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<http://digilib.unila.ac.id/id/eprint/11756> <http://purl.org/dc/terms/title> "AN ANALYSIS OF CLASSROOM INTERACTION\r\nUSING SINCLAIR AND COULTHARD\r\nINITIATION-RESPONSE-FEEDBACK (IRF) MODEL\r\nIN ENGLISH SPEAKING CLASS AT CLASS XI SCIENCE 8 OF\r\nSMAN 2 BANDAR LAMPUNG"^^<http://www.w3.org/2001/XMLSchema#string> .
<http://digilib.unila.ac.id/id/eprint/11756> <http://purl.org/ontology/bibo/abstract> "Sinclair and Coulthard Initiation-Response-Feedback (IRF) model is one of the\r\nguidelines to analyze the classroom interaction which provides guidance for\r\nanalyzing spoken language, which is developed from classroom discourse in\r\ngeneral secondary classroom. The model provides comprehensive tool which\r\nsystematically allows teachers to analyze the nature and functions of interactive\r\nexchange happening in the classroom.\r\nThe objective of this research is to investigate the process of classroom interaction\r\nin teaching and learning process as well as the pattern of classroom interaction\r\noccurred as suggested by Sinclair and Coulthard Initiation-Response-Feedback\r\n(IRF) model in English speaking class at SMAN 2 Bandar Lampung. The\r\nteaching exchange pattern is focused on six aspects, namely: Teacher Informing,\r\nTeacher Directing, Teacher Elicitation, Checking, Student Elicitation and Student\r\nInforming. Class XI Science 8 was chosen as the subject of the research because\r\nthe teacher still dominated the class through lecturing, giving question and\r\ninstruction. The writer became a non participant observer who observed and\r\nfocused on the teaching learning process by analyzing the interactional\r\nconversation among teacher-students, students-teacher and students-students in\r\nspeaking classroom. The data was collected twice by means of classroom\r\nobservation and video recording.\r\nThe results of this research show that the process of classroom interaction in\r\nEnglish speaking class at class XI Science 8 of SMAN 2 Bandar Lampung\r\nreflects the classroom interaction pattern suggested by Sinclair and Coulthard\r\nInitiation-Response-Feedback (IRF) model. The high percentages of Student\r\nElicitation (25, 51%) and Student Informing (18, 96%) indicate that students have\r\ntheir own awareness to get involved in the activity and to participate as well as to\r\ninteract actively during the teaching learning process.  The moderate percentage\r\nof Checking (16, 55%) allows the teacher to control how well the students can\r\nfollow the lesson during the teaching learning process. The low percentages of\r\nTeacher Directing (15, 86%), Teacher Elicitation (13, 10%) and Teacher\r\nInforming (10%) show that the teacher has managed the whole process of\r\nteaching learning well based on what has been prepared on the lesson plan as she\r\nplays the role as an initiator and a facilitator for her students.\r\nApart of the result from the research, it is suggested that English teachers should\r\nbear in mind that it is students who are learning language; therefore maximizing\r\nopportunities for s\r\nInforming to let them dominate the classroom is very necessary and important.\r\nSuch target can be reached by such activities as role-play, storytelling, debating,\r\nholding seminars and making presentation etc. English teacher should also have a\r\niii\r\nocess."^^<http://www.w3.org/2001/XMLSchema#string> .
<http://digilib.unila.ac.id/id/eprint/11756> <http://purl.org/dc/terms/date> "2012-12-16" .
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