetings are simple non anomalous K1
–initiated patterns. Those patterns are bound with the teacher’s performance
during the teaching and learning activity in the classroom. Simple non anomalous
K1 –initiated patterns occur because the teacher explains a lot during the lesson.
The teacher uses explanation as a way to make the students understand more and
get the knowledge of the materials given. The teacher’s explanation is also
categorized as a part of Teacher Talk in classroom interaction.
Furthermore, it is found that Teacher Talk is more dominant than Student Talk in
the classroom interaction. It is proven by the simple non anomalous K1 –initiated
patterns as the dominant patterns in the classroom. There are two types of
dominant Teacher Talk which occur in the classroom namely giving information
and asking questions. Giving information is proven as the most dominant Teacher
Talk by the occurrence of teacher’s explanations during the teaching and learning
activity in the classroom. Whereas, asking questions become the second dominant
Anisah Rizkiani Amin, 2015
Patterns of teacher – students interaction
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Teacher Talk because the teacher gives questions to the students during the lesson
as a tool in triggering students’ participation. Besides, he also uses the questions
to know students’ prior knowledge and students’ understanding.
In addition, it is found that the teacher uses questions in triggering interaction with
the students. The teacher uses both display and referential questions during the
lesson. He uses display questions to know students’ prior knowledge and check
their understanding about the topic of the lesson. Whereas, referential questions
are used to make the students share their ideas about the topic of the lesson and to
give the students opportunity to use and explore the foreign language they have
learned. Even though the teacher tends to use display questions rather than
referential questions during the teaching and learning activity in the classroom,
the students still respond to almost all questions given.
This research proves that Teacher Talk influences the variations of classroom
interaction patterns and that the questions as a part of Teacher Talk are necessary
in creating interaction between teacher and students in the classroom.
5.2 Suggestions
5.2.1
Pedagogical Implication
This research gives a new input about the reality of classroom interaction in the
language learning. It implies that the way the teacher acts and talks influence the
whole students’ movements and actions in the classroom, not only the predictable
movements and actions, but also the unpredictable ones. Moreover, this research
helps the teacher to be more aware with the Teacher Talking Time (TTT) during
the teaching and learning activity in the classroom. The more the teacher takes
TTT, the less the students can get involved in the classroom interaction which
leads to less students’ responses and engagement to the lesson. Therefore,
managing the classroom interaction is necessary in order to prevent the imbalance
Anisah Rizkiani Amin, 2015
Patterns of teacher – students interaction
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
between TTT and students’ participation in the classroom. Furthermore, it is
hoped that this research will contribute to the improvement of communication
between teacher and students in the classroom.
5.2.2
Further Research
For further research, it is better to get other and larger samples to enrich the
knowledge and also point of views of classroom discourse which include its
relation with the Teacher Talk and types of questions. Moreover, it is suggested
that the further research utilize other framework related to the classroom discourse
to give other significant contribution to this field of teaching and learning
language.
Anisah Rizkiani Amin, 2015
Patterns of teacher – students interaction
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu