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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

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 ..................................................................................................................

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

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

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

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ACKNOWLEDGEMENTS …………………………………………………………….

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

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

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

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

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ABSTRACT ………………………………………………………………………........

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ABSTRAK ……………………………………………………………………………...

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CHAPTER I INTRODUCTION A. Background of the Study ...........................................................................................

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

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

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

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

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

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CHAPTER II LITERATURE REVIEW A. Theoretical Review 1. Interaction and Communication ………………………………………………….

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

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

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

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

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

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CHAPTER III METHODOLOGY A. Research Method ……………………………………………………………………

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

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

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

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

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CHAPTER IV RESULTS AND DISCUSSION A. Data Presentation …………………………………………………………………....

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

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

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

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

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

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

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CHAPTER V CONCLUSION, IMPLICATION, AND RECOMMENDATION A. Conclusion …………………………………………………………………………..

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

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

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BIBLIOGRAPHY ..........................................................................................................

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APPENDICES ……………………………………………………………………….....

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LIST OF TABLES

Table 2.1 Flanders Interaction Analysis Coding Instrument ………………………............ 17 Table 2.2 Research Construct Mapping …………………………………………………

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

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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

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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 .

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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

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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

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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.

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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

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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).

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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.

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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?

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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.

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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.

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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).

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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

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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 realworld 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

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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

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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

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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

14

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

15

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).

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Table 2.1. Flanders Interaction Analysis Coding Instrument.

1

Accepts feeling Acknowledge student-expressed emotions (feelings) in a nonthreatening manner

Indirect Teacher Talk

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

4

Asks questions Solicits information or opinion (non rhetorically)

5

Lecturers Presents information, opinion, or orientation; perhaps includes rhetorical questions

Direct

6

Teacher

Gives directions Supplies direction or suggestion with which a student is expected to

Talk

comply 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

Student

9

Talk

Student – initiation Initiates a response that is unpredictable or creative in content

10

Silence or confusion Leaves periods of silence or inaudible verbalization lasting more than 3 seconds

17

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 talkingresponse, 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

18

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: 9091). 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

19

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

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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).

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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.

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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.

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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.

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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 twothird 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

25

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

26

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

Category

Sub Category

Definition 1

2

Item Investigation

3

Classroom

A reciprocal

Teacher-

Interaction

and meaningful

student(s)

action between

Interaction

4

Accepts feeling

5

Opens the class Closes the class Praises or

teacher and

Praises or

encourages to the

students that

encourages

students’

happens in the

contributions

classroom.

Accepts or uses

Accepts or uses

ideas of

ideas of students

students Asks questions related to the Asks questions

topic Asks questions unrelated to the topic Presents/explains

Lectures

the topic Explains the instruction Gives directions related to the

Gives

class activity

directions

Gives directions unrelated to the class activity

27

Criticizes or

Criticizes to the

justifies

students’

authority

contribution

Student-teacher

Gives response to

Interaction

the questions related to the Student talk-

topic

response

Gives response to the questions unrelated to the topic

Student-

Gives initiation

initiation

related to the topic

Gives initiation unrelated to the topic Silence or

Leaves periods of

confusion

silence

Student-

Gives initiation

student(s)

related to the

Interaction

Studentinitiation

topic Gives initiation unrelated to the topic

Learning

A process to

Students’

acquire or get

learning

knowledge of a

Silence or

Leaves periods of

confusion

silence Studying

Experiencing

subject or a

28

skill which is a

Instruction

relatively permanent change in behavioral tendency. Lived

What

Teachers’ lived

What interaction

experience

interaction

experience

means to the

means to the

teachers

teacher and the

How the teachers

students, and

interpret it in

how they

what they did in

interpret what

classroom

interaction

Students’ lived

What interaction

means

experience

means to the students How the students interpret it in what they did in classroom

Narrative

A research

research

which uses the

Descriptive

Participants’

Participants’

description

stories about their

inquiry from

interaction lived

the

experience

participants’

Researcher’s

Researcher’s

stories of lives

description

stories about the

which will be

participants’

combined and

experience

collaborated in

Interpretive

the form of

Participants’

Participants’

interpretation

understanding

descriptive and

and meanings on

interpretive

interaction

29

analysis

Researcher’s

Researcher’s

interpretation

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.

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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.

31

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 Description behavior

Definition of What people are

Source of data

Result

Function

Research

Observation

Description

participants

notes, reflective

visual setting

seen or

notes

heard doing

(researcher’s

or saying

thought, feeling,

of

impressions, hunches, ideas), photographs, videos Description events

of Place of behavior,

Research

Observation

Description

participants

notes, reflective

visual setting

defined

notes

32

of

either by the

(researcher’s

people in

thought, feeling,

the setting

impressions,

or by the

hunches, ideas),

researcher

photographs, videos

Description research event

Talk

Behavior setting

of What

Research

Interview

Obtain narratives

participants

transcription,

Interpretation

or do in

interview notes,

Construct meaning

interview,

recording,

Gain

focus group,

thematic

understanding

etc.

categories

people say

What

Research

Interview

Obtain narratives

people are

participants

transcription,

Interpretation

heard

interview notes,

Construct meaning

saying –

recording,

Gain

actual

thematic

understanding

words

categories

in What is actually

Research

Observation

Description

participants

notes, reflective

visual setting

seen

notes

happening

(researcher’s thought, feeling, impressions, hunches, ideas), photographs, videos

33

of

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,

34

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

Interview A

Classroom Observation

Interview B

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

35

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 teachinglearning 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

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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 audiovisual 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.

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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:

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corpus of raw data

thematic organization of data

text of data analysis section or chapter

Holliday (2002: 100) 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.

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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

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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

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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

Students' attention

The use of English for communication in the classroom

Students' being active

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

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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 1. The students never initiated to express their own opinion. interaction 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 1. The teacher thought the students were too passive. They interaction 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)

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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 – interaction

student 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 1. The student always asked his friends before asking the interaction teacher.(I.T.3.Ni) 2. The communication between the students and other

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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 teacher in classroom

the 1. Both the teacher and the students must participate in class the 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 1. The student asked the teacher after asking his interaction 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

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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 1. The students asked the teacher after asking their friends. interaction (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 – interaction

student 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 1. The student asked his friends if he found a difficulty. interaction (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

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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

Open class

Close class

Teacher-student interaction the 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) the 1.The teacher answered, "Waálaikumsalam wr.wb." (obs.4)

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Teacher-students interaction 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) 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)

2. Praises or encourages Teacher-student interaction Teacher-students interaction Praises or 1.The teacher appreciated him 1.The teacher said,"OK. all of you encourages (the student) by have finished the reading. saying,"Good! Yes, of Generally, you are good; almost course."(obs.6) 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 1. The students tried to 1.There were some examples that uses ideas of guess the verb form and could be made with the discussion students change the sentence. Some between the teacher and the were correct but some others students classically. (obs.7) were not. The teacher gave the 2.The teacher checked the answers correct answers/sentences. on the board together with the (obs.7) students. (obs.7) 3.The teacher discussed the questions classically. (obs.8) 4. Asks questions Teacher-student interaction Asks 1.The teacher asked,"How many questions person? And Who are they? related to the (obs.4) topic 2.The teacher continued,"Where are they?" (obs.4) 3.The teacher asked some questions related to the picture. (obs.6)

Teacher-students interaction 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 1.The teacher asked,"Where are 1.The teacher asked,"Has everyone questions your friends?" (obs.2) come to class?" (obs.1) unrelated to 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

Presents/explains the topic

Explains the unclear topic/ difficult words Discusses the topic classically

Explains instruction 6.

the

Teacher-students interaction 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) 1.The teacher told the student 1.The teacher explained the meaning the clear writing. (obs. 1) of the difficult words. (obs. 4,6) 2.The teacher explained about the unclear part. (obs. 6) 1.The teacher followed the activity by discussing the text. (obs. 1) 2.The teacher discussed about the picture. (obs. 6) 1.The teacher explained the instruction of the activity. (obs. 7)

Gives directions Teacher – student interaction

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Teacher – students interaction

1.The teacher pointed/called Gives some students to answer some directions related to the other questions. (obs.1) class activity 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) Gives 1.The teacher said,"OK. While directions waiting for your friends, unrelated to please one of you (by calling the class the student's name) borrow the activity 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)

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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)

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

4.The teacher asked one of the student's number on your answer students to pass the textbook sheet." (obs.5) and the dictionary to all 4.The teacher told the students that if students. (obs.6) they had finished the test, they 5.The teacher asked one student could collect the paper. (obs.5) to clean the board. (obs.6) 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 Response to 1.The students said,"No, not questions yet." When the teacher related to the asked,"Have you finished?" topic (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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Student-student(s) interaction

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 1.The students answered, questions "Waalaikumsalam wr.wb. unrelated to Good topic 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 1.One student asked an unclear 1.Some students asked their friends related to the writing. (obs.1,6) about the activity. (obs.1) topic 2.Some students answered it 2.They tried to discuss the questions voluntary. (obs.1) with their friends. (obs.5)

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Initiation unrelated the topic

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) 1.Some students greeted the to 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)

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)

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 1.The teacher asked,"Any 1.The student couldn't answer it. He confusion question? Any difficult was silent. He tired to ask his words?"The students kept friend but he couldn't answer it. silent. (obs.1,6) (obs.7) 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

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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

Students do something unrelated to the topic

Students talk something unrelated to the topic

Teacher-student interaction 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.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)

Student-student(s) interaction 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)

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 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 1.The students were rather students to borrow the noisy.(obs.7) textbook from the library and 2.The students moved around and the student stood up and went borrowed books one another. to the library. (obs.1) (obs.5) Students' gestures

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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)

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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)

13. Teacher's act to help the class goes smoothly

Teacher's help

Teacher-student interaction 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) Studentinitiation, 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 teacherstudent 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 teacherstudent 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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BIBLIOGRAPHY Abarca, Marianella Fernandez. 2004. "Interaction in the English Classroom: An Exploratory Study". May 28, 2008. http: //revista.inie_ucr.ac.cr/articulos/1_2004/archivos/interaction.pdf. Allwright, Dick. “Interaction and Negotiation in the Language Classroom: Their Role in Learner Development” Sept 5, 2008. http: // www.ling lancs.ac.uk/groups/crile/docs/crilesoallrigh.pdf. Barker, Larry L. 1982. Communication in the Classroom. Englewood Cliffs: Prenticehall Inc. Bishop, Philip E. 2000. “Classroom Interaction” May http://faculty.valenciacc.edu/pbishop/krb/clssrm-interact.pdf.

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Brown, H. Douglas. 1994. Principles of Language Learning and Teaching. Englewood Cliffs: Prentice Hall Regents. Brown, H. Douglas. 2000. Principles of Language Teaching and Learning. New York: Pearson Education. Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy. 2nd ed. New York: Addison Wesley Longman, Inc. Burden, Paul L and Byrd, David M. 1999. Methods for Effective Teaching. Boston: A Viacom Company Creswell, John W. 2003. Research Design. California: Sage Publications, Inc. Counihan, Gerard. 1998. ”Teach Students to Interact Not Just Talk”. August 20, 2007. http://iteslj.org/Tehniques/Counihan_Interaction.html. Gibaldi, Joseph. 2003. MLA Handbook for Writers of Research Papers. New York: The Modern Language Assosiaciation of America. Harjunen, Elina and Tainio, Lissa.”The Organization of Classroom Interaction: the participants’ ideas and ideals of pedagogical authority and gender in practice”. July, 2, 2007. http://www.nord.helsinki.fi/clpg/CLPG/Harjunen%20&%20Tainio.pdf Holliday, Adrian. 2002. Doing and Writing Qualitative Research. London: SAGE Publications Ltd. Howarth, Patrick. 2006. “Increasing Student Interaction.” April 5, 2008. http://www.teachingenglish,org,UK/think/speak/interaction.shtml. Ilatov, Zinaida Z, Shamai, S., Hertz-Lazarovitz, R., Mayer-Young, S. 1998. "TeacherStudent Interactions: The Influence of Gender, Academic Dominance, and Teacher Communication Style." Nov 28, 2006. http://findarticles.com/p/articles/mi_m2248/is_n.130_v.33/ai_21072030/ 87

Inamullah, Muhammad. 2005. "Patterns of Classroom Interaction at Different Educational Levels in the Light of Planders Interaction Analysis." Nov 28, 2006. http://eprints.hec.gov.pk/99/ Kabbalah and Education. ”Three Elements of the Student-Teacher Relationship”. May 24, 2006. http://www.inner.org/ducation/educ48.htm. Kurt Lewin. 1951. Field theory in Social Science. New York: Harper Collins. Kolb, David. 1984. Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall. Metelo, Ana. “Describing Classroom Interaction”. May 24, http://www.salzburgsemnar.org/ASC/csad/progs/interactive/ANA.htm

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Miles, Matthew B. and Huberman, A. Michael. 1994. Qualitative Data Analysis. California: Sage Publications, Inc. Mitchell, Rosamond and Myles, Florence. 2004. Second Language Learning Theories. New York: Oxford University Press Inc. Phillips, D.C. and Soltis, Jonas F. 1991. Perspectives on Learning. New York: Teachers College Press. Richards, Jack C. 2005. Communicative Language Teaching Today. Singapore: SEAMEO Regional language Centre. Richards, Jack C and Rodgers, Theodore S. 2001. Approaches and Methods in Language Teaching. New York: Cambridge University Press. Sadker, Myra Pollack and Sadker, David Miller. 1997. Teachers, Schools, and Society. New York: The McGraw-Hill Companies, Inc. Shannon, Fred. 2005. The Input Hypothesis. May 20, http://fredshannon.blogspot.com/2005/11/input_hypothesis.html.

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Snell, Jonathan. 1999. ”Improving Teacher-Student Interaction in the EFL Classroom, An Action Research Report. Nov 11, 2007 http: // iteslj.org/articles/snell_interaction_html. Swales, John M. and Feak, Christine B. 1994. Academic Writing for Graduate Students. USA: the University of Michigan. Vocational High School Curriculum. 2004. Walqui, Aida. 2000. “Contextual Factors in Second Language Acquisition” July 17, 2007. http://www.cal.org/resources/digest/0005contexttual.html. Willson, Julie. 1999. "High and Low Achievers' Classroom Interaction Patterns in an Upper Primary Classroom". Oct 10, 2007. http://www.aare.edu.au/99 pap/wil 99741.htm. 88

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 1

2 Indirect Teacher Talk

3

4 5

6 Direct Teacher Talk 7

8

9 Student Talk 10

Emergence Themes

12 13 14

Accepts feeling Acknowledge student-expressed emotions (feelings) in a nonthreatening manner Praises or encourages Provides positive reinforcement of student contributions Accepts or uses ideas of students Clarifies, develops, or refers to student contribution, often nonevaluatively Asks questions Solicits information or opinion (non rhetorically) Lecturers Presents information, opinion, or orientation; perhaps includes rhetorical questions Gives directions Supplies direction or suggestion with which a student is expected to comply Criticizes or justifies authority Offers negative evaluation of student contribution or places emphasis on teacher's authoritative position. Student talk – response Gives a response to the teacher's question, usually a predictable answer Student – initiation Initiates a response that is unpredictable or creative in content Silence or confusion Leaves periods of silence or inaudible verbalization lasting more than 3 seconds Students do/talk something unrelated to the topic Students' gestures (including the students' act as the response of the teacher's act/talk) Teacher's act to help the class goes smoothly

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CODE ITT / AF

ITT / PR

ITT / AI

ITT / AQ DTT / LE

DTT / GD DTT / CR

ST / RE

ST / IN

ST / SI

ET1 / UT ET2 / GE ET3 / AH

Notes: ITT / AF ITT / PR ITT / AI ITT / AQ DTT / LE DTT / GD DTT / CR ST / RE ST / IN ST / SI ET1 / UT ET2 / GE ET3 / AH

: Indirect Teacher Talk, Accepts feeling : Indirect Teacher Talk, Praises or encourages : Indirect Teacher Talk, Accepts or uses ideas of students : Indirect Teacher Talk, Asks questions : Direct Teacher Talk, Lecturers : Direct Teacher Talk, Gives directions : Direct Teacher Talk, Criticizes or justifies authority : Student Talk, Student talk-response : Student Talk, Student-initiation : Student Talk, Silence or confusion : Emergence Theme 1, Students do/talk something unrelated to the topic : Emergence Theme 2, Students' gestures : Emergence Theme 3, Teacher's act to help the class goes smoothly

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Appendix 2 INTERVIEW GUIDE

Teachers: No Topic 1. Teacher's understanding about English classroom interaction 2. Teacher's experience in interaction with students in classroom: - interaction between teacher and student - interaction between teacher and a group of students 3. Teacher's role in classroom

Students: No Topic 1. Student's understanding about English classroom interaction 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 3. Student's role in classroom

Code T.UND T.EXP

T.ROL

Code S.UND S.EXP

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 Time Place Interviewee Comment - Students' response is quite good. - Students rarely speak English - Teacher explains the material in Indonesian

: Saturday, April 21, 2007 : 11.00 – 11.15 : Teacher Room : Mrs. Nissa Interview Report 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.

Note: R: Researcher N: Mrs. Nissa C.CND : Classroom condition

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INTERVIEW 2 (I.T.2.Ni) Day/Date Time Place Interviewee Comment - The teacher realized that being active is important in learning a language. Conversation is also needed, but the class is still passive.

: Monday, April 23, 2007 : 10.30 – 11.00 : Teacher Room : Mrs. Nissa Interview Report 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.

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 Time Place Interviewee Comment - 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.

: Tuesday, May 22, 2007 : 10.00 – 10.25 : Teacher Room : Mrs. Nissa Interview Report 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 benarbenar 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

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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 diapply 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 kadangkadang 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.

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 - Communication R: Apa tujuan dasar pembelajaranbahasa Inggris dalam Special class ini? K: Learning goal-nya itu pronunciation sama listening, sama skill is learnt through a mendengarkan. Ada kan 2 program: LTS sama SBS. Kalo Learning To Speak itu kebanyakan di situ itu pembelajarannya tentang pronunciation computer yang benar yang mendekati native speaker. Kemudian di situ juga ada program. To grammar, tapi grammar di situ cuman tidak terlalu rumit. Untuk come to the real grammar, jadi ada konteks kalimat, misal, I have a book, misalnya ya, di use, the teacher expands the situ mempelajari possessive, berarti 'have' yang berwarna lain, hurufnya menggunakan merah. context. Kalo untuk listening di SBS. Listening itu Side By Side, yaitu ada - The pemutaran dialog, nanti itu dialognya bisa di line by line, kalimat per communication kalimat, kemudian kalo tekniknya, siswa itu mendengar, menyimak dari between the dialog kemudian dia menirukan, setelah sampe akhir kita buka, cek students and the dengan script-nya kan nada. Kita buka apakah benar yang diucapkan teacher is about siswa dengan di video. asking difficult R: Bagaimana anda mengarahkan activity-activity itu ke komunikasi words sebenarnya? - The communication 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 between the konteks itu ada. Misalnya, ada dialog di kelas, itu membicarakan tentang students address, what's your name, what's your phone number. Kita bisa happens when kembangkan how many person, and then, where are the character, itu they are kan tidak dijelaskan di dalam program itu, untuk kita mengembangkan practicing dari …, untuk mengerti dari sisi lain dari program itu, kita bisa dialogue mengambil dari situ, dari karakternya, dari yang sedang dia lakukan itu - According to apa, interview, dia itu sebagai apa yang diinterview sama yang the teacher, the menginterview. Pengembangannya di situ. students' don't Kalo untuk yang di conversation class, selain pada gambar, ya seperti have self sama, karakter gambar itu, prediksi, mencoba untuk membantu siswa confidence in memprediksi ini dialog tentang apa, sebelum kita menuju ke dialog, e… speaking description dulu, mendeskripsikan gambar, apa yang dilakukan, English. kemudian untuk kayak e… apa di sekitar kelas, misalnya, ibu kemarin - Motivation is kan di luar konteks. needed by the R: Selama ini bentuk-bentuk komunikasi apa yang pernah terjadi antara students siswa ke guru ataupun antara siswa ke siswa? - The teacher K: Selama ini kebanyakan yaaaa, ada yang aktif seperti itu yang bertanya often points to tentang arti. Tapi kebanyakan yang di sini itu yang di luar konteks, one student misalnya, saya menjelaskan tentang meeting person in an airport. Dia when asking tanyanya dia inget iklan apa gitu… iklan apa dalam bahasa Inggris, night question, he rider, apa gitu, tapi kebanyakan ya itu , pertanyaannya di luar konteks seldom gives itu, tapi ada juga siswa yang ee… menanyakan tentang ee… berkaitan time for dengan materi saat itu, tapi in bahasa Indonesia, bukan in English. Tapi volunteer. 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

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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

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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.

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 Time Place Interviewee Comment - The studente's respons is limited on asking abouit difficult words. - The communicati on 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

: Wednesday, May 30, 2007 : 10. 15 – 10.45 : Library : Mrs. Nissa Interview Report 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 biasabiasa 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.

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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.

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 Time Place Interviewee Comment 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.

: Saturday, April 28, 2007 : 08.00 – 08.30 : Student's workshop : Sugi Interview Report 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.

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 Time Place Interviewee Comment The class condition doesn't make the students feel comfortable using English. They need more comfortable atmosphere, so they can speak freely in English.

: Saturday, April 28, 2007 : 08.45 – 09.15 : Student's workshop : Imam Interview Report 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.

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 Time Place Interviewee Comment 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.

: Saturday, April 28, 2007 : 09.30 – 10.00 : Student's workshop : Heru Interview Report 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.

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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 Time Place Interviewee Comment One's will is really important in learning to use English in communication.

: Thursday, May 3, 2007 : 08.30 – 09.00 : outside the classroom : Sugi Interview Report 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 kadangkadang. 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.

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INTERVIEW 5 (I.S.5.He) Day/Date Time Place Interviewee Comment 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.

: Saturday, May 5, 2007 : 10.00 – 10.30 : outside the classroom : Heru Interview Report 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)

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

Students' attention

The use of English for communication in the classroom

Students' being active

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) 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) 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) 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 – interaction

student

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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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 – interaction

student

Student – interaction

students

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) 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)

108

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 – interaction

student

Teacher – interaction

students

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) 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 – interaction

student

Student – interaction

students

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) 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)

109

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)

110

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 One or two minutes after the bell rang, Mrs. Nissa, the class teacher, and I - The communication 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 between the ''Assalamuálaikum wr. wb. Good afternoon, students. The students teacher and the students are answered "Waálaikumsalam wr wb, Good afternoon Mrs. Nissa." Mrs. Nissa asked, "Has everyone come to class?" "No, Not yet", some students mostly in answered. Some other students played / chatted with their friends. Two Indonesian. students looked busy looking for something in their bag, may be a book, - Students' and whispered something to their friends. Mrs. Nissa continued by asking, initiation to communicate to "Where are they?" The students said, "Still in the canteen." Some others said, ''Still have a break." Some others said, "Downstair, Mrs. Nissa." Mrs. the teacher or other students is 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 mostly about student stood up and went to the library. Mrs. Nissa continued the class by clarifying checking the students' attendance (calling the students' name one by one). difficult words/sentence. While she was doing that, three students entered the class. Mrs. Nissa asked, "Where were you?" The students said, "from the canteen, Mrs. - Creative Nissa." Mrs. Nissa said, "Don't be late again. Please, be on time, OK? Have initiation (such a seat now." The students nodded their head and went to their seat. Mrs. as expressing Nissa presented the material (i.e. expressing 'wish') by writing it on the ideas) is not board. While she was writing, most of the students copied it on their book, found. some of them chatted with their friends, and two students made a noise. - A few students Mrs. Nissa stopped her writing to remind the students to copy the material answer the on their book and to keep silent. The student who was asked to borrow the teacher's book from the library came, and he directly gave the book to their friends questions in one by one. After Mrs. Nissa finished her writing, she walked around the volunteer. But, class and said, "Write the material on your book, please." About 5 minutes if they are later, she asked, "Have you finished?" The students said, "No, not yet." One asked to write student didn't write the material. He only opened and looked at the text their work on book. Mrs. Nissa looked at him and let him do that for a while. But, when the board, they he tried to bother his friends and chat, she went closer to him and reminded do it well. him to write. One student asked an unclear writing, Mrs. Nissa told him the - Some students clear one. When the students have finished writing, Mrs. Nissa asked the can understand students to open the book, page 84. The students did this. One student teacher's looked confused finding the page, but his friend helped him quickly. Mrs. instruction. Nissa asked, "See activity 7. Now read paragraph 1 (She called two - When the students to read and asked the others to listen to them)". Mrs. Nissa teacher give followed the activity by discussing the text. She read the questions taken time for the from the text book and asked the students to answer it orally. Three students students to answered it voluntary. Mrs. Nissa pointed / called some students to answer speak, they some other questions. After all questions had been discussed, Mrs. Nissa keep silent. 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.

111

Code

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

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.

Notes: ITT / AF ITT / AQ DTT / LE DTT / GD ST / RE ST / IN ST / SI ET1 / UT ET2 / GE ET3 / AH

: Indirect Teacher Talk, Accepts feeling : Indirect Teacher Talk, Asks questions : Direct Teacher Talk, Lecturers : Direct Teacher Talk, Gives directions : Student Talk, Student talk-response : Student Talk, Student-initiation : Student Talk, Silence or confusion : Emergence Theme 1, Students do/talk something unrelated to the topic : Emergence Theme 2, Students' gestures : Emergence Theme 3, Teacher's act to help the class goes smoothly

112

ET3 / AH ST / IN ITT / AF

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 After the bell rang, I entered the Multimedia English Laboratory. Mr. Kris, - The students the teacher, had been there. He did some preparation. I knocked the door. are good in He opened it and greeted me. Then, he asked me to take a seat. I chose the repeating seat on the back, so I could watch the learning process easily without expressions, may be because bothering the students. We still waited for the students. About three minutes then, I showed some students came into the laboratory. They greeted the they were teacher by saying: "Assalamualaikum. Sorry Pak, we are late," and entered listening and the laboratory. The teacher answered, "Waalaikumsalam. OK, take a seat, practicing before they got 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 turn. monitor. We're sill waiting for the others." Some minutes later, other - The communication students entered the laboratory. Some of them greeted the teacher by saying, "Assalamualakum, Sorry, Sir. We're late." While, some others only is centered on nodded their heads and took a seat. About ten minutes later, all students had the teacher; entered the laboratory and were ready to study. The teacher opened the students didn't class by greeting, gave some little chat, and checked the students' have enough attendance. Then, he explained the material for that day, that was time to pronunciation, and explained how it would be done. The teacher said, "You communicate would listen to the teacher while watching the monitor. Then, you would with their repeat the expression on the monitor one by one. It was measured by a friends or the graph, so you would know your score (using percentage)." Almost all teacher. students concentrated on the instruction from the teacher. They were kept - English communication silent. No questions were heard. The teacher gave one example. He showed is introduced by 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. computer It was also completed by percentage. Then, the teacher asked, "Any program. The questions?" "No," replied the students. The teacher said, "OK, now, we will students' do it one by one. I will call you one by one. And, for the other students, practice is very please pay attention to your friend. Please, now, Heru, you start." Then, limited on the Heru read all the expressions. His friends gave him applause because he got program good score. Then, the activity was done one by one until all students got without their turn. While waiting to get turn to repeat the expression, the students were initiative, listening to their friend. They were eager and wanted to know their friend's without their communication score. They looked enjoy and focused on the activity. Some students looked whispering the expression, practicing before their turn. Only few students with their chatted with their friends, but it was only a while. When there was a student friends. The communication read an expression in a wrong way, the other students laughed at it. For with the teacher some students who have got the turn, they talked to their friends about is in the form of 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 question to the other students practiced themselves. After all students got turn, the clarify the teacher said, "OK, all of you have finished the reading. Generally, you are activity that good; almost half of you got good scores. It means that actually, you had will be done, good potency in English. So, English is not difficult, isn't it? Here, we can the instruction. see, you have had good start, you only need to practice. Be diligent!" The - The computer program is used students respond by saying, "Yaaaa, yaaaa." The teacher asked, "Any comment?" "No," replied the students. The teacher said, "OK. Then we will to practice the communication, finish our class today. Assalamualaikum wr.wb." "Waalaikumsalam wr.wb." answered the students. Then, they turned off the monitor and left but in this the laboratory. The teacher was still there (in the laboratory). I asked for his session, it is permission to leave the laboratory, too. only about the introduction phase in using a computer program, not the real communication.

113

Code

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

Notes: ITT / AF ITT / PR ITT / AQ DTT / LE DTT / GD ST / RE ST / IN ET1 / UT ET2 / GE

: Indirect Teacher Talk, Accepts feeling : Indirect Teacher Talk, Praises or encourages : Indirect Teacher Talk, Asks questions : Direct Teacher Talk, Lecturers : Direct Teacher Talk, Gives directions : Student Talk, Student talk-response : Student Talk, Student-initiation : Emergence Theme 1, Students do/talk something unrelated to the topic : Emergence Theme 2, Students' gestures

114

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 - The teacher has 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 tried to ask in classroom. We waited for about five minutes for the coming of the students. English, but if After more than half of all students had come, Mrs. Nissa opened the class the students keep silent, she by greeting the students, "Assalamualaikum wr.wb. Good afternoon, students." The students answered, "Waalaikumsalam." Then, Mrs. Nissa directly translates it into checked the students' attendance by calling their name one by one. After Indonesian. She she finished it, she asked the students to open page 89, the students did the doesn't give the instruction. After all students had ready with their books, Mrs. Nissa asked, students chance "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 to guess the meaning. into bahasa Indonesia, "dalam bahasa Indonesia, apa to maksudnya suggestion?" One student said, "sugesti" Mrs. Nissa said ," Is it true? - The students Suggestion here means saran." Mrs. Nissa followed this by explaining learn English not use English. 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. Notes: ITT / AF ITT / AQ DTT / LE DTT / GD ST / RE ST / IN ST / SI ET1 / UT ET2 / GE ET3 / AH

: Indirect Teacher Talk, Accepts feeling : Indirect Teacher Talk, Asks questions : Direct Teacher Talk, Lecturers : Direct Teacher Talk, Gives directions : Student Talk, Student talk-response : Student Talk, Student-initiation : Student Talk, Silence or confusion : Emergence Theme 1, Students do/talk something unrelated to the topic : Emergence Theme 2, Students' gestures : Emergence Theme 3, Teacher's act to help the class goes smoothly

115

Code

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

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 I entered the class when Mr. Kris was distributing textbooks to the students. - The teacher I greeted him and he asked me to have a seat. I chose a seat at the back of asked/talked the classroom. Mr. Kris told me that not all students had come, but to save about the the time he started the class by giving the book to the students. He hoped material on the book orally. He that the students could use the time to read the book. About 5 minutes later, gave chance for some students came. They greeted the teacher by saying "Assalamualaikum". And the teacher answered it "Waalaikumsalam" and the students to asked them to take the book and had a seat. Mr. Kris asked the students to talk. It was quite done. The 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 can students answered, "good morning, fine, fine." Mr. Kris called the students' answer the questions orally 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 using short answer. Here, it they had found the page to be studied. The students answered, "Yes." Mr. means that Kris asked some questions related to the picture on the book. He asked, "How many people? And, who are they?" The students answered, "4. students can Bryan, Andy, Robby, and Lisa." Mr. Kris continued again, "Where are understand the teacher's 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, questions, and you read the dialogue loudly. For the others, please listen to your friends. they can express their 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 idea/opinion. reading. Only few students who sat at the back raw still chatted with their - I think, the friends. After the reading, Mr. Kris discussed the dialogue by giving some students know questions to the students orally. The students could answer it well. Two the dialogue. students asked about difficult words. Mr. Kris explained the meaning of it. I They can was quite surprised when I heard a student shouted to his friend who sat answer the questions asked 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 by the teacher students. Mr. Kris explained about the use of 'be' and practiced it with the in short answer students orally. Then, he asked the students to do the activity on the book. and in English. Why they didn't The students did individually. After some minutes, Mr. Kris asked whether the students had finished their work. The students kept silent. Mr. Kris do this in other called the students' name one by one; he asked them to read the answer. The session (B. students could answer correctly. They kept silent. They did not answer the Nissa's class) 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. Notes: ITT / AF ITT / AQ DTT / LE DTT / GD ST / RE ST / IN ST / SI ET1 / UT ET2 / GE ET3 / AH

: Indirect Teacher Talk, Accepts feeling : Indirect Teacher Talk, Asks questions : Direct Teacher Talk, Lecturers : Direct Teacher Talk, Gives directions : Student Talk, Student talk-response : Student Talk, Student-initiation : Student Talk, Silence or confusion : Emergence Theme 1, Students do/talk something unrelated to the topic : Emergence Theme 2, Students' gestures : Emergence Theme 3, Teacher's act to help the class goes smoothly

116

Code 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

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 The bell rang. Mrs. Nissa told me that she needed 5 minutes to prepare - Not much some materials. She would take a formative test on that day. I waited for dialogue is her in the teacher's room. She prepared question sheets. After everything found. The was ready, she called me. We came to the class, on the second floor, students do what the teacher together. After entering the class, she said "Assalamualaikum." "Waalaikumsalam." replied the students. She came to her desk. I took a asks to them. seat at the back raw as usual. Mrs. Nissa directly opened the class although - The instruction not all students had come. She checked the attendance by calling the is presented in students' name one by one. "We will have a formative test today, won't Indonesian we? I give you 10 minutes to have preparation." In the 10 minutes, the - The communication students were noisy. They talked to their friends, laughed at something, moved around, and borrowed books one another. Mrs. Nissa did not say between the anything. She just kept silent, sat on her desk, and watched her students. students are about asking the 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 instruction and even asking the 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 answer. 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. Notes: ITT / AF ITT / AQ DTT / LE DTT / GD ST / RE ST / IN ST / SI ET1 / UT ET2 / GE ET3 / AH

: Indirect Teacher Talk, Accepts feeling : Indirect Teacher Talk, Asks questions : Direct Teacher Talk, Lecturers : Direct Teacher Talk, Gives directions : Student Talk, Student talk-response : Student Talk, Student-initiation : Student Talk, Silence or confusion : Emergence Theme 1, Students do/talk something unrelated to the topic : Emergence Theme 2, Students' gestures : Emergence Theme 3, Teacher's act to help the class goes smoothly

117

Code

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

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 I entered the class when Mrs. Nissa had been there. She sat on her desk. - Today, the She did some preparation. She opened some books. There were many students are dictionaries and textbooks on the table near her desk. I greeted her and she much quieter than the classes 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 before. They later, many students came together. Only one of them said his sorry for give good becoming late to Mrs. Nissa. The others only followed him. They took their attention to the seat and took their notebook from their bag. Mrs. Nissa asked one of them teacher's explanation, to pass the textbook and the dictionary to all students. Mrs. Nissa opened the class by checking the students' attendance. Some students were still they do the busy with themselves. They talked about something, that is very interesting activity well and discuss (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 with friends. open page 102 and watched the picture. She then discussed about the They don't talk too much about picture. She asked some questions related to the picture. First, she asked in English, and then she translated into Indonesian. Students could respond it something not well. Some students answered in English (in short answer/expression) while about the lesson. They 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 talk about the then took a seat. He asked his friend about the lesson to his friend and activity of the book. They ask opened his own book. Mrs. Nissa asked one of the students to read activity many questions I loudly. The student did this. The other students listened to him. Mrs. Nissa repeated the reading. She translated it into Indonesian together with about difficult words. 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 - Most students are enthusiastic to remember about causative have and get and its examples. The students copied it on their notebook. Some students still talked with their friends, in doing the although their notebooks were on their tables. Mrs. Nissa went around; the activities. students, then, started to copy the notes from the board. Mrs. Nissa checked - Here, the the students' notes and the textbooks and the dictionary. One student asked teacher's question is used an unclear writing on the board, "Is it a full stop, Mom?" Mrs. Nissa in order that the explained about the unclear part. After all students have finished their writing, Mrs. Nissa explained about 'causative have and get'. First, she students give explained in English, and then she translated into Indonesian. Some attention, to be students asked about difficult words. Mrs. Nissa explained the meaning of more it. Mrs. Nissa asked, "Any questions?" The students kept silent. Mrs. Nissa concentrate on asked one of the students to explain about the differences between causative the lesson and have and get as what have been explained by her. The student couldn't not busy with answer it. He just smiled. Mrs. Nissa explained again and asked the themselves. students to pay attention to her. Then, she asked the student again. He could This makes a do it in Indonesian and use his own words. Mrs. Nissa continued by making good effect to some examples of the use of causative have and get in sentences. The the students. examples are made together with the students. The students gave the After the teacher point to Indonesian expressions and Mrs. Nissa helped them in making it into good one of them, the English expressions. "Is there any questions about this?" asked Mrs. Nissa. The students were silent. "Now, please do the activity 3. You have 10 others are minutes to do." continued Mrs. Nissa. Before doing the activity, Mrs. Nissa silent, listen to explained the directions and translated some difficult words. The students the teacher. Maybe they are answered the activity on their notebooks. While they were doing their activity, they were discussing about the difficult words with their friends. afraid that if Although there were dictionaries in front of them, they prefer to ask friends they don't keep than to find the meaning on the dictionary. Mrs. Nissa asked, "Have you silent and give finished?" "Not yet," replied the students. Mrs. Nissa gave some more attention, they will be asked by 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 the teacher. 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,

118

Code

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

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. Notes: ITT / AF ITT / PR ITT / AQ DTT / LE DTT / GD ST / RE ST / IN ST / SI ET1 / UT ET2 / GE ET3 / AH

: Indirect Teacher Talk, Accepts feeling : Indirect Teacher Talk, Praises or encourages : Indirect Teacher Talk, Asks questions : Direct Teacher Talk, Lecturers : Direct Teacher Talk, Gives directions : Student Talk, Student talk-response : Student Talk, Student-initiation : Student Talk, Silence or confusion : Emergence Theme 1, Students do/talk something unrelated to the topic : Emergence Theme 2, Students' gestures : Emergence Theme 3, Teacher's act to help the class goes smoothly

119

DTT/GD ST/IN, ET2/GE ET3/AH ET3/AH DTT/GD ST/IN ITT/PR

ITT/AF ST/RE

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 The bell rang; Mrs. Nissa and I were still in the teacher's office. She told - The students are quite noisy. me that she would stay there for about 10 minute more to wait for the The teacher ask 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 one of them to asked one of them to take the textbook in the library. The student did this, answer a while the others followed us to enter the classroom. When entering the question, then classroom, Mrs. Nissa directly went to her desk in front of the class, and I the others are took a seat at the back raw, as usual. Mrs. Nissa opened the class by silent. - Sometimes, the greeting the students and checked their attendance. She asked the students to open their textbook page 105-106. She would continue her explanation teacher points a week before about causative have and get. Some students opened their to one student but on the other 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 time, she gives made the noisy students silent. The student couldn't answer it. He was time to be silent. He tried to ask his friend but he couldn't get the answer. Mr. Nissa volunteer. 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.

120

Code

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

Notes: ITT / AF ITT / AI ITT / AQ DTT / LE DTT / GD DTT / CR ST / RE ST / SI ET2 / GE ET3 / AH

: Indirect Teacher Talk, Accepts feeling : Indirect Teacher Talk, Accepts or uses ideas of students : Indirect Teacher Talk, Asks questions : Direct Teacher Talk, Lecturers : Direct Teacher Talk, Gives directions : Direct Teacher Talk, Criticizes or justifies authority : Student Talk, Student talk-response : Student Talk, Silence or confusion : Emergence Theme 2, Students' gestures : Emergence Theme 3, Teacher's act to help the class goes smoothly

121

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 After the bell rang, Mrs. Nissa and I entered the classroom. Only a half of - The interaction that happened is the students were in the room. Mrs. Nissa went to her desk and I went to not like what is the seat at the back raw. Mrs. Nissa opened the class by greeting and checking the students' attendance. Then, she distributed question sheets. hoped before. She said," Today, we will have a review about what we have learned so far. The teacher makes a review Answer these questions individually." She didn't explain the direction, it was written on the question sheets. She just said to answer the questions about the last lesson in the individually and it will be collected after class. Some students started directly to answer the questions. Some others were still noisy and moved form of from one seat to another. They weren't concentrated on the class activity. A questions that should be done student asked about the instruction. Mrs. Nissa explained it classically so individually but 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 the students don't do like 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. this. They Nissa didn't sit at her desk. She moved around checking the students' work. discuss with friends. Sometimes she answered some questions from the students, but on the other time she just kept silent when students asked her. When the students - The teacher asked about the meaning of difficult words, Mrs. Nissa answered it clearly. doesn't answer Some students asked about the direction of the question (how to do/answer the students' the question or what should they answer). Mrs. Nissa explained about it question loud enough so that all students in the classroom could hear her voice directly, she clearly. After her explanation, the students were more quite in doing their gives the clue. 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.

Notes: ITT / AF ITT / AI ITT / AQ DTT / LE DTT / GD ST / RE ST / IN ET1 / UT ET2 / GE ET3 / AH

: Indirect Teacher Talk, Accepts feeling : Indirect Teacher Talk, Accepts or uses ideas of students : Indirect Teacher Talk, Asks questions : Direct Teacher Talk, Lecturers : Direct Teacher Talk, Gives directions : Student Talk, Student talk-response : Student Talk, Student-initiation : Emergence Theme 1, Students do/talk something unrelated to the topic : Emergence Theme 2, Students' gestures : Emergence Theme 3, Teacher's act to help the class goes smoothly

122

Code

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