VERBAL INTERACTION IN AN EFL CLASSROOM (A Descriptive Study on the Second Grade Students of SMP Negeri 1 Purwokerto, an RSBI, in Academic Year 20112012)
VERBAL INTERACTION IN AN EFL CLASSROOM (A Descriptive Study on the Second Grade Students of SMP Negeri 1 Purwokerto, an RSBI, in Academic Year 2011/2012) A THESIS Submitted to the English Department as a Partial Fulfillment of the Requirement for S.Pd. Degree by: WINDA SRI ARYANI 0801050136 THE ENGLISH DEPARTMENT TEACHER TRAINING AND EDUCATIONAL FACULTY MUHAMMADIYAH UNIVERSITY OF PURWOKERTO 2012
MOTTO “If you want to be different, you have to get out of the box” (Agus Sapto Nugroho, M.Ed.,TESOL)
“No Pain No Gain”
SKRIPSI BERJUDUL
VERBAL INTERACTION IN AN EFL CLASSROOM (A DESCRIPTIVE STUDY ON THE SECOND GRADE STUDENTS OF SMP
NEGERI 1 PURWOKERTO, AN RSBI, IN ACADEMIC YEAR 2011/2012) Dipersiapkan dan disusun oleh:
WINDA SRI ARYANI 0801050136 Telah dipertahankan didepan Dewan Penguji pada tanggal ................. dan telah dinyatakan telah memenuhi syarat untuk diterima sebagai kelangkapan persyaratan untuk mendapatkan gelar Sarjana Pendidikan
Program Studi Pendidikan Bahasa Inggris
SUSUNAN DEWAN PENGUJI
Ketua : ...................................................................... .......................Anggota I : ...................................................................... ....................... Anggota II : ...................................................................... ....................... Anggota III : ...................................................................... .......................
Purwokerto, ................................. Universitas Muhammadiyah Purwokerto
Fakultas Keguruan dan Ilmu Pendidikan Dekan, .........................................................
Saya yang bertandatangan dibawah ini : Nama : WINDA SRI ARYANI NIM : 0801050136 Program Studi : Pendidikan Bahasa Inggris Fakultas : Keguruan dan Ilmu Pendidikan Mennyusun Skripsi dengan judul :
VERBAL INTERACTION IN AN EFL CLASSROOM (A DESCRIPTIVE STUDY ON THE SECOND SEMESTER OF SMP NEGERI 1 PURWOKERTO, AN RSBI, IN ACADEMIC YEAR 2011/2012) Menyatakan dengan sesungguhnya bahwa skripsi ini adalah hasil karya tulis saya sendiri dan bukan dibuatkan orang lain atau jiplakan atau modifikasi karya orang lain.
Bila pernyataan ini tidak benar, maka saya bersedia menerima sanksi, termasuk pencabutan gelar kesarjanaan yang sudah saya peroleh.
Purwokerto, .......................... Yang menyatakan, WINDA SRI ARYANI
NIM. 0801050136
DEDICATION
The writer would like greatly and proudly to dedicate this thesis to: 1. My God, Allah SWT Thank you so much for blessing and mercy given for my life.
2. My beloved mom and dad Thank you so much for your holly prayer, endless love, big support and great motivation. You give me so much generous and meaningful gift in my life.
You mean everything. I love you so much.
3. My lovely sister Ekong, uncle Boding and Anto I know how much you love and care of me. Thanks for supporting and motivating me all the time.
4. My ex-boyfriend, Anjar Kustantoro Thank you so much for the precious things that motivate and inspire me so that I feel everything is gonna be easy to do.
5. My great bestfriend Momon, Ipin, Mamah, Ecih, Jeje, Muning, Entok, Siwil, Musrek, Itah, Basir, Tomat, Maz Ngato, Sari, Paiz, Soim, Gundil, Tedy, Patul, Ndut, Arie, Cina, Dita, Embe and Yuni.
You are successfully colored my life. Thanks a lot for giving me the meaning of precious friendship in my life.
6. My friends Nopia, Aminut, Shanty, Nono, Dini, Ayum, Wewe, Mujay, Jonggrong, Tikol, Icha and Mbak Ichoen in Cleopatra boarding house.
7. My partner; Maz Arif, Maz Azas and Mbak Icha in ICE course.
Thanks for giving me the opportunity to conduct nice job as a tutor in ICE. May we become closer in the line of Silaturahmi.
8. All my lecturers in the English Department.
Thanks for giving me a billion of knowledge, experience, and everything I need.
9. All my friends in the English Department of UMP.
Thanks for showing me the meaning of friendship.
You are so awesome.......................
ACKNOWLEDGEMENT
First of all, the writer would like to say Alhamdulillahirobbila’lamin and express her deepest gratitude to Allah SWT who has given blessing and mercy, so that she is able to finish the thesis. Secondly, the writer also would like to thank to the following people who have given so much helps and supports to the writer: 1.
Drs. Joko Purwanto, M.Si, the dean of the teacher training and education faculty who has given the promission to write this thesis.
2. Endang Kusrini, S.Pd., M.Hum., as the chief of the English Department who has given opportunity and agreement to conduct this study.
3. Endang Kusrini, S.Pd., M.Hum. and Lutfi Istikharoh, M.Pd., the writer’s advisors, who have given much attention to the writer so that the writer can finish this thesis.
4. All of the lecturers of the English Department for dedication to teach the writer during the study.
5. The headmaster of SMP Negeri 1 Purwokerto who has given promission to the writer to conduct the research.
6. Mr. Suyatno, S.Pd., as the English teacher of SMP Negeri 1 Purwokerto who gave for help and suggestion during the research.
7. All the students of SMP Negeri 1 Purwokerto for the participation.
The writer believes that this thesis is far from perfectness; therefore the writer would appreciate and welcome constructive criticisms and suggesstions that would encourage her to study further.
Purwokerto, 1 Maret 2012 The writer
TABLE OF CONTENT
TITLE ..................................................................................................... i APPROVAL ........................................................................................... ii MOTTO................................................................................................... iii DEDICATION......................................................................................... iv ACKNOWLEDGEMENT ....................................................................... v ABSTRACT ............................................................................................ vi TABLE OF CONTENT .......................................................................... vii
CHAPTER I INTRODUCTION A.
1 Background of the Research .....................................
B.
3 Reasons for Choosing the Topic ...............................
C.
4 Problems of the Research ........................................
D.
4 Aims of the Research ...............................................
E.
5 Clarification of the Terms ........................................
F.
6 Contribution of the Research ....................................
G.
7 Limitation of the Research .......................................
CHAPTER II LITERATURE A.
8 Nature of Interaction ................................................
1.
8 Definition of Interaction .....................................
2.
10 Types of Interaction ...........................................
3.
14 Aspects of Interaction .........................................
B.
17 Nature of Classroom Interaction ...............................
1.
17 Definition of Classroom Interaction ....................
2.
19 Aspects of Classroom Interaction .......................
3.
21 Compnents of Classroom Interaction ..................
C.
22 Classroom Interaction in Language Learning ...........
1.
23 Teacher Role ......................................................
2.
25 Students Role .....................................................
D.
26 Verbal Interaction ....................................................
1.
25 Definition of Verbal Interaction ..........................
2.
28 Function of Verbal Interaction ............................
E.
32 Non–Verbal Interaction ............................................
1.
32 Definition of Non-Verbal Interaction ..................
2.
32 Kinds of Non-Verbal Interaction ........................
3.
34 The Use of Non-Verbal Interaction .....................
F.
34 Interaction in an EFL Classroom ..............................
G.
36 Characteristic of Good Interaction ............................
H.
37 Method of Interaction Analysis ................................
I.
41 RSBI School ............................................................
CHAPTER III RESEARCH METHOD A.
42 Type of the Research ................................................
B.
42 Place and Time of the Research ................................
B. Object of the Research ............................................
43 E. Technique for Collecting Data .................................
47 F. Technique for Analyzing Data .................................
52 CHAPTER IV RESULT AND DISCUSSION A.
56 Observation ..............................................................
B.
77 Questionnaire ...........................................................
C.
80 Interview ..................................................................
CHAPTER V CONCLUSION AND SUGGESTION A.
91 Conclusion ...............................................................
B.
92 Suggestion ............................................................... REFERENCES APPENDICES PERMISSIONS
THE LIST OF FIGURES
No. Name of Figures PageFigure 1 The Normal Pattern of Verbal Conversation
27 Figure 2 The Normal Pattern of Verbal Interaction
30
THE LIST OF TABLES
No. Name of Tables PageTable 1 The Indicators of Flanders Interaction Analysis Category (FIAC) 41 Table 2 The Schedule of the Research 42 Table 3 Dimension of the Students’ Verbal Interaction 50 Table 4 The Scoring of the Students’ Questionnaire 51 Table 5 The Categorization of Verbal Interaction Percentage 55 Table 6 The Observation Result in Writing 59 Table 7 The Observation Result in Speaking 63 Table 8 The Observation Result in Listening 67 Table 9 The Observation Result in Reading 71 Table 10 The Score of Observation Results 73 Table 11 The Result of Students’ Questionnaires 80
THE LIST OF APPENDICES
No. Name of Tables PageThe Score of the First Observation Result in Writing 140 11.
Interview Guide for the Teacher 152 19.
The Result of Students’ Questionnaires 151 18.
The Score of Students’ Questionnaires 149 17.
Students’ Questionnaire 145 16.
The Score of the Observation Results 144 15.
The Score of the Fourth Observation Result in Reading 143 14.
The Score of the Third Observation Result in Listening 142 13.
The Score of the Second Observation Result in Speaking 141 12.
9. The Fourth Observation Sheet 132 10.
1. Indicators for Making Instruments
8. The Third Observation Sheet 125
7. The Second Observation Sheet 120
6. The First Observation Sheet 113
5. The Categorization Result of the Fourth Observation Based on FIAC 108
4. The Categorization Result of the Third Observation Based on FIAC 103
3. The Categorization Result of the Second Observation Based on FIAC 100
96
2. The Categorization Result of the First Observation Based on FIAC
95
The Result of Teacher’s Interview 155
ABSTRACT
VERBAL INTERACTION IN AN EFL CLASSROOM
(A Descriptive Study on the Second Grade Students of SMP Negeri 1
Purwokerto, an RSBI, in Academic Year 2011/2012)
By:
The aims of this research were to describe the teacher-students’ verbal interaction and find the kinds of it in an EFL classroom. This research was conducted from November 2011 to February 2012 at SMP Negeri 1 Purwokerto, an RSBI, in Academic Year 2011/2012. The writer took 28 students of VIII D as the sample.
In collecting the data, the writer used recorder and observation sheet, guided interview, questionnaire and documentation. In this research, the writer used descriptive method.
Having collected and analyzed the data of the research using Flanders’ Interaction Analysis Categories (FIAC) system, the writer found that the results of observation were accepting feeling (10.0%), praising feeling or encouraging (10.5%), accepting and using ideas of students (3.5%), asking questions (71%), lecturing (49%), giving direction (49%) and criticizing or justifying authority (8.0%) for the teacher’s talk. Based on the analysis of the students’ questionnaire, it was found that the teacher-students’ verbal interaction was in response (77.3%), initiation (40%) and silence or confusion (80.9%) for the students’ talk. Moreover, the writer found some kinds of the verbal interaction classified into four categories called DRED: Directive, Representative, Expressive and Declarative. Meanwhile, the result of teacher’s interview showed the synchronization of the results that both the teacher and the students had to be able to create meaningful verbal interaction. Therefore, they had important role to interact verbally in teaching and learning process in an EFL classroom.