Estika Berlian Oktaviani , 2201415153 (2019) AN ANALYSIS OF VERBAL CLASSROOM INTERACTION AND ITS CHARACTERISTICS: FLANDERS’ INTERACTION ANALYSIS. Under Graduates thesis, UNNES.

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Abstract

This study is about an analysis of verbal classroom interaction and its characteristics. The aims of this study are to find out how much teacher talk and students talk spent in classroom interaction and what are the characteristics of classroom interaction found during teaching-learning process. The design of this research is descriptive qualitative study which is classroom interaction analysis. This study was conducted in State Junior High School 1 Kunduran, Blora. The participants of this study were an English teacher and a class of the eigth grade students. The data were obtained by using classroom observation, videotapping and interview. The researcher used Flanders’ Interaction Analysis Category System / FIACS (1970) strategies analysis to categorize and analyze the data findings in order to know the amount of teacher students talk time and the characteristics of classroom interaction. The results of the analysis showed that teacher talk was the most dominat aspect in verbal classroom interaction. The proportion of teacher direct talk (31.16%) was higher than teacher indirect talk (22.55%). Based on the result, asking question (19.97%) was the most frequently used by the teacher talk. While in students talk, students-talk response was the most frequently used (35.93%). The percentage of teacher talk in averages was (53.70%), the student talk (36.29%) and silence (10.01%). Based on the observation result, the most dominant characteristics of classroom interaction was content cross (71.18%). This kind of interaction indicated that the teacher relied hard on asking questions and lecturing. It could be concluded that the domination of teacher talk based on characteristics of classroom interaction influenced the students’ participation. Specifically, it hampered the students’ initiation to share their thoughts and ideas during the teaching learning process.

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