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AN ANALYSIS OF CLASSROOM INTERACTION IN AN EFL CLASSROOM

(A Descriptive Study at the Tenth Grade Students of a Senior High School in

Surakarta in Academic Year of 2018/2019)

THESIS

SITI UMAIROH

K2215057

Written and Submitted as a Partial Fulfillment of the Requirements for

Achieving an Undergraduate Degree of Education in English

ENGLISH EDUCATION PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

SEBELAS MARET UNIVERSITY

SURAKARTA

2019

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AN ANALYSIS OF CLASSROOM INTERACTION IN AN EFL CLASSROOM

(A Descriptive Study at the Tenth Grade Students of a Senior High School in

Surakarta in Academic Year of 2018/2019)

THESIS

SITI UMAIROH

K2215057

Written and Submitted as a Partial Fulfillment of the Requirements for

Achieving an Undergraduate Degree of Education in English

ENGLISH EDUCATION PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

SEBELAS MARET UNIVERSITY

SURAKARTA

2019

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Kamis, 28 November 2019

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ABSTRACT

Siti Umairoh, 2019. AN ANALYSIS OF CLASSROOM INTERACTION IN

AN EFL CLASSROOM (A Descriptive Study at the Tenth Grade Students of

a Senior High School in Surakarta in Academic Year of 2018/2019).

Classroom interaction is an essential aspect of the process of teaching-

learning. The process of teaching and learning could not run well without any

interaction between the teacher and the students. This study aims to investigate: (1)

the percentage of teacher talk and student talk time; (2) the types of teacher talk and

student talk; and (3) the patterns of interaction in the classroom.

The samples of this study were tenth-grade students from three classes, and

one English teacher in a Senior High School of Surakarta. The data were collected

using observations, interviews, and audio-visual recordings. Then, the data were

transcribed and analyzed using FLINT system and Ur’s pattern of interaction. The

results of this study show that: (1) the percentage of teacher talk was higher than

the percentage of student talk. It indicated that the teacher was dominant in the

classroom interaction; (2) the teacher performed fifteen types from nineteen types

of teacher talk in the classroom interaction. The students also used four types from

five types of student in the classroom interaction; (3) the patterns of interaction in

the classroom were closed-ended teacher questioning (Initiation-Respond-

Feedback “IRF”), individual work, choral responses, students initiate-teacher

answer, teacher talk, and open-ended teacher questioning. Considering the results

of this study, the teacher needs to give more opportunities for the students to express

their ideas in the classroom and provide more interactive and communicative

activities to promote students’ participation and interaction. The teacher can also

selectively use teaching methods that can make the students play a dominant role

in the classroom interaction.

Keywords: Teacher talk, Student talk, Pattern of interaction, FLINT, Classroom

interaction.

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ABSTRAK

Siti Umairoh, 2019. AN ANALYSIS OF CLASSROOM INTERACTION IN

AN EFL CLASSROOM (A Descriptive Study at the Tenth Grade Students of

a Senior High School in Surakarta in Academic Year of 2018/2019).

Interaksi kelas adalah salah satu aspek penting dalam proses belajar-

mengajar. Proses belajar mengajar tidak dapat berjalan lancar apabila tidak ada

interaksi antara guru dan siswa di dalam kelas. Penelitian ini bertujuan untuk

menyelidiki: (1) persentase bicara guru dan bicara siswa di kelas; (2) jenis bicara

guru dan bicara siswa di kelas; dan (3) pola interaksi di kelas.

Sampel penelitian ini adalah tiga kelas siswa kelas X MIA, dan seorang guru

bahasa Inggris di sebuah SMA di Surakarta. Data diperoleh melalui observasi,

wawancara, dan rekaman audio-visual. Data selanjutnya ditranskrip dan dianalisis

dengan system FLINT dan pola interaksi Ur. Hasil penelitian ini menunjukkan

bahwa: (1) persentase bicara guru lebih tinggi daripada persentase bicara siswa. Hal

Ini menunjukkan bahwa guru lebih dominan daripada siswa dalam interaksi kelas;

(2) guru menggunakan lima belas jenis dari sembilan belas jenis bicara guru. Siswa

menggunakan empat jenis dari lima jenis bicara siswa; (3) pola interaksi yang

terjadi selama pembelajaran adalah closed-ended teacher questioning (Initiation-

Respond-Feedback “IRF”), individual work, choral responses, students initiate-

teacher answer, teacher talk, dan open-ended teacher questioning. Sehubungan

dengan hasil penelitian ini, guru perlu memberikan lebih banyak kesempatan bagi

siswa untuk mengekspresikan ide dan pendapat mereka di kelas. Guru juga

disarankan untuk memberikan kegiatan yang lebih interaktif dan komunikatif untuk

meningkatkan partisipasi dan interaksi siswa di dalam kelas. Guru dapat secara

selektif menggunakan metode pengajaran yang dapat membuat interaksi di kelas

menjadi seimbang atau bahkan didominasi oleh siswa

Kata kunci: Bicara guru, Bicara siswa, Pola interaksi, FLINT, Interaksi kelas.

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MOTTO

لك الخير وسيعود خيرا كن

Do good, and good will come to you.

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DEDICATION

This thesis is dedicated to my beloved parents, Kiki, Azka, and my grandma who

always support me, and pray for my best.

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ACKNOWLEDGEMENT

Alhamdulillahi rabbil ’alamin, praise be to Allah SWT, the Almighty for the

blessing so that the researcher can finish her thesis as a partial fulfillment of the

requirements for getting undergraduate degree of education in English Education

Department of Teacher Training and Education of Sebelas Maret University of

Surakarta. Noticeably, this thesis can never be done without the help of others

during the writing process. In this occasion, the researcher would like to express

her gratitude and appreciation to the following parties:

1. The Dean of Teacher Training and Education Faculty of Sebelas Maret

University, who had approved this thesis.

2. The Head of English Education Department of Teacher Training and

Education Faculty, for the permission to carry out this research.

3. Dewi Sri Wahyuni S.Pd., M.Pd., as the first consultant, for her valuable

guidance, advice, suggestion, encouragement and patience during the

writing process of this thesis.

4. Teguh Sarosa, S.S., M.Hum., as the second consultant, for his valuable

guidance, advice, suggestion, encouragement and patience during the

writing process of this thesis.

5. The lecturers in English Education Program, who has taught and guide the

researcher all this time.

6. Mr. Lj, who has supported this research and became the participant of this

research.

7. The students of class X MIA 3, X MIA 4, and X MIA 5, who have

participated well during the research.

8. Her beloved family, for the unconditional love and support.

9. Kinasih Queens squad (Yulia, Ukh Tsab, Tiara, Abang, Itoh, Mbak Mel,

Jijah, Shins, Yuril, etc.), for the enormous support and love. Thank you so

much.

10. Ukh Tsab, for the advice and support. Thank you for having been struggling

together from the beginning until the end of this research.

11. Yulia, for the advice, support, and assistance.

12. Her friends in English Education Department of year 2015, for their

supports. I am sorry for not being able to mention you one by one.

13. Everyone who has helped the researcher so that she can complete this thesis.

The researcher acknowledges that this thesis is still far from being perfect.

She welcomes any comments and suggestions on this study from those concerned.

Hopefully, this research can contribute to the readers, both in theory and in practice.

Surakarta, 28 November 2019

Researcher

Siti Umairoh

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TABLE OF CONTENT

COVER

PRONOUNCEMENT………………………………………………….. i

APPROVAL OF THE CONSULTANTS…………………………….. iii

APPROVAL OF THE EXAMINERS………………………………… iv

ABSTRACT…………………………………………………………….. v

ABSTRAK……………………………………………………………… vi

MOTTO………………………………………………………………… vii

DEDICATION………………………………………………………….. viii

ACKNOWLEDGEMENT……………………………………………... ix

TABLE OF CONTENT………………………………………………... x

LIST OF TABLE……………………………………………………….. xii

LIST OF FIGURE……………………………………………………… xiii

LIST OF CHART………………………………………………………. xiv

LIST OF APPENDIXES……………………………………………….. xv

CHAPTER I. INTRODUCTION

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

B. Problem Statements………………………………….……...…… 4

C. Objectives of the Study……………………………………...….... 5

D. Significance of the Study…………………………………..….…. 5

CHAPTER II. THEORETICAL REVIEW

A. Theoretical Descriptions…………………………………………. 6

1. Classroom Interaction………………………………………... 6

a) Definition of Classroom Interaction…………………..…. 6

b) The Importance of Classroom Interaction……………….. 7

c) Types of Classroom Interaction……………….……….… 7

d) The Pattern of Interaction………………………………... 9

e) The Roles of Teacher in the Classroom……..…………… 10

f) The Roles of Learners in the Classroom.………………… 10

g) Interactive Classroom…………………..………………… 11

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h) Teacher’s Strategies to Help Students in Classroom

Interaction………………………………………………… 13

2. Concept of Interaction Analysis……………………………... 13

a) Falnder’s Interaction Analysis Categories (FIAC)………. 14

b) Brown’s Interaction Analysis System (BIAS)…………… 15

c) Foreign Language Interaction Analysis (FLINT) System.. 16

d) The strength of FLINT System…………………………... 17

B. Review of Related Research……………………………………... 17

CHAPTER III. RESEARCH METHODOLOGY

A. Research Setting……………………...…...……………………… 20

B. Research Design……………………..…………………………… 21

C. Techniques of Collecting Data...…………………………………. 22

D. Triangulation ……………………………...……………………… 24

E. Techniques of Analyzing Data …………………………………... 26

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION

A. Research Findings………………………………………………… 27

1. The Percentage of Teacher Talk and Student Talk during

Interaction in the English Class…………………………….... 27

2. The Types of Teacher Talk and Student Talk Used during

Interaction in the English Class……………………………… 37

3. The Patterns of Interaction in the English Class…………….. 53

B. Discussion………………………………………………………… 60

C. Limitations………………………………………………………… 69

CHAPTER V. CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion………………………………………………………… 70

B. Implication………………………………………………………… 71

C. Suggestion ………………………………………………………… 72

APPENDIXES……………………………………………………………. 73

BIBLIOGRAPHY

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LIST OF TABLE

Table Page

2.1 Flander’s Interaction Analysis Categories (FIAC)…………………………... 14

2.2 Brown’s Interaction Analysis System (BIAS)……………………………….. 15

2.3 Foreign Language Interaction Analysis (FLINT) System…………………… 16

4.1 The Percentage of Teacher Talk and Student Talk in All Classes…………… 34

4.2 The Percentage of Teacher Talk in All Classes from High to Low………...... 35

4.3 The Percentage of Student Talk in All Classes from High to Low…………... 36

4.4 The Percentage of No/All Talk Categories in All Classes from High to Low.. 36

4.5 The Types of Teacher Talk Occurred in the Classroom Interaction…………. 38

4.6 The Types of Student Talk Occurred in the Classroom Interaction………...... 47

4.7 No/All Talk Categories Occurred in the Classroom Interaction……………... 49

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LIST OF FIGURE

Figure Page

2.1 Classroom Interaction (Thomas, 1987)………………………………………. 6

3.1 Components of Data Analysis: Interactive Model by Miles, Huberman,

and Saldana (2014)……………………………………...…………………… 25

4.1 The Students were Doing Individual Work and Teacher LJ Monitoring...…... 54

4.2 Student’s Individual Task from Book………………………………………... 55

4.3 A Student Asked a Question to Teacher LJ………………………………….. 56

4.4 Teacher LJ Wrote Something on the Whiteboard……………………………. 57

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LIST OF CHART

Chart Page

4.1 The Frequency of each Category of Teacher Talk and Student Talk

in X MIA 3…………………………………………………………………... 28

4.2 The Frequency of each Category of Teacher Talk and Student Talk

in X MIA 4…………………………………………………………………... 30

4.3 The Frequency of each Category of Teacher Talk and Student Talk

in X MIA 5…………………………………………………………………… 32

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LIST OF APPENDIXES

Appendixes Page

1. FLINT System……………………………………………………….. 73

2. Transcript of Audio-Video Material 1..………………………………. 76

3. Transcript of Audio-Video Material 2..………………………………. 89

4. Transcript of Audio-Video Material 3..………………………………. 105

5. Instrumen Wawancara……………………………………………….. 116

6. Transcript of Interview with Teacher LJ…………………………….. 120

7. Transcript of Interview with Students………………………………... 125

8. Field Notes Observation…………………………………………….... 128

9. Table of Occurrences………………………………………………… 141

10. Documentation……………………………………………………….. 144