Mar'atush Sholihah, 2201416103 (2021) AN ANALYSIS OF CLASSROOM INTERACTION ON SYNCHRONOUS E-LEARNING ON THE LEVEL OF EARLY AGE EDUCATION IN VIETNAM (A Study at English Zone Education's Student Academic Year 2019/2020). Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

Humans, as social beings, need the aid of others. Interaction is needed to communicate with others. Every aspect of life, including learning a language, necessarily requires interaction. The interaction that takes place in a class is extremely significant when studying English. Getting a head start on learning English is said to have cognitive benefits as well as academic success. The education language classroom at an early age differs from that of adults. A teacher must more attentively direct and monitor the pupil. This research aimed to discover the categories of teacher and student talk in the classroom and describe what the teacher did to increase the interaction in English Zone Education, Hải Phòng, Vietnam. It used a qualitative research approach. In addition, the data collection techniques were observation, documentation, and semi�structured interview. The participants were a Non – Native English Speaking (NNES) teacher and five students. In analyzing the research, this research employed Foreign Language Interaction (FLINT) analysis theory offered by Brown (2001, adapted from Moskowitz 1971). The data were portrayed in the form of descriptive and narrative. According to this study, all teacher and student talk categories occurred in the classroom interaction depending on Foreign Language Interaction (FLINT). Out of all the teacher talk categories, the "Gives Direction" category dominated with 34.98%. On the other hand, the "Student Answer, Specific" category dominated all student talk categories with 84.71%. In comparison to the students' response, initiating from the students rarely occurred in the classroom. The teacher tried to improve participation by using cooperative games in the classroom and calling students individually so that no one was left behind. It is recommended that the teacher employs various challenging communicative activities to inspire the students and increase students’ initiation in participating in the activity. Furthermore, it is suggested to the teacher to employ diverse expressions in asking questions to assist the students in expanding their vocabulary mastery.

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