CLASSROOM INTERACTION

IN ENGLISH LEARNING

A THESIS

Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M.Hum) Degree

in English Language Studies

by

SITI MURTININGRUM

Student Number: 056332023

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY

YOGYAKARTA 2009

v

ACKNOWLEDGEMENTS

Alhamdulillahirobbil'alamin. Thank you, Alloh, the Almighty. It is You who can help

me. Finally, I can finish this thesis.

I would like to thank my supervisor, Dr. J. Bismoko, for his assistance and

encouragement during the writing of this thesis. I am also grateful to Dr. B.B. Dwijatmoko,

M.A., Drs. F.X. Mukarto, M.S., Ph.D., Dr. Novita Dewi. M.S., M. A. (Hons)., Ph.D., Dr. Fr.

Alip, M.Pd., M.A., and all lecturers in the Graduate Program in English Language Studies of

Sanata Dharma University.

Particular thanks are given to Mrs. Nissa and Mr. Kris for their helpful cooperation

and valuable time. Many thanks are also given to all students of 2OB for the chance given to

me to be with you in class. All of you have helped me open my mind about teaching. Much

gratitude is given to SMK “P” for giving me place to get the data for this research. Many

thanks are given to the headmaster and the curriculum staffs.

I would like to give my special thanks to my husband for his sweet encouragement,

understanding and prayers. You always love me, support me, and help me. You have given

me much time, energy, and chance to finish this thesis. May Alloh is always with us forever

and bless us and our children. I also thank my lovely daughter, Firda, and my cute son,

Hamid, for your understanding and time given to me. You are my spirit and my soul.

Last but not least, I also thank all my classmates in KBI Sanata Dharma. We have

learnt together, spent our time together, and supported each other. All of you have supported

me to encourage my teaching and learning.

Yogyakarta, May 16, 2009

Siti Murtiningrum

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TABLE OF CONTENTS

TITLE PAGE .................................................................................................................. i

APPROVAL PAGE ……………………………………………….................................. ii

DEFENSE APPROVAL PAGE …………………………………………………........... iii

STATEMENT OF ORIGINALITY ……………………………………………….......... iv

ACKNOWLEDGEMENTS ……………………………………………………………. v

TABLE OF CONTENTS ............................................................................................... vi

LIST OF TABLES …………………………………………………………………....... viii

LIST OF FIGURES ……………………………………………………………………. ix

LIST OF APPENDICES ……………………………………………………………….. x

ABSTRACT ………………………………………………………………………........ xi

ABSTRAK ……………………………………………………………………………... xii

CHAPTER I INTRODUCTION

A. Background of the Study ........................................................................................... 1

B. Problem Identification ............................................................................................... 3

C. Problem Limitation ................................................................................................... 5

D. Research Question ..................................................................................................... 6

E. Research Goals and Objectives ................................................................................. 7

F. Research Benefits ...................................................................................................... 7

CHAPTER II LITERATURE REVIEW

A. Theoretical Review

1. Interaction and Communication …………………………………………………. 9

2. Learning and Language Learning ……………………………………………….. 18

3. Communicative Language Teaching …………………………………………..... 20

4. Vocational High School ………………………………………………………..... 22

B. Related Studies …………………………………………………………………….... 23

C. Theoretical Framework ............................................................................................. 26

CHAPTER III METHODOLOGY

A. Research Method …………………………………………………………………… 31

B. Nature of Data ……………………………………………………………............... 31

vii

C. Data Sources …………………………………………………………………... ....... 34

D. Data Collection …………………………………………………………………..... 37

E. Data Processing/Analysis and Interpretation ……………………………………..... 38

CHAPTER IV RESULTS AND DISCUSSION

A. Data Presentation ………………………………………………………………….... 40

1. Classroom and Multimedia Laboratory Setting ………………………………….. 40

2. English Learning in Class 2OB SMK "P" Sleman ……………………………..... 41

3. The Result of the Interview ……………………………………………………..... 41

4. The Result of the Observation ………………………………………………….... 47

B. Discussion and Interpretation ……………………………………………………….. 57

C. Findings ……………………………………………………………………………… 76

CHAPTER V CONCLUSION, IMPLICATION, AND RECOMMENDATION

A. Conclusion ………………………………………………………………………….. 82

B. Implication ………………………………………………………………………….. 84

C. Recommendation …………………………………………………………………..... 85

BIBLIOGRAPHY .......................................................................................................... 87

APPENDICES ………………………………………………………………………..... 89

viii

LIST OF TABLES

Table 2.1 Flanders Interaction Analysis Coding Instrument ………………………............ 17

Table 2.2 Research Construct Mapping ………………………………………………… 27

Table 3.1 Types of Data and Source of Data …………………………………………… 32

Table 4.1 Summary of the Teacher Interview …………………………………………… 42

Table 4.2 Summary of the Student Interview ………………………………………….. .. 45

Table 4.3 Summary of the Observation ………………………………………………..... 48

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LIST OF FIGURES

Figure 3.1 The Triangulation ……………………………………………………………... 35

Figure 3.2 The Process of Analyzing the Data ……………………………………………. 39

x

LIST OF APPENDICES

Appendix 1 Observation Guide …………………………………………………………… 89

Appendix 2 Interview Guide ……………………………………………………………… 91

Appendix 3 Interview Report Sheet ………………………………………………………. 92

Appendix 4 Summary of the Teacher Interview …………………………………………... 106

Appendix 5 Summary of the Student Interview …………………………………………... 109

Appendix 6 Observation Report Sheet …………………………………………………... 111

.

xi

ABSTRACT

Siti Murtiningrum. 2009. Classroom Interaction in English Learning. Yogyakarta: Graduate Program in English Language Studies.

Interaction is becoming more and more important in English learning. It is in relation with the need of the ability of the students to communicate in English. Success or failure in classroom language learning typically has something, if not absolutely everything, to do with the nature of interaction that takes place during lessons. Language learning is the result of opportunities for meaningful interaction with others in the target language. Learning to interact in English means learning to communicate in English. Interaction is an important aspect in language learning because it is what people do in daily lives. There is a willingness to cooperate verbally as the part of the interaction.

This research question was what the meaning of classroom interaction in English learning was. It aimed to describe and interpret the meanings of classroom interaction. It would describe what the meanings of interaction were, what the content or message in the interaction was, who expressed the content or the message and to whom it was expressed, how the content or message was expressed, and why the participants did such an interaction with others. It used qualitative research approach. The observation, field note, and open-ended interview were the data collection techniques. The participants were two English teachers and three students. The teachers and the students were observed in their interaction in the English class. The data were presented in the form of descriptive and narrative report.

This research found that the teacher interacted with the whole class by accepting feeling, praising or encouraging, accepting or using ideas of students, asking questions, lecturing, and giving directions. The teacher interacted with individual students by accepting feeling, praising or encouraging, accepting or using ideas of the student, asking questions, lecturing, giving directions, reminding noisy students, and helping the student’s work. The student interacted with the teacher by giving response to the teacher’s questions, and giving initiation. The students’ silence often happened when they were asked by the teacher. The student did not directly answer or respond to the teacher’s questions. The interaction among the students happened most of the time. In relation to the English lesson, the students interacted with their friends by talking about the activity asked by the teacher, discussing the teacher’s questions, and asking about difficult words or expressions.

The results of this research were in the form of description and interpretation of the meaning of interaction. It enriched the knowledge in English Education Studies. It also gave better understanding for the students, teacher, other language learners and the researcher herself. For teachers, it would be useful as one of the references in applying the teaching method in class to get maximum result in English interaction in classroom. For students, it would be used as a reflection to make a better improvement in their participation in class and to interact more meaningfully. Interaction was not just the action of the language learners. It was an active process. There were willingness, awareness, intention, emotion, creativity, and feeling of relax in it. In the classroom, both the teacher and the students should have the willingness to participate in the interaction. Keywords: classroom interaction, qualitative research approach, descriptive and narrative

report, interpretation

xii

ABSTRAK

Siti Murtiningrum. 2009. Classroom Interaction in English Learning. Yogyakarta: Graduate Program in English Language Studies.

Interaksi merupakan hal yang semakin penting dalam pembelajaran bahasa Inggris. Hal ini ada hubungannya dengan kemampuan siswa untuk berkomunikasi dalam bahasa Inggris. Kesuksesan atau kegagalan dalam pembelajaran bahasa di kelas ada hubungannya dengan kealamiahan interaksi yang terjadi selama pembelajaran. Pembelajaran bahasa merupakan hasil kesempatan interaksi bermakna menggunakan bahasa target. Belajar berinteraksi dalam bahasa Inggris berarti belajar berkomunikasi dalam bahasa Inggris. Interaksi menjadi aspek yang penting dalam pembelajaran bahasa karena inilah yang dilakukan orang dalam kehidupan sehari-hari. Ada kemauan untuk berkooperasi secara verbal sebagai bagian dari interaksi.

Pertanyaan penelitian ini adalah apa makna interaksi kelas dalam pembelajaran bahasa Inggris? Penelitian ini bertujuan untuk mendeskripsikan dan menginterpretasikan makna interaksi. Ini akan mendesdripsikan apa makna interaksi, apa isi pesan interaksi, siapa yang menyampaikan pesan dan kepada siapa ini disampaikan, bagaimana pesan ini diekpresikan, dan mengapa partisipan berinteraksi seperti itu. Penelitian ini menggunakan pendekatan penelitian kualitatif. Observasi, catatan lapangan, dan interview digunakan untuk mengumpulkan data. Partisipannya adalah dua orang guru bahasa Inggris dan tiga orang siswa. Para guru dan siswa tersebut diamati dalam interaksi mereka di dalam kelas pembelajaran bahasa Inggris. Data dipresentasikan dalam bentuk deskriptif dan naratif.

Penelitian ini menemukan bahwa guru berinteraksi dengan keseluruhan kelas dengan memahami perasaan, menghargai atau memotivasi, menerima atau menggunakan ide siswa, memberi pertanyaan, menjelaskan, dan memberi petunjuk. Guru berinteraksi dengan siswa secara individu ketika memahami perasaan, menghargai atau memotivasi, menerima atau menggunakan ide siswa, memberi pertanyaan, menjelaskan, memberi petunjuk, mengingatkan siswa yang ramai, dan membantu pekerjaan siswa. Siswa berinteraksi dengan guru ketika merespon terhadap pertanyaan dan petunjuk guru, dan mengajukan pertanyaan (seperti pertanyaan tentang tulisan yang tidak jelas, petunjuk pengerjaan latihan, atau kata-kata sulit). Kondisi diam (silence) siswa terjadi ketika siswa diberi pertanyaan oleh guru. Siswa tidak langsung menjawab ketika ada pertanyaan dari guru. Interaksi antar siswa terjadi paling sering. Dalam hubungannya dengan pembelajaran bahasa Inggris, interaksi antar siswa terjadi ketika membicarakan tentang latihan yang ditugaskan guru, berdiskusi tentang pertanyaan guru, dan bertanya tentang kata-kata sulit.

Hasil penelitian ini dalam bentuk deskripsi dan inetrpretasi makna interaksi. Ini akan memperkaya pengetahuan dalam ilmu pendidikan bahasa Inggris Ini juga memberi pemahaman yang lebih baik kepada siswa, guru, pembelajar bahasa yang lain, dan peneliti sendiri.. Bagi guru, ini akan bermanfaat sebagai salah satu referensi dalam menerapkan metode mengajar di kelas untuk dapat memperoleh hasil maksimal dalam interaksi berbahasa Inggris di kelas. Bagi siswa, ini akan digunakan sebagai refleksi untuk meningkatkan partisipasi mereka di kelas dan berinteraksi dengan lebih bermakna. Interaksi tidak hanya tindakan pembelajar bahasa. Ini sebuah proses aktif. Terdapat unsur kemauan, kesadaran, tujuan, emosi, kreatifitas, dan perasaan rileks di dalamnya. Di dalam kelas, sebaiknya guru dan siswa mempunyai kemauan ini untuk berpartisipasi dalam interaksi. Kata-kata kunci: interaksi kelas, pendekatan penelitian kualitatif, penulisan deskriptif dan naratif, interpretasi.

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CHAPTER I

INTRODUCTION

This chapter discusses the background of the study, the problem identification, the

limitation of the problem, the research question, the research goals and objectives, and the

research benefits.

A. Background of the Study

Interaction is becoming more and more important in an English learning. Success or

failure in classroom language learning typically has something, if not absolutely everything,

to do with the nature of interaction that takes place during lessons. Interaction has an

important role to play in developing a learner’s ability in that language. By interaction, a

learner will engage with the language and master it.

Mastering a new skill needs our active participation in it and our reflection on what we

attained. Experience and reflection teach more than any manual or lecture ever could. In

learning a skill, we do some practice, see the consequences of that practice, and choose either

to continue or to take a new and different practice. It also happens in learning to communicate

in English. Learners do some practice to communicate in English. They see the consequences

of the communication. Finally, they choose either to continue or to take a new and different

form of communication.

In the classroom, the teachers and the students are the language learners. The teachers’

experiences in language learning influence what and how they teach in the classroom. The

students’ experiences in language learning also influence what and how they learn the

language in the classroom. This study discusses the interaction experiences of the language

learners, i.e. teachers and students. It investigates what the students and the teachers think of

2

the meaning of interaction in English learning, how they experience the interaction, how they

interpret it, and how they actualize themselves through interaction. It also investigates how

classroom interaction develops the participants’ personal development in English learning.

A successful language learner should be able to use the language in meaningful

interaction to others. S/he is able to understand the other’s speaking. S/he is also able to

express her/his own ideas or opinion. S/he is also able to respond the other’s speaking.

Language learning is not a result of the transmission of facts about language or from a

succession of rote memorization drills. It is the result of opportunities for meaningful

interaction with others in the target language (Walqui, 2000).

Interaction is the essence of communication. Learning to interact in English means

learning to communicate in English. Interaction becomes an important aspect in language

learning because it is what people do in daily lives. They may talk, challenge, interrupt, or

query each other. There is a willingness to cooperate verbally as the part of the interaction. In

the classroom, both the teacher and the students should have the willingness to participate in

the interaction.

English is one of the adaptive subjects in Vocational Schools. The goal of the English

subject is to provide the students the English communication skills in the communication

material context needed for their vocational program, both orally and written. Communication

skill is one of the students’ competencies that the students must master in Vocational Schools.

It is as their preparation to be able to work effectively and efficiently. It also prepares for

further education level based on the vocational programs (Vocational School Curriculum,

2004). English subject provides the students' communication ability in their life as needed in

globalization era and provides the students to develop communication ability to higher level.

Vocational Schools graduates, who are prepared for employment, need this ability. The lack

of it will delay them in various work place competitions.

3

Language learning is a process that involves both an individual and context as the

main elements. An individual is the learner her/himself. The context is the events and

community where the language learner is struggling to achieve communicative goals through

the means of the target language. Learners’ experience is another aspect that also plays an

important role in their language learning.

The goal of language learning based on the Vocational School Curriculum in 1994 is

the learners’ ability to communicate using the target language (in this context, English). The

essence of the communication is meaningful interaction. In interaction, a learner understands

others’ speaking, expresses his/her own ideas or opinion, and responds others’ speaking by

talking, challenging, interrupting, or querying. A learner also has a willingness to cooperate

verbally.

The understanding of the meaning of interaction may vary from one language learner

to another. This factor influences how the learners actualize themselves in interaction. It is a

need to do a research in describing and interpreting the meaning of interaction. The

description and interpretation will figure out the real interaction completely with the factors

underlying it. It is the understanding of the meaning of the interaction that based the real

interaction that happened in the classroom.

B. Problem Identification

A communication process in the classroom is similar with the one in other settings.

But, the function and pattern of the classroom communication is unique. Its primary goal is

information sharing among teacher and students.

Interaction is a necessary component in communication. The communication is in the

form of intrapersonal, interpersonal, group, and cultural. The participations and/or roles of the

elements in each form have effect on the success of the communication. The quantity and the

4

quality of teacher-student interaction are affected by the communication climate in the

classroom (Barker, 1982: 14).

Intrapersonal communication takes place within the individual. In classroom, there are

two forms of the intrapersonal communication. Those are teacher to self (within a single

teacher) or student to self (within a single student). Interpersonal communication involves two

individuals. The forms of the interpersonal communication are teacher to student, student to

teacher, and student to student. Group communication involves communication between the

teacher and several students, between several students and the teacher, or between a single

student and several students. Cultural communication is the most abstract form of classroom

communication. In the classroom, the culture communicates to the teachers as well as to the

students. The influence of culture is also found in group, interpersonal, and intrapersonal

communication. Culture contains moral values, ethical consideration, and educational values

which affect perception of the communication setting (Barker, 1982: 8-14).

Classroom interaction needs the participation of both the teacher and the students. The

teacher’s role is most important in designing tasks and monitoring the process of doing it.

Whether by whole class discussion or small groups, teacher can do much to create an

interactive classroom. Students need to think, speak, and be listened to as they participate in

the classroom. Students will not get enough practice just by talking to the instructor, and very

little by just listening to the instructor. They need to practice with other students in the

classroom. They develop competency and become critical thinkers in classroom that provides

opportunities for intensive, structured interaction among students (Bishop, 2000).

Interaction involves both social and personal input, and, forms the basis of the vast

majority of everyday talking done by natives. Interaction involves the emotions; creativity;

agreement; disagreement; people waiting patiently to get in a word; sighing, nodding,

gesticulating, and so on. Interaction is not waiting to be asked a question (Counihan, 1998).

5

Interaction is not limited in the form of verbal response. A non-verbal interaction may

also happen. Another possibility is the combination between verbal and non-verbal

interaction. As the response to the teacher, students may answer by saying words expressing

their idea, agreement or disagreement. It can also be in the form of written. Students may also

give response by nodding, eye-contact, facial expressions, gesturing, etc. Students can also

give response by gesturing followed by saying some expression (Willson, 1999).

In the English class, many students use Indonesian language to communicate with

friend(s) and/or the teacher. Some of them try to use English. Some others mix between

Indonesian and English. It also happens to the English teacher. In classroom, some teachers

use English all the time and some use English mixed with Indonesian.

In the classroom, the content of the communication among the students or between the

teacher and the students can be about English subject, other subject (non English), or other

topics. Students also communicate about the current issue or news. A various information is

probably shared in the English class.

C. Problem Limitation

In the classroom, the main goal of the interaction between the teacher and the students

is transferring knowledge or information. Interaction is the heart of communication (Douglas,

2001: 165). The channel used in communication can be in the form of verbal or non verbal.

This research is more focused on the verbal communication. The non-verbal communication

is used to support the verbal one.

Verbal communication can be connected to talk. In the classroom, there will be

teacher's and students' talk. Other elements that support the success of transferring knowledge

or information in the verbal communication are included in the emergent themes.

6

This research is limited on searching about the meanings of the interaction in English

teaching learning. The meanings are based on the participants’ lived experiences. Experiences

are the personal basis in reflection. In other words, reflection concentrates on what the

experience means to the experiencer. The investigation and discussion are focused on the

students’ process of interaction and how they actualize their meaning of interaction. The

meaning is also related to the real interaction in classroom. The interaction happened in class

is seen in its content, who say the information, to whom it is transmitted, and how it is

transmitted. The content includes the topic, message, or information that is communicated by

the participants in the interaction. How the participants experienced interaction, what

interaction meant to them, what they felt about it, how they did it, what motivated them, and

how they experienced difficulties, failures, success will be discussed. All those result in better

understanding of the teachers and the students. They can understand themselves better to

become more autonomous, empowered, and self-fulfilling in interacting in English learning.

This study used the qualitative paradigm in which interpretive approach was applied to

answer the research question through the narratives of the research participants on interaction.

Classroom observation was used to collect the data. The field note and audio-video recording

were used to help to get a complete data. The observation was written in descriptive and

narrative forms. The participants were interviewed before and after the observation. The result

of the interviews was written in the form of transcript.

D. Research Questions

Interaction is important for students of vocational schools. It will influence their

success in English learning. Due to several constraints of time, availability and accessibility,

this research specifically aims to find answers to the following question:

What is the meaning of classroom interaction in English learning?

7

E. Research Goals and Objectives

In line with the research question, the goals and objectives of this research are as

follows:

1. The goal of this research is to discover and interpret the meaning of classroom interaction

in English learning

2. The objectives of this research are

a. to discover what the interaction means to the students and the teacher

b. to discover the content or message in the interaction

c. to discover who express the content or the message and to whom it is expressed

d. to discover how the content or message is expressed

e. to discover and interpret why the participant(s) do such an interaction with others.

F. Research Benefits

This research describes the meaning of classroom interaction in English learning. It

also describes how the participants experience interaction, what it means to them, what they

feel about it, what motivates them, and how they experience difficulties, failures, and success.

The results of this research give some benefits for English Education Studies, English

teachers, and students.

In relation with the English Education Studies, there are some benefits. Firstly, it is

useful as reference in determining the teacher’s teaching plan before coming into classroom.

The plan influences the success of the teaching-learning. Secondly, it enriches the knowledge

about the meaning of interaction as it is reflected in the real interaction that happened in the

English learning in classroom. Thirdly, it is useful for further research about the application

of an effective method to get maximum result of learning, especially in learning to

communicate using English.

8

For English teachers, the result of this research enriches the teachers’ knowledge

about the meaning of interaction as it is reflected in the real interaction that happened in

English class from the participants’ point of view. It can be used as one of the materials in

determining the teaching-learning plan. It can be used as one of the references in applying the

teaching method in class to get maximum result in English interaction in classroom.

Students use the result of this research as a reflection to make a better improvement in

their participation in class and to interact more meaningfully. The result of this research also

helps the students understand more about the meaning of classroom interaction in relation to

their personal development in the English learning.

9

CHAPTER II

LITERATURE REVIEW

In this chapter, the researcher will present the theoretical review related to the

research. It will discuss the interaction and communication, learning and language learning,

communicative language teaching, Vocational High School, and some related studies. It will

also discuss about the researcher's framework of thinking that will be presented in the

theoretical framework.

A. Theoretical Review

1. Interaction and Communication

Interaction is synonymous with the learning process itself (Allwright, 2008).

Interaction develops the learner’s ability of a language. By interaction a language learner can

get more opportunity to use language successfully. Interaction also measures the learners’

progress. .

Interaction is the hearth of communication (Douglas, 2001:165). It is in the interaction

what communication all about is found. It can be in the forms of sending messages, receiving

them, interpreting them, or negotiating meanings.

Communication plays a central role in all classroom activities. Classroom

communication is similar to other communication forms. But, the classroom communication

differs as a function of unique purposes, environment, and participation forms.

The classroom communication involves some components. They are: the originator,

encoding process, transmission, message, channels, communication climate, interference,

reception, decoding, responder, and feedback (Barker, 1982: 14).

10

The originator is the sender of the message, that is, teacher or students. Encoding

process is the process of transforming the message into appropriate words or movements.

Transmission is the process of sending message through specific channels. Message carries

meaning from originator to responder via words or movements. Channels are the pathways on

which messages travel – usually light or sound waves. Communication climate is the total of

social, hereditary, and personal influences which affect both originator and responder's

communication behavior.

Interference is the noise in the communication system which alters or changes

meanings of the message. Reception is the process of receiving the message by eyes, ears,

nose, and so on. Decoding is the process of transferring the raw aural or oral stimuli into

meaningful thought, or word symbols.

The responder is the person or persons who are the destination of the originator's

message. Feedback completes the communication cycle by sending messages back from

respondent to originator indicating that the message was received and/or understood (Barker,

1982: 3-8).

The nature of the classroom communication is affected by the components above. The

components also make the classroom communication differs from other communication

forms. The students' way of communication with their teacher outside the classroom differs

with the one inside the classroom. The communication among the students outside the

classroom also differs with the one inside the classroom. The classroom communication has a

very specific characteristic.

Students' communicative abilities are enhanced when they interact with each other

through oral or written discourse (Douglas, 2001: 48). Students can read or listen to authentic

material. They can join a discussion, problem-solving tasks, or dialogue journals. The extent

11

to which the intended message received is the factor of speaker's production and listener's

reception. Most meaning is a product of negotiation of give and take.

In an interactive classes, there are some activities that can be found, such as doing a

significant amount of pair work and group work, receiving authentic language input in real-

world contexts, producing language for genuine, meaningful communication, performing

classroom tasks that prepare them for actual language use "out there'', practicing oral

communication through the give and take and spontaneity of actual conversations, and writing

to and for real audiences, not contrived ones. In the activity, students use the language in real

communication to others (Douglas, 2001: 48).

In the classroom interaction, teacher and students have a reciprocal effect upon each

other through which they say and do in the classroom. This aspect succeeds the transmission

of the messages between teacher and students (Metelo, 2006). The teacher and students are

not separate parts in the classroom. They are tied together.

In the classroom, the purpose of the teachers is teaching a language. Teachers mainly

focus on the verbal interaction or communicative interaction (Cummins, 1994 in Abarca,

2004). They do not separate the nonverbal interaction that presents. The nonverbal interaction

is used to support the verbal one. Students are normally expected to take an active role in the

class. They show their mastery of the language by performing it.

Meaningful interaction with others in the target language in the classroom is much

more important in language learning. The language learning is supposed to conduct activities

to get the meaningful interaction for the language learners. Lecturing and recitation are not the

most appropriate modes of language use in the second language classroom. Teachers need to

move toward more richly interactive language use, such as that found in instructional

conversations and collaborative classroom work (Walqui, 2000). Chet Meyers in Bishop

(2000) suggests some basic rules for consistently encouraging student interaction: begin each

12

class with a controversy or problem, use silence to encourage reflection, arrange and use

classroom space to encourage interaction, and create a friendly environment.

Counihan (1998) states that interaction happen when the whole class is engaged in a

group conversation. Interaction can involve the teacher but it must involve the second

language. Interaction happens when the second languages direct the dialogue at one another

and not at or through the teacher; the second languages comment immediately on what

another second languages just said; the second languages disagree with or challenge another

second languages’ statement; the second languages don’t have to be invited (by the teacher) to

speak; the second languages speak when there is a short silence indicating the end of someone

else’s turn; the second languages interrupt one another, diplomatically, to insert an opinion or

question, etc; the second languages use the personal pronouns “I” and “You”; they use

paralinguistic, such as exclamations, gestures, body language and so on; and the second

languages are as relaxed as possible.

Most activities in the classroom are instructed by the teacher. The teacher has an

important role in designing the activities or task. The activities in the classroom can be

categorized into three basic forms (Nuthall and Snook in Barker, 1982: 58): individual work,

extended discourse, and interactive discourse.

In individual work, the student works on his or her own. Individual work accounts for

between 25 and 45 percent of all class time. The teacher talks, performs, demonstrates, or

exhibits materials in the extended discourse. It accounts for between 18 and 22 percent of all

class time. In an interactive discourse, the teacher and students are talking with each other.

The degree of teacher control varies. Interactive discourse accounts for between 34 and 53

percent of all class time

In an interactive discourse, the teacher and students talk with each other. It means that

there is a two-way communication. It is not only the teacher who talks in the class and the

13

students listen. Both the teacher and the students talk with each other. The teacher interacts

effectively with the students. The teacher can also give time to students to talk to their friends.

The interaction between the students and students also happens.

Quality of classroom communication is one of the variables that affect the level and

type of achievement – that is, the degree to which the student acquires specified knowledge,

skills and/or attitudes (Barker, 1982: 64). The classroom communication is an interactive

activity of the teacher and the students during an academic term. The primary goal of

classroom communication is information sharing among teacher and students. The vehicles of

the transmission of communication can be intrapersonal, interpersonal, group, and cultural

communication.

Intrapersonal communication takes place within the individual. It ranges from

thinking, mediating and reflecting to talking aloud to oneself or writing oneself a memo. The

forms of the intrapersonal communication are teacher to him/herself (within a single teacher)

or student to him/herself (within a single student).

Interpersonal communication involves two individuals: an originator and a responder.

The forms of the interpersonal communication are teacher to student, student to teacher, and

student to student. Both the originator and responder often change roles several times within a

communication incident. The originator will initiate a message, the responder will reply, and

the originator, in effect, may then respond to the feedback of his initial message. This implies

that the responder must be an active participant in the communication.

Group communication involves communication between the teacher and several

students, between several students and the teacher, or between a single student and several

students. The distinction between the interpersonal and group communication is that

interpersonal communication takes place between the teacher and a single student or between

14

two students, whereas group communication occurs between many students and the teacher or

among several students.

In cultural communication, the originator of the message is often unknown; it can be

in the forms of laws, mores, folkways, or art. In the classroom, the culture communicates to

the teachers as well as to the students. The influence of culture is also found in group,

interpersonal, and intrapersonal communication. Culture contains moral values, ethical

consideration, and educational values which affect perception of the communication setting.

Interpersonal and group communications are two communication forms that can be

seen clearly in the classroom. Students can inter act each other most of the time in this form

of communication. Classroom activities that need interpersonal or group communication is

useful to give students chances to interact each other.

In order to understand more about the interaction process in relation with the second

language learning, the following part will discuss about the Input hypothesis that is proposed

by Michael Long, and Krashen.

Long’s discussion is related with the input in the second language learning. Greater

attention to the interactions in which learners are engaged gives more understanding about the

nature and usefulness of input for second language learning. The interaction should not be

seen simply as a one-directional source of target language input. When learners engage with

their interlocutors in negotiations around meaning, the nature of the input might be

qualitatively changed. The more the input is queried, recycled and paraphrased, to increase its

comprehensibility, the greater its potential usefulness as input (Mitchell and Myles, 2004:

159-61).

Krashen differentiates between acquisition and learning in second language learning.

Acquisition is a subconscious process; it is similar to the way a child acquires his/her first

15

language. Learning is a conscious process; it is more related to knowing certain rules about a

language such as grammar.

There are five main hypotheses proposed by Krashen. Those are the acquisition

hypothesis, the monitor hypothesis, the natural hypothesis, the input hypothesis, and the

affective filter hypothesis.

The acquisition hypothesis states that “Learning cannot become acquisition and that

fluency in a second or foreign language is due to what learners have acquired, not what they

have learned.” (Brown in Shannon, 2005) Second language learners should attempt to acquire

linguistic rules subconsciously and in a natural way.

The monitor hypothesis sates that “Learned system acts as a monitor, making minor

changes and polishing what the acquired system has produced.”(Lightbown and Spada in

Shannon, 2005) Krashen has argued that there are three conditions which are necessary for

monitor use. They include sufficient time, focus on form, and knowing the rule.

The natural order hypothesis states that second language learners “acquire the rules of

a language in a predictable sequence.” (Lightbown and Spada in Shannon, 2005). Even

though some of the rules in a language are easy for the learner to memorize, these rules are

often most difficult for the learner to acquire.

The input hypothesis relates to acquisition not learning. In order for language

acquisition to take place, the acquirer must receive comprehensible input through reading or

hearing language structures that slightly exceed their current ability (Brown in Shannon,

2005). It is essential not to focus on explicit grammatical structures or learning activities but

rather to occupy classroom time with acquisition tasks or activities.

The affective filter hypothesis states that

“A learner who is tense, angry, anxious, or bored will screen out input, making it unavailable for acquisition. Thus, depending on the learner’s state of mind or disposition, the filter limits what is noticed and what is acquired. The filter will be up or operating when the learner is stressed, self-conscious, or unmotivated. It will be

16

down when the learner is relaxed or motivated.” (Lightbown and Spada in Shannon, 2005)

The hypothesis makes perfectly good practical sense for instructors. It makes them try and

create a low-stress, anxiety free, and relaxing language learning environment for those people

attempting to acquire a second language.

In relation with the classroom interaction, the types of tasks that promote extensive

negotiation of meaning are convergent, problem-solving tasks in which both partners control

necessary information are more likely to promote negotiation than are more open-ended

discussions. In solving the ongoing communication difficulties, some conversational tactics

such as repetitions, confirmation checks, comprehension checks, or clarification requests are

used. These collaborative efforts are very useful for language learning. By doing the efforts,

the language learners struggle to maximize comprehension and negotiate their way through

trouble spots (Mitchell and Myles, 2004: 167-8).

Interaction is a very complex process that involves many elements. It is an interrelated

process. There are some instruments that can be used to analyze the classroom interaction.

One of the instruments is developed by Ned Flanders. It is called Flanders Interaction

Analysis (Sadker,1988: 170). Using this instrument, the nature and quality of classroom

verbal interaction can be described. The result of the observation using this instrument can

give a picture of who talk in a classroom and the kind of talking that take place.

To use the Flanders Interaction Analysis, the verbal interaction is coded in 1 of 10

categories. The following are the 10 categories in the Flanders Interaction Analysis Coding

Instrument (Sadker,1988: 558).

17

Table 2.1.

Flanders Interaction Analysis Coding Instrument.

1 Accepts feeling

Acknowledge student-expressed emotions (feelings) in a

nonthreatening manner

2 Praises or encourages

Provides positive reinforcement of student contributions

3 Accepts or uses ideas of students

Clarifies, develops, or refers to student contribution, often

nonevaluatively

Indirect

Teacher

Talk

4 Asks questions

Solicits information or opinion (non rhetorically)

5 Lecturers

Presents information, opinion, or orientation; perhaps includes

rhetorical questions

6 Gives directions

Supplies direction or suggestion with which a student is expected to

comply

Direct

Teacher

Talk

7 Criticizes or justifies authority

Offers negative evaluation of student contribution or places emphasis

on teacher's authoritative position.

8 Student talk – response

Gives a response to the teacher's question, usually a predictable

answer

9 Student – initiation

Initiates a response that is unpredictable or creative in content

Student

Talk

10 Silence or confusion

Leaves periods of silence or inaudible verbalization lasting more than

3 seconds

18

Classroom interaction is a reciprocal and meaningful interaction between the teacher

and students that happens in the classroom. By interaction, learners develop their language

ability. It is in the interaction what communication all about is found. In interactive classes,

students can join a discussion, problem solving tasks, or dialogue journals. The form of the

activities can be pair works or group works. In the classroom interaction, teacher and students

have a reciprocal effect upon each other through which they say and do. Meaningful

interaction with others in the target language in the classroom is much more important in

language learning. The description of the interaction between the teacher and student is seen

from the teacher and student talk. The teacher talks are accepting feeling, praising or

encouraging, accepting or using ideas of students, asking questions, lecturing, giving

directions, and criticizing or justifying authority. The student talks are student talking-

response, student-initiation, and silence or confusion.

2. Learning and Language Learning

According to Rogers’ Humanistic Psychology (Brown, 2000: 89-90), human beings

are able to adapt and to grow in the directions that enhance their existence. In a non

threatening environment, a person will form a picture of reality and will grow and learn. Its

principles have important implications for education. Learning how to learn is more important

than being taught. What is more needed for teachers is to become facilitators of learning

through the establishment of interpersonal relationships with learners.

As facilitators, teachers must be real and genuine, leaving superiority and

omniscience. They need to have genuine trust, acceptance, and a prizing of the student as a

worthy and valuable individual. They need to communicate openly and emphatically with

their students and vice versa. In a process of discovery, students should be allowed to

negotiate learning outcomes and to cooperate with teachers and other learners. They are

19

allowed to engage in critical thinking and to relate everything they do in school to their reality

outside the classroom. Learners understand themselves. They are able to communicate this

self to others freely and non-defensively. S/he must provide the nurturing context for learners.

The context is necessary to construct meanings in interaction. The classroom activities and

materials should utilize meaningful contexts of genuine communication (Brown, 2000: 90-

91).

Learning is a process to acquire or get knowledge of a subject or a skill. It can be

fulfilled by studying, experiencing, or instruction. Learning is a relatively permanent change

in behavioral tendency. It is the result of reinforced practice. Learning needs retention of

information or skill. Retention implies storage systems, memory, and cognitive organization.

Learning involves active, conscious focus on and acting upon events outside or inside the

organism. It also involves some form of practice, perhaps reinforced practice (Brown, 2000:

7).

Learning requires more than seeing, hearing, moving, or touching to learn. We

integrate what we sense and think with what we feel and how we behave. Without that

integration, it is just passive. Passive learning does not engage higher brain functions or

stimulate senses to the point where it integrates lessons into existing schemes. Knowledge

needs something to do with it. Passivity needs to be moved to activity. Learners need to

extrapolate from experiences and see how to apply what they have done to new instances

(Kolb, 1984).

Discussing second language learning cannot be separated with discussing about first

language learning. Some aspects that are discussed in the second language learning are also

discussed in the first language learning. Although in some aspects or more, second language

learning is different from first language learning. The aspect that is usually talked about in

second language learning is the nature and nurture. Nature provides innately, in some sort of

20

predetermined biological timetable. Nurture is formed by teaching. It derives from social and

cultural experiences that influence language learners (Mitchell and Myles, 2004: 12).

School is a community. Students should not be isolated in an uncomfortable desk.

They need to engage in meaningful activities in which they have to work with others on

problems. The best way to learn a new idea is by means of normal communication with

others. Students interact with the teacher and fellow students in purposeful activities or

investigations of common interest (Phillips and Soltis, 1991: 52-3).

Learning is an active process. It needs conscious focus and acting. It can be fulfilled

by studying, experiencing, or instruction. By learning, a language learner acquires or gets

knowledge of a subject or a skill. The process of learning is relatively permanent in

behavioral tendency. In learning, there is an integration of senses, thinking, feeling, and

behaving.

3. Communicative Language Teaching

The types of learning and teaching activities in communicative language teaching are

unlimited. The exercises enable learners to attain the communicative objectives of the

curriculum, engage learners in communication, and require the use of such communicative

processes as information sharing, negotiation of meaning, and interaction. Classroom

activities are designed to focus on completing tasks that are mediated through language or

involve negotiation of information and information sharing (Richards and Rodgers, 2001:

165).

The emphasis is on the processes of communication, rather than mastery of language

forms. The role of learner is as negotiator - between the self, the learning process, and the

object of learning. It emerges from and interacts with the role of joint negotiator within the

group and within the classroom procedures and activities which the group undertakes. The

21

teacher has two main roles: first, to facilitate the communication process between all

participants in the classroom, and between these participants and the various activities and

texts; second, to act as an independent participant within the learning-teaching group

(Richards and Rodgers, 2001: 166-7).

In the communicative language teaching, there is a set of principles about the goals of

language teaching, how learners learn a language, the kinds of classroom activities that best

facilitate learning, and the roles of teachers and learners in the classroom (Richards, 2005: 1)

The goal of language teaching in the communicative language teaching is

communicative competence. It includes some aspects of language knowledge: the knowledge

in using language for a range of different purposes and functions, the knowledge in varying

our use of language according to the setting and the participants, the knowledge in producing

and understanding different types of texts, and the knowledge in maintaining communication

despite having limitations in one's language knowledge (Richards, 2005: 2)

Richards (2005:3) states learning a language in the communicative language teaching

is the result from the process of, such as, interaction between the learner and user of the

language, collaborative creation of meaning, creating meaningful and purposeful interaction,

negotiation of meaning, learning through attending to the feedback learners get when they use

the language, paying attention to the language one hears and trying to incorporate new forms

into one's developing communicative competence, or trying out and experimenting with

different ways of saying things.

The use of pair work activities, role plays, group work activities, and project works are

the kinds of classroom activities in the communicative language teaching. Learners have to

participate in classroom activities rather than individual approach. They listen to their peers in

group work or pair work tasks, rather than relying on the teacher for the model. The teacher

has the role as the facilitator and monitor (Richards, 2005: 4).

22

The use of English in communication in non-native speaker countries is limited on

specific contexts and speakers. Not all people can communicate in English. Also, not all

public terms use English. English can be used effectively in certain society with certain

speakers. An Indonesian person who is very fluent in English cannot communicate to all

people in English. It is impossible for him/her to bargain in the market using English. It is

also impossible for him/her to ask for help using English in a public service. English learning

in classroom is on of the efforts to meet the need to have an atmosphere and context that

stimulates the students to interact in English.

4. Vocational High School

Levels of education in Indonesia are divided into elementary school, junior high

school, senior high school, and university. Each level has its own characteristic, considering

the growth or age of a person.

The senior high school consists of two types: the public school and the vocational high

school. There are some similarities and also differences between them. The similarities are

mostly concerned on the age. Students of public and vocational high school are on the average

age of 14-17. The number of students in each class is nearly the same: around 30-40 students.

On these age of 14-17, students are very active in finding out who actually they are.

They will search from many sides and point of view. They will also want to show to others

that they have ability, responsibility, and adult-like. These can be seen from their attitude and

aptitude. They are critical and creative. They do not like to be treated as children, that

everything is instructed and fully protected.

These psychological aspects should be considered in learning. The learning or class

activity are adjusted with the aspects, so students will enjoy the process of learning. It is in

line with their need.

23

The subjects that are taught in public school are general and theoretical. They are

taught as the basic knowledge that will be continued in higher level or universities. The

students are prepared to continue their study. They are given various materials that can open

their mind and interest. It is the interest that will lead then to study further. English, in public

school, is contextual based. Students study English using texts from various field.

In vocational high school, the subjects are more specific and practical. They are

related with the future job. The portion of the lesson is much more on the practice than on the

theory. Students are prepared to have skills in work, not continue to higher level. Students are

trained with many practical lessons both in class and in industry. English is taught to make

students able to communicate. It is related with their specific future job. English is, hopefully,

used in communication with others.

B. Related Studies

This part will review some related studies in the same field, that is, classroom

interaction. Classroom interaction can be studied in a variety of contexts across the age range

from pre-school to higher education, in a variety of subject learned, or in the methodology

used.

A study done by Abarca (2004) described the interaction process that took place in an

English as a Foreign language (EFL) classroom at a public high school in the province of

Alajuela, Costa Rica. The result of the study showed that the teacher-student interaction and

student-student interaction is based on a question and answer pattern. The teacher regulates

and limits students' participation through the use of different activities which do not stimulate

meaningful learning. Students interact among themselves by using Spanish. The study

suggests to varying the classroom activities to enhance students' learning.

24

An action research done in one class of Japanese adult English learners was done by

Snell (1999). The students in the class were unresponsive and avoid interaction with the

teacher. They didn't respond voluntarily to the instructor's questions and did not participate in

class discussions. They also never asked the teacher questions outside one-on-one situations.

The teacher received little oral feedback. The teacher wanted the students to be more

demonstrative and more overtly communicative in their feedback. He wanted them to ask

questions make comments, and to respond with nods and shakes of the head, with sounds of

agreement or sounds of understanding. He wanted them to be both reactive and proactive.

Based on the preliminary investigation, the students seemed to generally understand

the teacher's questions. It was felt that there was something else that kept the students from

responding voluntarily in the class-teacher dialogues. The hypothesis of the research was that

by teaching the students that class interaction with the English teacher is not only acceptable,

but normal, useful, and beneficial, it was believed that the students would become more

interactive with the teacher in teacher-class interaction.

Following the hypothesis, two steps were taken to implement a plan: (1) the teacher

distributed an explanatory paragraph about "rules" for asking questions in class in English

speaking countries, (2) the teacher reminded the students of the "rules" at the beginning of

each subsequent class and further encouraged them to become more active in the class when

the instructor was talking.

In conclusion, some progress was definitely made. The students did interact with the

teacher by nodding, some did answer the instructor's questions, and on their own initiation,

even asked questions before the class. There seems to have been some success in instructing

and reminding and then expecting the students to become more interactive with the teacher.

ESL teachers in Japan are not just teaching a language, but also a culture, and this includes

instructing the sociolinguistics appropriate for the native English speaking classroom.

25

A study about classroom interaction that used Flanders Interaction Analysis was done

in Pakistan by Inamullah (2005). The main objective of the study was explore patterns of

classroom interaction of secondary and tertiary levels in the North West Frontier Province of

Pakistan using Flanders Interaction Analysis (FIA) system. This study was significant because

its findings and conclusions may stimulate teachers to improve their teaching behavior in

order to maximize students' learning.

FIA system was designed to categorize the types and quantity of verbal interaction in

the classroom and to plot the information on a matrix so that it could be analyzed and

interpreted. The result gave a picture as to who was talking in the classroom, how much and

kind of talking that took place.

It was concluded that both at secondary and tertiary level, more than two-third of

classroom time was devoted to talking, thus talk method dominated in classes. More than two-

third of the classroom talking time was devoted to teachers talking at secondary and tertiary

levels, the teachers played the dominant role.

Other studies were conducted about classroom interaction in relation to other factors,

such as motivation (Chiang, 2000); gender, academic dominance, and teacher communication

style (Ilatov et.al., 1998); high and low achievers (Wilson, 1999); and, achievement

(Caruthers).

By reviewing those studies, this research can be placed on. This research is in one

variety in context of the learner. The learners are Vocational School students in Indonesia.

The subject learned is English. The focus is analyzing the verbal interaction but it does not

left the non verbal one. The non verbal interaction is used to support the verbal interaction.

The verbal interaction is analyzed using Flander's Interaction Analysis system. It is used to

categorize the types of the verbal interaction, to get the picture of who is talking in the

classroom, and kind of talking that takes place. The non verbal interaction is included in the

26

emergence categories. This research describes and interprets the meaning of interaction based

on reflection. It goes deeper than the action of the interaction itself. The understanding of the

meaning of interaction is the basis of doing the interaction.

C. Theoretical Framework

The understanding of the meaning of interaction can be reached from some aspects. It

can be seen from the definition, the characteristics, the roles of the language learners, and the

categorization.

Classroom interaction is a complex process in the class that is influenced by some

factors: the teacher, the students, or the classroom environment. Effective interaction is

needed in the second language learning. It is related with the use of the language to

communicate. The teacher and the students use the language actively in communication in the

classroom. Both the teacher and the students feel comfortable in expressing their information,

knowledge, ideas, opinion, or anything using the language.

Two important participants that determine the success of the teaching-learning are the

teacher who has effective teaching behavior and students who have good response to

classroom activities. The teacher and students build the effective interaction in the classroom.

The successful message or content transmission between teacher and students is the

goal of the classroom interaction. The message can be transferred verbally or non-verbally.

One of the factors that cannot be avoided is a unpredictable destructor that is found in the

classroom environment. Both the teacher and the students cannot avoid the destructor. What

they can do is try to minimize the effect of the destructor in the goal of the teacher-students

interaction.

The research construct mapping is summarized in the Table 2.2. It contains the

definition of the constructs of this research. They are classroom interaction, learning, lived

27

experience, and narrative research. It is followed by the conceptual definition, category, sub

category, and item investigation.

Table 2.2

Research Construct Mapping

Construct Conceptual

Definition

Category Sub Category Item

Investigation 1 2 3 4 5

Opens the classAccepts feeling

Closes the class

Praises or

encourages

Praises or

encourages to the

students’

contributions

Accepts or uses

ideas of

students

Accepts or uses

ideas of students

Asks questions

related to the

topicAsks questions

Asks questions

unrelated to the

topic

Presents/explains

the topicLectures

Explains the

instruction

Gives directions

related to the

class activity

Classroom

Interaction

A reciprocal

and meaningful

action between

teacher and

students that

happens in the

classroom.

Teacher-

student(s)

Interaction

Gives

directions Gives directions

unrelated to the

class activity

28

Criticizes or

justifies

authority

Criticizes to the

students’

contribution

Gives response to

the questions

related to the

topicStudent talk-

response Gives response to

the questions

unrelated to the

topic

Gives initiation

related to the

topic

Student-

initiation

Gives initiation

unrelated to the

topic

Student-teacher

Interaction

Silence or

confusion

Leaves periods of

silence

Gives initiation

related to the

topicStudent-

initiationGives initiation

unrelated to the

topic

Student-

student(s)

Interaction

Silence or

confusion

Leaves periods of

silence

StudyingLearning A process to

acquire or get

knowledge of a

subject or a

Students’

learning

Experiencing

29

skill which is a

relatively

permanent

change in

behavioral

tendency.

Instruction

What interaction

means to the

teachers

Teachers’ lived

experience

How the teachers

interpret it in

what they did in

classroom

What interaction

means to the

students

Lived

experience

What

interaction

means to the

teacher and the

students, and

how they

interpret what

interaction

means

Students’ lived

experience

How the students

interpret it in

what they did in

classroom

Participants’

description

Participants’

stories about their

interaction lived

experience

Descriptive

Researcher’s

description

Researcher’s

stories about the

participants’

experience

Narrative

research

A research

which uses the

inquiry from

the

participants’

stories of lives

which will be

combined and

collaborated in

the form of

descriptive and

interpretive

Interpretive Participants’

interpretation

Participants’

understanding

and meanings on

interaction

30

analysis Researcher’s

interpretation

Researcher’s

understanding,

meaning,

reflection on

interaction

The interrelationship between the constructs of this research can be seen in the Table

2.2. The themes used in the discussion and interpretation are presented in the column 4 of the

Table 2.2. Later, these themes are added with the emergent themes. Those are the themes that

are not captured in the research construct mapping but they emerge in and affect the

classroom interaction. The general themes are teacher-student(s), student-teacher, and

student-student(s) interaction. The teacher-student(s) interaction contains accepts feeling,

praises or encourages, accepts or uses ideas of students, asks questions, lecturers, gives

directions, and criticizes or justifies authority. The student-teacher interaction contains student

talk-response, student initiation, and silence or confusion. The student-student(s) interaction

contains student initiation and silence or confusion.

31

CHAPTER III

METHODOLOGY

The purpose of this narrative interpretive study was to describe the meaning of

interaction for teachers and students at a vocational school. It described how the participants

experienced interaction, what it meant to them, what they felt about it, what motivated them,

and how they experienced difficulties, failures, and success.

This chapter would discuss the methodology that would be used to answer the

research question. It would present the research method, the nature of the data, the data

sources, the data collection, and data processing/analysis and interpretation.

A. Research Method

This research looked deep into one specific real phenomenon, that was, classroom

interaction. It tried to understand the participants and help their problems. It used the

qualitative research approach (Holliday, 2002: 6). This approach was used because it was the

suitable approach in researching about behavior. It was in line with this research that it would

observe the interaction between the teacher and the student(s) in the classroom. It would go

deeply to understand their belief, why they did that, and helped their problems.

B. Nature of Data

In qualitative research, data is what happens in a particular social setting. It can be in a

particular place or among a particular group of people. There are two broad categories of data.

The first category is what the researcher describes: description of behavior, description of

event, description of institution, description of appearance, and description of research event.

32

The second category is what participants say, write, or have about them. It includes account,

talk, behavior in setting, and document (Holliday, 2002: 69-72).

Holliday (2002) regards interviews as the main data. The observation notes (field

notes) are another type of data. In the observation notes, the description of behavior, event,

institution, appearance, account, talk, behavior in setting, and document are expected to enrich

the data source for qualitative research.

There could be several ways of interviewing people, but in qualitative research

interviews can be conducted face-to-face, by telephone, or focus group interviews with

unstructured and open ended questions (Creswell, 2003). This gave more freedom for the

research participants to tell their stories, express their feelings, thoughts, perspectives,

expectations, despair, failure, and success.

Types of data and source of data of this research were summarized in the following

table. It was adapted from Holliday Model (Holliday, 2002).

Table 3.1. Types of Data and Source of Data

Types of data Definition Source of data Result Function

Description of

behavior

What

people are

seen or

heard doing

or saying

Research

participants

Observation

notes, reflective

notes

(researcher’s

thought, feeling,

impressions,

hunches, ideas),

photographs,

videos

Description of

visual setting

Description of

events

Place of

behavior,

defined

Research

participants

Observation

notes, reflective

notes

Description of

visual setting

33

either by the

people in

the setting

or by the

researcher

(researcher’s

thought, feeling,

impressions,

hunches, ideas),

photographs,

videos

Description of

research event

What

people say

or do in

interview,

focus group,

etc.

Research

participants

Interview

transcription,

interview notes,

recording,

thematic

categories

Obtain narratives

Interpretation

Construct meaning

Gain

understanding

Talk What

people are

heard

saying –

actual

words

Research

participants

Interview

transcription,

interview notes,

recording,

thematic

categories

Obtain narratives

Interpretation

Construct meaning

Gain

understanding

Behavior in

setting

What is

actually

seen

happening

Research

participants

Observation

notes, reflective

notes

(researcher’s

thought, feeling,

impressions,

hunches, ideas),

photographs,

videos

Description of

visual setting

34

C. Data Sources

There are several inquiry approaches in qualitative research. They are ethnographies,

grounded theory, case studies, phenomenological research, and narrative research (Creswell,

2003). This research was a narrative one. The researcher studied the participants’ lives and

asked them to provide stories about their lives. The information was then retold by the

researcher into a narrative chronology. The narratives from the participants’ lives were

combined with the narratives of the researcher in a collaborative narrative.

To get the data, the researcher came into the classroom to observe the class activity.

How the teacher and the students (as the participants) interacted in the English class was

observed. The field note and audio-video recording were used. The observation was written in

the descriptive and narrative forms of report.

Interviews were done before and after the observation. The interviews were recorded.

The field note was also used to make notes for the important points. The field note and

recorded interviews were very important in transcribing the data. The interview done before

observation was used to get the teacher's and student's understanding, believe, opinion, and

experience. The open-ended interviews done after the observation would be related to what

they did in the English class, what and how they communicated each other, and why they did

or acted like that.

The observations in classroom would observe the interaction between the teacher and

the students in the classroom. By this observation, the researcher would know whether the

students and the teacher did what they have said in the interview done before the observation.

The observation was also recorded. The researcher also made field note.

To get the validity of the research, triangulation was needed. Triangulation could be

reached by getting and comparing 'multiple perceptions' of the same phenomenon (Stake,

35

1994:241 in Holliday, 2002: 76). In this research, the triangulation could be figured out in the

following figure:

Figure 3.1 The Triangulation

The phenomenon was what happened in the classroom as the interaction among the

teacher and the students. It was seen from three sides: interview A (it was the interview done

before the observation), classroom observation, and interview B (it was done after the

observation). After the interview B, it was followed by the next observation. So, the interview

and the classroom observation was done one after another.

The data were taken in SMK "P" Sleman. It took one class at the second level in the

automotive study program, that was 2OB. The choice of the setting was based on its richness

and accessibility.

The choice of the second level was based on the discussion between the researcher and

the school principal. The researcher told the school principal about her research, what she

would do, and what she needed as the data. This research would take a period of time, not

only one or two meetings. The researcher would follow the classroom activity whether it was

Interview A

Classroom Observation

Interview B

Interview A: Interview done before observation Interview B: Interview done after observation

36

in the classroom or in the English laboratory. The first level students were not quite ready to

be taken as the subject because they were 'new comers' in the school. The third level students

were quite busy preparing the National Examination. So, the coming of the researcher in their

classroom was worried would 'disturb' them. Finally, the school principal gave the chance to

take the second level as the subject..

The choice of the class was based on the discussion between the researcher and the

English teacher. The researcher discussed with the English teacher about her research then the

English teacher suggested her to take the data in class 2OB. The English teacher also took

part in the choice of the students as the participants.

The participants of this research were two English teachers and three students. The

teachers were Mrs. Nissa and Mr. Kris. Mrs. Nissa was the teacher from the school. She had

taught in the school for two years in the second level. Mr. Kris was the teacher from "HL" (a

private English course which was incorporated with the school). He had taught for one year.

The students were Sugi, Imam, and Heru. They were from the same class. Sugi was

quite clever and diligent in class. He didn't talk much but he was diligent in doing the class

activity. He often helped his friends. Imam was a diligent student, too. He was much more

talkative than Sugi. He always sat at the front raw. Heru was very silent. He almost never

talked in class. He always sat alone at the back raw. He always did the class activity alone,

but his work was always correct. He rarely asked his friends.

Class 2OB was taught by three English teachers: Mrs. Nissa, Mr. Kris, and Miss Endi.

Mrs. Nissa was the teacher from the school. Mr. Kris and Miss Endi were the teachers from

"HL" (a private English course). The school had joined with this course in English teaching-

learning for 1 year.

Every week, class 2OB had two meetings: Monday (at 12.15 – 13.45) and Wednesday

(at 10.15 – 11.45). Mrs. Nissa taught on Mondays. On Wednesdays, the class was divided into

37

two groups. One group stayed in classroom and the other was in the Multimedia Laboratory.

On the next week/meeting, they changed the place for each other. The researcher chose Mr.

Kris as the participant from the "HL".

The teachers and students as the participants were selected purposefully. The selection

was based on the aspects of the setting, the actors, the events, and the process (Miles and

Huberman in Cresswell, 2003:185). The setting was in one class. The teachers and the

students who were the actors were in the same group when they joined the "HL" class. So, the

researcher could follow them whether in classroom or in the Multimedia Laboratory. The

events were the interactions between the teacher and the students that happened in the

classroom. The process was observed from the beginning until the end of the class.

D. Data Collection

The data were collected by observation and open-ended interviews with participants.

The observation was done in the classroom and in the Multimedia Laboratory. An audio-

visual recorder was used to record the learning activity done by the teacher and the students.

The researcher also wrote a field-note about the important points found.

The interviews were done before and after the observation. The interviews done before

the observation were used to know the teacher's and student's understanding, believe, opinion,

and experience about English learning. Its realization was seen in the class observation. The

interviews done after the observation found out why the participants did or did not do like

what they had said in the previous interview. The interviews were done in Indonesian. The

interviews were recorded then it was written in a transcript form.

The observation would be written in a descriptive and narrative report. The interviews

with the participants would be in the form of a transcript. Data gathered were coded according

to the themes.

38

The observation would be reported descriptively based on what the researcher

observed in class. The report was narrative written. It was like the sequence of events

happened in the classroom.

The result of the interviews with the participants was reported in the form of

transcript. The interviews were done in Indonesian. The report was in Indonesian, but the

summary of the interviews was presented in English. The Indonesian version was used to

figure out the real condition of the interviews. Some parts that were used in the discussion and

interpretation were also translated into English.

After all observations and interviews had been transcribed, the coding was applied.

The data were analyzed based on its themes.

E. Data Processing/Analysis and Interpretation

The process of data analysis involved making sense out of text and image data. The

process contained several steps. The first step was preparing the data for analysis. The second

was conducting different analysis. The third was moving deeper and deeper into

understanding the data. The last step was making an interpretation of the larger meaning of

the data (Creswell, 2003: 190)

Another process of analyzing data was presented by Holliday (2002:100). The process

was started from the corpus of data. The corpus of data was used to make the thematic

organization of data. Then, the data were analyzed in sections or chapters. In this research, the

researcher tried to combine the two data analyzing process. The process of analyzing the data

was presented in the following figure:

39

Figure 3.2.The Process of Analyzing The Data

The corpus of raw data was the data got from the related field that was the data from

the classroom. These data were taken by observation and interview. The data were then

transcribed and written in the form of description and narration. The researcher then made

code to the written data. The coding was based on the observation and interview guides that

had been made. After all written data had been coded, they were analyzed/discussed using

heading/subheadings. The use of headings and subheadings was based on the discussions of

the data. In making the heading and sub heading, the researcher moved deeper and deeper into

understanding the data. Based on the heading and sub headings, the researcher discussed and

made interpretation of the larger meaning about what she had found in the classroom that was

about the interaction between the teacher and the students.

corpus of raw data

thematic organization of data

text of data analysis section or chapter

Holliday (2002: 100)

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CHAPTER IV

RESULTS AND DISCUSSION

This chapter discusses the results that have been got from the observation and

interview. It is divided into three sections: (1) data presentation, (2) discussion and

interpretation, and (3) findings.

A. Data Presentation

The data presentation begins with the description of the classroom and the Multimedia

Laboratory setting, the description of the English learning in SMK "P" Sleman, the process of

the interview and observation, and its result.

1. Classroom and Multimedia Laboratory Setting

In SMK "P" Sleman, there was no special classroom for English class. The English

lesson was done in the regular class. Students were in the same classroom in one day for the

theory lesson. The teacher moved from one classroom to another.

There were 28 students in class 2OB. All of them were boys. The time of the English

lesson was 90 minutes per meeting. In a week there were two meetings: on Monday and on

Wednesday.

The classroom setting was in classical one. All students sat in one direction, face to

face with the teacher. Two students had one table.

The Multimedia Laboratory was used for all students for all levels. The capacity was

for 20 students. There were 10 monitors. Each monitor was placed on one table and it was

used by 2 students. The headset was also placed on the table. There was one computer as the

41

master control. It was operated by the teacher. The teacher operated the program using the

master control computer and the students followed it using their monitor and their headsets.

2. English Learning in Class 2OB SMK "P" Sleman

English learning in SMK "P" Sleman was done cooperatively with a private English

course "HL". This was aimed to help the students increase their English communication skills.

Class 2OB had two meetings every week: on Mondays (at 12.15-13.45) and on

Wednesdays (at 10.15-11.45). On Mondays the students studied in the classroom with the

teacher from the school (that was Mrs. Nissa). On Wednesdays, the students studied English

with "HL". The "HL" class was in the Multimedia Laboratory. Because the capacity of the

Multimedia Laboratory was only for 20 students whether there were 28 students in class 2OB,

the students were divided into two groups. One group studied in the Multimedia Laboratory

while the other group studied in the classroom. On the next meeting/week, they changed the

place.

3. The Result of the Interview

Before coming to the discussion about the result of the interview, I would like to

describe the participants and the interview process

The participants of this research were two English teachers and three students. The

teachers were Mrs. Nissa and Mr. Kris. The students were Sugi, Imam, and Heru.

I had interview with Mrs. Nissa for 4 times and once with Mr. Kris. The interviews

with Mrs. Nissa were done in the teacher room (3 times) and in the library (once). I made an

appointment before I met her. The interviews took time for about 15 – 30 minutes. She gave

me much information about the English learning in her class. She was very cooperative and

helpful. The interview with Mr. Kris was done in the Multimedia Laboratory. I also made an

42

appointment before I met him. The interview was done in 30 minutes. The interviews with the

two teachers were in Indonesian; but, in some expressions we used English.

The interviews with the students were done 5 times: with Sugi (2 times), Imam (once),

and Heru (2 times). It took time for about 30 minutes in each interview. Before interviews, I

always asked their teacher's permission because I would take their time. Actually, I wanted to

do the interviews when the students were having break. But, they were unwilling because they

usually went to the canteen with other friends in that time. The interviews were done

individually and outside the classroom. The students were very helpful. They gave me much

information and answered my questions clearly. The interviews were done in Indonesian.

The result of the interviews with the teacher and the students is summarized in the

following table.

Table 4.1

Summary of the Teacher Interview

A. Teacher's understanding about English classroom interaction Teacher's understanding

1. Interaction in English learning was the active involvement between teacher and students.(I.T.2.Ni) The active involvement meant the students asked many questions and they improved it, so the teacher could understand the students’ progress and their difficulty.(I.T.5.Ni)

2. Interaction in English learning was important because it could be used as a feedback.(I.T.2.Ni)

Students' attention

1. The classroom condition of the English learning was quite good. The students paid attention to the teacher when h/she explained the material. There were some students who were ignore the lesson. But, they did the tasks or practiced the dialog asked by the teacher.(I.T.1.Ni)

The use of English for communication in the classroom

1. The students rarely used English to communicate to the teacher or other students. They used Indonesian more. The teacher also used Indonesian more, especially in explaining the material.(I.T.1.Ni)

2. The activities in HL class were much more about the enrichment outside the program or the context that referred to the real communication.(I.T.4.Kr)

Students' being active

1. The students who were active in Multimedia Lab. were usually also active in the classroom. There were also some

43

students who were active in Multimedia Lab. but had low motivation in the classroom.(I.T.4.Kr)

2. Usually, the students were more active in the Multimedia Lab.; in the classroom, they were more passive.(I.T.4.Kr)

3. The students were more active in the Multimedia Lab. It maybe caused by the use of media that interested the students. (I.T.4.Kr)

B. Teacher – student(s) interaction Teacher – student interaction

1. The students never initiated to express their own opinion. There were some opinion about the activity done in the classroom, but it was very rarely. The opinion was more about something outside the topic, such as a film title. The students never tried to express their own opinion, except about a text. For grammar, they were really depended to the teacher. It seemed that they never read other sources.(I.T.3.Ni)

2. The communication between the teacher and the students was asking difficult words, but mostly it was about something out of the topic. (I.T.4.Kr)

3. The students never expressed their own idea. (I.T.4.Kr) 4. The teacher has given volunteer opportunity for students

but the students never took it. (I.T.5.Ni) 5. The treatment for the passive students was giving special

attention, such as approaching outside the context like their home, etc.(I.T.4.Kr)

6. In doing the activity, the teacher usually asked or pointed the passive students or the students who didn’t concentrate to the class. (I.T.$.Kr)

7. The teacher has given volunteer opportunity for students and in fact there were some active students.(I.T.4.Kr)

8. There was never initiating or expressing opinion from the students.(I.T.5.Ni)

9. One of the teacher’s ways in motivating the students was by asking the students to do the tasks in front of the class. (I.T.5.Ni)

10. The teacher’s way to activate the passive students was by coming closer to their desks.(I.T.5.Ni)

Teacher – students interaction

1. The teacher thought the students were too passive. They were quite difficult to be asked to do the tasks. The teacher must be more active.(I.T.2.Ni)

2. In speaking class, the students were more active. In grammar class, the teacher must be more active and there were many written activity.(I.T.2.Ni)

3. The teacher has practiced group activity, dialogue, or pair work. And, it worked; the students were brave to practice their speaking. In group activity, the group was made randomly.(I.T.2.Ni)

44

4. The teacher motivated the students by reminding them about the national exam. The passing grade became higher and higher. So, English was not just a lesson, the students needed to master it.(I.T.3.Ni)

5. The teacher always translated the lesson. According to him/her, the students wouldn’t understand without translation. The students were helped by body language. (I.T.3.Ni)

6. The teacher always repeated the explanation, more than once.(I.T.3.Ni)

7. Game was not practiced yet. The teacher thought it was not effective. In playing game, the students must be active and enthusiastic, but the class must be noisy.(I.T.3.Ni)

8. The teacher never practiced free conversation. The students’ factors were they did not have self confidence and brevity.(I.T.4.Kr)

9. After the teacher gave motivation, the students’ motivation became higher. For example, in Lab., the students gave more attention to the class.(I.T.4.Kr)

10. The teacher pointed more to the active students because it was easier to explain to them and didn’t need to be repeated. The teacher didn’t ask for volunteer because he thought there must be no volunteer from the students.(I.T.4.Kr)

11. Teacher’s attitude to the students’ questions that was unrelated to the topic was he replied first, then he asked the students to continue the topic.(I.T.4.Kr)

12. The communication between the teacher and the students was asking about the difficult words and lesson discussed in the class.(I.T.5.Ni)

13. The teacher gave more attention to the active students. (I.T.5.Ni)

14. The classroom activity that gave more opportunity to interact among the students was presentation (such as how to make something).(I.T.5.Ni)

C. Student – student(s) interaction Student – student interaction

1. The student always asked his friend before asking the teacher.(I.T.3.Ni)

2. The communication between the student and another was practicing dialog/activity.(I.T.4.Kr)

3. The student’ barriers to communicate were because there weren’t textbooks besides the textbooks from the school and there weren’t dictionary.(I.T.5.Ni)

4. The communication between the student and another was asking about difficult words.(I.T.5.Ni)

Student – students interaction

1. The student always asked his friends before asking the teacher.(I.T.3.Ni)

2. The communication between the students and other

45

students was practicing dialog or activity.(I.T.4.Kr) 3. The students’ barriers to communicate were because there

weren’t textbooks besides the textbooks from the school and there weren’t dictionary.(I.T.5.Ni)

4. The communication between the student and other students was asking about difficult words (I.T.5.Ni)

D. Teacher's role The role of the teacher in the classroom

1. Both the teacher and the students must participate in class so the activity run well.(I.T.2.Ni)

2. The teacher must speak in English more frequently to make the students became usual.(I.T.2.Ni)

3. The teacher’s role was as a mediator. S/he explained the topic and practiced more. The teacher knew better than the students, so the teacher was as a mediator to make the students knew what the teacher had known or to make the students knew something that they didn’t know before.(I.T.4.Kr)

4. According to the teacher, the students should be more active in learning by themselves.(I.T.3.Ni)

5. The teacher must be able to motivate the students to be more active.(I.T.4.Kr)

6. The teacher wanted to invite a native speaker to motivate the students in speaking, but it was not realized yet. (I.T.5.Ni)

Table 4.2

Summary of the Student Interview A. Students' understanding about English classroom interaction Students' understanding

1. The students agreed that communication was needed in English learning. They realized that in English learning communication ability was needed. By this ability, they could communicate in English. (I.S.1.Su) (I.S.2.Im) (I.S.3.He)

B. Teacher – student(s) interaction Teacher – student interaction

1. The student asked the teacher after asking his friends.(I.S.1.Su) (I.S.2.Im) (I.S.3.He)

2. The student tried to answer teacher’s questions.(I.S.1.Su) 3. The student tried to guess the meaning or the answer of the

teacher’s questions.(I.S.2.Im) 4. The student didn’t ask the teacher because he felt there was

gap and shy. He felt more comfortable by asking to his

46

friends.(I.S.4.Su) 5. The student didn’t ask the teacher because he had

understood the lesson, so he directly did the exercise.(I.S.5.He)

Teacher – students interaction

1. The students asked the teacher after asking their friends. (I.S.1.Su) (I.S.2.Im) (I.S.3.He)

2. When the teacher asked a meaning of English words: - Actually the student knew it, but to express it

….sometimes the student felt shy and didn’t intend to. (I.S.4.Su)

- The students guessed it, if they knew it they might be answer it, if there was a friend had answered it, the others kept silent. They didn’t want to be pretended as a follower.(I.S.5.He)

C. Student – student(s) interaction Student – student interaction

1. The student asked his friend if there was a difficulty. (I.S.1.Su) (I.S.2.Im) (I.S.3.He) The student preferred to ask his friend instead of the teacher because he felt more comfortable. If he asked his teacher, he felt shy and afraid of making mistake.(I.S.1.Su)

2. The student felt easier to communicate to his friend. He could ask about anything.(I.S.2.Im)

3. The student felt easier to communicate to his friend instead of the teacher. He felt shy if he asked the teacher.(I.S.3.He)

4. The student asked his friend if he couldn’t understand the teacher’s explanation.(I.S.4.Su)

5. The student asked his friend about difficult words and task instruction.(I.S.5.He)

Student – students interaction

1. The student asked his friends if he found a difficulty. (I.S.1.Su) (I.S.2.Im) (I.S.3.He) He chose to ask his friends instead of the teacher because he felt more comfortable. If he asked his friends, he felt easier. If he asked the teacher, he felt shy and being afraid of making mistake.(I.S.1.Su)

2. The student felt easier to communicate with friends, he could ask anything.(I.S.2.Im)

3. It was easier to communicate with friends instead of the teacher. The students felt shy and uncomfortable to communicate with the teacher.(I.S.3.He)

4. The student asked his friends if he didn’t understand the teacher’s explanation.(I.S.4.Su)

5. The student asked his friends about difficult words and task instruction.(I.S.5.He)

D. Students' effort to learn/practice English Students' effort 1. The students tried to translate difficult words and listen to

English songs.(I.S.1.Su)

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2. The students listened to English songs and tried to understand the meaning.(I.S.2.Im)

3. The students met and chatted with friends who studied in English Department.(I.S.3.He)

4. The students never tried to practice using English to communicate with the teacher or friends. If they asked the teacher or their friends, they used Indonesian because they felt uncomfortable. But, actually it was because they didn’t know the meaning of the English words.(I.S.1.Su)

5. The students had tried to communicate in English. It was when they permitted to go to the toilet. They didn’t practice English because they didn’t know the meaning of English words and they felt shy. Nobody practiced English in the classroom.(I.S.2.Im)

6. The students never practiced to communicate in English. (I.S.3.He)

7. In speaking activity (if the difficult words were translated), the students were willing to practice.(I.S.1.Su) (I.S.2.Im) (I.S.3.He)

E. Students' motivation Students' motivation 1. One factor that motivated the students to practice is getting

score/point.(I.S.1.Su) 2. The motivation was depended on the intention, awareness,

and willingness to study.(I.S.2.Im) 3. The motivation was also depended on the teaching

technique used by the teacher.(I.S.3.He) In last, it was also depended on the individual, the student’s intention. The teaching technique influenced much to the students.(I.S.4.Su)

4. The Result of the Observation

The presentation of the observation result is preceded by the description of the

observation done in the classroom and the Multimedia Laboratory.

The observation was done 8 times. I came to Mrs. Nissa's class for 6 times and Mr.

Kris's class for 2 times (once in the Multimedia Laboratory and once in the classroom). The

frequency of the observation was related to the topic being taught in the class. I followed the

class from the beginning until the end of the class. I came to the class as a researcher. I

brought a notebook and a little audio-video recorder. In the first coming, the students were

quite confused about my coming. Fortunately, Mrs. Nissa explained to them about me and

48

what I would do. She also gave me time to introduce myself to the students. Later, the

students were very cooperative. I always sat at the back raw, so I could watch everything. In

the first observation, I felt very busy in class. There were so many things to be observed and

to be recorded. I had to write so many important points too. I had some points from the

interview with Mrs. Nissa in my notes. I would check it with what she did in class. But, it was

so complicated. I got stressed and almost frustrated. Later, I realized I would not be able to

do, write, and record everything. The observation guide that had been made before helped me

to focus to what to be observed.

The result of the observation is summarized in the following table.

Table 4.3 Summary of the Observation

A. Indirect Teacher Talk 1. Accepts feeling

Teacher-student interaction Teacher-students interaction Open the class

1.Checked the students' attendance (calling the students' name one by one) (obs.1,6,7,8)

2.Opened the class by saying, "Good morning. How are you? How is your mother?" (obs.4)

1.Opened the class by greeting, "Assalamuálaikum wr.wb. good afternoon, students." (obs. 1,3,5)

2.Opened the class by greeting, giving some little chat, and checking the students' attendance. (obs. 2)

Close the class

1.The teacher answered, "Waálaikumsalam wr.wb." (obs.4)

1.Closed the class by praying together. (obs.1,5,7)

2.Closed the class by saying, "OK. then we will finish our class today. Assalamuálaikum wr.wb." (obs. 2)

3.Closed the class by saying,"Thank you and see you again. Wassalamualaikum wr.wb." (obs.4)

4.Closed the class by saying,"That's all for today. Thank's for coming. Let's pray. Assalamuálaikum." (obs. 6)

5.Closed the class by saying,"This is the end of the lesson today. Thanks for coming. Wassalamualaikum." (obs.8)

49

2. Praises or encourages

Teacher-student interaction Teacher-students interaction Praises or encourages

1.The teacher appreciated him (the student) by saying,"Good! Yes, of course."(obs.6)

1.The teacher said,"OK. all of you have finished the reading. Generally, you are good; almost half of you got good score. It means that, actually, you had good potency in English. So, English is not difficult, is it? Here, we can see, you have had good start. You only need to practice. Be diligent." (obs.2)

3. Accepts or uses ideas of students

Teacher-student interaction Teacher-students interaction Accepts or uses ideas of students

1. The students tried to guess the verb form and change the sentence. Some were correct but some others were not. The teacher gave the correct answers/sentences. (obs.7)

1.There were some examples that could be made with the discussion between the teacher and the students classically. (obs.7)

2.The teacher checked the answers on the board together with the students. (obs.7)

3.The teacher discussed the questions classically. (obs.8)

4. Asks questions

Teacher-student interaction Teacher-students interaction Asks questions related to the topic

1.The teacher asked,"How many person? And Who are they? (obs.4)

2.The teacher continued,"Where are they?" (obs.4)

3.The teacher asked some questions related to the picture. (obs.6)

1.The teacher asked, "Have you finished?" (obs.1,4,6)

2.The teacher asked,"Any questions? Any difficult words?" (obs.1,2,3,6)

3.The teacher asked,"Any comment?" (obs.2)

4.The teacher asked,"What is the meaning of 'suggestion'?" (obs.3)

5.The teacher translated her question in bahasa Indonesia,"Apa maksudnya 'suggestion'?" (obs.3)

6.The teacher asked the students whether they had found the page to be studied. (obs.4)

7.Ïs it clear?" asked the teacher. (obs.7)

Asks questions unrelated to

1.The teacher asked,"Where are your friends?" (obs.2)

1.The teacher asked,"Has everyone come to class?" (obs.1)

2.The teacher continued by

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the topic asking,"Where are they?" (obs.1) B. Direct Teacher Talk 5. Lectures

Teacher-student interaction Teacher-students interaction Presents/explains the topic

1.The teacher presented the material by writing it on the board. (obs. 1)

2.The teacher explained the topic that had been written on the board. (obs.1)

3.The teacher explained the material for that day and explained how it would be done. (obs. 2)

4.The teacher explained about the content of the dialogue. (obs. 3)

5.The teacher explained about the use of 'be' and practiced it with the students orally. (obs. 4)

6.The teacher explained about 'causative have and get'. (obs.6)

7.The teacher explained the material again. (obs. 6)

8.The teacher explained the new topic orally. (obs. 7)

9.The teacher explained again and gave some more examples. (obs. 7)

10. The teacher explained the topic classically so all students could listen to her. (obs. 8)

11. The teacher explained the topic loud enough so that all students in the classroom could hear her voice clearly. ( obs. 8)

Explains the unclear topic/ difficult words

1.The teacher told the student the clear writing. (obs. 1)

2.The teacher explained about the unclear part. (obs. 6)

1.The teacher explained the meaning of the difficult words. (obs. 4,6)

Discusses the topic classically

1.The teacher followed the activity by discussing the text. (obs. 1)

2.The teacher discussed about the picture. (obs. 6)

Explains the instruction

1.The teacher explained the instruction of the activity. (obs. 7)

6. Gives directions

Teacher – student interaction Teacher – students interaction

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Gives directions related to the class activity

1.The teacher pointed/called some students to answer some other questions. (obs.1)

2.The teacher called some students to read the dialogue on the book. (obs.3,4,6)

3.The teacher called 5 students to write the answers on the board. (obs.3)

4.The teacher asked them to take the book and had a seat. (obs.4)

5.The teacher asked the students to read the answer. (obs.4)

6.The teacher asked one of the students to explain about the difference between causative have and get as what has been explained by her. (obs.6)

7.The teacher called the students one by one to read the answers. (obs.6)

8.The teacher asked one of the students to give an example. (obs.7)

9.The teacher asked the students to practice orally activity 9 on the book. (obs.7)

10. The teacher asked the students one by one to write the answers on the board. (obs.6,7)

11. The teacher asked one of the noisy students to explain about the last week lesson. (obs.7)

1.The teacher said,"Write the material on your book, please." (obs.1)

2.The teacher asked the students to open the book, page … (obs.1,3,4,7)

3.The teacher said,"Please open page… and do activity …" (obs.1)

4.The teacher followed the lesson by asking the students to do the activity on the book. (obs.3,4)

5.The teacher asked the students to open page 102 and watched the picture. (obs.6)

6.The teacher asked the students to read and learn activity 1. (obs.6)

7."Now. Please do the activity 3. you have 10 minutes to do."continued the teacher. (obs.6)

8.The teacher continued the activity by asking to do activity 4 in the book. (obs.6)

9.The teacher didn't explain the direction, it was written on the question sheets. She just said to answer the questions individually and it would be collected after class. (obs.8)

Gives directions unrelated to the class activity

1.The teacher said,"OK. While waiting for your friends, please one of you (by calling the student's name) borrow the book from the library."(obs.1)

2.The teacher said,"Have a seat now."(obs.1,2)

3.The teacher said,"OK,now, we will do it one by one. I will call you one by one. And, for the other students, please pay attention to your friend. Please, now, Heru, you start." (obs.2)

1.The teacher said, "Please turn on your monitor." (obs.2)

2.The teacher said,"I give you 10 minutes to have preparation."(obs.5)

3.The teacher said,"Now, please collect your notebook, give it to me. I will check your notes and give you score while you do the test. Prepare your pen and paper. Please write the questions first. You are allowed to answer from the one you think the easiest one. Don't forget to write your name and

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4.The teacher asked one of the students to pass the textbook and the dictionary to all students. (obs.6)

5.The teacher asked one student to clean the board. (obs.6)

student's number on your answer sheet." (obs.5)

4.The teacher told the students that if they had finished the test, they could collect the paper. (obs.5)

5.The teacher asked the students to pay attention to her. (obs.6)

7. Criticizes or justifies authority It was not found in the observation. C. Student Talk 8. Student talk-response

Student-teacher interaction Student-student(s) interaction Response to questions related to the topic

1.The students said,"No, not yet." When the teacher asked,"Have you finished?" (obs.1,6)

2.The teacher asked,"Any question?" "No."replied the students. (obs.2,3)

3.Heru (one of the students) read all the expression. (obs.2)

4.The teacher asked, "Any comment?" "No."replied the students. (obs. 2)

5.Two students said, "I don't know." When the teacher asked,"What is the meaning of suggestion?"(obs. 3)

6.One student said,"sugesti."(obs.3)

7.The students answered by saying yes when they were asked whether they had found the page to be studied. (obs.4)

8.The students answered,"4, Bryan, Andy, Robby, and Lisa."(obs.4)

9.The students replied,"in an airport."(obs.4)

10. The students could answer it well. (obs. 4)

11. The teacher asked,"Have you got the textbook?""Yes."answered the students (obs.6).

12. Some students answered in

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English (in short answer) while some others were in Indonmesian when the teacher asked them some questions related to the picture."(obs.6)

13. The students tried to answer the teacher's questions although the answer was not really correct. (obs.7)

14. "Is it clear?"asked the teacher. "No, not yet." Replied the students. (obs.7)

15. The students tried to guess the verb form and change the sentence. (obs.7)

16. Some students could answer the questions orally in the class discussion." (obs.8)

Response to questions unrelated to topic

1.The students answered, "Waalaikumsalam wr.wb. Good afternoon."(obs.1,2,3,5,6,8)

2.The teacher asked,"Has everyone come to class?' Some students answered, "No, not yet."(obs. 1)

3.The students said, "Still in the canteen." Some others said, "Still have a break." Some others said,"Downstair."(obs.1)

4.The students said,"from the canteen." (obs.1)

5.One of the students said,"I don't know, maybe still having break, Sir." (obs.2)

6.The teacher said,"…Be diligent!" The students responded by saying,"Yaaa…yaaa."(obs.2)

7.The students answered,"Good morning. Fine,fine."(obs.4)

9. Student – initiation

Teacher-student interaction Student-student(s) interaction Initiation related to the topic

1.One student asked an unclear writing. (obs.1,6)

2.Some students answered it voluntary. (obs.1)

1.Some students asked their friends about the activity. (obs.1)

2.They tried to discuss the questions with their friends. (obs.5)

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3.Some students asked the teacher about the activity. (obs.1)

4.Most students took part in writing their answer on the board without waiting for calling from the teacher. (obs.1)

5.Some students asked about difficult words and the instruction of the activity. (obs.3,4,6,8)

6.One student offered himself to write the answer. "May I do number 3, Mom?" asked him. (obs.6)

3.During the test, most of the students were discussing the questions with their friends. (obs.5)

4.The student asked his friend about the lesson and then opened his own book. (obs.6)

5.While they were doing their activity, they were discussing about the difficult words with their friends. (obs.6)

6.The students discussed the answers with friends. (obs.6)

Initiation unrelated to the topic

1.Some students greeted the teacher by saying,"Assalamualaikum, sorry, Sir, we are late."(obs.2,4)

2.Only one of them said his sorry for becoming late to the teacher.(obs.6)

1.One student shouted to his friend who sat near the door,"Close the door!" (He said this in English) (obs. 4)

10. Silence or confusion

Teacher-student interaction Student-student(s) interaction Silence or confusion

1.The teacher asked,"Any question? Any difficult words?"The students kept silent. (obs.1,6)

2.One student kept silent and did the activity by himself. (obs.1)

3.The teacher asked,"What is the meaning of suggestion?" Most of the students kept silent. (obs.3)

4.After some minutes, the teacher asked whether the students had finished their work. They kept silent. (obs.4)

5.The teacher called the students' name one by one; he asked them to read the answer. They could answer correctly. They kept silent. They did not answer the teacher's questions

1.The student couldn't answer it. He was silent. He tired to ask his friend but he couldn't answer it. (obs.7)

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spontaneously. When the teacher pointed/called them, they could do it well. (obs.4)

D. Emergent Themes 11. Students do/talk something unrelated to the topic

Teacher-student interaction Student-student(s) interaction Students do something unrelated to the topic

1.While the teacher was writing on the board, most of the students copied on their book, some of them chatted with their friends and two students made a noise. (obs. 1)

2.One student didn't write the material. He only opened and looked at the textbook. (obs.1)

1.Some students played/chatted with their friends. (obs.1)

2.Two students looked busy looking for something in their bag, maybe a book, and whispered something to their friends. (obs.1)

Students talk something unrelated to the topic

1.For some students who have got the turn, they talked to their friends about something that was not related to the topic at all. (obs.2)

2.Only few students who sat at the back raw still chatted with their friends. (obs.4)

3.Some students still talked with their friends, although their notebooks were on the tables. (obs.6)

1.Only few students chatted with their friends, but it was only a while. (obs.2,3)

2.The students were noisy. They talked to their friends, laughed at something. (obs.5,8)

3.The students talked about something, that was very interesting, but it was not about English lesson. (obs.6)

12. Students' gestures (including the students' act as the response to the teacher's act/talk)

Student(s)-teacher interaction Student-student(s) interaction Students' gestures

1.The students nodded their head and went to their seat. (obs.1,2,6)

2.The students listened to the teacher while watching the board. (obs.1)

3.The students looked still confused. (obs.7)

4.The students paid attention to the teacher's explanation. (obs.7)

Students' act 1.The teacher asked one of the students to borrow the textbook from the library and the student stood up and went to the library. (obs.1)

1.The students were rather noisy.(obs.7)

2.The students moved around and borrowed books one another. (obs.5)

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2.The teacher asked the students to open the textbook and they did this. (obs.1,3,4,7)

3.The students followed by checking their own work and revised the false ones. (obs.1)

4.The teacher called two students to read the dialogue on the book. The students did this. (obs.3,4,6)

5.Some students directly read their books and wrote/did the activity on their notebook. (obs.3)

6.The teacher called 5 students to write their answers on the board. They did this one by one. (obs.3)

7.The teacher asked the students to do the activity on the book. They did it individually. (obs.4)

8.The students copied the questions on the board. (obs.5)

9.They took their seat and took their notebook from their bag. (obs.6)

10. The students copied the important points on their book. (obs.6)

11. The students could make the examples using their own words in Indonesian. (obs.6)

12. The teacher called the students one by one to read the answers and they did it. (obs.6)

13. The students could answer it. (obs.7)

14. Some students started directly to answer the questions. (obs.8)

15. After 20 minutes, all students had been busy doing the activity. (obs.8)

3.The student nodded to the teacher and then took a seat. (obs.6)

4.Some of the students opened the dictionary. (obs.6)

5.Some students opened their books but some others were still noisy. (obs.7)

6.Most of the students did the activity by discussing with friends. (obs. 7)

7.Some students moved from one seat to another. (obs.8)

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13. Teacher's act to help the class goes smoothly

Teacher-student interaction Teacher's help

1.The teacher stopped her writing to remind the students to copy the material on their book and keep silent. (obs.1)

2.The teacher went closer to one of the student and reminded him to write. (obs.1)

3.The teacher walked around the class. She checked the students' work, helped them, reminded some noisy students to do the activity, and answered their questions. (obs.1,3,5,6,8)

4.The teacher distributed the textbooks to the students. (obs.4) 5.The teacher wrote the questions on the board. (obs.5) 6.The teacher reminded the students to do the test individually. (obs.5) 7.The teacher wrote some important points and their examples.

(obs.6,7) 8.The teacher checked the students' notes and textbooks. (obs.6) 9.The teacher asked the students to be quite for a while. She reminded

them to learn more at home. (obs.7) 10. The teacher distributed question sheets. (obs.8) 11. Sometimes the teacher answered the students' questions, but on the

other time she just kept silent. (obs.8) 12. The teacher gave some clues that could help the students to get the

correct answers. (obs.8)

B. Discussion and Interpretation

The following is the discussion about the teacher-student interaction that happened in

the English class.

The condition of the English class was quite conducive. The students had good

attitude to the teacher. They paid attention to the teacher when the teacher explained the

material. They did the activity asked by the teacher. They also did the activity by practicing

dialogue.

They (the students) are quite good in giving attention, some of them are not or noisy. But, they do the activity or practice the dialog. (I.T.1.Ni)

The students learned English both in classroom and in the Multimedia Laboratory.

They were more active when they were studying in the Multimedia Laboratory.

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The students who are active in the Multimedia Laboratory are usually active in class, too. For some students, they are active in the Multimedia Laboratory, but they are not interested in class. Usually, the students are more active in Multimedia Laboratory than in class. They are more active in the Multimedia Laboratory maybe because there is media that is interesting for the students. (I.T.4.Kr)

The students practiced the expression asked by the teacher, even when the teacher didn't ask

them. They participated in the class discussion. It might be influenced by the use of the media

(such as, computer program and textbook) that was quite interesting for the students. It might

also because the number of the students that was not too many in class. They were only 20

students in one meeting. There were enough time and attention given by the teacher to all

students.

The use of English for communication in classroom was very rarely. The teacher and

the students never spoke in English. They spoke mostly in Indonesian. It was only greetings

that were always spoken in English.

The students very rarely communicate in English to the teacher and friends. They use Indonesian more often. The teacher uses Indonesian more in explaining the material. (I.T.1.Ni)

In explaining the material/topic, giving instruction, and asking questions, the teachers used

Indonesian more. They were very rarely using English. When they used English expression,

they always translated it. This condition reduced the students' chance to become usual in

listening English expression. In one occasion (in observation 4), the teacher tried to discuss a

dialogue and a picture using English without translating it. Actually, the students could

understand it. They could answer the teacher's questions using short English expressions.

When the students were given chance to practice, they were good. The students' participation

was determined by the class atmosphere that was set up by the teacher.

In relation to the teacher’s understanding about interaction, the teacher understood that

in learning English, interaction was very important.

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Interaction is important in learning a language. (I.T.2.Ni)

To be able to interact well, teachers and students who were active were needed. The teachers

were active in practicing English in classroom and giving interactive activity in class. The

students were active in practicing their English ability, by asking questions or expressing their

idea/opinion. Both the teachers and the students were important actors to make an interactive

English class.

But, in class the students never expressed their own idea/opinion (I.T.3.Ni). They were

obedient to the teacher. It seemed that they didn't have any other literature. They only relied

on the teacher. The communication between the student(s) and the teacher was limited on

asking about difficult English words. Asking about class activity instruction or material was

not found. If the students asked questions to the teacher, they did it in Indonesian. And, the

teacher also answered it in Indonesian, not in English. They learned English, but they didn't

learn to use/communicate in English.

One technique to make the students more active that was done by the teachers was by

pointing/calling the students' name one by one in doing class activity or practicing dialogue

(I.T.4.Kr). The volunteer students were rarely found. If the teachers pointed to one student to

do an activity, he did it. But, if the teacher gave time for the volunteers, the students were

silent. When asking the students, the teacher usually gave more chance to the students who

had understood the material first. The students were regarded as the model for others.

The communication that happened among the students was about asking difficult

English expressions and practicing dialogue/activity. When the students had difficulty, they

asked their friends first before they asked the teacher. The students' book was only the

textbook from school (I.T.5.Ni). When they had difficulty in understanding it, they would ask

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their friends or teacher. They didn't have other books/dictionary to learn. The material in class

was very limited from the book. There was no development outside of it.

The role of the teacher in classroom was very important in the success of the English

interaction. What happened in class was usually influenced by the teacher's role. The class

activity was determined most by the teacher.

The teacher should be more often speak in English, so that the students become more usual. (I.T.2.Ni) The teacher's role is as a mediator. S/he explains the topic and practices more. The teacher knows the knowledge, while the students don't. So, the teacher is the mediator. The students who don't understand the knowledge before will understand it later. The teacher should be able to motivate the students to be more active. (I.T.4.Kr)

The teacher should be able to become a model for his/her students (I.T.2.Ni). The English

expressions said by him/her were the model for the students. These expressions would be

repeated and learned by the students. The teacher should also be able to be a mediator

(I.T.4.Kr). S/he transferred the knowledge to the students. The students didn't know about the

knowledge. It was the job of the teacher to make the students understand. Another important

role of the teacher is as the motivator (I.T.4.Kr). S/he gave the students motivation or made a

condition so that the students were motivated to study. By having good motivation, the

students would learn better. The participation from both the teacher and the students were

needed to make the class goes smoothly and successfully.

The students agree that communication is needed in learning English. They are aware that in learning English, communication ability is needed, so that they can communicate in English. (I.S.1.Su) (I.S.2.Im) (I.S.3.He)

From the interview with the students above, it could be seen that actually the students

were aware that they had to learn to communicate in English. They had good understanding

that in learning English, they needed to learn how to communicate in English. They needed to

know how to use English. They knew that they had to practice English. They understood that

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they had to do some activities or exercises in order that they had good skill in using English

for communication.

In class, the students' practice was very limited to what the teacher asked to them.

They never practiced English outside the classroom. The use of English was only in the class

activity. When they would ask their friends or the teacher, they used Indonesian. They felt

ashamed. They didn't have self confidence. They didn't believe to their own ability. They

always thought that they would make a mistake and their friends would laugh at them. One

think that always came to their minds was that they didn't know the English words. They were

lack of vocabulary (I.S.1.Su, I.S.2.Im, and I.S.3.He). They said that in class, their friends and

even the teacher never spoke in English. The classroom condition didn't support them to

speak in English. If there was a speaking activity asked by the teacher they were willing to

practice that.

The students will ask the teacher if they have asked their friends and their friends don't know about it. (I.S.1.Su) (I.S.2.Im) (I.S.3.He) They don’t ask their teacher because they feel that there is a gap and feel ashamed. They feel more comfortable if they ask their friends. (I.S.4.Su)

The students were more comfortable to communicate to their friends than to the

teacher. They could ask and express anything to their friends. They felt that there was a gap

between the teacher and them. They also felt ashamed. They felt that the teacher was too high

to be reached by them. If they could consider the teacher as their 'friend', they could

communicate better to the teacher. They could ask and express everything to the teacher. It

would make good condition in the classroom that smoothen the communication between

them. It means that they could practice English better, to the teacher and also to their friends.

They would not feel ashamed to practice English, although they were not quite fluent in that.

They would understand each other that in class, they were practice to speak English together.

Everyone was equal. Nobody was superior to others.

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In some observation (observation 3, 4, and 6), it was found that the teacher made a

class discussion. They were talking about a picture, a dialogue, or a class activity. The teacher

tried to use English, but, s/he translated after that. The students tried to answer the teacher's

questions. Some students answered in short and simple English expressions and some others

answered in Indonesian.

I try to answer the teacher's questions, if I can. (I.S.1.Su) I try to guess the meaning or the answers if there is a question from the teacher. (I.S.2.Im)

There had been an effort from the students to be active in class discussion. They tried

to guess the answer or the meaning of the teacher's questions. If they knew the meaning or the

answers, they would answer. But, if there was an answer from one student, the other students

would keep silent.

When the teacher ask about the meaning of an English word:

- actually I know, but to express it …. other students have answered it. I feel ashamed; sometimes I don't feel up to answer it.

- try to guess, if I know it maybe I will answer it, but if other friends have answered it, I will keep silent, I don't speak because I don't feel up to answer it, other students have known about it, I don't want to be called as a follower. (I.S.5.He)

The students didn't feel comfortable to express their own opinion in the class discussion. If

there had been an answer from a friend, they would keep their own idea or opinion, whether it

was similar or different idea or opinion. The condition of the class didn't support the students

to be brave to express their own idea or opinion.

The interaction among the students happened in some conditions. When the students

didn't understand what the teacher explained, they would ask their friends. If their friends

didn't understand either, they would ask the teacher. They felt more comfortable asking to

their friends than to the teacher. If they directly asked their teacher, they felt ashamed and

afraid to make a mistake. With friends, they could ask anything freely.

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I will ask my friends if I have difficulties. (I.S.1.Su) (I.S.2.Im) (I.S.3.He) I prefer to ask my friends than to the teacher because if I ask my friends I can ask freely. If I ask the teacher I feel ashamed and I am afraid to make a mistake. (I.S.1.Su) It is easier to ask to my friends than to the teacher, I can ask anything. (I.S.2.Im) It is easier to communicate to friends than to the teacher. if I communicate to the teacher, I feel ashamed, I feel uncomfortable. (I.S.3.He) I ask my friends if I don't understand what the teacher said. (I.S.4.Su) I ask my friends about the meaning of words or about the instruction. (I.S.5.He)

If the students didn't understand the instruction of an activity, they would also ask their

friends. Some students were cleverer than others. Usually, they would ask the clever students

to help them. They would ask their friends about difficult words or expressions that they

found in the activity. They didn't try to find the meaning of it in the dictionary. They said that

it was easier to ask their friends than finding the meaning by themselves in the dictionary.

So far, the students had done some efforts to practice their English. They knew that

they had to do some practice to develop their English. They tried to translate the difficult

words or expressions using a dictionary. They listened to English songs and tried to

understand the meaning of it (I.S.1.Su and I.S.2.Im). Another student said that he studied with

his friend who studied in English Department (I.S.3.He). The students didn't keep silent and

do nothing. They tried to develop their English ability by their own way. But, in class, they

didn't feel free to practice. Their activity was strict on the textbook. They learned the English

only from the book. They never used it to communicate whether to the teacher or to their

friends.

The students' motivation to interact with the teacher or the other students was

influenced by some factors. The motivation could be from the teacher or from the students.

One motivation to communicate is the score. (I.S.1.Su) The motivation to communicate depends on the intention, awareness, and willingness to learn. (I.S.2.Im) The motivation to communicate depends on the teacher's technique, how the teacher can make the students understand. (I.S.3.He) It depends on the individual, his willingness. If he has good mood, he will have good spirit, or vice versa. The teacher's technique also gives effect. If the teacher teaches well, the students will also have good spirit. (I.S.4.Su)

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The motivation from the teacher was the score and the teaching technique. The score given by

the teacher gave good motivation for the students to be more active in class communication.

When the teacher gave a class activity and s/he said that there would be a score for the

students who were active in class, the students would participate much. They would compete

to get the best score. If there was no score, only certain students were active. The teaching

technique that was used by the teacher was also the students' motivation. The teacher should

choose a technique that could make the students feel comfortable and enjoy to study. The

technique should also give the students chance to practice English for communication. The

students felt free to communicate using their limited English ability. They wouldn't feel

ashamed or unsecured. The motivation to practice English in class also came from the

students themselves. It depended on their intention, awareness, and willingness to learn. If

they were good in these factors, they would have good spirit. They would learn English

enthusiastically.

The result of the observation showed what actually happened in the classroom. It

showed how the teacher and the students interact each other and in what cases. The

observation was divided into three categories: (1) Teacher Talk, (2) Student Talk, and (3)

Emergent Themes.

The Teacher Talk was categorized into Indirect and Direct Teacher Talk. The Indirect

Teacher Talk consisted of four themes: (1) Accepts feeling, (2) Praises or encourages, (3)

Accepts or uses ideas of students, and (4) Asks questions. The Direct Teacher Talk consisted

of three themes: (1) Lectures, (2) Gives directions, and (3) Criticizes or justifies authority.

The Student Talk category consisted of three themes: (1) Student talk-response, (2) Student-

initiation, and (3) Silence or confusion. The Emergent Themes was divided into three themes:

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(1) Students do/talk something unrelated to the topic, (2) Students' gestures, and (3) teacher's

act to help the class goes smoothly.

The interaction found in the classroom was discussed based on who started the

interaction and to whom it was addressed. It also discussed about the condition why the

interaction happened. To be more focused, there are four categories:

1) Teacher – student interaction

2) Teacher – students interaction

3) Student(s) – teacher interaction

4) Student(s) – student(s) interaction

By using these categories, the interaction that found could be seen more clearly. Although, in

some cases, it was quite difficult to differentiate an interaction that happened between the

students.

1) Teacher – student interaction

The following discussion talked about the interaction that happened between the

teacher and the student individually. The information was sent by the teacher and addressed to

the student individually.

To get the picture of the students' emotion in the class, the teacher did a personal

communication to some students. It was done in the beginning (in the opening class) and in

the closing of the class. In the beginning of the class, the teacher greeted the some students

individually, after s/he greeted all students in the class. The expressions like "Good morning.

How are you?" "How is your mother?" (obs.4) were used. It was done to get to know the

condition of the students in that day. It also made the students more ready to start to study

English. In checking the students' attendance, the teacher called the students' name one by

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one. By doing this, the teacher knew the students more individually. The students got the

impression that the teacher also gave them personal approach. In the closing of the class,

greeting was used again (obs.4).

When there was a progress of the student related to their study in class, the teacher

gave praise to him. It was found in observation 4. A student offered himself to answer an

activity, the teacher appreciated him by saying, "Good! Yes, of course." This was a good

motivation for the student and also his friends. It was quite rarely that there was a student who

offered himself without calling from the teacher.

In the class discussion, the teacher accepted the ideas from the students individually.

Every student was given a chance to participate in the class discussion. In the last, the teacher

discussed the correct answers generated from the students' answer. It was found in the

observation 7. The teacher talked about causative have and get". After her explanation, she

asked whether the students have understood. The students said that they didn't understand yet.

Then, the teacher explained again and gave some more examples. She discussed the examples

classically. She gave chance for the students individually to guess the verb form and change

the sentence. Some answers were correct, but some others were not. All the answers whether

it was correct or not were written on the board. After there were no more answers from the

students, the teacher discussed the correct answers. Although the teacher the same chance for

everyone in class, there were only few students who participated. The students felt ashamed

and didn't have self confidence (I.S.4.Su and I.S.5.He)

When asking or giving questions to the students, the teacher often pointed or called a

certain student(s). It could be found in the observation 4 and 6. The teacher discussed about a

dialogue and a picture. When the teacher was asking some questions related to the picture, he

directly called the student's name. The student could answer it. But, it made the other students

didn't pay attention to the discussion. If the teacher called a name, only that student answered

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while the others were kept silent. If the teacher gave the same chance for everybody, there

would be only certain students who participated (I.T.5.Ni and I.T.4.Kr). That's why; the

teacher often directly pointed or called certain students. It would save the time and the class

would go quicker.

The teacher answered and explained directly and individually when there was a

question about unclear writing. In explaining the topic, the teacher always wrote the important

points on the board. If a student asked an unclear writing, the teacher directly answered it

(obs.1 and 6). Copying from the teacher's writing became an important activity in class. The

teacher should make sure that the students wrote correctly. The students didn't have textbook

instead of the textbook from the school (I.T.5.Ni). It was left in the library and couldn't take

home by the students. The students learned from what they had written from the class.

Relating to the class activity, the teacher gave directions. Directions were about what

the students had to do in relating to the class activity. When giving directions, the teacher

pointed to or called a certain student(s). Giving directions to the students individually could

be found in some cases, such as asking to answer questions (obs.1), reading a dialogue

(obs.3,4,6), writing the answers on the board (obs.1), reading the answers of an activity

(obs.4,6), repeating the teacher's explanation about some important points related to the topic

(obs.6), and giving examples (obs.6). All directions were spoken in Indonesian. When the

teacher used the English expressions, she translated it directly into bahasa Indonesia. The use

of English without translation made the students confused (I.T.3.Ni). The students would

know nothing if the teacher didn't translate the English expressions used.

The teacher also gave directions that were not directly related to the class activity. The

directions were used to prepare the class activity. It was found in the observation when the

teacher asked the student to take the textbook from the library (obs.1), pass the textbook and

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dictionary to all students in class (obs.6), and clean the board (obs.6). These directions were

also expressed in Indonesian.

To make the class go smoothly, the teacher gave some help to the students

individually. When the teacher was writing the material on the board, there were some

students who were noisy. The teacher stopped her writing to remind the students to copy the

material on their book and keep silent (obs.1). When the students did class activity, the

teacher walked around the class. She checked the students' work, helped them, reminded some

noisy students to do the activity, and answered their questions (obs.1, 3, 5, 6, and 8). She did

this to make sure that the students had understood the topic. If she found the students'

mistakes, she would directly correct it (I.T.3.Ni). Another help from the teacher could be

found when the teacher distributed the textbooks to the students (obs.2). When explaining the

topic, the teacher wrote the important points and their examples on the board (obs.6 and 7).

The students would be easier to get the point of the topic. They could write it on their

notebook. The teacher controlled the students' notes by collecting and checking it regularly.

She also gave the score (obs.6). In the class discussion, the teacher helped the students by

giving some clues to get the correct answers (obs.8). The teacher didn't directly give the

correct answers. She gave more chance for the students to learn by themselves.

2) Teacher – students interaction

This part also talked about the interaction that happened between the teacher and the

students. The information was sent by the teacher, but it was addressed to the students as a

group instead of individual.

Before starting the class activity, the teacher greeted the students classically. It was

found in observation 1, 3, and 5. The teacher used the expressions like assalamuálaikum

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wr.wb. and good afternoon. Some little chat was also used by the teacher. It was found in

observation 2. Greetings were also used by the teacher to end the class. The expressions used

were "OK, then we will finish our class today."(obs.2), "Thank you and see you

again."(obs.4), "That's all for today. Thanks for coming. Let's pray."(obs.6), "This is the end

of the lesson today. Thanks for coming."(obs.8). Praying together lead by the teacher was also

done to end the class (obs.1,5,7). These greetings and expressions to start and end the class

were used to get the picture of the students' feeling in that day.

Praises or encourages were given to all students when the students had a progress in

their study. The encouragements were expressed in Indonesian. The use of the English

expressions like good, of course, that's great was often used. In observation 2, after the

students practiced their pronunciation and their score was good, the teacher encouraged the

students by saying,

"OK. All of you have finished the reading. Generally, you are good; almost half of you got good score. It means that, actually, you had good potency in English. So, English is not difficult, is it? Here, we can see, you have had good start. You only need to practice. Be diligent."

These encouragements were good for the students. They were motivated. They felt that the

teacher respected them. After the teacher encouraged the students, the students were more

enthusiastic in joining the class activity. They practiced the pronunciation of the

words/expressions by themselves and together with their friends.

The teacher accepted the students' ideas in the class discussions. After the students

were asked to do the activity individually, the teacher discussed the answers classically. All

students were invited to participate in the class discussion by expressing their answers. It

could be found in observation 7 and 8. Some students were asked to write their answers on the

board. If there were different opinion, the teacher also accepted it. After all questions had

been answered, the teacher discussed with the students to get the correct answers. The class

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discussion was also found when the teacher made some examples. After explaining a new

topic, the teacher invited the students to make examples concerning the topic (obs.7). Some

students gave their opinion. The teacher wrote it on the board, whether it was correct or not.

Then, the teacher revised it by discussing it classically.

Questions for all students in class could be categorized into two: questions related to

the topic and questions unrelated to the topic. The questions related to the topic were asked

before and while the teacher was explaining the topic. The questions asked before explaining

the topic related to the students' readiness to study. For example, the teacher asked the

students whether they had found the page to be studied (obs.4). The questions asked while

explaining the topic were found in observation 3 (the teacher asked, "What is the meaning of

'suggestion'?"), observations 1,2,3, and 6 (the teacher asked, "Any questions? Any difficult

words?"), observation 2 (the teacher asked, "Any comment?"), observation 7 (the teacher

asked, "Is it clear?"), and observation 1, 4, and 6 (the teacher asked, "Have you finished?").

The questions unrelated to the topic were found when the teacher started the class. She asked

the students' attendance classically. She asked, "Has everyone come to class? Where are

they?" (obs.1). Most of these questions were expressed in Indonesian. When it was expressed

in English, the teacher directly translated into Indonesian. The students' responses were also

in Indonesian.

The interaction between the teacher and the students classically was found when the

teacher presented or explained a topic/material. The teacher wrote the material/topic on the

board in English. The students were asked to write it on their notebook. Then the teacher

explained and discussed it classically in Indonesian. It was found in observations 1, 2, 4, 6, 7,

and 8. In discussing a dialogue, the teacher used textbooks. Some students were asked to read

the dialogue. The teacher discussed it classically. She wrote the important point or difficult

words from the dialogue on the board. The students copied it on their notebook (obs.3). In

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explaining the meaning of the difficult words, the teacher sometimes directly translated into

Indonesian. In some cases, the teacher only gave the clues and the students guessed to get the

meaning (obs.4 and 6). In doing a class activity, the teacher explained the instruction in

English then translated it into Indonesian (obs.7).

Giving directions by the teacher was done classically. The directions could be related

or unrelated to the topic discussed. The directions related to the topic were happened when the

teacher asked the students to write/copy the material written by the teacher (obs.1), open the

textbook page …. (obs.1, 3, 4, 6 and 7), do activity …. on your book (obs.1, 3, 4, and 6), read

and learn activity … (obs.6), and answer the questions individually and collect it after class

(obs.8). The directions unrelated to the topic were happened when the teacher gave directions

related to the equipment used in the class and instructions of the class activity. The direction

related to the equipment used was happened in observation 2. The teacher asked the students

to turn on the monitor on their tables. The directions related to the class activity happened

when

- The teacher said, "I give you 10 minutes to have preparation."(obs.2) - The teacher said, "Now, please collect your notebook, give it to me. I will check

your notes and give you score while you do the test. Prepare your pen and paper. Please write the question first. You are allowed to answer from the one you think the easiest. Don't forget to write your name and student's number on your answer sheet."(obs.5)

- The teacher told the students that if they had finished the test, they could collect the paper. (obs.5)

- The teacher asked the students to pay attention to her. (obs.6)

The directions were spoken in Indonesian. If the English expressions used, the teacher gave

the translation directly.

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3) Student(s) – teacher interaction

The following discussion talked about the interaction that was started by the student(s)

and it was addressed to the teacher or as the response of the teacher's talk. The interaction was

categorized into three types: students' response, students' initiation, and silence.

The students' response was divided into two kinds: response to questions related to the

topic and response to questions unrelated to the topic. Responses to questions related to the

topic were happened in the following condition:

- Beginning of the class:

Before beginning the class, the teacher asked the students whether they had got the

textbook in English. The students answered it in English, too (obs.6).

- Before coming to a new topic

The students had got the textbook. The teacher asked whether they had found the

page to be studied. The students could answer it well. The conversation was done in

English.

- When the students did the activity

When the students were doing the class activity, the teacher asked some questions,

such as: Have you finished?(obs.1 and 6) What is the meaning of….?(obs.3) Who

are the speakers (of a dialogue) and where are they?(obs.4) The students answered

these questions using simple English sentences. When the teacher asked some

questions related to a picture (obs.6), some students answered in English, while

some others were in Indonesian.

- After the teacher explained a topic

After explaining a topic, the teacher asked some questions to know whether the

students had understood the topic. The questions were: Any questions? (obs.2 and

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3), Any comment? (obs.2), Is it clear? (obs.7). The students answered by saying no.

There wasn't yes answer.

Responses to questions unrelated to the topic happened when the students answered the

teacher's greeting (obs.1, 2, 3, 4, 6, and 8). It also happened when the teacher asked about the

students' attendance (obs.1 and 2). The questions and responses were in English.

Gestures and action were another form of the students' responses to the teacher's

questions or directions. The students' gestures were nodding head and going to their seat

(obs.1, 2, and 6), listening to the teacher while watching the board (obs.1), and paying

attention to the teacher's explanation (obs.7). The students' action happened when the students

did directly what the teacher asked without saying anything. It was found in the following

situation:

- When the teacher asked one of the students to borrow the textbook from the library

(obs.1);

- When the teacher asked to open the book (obs.1, 3, 4, and 7);

- When the teacher discussed the correct answers classically, the students followed by

checking their own work and revised the false ones (obs.1);

- When the teacher called two students to read a dialogue on the book (Obs.3, 4, and

6);

- When the teacher asked to read the textbook and write/do the activity on the

notebook (obs.3);

- When the teacher called 5 students to write their answers on the board (obs.3);

- When the teacher asked to copy the questions on the board to the students' paper

(obs.5);

- When the teacher asked to copy the important points on the board to the students'

notebooks (obs.6);

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- When the teacher asked to make examples using the students' own words (obs.6);

- When the teacher called the students one by one to read the answers (obs.6).

In some cases, the students didn't give responses as hoped by the teacher. They did or

talked something unrelated to the topic discussed in class. While the teacher was writing the

material on the board, not all students copied it on their notebook. Most of them did it, but

some of them chatted with their friends. Some of them made a noise. A few of them were

only opened and looked at the textbook. The teacher reminded them. She came to closer to

their tables and asked them to copy the material on their book (obs.1). When the teacher asked

two students to read a dialogue on the book, most of the students listened to the reading

(obs.4). Only few students who sat at the back raw still chatted with their friends. The teacher

didn't remind them. He continued to discuss the dialogue by giving some questions to the

students orally.

The students' initiation was categorized into two: initiation related to the topic and

initiation unrelated to the topic. The initiation related to the topic happened when the students

asked unclear writing (obs.1 and 6), asked about the instruction of an activity (obs.1), asked

about difficult words/expressions (obs.3, 4, 6 and 8), and answered the activity voluntary

(obs.1 and 6). The initiation unrelated to the topic happened when the students greeted the

teacher (obs.2, 4, and 6). The students mostly used Indonesian, except when they answered

the activity and greeted the teacher.

The students' silence or confusion happened when they were asked by the teacher. The

students didn't answer the teacher's questions spontaneously. When the teacher pointed /called

them individually, they could do it well (obs.4). Some teacher's questions that weren't

answered by the students were questions like: any questions? Any difficult words? (obs.1, 6),

what's the meaning of …. ? (obs.3). in observation 4, when the teacher asked whether the

students had finished their work, they also kept silent. The students didn't have self

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confidence to answer the teacher's questions. They were afraid of making mistakes (I.S.1.Su).

Not knowing the meaning of the English words/expression was also another factor to keep

silent (I.S.2.Im)

4) Student(s) – student(s) interaction

The following part discussed about the interaction happened among the students. The

interaction was started by the student(s) and addressed to the other student(s).

The students interacted with their friends most of the time. But, it was not related to

the English topic discussed. It was about something outside of English lesson. They talked in

Indonesian. The class atmosphere was not make the students were dare of speaking in

English. English was rarely used to communicate among the students. They felt

uncomfortable. They felt that they weren't capable enough to speak English. They were lack

of vocabulary (I.S.1.Su, I.S.2.Im, and I.S.3.He).

When the teacher had started the lesson, the students were still busy with themselves.

They did or talked something unrelated to the topic. They played and chatted with friends

(obs.1, 2, 3, and 6). They were noisy when the teacher explained the material (obs.5, 7, and

8). They didn't feel up to join actively in the class activity. They weren't aware of the

importance of studying English (I.S.4.Su). When they were asked to do an activity, they

moved around the class and borrowed books one another (obs.5 and 8). They didn't believe to

their own ability. They always needed to ask to their friends.

The interaction among the students was found when the students asked about the

activity (obs.1 and 6), discussed the teacher's questions (obs.5 and 6), and asked about

difficult words and expressions (obs.6). Another interaction that was not related to the topic

was found when one student shouted to his friend to close the door using English. (obs.4). He

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had tried to use English, but his friends laughed at him. After saying that, he kept silent and

looked ashamed.

In observation 7, the teacher asked a question to a student orally. The student couldn't

answer it. He kept silent in a moment. After that, he asked his friend but his friend didn't

know the answer either. At last, both of them were silent. The teacher helped them by

explaining the material again.

C. Findings

This research was aimed to describe the meaning of interaction. From the discussion

and interpretation of the results on the previous part, the findings of this research were

presented as follows.

Both the teacher and the students understood that interaction was important in English

learning. They also knew that they had to practice the language for communication. But, the

understanding wasn't followed by their action in class. The teacher didn't give much

interactive activity in class. S/he didn't actively practice English in classroom. S/he felt that if

s/he always used English in class all the time, the students would know nothing. The students

weren't active in practicing their English by asking questions or expressing their idea or

opinion. But, actually, they tried to translate the difficult words/expression using their

dictionary.

When joining the English class, actually the students understood the lesson. It could

be seen when they were asked to do the class activity, especially written activity. They did it

well if they were asked to write the answers whether on their notebook or on the board. They

practiced the dialogues asked by the teacher. But, they avoided interacting with the teacher.

They kept silent when the teacher asked some questions to be asked orally. They never

expressed their own ideas or opinion. Reciprocal communication between the teacher and the

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students was not found. Feeling ashamed, not having self-confidence, feeling afraid of

making mistakes, feeling lack of vocabulary, and because of the condition that the teacher and

the other students never spoke English were some factors from the students. Some factors

from the teachers were that the teachers didn't give the activities that gave the students much

chance to speak, the teacher didn't make a class situation that made the students feel

comfortable to speak, and the teacher didn't believe to the students' competence.

There was a tendency for the learners to interact with the teacher but less enthusiasm

when it comes to interacting with each other. Some students have more willingness to ask

questions or answer the teacher’s questions than discussing with friends. They have less

confidence to talk with friends who also has less proficient like them.

The use of media, like computer programs and various textbooks, increased the

students' motivation. The students were more interested to join the class activity. It didn't

mean that it could increase the interaction between the teacher and the students. But, the

media made the students more focused on the lesson and practiced it as well.

English was rarely used for communication in the classroom. The teacher and the

students never spoke in English. The teacher explained the material, gave instruction, and

asked questions mostly in Indonesian. If the teacher used English expression, s/he always

translated it. The communication among the students was also in Indonesian. When the

students asked the teacher, like asking about the difficult words/expressions, unclear

explanation, unclear instruction, or unclear writing, they used Indonesian. The use of English

by the students was very limited when they practiced the lesson/dialogue asked by the

teacher.

In making the students more active in joining the class activity, first the teacher gave

time for volunteer student(s). If there was no volunteer student, the teacher pointed to or

called certain student(s). The teacher gave some extra point or score for the student who was

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active in class. The score was one motivation for the students. They competed to get the best

score. Another motivation that could make them active in class activity came from the

students themselves. It was related to their intention, awareness, and willingness to learn.

The teacher interacted with the student individually in the following situation. The

teacher greeted the students individually after s/he greeted them classically. S/he checked the

students' attendance by calling their name one by one. When the students made a progress, the

teacher praised them individually. But, it happened rarely. In the class discussion, the teacher

accepted the ideas/answers from the student(s) whether it was correct or not. In discussing a

dialogue or picture, the teacher asked some questions individually. When there was a question

about unclear writing or instruction, the teacher answered it directly.

Most directions given by the teacher were in Indonesian. It happened when the teacher

asked the student(s) to answer questions, read a dialogue, write the answers on the board, read

the answers of an activity, repeat the teacher's explanation about some important points

related to the topic, and give examples of an activity. It also happened when the teacher asked

to take the book from the library, pass the book and dictionary to all students in class, and

clean the board.

When some students were noisy in class, the teacher came closer to them and

reminded them to be silent, pay attention to the lesson, or copy the material written on the

board to their notebook. The teacher also walked around the class while the students did the

activity. S/he checked the students' work, helped them, reminded some noisy students to do

the activity, and answered their questions. The teacher always wrote important points of a

topic on the board to be written by the students. The teacher collected and checked the

students' notebook regularly.

The interaction between the teacher and the students as a group happened in the

following situation. In the beginning and the closing of the class, the teacher greeted the

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students classically. It was expressed in English and the students could respond it in English,

too. Praises or encouragement was given to the students when they got a progress in their

study or they were well motivated in participating in class activity. The teacher mixed

between English and Indonesian expressions. The teacher made a class discussion in

answering an activity. All students were invited to participate in it. Different ideas or opinion

were accepted. The correct answers were discussed later.

The questions that were asked to the students classically were divided into two

categories: questions related and unrelated to the topic discussed. The questions related to the

topic were related to asking the students' readiness to study, the meaning of certain terms, the

clarity of the teacher's explanation, and whether there was a question from the students. The

question unrelated to the topic was about asking the students' attendance in class.

The teacher presented or explained the material classically. The explanation or the

discussion was in Indonesian. It also happened when the teacher discussed a dialogue or a

picture. The directions related to the topic or material discussed were asking the students to

write or copy the material written by the teacher, open the textbook page…, do activity…,

read and learn activity…, and answer the questions individually, and collect it after class.

The directions unrelated to the topic were asking the students to turn on the monitor and pay

attention to the teacher.

The student(s) interacted with the teacher in the following situation. When the teacher

asked the students some questions related or unrelated to the topic discussed, the students

answered it using simple and short English expressions. If the students didn't know the

English expression, they used Indonesian. They gave good response to the teacher's questions.

Gestures and action were another form of the students' responses to the teacher's questions or

directions. It was like nodding and doing what was asked by the teacher. In class, not all

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students gave such a response, especially the students who sat at the back raw. They were

noisy, talked to their friends, and sometimes moved around.

The students initiated some following interactions to the teacher. They asked unclear

writing, instruction of an activity, difficult words or expressions, and answered the activity

voluntary. They also greeted the teacher. The initiations were mostly expressed in Indonesian.

The students' silence happened when the students were asked by the teacher. The

students didn't answer the teacher's questions spontaneously. When the teacher pointed or

called them individually, they could do it well. They didn't have self confidence to answer the

teacher's questions. They were afraid of making mistakes. Not knowing the meaning of the

English words or expressions was also another factor to keep silent.

The students interacted with their friends most of the time. But, mostly, it was not

related to the English topic discussed. They talked in Indonesian. They talked about the

activity asked by the teacher, discussed the teacher's questions, and asked about difficult

words or expressions.

There were three other themes outside those themes above that happened in the

interaction between the teacher and the students. Those were students do/talk something

unrelated to the topic, students’ gestures (including the students’ act as the response to the

teacher’s act/talk), and teacher’s act to help the class goes smoothly.

The students did/talked something unrelated to the topic happened both in the teacher-

student and student-student interaction. They played or chatted with their friends in the

middle of an activity.

In some cases, the students gave response to the teacher’s act/talk by gestures or act.

The gesturers were nodding, listening, expressing emotions (like happy, confused, or

interested), and paying attention. The acts were doing the teacher’s instructions and moving

from one seat to another in the middle of lesson.

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The teacher’s acts to help the class goes smoothly were found almost in every

observation. The teacher always reminded the noisy students and asked them to join in the

class activity. S/he checked the students’ work, notes, and notebooks. S/he gave motivation to

the students. s/he also gave some clues or stimulation that could help the students to get the

correct answers.

Criticizing or justifying authority category did not happen in the observation. The

emergence themes were the students did/talked something unrelated to the topic, the students

gave response to the teacher’s act/talk by gestures or act, and the teachers acted some actions

to help the class goes smoothly.

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CHAPTER V

CONCLUSION, IMPLICATIONS, AND RECOMMENDATION

This last chapter is about the conclusion from the discussion and analysis in the

previous chapter. It is completed by the implication of this research and the recommendation.

A. Conclusion

From the discussion about the result of the research, some points about the meaning of

classroom interaction can be concluded. They are as follows.

Both the teachers and the students were aware and understood that interaction was

important in English learning. They also understood that to be able to interact well, they

needed to practice. But, the understanding was not supported by what they did in classroom.

The teachers did not give much interactive activity in class. It seemed that the teachers did not

believe in the students' competence. There was not much chance for the students to interact

either to the teachers or to the other students. The students were not active in practicing their

English by asking questions or expressing their idea or opinion. The classroom condition did

not make the students feel comfortable to interact in English. Feeling lack of vocabulary,

afraid of making mistake, having no self confidence, and feeling ashamed were the students'

barrier.

The interaction between the teachers and the students was limited / was based on the

activities in the textbook. Reciprocal interaction in the use of English in communication did

not happen. However, the use of media, like computer programs and various textbooks,

increased the students' motivation to participate in the class activity. The media and the

activities gave the students reasons to interact.

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English was rarely used for communication in the classroom. The teacher and the

students never spoke English. The teachers explained the material, gave instructions, and

asked questions mostly in Indonesian. If the teachers used English expression, they followed

it with the Indonesian translation. In the teachers' opinion, if they used English all the time

without translation, the students would know nothing. The communication among the

students was also in Indonesian. The use of English by the students was very limited when

they practiced the lesson or dialogue asked by the teacher.

In making the students more active in class activity, the teachers pointed to or called

certain student(s). Time for voluntary students to participate in class activity was also given.

But, it was only certain student(s) who participated in class.

The teacher interacted with the whole class by accepting feeling, praising or

encouraging, accepting or using ideas of the students, asking questions, lecturing, and giving

directions. The teacher accepted the students’ feeling when they expressed greeting in the

beginning and the closing of the class. The teacher accepted or used the students’ ideas when

they invited the students to participate in class discussion. Lecturing was happened when the

teacher presented or explained the material, discussed a dialogue or a picture. When the

students did or talked something unrelated to the topic discussed, the teacher reminded them.

Students’ gestures were also found as their responses to the teachers’ act or talk.

The teacher interacted with individual student by accepting feeling, praising or

encouraging, accepting or using ideas of the student, asking questions, lecturing, and giving

directions, reminding noisy student, and helping the student's work. The teacher accepted the

students’ feeling when s/he greeted the students and checked their attendance. The teacher

accepted or used the students’ ideas when s/he accepted the ideas or answers in class

discussion.

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The student interacted with the teacher by giving response to the teacher’s questions

and giving initiation. The students' silence was often happened when they were asked by the

teacher. The students did not directly answer or respond to the teacher’s questions. The

students’ responses were in the form of responding to the teacher’s greeting, answering the

teacher’s questions, and responding to the teacher’s directions. The students’ initiation was

asking questions about unclear writing, instruction of an activity, or difficult words or

expressions.

The interaction among the students happened most of the time. But, mostly it was not

about the English lesson. In relation to the English lesson, the students interacted with their

friends by talking about the activity asked by the teacher, discussing the teacher’s questions,

and asking about difficult words or expressions. Students’ act was also found as their

responses to the teacher’s act or talk.

The conclusion looks common knowledge. Most teachers may know this already, but

maybe only some of them realize these in their forethought. These aspects, i.e. the teacher-

student and student-student interactions, need to be considered before teaching as a part of the

lesson planning process.

B. Implications

This study brings implications on some areas related to classroom interaction in

English learning.

Firstly, the use of various media is needed. The various media can stimulate the

students to speak in English. The teaching of grammar needs to be improved and modified as

needed in the communication.

Secondly, the use of interactive activity in class is needed. Students are very busy in

doing the activities taken from the textbook. Their activities are very strict on it. It decreases

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their time and chance to practice speaking. In order to practice speaking, the students need

various interactive activities.

Thirdly, the teacher needs to have positive assumption about the students' competence.

The students' silence does not always mean they know nothing. Teachers' believe influence

what they do in class.

C. Recommendation

Based on the findings and the conclusion above, there are some suggestions for

relevant parties to increase the quality of the English classroom interaction. They are as

follows:

1. More communicative classroom activities are needed to be given to the students. The

activities should give more chance for the students to interact either to the teacher or to the

other students. It helps to increase the students' confidence to interact in English.

Activities like role plays, information gaps, small group, or pair work can be included.

These activities also maximize the opportunities to practice as more learners speak for

more of the time. These activities provide the students with a reason to speak and listen.

2. Various English textbook are needed. Students can enrich their knowledge by studying

from various textbook.

3. The teachers and the students, in together, create a classroom situation that makes the

students feel comfortable to initiate an interaction using English. The teachers need to be

more frequent using English in class. The use of direct translation can be reduced.

4. The teachers' encouragement to the students' progress is needed to be improved. The

encouragement can motivate the students to be more active in learning. Giving lots of

praise and giving feedback on task achievement raise the students’ confidence.

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5. Since the class consists of students with mixed ability, tasks with different levels can be

provided to give various and challenging activities for students. Students can interact at an

appropriate level.

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Appendix 1

OBSERVATION GUIDE The goal of this research: to find out the pattern of the English classroom interaction. The objectives of this research are 1. to find out the content or message of the interaction 2. to find out who express the message and to whom it is expressed. 3. to find out how the message is transmitted. Observation guide (Sadker, 1997: 558): CATEGORY THEMES CODE

1 Accepts feeling Acknowledge student-expressed emotions (feelings) in a nonthreatening manner

ITT / AF

2 Praises or encourages Provides positive reinforcement of student contributions

ITT / PR

3 Accepts or uses ideas of students Clarifies, develops, or refers to student contribution, often nonevaluatively

ITT / AI

Indirect Teacher Talk

4 Asks questions Solicits information or opinion (non rhetorically)

ITT / AQ

5 Lecturers Presents information, opinion, or orientation; perhaps includes rhetorical questions

DTT / LE

6 Gives directions Supplies direction or suggestion with which a student is expected to comply

DTT / GD Direct

Teacher Talk 7 Criticizes or justifies authority

Offers negative evaluation of student contribution or places emphasis on teacher's authoritative position.

DTT / CR

8 Student talk – response Gives a response to the teacher's question, usually a predictable answer

ST / RE

9 Student – initiation Initiates a response that is unpredictable or creative in content

ST / IN Student Talk

10 Silence or confusion Leaves periods of silence or inaudible verbalization lasting more than 3 seconds

ST / SI

12 Students do/talk something unrelated to the topic ET1 / UT 13 Students' gestures (including the students' act as the

response of the teacher's act/talk) ET2 / GE

Emergence Themes

14 Teacher's act to help the class goes smoothly ET3 / AH

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Notes: ITT / AF : Indirect Teacher Talk, Accepts feeling ITT / PR : Indirect Teacher Talk, Praises or encourages ITT / AI : Indirect Teacher Talk, Accepts or uses ideas of students ITT / AQ : Indirect Teacher Talk, Asks questions DTT / LE : Direct Teacher Talk, Lecturers DTT / GD : Direct Teacher Talk, Gives directions DTT / CR : Direct Teacher Talk, Criticizes or justifies authority ST / RE : Student Talk, Student talk-response ST / IN : Student Talk, Student-initiation ST / SI : Student Talk, Silence or confusion ET1 / UT : Emergence Theme 1, Students do/talk something unrelated to the topic ET2 / GE : Emergence Theme 2, Students' gestures ET3 / AH : Emergence Theme 3, Teacher's act to help the class goes smoothly

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Appendix 2

INTERVIEW GUIDE

Teachers: No Topic Code 1. Teacher's understanding about English classroom interaction T.UND 2. Teacher's experience in interaction with students in classroom:

- interaction between teacher and student - interaction between teacher and a group of students

T.EXP

3. Teacher's role in classroom T.ROL Students: No Topic Code 1. Student's understanding about English classroom interaction S.UND 2. Student's experience in interaction with teacher and other student(s) in

classroom: - interaction between a student and other student - interaction between a student and a group of students - interaction between a student and a teacher - interaction between a group of students and a teacher - interaction between a group of students and a student - interaction between a group of students and another group of

students

S.EXP

3. Student's role in classroom S.ROL C.CND : Classroom condition T.UND : Teacher's understanding T.EXP : Teacher's experience T.ROL : Teacher's role S.UND : Student's understanding S.EXP : Student's experience S.ROL : Student's role Researcher note:

- The researcher summarized this guide based on the literature review presented in chapter II

- Some points are added to clarify, sharpen, and help the researcher understands some important points found in the classroom observation.

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Appendix 3 INTERVIEW REPORT SHEET

A. INTERVIEW WITH THE TEACHERS INTERVIEW 1 (I.T.1.Ni) Day/Date : Saturday, April 21, 2007 Time : 11.00 – 11.15 Place : Teacher Room Interviewee : Mrs. Nissa

Comment Interview Report Code - Students'

response is quite good.

- Students rarely speak English

- Teacher explains the material in Indonesian

R: Bagaimana kondisi siswa anda ketika jam pelajaran bahasa Inggris? N: Mereka cukup memperhatikan ketika saya menjelaskan, memang ada beberapa yang kurang perhatian atau ramai. Tapi, mereka mau kok untuk mengerjakan latihan-latihan atau mempraktekkan dialog. R: Apakah siswa berusaha menggunakan bahasa Inggris atau ekspresi bahasa

Inggris untuk berkomunikasi baik dengan guru atau siswa? N: Mereka masih sangat jarang menggunakan ekspresi bahasa Inggris untuk

berkomunikasi. Mereka lebih banyak menggunakan bahasa Indonesia. Kalau pas menjelaskan materi pun saya lebih banyak menggunakan bahasa Indonesia.

T. UND T. UND

Note: R: Researcher N: Mrs. Nissa C.CND : Classroom condition

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INTERVIEW 2 (I.T.2.Ni) Day/Date : Monday, April 23, 2007 Time : 10.30 – 11.00 Place : Teacher Room Interviewee : Mrs. Nissa

Comment Interview Report Code - The teacher

realized that being active is important in learning a language. Conversation is also needed, but the class is still passive.

R: Menurut anda apa pengertian interaksi dalam berbahasa? N: Kalo saya sih, aktif antara guru dan siswa R: Selama ini anda di kelas merasa bagaimana? N: Yaa saya merasa anak-anak masih terlalu pasif. Kalo saya suruh tuh agak

sulit kalo enggak dioprak-oprak gitu kan. Jadi memang gurunya harus aktif.

R: Seberapa penting interaksi dalam berbahasa? N: Ya penting. Jelas penting, kan untuk feedback. R: Siapa yang harus lebih banyak berperan? N: Kalo saya sih harusnya dua-duanya harus berimbang, antara teacher sama

student. R: Bagaimana guru harus berperan di kelas agar interaksinya bisa berjalan

bagus? N: Yaa gimana ya? Kayaknya lebih banyak speakingnya. Teacher harus

ngomong nanti kan anak-anaknya nyambung. R: Apa yang anda lakukan agar bisa membuat siswa anda bisa

berkomunikasi baik dengan guru atau dengan temannya? N: Eeee gimana ya… anak-anak tu kayaknya harus dari gurunya. R: Bagaimana seharusnya? N: Yaa… apa ya, kalo saya kalo mau aktif itu kayaknya lebih ke

conversation ya. Kelas speaking gitu. Kalo grammar itu kan soalnya yang harus aktif gurunya dan banyak menulis.

R: Apakah anda pernah mempraktekkan group activity, dialogue, atau pair activity?

N: Pernah, itu lumayan jalan, berani ngomong. R: Kapan anda menggunakan activity itu? N: Dulu pas masih ada kesempatan. Kalo ini kan sudah dibagi-bagi dengan

HL (non regular class). Otomatis saya harus drilling ke grammarnya.

T. UND T. EXP T. UND T.ROL & S.ROL T.ROL T.EXP T.EXP

Note: R: Researcher N: Mrs. Nissa T.UND : Teacher's understanding T.EXP : Teacher's experience T.ROL : Teacher's role S.ROL : Student's role

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INTERVIEW 3 (I.T.3.Ni) Day/Date : Tuesday, May 22, 2007 Time : 10.00 – 10.25 Place : Teacher Room Interviewee : Mrs. Nissa

Comment Interview Report Code - There is one

student who brings other literature and dictionary

- According to the teacher, the students are still shy in participating in class, they need support, and they don't have any initiation from theirselves.

- The teacher always translates everything she said (directions, text, questions, expressions)

- The teacher always goes around the class while the students are doing activity.

- The teacher had practiced game in class and it was quite good to give change to the students to speak.

R: Menurut anda, bagaimana seharusnya siswa berperan dalam kelas? N: Ya idealnya mereka yang aktif belajar sendiri kan, seperti punya buku

catatan. Buku paketnya kan dari sekolah, mereka harusnya punya buku yang lain.

R: Pernah anda menemui siswa yang aktif? N: Yang aktif pernah. Dia bawa literature lain. Kamus dia bawa. R: Bagaimana anda memotivasi siswa anda? N: Terutama saya ingatkan waktu kalo UAN kan semakin tahun passing

gradenya meningkat, jadi kalo bahasa Inggris tu ya nggak cuman sekedar pelajaran tapi diharapkan mereka menguasai karena kan SMK. Tapi rasanya ya gitu-gitu aja, anak-anak: "alah bu…., paling-paling kerjanya di bengkel." Kalo saya nasehati yaa diem didengerin, tapi secara akhirnya ngomel. Perubahannya sesaat.

R: Kalo motivasi itu dilakukan terus menerus kira-kira siswa akan berubah tidak?

N: Tergantung anaknya. Kalo seperti Sugi (nama salah satu siswa) yang memang higher, yang mampu, mungkin berubah. Tapi kalo yang malas ya malah ….. enggak. Tapi, Suratno (nama siswa lain) itu, walaupun kurang dia rajin sekali. Ya tergantung anaknya. Tapi Suratno pernah patah arang juga dengan kemampuannya. Saya bilang, kamu belajar yang rajin ya. Katanya, ya gimana bu orang otaknya cuma segini.

R: Ketika group activity, bagaimana teknik pengelompokan siswa yang anda lakukan?

N: Acak. Kalo yang pinter-pinter kasihan yang kurang-kurang. Kalo mereka duduknya bergerombol karena memilih teman, saya pindah.

R: Bagaimana kemandirian belajar siswa anda? Apakah mereka mau berusaha sendiri?

N: Enggak ada. Kecuali … ada sedikit, yang memang pada dasarnya anaknya rajin. Jadi emang kayaknya, apa ya, sifat dasar kayaknya….karakter. ya gimana, lingkungan pergaulannya itu-itu saja.

R: Beberapa kali saya mengikuti kelas anda, sepertinya saya belum menemukan hal yang baru. Ketika disuruh menulis, yang nulis yang duduknya di depan, yang di belakang tetep ngobrol, besoknya juga seperti itu lagi. Ketika ada activity yang aktif anaknya juga anak-anak tertentu. Apakah memang mereka seperti itu terus?

N: Iya. Karena mungkin malu, malu-malu. Jadi harus kita yang mendorong, enggak ada antusias sendiri.

R: Pernahkah anda mencoba untuk menjelaskan tanpa diterjemahkan ke bahasa Indonesia? Bagaimana siswa anda?

N: Enggak ngerti, makanya saya translate. Dengan body language mereka tahu. Misal "repeat", saya ngomongnya [ripiiiiet] gitu, harus ada second language-nya. Body language itu kalo enggak.

R: Apakah kalo anda benar-benar tidak menterjemahkan, siswa anda benar-benar tidak ngerti?

N: Blong! Kemarin, bacaan yang cuma sekelumit itu kalo enggak diartikan itu mereka enggak tahu.

R: Apakah dalam setiap menjelaskan anda selalu mengulang? N: Ya. Harus selalu diulang. Enggak cukup kalo hanya sekali. R: Ketika siswa mencatat atau mengerjakan latihan, anda selalu 'muter', apa

tujuannnya? N: Untuk ngecek – ini – tau ndak. Anak itu kan biasanya kalo salah kan

mesti enggak dong atau enggak tahu. Kalo menemui kesalahan langsung saya benarkan.

R: Apakah siswa anda mencoba tanya ke temannya dulu? N: Tanya, tanya ke temannya. Selalu kalo tanya itu. Walaupun mereka tuh

S.ROL T.EXP T.EXP T.EXP T.EXP T.EXP T.EXP T.EXP T.EXP T.EXP

95

harian tapi kan apalagi kalo saya bilang saya nilai tuh kan maunya nilainya bagus, akhirnya tanya sama temannya, ujung-ujungnya ya tanya sama saya.

R: Ada banyak cara untuk membuat siswa berkomunikasi. Selama ini yang belum dilakukan apa dan kenapa?

N: Saya belum mencoba game. Belum pernah. Yaaa saya kira enggak efektif aja, karena laki-laki semua. Kalo game itu kan anak-anaknya aktif semua, mereka antusias, mungkin saya kira antusias, tapi kayaknya…. pasti akan kacau kelasnya karena kan kalo game itu kan royokan biasanya.

R: Jadi ada semacam prediksi bahwa lebih banyak tidak berhasilnya daripada berhasilnya?

N: Yaa…. Tapi eee… tapi pernah ding saya nyoba game, nebak artis tanpa menyebutkan nama, mereka antusias sekali.

R: Mereka menggunkan bahasa Inggris? N: bahasa Inggris. R: Apakah siswa anda pernah berinisiatif untuk mengungkapkan

pendapatnya sendiri? N: Tidak ada. Malah di luar itu. Misalnya ada judul film bahasa Inggris yang

mereka curious kayak 'red top' itu apa. Bu, red top itu apa? Nanti di-apply buat mereka sehari-hari maknanya. Kalo untuk pendapat lain tentang pengerjaan latihan yaaa sesekali ada, tapi jarang.

R: Kira-kira kenapa? N: Mungkin karena percaya sama gurunya atau tidak pernah baca yang lain,

kurang baca. Paling cuma kalo misalnya, had itu, kok bisa jadi had bu? Gitu aja paling.

R: Mereka tidak pernah mencoba untuk mencoba mengungkapkan pendapat sendiri gitu?

N: Enggak, enggak. Kecuali kalo bacaan lho. Ini kan kalo grammar. Mereka manut saya gitu lho. Jadi seperti enggak pernah baca yang lain. Bahkan, kalo saya salah ya manuuut saja.

R: Kira-kira kapan mereka bisa mengungkapkan pendapatnya? N: Enggak, enggak ada. Wong saya tanya, kan saya mesti tanya kadang-

kadang pendapat kamu gimana? Enggak ada, diem aja, mungkin mereka takut kalo saya suruh pake bahasa Inggris, tapi herannya kalo pas buat game yang describing people itu bisa. She has curly hair. Ya walaupun saya drill dulu. Tapi inget gitu lho. Tahu. Kayaknya memang harus dibiarkan. Saya tuh herannya, waktu saya tinggal, tugas saya dikerjakan dan variasinya banyak. Berarti saya pikir apa harusnya ditinggal saja, bisa mikir mereka, malah berpikir, walaupun ada yang kosong.

R: Apa mungkin ada rasa seperti segan atau takut? N: Kalo takut enggak. Mungkin kalo enggak ada guide-nya kan malah cari

jalan, mencoba sini, sana.

T.EXP T.EXP T.EXP T.EXP T.EXP

Note: R: Researcher N: Mrs. Nissa S.ROL : Student's role T.EXP : Teacher's experience

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INTERVIEW 4 (I.T.4.Kr) Day/Date : Wednesday, May 30, 2007 Time : 09.30 – 10.00 Place : Multimedia Lab. Interviewee : Mr. Kris

Comment Interview Report Code - Communication

skill is learnt through a computer program. To come to the real use, the teacher expands the context.

- The communication between the students and the teacher is about asking difficult words

- The communication between the students happens when they are practicing dialogue

- According to the teacher, the students' don't have self confidence in speaking English.

- Motivation is needed by the students

- The teacher often points to one student when asking question, he seldom gives time for volunteer.

R: Apa tujuan dasar pembelajaranbahasa Inggris dalam Special class ini? K: Learning goal-nya itu pronunciation sama listening, sama

mendengarkan. Ada kan 2 program: LTS sama SBS. Kalo Learning To Speak itu kebanyakan di situ itu pembelajarannya tentang pronunciation yang benar yang mendekati native speaker. Kemudian di situ juga ada grammar, tapi grammar di situ cuman tidak terlalu rumit. Untuk grammar, jadi ada konteks kalimat, misal, I have a book, misalnya ya, di situ mempelajari possessive, berarti 'have' yang berwarna lain, hurufnya menggunakan merah.

Kalo untuk listening di SBS. Listening itu Side By Side, yaitu ada pemutaran dialog, nanti itu dialognya bisa di line by line, kalimat per kalimat, kemudian kalo tekniknya, siswa itu mendengar, menyimak dari dialog kemudian dia menirukan, setelah sampe akhir kita buka, cek dengan script-nya kan nada. Kita buka apakah benar yang diucapkan siswa dengan di video.

R: Bagaimana anda mengarahkan activity-activity itu ke komunikasi sebenarnya?

K: Itu mungkin lebih ke perkembangan, misalnya kalo kita selain di program ini kan tentu di luar, di dalam program itu sendiri yang di luar konteks itu ada. Misalnya, ada dialog di kelas, itu membicarakan tentang address, what's your name, what's your phone number. Kita bisa kembangkan how many person, and then, where are the character, itu kan tidak dijelaskan di dalam program itu, untuk kita mengembangkan dari …, untuk mengerti dari sisi lain dari program itu, kita bisa mengambil dari situ, dari karakternya, dari yang sedang dia lakukan itu apa, interview, dia itu sebagai apa yang diinterview sama yang menginterview. Pengembangannya di situ.

Kalo untuk yang di conversation class, selain pada gambar, ya seperti sama, karakter gambar itu, prediksi, mencoba untuk membantu siswa memprediksi ini dialog tentang apa, sebelum kita menuju ke dialog, e… description dulu, mendeskripsikan gambar, apa yang dilakukan, kemudian untuk kayak e… apa di sekitar kelas, misalnya, ibu kemarin kan di luar konteks.

R: Selama ini bentuk-bentuk komunikasi apa yang pernah terjadi antara siswa ke guru ataupun antara siswa ke siswa?

K: Selama ini kebanyakan yaaaa, ada yang aktif seperti itu yang bertanya tentang arti. Tapi kebanyakan yang di sini itu yang di luar konteks, misalnya, saya menjelaskan tentang meeting person in an airport. Dia tanyanya dia inget iklan apa gitu… iklan apa dalam bahasa Inggris, night rider, apa gitu, tapi kebanyakan ya itu , pertanyaannya di luar konteks itu, tapi ada juga siswa yang ee… menanyakan tentang ee… berkaitan dengan materi saat itu, tapi in bahasa Indonesia, bukan in English. Tapi coba saya ee… mengajarkan pada mereka untuk anu, please in English, in English yang dia bisa mampu boleh, terus saya arahkan, oo kalo mau bicara ini, ini ini konteksnya, kayak gini, kayak gitu.

R: Apakah siswa anda pernah mencoba mengungkapkan idenya sendiri? K: Eee belum, belum pernah R: Selama ini bentuk komunikasi dari siswa ke siswa yang pernah terjadi

seperti apa? K: Dari siswa ke siswa, mungkin saya untuk mempraktekkan sendiri, jadi

kalo secara tidak langsung saya mengamati saya selama ini belum menemukan. Mungkin ada, tapi saya belum menemukan. Kalo saya menyuruh siswa mempraktekkan ini dengan ini kemudian, practice itu, maksudnya yang penting dia, yang saya tekankan dulu, jangan mengartikan kata per kata, gitu saya, yang penting itu konteksnya. Dari bahasa kamu mengerti yang eee ditanyakan, ini menanyakan apa to, seharusnya kamu juga bisa merespon ooo dia bertanya ini berarti kita

T. UND T. UND T.EXP T.EXP T.EXP

97

harus menjawabnya begini gitu. R: Apakah anda pernah mencoba free conversation? Terus bagaimana? K: Free conversation…., selama ini belum, masalahnya dia mungkin

faktornya banyak sih, mungkin dia, kepercayaan diri belum, keberanian juga belum, belum muncul lah. Selama ini, di sini kalo siswa itu tidak saya tunjuk gitu jarang. Kalo saya pertamanya tetep saya kasih kesempatan siapa yang bisa, kira-kira ada yang bisa menjawablah. Kalo ada pertanyaan, itu belum. Selama ini kebanyakan prosentasenya sedikitlah, siswa untuk yang…, kalo untuk yang di kelas lah, kalo di kelas, sedikitlah, kurang dari 30 % siswa yang aktif.

R: Menurut prediksi anda, hambatannya apa? K: Kurang PD mungkin, kalo antara guru dan murid dulu lebih dekat dulu,

lebih mengenal otomatis kita berkomunikasi lebih enak, enggak ada batas lah antara guru dan siswa, dalam arti konteks dalam pembelajaran, dalam kelas itu jangan ada rasa takut untuk menjawab walaupun dia tidak mengerti itu salah atau benar, yang penting berani dulu. Kalo saya tekniknya harus pendekatan dulu, pendekatan dengan siswa, pendekatan itu eee kita eee juga tentu saja arti penting bahasa Inggris itu, jadi agar dia bisa menstimuli dirinya sendiri agar dia sadar, wah bahasa Inggris ini ternyata penting. STM itu orientasinya harus dunia kerja, makanya kadang-kadang menimbulkan itu motivasi. Kadang juga kalo pas saya lagi stress sedikit yaa langsung to the point saja.

R: Bagaimana pengaruh motivasi itu terhadap perubahan siswa? K: Kalo minat, konsentrasi ada, saya pernah, maksudnya, setelah saya beri

motivasi, ada minat ingin, kalo biasanya kan kayak di Lab. gini, walaupun dia tidak aktif, tapi dia memperhatikan pada monitor.

R: Di kelas itu kan ada kelompok yang aktif pasif, dan juga yang biasa-biasa saja. Bagaimana perlakuan anda terhadap kelompok-kelompok tersebut?

K: Kalo saya tuh mungkin dan mungkin secara reflek, saya sering menunjuk orang yang dia lebih di antara temannya, karena dalam pikiran saya itu eee gini ini lho, mungkin sisi jelek dari saya, menjelaskan lebih enak, tidak banyak mengulang kepada orang yang ngerti, itu saya tau sisi buruk dari saya. Kalo untuk yang… itu sering saya bosen, bosen mesti yaaa masalahnya saya suruh pronunciation, anak yang kurang gitu sampai tiga kali. Saya lebih suka pindah yang itu tapi dia dengan tujuan perhatikan temannya ini lho yang lebih pandai, coba perhatikan dia bagaimana, kayak gitu lho.

R: Apakah anda memberi perlakuan special kepada anak yang pasif biar lebih aktif?

K: Kalo orang yang pasif yang males, yang rame itu eee saya tekankan untuk lebih kenal dulu, pendekatan di luar konteks, rumahnya mana, tanya-tanya, ngobrol-ngobrol di luar itu.

R: Menurut anda bagaimana seorang guru harus berperan di kelas agar ada interaksi yang bagus antara guru dan siswa dan juga pembelajarannya berlangsung bagus?

K: Peran guru itu sebagai penengah, mungkin, dalam arti, menurut saya, dalam arti begini, kita tau topik yang kita ajarkan kemudian kita jelaskan bagaimana topik itu,kemudian kita memberi lebih banyak practice kepada siswa.

R: Berarti siswa yang harus lebih aktif ya? K: Iya, tapi otomatis gurunya juga harus lebih memacu itu kan. R: Apakah anak yang aktif di multimedia lab. juga aktif di kelas? K: Ada juga begitu, ada juga yang dia di sini aktif, di sana kalo menurut

saya minatnya lebih sedikit, tapi dia bisa gitu lho. Misalnya, kalo pas saya di kelas itu, dia kebanyakan tidur, waktu saya tunjuk, dia memperhatikan apa tidak, saya kasih pertanyaan apa yang saya terangkan tadi, ternyata dia juga bisa nyangkut. Mungkin karena faktor dia emang pandai, apakah tidur tapi dia mendengarkan, saya juga kurang tahu.

R: Berarti yang pasif di sini di kelas juga begitu ya? K: Biasanya dia lebih aktif di sini. Kalo di kelas lebih banyak yang pasif

gitu. R: Secara rata-rata mereka lebih aktif di multimedia lab.? K: Saya kira mungkin itu, karena ada media, kemudian dalam

pembelajarannya sendiri kan siswanya kan kalo buku itu gambarnya yang mati, kalo di sini mungkin dia ada rasa ketertarikan karena ada

T.EXP T.EXP T.EXP T.EXP T.EXP T.ROL S.ROL T. UND T. UND T. UND

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video, ada script, ada latihan. Kalo latihan, kalo di kelas saya orally. Kalo di lab. saya suruh ke depan kemudian praktek seperti saya, pake mouse, dia lebih tertarik ke situ.

R: Apakah dalam latihan mereka disuruh/dipanggil atau volunteer? K: Saya panggil. Saya memanggilnya biasanya anak yang pasif, tidak

konsen pada saat itu, misalnya pas bicara sama temen, ngalamun, pokoknya yang bertindak negative lah, mungkin saya tarik ke depan, stand up and come here. Kemudian ya tidak selamanya dia bisa, ini mau ngapain, baru dijelaskan, ini pegang mouse-nya, klik kiri, kalo nanti ada suara, kemudian ada 5 jawaban, mana yang cocok kira-kira.

R: Apakah anda pernah memberi ksesempatan kepada anak untuk volunteer?

K: Pernah, pernah, ada juga siswa yang aktif. R: Berarti ada korelasi antara siswa yang aktif dan berani/PD? K: Iya. R: Bagaiman sikap anda terhadap siswa yang pertanyaannya tidak ada

hubungannya dengan topic yang diajarkan? K: Kalo saya mungkin lebih menanggapi dia tapi dengan catatan saya itu,

hasilnya kalo pas dia cerewet minta, biasanya kan ada cap sepatu, saya tetep tanggapi tapi dengan cara kalo ada 2 kata, ini artinya apa dan ini artinya apa. Kalo digabung masak enggak ada artinya, maksudnya membentuk suatu kata yang bermakna enggak, berarti ini konteksnya ini, makanya bahasa Inggris jangan mengartikan kata per kata, selain nek ada iklan harus melihat konteks iklan itu apa. Kalo dia cerewet, satu kali kamu tanya kamu keluar. Ini kita sedang belajar ini lho, itu besok saja.

R: Sesudah itu, apakah siswa mau untuk diajak kembali ke topik yang sedang dibahas?

K: OK juga. Mungkin dari pertanyaan itu, secara tidak langsung, secara psikologis, ooo saya ditanggapi, mungkin. Saya melihat dari itu juga, ooo mungkin anak itu juga pengin tahu bener. Ya saya punya maksud juga supaya dia tertarik dengan saya dulu, kemudian pelajaran yang saya sampaikan pada saat itu. Tapi kebanyakan siswa yang aktif tanya ya meskipun di luar konteks, dia juga ada minat.

R: Bagaimana anda menolak untuk menanggapi pertanyaan dari siswa? K: Itu bukan pelajaran bahasa Inggris gitu. Bahasa Inggris nya benar emang,

tapi itu bukan pelajaran bahasa Inggris.

T.EXP T.EXP T.EXP T.EXP T.EXP T.EXP

Note: R: Researcher K: Mr. Kris C.CND: Classroom condition T.EXP: Teacher's experience T.ROL: Teacher's role S.ROL: Student's role

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INTERVIEW 5 (I.T.5.Ni) Day/Date : Wednesday, May 30, 2007 Time : 10. 15 – 10.45 Place : Library Interviewee : Mrs. Nissa

Comment Interview Report Code - The

studente's respons is limited on asking abouit difficult words.

- The communication among the students is also about asking difficult words

- There is no student who is quite brave expressing his own opinion using English.

- The teacher gives more time to speak for active students than to passive students

R: Menurut anda kemarin, dalam interaksi itu kan siswa dan gurunya aktif. Aktif di sini gambarannya seperti apa?

N: Kalo saya sih eee ini aja banyak tanya ya kan, dari siswa, terus ada improvisasi. Jadi mereka tu ternyata taunya seperti ini, ooo ternyata enggak taunya kok ini, tapi kok ternyata enggak, tapi sepanjang ini kan belum ada yang seperti itu. Memang informasinya cuma dari guru aja dan mereka terima utuh, nggak ada yang protes.

R: Selama ini, apa yang menjadi hambatan bagi siswa untuk berkomunikasi dalam bahasa Inggris?

N: Nggak ada bukunya, nggak ada buku selain buku teks (buku yang di sini), nggak ada kamus, nggak ada buku, wong saya anjurkan mbok beli kamus gitu. Kan daripada dibuat ngrokok, mending kamu tabung, duitnya beli kamus berapa sih, paling nggak ya 20 ribu. Alasannya adaaaa aja.

Mereka tu kayaknya menganggap itu mereka itu STM dan bakal kerja di bengkel, nggak perlu bahasa Inggris, gitu. Kayaknya tu gambaran mereka itu, mereka melihat orang itu bisa kerja apa aja tanpa bahasa Inggris, gitu lho. Jadi kayaknya, nggak ada motivasi.

R: Motivasi apa yang bisa mendorong mereka untuk menggunakan bahasa Inggris untuk berkomunikasi?

N: Kalo saya, tapi sepertinya ini belum bisa terwujud ya. Saya tuh punya angan-angan didatangkan bule terus aktif ngomong, itu kayaknya ada motivasinya nanti. Tapi sampe sekarang kan belum itu ya.

Kalo di kelas motivasinya ya nilai dan juga dari saya sendiri terutama untuk ngomong, itu saya harus terus aktif ngomong bahasa Inggris walaupun mereka nggak dong, itu saya nyerocos terus, mereka nggak tahu tapi terus saya artikan, jadi bilingual.

R: Menurut pengalaman anda, bentuk komunikasi yang terjadi seperti apa? N: Cara menanyakan ini artinya apa, itu saja, sama pelajaran yang dibahas

pada saat itu. Misalnya, causative 'have'. Mereka nggak ngerti. Saya kan berkeliling, bertanya itu aja. Aktifnya cuma di situ, selain itu nggak ada lagi. Kalo misalnya disuruh maju jadi volunteer pun mereka kan harusnya dioprak-oprak, kalo, apa namanya, dikasih nilai baru mau maju, kalo nggak kan ya pasif gitu.

R: Bagaimana dengan komunikasi antar siswa? N: Ya cuma itu aja. Kalo ada yang bawa kamus, itu mungkin nanyanya ke

temennya artinya apa gitu kan, makanya kan kalo nanya artinya kata ini, kadang-kadang nggak langsung saya jawab, saya lemparkan ke temennya. Jadi emang penguasaannyaanak kan beda-beda.

R: Pernahkah ada inisiatif/pengungkapan pendapat dari siswa? N: Nggak ada. Ya mungkin kan mereka pun nggak dapat les dari luar, jadi

pengetahuannya pun terbatas di sekolah thok, nggak ada lain. Buku aja nggak dibawa sampe rumah. Jadi, nrimo ing pandum gitu. Seandainya mereka punya buku yang dibeli murah-murah aja, kayak grammar gitu kan, pasti ada kan yang agak beda. Tapi anak yang paling cerdas di kelas itu pun nggak ada referensi lain. Dia juga udah nrimo aja yang dapat di sekolah.

R: Bagaiman perlakuan anda tehadap siswa yang aktif, pasif, dan yang biasa-biasa saja?

N: Naa ini saya akui ya, saya kayaknya juga ngerasa nggak adil, kayak perlakuan gitu kan, mungkin juga kayak Suratno (nama salah satu siswa), dia kan the lowest gitu kan, naa saya tuh nggak pernah nyuruh dia maju gitu. Nggak pernah memang, soalnya kan, apa namanya, waktu saya cek di buku aja, susunan jawabannya sudah sangat kacau sekali, jadi tidak ada kata itu pun dimasukkan. Saya kasihan sama anaknya. Kadang-kadang juga kalo disuruh nggak mau dia. Tapi dia tanya kok, tanya temen, tanya guru.

T.UND T.EXP T.EXP T.EXP T.EXP T.EXP T.EXP

100

R: Apa tujuan anda ketika anda memanggil siswa untuk mengerjakan di depan?

N: Sebetulnya tidak lain cuma memotivasi anak gitu lho. Soalnya kalo misalnya saya suruh maju anak volunteer gitu kan, pasti nggak ada yang mau dan waktunya akan panjang kan.

R: Pernahkah anda mencoba untuk memberi kesempatan secara volunteer? N: O pernah. Ya tapi nggak ada yang maju. Akhirnya terpaksa gurunya

nunjuk, kalo pun maju, makan waktu lama, soalnya mereka kan kayak butuh self confidence gitu kan, jadi pekerjaannya tu harus bener dulu, baru mau maju, kalo masih ada yang salah, nggak mau.

R: Bagaiman cara anda menggugah siswa yang pasif? N: Yaaa, mungkin saya lebih banyak mendekat ke bangkunya, nggak pernah

saya memanggil ke depan, sini kamu sudah selesai belum, mungkin saya satu-satu sambil jalan. Ini lebih intensif. Paling kalo saya nanya sudah selesai belum, itu kan di kelas secara keseluruhan. Paling efektif kalo saya dekati kan, tau kan siapa yang sudah siapa yang belum.

Kadang-kadang saya feel desperate lho sama mereka. Kita kan malu rasanya kalo anak jelek, nggak mampu, kayaknya gurunya nggak mampu menjelaskan.

R: Selama ini, activity di kelas yang seperti apa yang pernah anda lakukan yang bisa memberi kesempatan kepada siswa lebih banyak untuk berinteraksi sama temannya?

N: Presentasi. Ya kayak dulu pernah saya coba. How to make something, itu tu jalan. Kalo yang ada hubungannya dengan practice sehari-hari kayaknya nggak ada, terfokus pada grammar/structure. Karena sekarang ada program special class di sekolah, ini otomatis secara praktek, saya nggak pernah ngajarkan dialog. Conversation udah nggak.

T.EXP T.EXP T.EXP

Note: R: Researcher N: Mrs. Nissa T.UND: Teacher's understanding T.EXP: Teacher's experience

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B. INTERVIEW WITH THE STUDENTS There are three students: Sugi (2 interviews), Imam (1interview), and Heru (2 interviews) INTERVIEW 1 (I.S.1.Su) Day/Date : Saturday, April 28, 2007 Time : 08.00 – 08.30 Place : Student's workshop Interviewee : Sugi

Comment Interview Report Code The student actually realized that he needed to communicate using English, but he didn't have self confidence because he thought he didn't have enough vocabulary. He needed to be motivated to be able to speak up.

R: Apakah anda setuju kalo dalam bahasa Inggris perlu komunikasi? S: Setuju R: Apa yang sudah anda lakukan untuk practice? S: Mencoba mengartikan kata-kata sulit, mendengarkan lagu. R: Apa yang anda lakukan kalo menemui kesulitan? S: Saya tanya ke teman dulu, kalo teman nggak tahu baru tanya sama guru. R: Kenapa anda memilih tanya kepada teman daripada ke guru? S: Kalo dengan teman, lebih lancar. Kalo dengan guru ada rasa malu, takut

salah. R: Apakah anda pernah mencoba menggunakan bahasa Inggris untuk

berkomunikasi baik dengan guru atau dengan teman? S: Tidak pernah. Kalo tanya sama guru atau teman ya menggunakan bahasa

Indonesia. R: Kenapa anda nggak mencoba untuk practice komunikasi / tanya sama

teman atau guru menggunakan bahasa Inggris? S: Ya nggak enak kalo sama temen, nanti dikiranya gimanaa. Tapi

sebetulnya, eee karena tidak tahu arti kata-katanya. R: Kalo misal dalam speaking activity, dikasih tahu dulu arti kata-katanya

atau kalimatnya, apakah anda berani untuk berlatih menggunakan bahasa Inggris?

S: Ya kalo tau artinya ya mau. R: Ketika ada pertanyaan dari guru, apa yang kamu lakukan? S: Mencoba menjawab, kalo bisa. R: Apa yang menyebabkan kamu termotivasi untuk berkomunikasi? S: Nilai.

S.UND S.EXP S.EXP S.EXP S.EXP S.EXP S.EXP

Note: R:Researcher S: Sugi S.UND: Student's understanding S.EXP: Student's experience

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INTERVIEW 2 (I.S.2.Im) Day/Date : Saturday, April 28, 2007 Time : 08.45 – 09.15 Place : Student's workshop Interviewee : Imam

Comment Interview Report Code The class condition doesn't make the students feel comfortable using English. They need more comfortable atmosphere, so they can speak freely in English.

R: Apakah anda setuju kalo dalam bahasa Inggris perlu komunikasi? I: Setuju R: Apa yang sudah anda lakukan untuk practice? I: Mendengarkan lagu-lagu dan mencoba cari tahu artinya. R: Apa yang anda lakukan kalo menemui kesulitan? I: Coba tanya teman dulu baru ke guru. R: Apakah anda pernah mencoba menggunakan bahasa Inggris untuk

berkomunikasi baik dengan guru atau dengan teman? I: Pernah sih, tapi ya itu cuma ketika ijin mau ke toilet. R: Kenapa anda nggak mencoba untuk practice komunikasi / tanya sama

teman atau guru menggunakan bahasa Inggris? I: Saya nggak tahu arti kata-katanya. Selain itu juga malu. Sepertinya di

kelas nggak ada yang pake bahasa Inggris R: Kalo misal dalam speaking activity, dikasih tahu dulu arti kata-katanya

atau kalimatnya, apakah anda berani untuk berlatih menggunakan bahasa Inggris?

I: Tentu saja mau. R: Bagaimana kamu menanggapi pertanyaan dari guru? I: Mencoba nebak-nebak artinya atau jawabannya. R: Apa yang menyebabkan adanya motivasi untuk belajar berkomunikasi

menggunakan bahasa Inggris? I: Menurut saya itu tergantung niatnya, kesadaran, dan kemauan untuk

belajar. R: Menurutmu, lebih lancar mana, bertanya sama teman atau sama guru? I: Jelas dengan teman. Bisa lancar tanya apa saja.

S.UND S.EXP S.EXP S.EXP S.EXP S.EXP S.EXP S.EXP

Note: R: Reseracher I: Imam S.UND: Student's understanding S.EXP: Student's experience

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INTERVIEW 3 (I.S.3.He) Day/Date : Saturday, April 28, 2007 Time : 09.30 – 10.00 Place : Student's workshop Interviewee : Heru

Comment Interview Report Code The teacher's opinion that the students don't have other perspective is not quite true. Heru learns from his friend outside the school, but he keeps silent in class.

R: Apakah anda setuju kalo dalam bahasa Inggris perlu komunikasi? H: Setuju. R: Apa yang sudah anda lakukan untuk practice? H: Saya di rumah ada temen yang kuliah di jurusan bahasa Inggris. Saya

sering ketemu dan ngobrol. Saya sering dikasih tahu tentang bahasa Inggris sama dia.

R: Apa yang anda lakukan kalo menemui kesulitan? H: Yaaa tanya sama temen dulu. Kalo dianya nggak tahu ya terpaksa tanya

sama guru. R: Apakah anda pernah mencoba menggunakan bahasa Inggris untuk

berkomunikasi baik dengan guru atau dengan teman? H: Tidak pernah. R: Anda kalau di kelas kan lebih banyak diem, tapi kok bisa dan benar kalau

mengerjakan latihan, gimana caranya? H: Lha saya bisa kok, ya sudah diem saja. Wong ternyata ya benar. Saya suka

dikasih tahu sama temen yang kuliah di jurusan bahasa Inggris itu. R: Kenapa anda nggak mencoba untuk practice komunikasi / tanya sama

teman atau guru menggunakan bahasa Inggris? H: Malu eee R: Kalo misal dalam speaking activity, dikasih tahu dulu arti kata-katanya

atau kalimatnya, apakah anda berani unruk berlatih menggunakan bahasa Inggris?

H: Mau saja. R: Apa yang membuat siswa lebih termotivasi untuk belajar berkomunikasi

menggunakan bahasa Inggris? H: Wah kalo itu tergantung cara penyampaian guru. Bagaiman dia bisa

membuat siswa lebih mudah paham. R: Menurutmu, lebih lancar mana, berkomunikasi sama teman atau sama

guru? H: Kalo saya sih, lebih mudah komunikasi dengan teman daripada dengan

guru. Kalau dengan guru rasanya seperti ada rasa malu, nggak enak.

S.UND S.EXP S.EXP S.EXP S.EXP S.EXP S.EXP S.EXP S.EXP

Reseracher's note: Based on interview 1-3, the students are very rarely using English in class because the situation in class does not support them. They are also feel shy and afraid to be false. Note: R:Reseracher H: Heru S.UND: Student's understanding S.EXP: Student's experience

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INTERVIEW 4 (I.S.4.Su) Day/Date : Thursday, May 3, 2007 Time : 08.30 – 09.00 Place : outside the classroom Interviewee : Sugi

Comment Interview Report Code One's will is really important in learning to use English in communication.

R: Menurutmu apa yang membuat siswa termotivasi untuk belajar berkomunikasi?

S: Mungkin kalo menurut saya, tergantung individunya, keinginan dari orangnya, kalo dia lagi mood pengin belajar memang dia semangat, tapi kalo lagi males yaa males.

R: Kalo cara mengajar guru berpengaruh tidak? S: Berpengaruh besar sekali. R: Pengaruhnya lebih besar gurunya atau kemauan dirinya masing-masing? S: Tergantung gurunya juga. Kalo gurunya mengajarnya enak, nyante tapi

berisi, kita semangat. R: Bagaimana sikap kamu ketika guru menanyakan tentang arti sebuah

istilah bahasa Inggris? S: Kalo saya eee gimana ya. Kalo saya sebetulnya tau, tapi untuk

mengungkapkan tuh … kan yang lain sudah njawab kan. R: Kenapa anda tidak ngomong? S: Yaa… kadang malu. Kadang males barang itu. R: Apa yang kamu lakukan kalo kamu tidak bisa memahami apa yang

disampaikan guru? S: Saya tu kan sering blank gitu lho… yaa… mungkin tanya temennya. R: Blank-nya kenapa? S: Ya itu, kadang baru males, kadang baru ngobrol. R: Kok nggak tanya sama guru saja, kan lebih jelas? S: Mungkin yaa… merasa gimana ya, kayak ada gap itu lho, ada jurangnya

gitu lho. Mungkin kalo sama temennya kan lebih akrab, terus dong sama yang dimaksud temennya. Yaa… tapi sama guru juga tanya, tapi kadang-kadang. Saya tanya sama temen dulu, kalo nggak tau baru tanya sama gurunya.. masalahnya kalo sama gurunya itu, mungkin tetep ada rasa malu dan kayak ada jurang pemisah gitu.

S.EXP S.EXP S.EXP S.EXP S.EXP S.EXP S.EXP

Note: R:Researcher S: Sugi S.EXP: Student's experience

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INTERVIEW 5 (I.S.5.He) Day/Date : Saturday, May 5, 2007 Time : 10.00 – 10.30 Place : outside the classroom Interviewee : Heru

Comment Interview Report Code Heru is very quiet, but he learns much, whether in class or outside the class. it can be seen from his result in doing his activities.

R: Ketika guru menanyakan tentang arti sebuah istilah bahasa Inggris, apa yang kamu lakukan?

H: Cuman nebak-nebak saja. R: Kalo kamu tahu? H: Mungkin dijawab. Tapi kalo sudah ada temen yang ngomong, ya saya

diem. Nggak ngomong. Ya.. males aja, kan udah ada yang tahu. Kalo udah ada yang tahu, nanti kan dikirain cuma ikut-ikutan.

R: Menurutmu, yang membuat siswa bisa bagus, bersemangat belajar berkomunikasi itu apa?

H: Yaaa kalo saya ya cuma suka aja, alasan pribadi gitu. R: Selama ini kamu kan termasuk yang diem di kelas, menurutmu bagaimana

biar ada komunikasi dengan guru? H: Lewat pertanyaan. R: Kenapa kamu tidak mencoba itu? H: Nggak ada yang ditanyakan. R: Apakah kamu juga tidak terlalu banyak berkomunikasi dengan teman?

Kenapa? H: Nggak pernah. Nggak ada yang tanya atau ngajak ngobrol. Kalo ngobrol

sehari-hari, sering. Tapi, kalo dalam pelajaran, jarang. R: Apakah kamu sering dan bisa mengerjakan latihan sendiri? H: Bisa. R: Tapi dalam bahasa Inggris itu kan diperlukan kemampuan berkomunikasi

to? H: Iya. R: Kalo misalnya diberi waktu untuk speaking activity lewat group activity

gitu, kira-kira kamu berani nggak untuk practice? H: Berani. Tidak dinilai, nggak papa. Tapi, kalo dinilai, ya lebih semangat. R: Ketika mengerjakan activity, kamu lebih banyak mengerjakan sendiri atau

tanya dulu sama teman? H: Lebih banyak sendiri? R: Kapan kamu berkomunikasi dengan teman? H: Ya kalo tanya tentang arti atau cara mengerjakan. Saya lebih suka

mengerjakan sendiri daripada dengan teman. R: Kapan kamu bertanya dengan guru? H: Jarang. R: Kenapa? H: Ya kalo udah merasa jelas setelah diterangkan, ya dikerjakan aja. R: Lebih sering benar jawabanmu? H: Eee iya… (sambil tersenyum)

S.EXP S.EXP S.EXP S.EXP S.EXP S.UND S.EXP S.EXP

Note: R: Researcher H: Heru S.EXP: Student's experience S.UND: Student's understanding

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Appendix 4 SUMMARY OF THE TEACHER INTERVIEW

A. Teacher's understanding about English classroom interaction Teacher's understanding 1. Interaksi berbahasa adalah keaktifan antara guru dan siswa. (I.T.2.Ni)

Aktif ini maksudnya banyak tanya dan ada improvisasi sehingga guru bisa tahu pemahaman anak sejauh mana atau apa saja yang menjadi kesulitan siswa atau siswa tidak tahu. (I.T.5.Ni)

2. Interaksi penting dalam berbahasa karena untuk feedback. (I.T.2.Ni)

Students' attention

1. Kondisi kelas ketika pembelajaran bahasa Inggris cukup memperhatikan ketika guru menjelaskan, memang ada beberapa yang kurang perhatian atau ramai. Tapi siswa mau untuk mengerjakan latihan atau mempraktekkan dialog. (I.T.1.Ni)

The use of English for communication in the classroom

1. Siswa masih sangat jarang menggunakan bahasa Inggris untuk berkomunikasi baik dengan guru atau sesama siswa. Mereka lebih banyak menggunakan bahasa Indonesia. Guru pun lebih banyak menggunakan bahasa Indonesia ketika menjelaskan materi. (I.T.1.Ni)

2. Activity-activity di HL class lebih ke pengembangan di luar program atau di luar konteks agar bisa lebih mengarah ke komunikasi sebenarnya. (I.T.4.Kr)

Students' being active

1. Anak yang aktif di Multimedia Lab. kadang juga aktif di kelas. Ada juga yang aktif di Multimedia Lab. di kelas minatnya lebih sedikit. (I.T.4.Kr)

2. Biasanya anak lebih aktif di Multimedia Lab.; kalau di kelas lebih banyak yang pasif. (I.T.4.Kr)

3. Anak-anak lebih aktif di Multimedia Lab. dimungkinkan karena ada media yang lebih menarik bagi siswa. (I.T.4.Kr)

B. Teacher – student(s) interaction Teacher – student interaction

1. Siswa tidak pernah berinisiatif untuk mengungkapkan pendapatnya sendiri. Kalau untuk pendapat lain tentang pengerjaan latihan sesekali ada tapi jarang. Malah di luar itu, misalnya judul film. Mereka tidak pernah mencoba mengungkapkan pendapat sendiri, kecuali kalau bacaan, kalau grammar mereka sepertinya tergantung sama guru. Jadi seperti tidak pernah baca yang lain. (I.T.3.Ni)

2. Bentuk komunikasi yang pernah terjadi antara guru ke siswa adalah bertanya tentang arti tapi kebanyakan di luar konteks. (I.T.4.Kr)

3. Siswa belum pernah mengungkapkan idenya sendiri. (I.T.4.Kr) 4. Guru pernah memberi kesempatan secara volunteer ke siswa tapi tidak

ada yang maju. (I.T.5.Ni) 5. Bagi siswa yang pasif, guru menekankan untuk lebih kenal dulu,

pendekatan di luar konteks, rumahnya mana, dst. (I.T.4.Kr) 6. Dalam mengerjakan latihan ke depan/giliran, guru lebih sering

memanggil/menunjuk. Biasanya untuk anak yang pasif atau pun yang tidak konsen. (I.T.$.Kr)

7. Guru pun pernah memberi kesempatan kepada anak secara volunteer dan ternyata ada juga anak yang aktif. (I.T.4.Kr)

8. Belum pernah ada inisiatif/pengungkapan pendapat dari siswa (I.T.5.Ni)

9. Salah satu cara guru memotivasi siswa adalah dengan memanggil siswa untuk mengerjakan di depan. (I.T.5.Ni)

10. Cara guru menggugah siswa yang pasif adalah dengan lebih banyak mendekat ke bangkunya (I.T.5.Ni)

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Teacher – students interaction

1. Guru merasa anak-anak masih terlalu pasif, kalau disuruh agak sulit, kalo tidak agak dipaksa. Gurunya harus aktif. (I.T.2.Ni)

2. Kalau kelasnya ingin aktif, kegiatannya lebih ke conversation (kelas speaking). Kalau kelas grammar, yang harus aktif gurunya dan banyak menulis. (I.T.2.Ni)

3. Guru pernah mempraktekkan group activity, dialogue, atau pair work. Dan ini lumayan jalan, berani ngomong. Ketika group activity, teknik pengelompokannya dilakukan dengan acak agar tidak ada group yang anggotanya pintar-pintar semua. (I.T.2.Ni)

4. Guru memotivasi siswa dengan cara mengingtakan kalau UAN. Semakin tahun passing grade-nya meningkat. Jadi bahasa Inggris tidak cuma sekedar pelajaran tapi diharapkan menguasai. (I.T.3.Ni)

5. Guru selalu menterjemahkan ketika mengajar. Menurutnya, siswa tidak ngerti kalau tanpa di-translate. Tapi dengan body language, siswa bisa terbantu. (I.T.3.Ni)

6. Guru selalu mengulang ketika menjelaskan, tidak cukup kalau hanya sekali. (I.T.3.Ni)

7. Cara untuk membuat siswa berkomunikasi yang belum pernah dipraktekkan adalah game. Dia mengira ini tidak efektif. Kalau game anak-anaknya aktif semua, antusias, tapi kelasnya pasti akan kacau. (I.T.3.Ni)

8. Guru belum pernah mencoba free conversation. Faktor dari siswa: belum ada kepercayaan diri, keberanian, kurang percaya diri. (I.T.4.Kr)

9. Setelah guru memotivasi, minat siswa menjadi tambah. Misal, ketika di Lab., siswa jadi lebih memperhatikan. (I.T.4.Kr)

10. Guru lebih sering menunjuk (bukan volunteer, menurut guru tersebut, pasti tidak ada yang mau kalau tidak ditunjuk) siswa yang termasuk kelompok aktif (lebih diantara temannya) karena bisa menjelaskan lebih enak, tidak banyak mengulang. (I.T.4.Kr)

11. Sikap guru terhadap pertanyaan siswa yang di luar konteks adala dengan menanggapi dulu baru kemudian diajak kembali ke topic semula. (I.T.4.Kr)

12. Bentuk komunikasi yang terjadi antara guru dan siswa yaitu tentang arti kata-kata dan pelajaran yang dibahas pada saat itu. (I.T.5.Ni)

13. Guru lebih sering memberi kesempatan kepada siswa yang aktif. (I.T.5.Ni)

14. Activity di kelas yang bisa memberi kesempatan lebih banyak untuk berinteraksi sama temannya adalah presentasi (misal, how to make something). (I.T.5.Ni)

C. Student – student(s) interaction Student – student interaction

1. Siswa selalu bertanya ke teman sebelum tanya kepada guru. (I.T.3.Ni) 2. Bentuk komunikasi yang pernah terjadi dari siswa ke siswa adalah

mempraktekkan sendiri (mempraktekkan dialog/activity sendiri). (I.T.4.Kr)

3. Hambatan siswa untuk berkomunikasi adalah karena tidak ada bukunya, tidak ada buku selain buku teks (buku yang di sekolah), tidak ada kamus. (I.T.5.Ni)

4. Bentuk komunikasi yang terjadi antara siswa dan siswa adalah tentang arti kata-kata sulit. (I.T.5.Ni)

Student – students interaction

1. Siswa selalu bertanya ke teman sebelum tanya kepada guru. (I.T.3.Ni) 2. Bentuk komunikasi yang pernah terjadi dari siswa ke siswa adalah

mempraktekkan sendiri (mempraktekkan dialog/activity sendiri).

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(I.T.4.Kr) 3. Hambatan siswa untuk berkomunikasi adalah karena tidak ada bukunya,

tidak ada buku selain buku teks (buku yang di sekolah), tidak ada kamus. (I.T.5.Ni)

4. Bentuk komunikasi yang terjadi antara siswa dan siswa adalah tentang arti kata-kata sulit. (I.T.5.Ni)

D. Teacher's role The role of the teacher in the classroom

1. Guru dan siswa harus bersama-sama berperan di kelas agar bisa lancar. (I.T.2.Ni)

2. Guru harus lebih sering berbicara menggunakan bahasa Inggris agar siswa terbiasa. (I.T.2.Ni)

3. Peran guru adalah sebagai penengah. Dia menjelaskan topik dan lebih banyak practice. Guru tahu sedangkan siswa tidak tahu, maka guru bersifat penengah agar apa yang diketahui guru bisa sampai ke siswa atau agar siswa jadi tahu apa yang sebelumnya dia belum tahu. (I.T.4.Kr)

4. Menurut guru, siswa harus lebih aktif belajar sendiri. (I.T.3.Ni) 5. Guru harus lebih bisa memacu agar siswa lebih aktif. (I.T.4.Kr) 6. Guru ingin menggunakan/memilih teknik dengan mendatangkan bule

(tapi belum terwujud) untuk memotivasi siswa untuk ngomong. (I.T.5.Ni)

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Appendix 5 SUMMARY OF THE STUDENT INTERVIEW

A. Students' understanding about English classroom interaction Students'understanding 1. Siswa setuju kalau dalam bahasa Inggris perlu komunikasi. Siswa sadar

kalau dalam bahasa Inggris diperlukan kemampuan berkomunikasi sehingga bisa berkomunikasi dengan bahasa Inggris. (I.S.1.Su) (I.S.2.Im) (I.S.3.He)

B. Teacher – student(s) interaction Teacher – student interaction

1. Tanya kepada guru sesudah tanya kepada teman dan tidak tahu. (I.S.1.Su) (I.S.2.Im) (I.S.3.He)

2. Mencoba menjawab pertanyaan guru kalau bisa. (I.S.1.Su) 3. Mencoba menebak-nebak artinya atau jawabannya jika ada pertanyaan

guru. (I.S.2.Im) 4. Tidak tanya guru karena merasa ada gap dan ada rasa malu, kalau sama

teman lebih akrab. (I.S.4.Su) 5. Tidak tanya guru karena sudah merasa jelas. Jadi dikerjakan saja.

(I.S.5.He) Teacher – students interaction

1. Tanya kepada guru sesudah tanya kepada teman dan tidak tahu. (I.S.1.Su) (I.S.2.Im) (I.S.3.He)

2. Ketika guru menanyakan arti sebuah istilah bahasa Inggris: - sebetulnya tahu, tapi untuk mengungkapkan …. kan yang lain

sudah jawab. Kadang malu, kadang malas. (I.S.4.Su) - nebak-nebak, kalau tahu mungkin dijawab, kalau sudah ada teman

yang ngomong, diem, enggak ngomong karena malas, kan sudah ada yang tahu, nanti dikiranya cuma ikut-ikutan. (I.S.5.He)

C. Student – student(s) interaction Student – student interaction

1. Bertanya kepada teman jika ada kesulitan. (I.S.1.Su) (I.S.2.Im) (I.S.3.He) Lebih memilih tanya kepada teman daripada ke guru karena kalau dengan teman lebih lancar. Kalau dengan guru ada rasa malu, takut salah. (I.S.1.Su)

2. Lebih lancar bertanya/berkomunikasi dengan teman, bisa lancar tanya apa saja. (I.S.2.Im)

3. Lebih mudah komunikasi dengan teman daripada dengan guru, kalau dengan guru rasanya seperti ada rasa malu, tidak enak. (I.S.3.He)

4. Bertanya kepada teman jika tidak bisa memahami yang disampaikan guru. (I.S.4.Su)

5. Bertanya kepada teman tentang arti atau cara mengerjakan. (I.S.5.He) Student – students interaction

1. Bertanya kepada teman jika ada kesulitan. (I.S.1.Su) (I.S.2.Im) (I.S.3.He) Lebih memilih tanya kepada teman daripada ke guru karena kalau dengan teman lebih lancar. Kalau dengan guru ada rasa malu, takut salah. (I.S.1.Su)

2. Lebih lancar bertanya/berkomunikasi dengan teman, bisa lancar tanya apa saja. (I.S.2.Im)

3. Lebih mudah komunikasi dengan teman daripada dengan guru, kalau dengan guru rasanya seperti ada rasa malu, tidak enak. (I.S.3.He)

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4. Bertanya kepada teman jika tidak bisa memahami yang disampaikan guru. (I.S.4.Su)

5. Bertanya kepada teman tentang arti atau cara mengerjakan. (I.S.5.He) D. Students' effort to learn/practice English Students'effort 1. Mencoba mengartikan kata-kata sulit, mendengarkan lagu. (I.S.1.Su)

2. Mendengarkan lagu-lagu dan mencoba cari tahu artinya. (I.S.2.Im) 3. Ketemu dan ngobrol dengan teman yang kuliah di jurusan bahasa

Inggris. (I.S.3.He) 4. Tidak pernah mencoba menggunakan bahasa Inggris untuk

berkomunikasi baik dengan guru atau dengan teman. Kalau tanya sama guru atau teman menggunakan bahasa Indonesia. Alasannya, karena tidak enak kalau sama teman, nanti dikiranya gimana. Tapi sebetulnya karena tidak tahu arti kata-katanya. (I.S.1.Su)

5. Pernah mencoba menggunakan bahasa Inggris untuk berkomunikasi baik dengan guru atau dengan teman, yaitu ketika ijin mau ke toilet. Tidak practice karena tidak tahu arti kata-katanya. Selain itu juga malu. Sepertinya di kelas tidak ada yang pakai bahsa Inggris. (I.S.2.Im)

6. Tidak pernah menggunakan bahasa Inggris untuk berkomunikasi. (I.S.3.He)

7. Kalau diberi speaking activity dan diberi tahu artinya dulu, mau (ada kemauan) dan berani untuk berlatih. (I.S.1.Su) (I.S.2.Im) (I.S.3.He)

E. Students' motivation Students' motivation 1. Yang menyebabkan lebih termotivasi untuk berkomunikasi adalah nilai.

(I.S.1.Su) 2. Yang menyebabkan lebih termotivasi untuk berkomunikasi tergantung

niatnya, kesadaran, dan kemauan untuk belajar. (I.S.2.Im) 3. Termotivasi atau tidak untuk berkomunikasi tergantung cara

penyampaian guru, bagaimana dia bisa membuat siswa lebih mudah paham. (I.S.3.He) Tergantung individunya, keinginan dari orangnya. Kalau dia lagi mood belajar, memang dia semangat, tapi kalau lagi males yaaaa males. Cara mengajar guru berpengaruh besar sekali. Kalau gurunya mengajarnya enak, nyante tapi berisi, siswa semangat. (I.S.4.Su)

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Appendix 6 OBSERVATION REPORT SHEET

OBSERVATION 1 Day/Date : Monday, April 23, 2007 Time : 12.15 - 13.45 Place : In the classroom (Regular Class) Teacher : Mrs. Nissa

Comment Learner-Teacher Interaction Code - The

communication between the teacher and the students are mostly in Indonesian.

- Students' initiation to communicate to the teacher or other students is mostly about clarifying difficult words/sentence.

- Creative initiation (such as expressing ideas) is not found.

- A few students answer the teacher's questions in volunteer. But, if they are asked to write their work on the board, they do it well.

- Some students can understand teacher's instruction.

- When the teacher give time for the students to speak, they keep silent.

One or two minutes after the bell rang, Mrs. Nissa, the class teacher, and I entered the class. I took an empty chair at the back of the classroom to sit. Not all students entered the class. Mrs. Nissa opened the class by greeting ''Assalamuálaikum wr. wb. Good afternoon, students. The students answered "Waálaikumsalam wr wb, Good afternoon Mrs. Nissa." Mrs. Nissa asked, "Has everyone come to class?" "No, Not yet", some students answered. Some other students played / chatted with their friends. Two students looked busy looking for something in their bag, may be a book, and whispered something to their friends. Mrs. Nissa continued by asking, "Where are they?" The students said, "Still in the canteen." Some others said, ''Still have a break." Some others said, "Downstair, Mrs. Nissa." Mrs. Nissa said, "OK. While waiting for your friends, please one of you (by calling one student's name) borrow the text book from the library". And the student stood up and went to the library. Mrs. Nissa continued the class by checking the students' attendance (calling the students' name one by one). While she was doing that, three students entered the class. Mrs. Nissa asked, "Where were you?" The students said, "from the canteen, Mrs. Nissa." Mrs. Nissa said, "Don't be late again. Please, be on time, OK? Have a seat now." The students nodded their head and went to their seat. Mrs. Nissa presented the material (i.e. expressing 'wish') by writing it on the board. While she was writing, most of the students copied it on their book, some of them chatted with their friends, and two students made a noise. Mrs. Nissa stopped her writing to remind the students to copy the material on their book and to keep silent. The student who was asked to borrow the book from the library came, and he directly gave the book to their friends one by one. After Mrs. Nissa finished her writing, she walked around the class and said, "Write the material on your book, please." About 5 minutes later, she asked, "Have you finished?" The students said, "No, not yet." One student didn't write the material. He only opened and looked at the text book. Mrs. Nissa looked at him and let him do that for a while. But, when he tried to bother his friends and chat, she went closer to him and reminded him to write. One student asked an unclear writing, Mrs. Nissa told him the clear one. When the students have finished writing, Mrs. Nissa asked the students to open the book, page 84. The students did this. One student looked confused finding the page, but his friend helped him quickly. Mrs. Nissa asked, "See activity 7. Now read paragraph 1 (She called two students to read and asked the others to listen to them)". Mrs. Nissa followed the activity by discussing the text. She read the questions taken from the text book and asked the students to answer it orally. Three students answered it voluntary. Mrs. Nissa pointed / called some students to answer some other questions. After all questions had been discussed, Mrs. Nissa explained the topic that had been written on the board. The explanation is mostly in Indonesian. The students listened to her while watching the board. Mrs. Nissa asked "Any questions? Any difficult words?" The students kept silent. Then, Mrs. Nissa said , "OK, now please open page …. And do activity ….." Most of the students did this by themselves. Some of them asked their friends. Some of them asked Mrs. Nissa. One student kept silent and did the activity by himself. When he finished doing the activity, he talked with his friend but about other topic. While the students did the activity, Mrs Nissa always walked around the class. She checked the student's work, helped them, reminded some noisy students to do the activity, and answered the students' question. After all students have finished doing the activity, Mrs. Nissa gave time for everyone who wanted to write the answer on the board. Most students took part in writing their answer on the board without waiting for calling from Mrs. Nissa. Mrs.

ITT / AF ST / RE ITT / AQ ST / RE, ET1 / UT ET1/UT, ITT / AQ ST / RE ST / RE, ST / RE DTT / GD ET2 / GE ITT / AF ITT / AQ, ST / RE DTT / GD ET2 / GE DTT / LE ET1/ UT, ET2 / UT ET3 / AH DTT / GD ITT / AQ, ST / RE ET1 / UT ET3 / AH ST / IN, DTT / GD DTT / GD ET2 / GE DTT / GD DTT / LE DTT / GD ST / IN, DTT / GD DTT / LE ET2 / GE ITT / AQ ST / SI, DTT / GD ET2 / GD ST / IN, ST / SI ST / SI ET3 /AH ET3/ AH ET3 / AH ST / IN

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Nissa checked the work after all answers have been written on the board. The students followed by checking their own work and revised the false ones. One student asked about his confusion in answering the activity. The time was only five minutes left. Mrs. Nissa gave a short conclusion about what have been learned. She closed the class by praying together. She and I left the class after all students went out.

ET3 / AH ST / IN ITT / AF

Notes: ITT / AF : Indirect Teacher Talk, Accepts feeling ITT / AQ : Indirect Teacher Talk, Asks questions DTT / LE : Direct Teacher Talk, Lecturers DTT / GD : Direct Teacher Talk, Gives directions ST / RE : Student Talk, Student talk-response ST / IN : Student Talk, Student-initiation ST / SI : Student Talk, Silence or confusion ET1 / UT : Emergence Theme 1, Students do/talk something unrelated to the topic ET2 / GE : Emergence Theme 2, Students' gestures ET3 / AH : Emergence Theme 3, Teacher's act to help the class goes smoothly

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OBSERVATION 2 Day/Date : Wednesday, April 25, 2007 Time : 10.15– 11.45 Place : In Multimedia English Laboratory (Non Regular Class) Teacher : Mr. Kris

Comment Learner-Teacher Interaction Code - The students

are good in repeating expressions, may be because they were listening and practicing before they got turn.

- The communication is centered on the teacher; students didn't have enough time to communicate with their friends or the teacher.

- English communication is introduced by computer program. The students' practice is very limited on the program without their initiative, without their communication with their friends. The communication with the teacher is in the form of question to clarify the activity that will be done, the instruction.

- The computer program is used to practice the communication, but in this session, it is only about the introduction phase in using a computer program, not the real communication.

After the bell rang, I entered the Multimedia English Laboratory. Mr. Kris, the teacher, had been there. He did some preparation. I knocked the door. He opened it and greeted me. Then, he asked me to take a seat. I chose the seat on the back, so I could watch the learning process easily without bothering the students. We still waited for the students. About three minutes then, I showed some students came into the laboratory. They greeted the teacher by saying: "Assalamualaikum. Sorry Pak, we are late," and entered the laboratory. The teacher answered, "Waalaikumsalam. OK, take a seat, please. Where are your friends?" One of the students said, "I don't know, maybe still having break, Pak" The teacher, "OK, now please turn on your monitor. We're sill waiting for the others." Some minutes later, other students entered the laboratory. Some of them greeted the teacher by saying, "Assalamualakum, Sorry, Sir. We're late." While, some others only nodded their heads and took a seat. About ten minutes later, all students had entered the laboratory and were ready to study. The teacher opened the class by greeting, gave some little chat, and checked the students' attendance. Then, he explained the material for that day, that was pronunciation, and explained how it would be done. The teacher said, "You would listen to the teacher while watching the monitor. Then, you would repeat the expression on the monitor one by one. It was measured by a graph, so you would know your score (using percentage)." Almost all students concentrated on the instruction from the teacher. They were kept silent. No questions were heard. The teacher gave one example. He showed an expression to all monitors and repeated it. On the monitor, there was a graph that showed the resemblance of one's voice with the native speaker's. It was also completed by percentage. Then, the teacher asked, "Any questions?" "No," replied the students. The teacher said, "OK, now, we will do it one by one. I will call you one by one. And, for the other students, please pay attention to your friend. Please, now, Heru, you start." Then, Heru read all the expressions. His friends gave him applause because he got good score. Then, the activity was done one by one until all students got turn. While waiting to get turn to repeat the expression, the students were listening to their friend. They were eager and wanted to know their friend's score. They looked enjoy and focused on the activity. Some students looked whispering the expression, practicing before their turn. Only few students chatted with their friends, but it was only a while. When there was a student read an expression in a wrong way, the other students laughed at it. For some students who have got the turn, they talked to their friends about something that was not related to the topic at all. The teacher didn't ask the students to practice. He concentrated on one student who was in turn, but the other students practiced themselves. After all students got turn, the teacher said, "OK, all of you have finished the reading. Generally, you are good; almost half of you got good scores. It means that actually, you had good potency in English. So, English is not difficult, isn't it? Here, we can see, you have had good start, you only need to practice. Be diligent!" The students respond by saying, "Yaaaa, yaaaa." The teacher asked, "Any comment?" "No," replied the students. The teacher said, "OK. Then we will finish our class today. Assalamualaikum wr.wb." "Waalaikumsalam wr.wb." answered the students. Then, they turned off the monitor and left the laboratory. The teacher was still there (in the laboratory). I asked for his permission to leave the laboratory, too.

ST/IN DTT/GD ITT/AQ, ST/RE DTT/GD ST/IN ET2/GE ITT/AF DTT/LE ITT/AQ ST/RE, DTT/GD ST/RE ET1/UT ET1/UT ITT/PR ST/RE, ITT/AQ ST/RE, ITT/AF ST/RE

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Notes: ITT / AF : Indirect Teacher Talk, Accepts feeling ITT / PR : Indirect Teacher Talk, Praises or encourages ITT / AQ : Indirect Teacher Talk, Asks questions DTT / LE : Direct Teacher Talk, Lecturers DTT / GD : Direct Teacher Talk, Gives directions ST / RE : Student Talk, Student talk-response ST / IN : Student Talk, Student-initiation ET1 / UT : Emergence Theme 1, Students do/talk something unrelated to the topic ET2 / GE : Emergence Theme 2, Students' gestures

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OBSERVATION 3 Day/Date : Monday, April 30, 2007 Time : 12.15 - 13.45 Place : In the classroom (Regular Class) Teacher : Mrs. Nissa

Comment Learner-Teacher Interaction Code - The teacher has

tried to ask in English, but if the students keep silent, she directly translates it into Indonesian. She doesn't give the students chance to guess the meaning.

- The students learn English not use English.

After the bell rang, Mrs. Nissa and I entered the class. I sat at the back of the classroom. When we came, only a few students were ready in the classroom. We waited for about five minutes for the coming of the students. After more than half of all students had come, Mrs. Nissa opened the class by greeting the students, "Assalamualaikum wr.wb. Good afternoon, students." The students answered, "Waalaikumsalam." Then, Mrs. Nissa checked the students' attendance by calling their name one by one. After she finished it, she asked the students to open page 89, the students did the instruction. After all students had ready with their books, Mrs. Nissa asked, "What is the meaning of 'suggestion'?" Most of the students kept silent. Two students said, "I don't know." Then, Mrs. Nissa translated her question into bahasa Indonesia, "dalam bahasa Indonesia, apa to maksudnya suggestion?" One student said, "sugesti" Mrs. Nissa said ," Is it true? Suggestion here means saran." Mrs. Nissa followed this by explaining about the topic about suggestion. Some students looked quiet and paid attention to her. Some others looked talking with their friends. A few students who sat at the back row look sleepy. Mrs. Nissa kept continuing in explaining the topic. After finished, she asked whether there is a question or not. The students said, "No." The following activity is practicing dialogue. Mrs. Nissa called two students to read the dialogue on the book. The students did this. After that, Mrs. Nissa discussed about the dialogue classically. She explained about the content of the dialogue. There were no questions from the students. Mrs. Nissa followed the lesson by asking the students to do the activity on the book. Some students, especially who sat at the front raw, directly read their books and wrote/did the activity on their notebook. Some others still chatted with their friends. About ten minutes later, Mrs. Nissa moved around. She checked the students' work, reminded some students who were still chatted with their friends to do the activity, and also helped the students in doing the activity. Some students asked about difficult words and the instruction of the activity. After all students had finished the activity, Mrs. Nissa called 5 students to write the answers on the board. The students did this one by one. After finished, Mrs. Nissa checked the answers classically (together with all students). The bell rang; there was still one question left. Mrs. Nissa continued finishing it. Mrs. Nissa closed the class by praying together. She and I left the classroom after all students left it first.

ITT/AF ST/RE DTT/GD, ET2/GE ITT/AQ ST/SI ST/RE, ITT/AQ ST/RE, DTT/LE ET1/UT ITT/AQ ST/RE DTT/GD ET2/GE DTT/LE DTT/GD ET2/GE ET1/UT ET3/AH ET3/AH, ST/IN DTT/GD ET2/GE

Notes: ITT / AF : Indirect Teacher Talk, Accepts feeling ITT / AQ : Indirect Teacher Talk, Asks questions DTT / LE : Direct Teacher Talk, Lecturers DTT / GD : Direct Teacher Talk, Gives directions ST / RE : Student Talk, Student talk-response ST / IN : Student Talk, Student-initiation ST / SI : Student Talk, Silence or confusion ET1 / UT : Emergence Theme 1, Students do/talk something unrelated to the topic ET2 / GE : Emergence Theme 2, Students' gestures ET3 / AH : Emergence Theme 3, Teacher's act to help the class goes smoothly

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OBSERVATION 4 Day/Date : Wednesday, May 2, 2007 Time : 10.15 – 11.45 Place : In the classroom (Non Regular Class) Teacher : Mr. Kris

Comment Learner-Teacher Interaction Code - The teacher

asked/talked about the material on the book orally. He gave chance for the students to talk. It was quite done. The students can answer the questions orally using short answer. Here, it means that students can understand the teacher's questions, and they can express their idea/opinion.

- I think, the students know the dialogue. They can answer the questions asked by the teacher in short answer and in English. Why they didn't do this in other session (B. Nissa's class)

I entered the class when Mr. Kris was distributing textbooks to the students. I greeted him and he asked me to have a seat. I chose a seat at the back of the classroom. Mr. Kris told me that not all students had come, but to save the time he started the class by giving the book to the students. He hoped that the students could use the time to read the book. About 5 minutes later, some students came. They greeted the teacher by saying "Assalamualaikum". And the teacher answered it "Waalaikumsalam" and asked them to take the book and had a seat. Mr. Kris asked the students to open the book page 2. All students did this instruction. Mr. Kris opened the class by saying "Good morning, How are you? How is your mother?" The students answered, "good morning, fine, fine." Mr. Kris called the students' name one by one to check their attendance. All students had come. Mr. Kris took his book. He stood in front of the class and asked the students whether they had found the page to be studied. The students answered, "Yes." Mr. Kris asked some questions related to the picture on the book. He asked, "How many people? And, who are they?" The students answered, "4. Bryan, Andy, Robby, and Lisa." Mr. Kris continued again, "Where are they?" the students replied, "in an airport." Mr. Kris continued the lesson by asking two students to read the dialogue loudly. "Please, Agus and Heri, you read the dialogue loudly. For the others, please listen to your friends. We will discuss what the dialogue is about after your friends read it." The two students read the dialogue loudly. Most of the students listen to the reading. Only few students who sat at the back raw still chatted with their friends. After the reading, Mr. Kris discussed the dialogue by giving some questions to the students orally. The students could answer it well. Two students asked about difficult words. Mr. Kris explained the meaning of it. I was quite surprised when I heard a student shouted to his friend who sat near the door, "Close the door!" The student to whom was instructed did this. This was the first spontaneous English expression that I heard from the students. Mr. Kris explained about the use of 'be' and practiced it with the students orally. Then, he asked the students to do the activity on the book. The students did individually. After some minutes, Mr. Kris asked whether the students had finished their work. The students kept silent. Mr. Kris called the students' name one by one; he asked them to read the answer. The students could answer correctly. They kept silent. They did not answer the teacher's questions spontaneously. When the teacher pointed/called them, they could do it well. After all questions had been answered, Mr. Kris gave review. The students listened to him. When he would continue to the next chapter, the bell rang. He closed the class by saying, "Thank you and see you again. Wassalamualaikum." The students collected the textbook on the teacher's desk before they left the class. Mr. Kris and I left the class.

ET3/AH ST/IN ITT/AF DTT/GD, DTT/GD ET2/GE ITT/AF ST/RE ITT/AQ ST/RE ITT/AQ ST/RE ITT/AQ ST/RE DTT/GD ET2/GE ET1/UT DTT/LE ST/RE ST/IN, DTT/LE ST/IN ET2/GE DTT/LE DTT/GD ET2/GE, ITT/AQ ST/SI DTT/GD ST/SI ITT/AF

Notes: ITT / AF : Indirect Teacher Talk, Accepts feeling ITT / AQ : Indirect Teacher Talk, Asks questions DTT / LE : Direct Teacher Talk, Lecturers DTT / GD : Direct Teacher Talk, Gives directions ST / RE : Student Talk, Student talk-response ST / IN : Student Talk, Student-initiation ST / SI : Student Talk, Silence or confusion ET1 / UT : Emergence Theme 1, Students do/talk something unrelated to the topic ET2 / GE : Emergence Theme 2, Students' gestures ET3 / AH : Emergence Theme 3, Teacher's act to help the class goes smoothly

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OBSERVATION 5 Day/Date : Monday, May 14, 2007 Time : 12.15 - 13.45 Place : In the classroom (Regular Class) Teacher : Mrs. Nissa

Comment Learner-Teacher Interaction Code - Not much

dialogue is found. The students do what the teacher asks to them.

- The instruction is presented in Indonesian

- The communication between the students are about asking the instruction and even asking the answer.

The bell rang. Mrs. Nissa told me that she needed 5 minutes to prepare some materials. She would take a formative test on that day. I waited for her in the teacher's room. She prepared question sheets. After everything was ready, she called me. We came to the class, on the second floor, together. After entering the class, she said "Assalamualaikum." "Waalaikumsalam." replied the students. She came to her desk. I took a seat at the back raw as usual. Mrs. Nissa directly opened the class although not all students had come. She checked the attendance by calling the students' name one by one. "We will have a formative test today, won't we? I give you 10 minutes to have preparation." In the 10 minutes, the students were noisy. They talked to their friends, laughed at something, moved around, and borrowed books one another. Mrs. Nissa did not say anything. She just kept silent, sat on her desk, and watched her students. After 10 minutes left, Mrs. Nissa said, "OK, the time for preparation has over. Now, please collect your notebook, give it to me, I will check your notes, and give you score while you do the test. Prepare your pen and paper. Please write the questions first. You were allowed to answer from the one you think the easiest one. Don't forget to write your name and student's number on your answer sheet." Mrs. Nissa wrote the questions on the board. The students copied it. When the students had finished copying the questions, they did not directly answer it. They tried to discuss it with their friends. Mrs. Nissa reminded them to do the test individually. During the test, most of the students were discussing the questions with their friends. Mrs. Nissa told them that if they had finished the test, they could collect the paper. She moved around the class watching the students' work. After the time was over, Mrs. Nissa collected the students' answer sheet. She gave the students' notebook back. She closed the class by praying together. She and I left the classroom together. She told me that she would give the students' answer sheet back as soon as she finished correcting it.

ITT/AF ST/RE DTT/GD ET1/UT,ET2/GE,ET2/GE ET2/GE DTT/GD ET3/AH ET2/GE ST/IN ET3/AH ST/IN, DTT/GD ET3/AH ITT/AF

Notes: ITT / AF : Indirect Teacher Talk, Accepts feeling ITT / AQ : Indirect Teacher Talk, Asks questions DTT / LE : Direct Teacher Talk, Lecturers DTT / GD : Direct Teacher Talk, Gives directions ST / RE : Student Talk, Student talk-response ST / IN : Student Talk, Student-initiation ST / SI : Student Talk, Silence or confusion ET1 / UT : Emergence Theme 1, Students do/talk something unrelated to the topic ET2 / GE : Emergence Theme 2, Students' gestures ET3 / AH : Emergence Theme 3, Teacher's act to help the class goes smoothly

118

OBSERVATION 6 Day/Date : Monday, May 21, 2007 Time : 12.15 - 13.45 Place : In the classroom (Regular Class) Teacher : Mrs. Nissa

Comment Learner-Teacher Interaction Code - Today, the

students are much quieter than the classes before. They give good attention to the teacher's explanation, they do the activity well and discuss with friends. They don't talk too much about something not about the lesson. They talk about the activity of the book. They ask many questions about difficult words.

- Most students are enthusiastic in doing the activities.

- Here, the teacher's question is used in order that the students give attention, to be more concentrate on the lesson and not busy with themselves. This makes a good effect to the students. After the teacher point to one of them, the others are silent, listen to the teacher. Maybe they are afraid that if they don't keep silent and give attention, they will be asked by the teacher.

I entered the class when Mrs. Nissa had been there. She sat on her desk. She did some preparation. She opened some books. There were many dictionaries and textbooks on the table near her desk. I greeted her and she asked me to have a seat. As usual, I took a seat at the back raw. As usual also, not all students had come. Only a half of them, I think. Some minutes later, many students came together. Only one of them said his sorry for becoming late to Mrs. Nissa. The others only followed him. They took their seat and took their notebook from their bag. Mrs. Nissa asked one of them to pass the textbook and the dictionary to all students. Mrs. Nissa opened the class by checking the students' attendance. Some students were still busy with themselves. They talked about something, that is very interesting (I think), but it was not about English lesson. Mrs. Nissa asked, "Have you got the textbook?" "Yes," answered the students. Mrs. Nissa asked them to open page 102 and watched the picture. She then discussed about the picture. She asked some questions related to the picture. First, she asked in English, and then she translated into Indonesian. Students could respond it well. Some students answered in English (in short answer/expression) while some others were in Indonesian. Mrs. Nissa asked the students to read and learn activity 1. One student entered the class. He nodded to Mrs. Nissa and then took a seat. He asked his friend about the lesson to his friend and opened his own book. Mrs. Nissa asked one of the students to read activity I loudly. The student did this. The other students listened to him. Mrs. Nissa repeated the reading. She translated it into Indonesian together with the students. Mrs. Nissa said, "Today, we will study about causative have and get." She asked one student to clean the board. She wrote some points to remember about causative have and get and its examples. The students copied it on their notebook. Some students still talked with their friends, although their notebooks were on their tables. Mrs. Nissa went around; the students, then, started to copy the notes from the board. Mrs. Nissa checked the students' notes and the textbooks and the dictionary. One student asked an unclear writing on the board, "Is it a full stop, Mom?" Mrs. Nissa explained about the unclear part. After all students have finished their writing, Mrs. Nissa explained about 'causative have and get'. First, she explained in English, and then she translated into Indonesian. Some students asked about difficult words. Mrs. Nissa explained the meaning of it. Mrs. Nissa asked, "Any questions?" The students kept silent. Mrs. Nissa asked one of the students to explain about the differences between causative have and get as what have been explained by her. The student couldn't answer it. He just smiled. Mrs. Nissa explained again and asked the students to pay attention to her. Then, she asked the student again. He could do it in Indonesian and use his own words. Mrs. Nissa continued by making some examples of the use of causative have and get in sentences. The examples are made together with the students. The students gave the Indonesian expressions and Mrs. Nissa helped them in making it into good English expressions. "Is there any questions about this?" asked Mrs. Nissa. The students were silent. "Now, please do the activity 3. You have 10 minutes to do." continued Mrs. Nissa. Before doing the activity, Mrs. Nissa explained the directions and translated some difficult words. The students answered the activity on their notebooks. While they were doing their activity, they were discussing about the difficult words with their friends. Although there were dictionaries in front of them, they prefer to ask friends than to find the meaning on the dictionary. Mrs. Nissa asked, "Have you finished?" "Not yet," replied the students. Mrs. Nissa gave some more minutes. After all students have finished, Mrs. Nissa called the students one by one to read the answers. The students did it. Mrs. Nissa checked the answers together with the students. No questions from the students. Mrs. Nissa continued the activity by asking to do activity 4 in the book. First, Mrs. Nissa explained the directions and translated the difficult words. Then,

ST/IN ET2/GE ET2/GE, DTT/GD ITT/AF ET1/UT DTT/AQ ST/RE, DTT/GD DTT/LE ITT/AQ ST/RE DTT/GD ET2/GE ST/IN DTT/GD ET2/GE DTT/GD, ET3/AH ET2/GE ET1/UT ET3/AH ET3/AH ST/IN DTT/LE DTT/LE ST/IN, DTT/LE ITT/AQ, ST/SI DTT/GD DTT/LE DTT/GD, DTT/GD ET2/GE ITT/AQ ST/SI DTT/GD DTT/LE ST/IN ITT/AQ ST/RE DTT/GD ET2/GE ET3/AH DTT/GD

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she asked to do it on the students' notebook. The students discussed the answers with friends. Some of them opened the dictionary. While the students were doing the activity, Mrs. Nissa walked around the class. She checked the students' work and answered their questions. After all students have finished, she asked some students to write the answers on the board. One student offered himself to write the answer. "May I do number 3. Mom?" asked him. Mrs. Nissa appreciated him by saying, "Good! Yes, of course!" The bell rang when the students didn't finish writing the answers on the board. They were quite noisy asking to go home. Mrs. Nissa asked them to wait for a while to check the answer. Mrs. Nissa checked the answers quickly. After everything had been finished, she closed the class by saying, "That's all for today. Thanks for coming. Let's pray. Assalamualaikum." "Waalaikumsalam." answered the students. Mrs. Nissa and I left the class after the students.

DTT/GD ST/IN, ET2/GE ET3/AH ET3/AH DTT/GD ST/IN ITT/PR ITT/AF ST/RE

Notes: ITT / AF : Indirect Teacher Talk, Accepts feeling ITT / PR : Indirect Teacher Talk, Praises or encourages ITT / AQ : Indirect Teacher Talk, Asks questions DTT / LE : Direct Teacher Talk, Lecturers DTT / GD : Direct Teacher Talk, Gives directions ST / RE : Student Talk, Student talk-response ST / IN : Student Talk, Student-initiation ST / SI : Student Talk, Silence or confusion ET1 / UT : Emergence Theme 1, Students do/talk something unrelated to the topic ET2 / GE : Emergence Theme 2, Students' gestures ET3 / AH : Emergence Theme 3, Teacher's act to help the class goes smoothly

120

OBSERVATION 7 Day/Date : Monday, May 28, 2007 Time : 12.15 - 13.45 Place : In the classroom (Regular Class) Teacher : Mrs. Nissa

Comment Learner-Teacher Interaction Code - The students

are quite noisy. The teacher ask one of them to answer a question, then the others are silent.

- Sometimes, the teacher points to one student but on the other time, she gives time to be volunteer.

The bell rang; Mrs. Nissa and I were still in the teacher's office. She told me that she would stay there for about 10 minute more to wait for the students' coming. After 10 minutes left, she asked me to come to the class. In front the office, we met a group of Mrs. Nissa's students. Mrs. Nissa asked one of them to take the textbook in the library. The student did this, while the others followed us to enter the classroom. When entering the classroom, Mrs. Nissa directly went to her desk in front of the class, and I took a seat at the back raw, as usual. Mrs. Nissa opened the class by greeting the students and checked their attendance. She asked the students to open their textbook page 105-106. She would continue her explanation a week before about causative have and get. Some students opened their books, but some others were still noisy. Mrs. Nissa asked one of the noisy students to explain about the lesson on one week before. This question made the noisy students silent. The student couldn't answer it. He was silent. He tried to ask his friend but he couldn't get the answer. Mr. Nissa said, "You can't answer my question, can you? Maybe, you didn't study the material again at home. That's why you forget about it. OK… Now. I will explain it again. And, after that I will continue with the next topic that is still related with it." After she had finished explaining the last topic, she asked one of the students to give an example. She asked, "Yopi, now please make an example of a sentence using causative give or get." The student looked still confused. Mrs. Nissa helped him. Finally, there were some examples that could be made with the discussion between Mrs. Nissa and the students classically. Mrs. Nissa said, "Now, please open page 105. We will study about causative have and get in the passive form." The students did the instruction. Mrs. Nissa explained about the new topic orally. She wrote some important points on the board. The students paid attention to her explanation. They tried to answer Mrs. Nissa's questions although the answer was not really correct. Mrs. Nissa, then, corrected it. "Is it clear?" asked Mrs. Nissa. "No, not yet," replied the students. Mrs. Nissa explained again and gave some more examples. She discussed the examples classically. The students tried to guess the verb form and change the sentence. Some were correct, but some others were not. Later, Mrs. Nissa gave the correct answers/sentences. At the last part, she gave the conclusion about some points to be remembered in causative have and get. Then she asked the students to practice orally activity 9 on the textbook. She explained the instructions. She called the students one by one to practice. The students could answer it. The next activity is doing activity 10 & 11 in the students' note book. Mrs. Nissa gave 15 minute to do it. Most of the students did the activity by discussing with friends. After all students had finished it, Mrs. Nissa asked the students one by one to write the answers on the board. The students could do it. Mrs. Nissa checked it together with the students. The bell rang when there was still one number left to be discussed. Mrs. Nissa kept going to discuss it. The students were rather noisy. Mrs. Nissa asked them to be quiet for a while. She reminded them to learn more at home. The class was closed by praying. Mrs. Nissa and I left the class together with the students.

ITT/AF DTT/GD ET2/GE ET2/GE,DTT/GD ET2/GE ST/SI,ET2/GE DTT/CR DTT/GD ET2/GE,ITT/AI DTT/GD ET2/GE, DTT/LE ET3/AH,ET2/GE ST/RE ITT/AI ITT/AQ,ST/RE,DTT/LE ST/RE ITT/AI DTT/GD DTT/LE,ET3/AH ET2/GE ET2/GE DTT/GD ET2/GE,ITT/AI ET2/GE,ET3/AH,ET3/AH ITT/AF

121

Notes: ITT / AF : Indirect Teacher Talk, Accepts feeling ITT / AI : Indirect Teacher Talk, Accepts or uses ideas of students ITT / AQ : Indirect Teacher Talk, Asks questions DTT / LE : Direct Teacher Talk, Lecturers DTT / GD : Direct Teacher Talk, Gives directions DTT / CR : Direct Teacher Talk, Criticizes or justifies authority ST / RE : Student Talk, Student talk-response ST / SI : Student Talk, Silence or confusion ET2 / GE : Emergence Theme 2, Students' gestures ET3 / AH : Emergence Theme 3, Teacher's act to help the class goes smoothly

122

OBSERVATION 8 Day/Date : Monday, June 4, 2007 Time : 12.15 - 13.45 Place : In the classroom (Regular Class) Teacher : Mrs. Nissa

Comment Learner-Teacher Interaction Code - The interaction

that happened is not like what is hoped before. The teacher makes a review about the last lesson in the form of questions that should be done individually but the students don't do like this. They discuss with friends.

- The teacher doesn't answer the students' question directly, she gives the clue.

After the bell rang, Mrs. Nissa and I entered the classroom. Only a half of the students were in the room. Mrs. Nissa went to her desk and I went to the seat at the back raw. Mrs. Nissa opened the class by greeting and checking the students' attendance. Then, she distributed question sheets. She said," Today, we will have a review about what we have learned so far. Answer these questions individually." She didn't explain the direction, it was written on the question sheets. She just said to answer the questions individually and it will be collected after class. Some students started directly to answer the questions. Some others were still noisy and moved from one seat to another. They weren't concentrated on the class activity. A student asked about the instruction. Mrs. Nissa explained it classically so all students could listen to her. About 20 minutes later, all students had been busy doing the activity. Only two or three of them were still quite noisy. Most of them discussed the answers with their friends. A few of them did it individually. While the students were doing the activity, Mrs. Nissa didn't sit at her desk. She moved around checking the students' work. Sometimes she answered some questions from the students, but on the other time she just kept silent when students asked her. When the students asked about the meaning of difficult words, Mrs. Nissa answered it clearly. Some students asked about the direction of the question (how to do/answer the question or what should they answer). Mrs. Nissa explained about it loud enough so that all students in the classroom could hear her voice clearly. After her explanation, the students were more quite in doing their work. About thirty minute later, all students had finished doing the activity. The students' answer sheets were collected on the teacher's desk. Mrs. Nissa discussed the questions classically. She asked the students' name one by one, and then she gave the correct answers. Some students could answer the questions orally in the class discussion. The correct answers were written on the board. Mrs. Nissa gave some clues that could help the students' to get the correct answers. All questions had been answered and written on the board. Mrs. Nissa closed the class by saying, "This is the end of the lesson today. Thanks for coming. Wassalamualaikum wr.wb." "Waalaikumsalam wr.wb." replied the students. When the students were leaving the classroom, the bell rang. Mrs. Nissa and I left the classroom, too.

ITT/AF ET3/AH DTT/GD DTT/GD ET3/GE ET1/UT,ET3/GE ST/IN,DTT/LE ET3/GE ET3/AH ET3/AH ST/IN DTT/LE ITT/AI,DTT/GD ST/RE ET3/AH ITT/AF ST/RE

Notes: ITT / AF : Indirect Teacher Talk, Accepts feeling ITT / AI : Indirect Teacher Talk, Accepts or uses ideas of students ITT / AQ : Indirect Teacher Talk, Asks questions DTT / LE : Direct Teacher Talk, Lecturers DTT / GD : Direct Teacher Talk, Gives directions ST / RE : Student Talk, Student talk-response ST / IN : Student Talk, Student-initiation ET1 / UT : Emergence Theme 1, Students do/talk something unrelated to the topic ET2 / GE : Emergence Theme 2, Students' gestures ET3 / AH : Emergence Theme 3, Teacher's act to help the class goes smoothly