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AN ANALYSIS OF CLASSROOM INTERACTION AT THE SECOND YEAR OF SMP 17 GEDONGTATAAN
Based on the researcher’s pre-observation when conducting pre-teaching service (PPL) in SMP 17 GedongTataan, it was found out that the students have problems in speaking. For example, there are several students who are not able to express their idea in English both in written and oral form. Secondly, it seemed that the students did not have substantial amount of vocabulary mastery and thirdly the students often give few respond when the teacher ask the question in the classroom. These problems may be caused by the quality of interaction between the teacher and the students, and the students and the teacher. The objectives of this research are (1) to investigate the process of classroom interaction in teaching and learning process, (2) to find out the pattern of classroom interaction suggested by Sinclair and Coulthard Initiation-Response-Feedback (IRF) model in English speaking class at SMP 17 GedongTataan. The subject of the research is the students of class VIII A. The class was chosen randomly. The data were focused on teaching learning process by analyzing the interactional conversation among teacher-students and students-teacher in speaking class by using Sinclair and Coulthard Initiation-Respond-Feedback (IFR) model in which the researcher played the role as the teacher. The data were collected from the interaction between teacher and students when they were in speaking class. The interactions that occur in the class were recorded by using video recorder. After recording the data were transcribed and analyzed based on the category using Sinclair and Coulthard model. The result reveals that classroom interaction process in English speaking class reflected the pattern proposed by Initiation-Response-Feedback (IRF) Model there are six exchanges there are which occurred in Sinclair and Coulthard model including Teacher Inform, Teacher Direct, Teacher Elicit, Student Elicit, Student Inform, and Check. The percentage of Student Inform (Initiation-Feedback/IF) was 33.97%, Teacher Elicit (Initiation-Response-Feedback/IRF) was 16.89%, Student Elicit (Initiation-Response/IR) was 14.95%, Teacher Inform (Initiation/I) was 14.12%, Check (Initiation-Response-Feedback/IRF) was 13.01%, and Teacher Direct (Initiation-respond-feedback/IRF) was 7.20%.
AN ANALYSIS OF CLASSROOM INTERACTION AT THE SECOND YEAR OF SMP 17 GEDONGTATAAN (File PDF)
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