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A. Rationale
The need for English speaking mastery has increased due to the status of English
Furthermore, English has become the lingua franca for communication, business,
education, and opportunity in general (Latha and Ramesh, 2012: 1) and has a function
as the main gate to get a better job since it is used as the working language in
international organizations and multinational companies (Nazara, 2010: 1). The need
for getting a better job and globally participation become main reasons for non-native
speakers to learn and master English, either as a second language (ESL) or a foreign
(Khadidja, 2010: 26). In developing speaking skill, people need to practice it as often
Unfortunately, the interaction in the language classroom seems difficult to use the
target language all the time, especially in the EFL (English as a Foreign Language)
classroom. It is happened since the EFL students have common native languages
(Brown, 2001: 180). If the teacher of EFL ignores it, the goal of teaching process then
The problem related to the interaction using native language in English speaking
classroom can be solved if a teacher and students realize the importance of interaction
since it can increase students language store (Rivers, 1987: 4), strengthen the social
confidence (Thapa and Lin, 2013).For the interaction in the language classroom has
The analysis and observation of classroom interaction has been popular form
of research in 1970s and many coding category instrument and discourse analytical
developed to describe and analyze the teaching and learning interaction such as
This model is helpful in developing interactive language teaching since it gives the
researcher a taxonomy for observing teachers, set a framework for evaluating and
improving the teaching, and helps to set a learning climate for interactive teaching
(Brown, 2001: 168-169). This interaction analysis has two categories to be analyzed,
59) notes that types of interaction often include teacher speaking to the an individual,
members of a group and the whole class. In addition, it also involves a student speak
to the teacher, to another student, to group members, and to the whole class.
Based on the elaboration above, therefore, the study is intended to analyze the
classroom interaction in the EFL speaking class, regarding the categories of talk
B. Research Questions
1. What categories of teacher talk and student talk used during interaction in the
2. What are the types of classroom interaction applied during EFL speaking
class?
C. Research Objectives
1. The categories of teacher talk and student talk used during interaction in the
D. Theoretical Framework
1. Classroom Interaction
The Cambridge Advanced Learners Dictionary defines interaction as when two
or more people or things communicate with or react to each other. In addition, Brown
(2001: 165) describes the term of interaction as the heart communication; it is what
each other and giving action and receiving the reaction in one another anywhere and
Dagarin (2004: 128) argues that classroom interaction is two way process
between the participants in the language process, the teacher influences the learners
pedagogic interaction which means the interaction in the teaching and learning
Interaction in the classroom plays a significant role in acquiring and learning the
target language. These are several roles for interacting using the target language in
the classroom.
Through interaction, students can increase their language store as they listen
to or read authentic linguistic material, or even the output of their fellow students,
in discussions, skits, joint problem-solving tasks, or dialogue journals. In
interaction, students can use all they possess of the language all they have
learned or casually absorbed - in real life exchanges. (Rivers, 1987: 4-5)
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The authentic material is not only the language output provided by the audio or
video recording, but also the language spoken by teacher and among students when
The interaction during teaching and learning process not solely can increase
students knowledge and language store. According to Thapa and Lin (2013),
Interaction in the classroom becomes the central factors which is able to enhance the
students linguistic resources as well as equipping them with appropriate skills for
communication. Naimat (2011: 672) adds, The communication skill, then, will be
acquired through speaking activities, such as debates, discussions and about desired
c. Building confidence
essential social activities for students through which they not only construct
knowledge, but also build confidence and identity as competent language users.
Therefore, by accostuming students to interact with teacher and among their fellows
Interaction, for students, will strengthen the relationship, either among them or
with their teachers since it gives them the chance to learn from each other and to get
a) Teacher Talk
used by the teacher in their communication (Ellis, 1998 : 96). Teacher talk is crucial
and important, not only for the organization and for management of the classroom but
also the process of the acquisition. In teaching process, teacher often simplify their
speech, giving it many of the characteristics of foreigner talk such as applying slower
and louder than normal speech, using simpler vocabulary and grammar and the topics
system in Brown (2001 : 177), teacher talk has eleven categories which enable to be
analyzed in classroom interaction. Those categories of teacher talk are divided into
The indirect influence is an effect which learners are lead to the warm
classroom atmosphere and try to break the ice in order to encourage them to
participate and learn in classroom interaction. Categories of teacher talk which are
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included in this indirect influence are mentioned and described below. (Brown, 2001 :
170)
students. The ideas must be rephrased by the teacher but still be recognized as
e) Repeats student response verbatim: Repeating the exact words of students after
they participate.
Another influence in the teacher talk is direct influence. The direct influence is
done whose aim is to encourage students to involve directly in the teaching and
b) Corrects without rejection: telling students who have made a mistake the correct
expected to follow; directing various drills; facilitating whole class and small-
group activity.
e) Criticizes student response: telling the student his or her response is not correct
words or intonation.
b) Students Talk
Students talk can be used by the students to express their own ideas, initiate
new topics, and develop their own opinions. As the result, their knowledge will
develop. Students talk will show the activity concentration of the students to their
a) Student response, specific: responding to the teacher within a specific and limited
drills.
students own ideas, opinions, reactions, feelings. Giving one from among many
possible answers that have been previously practiced but from which students
verbal interaction.
equipment, e.g., a tape recorder, fimstrip projector, record player, etc., is being
used to communicate.
interaction cannot be recorded. Students out of order, not behaving as the teacher
Malamah-Thomas (1987) as cited in Mingzhi (2005: 59) points out seven types
follow.
when a teacher talks to the whole class at the same time (Dagarin, 2004: 129).
Furthermore, Mingzhi (2005: 59) elaborates that This type of classroom interaction
pattern namely IRF exchange structure. The role of teacher in this type interaction
is as a controller. This role is commonly applied when taking the roll, telling students
about information or materials, organising drill, reading aloud and other activities
class as hearers
The second type of interaction is the other common interaction which is applied
Likewise the first type of interaction, this interaction is conducted when the
teacher speaks to the whole class as well. However, in this interaction, the teacher
expects only one student to answer. This arrangement can also be used for an
informal conversation at the beginning of the lesson or for leading students into a
less guided activity. (Dagarin, 2004: 129)
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According to Mingzhi (2005: 59), this type of classroom interaction refers to the
teacher participating students group work. In group work, students are assigned a
task which involves collaboration and self-initiated language (Brown, 2001: 177). In
this type of classroom interaction, the teacher acts as an organiser for giving students
information about what the are going to do or when putting them into pairs or groups,
and closing them when the time is over (Harmer, 2001: 58).
This type of interaction refers to the students initiation. Mingzhi (2005: 59)
argues that When this occurs, it is regarded as learner initiative, learner initiative is
The students initiate to speak to the teacher is commonly happened when they do not
understand clearly about the information given by the teacher, or in other word, is to
involves collaboration and self-initiated with only two students. Activities related to
simulation between a speaker and a moderator. This pair-work activity has several
benefits for the students. Firstly, it offers many opportunities to speak, to initiate the
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This type of interaction is related to the group work. Mingzhi (2005: 60) states
does it for the purpose of giving the students more opportunity to speak in the target
language. The weakness is that the students will use their native language. Brown
(2001: 180) explains that it is caused by the EFL students which have a common
native language.
for eventual success and telling them that small group members can help them to
build their intuition to language, the use of native language when interacting in a
The last type of classroom interaction is commonly applied when the speaking
2005: 59).
Interaction analysis in the classroom context is defined as the uses some type of
coding system to investigate the communication patterns that occur in the classroom.
The coding systems can be used to determine kinds of classroom interaction, evaluate
teachers of using patterns of communication and train prospective teachers to use a
variety of communication patterns in the classroom (McKay, 2006: 89-90).
as cited in Brown, 2001: 170) is an interaction analysis which is able to be applied for
teaching since it gives the researcher a taxonomy for observing teachers, set a
framework for evaluating and improving the teaching, and helps to set a learning
involves teaching students whose first language is not English. The English as a
foreign language (EFL) is usually learned in environments where the language of the
practice it. Through speaking, one can express their minds, ideas and thoughts freely
and spontaneously (Mora, 2010: 3). Speaking is a basic skill that should be mastered
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by language students. Speaking is not a simple skill; its mastery requires some
experiences and practice. Khadidja (2010: 26) argues that speaking in a foreign
language is very difficult and competence in speaking takes a long time to develop.
In the communicative approach, fluency and accuracy are seen by the main
account.
2010: 31-34):
a. Fluency
Fluency is the ability to speak fluently and accurately (Mora, 2010: 5). In
and accurate without too much hesitation (Khadidja, 2010: 31). Based on those
b. Accuracy
important role since if the structure speech is not accurate, the speakers will not be
understood and their interlocutors will lose interest is they perform incorrect
utterances each time (Khadidja, 2010: 32). There are three focuses in this speaking
pronunciaton.
structure which involves the length and complexity of the utterances. It is needed for
addition, Harmer (2001, as cited in Khadidja, 2010: 33) expresses that the
knowledge of the word classes also allows the speakers to perform well formed
Students should be aware of the different sounds, be aware of where the words
should be stressed since those aspects give them the extra information about how to
speak English effectively and help them to achieve the goal of better understanding of
In the mother country, like in Indonesia, the English as a Foreign Language (EFL)
students need to practice the language regularly inside the classroom through
practising different activities in order to serve the teaching and learning goals of
speaking proficiency and to express themselves in situations where they can use
There are several classroom activities which are able to promote speaking skill
In this activity, the students act out dialogues the have written by themselves and
b. Discussion activities
This activity offers students to give their opinions or receive others opinions and
they can speak freely without being told what to say or not by the teacher (Khadidja,
2010: 41). Mora (2010: 6) notes that in conducting this discussion, the teacher can
form groups of students and each group works on their topic for a given time period
c. Presentation
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This activity can gain students self-confidence. A prepared talk is when students
make the presentation on a given topic of their choice, and this talk is not planned for
d. Simulations
These activities are important for reducing students anxiety, increasing their
e. Communication games
The games are designed by the teachers to encourage and involve their students in
a verbal interaction. These activities include describe and draw activity in which
student describes a given picture and the other one draws it, describe and arrange
means one student describes a particular structure using oral language and the other
reconstructs it without seeing the original one, find the difference for finding the
differences in similar pictures given and the must extract differences through
f. Questionnaires
This speaking activity is useful because by being pre-planned, they ensure that both
questioner and respondent have something to say to each other, and the teacher can
act as a resource.
E. Research Methodology
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1. Research Design
This study will use a qualitative research design. Qualitative design will be
chosen in order to explore and understand the social phenomenon (Creswell, 2009:
22). The strategy applied will be a case study since it explores in depth activity in one
In this study, the phenomena explored and understood is about the classroom
the University of Kuningan. This university is choosen since the researcher had been
studying there. The participants involved in this research are 25 students at the second
semester of English Department who are taking the Speaking 2 subject and an
3. Data Collection
In this research, the data will be collected through naturalistic observation and
document analysis.
a) Naturalistic Observation
observing individuals in their natural settings, simply obseverves and records what
happens as things naturally occur.In this research, the classroom interaction will be
(3) usual aspect can be noticed during observation, and (4) it is useful in exploring
topics that may be uncomfortable for participants to discuss (Creswell, 2009: 167).
b) Document Analysis
(Fraenkel and Wallen, 2009: 472). Document analysis has advantages, namely it is
useful as a means of analyzing observational data and a researcher can delve into
learning process in the speaking class at the second semester of English Department
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in University of Kuningan. To display the language used in the classroom, the videos
will be transcribed.
and students, this research will employ FLINT (Foreign Language Interaction)
analysis framework adopted from Moskowitz (1971 as cited in Brown, 2010: 170).
4. Data Analysis
Having collected all of the data gained, the data will be analyzed using following
The basic data of this research were obtained from video of the second semester
students in English Department. The data gained were then transcribed to show the
interaction and language used by teacher and students during English speaking class.
Having transcribed all interactions in the classroom, the transcripts will be coded
by using several categories of teacher talk and student talk as well as types of
2. Coding and calculating the amount of each category of Teacher Talk and Student
3. Analyzing the amount of each category of teacher Talk and Student Talk in order
4. Coding and calculating the amount of each type of classroom interaction adapted
This stage presented the answer of research questions formulated in the chapter I.
The quantification of the findings was displayed into several diagrams. Thus, the
Step 4. Finishing
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The findings through several steps above and discussions were presented in
F. Significance of Study
The findings of the research are expected to be beneficial and be able to give a
In terms of theory, this research can enrich the literature and knowledge about
teaching and learning process and to apply several types of interaction which focused
G. Scope of Study
The research is limited to analyze the categories of talk used by a teacher and
students during interaction in the speaking class based on FLINT (Foreign Language
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In order to avoid misconception, several terms related to the research are clarified
as follow.
1) Classroom interaction refers to the interaction between teacher and students and
I. Previous Studies
2011/2012. The result showed that during interaction, teacher dominated the
interaction. The category mostly applied was asking question and English was
revealed that the interaction was dominated by the teacher and delivered information
The similarity between those previous studies and this present study is in
interaction. However, the writer chose types of classroom interaction as the second
research question in order to discover interaction types applied during EFL speaking
cited in Mingzhi: 59). This study analyzes the interaction in the EFL speaking class
which means the class is totally focused on the speaking skill. Since it focuses on
speaking skill, the interaction analyzed will not only when a teacher delivers
materials, but also any kind of alk spoken by teacher and students.
REFERENCES
Fraenkel, J. R., & Wallen, N. E. (2009). How to Design and Evaluate Research in
Education, Seventh Edition. New York: McGraw-Hill Higher Education.
Harmer, J. (2001). The Practice of English Language Teaching. Third Edition. New
York: Pearson Education Limited.
Mujahidah. (2012). The descriptive study on the classroom interaction during the
english teaching-learning process at the eighth grade of SMPN 1
Banjarmasin academic year 2011/2012. Retrieved from
http://jurnal.englishdept.fkipunlam.ac.id.
APPENDICES
Appendix 1
RESEARCH INSTRUMENTS
Indirect Influence
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Type Description