CHAPTER
I
INTRODUCTION
1.1 Background of the Study
English
is one of the international languages. It has an important role in the world. Most people use English to communicate
with other people from other countries. Science, technology, art and culture development also cannot be separated
to the role of this language. For those reasons English has been taught at every
level of education in Indonesia as the first foreign language (Ramelan, 1992:3).
Since
English has become an urgent need in Indonesia as a means to develop Indonesian
people quality, it is taught earlier at
school beginning from elementary schools as a local content up to third grade
of senior high schools. But unfortunately even though various methods and
approaches have been tried out to reach the purpose, the result has not been
satisfactory yet. The objectives of English teaching cover the four language skills: listening,
speaking, writing, and reading through
the mastery of the language components:
vocabulary, grammar, and pronunciation.
As
we people know that final result of teaching is affected by some factors, they
are: learners, the teacher, time allotment, material, the use of visual aid,
methodology, teaching material and interaction between the teacher and students
in the classroom. Interaction is viewed
as significant as it is argued that: only through interaction can the learners
decompose the target language structures and derive meaning from classroom
events , interaction gives learners the opportunities to incorporate target language
structures to their own speech (the scaffolding principle) and the
meaningfulness for learners of classroom events of any kinds whether thought of
as interactive or not, will depend on the extend to which communication has
been jointly constructed between the teacher and the learners (Craig Chaudron,
1998 : 10)
From
the statements above it can be inferred
that classroom interaction includes all of the classroom events, both verbal
interaction and non-verbal interaction. The verbal interaction takes place
because of the teacher and learners talk, while non-verbal interaction
covers gestures or facial expression by
the teacher and learners when they communicate without using words. These two kinds
of talk are important; they dominate the classroom events and influence students’
foreign language acquisition.
Learners
learn not only through comprehensible input but also their own output. But
a good lesson is not one in which
students do all or even most of the
talking. Some lesson may be good if they are carefully structured in such away
that students do a good deal of talking and at the same time get a lot of
feedback from the teacher, both formally and informally. But this is by no
means true for all lessons.
One
of the guidelines to analyze the interaction activities is by using Flanders’
Interaction Analysis Categories (FIAC). FIAC is a concept which states that
teaching will be effective depending to a large degree on how directly and indirectly
teachers influence the learners’ behaviors. Based on the FIAC, there are three
categories in the classroom interaction, they are: teacher talk, students talk,
and no/all talk. Teacher talk includes
accept feeling, praises, accept/ uses ideas of
students, ask question, lecturing, giving direction and criticizing.
Student talk includes student talk
response and student talk initiation. And no/all talk is the situation which is
in silence. (Allwright and Bailey, 1991: 202)
It
is clear that the active role of both the teacher and learners is absolutely needed
to create a good interaction because everyone will learn something better if he
experiences it by himself. The learners have
to learn the knowledge about English from the teacher, be active in
responding the teacher’s questions, and introducing their own ideas. Besides,
the teacher must be creative in using teaching methods and techniques to
support his talk in order to be interesting to be learned by the learners.
Those are not easy tasks for many teachers, because as Goodman said that
language appears sometimes to be so easy to learn and at other times so hard
(Goodman, 1986:39). If the teacher fails, he cannot achieve the teaching-learning
objectives.
With all of these
backgrounds, I want to study the teacher and learners talk in the classroom
interaction in the English ?????????????????????????????????????
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