scholarly journals STUDENT TALK IN ENGLISH CLASSROOM INTERACTION AT SMA NEGERI 2 BINJAI

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Windi Love Pita Sari ◽  
Busmin Gurning ◽  
Willem Saragih
Keyword(s):  
Interaction Analysis ◽  
Classroom Interaction ◽  
Dominant Type ◽  
Student Talk ◽  
Total Percentage ◽  
Source Data ◽  
English Classroom ◽  
Teaching Learning ◽  
Academic Year ◽  
Analysis Category

This study was aimed at finding out the types of student talk, the dominant type of student talk and the reasons why the students used the dominant type of student talk during teaching-learning process at SMA Negeri 2 Binjai in 2016/2017 academic year. This qualitative research used 40 students in grade XII as the source data and the researcher used audio recording, observational tally sheet, and matrix as the instruments for collecting data. The data got by using Flanders Interaction Analysis Category (FIAC). The analysis showed that students were still passive in speaking in the classroom interaction. The total percentage of student talk was 36,44%. The percentages of student talk in the first meeting were: 11,63% of student talk-response and 9,42% of student talk-initiation. Then, the percentages of student talk in the second meeting were: 11,35% for student talk-response and 4,04% for student talk-initiation. The dominant type of student talk was student talk-response by 22,98%. The researcher found the reasons by interviewing the students. The reasons why the students used the dominant type student talk-response were: (a) responding to the teacher’s question was the obligation of the students, (b) the students were understood and interested with the topic, (c) the students want to increase their ability in speaking English because the students seldom speak English outside of classroom, (d) some students do not speak confidently in the class, so by responding to the teacher will build up their confidence, (e) the students want to increase their ability in speaking English in order to build up their confidence, (f) by responding to the teacher’s question, it made the students more active in the classroom. Keywords: classroom interaction, student talk, Flanders Interaction Analysis Category (FIAC).

scholarly journals AN ANALYSIS CLASSROOM INTERACTION IN ENGLISH SUBJECT AT SENIOR HIGH SCHOOL

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Dosma Mutiara Purba ◽  
Rafika Dewi Nasution ◽  
Lidiman S.M. Sinaga
Keyword(s):  
Interaction Analysis ◽  
Video Recording ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
English Class ◽  
Student Talk ◽  
Total Percentage ◽  
English Classroom ◽  
Analysis Category ◽  
English Subject

This study focuses on analyzing the process of classroom interaction through Flanders Interaction Analysis Category (FIAC) model. The objective was to decsribe how the teacher and students use the categories of classroom interaction in English class by using Flanders Interaction Analysis Category (FIAC) model. The data was found based on the data transcription . the source of the data was the utterances between English teacher and 10th grade students at SMA N 2 Doloksanggul. The instruments for the data collection was video recording. The data analysis applied descriptive qualitative research. It was found that the total percentage each categories classroom interaction were Accepts Feeling (1.1%), Praise and Encourages (2.4%), Accepts Ideas of Students (1.2%), Asks Questions (18.8%), Lecturing (25%), Giving Directions (17.8%), Critizising or justifying authority (2%), Student Talk Response (15.3%), Student Talk Initation (1.9%), Silence or Confusion (14.5%). The dominant category of Teacher Talk in English classroom interaction at SMA N 2 Doloksanggul was Lecturing (25%). While The dominat category of Students Talk was Students Talk Response (15.3%). Keywords : Teacher Talk, Student Talk, Flanders Interaction Analysis Categories (FIAC) model.

scholarly journals CLASSROOM INTERACTION IN THE ENGLISH SUBJECT FOR THE TENTH GRADE OF SMA N 1 SALAK PAKPAK BHARAT

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Dirgahayu Tumangger ◽  
Busmin Gurning ◽  
Muhammad Natsir
Keyword(s):  
Interaction Analysis ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
English Teacher ◽  
Category System ◽  
Student Talk ◽  
Tenth Grade ◽  
Academic Year ◽  
Analysis Category ◽  
English Subject

This study aimed at finding out the categories of teacher and students talk and the percentage of teacher and students talk during classroom interaction. This study was conducted by using descriptive qualitativedesign. The subjects of this study were the tenth grade students of SMAN 1 Salak and the English teacher who taught at that class in 2017/2018 academic year. The data were the utterances of both teacher and students during the classroom interaction process which were collected by using observation and recorded by using smartphone and recorded it about three meetings.The data collected were analyzed by using Flanders Analysis formulate. The findings of the study showed  Analysis showed, there are ten categories of students and teachers talk that could be found during the classroom interaction and the percentage of each of category was: 2,05% for accepting feeling, 5.88% for praising and encouraging, 5,29% for accepting students’ ideas, 11,17% for asking question, 11,76% for lecturing, 8,52% for giving direction, 14,41% for criticizing, 32,35% for students talk response,6,17% student talk initiation and2,35% for silence and confusion.so the teacher talk percentage was about 60,3% and 38,52% for student. Keywords: classroom interaction, Flanders interaction analysis category system

scholarly journals CLASSROOM INTERACTION ANALYSIS OF ENGLISH CLASS IN SMPN 2 BABALAN

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Krisman Sipahutar ◽  
Willem Saragih ◽  
Indra Hartoyo
Keyword(s):  
Interaction Analysis ◽  
Video Recording ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
Category System ◽  
English Class ◽  
Student Talk ◽  
Dominant Characteristic ◽  
Teaching Learning ◽  
Analysis Category

The purpose of this study was to find out the types of interaction, the percentage of teacher talk and student talk and the dominant characteristic of interaction which appeared during teaching-learning process in SMP N 2 Babalan in 2016/2017 academic year. This study used descriptive design. The subjects of this study were three classes. One class of the eighth grade and two classes of the nineth grade. The data were analyzed by using Flanders Interaction Analysis Category System (FIACS). The instruments of collecting data were audio and video recording. The analysis showed that all of the ten types of interaction appeared. The percentages of each types of interaction were: (a) accepting feeling: 0.41%; (b) praising and encouraging: 9.97%; (c) accepting students’ ideas: 0.22%; (d) asking question: 26.26%; (e) lecturing: 4.70%; (f) giving direction: 13.25%; (g) criticizing: 2.21%; (h) tudents talk response: 39.35%; (i) student talk initiation: 1.10%; (j) silence and confusion: 1.93%.   Teacher talk percentages were 60.98% in class 8-1, 51.62% in class 9-2 and 61.15% in class 9-5. And the student talk percentages were 37.31% in class 8-1, 47.29% in class 9-2 and 20.09% in class 9-5. The dominant characteristic of interaction was content cross, which means that the teacher focused on giving questions and giving materials. From the results, the researcher concluded that the teacher was dominant in the classroom during the teaching-learning processes.Keywords: Classroom Interaction , Flanders Interaction Analysis Category System (FIACS). Teacher talk, Student talk.

scholarly journals CLASSROOM INTERACTION IN THE ENGLISH SUBJECT FOR THE TENTH GRADE OF SMA N 1 SALAK PAKPAK BHARAT

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Dirgahayu Tumangger ◽  
Busmin Gurning ◽  
Muhammad Natsir
Keyword(s):  
Interaction Analysis ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
English Teacher ◽  
Category System ◽  
Student Talk ◽  
Tenth Grade ◽  
Academic Year ◽  
Analysis Category ◽  
English Subject

This study aimed at finding out the categories of teacher and students talk and the percentage of teacher and students talk during classroom interaction. This study was conducted by using descriptive qualitativedesign. The subjects of this study were the tenth grade students of SMAN 1 Salak and the English teacher who taught at that class in 2017/2018 academic year. The data were the utterances of both teacher and students during the classroom interaction process which were collected by using observation and recorded by using smartphone and recorded it about three meetings.The data collected were analyzed by using Flanders Analysis formulate. The findings of the study showed  Analysis showed, there are ten categories of students and teachers talk that could be found during the classroom interaction and the percentage of each of category was: 2,05% for accepting feeling, 5.88% for praising and encouraging, 5,29% for accepting students’ ideas, 11,17% for asking question, 11,76% for lecturing, 8,52% for giving direction, 14,41% for criticizing, 32,35% for students talk response,6,17% student talk initiation and2,35% for silence and confusion.so the teacher talk percentage was about 60,3% and 38,52% for student. Keywords: classroom interaction, Flanders interaction analysis category system

scholarly journals CLASSROOM INTERACTION IN ENGLISH SUBJECT AT SMP NEGERI 1 BERASTAGI

2018 ◽  
Vol 6 (3) ◽  
Author(s):  
Steven Karta Ginting ◽  
Sumarsih Sumarsih ◽  
Busmin Gurning
Keyword(s):  
Interaction Analysis ◽  
Video Recording ◽  
Classroom Interaction ◽  
Teacher Characteristics ◽  
Teacher Talk ◽  
English Teacher ◽  
Teacher Control ◽  
Academic Year ◽  
Analysis Category ◽  
English Subject

This study was aimed to find out the teacher and students talk percentage, teacher characteristics and the roles of the teacher during classroom interaction classroom interaction at SMPN 1 Berastagi in 2016/2017 academic year. This study used descriptive design. The subjects of this study were 38 students Grade VIII and an English teacher. The data were analyzed by using Flander’s formulates and interaction observation tally sheet. The instrument of collecting data ware observation tally sheet and video recording. The analysis showed that teacher talk percentage was 71,90 %  and  28, 09% for students. It was found that teacher was dominant in talking than student. The teacher highest characteristics found were teacher control means dominated by commands or direction and content cross which were dominated by lecturing and questioning. For the roles of teacher, the two highest were teacher as controller and teacher as resource. From the result the writer concludes that the students were passive in the classroom interaction, on the other hand teacher hold almost the whole activities in the classroom.     Key words: Classroom interaction, Flanders interaction analysis category system

CLASSROOM INTERACTION IN ENGLISH LESSON THROUGH FLANDER’S INTERACTION ANALYSIS CATEGORIES SYSTEM (FIACS) AT THE ELEVENTH GRADE OF MANDIRI VOCATIONAL SCHOOL

2017 ◽  
Vol 6 (4) ◽  
Author(s):  
Endang Pratiwi Marbun And Anni Holila Pulungan
Keyword(s):  
Interaction Analysis ◽  
Video Recording ◽  
Classroom Interaction ◽  
Vocational School ◽  
English Teacher ◽  
Code Number ◽  
English Class ◽  
Total Percentage ◽  
11Th Grade ◽  
Analysis Category

This study focuces on analyzing the process of classroom interaction through Flanders Interaction Analysis Category (FIAC) model. The objective was to describe how the teacher and students use the categories of classroom interaction in English class by using Flanders Interaction Analysis Category (FIAC) model. The data is found based on the data transcription. The source of the data were the English teacher and 11th grade students at Vocational School Mandiri Percut Sei Tuan. The instruments for data collection were observation, video recording, and note talking. The design of data analysis applied descriptive qualitative design. In analyzing the data, the researcher dentifying the data transcription, Classifying the data, Giving a code number, pairing the data, and Plotting the code number into a matrix. It was found that the total percentage each categories classroom interaction were accepts feelings (2.15%), praise and encourages (9.67%), accepts or uses the ideas of the students (0%), asks questions (18.27%), lecturing (6.45%), giving directions (15.05%), criticizingor justifying authority (12.90%), students talk-response (32.25%), students talk-initiation (2.15%), and silence or confusion (1.07%). It showed the students participated in the interaction process.

scholarly journals VERBAL INTERACTION IN ENGLISH CLASSROOM USING FLANDERS INTERACTION ANALYSIS CATEGORIES SYSTEM (FIACS)

2019 ◽  
Vol 7 (3) ◽  
Author(s):  
Fitri Mardiana ◽  
Zainuddin Zainuddin ◽  
Johannes Jefria Gultom
Keyword(s):  
Teaching And Learning ◽  
Interaction Analysis ◽  
Video Recording ◽  
Classroom Interaction ◽  
Verbal Interaction ◽  
Teacher Talk ◽  
The Other ◽  
English Teacher ◽  
Student Talk ◽  
English Classroom

The thesis deals with the dominant category used by teacher and the students during English classroom interaction, and the percentage of teacher’s talk and students’ talk during English classroom interaction using Flanders Interaction Analysis Categories System (FIACS). Moreover, this study used descriptive qualitative design .The data of this study were utterances between English teacher and students during English classroom in XI-2 IPA of SMA Negeri 11 Medan.The instruments for data collection were observation tally sheet and video recording. The result showed all of the categories used in the teaching and learning process. It found from the percentage of all categories , the dominant category used by the teacher was Giving Direction (40.41% ). In the other hand the dominant category used by students was Student Talk-Response (57.60%). In addition, the percentage of Teacher Talk was 59.76%, and the percentage of Student Talk  was 36.72% during classroom interaction in English lessons .It showed, the teacher more active and dominant talking than the students during verbal classroom interaction.Key words: Verbal Classroom Interaction, Teacher Talk, Student Talk, Flanders Interaction Analysis Categories System

scholarly journals AN ANALYSIS OF TEACHER AND STUDENT TALK IN THE CLASSROOM INTERACTION OF THE EIGHTH GRADE OF SMP NEGERI 18 PURWOREJO

2015 ◽  
Vol 4 (2) ◽  
pp. 261
Author(s):  
Semi Sukarni ◽  
Siti Ulfah
Keyword(s):  
Classroom Interaction ◽  
Teacher Talk ◽  
Eighth Grade ◽  
English Teacher ◽  
Student Talk ◽  
Teacher Student ◽  
Teacher Students ◽  
The Subject ◽  
Teaching Learning ◽  
Academic Year

The aims of this research are fi rstly, to describe the interaction<br />used by the teacher and studentsconducted in the classroomof the<br />eighth grade of SMP Negeri 18 Purworejo in the Academic Year<br />2012/2013; secondly, to know what type of interaction characteris-<br />tics of the teacher-student talk in the classroom interaction; thirdly,<br />to identify languages used in the classroom interaction used during<br />teaching-learning process.<br />This thesis is a descriptive qualitative study on teacher and stu-<br />dent talk in the classroom interaction, particularly on the partici-<br />pants’ interaction in SMP N 18 Purworejo. The data of this study<br />are the interaction between the teacher and the students in the class-<br />room. In order to analyze the data, some steps are conducted. The<br />data was taken by recording the classroom interaction. The subject<br />in this research wasthe grade VIIIG of SMP Negeri 18 Purworejo,<br />there were 40 students and one English teacher. The researcher used<br />observation and recording for collecting the data. Flanders’ Interac-<br />tion Analysis was used to identify and analyze teacher-student talk<br />in the classroom interaction.<br />The result of this study shows that the teacher was more ac-<br />tive in the interaction. Meanwhile, the student was less active than the teacher. Based on the fi nding, the researcher concludes that the<br />teacher was dominant in the classroom interaction. The percentage<br />of the teacher talk was 78.15%,whereas the students’ participation<br />was 21.16%.<br />the students<br />not balance between Indonesian<br />and English. Indonesian is 62% while English is only 38%. It<br />shows that teacher used more Indonesian than English when she<br />explains the material. The interaction was in three ways communi-<br />cation: interaction between teacher-students, students-teacher, and<br />students-students.

scholarly journals Teacher Talk and Learner Talk in The Classroom Interaction (An Interaction Analysis to an English Language Class at SMP N 2 Sindang)

2018 ◽  
Vol 2 (1) ◽  
pp. 98-106
Author(s):  
Ivon Sagita
Keyword(s):  
English Language ◽  
Interaction Analysis ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
English Teacher ◽  
Direct Influence ◽  
Class Time ◽  
Language Class ◽  
Academic Year ◽  
Analysis Category

The purpose of this research was to know what teacher talk constitute in classroom interaction, what learner talk constitute in classroom interaction and what percentages of the teacher and learner talk in classroom interaction. The methodology of research used in this research is interaction analysis. An English teacher and whole learners of VII A grade class at SMP N 2 Sindang were chosen as the sample in this research. The class is in the second semester in academic year 2009-2010. In this research the writer applied interview questions for teacher and learners and FIAC (Flanders Interaction Analysis Category). The result of this research showed that teacher more active than learner in the interaction. The teacher generally did most of talking during the lesson. In the available data showed that the teacher used more in indirect influence of FIAC category, they are; accepting feeling, encouragement, accepting or using idea of the learner, and asking question) rather than direct influence (lecturing, giving direction, and criticizing). It is about 49.6% / 16.4 %. Thus the total of teacher talk is 56.4% of the class time. Meanwhile the learners did more response rather than initiation with percentage 30.4% / 12.4% from the total learner talk is 42.8%

scholarly journals CLASSROOM INTERACTION IN ENGLISH LESSON BASED ON FLANDER’S INTERACTION CATEGORIES (FIAC)

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Elfridayani Purba ◽  
Amrin Saragih ◽  
Siti Aisyah Ginting
Keyword(s):  
Qualitative Research ◽  
Interaction Analysis ◽  
Video Recording ◽  
Classroom Interaction ◽  
Interaction Process ◽  
Teacher Talk ◽  
English Teacher ◽  
English Class ◽  
Total Percentage ◽  
Analysis Category

This study focuces on analyzing the process of classroom interaction through Flanders Interaction Analysis Category (FIAC) model. The objective was to describe how the teacher and students use the categories of classroom interaction in English class by using Flanders Interaction Analysis Category (FIAC) model. The data was found based on the data transcription. The source of the data was the utterances between English teacher and 7th grade students at SMP N 1 SEIBAMBAN. The instruments for data collection were observation, video recording, and note talking. The data analysis applied descriptive qualitative research. It was found that the total percentage each categories classroom interaction were accepts feelings (0.57%), praise and encourages (1.34%), accepts or uses the ideas of the students (0.19%), asks questions (13.74%), lecturing (7.06%), giving directions (30.9%), criticizing or justifying authority (3.91%), students talk-response (28.81%), students talk-initiation (0.29%), and silence or confusion (13.17%). It showed that students participated in the interaction process. Keywords: Teacher Talk, Students Talk, Flanders Interaction Analysis Categories (FIAC) model.

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