The Study of IRF Patterns between Teachers and Students in a Kid Class at Centre of Language Training (CLT)

The Study of IRF Patterns between Teachers and Students in a Kid Class at Centre of Language Training (CLT)

  A Thesis Presented as a Partial Fulfillment of the Requirement to Obtain the Sarjana Degree in the English Study Program

       

   

  by Name : Mastuti Ajeng Subianti Student Number : 04.80.0023

    English Letters Study Program Faculty of Letters Soegijapranata Catholic University S E M A R A N G 2010 A THESIS ON      

The Study of IRF Patterns between Teachers and Students in a Kid Class at Centre of Language Training (CLT)

           

  by Mastuti Ajeng Subianti

  Student Number : 04.80.0023

         

  Approved by,

  th

  Heny Hartono, SS, M.Pd February 24 , 2010 Major Sponsor

  th

  Emilia Ninik Aydawati, SP, M.Hum February 24 , 2010 Co Sponsor

  A thesis defended in front of the Board of Examiners on February

  24 th

  , 2010 and declared acceptable

 

 

 

 

  

 

 

 

 

  

Chairperson : Heny Hartono, SS, M.Pd ….................

  

Secretary : Emilia Ninik Aydawati, S.P, M.Hum …………….

  

Member : Dra. Wuryani Hartanto, MA …………….

           

  Semarang, February 24 th

  , 2010 Faculty of Letters Soegijapranata Catholic University

Dean,

         

  Heny Hartono, SS, M.Pd 058.1.1998.221    

  

ACKNOWLEDGEMENT

  First of all, I would like to thank Jesus Christ who always blesses, guides and gives me strength in finishing my thesis. I also would like to thank the people who have helped me in accomplishing this thesis: 1.

  Mrs. Heny Hartono, S.S, M. Pd as my major sponsor and Mrs. Emilia Ninik Aydawati, S.P, M.Hum as my co-sponsor. Thank you for your patience in supporting and giving me some advice for my thesis.

  2. Drs. Y. E. Budiyana, M.A, who has lent me a book so I can add some theories from that book. I also thank him for giving me some advice in my thesis.

  3. My beloved mother, Dra. Eko Adi Putri, M.M and my father, Drs. Immanuel Subekti, M.Si for their love, support and prayers. Thank you for everything you have given to me and also thank you for lending me a laptop to do my thesis. My elder brother, Masageng Satrio Subiakto and my sister, Irene Sitompul. Thank you for the prayer and support. Jesus loves you.

  4. All my lecturers in Faculty of Letters. Thank you for everything.

  5. Some CLT’s teachers and assistants such as Ms. Susi, Ms. Ria, Ms. Galuh, Ms.

  Stella, Ms. Ema, Ms. Yani and Mr. Hino for their time, cooperation and permission to record the condition of the classes. Thank you for the cooperation so that I can get the data for my thesis. Also for Ms. Ari, Mr. Sakti, Mr. Aries, Ms. Widya, Ms. Wiwid, Ms. Retno, and Ms. Titik for your support.

  6. Mr. Joko for lending me some books. Your books are very useful for me. Also Ms. Lia for the time that we have together to share everything.

  7. Desti and Mella, thanks for the time, advice and support for my thesis.

  8. My lovely friends in Faculty of Letters: Arih, Sasti, Indah, Nessa, Ruschka, Yuli, Muthia, Kiky, Anna and Yudha. I really thank for the love, support, time and togetherness.

  9. Cik Memey who lent me 2 recorders to get my data. Thank you my sister and I’m sorry to have broken one of your recorders and lost the other one. God bless you.

  10. Delta, thank you for your sister’s recorder.

  11. All of my friends in GKI Peterongan especially Hosiana choir, thank you for your support and prayers. I love you Hosiana choir. God bless you all.

  th

  Semarang, February 24 , 2010 Mastuti Ajeng Subianti

                                     

TABLE OF CONTENT

  PAGE OF TITLE COVER PAGE……………………………………………………………………....i A THESIS APPROVAL………………………………………………………….....ii BOARD OF EXAMINERS………………………………………………………..iii ACKNOWLEDGMENT…………………………………………………………...iv TABLE OF CONTENT……………………………………………………………vi LIST OF TABLES AND FIGURES……………………………………………...viii ABSTRACT………………………………………………………………………..ix ABSTRAK…………………………………………………………………………..x

  CHAPTER I : INTRODUCTION………………………………………………..1 1.1. BACKGROUND OF THE STUDY………………………………...1 1.2. SCOPE OF THE STUDY…………………………………………...3 1.3. FIELD OF THE STUDY……………………………………………3 1.4. PROBLEM FORMULATION………………………………………3 1.5. OBJECTIVES OF THE STUDY……………………………………3 1.6. SIGNIFICANCE OF THE STUDY………………………………....3 1.7. DEFINITION OF TERMS…………………………………………..4 CHAPTER II : REVIEW OF LITERATURE…………………………………….6 2.1. INITIATION, RESPONSE AND FEEDBACK (IRF)……………...6

  2.2. EXCHANGE………………………………………………………...7 2.3.

  CLASSROOM INTERACTION…………………………………...11 2.4. MEANING NEGOTIATION………………………………………12 2.5. CORE ACTIVITIES AND CHANGE OF FOCUS………………..14

  CHAPTER III : RESEARCH METHODOLOGY……………………………….17 3.1. TYPE OF RESEARCH…………………………………………….17 3.2. METHOD OF DATA COLLECTION…………………………….18 CHAPTER IV : DATA ANALYSIS AND INTERPRETATION………………..20 4.1. Data Analysis Of IRF Patterns……..............………………………20 4.1.1. The Interaction In The First 10 Minutes……………………20 4.1.2. The Interaction In Second 10 Minutes……………………..37 4.2. Who Takes Over The IRF Pattern…………………………………52 4.2.1. The Interaction In The First 10 Minutes……………………53 4.2.2. The Interaction In The Second 10 Minutes………………...60 CHAPTER V : CONCLUSION AND SUGGESTIONS………………………...66 5.1. Conclusions………………………………………………………...66 5.1.1. The IRF Patterns To Achieve Meaning Negotiation……….66 5.1.2. Who Takes Over Most Of The IRF Exchange In The Classroom Interaction……………………………………...67 5.2. Suggestions…………………………………………………………68 BIBLIOGRAPHY………………………………………………………………….70 APPENDIX

  LIST OF TABLES AND FIGURES TABLES: 4.1.

  The Interaction in the First 10 Minutes……………………………………...53 4.2. The Interaction in the Second 10 Minutes…………………………………...60

FIGURES: 4.1

  Figure 1.1…………………………………………………………………….23 4.2. Figure 1.2…………………………………………………………………….26 4.3. Figure 1.3…………………………………………………………………….28 4.4. Figure 1.4…………………………………………………………………….31 4.5. Figure 1.5…………………………………………………………………….34 4.6. Figure 1.6…………………………………………………………………….36 4.7. Figure 2.1…………………………………………………………………….39 4.8. Figure 2.2…………………………………………………………………….42 4.9. Figure 2.3…………………………………………………………………….44 4.10.

  Figure 2.4………………………………………………………………….....46 4.11. Figure 2.5…………………………………………………………………….48 4.12. Figure 2.6…………………………………………………………………….51

ABSTRACT

  In the era of communicative language teaching, English becomes a compulsory subject in elementary school. Therefore, the teacher gives supports to the students to be able to speak in English. The teacher is also demanded to provide enough opportunities to the students to practice the oral skill in English.

  This research is done to know the IRF patterns between a teacher and students in a classroom interaction to achieve meaning negotiation. Furthermore, this research is done to know who dominates the IRF exchange in the classroom interaction. This research is divided into two sections: the interaction in the first 10 minutes and the interaction in the second 10 minutes.

  In this research, the writer got the data from the recording which was taken during the teaching and learning process. After that, the writer analyzes and breaks down the IRF exchanges. Further, the writer finds out who dominates the exchange in the classroom interaction.

  The result of this research shows that the pattern of the interaction in the first 10 minutes and the second 10 minutes is varied because the students are active in responding the teacher’s initiation. Both of the teacher and the students can achieve meaning negotiation. Furthermore, the teacher dominates the IRF exchanges because the teacher has more portions than the students in classroom interaction. However, although the teacher dominates the IRF exchange, the students are still active because they give more responses.

ABSTRAK

  Di era pengajaran bahasa yang komunikatif, bahasa Inggris menjadi suatu pelajaran wajib di sekolah dasar. Oleh karena itu, seorang guru memberikan dukungan kepada para muridnya untuk mampu berbicara dalam bahasa Inggris. Seorang guru juga dituntut untuk menyediakan kesempatan yang cukup kepada para muridnya untuk melatih kemampuan bicaranya dalam bahasa Inggris.

  Penelitian ini dilakukan untuk mengetahui pola IRF antara guru dan murid dalam interaksi kelas untuk mencapai proses negosiasi arti. Selanjutnya, penelitian ini dilakukan untuk mengetahui siapa yang mendominasi rangkaian IRF dalam interaksi kelas. Penelitian ini dibagi menjadi dua sesi: interaksi dalam 10 menit pertama dan interaksi dalam 10 menit kedua.

  Dalam penelitian ini, penulis mendapatkan data dari rekaman yang diambil selama proses belajar mengajar. Setelah itu, penulis menganalisa dan membagi-bagi rangkaian IRF. Lebih lanjut, penulis menemukan siapa yang mendominasi rangakaian dalam interaksi kelas.

  Hasil penelitian ini menunjukkan bahwa pola interaksi dalam 10 menit pertama dan 10 menit kedua bervariasi karena para murid aktif merespon inisiasi guru. Guru dan para murid dapat mencapai proses negosiasi arti. Selanjutnya, guru mendominasi rangkaian IRF karena guru memiliki porsi yang lebih banyak daripada murid-murid di interaksi kelas. Namun, meskipun guru mendominasi rangkaian IRF, para murid tetap aktif karena mereka memberikan banyak respon.