scholarly journals ANALYSIS OF CLASSROOM INTERACTION USING FLANDER INTERACTION ANALYSIS CATEGORIES SYSTEM (FIACS) IN ENGLISH CLASS-UNKRISWINA SUMBA

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Suryani Kapoe
Keyword(s):  
Interaction Analysis ◽  
Classroom Interaction ◽  
English Class

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 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.

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 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.

THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS

2018 ◽  
Vol 2 (2) ◽  
pp. 184-198
Author(s):  
Ida Yulianawati
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Interaction Analysis ◽  
Participant Observation ◽  
Video Recording ◽  
Classroom Interaction ◽  
Verbal Interactions ◽  
Qualitative Interaction ◽  
Classroom Language ◽  
Teaching Learning

The paper concerns with investigating classroom interaction especially the classroom language used by teacher and students in teaching learning process in one Junior High School in Indramayu. Teacher’s talk signals the classroom language that is used by the teacher in the classroom throughout the class periods. Meanwhile, students’ talk signal classroom language that is used by the students. The study employs qualitative interaction analysis method involving fifty nine students and two teachers in two different classrooms. The data are gathered through non-participant observation and video recording. Classroom observations were conducted to gain the data concerning classroom interaction in teaching learning process. The data collecting was separated into twelve categories and analyzed using Flint (Foreign Language Interaction analysis) system adopted from Moscowitz that is widely used to investigate classroom interaction. The findings of this study showed that there are various verbal interactions used in classroom interaction. The data showed that the use of classroom language motivate students to speak and encourage the students to share their idea. But the data also showed that there are many obstacles in using classroom language. So it needs more effort from teachers and students to make classroom language familiar in the classroom.  

Deployment of the formulaic utterance “how about∼” in task-based second language classroom discussions

2021 ◽  
Vol 18 (4) ◽  
pp. 425-446
Author(s):  
David Aline ◽  
Yuri Hosoda
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Interaction Analysis ◽  
Classroom Interaction ◽  
Fine Grained ◽  
Japanese Learners Of English ◽  
Language Classroom ◽  
Alternative Procedures ◽  
Japanese Learners

Abstract Formulaic speech has long been of interest in studies of second language learning and pragmatic use as production and comprehension of formulaic utterances requires less processing and production effort and, therefore, allows for greater fluency. This study scrutinizes the sequential positions and actions of one formulaic utterance “how about∼” from the participants’ perspective. This conversation analytic study offers a fine-grained microanalysis of student interaction during classroom peer discussion activities. The data consist of over 54 h of video-recorded classroom interaction. Analysis revealed several positions and actions of “how about∼” as it occurs during peer discussions by Japanese learners of English. Emerging from analysis was a focus on how learners deploy this formulaic utterance to achieve various actions within sequences of interaction. Analysis revealed that participants used “how about∼” for (a) explicitly selecting next speaker, (b) shifting topics, (c) proposing a solution, and (d) suggesting alternative procedures. Although the formula was deployed to perform these four different actions, consistent throughout all instances was the disclosure of learner orientation to the progressivity of the task interaction. The findings show how language learners deploy this formulaic utterance in discussion tasks designed for language learning and highlights the pragmatic functions of this phrase.

scholarly journals The Effect of Training of Prospective Secondary School Teachers in Flander’s System of Classroom Interaction Analysis on the Classroom Verbal Behavior of their Students

2017 ◽  
pp. 142-155
Author(s):  
Irshad Ahmad Farrukh Et al.,
Keyword(s):  
Treatment Group ◽  
Verbal Behavior ◽  
Prospective Teachers ◽  
Repeated Measures ◽  
Teacher Educators ◽  
Interaction Analysis ◽  
Interobserver Reliability ◽  
Classroom Interaction ◽  
Social Progress ◽  
Teaching Learning

The teacher in any educational system performs a significant function since his role is to perpetuate society heritage and simultaneously to energize human resources towards social progress. The face of twentieth-century life is a rapidly changing society, a mentoring store of knowledge, amazing innovations and new understanding, theories and concepts about the teaching learning process. Efforts are being made all over the world to bring about the changes in all educational programs and practices according to the changing needs of society, time and subjects. The sample included 32 prospective teachers drawn from M.A. secondary education class. Eight male and eight female prospective teachers voluntarily participated in the study and formed the treatment group. Equal numbers of male and female prospective teachers, from the same population, were matched to the treatment group and formed a no-treatment group. Two trained observers categorized the classroom interaction on the teaching of Urdu English and Pakistan studies and gathered data in the quantitative form. The interobserver reliability coefficient on the data ranged from .97 to .99. Three Factors Analysis of Variance with repeated measures was applied to find the effect of training, gender and subjects on the verbal behavior of the prospective teachers. The interaction effects between training & gender, training & subjects were also studied. Training of teachers in Flander's system of classroom interaction analysis has a positive and significant effect on the verbal 'behaviour of their students on the greater (accessed) use of the following categories of student talk on Spontaneous talk and Questioning by students. Flanders and other systems of classroom interaction analysis should be included and introduced in teacher education programs of the country at all levels. Teacher educators of all levels should use this system of classroom interaction analysis along with other observation procedures for the supervision and guidance of prospective teachers in practice teaching.

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

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