scholarly journals A study of the Extent and Nature of Classroom Verbal Interaction in Tenth-Grade, Arabic Language Class in Jordan Using Flanders Interaction Analysis Category System (FIACS)

2017 ◽  
Vol 7 (4) ◽  
pp. 68
Author(s):  
Hasan Hasanat ◽  
Rema A. Abu Omar ◽  
Sami Al-Jazi
Keyword(s):  
Interaction Analysis ◽  
Arabic Language ◽  
Verbal Interaction ◽  
Teacher Talk ◽  
Dominant Form ◽  
Academic Degree ◽  
Category System ◽  
Language Class ◽  
Tenth Grade ◽  
Analysis Category

The purpose of the study was to examine the extent and nature of classroom verbal interaction in tenth-grade, Arabic language class using Flanders Interaction Analysis Category System (FIACS). In addition, the study examined extent and nature of classroom verbal interaction in this class based on teachers’ gender, academic degree, and years of experience. The study sample consisted of 63 teachers who were teaching Arabic language for tenth grade in a group of schools in Ma'an governorate in Jordan. The used data collections tool was an observation sheet that developed based on FIACS for classroom observation.The results revealed that the most common form of classroom verbal interaction was “teacher talk”. The “direct influence” component of teacher talk was the dominant form of teacher talk with a rate of 40%. The least common form of classroom verbal interaction was “silence or confusion” with a rate of 0.07%. Furthermore, the results showed that there were no significant differences (α =.05) in extent and nature of classroom verbal interaction based on teachers’ gender and academic degree. However, there were significant differences (α =.05) in extent and nature of classroom verbal interaction based on teacher’ years of experience.Based on the findings, the study provided a set of recommendations. There is a need to improve classroom verbal interaction through encouraging teachers to initiate conversation with their students, encouraging students to participate in classroom events and discussion, and encouraging students to express and share their ideas and opinions during the class. The study recommended that there is a need to conduct more similar studies in other grades rather than tenth grade and in other subjects rather than Arabic language.

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 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 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 A qualitative study of teacher talk in an EFL classroom interaction in Aceh Tengah, Indonesia

2019 ◽  
Vol 8 (3) ◽  
pp. 525
Author(s):  
Chairina Nasir ◽  
Yunisrina Qismullah Yusuf ◽  
Andri Wardana
Keyword(s):  
Qualitative Study ◽  
Learning Process ◽  
Essential Role ◽  
Interaction Analysis ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
Second Grade ◽  
Category System ◽  
Class Meetings ◽  
Analysis Category

Teacher talk plays an essential role in classroom interaction since it can facilitate students to enhance their levels of comprehension toward the learning materials and further encourage them to be more active during the learning process. This qualitative study is aimed to analyze the types of talk employed by the teacher in the classroom interaction based on the framework of Flanders Interaction Analysis Category System (FIACS) promoted by Flanders (1970). The data were collected through audio recording and observation for three class meetings, and interview with the teacher at the second grade of a senior high school in Aceh Tengah, Indonesia. The results showed that all of the seven types of teacher talk were found. Among them, giving directions took place as the most applied interaction by the teacher. It indicates that the teacher mostly controlled and provided the students with directions, commands, or orders in the learning process. Meanwhile, the least used were accepting or using ideas of pupils and accepting feelings. From the result of the interview, this matter occurred due to the lack of students’ participation in expressing their ideas and feelings. Thus, this study is expected to be a reference by which teachers could consider the types of teacher talk to be implemented to improve their students’ activity and interest during the classroom interaction.

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 A Case Study of Chinese Students Learning Thai as a Foreign Language: Flanders Interaction Analysis Category System

2022 ◽  
Vol 2 (1) ◽  
pp. 145-169
Author(s):  
Kailing Zhao ◽  
Kornsiri Boonyaprakob
Keyword(s):  
Foreign Language ◽  
Learning Outcomes ◽  
Interaction Analysis ◽  
Chinese Students ◽  
Classroom Context ◽  
Category System ◽  
Student Talk ◽  
Key Factor ◽  
Language Classrooms ◽  
Analysis Category

Interaction in foreign language classrooms has been regarded as a key factor in enhancing learning outcomes (Allwright, 1984; Ginting, 2017; Hanum, 2016). This study examined interactions in a specific university classroom context in Thailand where 28 Chinese students were learning Thai as a foreign language with a Thai teacher. It employed a mix-method design. Quantitative data were gathered based on a modified Flanders’ model (Flanders Interaction Analysis Category System or FIACS), and the qualitative data were gathered from classroom observations. The analysis of 90-minute video records and field notes from the observations of three classes reveal the domination of teacher’s talk (77.59%), and the minimal students’ talk (6.16%). Besides, silence time occupies 16.25%. Out of the total of 22 categories of interaction, no student talk can be categorized as an initiation of talk, and no teacher talk can be categorized as procedural lectures and assigning homework. Characteristics of the interaction varied according to the quantity and categories of talk. Transcription of verbatim from the videos reveals details of the interaction. Findings suggest that quantity, category, and characteristics of talk are interrelated and must all be improved together to increase the quality of interaction to affect student learning outcomes.

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

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 LECTURER TALK DURING TEACHING AND LEARNING PROCESS OF ENGLISH AS A FOREIGN LANGUAGE

2020 ◽  
Vol 6 (2) ◽  
pp. 51-62
Author(s):  
Siti Jubaidah ◽  
Rusfandi Rusfandi
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Education ◽  
Interaction Analysis ◽  
Private University ◽  
Teacher Talk ◽  
Education Department ◽  
Audio Recorder ◽  
Practical Implications ◽  
Analysis Category

Researching teacher talk during teaching and learning process of English is essential because it offers practical implications for the improvement of teaching and learning process.  However, there are still few studies which try to compare types of talk used by lecturers who teach content and skill subjects. This research investigates the types and the dominant types of lecturer talk during the teaching and learning process at an English Education Department. The participants were two English lecturers at a private University in Malang who taught Vocabulary (skill subject) and Poetry (content subject) classes. The researchers used an audio recorder to record the utterances by the lecturers. The data were analyzed qualitatively by using FIAC (Flanders Interaction Analysis Category). The types of lecturer talk produced by the lecturer who taught Vocabulary were Ask question, Give direction, Give lecture, Accept or use students’ idea, Praise or encourage, and Criticize or justify authority. The types of lecturer talk produced by the lecturer who taught Poetry were Give lecture, Ask question, Accept or use students’ idea, Give direction, Praise or encourage, and Criticize or justify authority. The most dominant types of talk produced by the lecturer who taught Vocabulary were Ask question and Give direction but Give lecture was the most dominant types of talk produced by the lecturer who taught Poetry. This finding indicates that types of course taught by lecturers affect the kinds of talk produced by the lecturers.

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.

Sign in / Sign up

Export Citation Format

Share Document