Digital Library: No conditions. Results ordered -Date Deposited. 2024-03-28T16:01:24ZEPrintshttp://digilib.unila.ac.id/images/sitelogo.pnghttp://digilib.unila.ac.id/2015-08-18T05:07:58Z2015-08-18T05:07:58Zhttp://digilib.unila.ac.id/id/eprint/11756This item is in the repository with the URL: http://digilib.unila.ac.id/id/eprint/117562015-08-18T05:07:58ZAN ANALYSIS OF CLASSROOM INTERACTION
USING SINCLAIR AND COULTHARD
INITIATION-RESPONSE-FEEDBACK (IRF) MODEL
IN ENGLISH SPEAKING CLASS AT CLASS XI SCIENCE 8 OF
SMAN 2 BANDAR LAMPUNGSinclair and Coulthard Initiation-Response-Feedback (IRF) model is one of the
guidelines to analyze the classroom interaction which provides guidance for
analyzing spoken language, which is developed from classroom discourse in
general secondary classroom. The model provides comprehensive tool which
systematically allows teachers to analyze the nature and functions of interactive
exchange happening in the classroom.
The objective of this research is to investigate the process of classroom interaction
in teaching and learning process as well as the pattern of classroom interaction
occurred as suggested by Sinclair and Coulthard Initiation-Response-Feedback
(IRF) model in English speaking class at SMAN 2 Bandar Lampung. The
teaching exchange pattern is focused on six aspects, namely: Teacher Informing,
Teacher Directing, Teacher Elicitation, Checking, Student Elicitation and Student
Informing. Class XI Science 8 was chosen as the subject of the research because
the teacher still dominated the class through lecturing, giving question and
instruction. The writer became a non participant observer who observed and
focused on the teaching learning process by analyzing the interactional
conversation among teacher-students, students-teacher and students-students in
speaking classroom. The data was collected twice by means of classroom
observation and video recording.
The results of this research show that the process of classroom interaction in
English speaking class at class XI Science 8 of SMAN 2 Bandar Lampung
reflects the classroom interaction pattern suggested by Sinclair and Coulthard
Initiation-Response-Feedback (IRF) model. The high percentages of Student
Elicitation (25, 51%) and Student Informing (18, 96%) indicate that students have
their own awareness to get involved in the activity and to participate as well as to
interact actively during the teaching learning process. The moderate percentage
of Checking (16, 55%) allows the teacher to control how well the students can
follow the lesson during the teaching learning process. The low percentages of
Teacher Directing (15, 86%), Teacher Elicitation (13, 10%) and Teacher
Informing (10%) show that the teacher has managed the whole process of
teaching learning well based on what has been prepared on the lesson plan as she
plays the role as an initiator and a facilitator for her students.
Apart of the result from the research, it is suggested that English teachers should
bear in mind that it is students who are learning language; therefore maximizing
opportunities for s
Informing to let them dominate the classroom is very necessary and important.
Such target can be reached by such activities as role-play, storytelling, debating,
holding seminars and making presentation etc. English teacher should also have a
iii
ocess.Pribadi Hadhi 07130420372015-04-29T08:51:59Z2015-10-16T03:14:10Zhttp://digilib.unila.ac.id/id/eprint/9416This item is in the repository with the URL: http://digilib.unila.ac.id/id/eprint/94162015-04-29T08:51:59ZAN ANALYSIS OF CLASSROOM INTERACTION
USING SINCLAIR AND COULTHARD
INITIATION-RESPONSE-FEEDBACK (IRF) MODEL
IN ENGLISH SPEAKING CLASS AT CLASS XI SCIENCE 8 OF
SMAN 2 BANDAR LAMPUNGSinclair and Coulthard Initiation-Response-Feedback (IRF) model is one of the
guidelines to analyze the classroom interaction which provides guidance for
analyzing spoken language, which is developed from classroom discourse in
general secondary classroom. The model provides comprehensive tool which
systematically allows teachers to analyze the nature and functions of interactive
exchange happening in the classroom.
The objective of this research is to investigate the process of classroom interaction
in teaching and learning process as well as the pattern of classroom interaction
occurred as suggested by Sinclair and Coulthard Initiation-Response-Feedback
(IRF) model in English speaking class at SMAN 2 Bandar Lampung. The
teaching exchange pattern is focused on six aspects, namely: Teacher Informing,
Teacher Directing, Teacher Elicitation, Checking, Student Elicitation and Student
Informing. Class XI Science 8 was chosen as the subject of the research because
the teacher still dominated the class through lecturing, giving question and
instruction. The writer became a non participant observer who observed and
focused on the teaching learning process by analyzing the interactional
conversation among teacher-students, students-teacher and students-students in
speaking classroom. The data was collected twice by means of classroom
observation and video recording.
The results of this research show that the process of classroom interaction in
English speaking class at class XI Science 8 of SMAN 2 Bandar Lampung
reflects the classroom interaction pattern suggested by Sinclair and Coulthard
Initiation-Response-Feedback (IRF) model. The high percentages of Student
Elicitation (25, 51%) and Student Informing (18, 96%) indicate that students have
their own awareness to get involved in the activity and to participate as well as to
interact actively during the teaching learning process. The moderate percentage
of Checking (16, 55%) allows the teacher to control how well the students can
follow the lesson during the teaching learning process. The low percentages of
Teacher Directing (15, 86%), Teacher Elicitation (13, 10%) and Teacher
Informing (10%) show that the teacher has managed the whole process of
teaching learning well based on what has been prepared on the lesson plan as she
plays the role as an initiator and a facilitator for her students.
Apart of the result from the research, it is suggested that English teachers should
bear in mind that it is students who are learning language; therefore maximizing
opportunities for students’ participation in form of Student Elicitation and Student
Informing to let them dominate the classroom is very necessary and important.
Such target can be reached by such activities as role-play, storytelling, debating,
holding seminars and making presentation etc. English teacher should also have a
greater awareness of teacher’s feedback, especially in terms of evaluating
students’ errors and providing grammatical accuracy and repetition as it can
greatly increase teachers’ success in teaching process.Pribadi Hadhi 0713042037