SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2008

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Classroom Interaction in the Teaching and Learning of English at the Twelfth Grade of MAN 3 Malang

Tri Widyaningsih .

Abstrak


 

 

ABSTRACT

 

Widyaningsih, Tri. 2008. Classroom Interaction in the Teaching and Learning of English

at the Twelfth Grade of MAN 3 Malang. Thesis, English Department. Faculty of

Letters. Sarjana Program. State University of Malang. Advisor: Dr. Suharmanto,

M.Pd

Key Words:  classroom interaction, teacher talk, student talk, patterns of interaction

 

The present study is conducted to describe the English classroom interaction that

takes place in the teaching and learning process, especially in the teaching and learning of

listening. The general research problem of this study is "How is the classroom interaction

in the teaching and learning of English in MAN 3 Malang?" Particularly, this study is

aimed to answer three questions: (1)What categories of teacher-talk occur during the

teaching and learning process? (2)What categories of student-talk occur during the

teaching and learning process? and (3) What are the patterns of interaction that occur

during the teaching and learning process?

The subjects of the study are two English teachers teaching in the twelfth grade

from two different classes. In the study, the researcher is the key instrument in the sense

that she takes the data directly in the classroom. The data of the study are the utterances

produced by the teacher and the students during the teaching and learning process. The

data are collected through recording, observation, and field notes. The procedure of data

analysis comprises four steps, namely: data collection, data reduction, data display, and

conclusion.

The finding shows that in the English classroom, the teacher and the students

interact well. It means that they interact well in which they understand to each other's

meaning. However, the teacher speech dominates more in the interaction. There are seven

categories of teacher talk namely (1) dealing with feelings; (2) praising and encouraging;

(3) using ideas of students; (4) asking questions; (5) giving information; (6) giving

directions; and (7) criticizing students' behavior. Among those categories, the fourth

category occurs frequently due to the listening materials which emphasize practicing and

drilling of exercises.

In responding to the teacher, students use some categories of student talk that

includes; (1) students' specific response, (2) students' open ended response, (3) silence,

(4) confusion (work-oriented), (5) laughter, and (6) uses of the native language.

Meanwhile, in the teaching-learning process three patterns of interaction occur, namely

(1) teacher-whole class interaction, (2) teacher-student interaction, (3) student-teacher

interaction. The first pattern of interaction occurs frequently among the other patterns

since the class activities are focus on whole class activity in which the teacher becomes

the initiator in the class. 

On the basis of the above findings, some suggestions are proposed. First, it is

recommended that in the classroom activities, the teacher need to give more changes and

stimulation to the students to talk. Second, the teacher is suggested not to only ask

questions to the whole class, but also to an individual student. By doing so, a silent

student will also be involved in the interaction, not just the active students. Third, the

teacher also needs to apply pairs or group work activity so that students can interact with

their friends and do not feel shy to practice the language.


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