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CLASSROOM INTERACTION IN ENGLISH SPEAKING CLASS: A
NATURALISTIC STUDY AT MADRASAH ALIYAH NEGERI 1 BATANG
Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education
in Department of English
by:
RATIH YUNI LESTARI
A 320 130 143
DEPARTMENT OF ENGLISH EDUCATION
SCHOOL OF TEACHER TRAINING AND EDUCATION
UNIVERSITAS MUHAMMADIYAH SURAKARTA
2018
i
ii
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CLASSROOM INTERACTION IN ENGLISH SPEAKING CLASS: A
NATURALISTIC STUDY AT MADRASAH ALIYAH NEGERI 1 BATANG
Abstract
This research aims to describe the types of classroom interaction, the roles of
classroom interaction, and the dominant type of classroom interaction in speaking class at
Madrasah Aliyah Negeri 1 Batang. The type of this research is descriptive qualitative
research especially naturalistic study. The methods of collecting data in this research are
observation, recording, and document. The observation conducted in teaching learning
process in classroom and the writer noted it as the document. The writer used theory by
Mozkowitz (1971, 1976) about Foreign Language Interaction Analysis System. The result
of this research showed that there were three types of classroom interaction in speaking
class at Madrasah Aliyah Negeri 1 Batang, such as: teacher-student interaction (TS),
student-teacher interaction (ST), and student-student interaction (SS). There were several
roles of classroom interaction in speaking class, based on the types of interaction. The
roles of teacher-student for giving information, praising, giving explanation, request,
displaying question, translation in L1, correct mistakes, repeating words, giving
instruction and laughter. The roles of student-teacher interaction were student initiated,
students’ response, and asking for students’ confusion. The roles of student-student
interaction include work in pairs and group. The dominant type of classroom interaction
in speaking class at Madrasah Aliyah Negeri 1 Batang was teacher-student interaction.
The writer concluded that the dominant type of classroom interaction in speaking class at
Madrasah Aliyah Negeri 1 Batang was teacher-student interaction.
Key words: classroom interaction in speaking class, roles of classroom interaction,
dominant type of classroom interaction
Abstrak
Penelitian ini bertujuan untuk mendeskripsikan tipe-tipe interaksi di kelas, peran
interaksi di kelas, dan tipe yang dominan di dalam kelas berbicara di English One Course
Surakarta. Tipe penelitian ini adalah deskriptif kualitatif khususnya menggunakan
pendekatan naturalistik. Dalam penelitian ini penulis menggunakan metode observasi,
merekam dan dokumen. Observasi di lakukan pada saat proses belajar mengajar di kelas,
dan penulis mencatatnya sebagai dokumen. Peneliti menggunakan teori dari Moskowitz
(1971, 1976) tentang sistem Analisis Interaksi bahasa Asing. Hasil penelitian ini
menunjukkan di Madrasah Aliyah Negeri 1 Batang ada 3 tipe interaksi kelas, yaitu
interaksi guru-siswa, interaksi siswa-guru dan interaksi siswa-siswa. Dalam interaksi
kelas ada beberapa peranan berdasarkan tipe interaksi. Peran interaksi guru-siswa adalah
memberi informasi, memuji, menjelaskan, meminta, menanyakan pertanyaan,
menerjemahkan ke bahasa utama, mengkoreksi kesalahan, mengulang kata, memberi
intruksi dan tersenyum. Peran interaksi siswa-guru adalah berinisiasi, merespon dan
bingung. Peran interaksi siswa-siswa adalah ikut serta, berinteraksi dan bersosialisasi.
Tipe dominan di kelas berbicara di Madrasah Aliyah Negeri 1 Batang adalah interaksi
guru-siswa. Penulis menyimpulkan bahwa interaksi guru-siswa adalah tipe dominan di
interaksi kelas.
Kata kunci: Interaksi kelas di kelas speaking, peran interaksi kelas, tipe dominan
interaksi kelas.
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1. INTRODUCTION
In modern era, English becomes more important day by day. English is
one of the international languages that is used in the world. Interaction is one of
modal to communicate with foreigners. According to Wagner (1994: pp8),
interaction as “reciprocal events that require at least two objects and two actions,
interactions occurs when these objects and events naturally influence one
another”. Therefore, interactions do not occur only from one side; there must be a
mutual influence through giving and receiving messages in order to achieve
communication. Interaction is important for people, especially for students.
Students have much interaction as example in class; they can express their idea.
Celce-Murcia stated (1987) that classroom interaction is an activity of
interaction between student – teacher and student – student. Interaction in the
classroom is an essential part of teaching learning process. Interaction or human
interaction has been defined as a process whereby two or more people engaged in
reciprocal actions. This action may be verbal or nonverbal. Classroom interaction
can happen in class activity such as speaking class. Speaking is "the process of
building and sharing meaning through the use of verbal and non-verbal symbols,
in a variety of contexts" (Chaney, 1998, p. 13).
From those definitions about speaking the researcher thinks that speaking
is important for teacher and students. Speaking is modal to speak with each other.
As example when teacher and student speak in classroom it can be interaction. In
this time the researcher sees that interaction between student and teacher in class
just says “yes” or “no”. Teacher and student do not talk too much, usually the
student feel shy to ask to the teacher or worried, especially the student in
Madrasah Aliyah Negeri 1 Batang. The writer found phenomena classroom
interaction in English speaking class at Madrasah Aliyah Negeri 1 Batang, most
of students’ have difficulties to speak English because they do not have enough
skill to speak English fluently. From this the student cannot develop their
interaction in classroom when teaching learning process. The purpose of this
research is analysis of classroom interaction among teacher – students, students –
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teacher, and student – student in speaking class at Madrasah Aliyah Negeri 1
Batang.
The writer elaborates some of pervious studies in this research. A study by
Kasim (2004) observed about classroom interaction in the English department
speaking class at State University of Malang. Kasim found four patterns of
classroom interaction, namely (1) teacher-class interaction (T – C), (2) teacher-
group interaction (T – G), (3) teacher-student interaction (T – S), (4) student-
student interaction (S – S). Lei (2009) had a research entitled Communicative
Teacher Talk in the English Classroom in the School of Foreign Languages
Hangzhou Normal University China. The result of her research is replicate
conversation; the lesson would cease to be a lesson and become a conversation,
which does not have any underlying pedagogical theory. Another study is
conducted by Mustapha (2010) entitled Understanding Classroom Interaction: A
Case Study of International Students’ Classroom Participation at one of the
colleges in Malaysia. From his observations, it was found that quite large
percentage of students (51,7%) accounted for the majority of interactions in the
classes. More than 50% of the observed interaction involved (a) instances in
which instructors directly called on specific students to attempt to give their views
or answer, (b) cases in which students responded to the comments or questions of
other students and (c) situation in which students give short responses. Another
study by Pujiastuti (2013) is entitled Classroom Interaction: An Analysis of
Teacher Talk and Student Talk in English for Young Learners (EYL). The result
of her research found that some categories of teacher talk, beginning from the
highest percentage to the lowest one: giving directions, lecturing, asking
questions, using or accepting ideas of students, praising, critizing and accepting
feelings. Another study by Nisa (2013) is entitled Classroom Interaction Analysis
in Indonesia EFL Speaking Class. The result of her research was found that all
categories both in teacher talk and student talk as mentioned in FLINT system had
been applied by the subjects. Rahman (2014) had a research entitled Learning
English through Interaction in an EFL Classroom. The result of his research
found that through interaction that means through repetition and recast learners A
4
& B learnt English and noticed their errors. It helped them to correct their English
and repetition helped both in learning and noticing errors. Mbaga (2015) had a
research entitled Classroom Interaction: A Key to Effective Teaching and
Learning in Secondary Schools in Tanzania. A Case of Arusha City. The result of
his research clearly revealed unsatisfactory interaction in the classrooms due to
primarily lack of teachers’ creativity and language incompetency.
Based on previous study above, there is similarity between of the research by
the writer with those previous studies, is that both of them focus on speaking class
and classroom interaction. However, this research has differences from those
previous studies. The previous studies research they were : to describe the types of
classroom interaction in speaking class, to describe the roles of classroom
interaction in speaking class, and to describe the dominant type of classroom
interaction in English speaking class at Madrasah Aliyah Negeri 1 Batang.
2. METHOD
In this research the researcher uses the descriptive qualitative research.
Bogdan and Taylor (1978) stated that the qualitative research is a research which
yields the descriptive data in the form of written or oral words from observing
people and behavior. In the other words, a descriptive qualitative research is a
type of research which does not include any calculation or enumeration.
Therefore, the data concerned appear in words rather than in numbers.
The writer wants to observe and describe classroom interaction in
speaking class at Madrasah Aliyah Negeri 1 Batang. The researcher observes in
the class and recorded the classroom interaction in English class. The researcher
interviewed Mr. K as English teacher at Madrasah Aliyah Negeri 1 Batang to get
the information and document analysis.
In this research the writer observed the classroom interaction between
students and teacher in teaching learning process in speaking class at Madrasah
Aliyah Negeri 1 Batang. The researcher just recorded and got a field note from the
observation. The researcher recorded the interaction between teacher and student
in teaching learning process in speaking class. The writer recorded the process of
5
classroom interaction by camera phone. The researcher gets four classes of four
recording in this study. The researcher collected text and image of the research
such as photos, videos, and field notes.
3. FINDING AND DISCUSSION
This part explains the result of the research as the answer of the problem
statement. In this step, the writer observed classroom interaction in speaking class
when the teacher teaching learning process. The writer found three types of
classroom interaction; they are teacher-student (T-S), student-teacher (S-T) and
student-student (S-S).
3.1 Types of Classroom Interaction in Speaking Class
In teaching learning process the teacher used classroom interaction to
students because interaction is important in teaching learning process; it can help
the teacher to develop potential students and for students it can help student
understand more about the material. In this study the writer focused on classroom
interaction at Madrasah Aliyah Negeri 1 Batang. In this step the writer observed
classroom interaction in speaking class in the teacher teaching learning process.
The writer found three types of classroom interaction; they are teacher-student (T-
S), student-teacher (S-T) and student-student (S-S).
3.1.1 Teacher - Student Interaction
Teacher student interaction is process of interaction between teacher and
student when the teacher gives lesson to student in teaching learning process.
Teacher student interaction is important because from the interaction the teacher
more easily to communicate with students and make teaching learning process in
classroom going easily. Interaction between the teacher and student has benefits to
the teacher because the teacher knows about the weakness and the quality of the
students in classroom.
The writer of this research only focuses on classroom interaction at
Madrasah Aliyah Negeri 1 Batang. In this part the researcher found teacher
student interaction in speaking class at Madrasah Aliyah Negeri 1 Batang. The
writer found teacher students interaction when the teacher start to teach in XII IPS
6
1 about conditional sentence topic and the teacher wanted to give an example
about conditional sentence, then the teacher asked students about their future. The
teacher asked student whose name is Reza about his future life and Reza answered
he wanted to be a police. The teacher wrote three types of conditional topic on the
white board and described one by one to student. The teacher explained student
that the second question is similar to Reza’s answer.
(1) Teacher: “Reza cita-cita kamu apa? Kamu ingin menjadi apa?”
Reza : “Polisi Pak”
(Observation on August 2nd
2017)
(2) Teacher: “Oke police, bagus. Today we are learning about conditional
sentence. I believe in the past class yaa di kelas kemarin kita
pernah pelajari what is conditional sentence, apa sih
conditional sentence itu? Ada yang masih ingat? Pengandaian
sesuatu atau impian”
Student: “Pengharapan”
(Observation on August 2nd
2017)
(3) Teacher: “Yaa atau pengharapan. Oke there are… you remember? There
are three types ada tiga tipe (the teacher writes about the topic).
And then describe one by one, jadi ketika saya tanya, “what do
you want to be?” and he said “I want to be a police”, and then
second question saya tanyakan kepada siapa tadi?
Student: “Reza”
(Observation on August 2nd
2017)
3.1.2 Teacher Student Interaction
Student teacher interaction is interaction between student and teacher in
teaching learning process. Student teacher interaction has advantages to students
because it makes student active in class and understand more about the lesson that
teacher explain. But, the researcher found some student teacher interaction in
Madrasah Aliyah Negeri 1 Batang because some of the students are passive in
teaching learning process in English class. When the teacher taught about second
types of conditional sentence, the teacher gave student exercise about conditional
sentence and read loudly the exercise to students. When the teacher read loudly
the exercise, the students asked the teacher to repeat again what the teacher read
because the student didn’t know how to write the sentence correctly.
7
(1) Student: “Hah tulisannya gimana Pak?”
Teacher: “If English test”
(Observation on August 2nd
2017)
(2) Student: “Hah apa pak? If...?”
Teacher: “If English test”
(Observation on August 2nd
2017)
The other student teacher interaction when the teacher gave exercises to
students when teaching about conditional sentence topic, the teacher read loud
exercise to student and student ask to the teacher to continue what the teacher read
because student cannot write English faster. The teacher repeats again to read
assignment to student.
(3) Student: “You you apa? I apa Pak?”
Teacher: “I … complete period on sentence”
(Observation on August 2nd
2017)
(4) Student: “You will be?”
Teacher: “You will be sick. Sudah? Kurang , cukup?”
(Observation on August 2nd
2017)
3.1.3 Student-Student Interaction
Student-student interaction is student communication in classroom with
other students in group in teaching learning process. Student-student interaction
can also develop their social as the students communicate well in the classroom
and can make student more confident.
The writer found student-student interaction in a group at Madrasah Aliyah
Negeri 1 Batang at X2 grade. When the students show a drama in classroom with
a title Malin Kundang with the other actor, there are five people who become
actor of the drama including the teacher as narrator. Here is the dialogue of Malin
Kundang drama:
Narrator : “Long time ago, in a small village near the beach in West
Sumatera, lived a woman and her son, Malin Kundang.
Malin Kundang's father had passed away when he was a
baby, and he had to live hard with his mother.Malin
Kundang was a healthy, dilligent, and strong child. He
usually went to the sea to catch fish, and brought it to his
8
mother, or sold it in the town. One day, when Malin
Kundang was sailing as usual, he saw a merchant's ship
which was being raided by a small band of pirates. With
his brave and power, Malin Kundang defeated the pirates.
The merchant was so happy and asked Malin Kundang to
sail with him. Malin Kundang agreed”
Malin : “Mother, I want to go sailingoverseas…..”
Mother : “No, Malin, mom will not let you”
Malin : “Mother, if I stay here, I will always be a poor man. I
want to be a successful person,”
(Observation on August 7th
2017)
3.2 The Roles of Classroom Interaction
Role of classroom interaction is effective for students and teacher; it can
improve the teacher in teaching learning activity and for the students it can
improve how to interact with teacher in classroom. The researcher found the roles
of classroom interaction in Madrasah Aliyah Negeri 1 Batang; they are the role of
teacher – student interaction, the role of student – teacher interaction and student-
student interaction.
3.2.1 The Roles of Teacher-Student Interaction
The role of teacher – student interaction is one of important part in
classroom interaction and the roles teacher to student can developing in teaching
learning process. In this part, the writer depends on FLINT (Foreign Language
Interaction) model from Moskowitz (1971, 1976). FLINT model has 26 categories
of teacher talk. Based on FLINT model the writer found some categories in the
classroom interaction in speaking classroom at Madrasah Aliyah Negeri 1 Batang,
there are: giving information, praising, giving explanation, request, displaying
question, translation in L1, correct mistakes, repeating words, giving instruction
and laughter.
The meaning of the roles of teacher-student interaction is how the teacher
explains about material with briefly to make student understand and also give
examples about the material when teaching learning process. When the teacher
taught about three types of conditional sentence and give student question, then
the teacher choose student whose name is Reza to answer the question. Then, the
teacher gave explanation type one of conditional sentence.
9
Teacher: “Yaa atau pengharapan. Oke there are… you remember? There
are three types ada tiga tipe (the teacher writes about the
topic). And then describe one by one, jadi ketika saya tanya,
“what do you want to be?” and he said “I want to be a
police”, and then second question saya tanyakan kepada
siapa tadi?
Student: “Reza”
(Observation on August 2nd
2017)
Table 1. The Roles of Teacher – Student Interaction
No. Task
1. Giving Explanation
2. Translate in L1
3. Correct Mistakes
4. Giving Instruction
5. Display Question
6. Request
7. Replay words
8. Giving Information
9. Praising
3.2.2 The Roles of Student - Teacher Interaction
The role of student-teacher interaction is important in interaction
classroom; when students ask the teacher and teacher answered, it will be
classroom interaction. Categories of students’ talk include students’ response
(specific), students initiated, silence, and confusion (Moskowitz, 1971 as cited in
Brown, 2001:170). In this research the writer found three of them; students’
response, student silence, and student confusion.
When the teacher taught in class XII IPS 1 about conditional sentence, the
teacher explained about second type of conditional sentence to student. Then the
teacher gave exercise to student, the teacher read sentence and students wrote
what they heard. When the teacher read loudly the sentence, some of students
asked to the teacher to repeat what the teacher said because the student could not
write the sentence correctly in English.
Teacher: “Oke you gone, you just spelling, di eja saja b-u-r-n-t”
Student: “B-u-r, apa?”
(Observation on August 2nd
2017)
10
When the teacher asked students about something when teaching learning
process in classroom, students did not respond or students cannot answer and
silent. In this part the writer found student silence, when the teacher taught in
class XII IPS 1 about conditional sentence, the teacher explained second type of
conditional sentence and ask student to make sentence. The teacher asks students
to continue the sentence, some of students can answer, and teacher want to other
example. Then the teacher asked students to make other sentences of conditional
sentence but the student could not answer and just silent.
Teacher: “I would explore the world, saya akan menjelajah atau keliling
dunia. Yaa nice, very nice. Ayo lainnya, if I could fly…?”
Student: (silent)
(Observation on August 2nd
2017)
3.2.3 The Roles of Student - Student Interaction
Henry (1992) stated that the content of interaction is analyzed according to
five dimensions; they are participation, interaction, social, cognitive, and meta-
cognitive. The writer found student-student interactions in Madrasah Aliyah
Negeri 1 Batang, and one of them is drama. The title of drama is Malin Kundang.
From five dimensions above, the writer found two dimensions; they are
participations and interaction.
The participation in drama is the people who have a role in drama and also
are called as actors. The participants of the drama are the students of Madrasah
Aliyah Negeri 1 Batang class X2. Drama Malin Kundang needs five participants
and one of them is the narrator. The narrator in this drama is the teacher.
Cast : Faris as Malin Kundang
Diah as Malin’s Mother
Lida as Malin’s Wife
Adit as People
(Observation on August 7th
2017)
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In drama, interactions are important. Aactors and narrator have a good
communication so the drama will be successful. The drama was performed at the
speaking class and it is one of the activities between students-students interaction.
Narrator : “Long time ago, in a small village near the beach in West
Sumatera, lived a woman and her son, Malin Kundang.
Malin Kundang's father had passed away when he was a
baby, and he had to live hard with his mother.Malin
Kundang was a healthy, dilligent, and strong child. He
usually went to the sea to catch fish, and brought it to his
mother, or sold it in the town. One day, when Malin
Kundang was sailing as usual, he saw a merchant's ship
which was being raided by a small band of pirates. With
his brave and power, Malin Kundang defeated the pirates.
The merchant was so happy and asked Malin Kundang to
sail with him. Malin Kundang agreed”
Malin : “Mother, I want to go sailingoverseas…..”
Mother : “No, Malin, mom will not let you”
Malin : “Mother, if I stay here, I will always be a poor man. I
want to be a successful person,”
(Observation on August 7th
2017)
Table 2. The Role of Classroom Interaction
Interaction Roles
Teacher – Student
Giving explanation
Translate in L1
Correct mistakes
Giving instruction
Display Question
Request
Replay words
Giving information
Praising
Student – Teacher
Student response
Student silence
Student confusion
Student – Student
Participations
Interaction
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3.3 DISCUSSION
Based on the research findings above, there are some aspects which
researcher discusses in the research findings. The aspects include types of
classroom interaction, the role of classroom interaction in speaking class, and the
dominant type of classroom interaction at Madrasah Aliyah Negeri 1 Batang.
Based on observation, there are three types of classroom interaction; they
are teacher – student interaction, learner-instructor interaction and student –
teacher interaction. The observation was supported by the theory by Michael G
Moore (1989) there are three types of classroom interaction, learner-instructor
interaction and learner-content interaction, and learner-learner interaction. Moore
makes the interactions into three types, and what makes it different from the
finding of this study are learner-content interaction and learner-learner interaction,
whereas in this study the writer found learner-content in the observation such as
internet. The writer could not find learner-learner interaction in the observation
because this class used teacher center, the teacher usually asked some questions to
the students.
The writer found the roles of teacher – student interaction at Madrasah
Aliyah Negeri 1 Batang whereas the teacher as the role model in the classroom.
The observation is supported by theory Mozkowitz (1971, 1976) known as the
FLINT (Foreign Language Interaction) model. From the theory of FLINT, the
writer found the roles of teacher – student interaction in English class at Madrasah
Aliyah Negeri 1 Batang, they are giving explanation, translate in L1, correct
mistakes, giving instruction, display question, request, replay words, giving
information, praising.
The writer found some roles of student – teacher interaction at Madrasah
Aliyah Negeri 1 Batang whereas the students as the role model and the teacher are
as facilitator in the classroom. The roles of student – teacher interaction are
student response, student silence, and student confusion. The finding is based on
theory, Moskowitz as cited Brown (2001: 170) stated that the students talk
including students’ response (specific), student initiated, silence, and confusion.
13
The writer found student-student interaction at Madrasah Aliyah Negeri 1
Batang, whereas the students as the role model. The activities student-student
interactions are debate, drama, and discussion, the writer found the student-
student interaction in Madrasah Aliyah Negeri 1 by drama. The finding is based
on Henry (1992) theory stating that the roles of students’ talk or student-student
interaction are participation, interaction, social, cognitive, and meta-cognitive.
The roles of student-student interaction in Madrasah Aliyah Negeri 1 Batang; are
participation and interaction.
To get the dominant types, the writer calculated the frequency of
classroom interaction. The writer used theory to count dominant types of
classroom interaction. This research agrees with previous study of Nisa (2013).
She makes three types of classroom interaction teacher talk (T-T), student-talk (S-
T), and silence. The writer counts the dominant types of classroom interaction by
counting the frequency of three types of interaction in Madrasah Aliyah Negeri 1
Batang; they are teacher-student interaction, student-teacher interaction, and
student-student interaction.
The observation did not show about the dominant type of classroom
interaction especially student’s talk as the dominant because the writer could not
find the student as the dominant types. The writer found that most of classroom
interaction in Indonesia is the teacher as role model in the classroom.
Based on the explanation above, the dominant type of classroom
interaction in speaking class at Madrasah Aliyah Negeri 1 Batanag is teacher talk
or teacher-student interaction. The writer concludes that the finding is in a line
with Nisa’s finding.
4. CONCLUSION
The writer draws a conclusion about classroom interaction in speaking
class at Madrasah Aliyah Negeri 1 Batang. Based on the observation, there are
some types of classroom interaction at Madrasah Aliyah Negeri 1 Batang such as
teacher-student interaction and student-teacher interaction.
14
The conclusion showed several roles of interaction in speaking class at
Madrasah Aliyah Negeri 1 Batang; they are the roles of teacher – student
interaction (TS), student – teacher interaction (ST), and student – student
interaction (SS). There are some roles of teacher – student interaction (TS), giving
explanation, translating in L1, correcting mistakes, giving instruction, displaying
question, requesting, replaying words, giving information, and praising. The
second, student – teacher interaction (ST), they are student response, student
silence, and student confusion. The third, student – student interaction (SS), they
are participations and interaction.
In classroom interaction at Madrasah Aliyah Negeri 1 Batang, the writer
found some dominant types of interaction in English class; they are teacher -
student interaction (84%), student – teacher interaction (4%), and student –
student (12%).
From the result of the observation, the writer concludes that the dominant
types of classroom interaction in speaking class at Madrasah Aliyah Negeri 1
Batang is teacher – student interaction (TS), which is the teacher as a role model
and facilitator in classroom.
BIBLIOGRAPHY
Bogdan and Taylor. (1978). “A research procedure that obtains descriptive data
in written or spoken form from the people and their behaviour
which is being observed”
Brown, H. Doughlas. (2001). Teaching by Principles An Interactive Approach to
Language Pedagogy Second Editon. NewYork: Pearson Education
Company.
Celce-Murcia, M. (2001). Teaching english as A second or Freign Language.
Boston: Heinle & Heinle
Chaney. (1998). "The process of building and sharing meaning through the use of
verbal and non-verbal symbols, in a variety of contexts". P. 13.
Henry. (1992). The roles of students’ talk or student-student interaction are
participation, interaction, social, cognitive, and meta-cognitive
15
Hoerun Nisa, Sinta. (2013). “CLASSROOM INTERACTION ANALYSIS IN
INDONESIAN EFL SPEAKING CLASS”.
Kasim, Usman. (2004). “Classroom Interaction in the English Department
Speaking Class at State University of Malang”.
Lei, Xuelian. (2009). ‘’Communicative Teacher Talk in the English Classroom’’.
Mahbubur Rahman, Muhammad. (2014). “Learning English
Through Interaction in an EFL Classroom”.
Moore. (1989). Three types of classroom interaction, learner-instructor interaction
and learner-content interaction, and learner-learner interaction Mozkowitz, G. (1976). The classroom Interaction of Outstanding Foreign Language
Teachers. Foreign Language Annals, 9, 125-157.
Murtiningrum, Siti. (2009). Classroom Interaction in English Learning. Thesis.
Yogyakarta: Sanata Dharma University.
Triani Pujiastuti, Rini. (2013). “Claassroom Interaction: An Analysis of Teacher
Talk and Student Talk in English For Young Learners (EYL)’’.
Mbaga, Sharifa. (2015). “Classroom Interaction: A Key to Effective Teaching and
Learning in Secondary Schools in Tanzania. A Case of Arusha
City’’.
Maziha Mustapha, Siti. ‘’Understaning Classroom Interaction: A Case Study of
International Students’ Classroom Participation at one of the
colleges in Malaysia’’.
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