English Classroom Interaction Research Articles

AN ANALYSIS OF POLITENESS STRATEGIES USED BY TEACHER AND STUDENTS OF X IBB IN SMAN 1 SUKASADA DURING ENGLISH CLASSROOM INTERACTION

This study aims to (1) analyzing the types of politeness strategies used by teachers and students of Class X in Ilmu Budaya dan Bahasa (IBB) in Sekolah Menengah Atas Negeri 1 Sukasada during English classroom interaction; (2) analyzing the factors that influence the choice of politeness strategies. This study was designed as a qualitative descriptive study. The data that has been obtained was analyzed based on the theory of politeness Brown and Levinson's strategy. The results of this study indicated that (1) there were three types of Brown and Levinson politeness strategies used by teachers and students namely bald on record, positive politeness, and negative politeness; (2) as for the factors that influencing the choice of politeness strategies are payoffs: as a prior consideration, circumstances: social variables, and integration of the assessment of payoffs and the weight of the risk of choosing politeness strategies.

An Analysis of Teacher Talk in English Classroom Interaction of the Seventh Grade Students of SMPN 23 Oku

The objectives of the research were to found out the kinds of teacher talk that used by English teacher during the classroom interaction and to know the students’ perception about teacher talk in classroom. The population of this research was 162 students of seventh grade students. The researcher only took 32 students as the sample by applying purposive sampling. The data were collected through observation and questionnaire. Then the researcher used descriptive method for analyzing the data. The result of this research showed that the teacher used all kinds of teacher talk while giving questions and feedback. In giving questions, teacher used procedural questions (23%), display questions (70%), and referential questions (7%). In giving feedbacks, the teacher used informing (38%), prompting (23%), encouragement (8%), criticizing (23%), ignoring (8%) as the feedbacks for incorrect answer. And for correct answer, the teacher used praising (75%) and summarizing (25%) in the class. For the students’ perception toward teacher talk used by the teacher while giving questions and feedbacks, the students agreed that teacher always use all of the feedback except ignoring. It concluded that the teacher talk which teacher used while giving questions and feedbacks in the English class of the seventh grade students at SMPN 23 OKU is good. In addition, English teachers in Junior High School were suggested to develop and improve their basic ability in managing their talk, especially the ability in giving the appropriate questions and good feedbacks to the students in English class. With all the type of their talk, the interaction between the teacher and the students will be built and increase. The teacher must be a good facilitator and motivator to the students in learning English.

AN ANALYSIS CLASSROOM INTERACTION IN ENGLISH SUBJECT AT SENIOR HIGH SCHOOL

This study focuses on analyzing the process of classroom interaction through Flanders Interaction Analysis Category (FIAC) model. The objective was to decsribe how the teacher and students use the categories of classroom interaction in English class by using Flanders Interaction Analysis Category (FIAC) model. The data was found based on the data transcription . the source of the data was the utterances between English teacher and 10th grade students at SMA N 2 Doloksanggul. The instruments for the data collection was video recording. The data analysis applied descriptive qualitative research. It was found that the total percentage each categories classroom interaction were Accepts Feeling (1.1%), Praise and Encourages (2.4%), Accepts Ideas of Students (1.2%), Asks Questions (18.8%), Lecturing (25%), Giving Directions (17.8%), Critizising or justifying authority (2%), Student Talk Response (15.3%), Student Talk Initation (1.9%), Silence or Confusion (14.5%). The dominant category of Teacher Talk in English classroom interaction at SMA N 2 Doloksanggul was Lecturing (25%). While The dominat category of Students Talk was Students Talk Response (15.3%). Keywords : Teacher Talk, Student Talk, Flanders Interaction Analysis Categories (FIAC) model.

TEACHER TALK IN ENGLISH CLASSROOM INTERACTION USING SINCLAIR AND COULTHARD MODEL

This study deals with teacher talk in English classroom interaction. The objectives of the study were: (a) to find out the types of moves found in the teacher talk used in English classroom interaction based on Sinclair and Coulthard model, and (b) to describe how the types of moves are realized in the teacher talk used in English classroom interaction based in Sinclair and Coulthard model. The design used in this study was qualitative research. The data of this study was the teacher’s utterances. The data was collected by using audio recording and video recording. The data analysis of this study were based on Sinclair and Coulthard model as the following: (a) to find out the types of moves found in the teacher talk, and (b) to describe how the types of moves are realized in the teacher talk used in English classroom interaction. Based on the analysis of the data, the findings were shown as the following: (a) there were four types of moves found in the teacher talk, namely: opening, follow-up, framing and focusing, (b) the types of moves found in the teacher talk were mostly realized by h. When the teacher got no response or got a wrong answer from the students, then the structure given was (s) h (post-h) (sel), the follow-up moves were mostly realized by (pre-h) h, the framing moves were realized by h q and the focusing moves were realized by h. Based on the analysis of the data, some conclusions can be presented as the following: (a) the types of moves found in the teacher talk were opening, follow-up, framing and focusing, while the answering moves were not found in the teacher talk, which indicates that the classroom is not effective because there is no initiation from the students, (b) the opening moves were mostly realized by h. When the teacher got no response or got a wrong answer from the students, then the structure given was (s) h (post-h) (sel), the follow-up moves were mostly realized by (pre-h) h, the framing moves were realized by h q and the focusing moves were realized by h. Therefore, to create an effective English classroom, teacher should be able to recognize the moves she applies in her talk.

THE REALIZATION OF SPEECH FUNCTION IN ENGLISH CLASSROOM INTERACTION BASED ON SYSTEMIC FUNCTIONAL LINGUISTICS THEORY

This study deals with speech functions used by teacher and students during reading comprehension session in English vocational classroom interaction. The objectives of this study were to find out the types of speech function which were dominantly used by teacher and students and the reasons for the existences of that dominant one. A descriptive qualitative design was used in this study. The data were collected by observing, recording the utterances of teacher and the tenth grade students at SMK Jambi Medan, and by interviewing the subjects. The data were analyzed based on Systemic Functional Linguistics theory. There were 552 clauses produced as the total number where teacher produced 411 clauses and students produced 141 clauses. The results showed that question was the dominant type of speech function used by teacher followed by statement, acknowledgement, command, contradiction and offer. Meanwhile, the dominant type of speech function used by students was answer, followed by compliance, statement, acknowledgement, and disclaimer. The existences of initiating question on the teacher’s performance were affected by the presage category (teacher’s belief) and context category (the class in which the teaching process takes place), while, the existences of answer on the students’ performance were affected by the students’ thought processes category (students’ perception and understanding) and the context category. In conclusion, the teacher used the speech function which focused on using initiation of question, while students dominantly used answer speech function in English classroom interaction.

Comparison of Task-based and Storytelling-based English Classroom Interaction in Korean Elementary Schools

This study aims to investigate differences between task-based learning and teaching (TBLT) and storytelling-based learning and teaching (SBLT),...

Study on problems and countermeasures in bilingual English teaching for foreign-related nursing students

Objective To investigate the current situation and problems of bilingual English teaching for students majored in foreign-related nursing and to explore its countermeasures.Methods Selfmade questionnaire survey was conducted anonymously among 69 undergraduate students majored in foreign-related nursing.Students' basic information,self-evaluation of English level,classroom interaction,evaluation and satisfaction of the curriculum,their conception of curriculum necessity,elective reasons,preferences of teaching methods and learning style,learning interest,as well as confidence in learning were investigated.Excel 2007 was used to do statistical analysis.Results 92.42％ questionnaire was effectively recovered.It is suggested that this group of students' public English background was strong (90.16 ％ passed CET-4).Students have low sense of self-identity and lack of confidence in themselves (self-rated English:‘ very good' for 0％,‘ good' for 1.64％,‘ general' for 52.46％,‘ bad' for 39.34％,‘ very poor' for 6.56％).They knew the necessity of the curriculum clearly,but paid less attention to it (extracur-ricular professional English learning time of 68.85％ was less than 30 minutes; 21.31％ of them hardly took time to learn).There were significant differences in favorable proportion of English teaching among stu-dents,from less than 50％ to 100％ respectively.Poor speaking and listening ability and poor profes-sional vocabularies had negative impact on classroom interaction.Conclusions Faculty need to make efforts in inspiring students' interest of learning,improving students' English speaking and listening abilities as well as confidence cultivation and further explore curriculum planning. Key words: Nursing; Nursing education; Bilingual teaching

Embracing Dissonant Voices In English Classrooms

The purpose of this study is to determine whether a pedagogy grounded in dialogical ideals has the potential to empower students to make changes in English classroom interaction. The study first scrutinized the traditional “banking” educational system in English classrooms in which students were passive learners to realize students’ silence and powerlessness in classrooms. Then, after realizing students’ silence and resistance in traditional English classrooms, with a vision of social change, the researcher proposed the dialogical interaction pedagogy to the English class to challenge the traditional view of authority and power, with an eye to exposing how dominant education was constructed through language and discourse. Unlike the traditional teaching-learning structures in which instructors act as authorities and subjects, and students act as objects and receivers, the dialogical English classroom, adapted from traditional classroom hierarchy structures, is a double-voiced or even multiple-voiced English learning environment in which both the teacher and students work together to overcome the estrangement and alienation that have long become the norm in the contemporary English classroom system.

Elements of Classroom Interaction in English as Viewed by Secondary Students (Tawjeehi) in the City of Nablus / Palestine

This study investigated the degree of availability of the elements of classroom interaction in English as viewed by Tawjeehi students in Nablus city, Palestine. Moreover, it also sought attempting to find out the statistical differences in classroom interaction due to the variables of Grade Point Average (GPA), gender and number of students in each class. The population of the study was 2.10 male and female tawjeehi students during the scholastic year 2006-2007. The sample of the study, randomly selected, consisted of 623 students (29.7%). The researcher developed a questionnaire for the purpose of data collection. The results of the study showed that eight items, reflecting participation and encouragement to ask questions, obtained a high score. It was also found that there were statistical differences amongst subjects due to GPA and number of students in each class. In the light of the results of the study, the researcher recommended reducing the number of students in each class, training teachers on how to utilize classroom interaction through holding workshops and seminars, and finally increasing the number of extracurricular activities that may be instrumental in helping students to interact inside and outside the classroom. Finally, the researcher recommended that more studies, be conducted on the use of observation and field visits for the sake of getting direct information about classroom interaction.

Student use of the mother tongue in the task-based classroom

This article draws on an interview study with teachers and teacher educators on the topic of the feasibility of task-based teaching for implementation in schools. It focuses on a single theme from the study: student use of the mother tongue. A number of dimensions are addressed: the extent of classroom interaction in English in the context under review; informants’ perspectives on mother tongue use; strategies for encouraging use of the target language; and relevant implications for teaching methodology. The conclusion calls for a balanced and flexible view of student use of the mother tongue. Some avenues for further exploration are also sketched, in particular the need to investigate the relationship between task-types and mother tongue use.

Classroom Interaction and Communication Strategies in Learning English as a Foreign Language

The article focuses on the development of interaction in a foreign language classroom. Teachers can help students to develop their interaction skills and students themselves can apply various strategies to become effective communicators in a foreign language. Firstly, different teacher and student roles are presented. Secondly, different classroom organisation types for encouraging interaction among different participants in the classroom are described. Next, Flander’s Interaction Analysis Categories (FIAC) and Byrne’s model for classroom interaction are given as two models upon which to analyse classroom interaction and plan activities for developing it. In the final part some communication strategies are described and exemplified in detail. If all the techniques and strategies are put into practice, one can expect an improvement in classroom interaction and furthermore in everyday-life situations when students communicate with foreign speakers.