LECTURERâ€™S AND STUDENTSâ€™ TALK IN THE CLASSROOM INTERACTION OF INTERPRETIVE READING CLASS
The objectives of this study is to analyse the classroom interaction in Interpretive Reading Class Activities by describing its communication contents and patterns of teaching and learning interaction. This study was carried out through a case study. It was conducted in second semester students of English Education Study Program at IKIP PGRI Bojonegoro. The participant were 22 students. The data were collected through classroom observation and interview for the lecturer. The data were analyzed by using the interaction analysis system from Flanders (1970). The results showed that there were some types of interaction between the teacher and the students in the classroom, namely: questioning, accepting or using ideas of people, encouraging, directing, lecturing, and accepting the feeling. From the observation, the teacher not only used English, but also used IndonesianÂ as a communication tool to interact with the students
Keywords:Â Classroom Interaction; Lecturer Talk; Students Talks; Interpretive Reading
Biggers, M. (2018). Questioning questions: elementary teachers' adaptations of investigation questions across the inquiry continuum. Research in Science Education, 48(1), 1-28. https://doi.org/10.1007/s11165-016-9556-4
Brown, H. D. (2000). Teaching by Principles: An Interactive Approach to Language Pedagogy (2nd Edition). New York: Pearson Education.
-----------------. (2000). Principles of Language Teaching and Learning (The 4th Edition). White Plains, New York: Longman.
__________. (2001). Using Surveys in Language Programs. Cambridge: Cambridge University Press.
Chai, Keqing. (2015). The Principles and the Ways of Classroom Interaction. International Conference on Arts, Design and Contemporeary Education (ICADCE 2015). 844-847
Crago, M. B., Eriks-Brophy, A., Pesco, D., & McAlpine, L. (1997). Culturally Based Miscommunication in Classroom Interaction. Language, Speech & Hearing Services in Schools, 23(3), 245-254
Dagarin, M. (2004). Classroom Interaction and Communicate Strategies in Learning English as a Foreign. Ljubljana: Birografika Bori
Donato, R. (1994). Collective scaffolding in second language learning. In J.P. Lantolf, & G. Apple (Eds.), Vygotskian approaches to second language research (pp. 33-56)
Ellis, R. (1991). The Interaction Hypothesis: A Critical Evaluation. In Regional Language Centre Seminar (pp. 1â€“46). Singapore: EDRS & ERIC. Retrieved from http://eric.ed.gov/ERICWebPortal/recordDetail?accno=ED338037
Flanders, N. 1970 Analyzing Teacher Behavior. Addison-Wesley. Reading, Mass
Kurniawati, Anita Rizky, Fitriati, Sri Wuli. (2017). Realization of Teachersâ€™ Qustions to Uncover Studentsâ€™ Cognitive Domain of English Subject Matter in Classroom Interaction. English Education Journal, 7(3). 194-200
Krashen, S. D. (1989). Language Acquisition and Langauge Education. UK: Prentice Hall.
Larsen-Freeman, D., & Long, M. H. (1991). Input Modification and Second Language Comprehension. An Introduction to Second Language Acquisition Research.
Lightbown, P. & Spada, N. (1999). How Languages are learned. Cambridge: Cambridge University Press.
Liskinasih, A. (2016). Corrective Feedbacks in CLT-Adopted Classroomsâ€™ Interactions. Indonesian Journal of Applied Linguistics, 6(1), 60â€“69. https://doi.org/10.17509/ijal.v6i1.2662
Mackey, A., Abbuhl, R., & Gass, S. M. (2012). Interactionist Approach. In S. M. Gass & A. Mackey (Eds.), The Routledge Handbook of Second Language Acquisition (pp. 7â€“23). New York: Routlege Taylor & Francis
Maolida, E. H. (2013). A Descriptive Study of Teacherâ€™s Oral Feedback In an ESL Young Learner Classroom in Indonesia. K@Ta, 15(2), 117â€“123. https://doi.org/10.9744/kata.15.2.117-124
Matra, S. D. (2014). Teacher questioning in classroom interaction. A Journal of Culture, English Language Teaching & Literature, 14(1), 82-111. https://doi.org/10.24167/celt.v14i1.58
Meng, X. & Wang, X. (2011). Action Study of Teacherâ€™s Language on EFL Classroom Interaction. Theory and Practice in Language Studies, 1(1), 98-104
Moore, C. C. (2008). Young Childrenâ€™s Social Organisation of Peer Interaction. Queensland: Queensland University of Technology.
Rahayuningsih, Dian., Saleh, Mursid., Fitriati, Sri Wuli. (2020). The Realization of Politeness Strategies in EFL Teacher-Students Classroom Interaction. English Education Journal, 10(1). 85-93
Roostini, K. E. (2011). A Reflection on Teacher Questioning Types. Indonesian Journal of Applied Linguistics, I(1), 9â€“22
Sadeghi, S., Ketabi, S., Tavakoli, M., & Sadeghi, M. (2012). Application of Critical Classroom Discourse Analysis (CCDA) in Analyzing Classroom Interaction. English Language Teaching, 5(1), 166-173).
Swain, M. (2000). The Output Hypothesis and Beyond- Mediating Acquisition through Collaborative Dialogue. In Sociocultural Theory and Second Language Learning (pp. 97â€“114). https://doi.org/10.1093/icb/18.3.401
Wagner, E. D. (1994). In Support of a Functional Definition of Interaction. The American Journal of Distance Education, 8(2), 6-26.
Walsh, S. (2011). Exploring Classroom Discourse: Language in Action. Oxon: Routlege Taylor & Francis Group.
Wheldall, K., & Merret, F. (1987). What is the Behaviioral approach to Teaching? In N. Hastings, & J.A. (Eds.), New Directions in Educational Psychology (Vol.2), Behavior and Motivation. Brighton: Falmer Press.
Zhang, P. (2012). Interactive Patterns and Teacher Talk Features in an EFL Reading Class in a Chinese University-A Case Study with Communicative Teaching Method. Theory and Practice in Language Studies, 2(5), 980-988