A DESCRIPTIVE ANALYSIS OF STUDENTS’ PERCEPTIONS TOWARDS TEACHER’S TALK IN ENGLISH CLASSROOM (The Study of Third Year Students in Language Program of SMA Negeri 3 Salatiga in the Academic Year 2013/2014)
GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan Islam (S.Pd.I) in English Department of Education Faculty
YULIANTI 11309078
ENGLISH DEPARTMENT OF EDUCATION FACULTY STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA 2013
Motto: Without His love I can do nothing With His love There is nothing I can do (No Name)
Dedication
To Allah Subhanahu Wata’alaa
My most beloved mom and dad … Ibu Surkanti and Bapak Sunarno
My luvly sista and her ‘little‘ family … Mbak Fitri, Mas Nano, Yaya
My dearest brother … Dwika Afrizal Hamzah
ACKNOWLEDGMENT
Alhamdulillah, the deepest thanks into Allah SWT, the most gracious and merciful, so that the writer could finish this graduating paper. Secondly, peace and salutation always be given to our Prophet Muhammad SAW, the last messenger of Allah who has guided us from the darkness into the lightness. This thesis entitled “A Descriptive Analysis of Students‟ Perceptions toward Teacher‟s Talk in English Classroom (The Study of Third Year Students in Language Program of SMA Negeri 3 Salatiga in the Academic Year 2013/2014)” is presented to Educational Faculty of State Institute of Islamic Studies (STAIN) Salatiga as one of the requirement for Sarjana Pendidikan Islam at English Department. However, this success would not be achieved without those support, guidance, advice, help, and encouragement from individual and institution. So, it is an appropriate moment for the writer to deepest gratitude for: 1. Dr. Imam Sutomo, M.Ag, as the head of State Institute Islamic Studies (STAIN) Salatiga. 2. Suwardi, M.Pd., as the chief of Educational Faculty. 3. Maslihatul Umami, M.A., as the head of English department. 4. Dr. Sa‟adi, M. Ag., as the writer‟s counselor who has educated, supported, directed
and
given
the
writer
countless
advices,
suggestion,
and
recommendation in writing this graduating paper from the beginning until the end. Thanks for your patience and guidance. 5. Faizal Risdianto, S.S, M.Hum., as the writer‟s academic counselor. 6. All lecturers of English Department, the writer deeply thanks all for not only giving knowledge but also insight and values. 7. All staffs of STAIN Salatiga that have helped the writer in processing the graduating paper administration. 8. SMA Negeri 3 Salatiga for the permission and cooperation during the research. 9. The third grade students of language program, SMA N 3 Salatiga and Bu Lestari who sincerely help the writer to fulfill the data collection. 10. My great family, Ibu Surkanti, Bapak Sunarno, Mbak Fitri, Rizal, Yaya. You are the source of my spirit. 11. My second sister and brother, Faiq &Tika and Mas Dedy who help me to review my graduating paper. Thank for your time and support. 12. My lovely friends, Wiji and Mas Upik who always support me in all of condition. 13. All friends of D class and all friends in English Department. Thank for your friendship and kindness. 14. Those who cannot be mentioned one by one.
Eventually, this graduating paper is expected to be able to provide useful knowledge and information to the readers. The writer is pleased to accept more suggestion and contribution for the improvement of this graduating paper.
Salatiga, September 5nd, 2013
Writer
TABLE OF CONTENT TITLE PAGE ................................................................................................
i
DECLARATION...........................................................................................
ii
ATTENTIVE CONSELOR’S NOTES .......................................................
iii
MOTTO .........................................................................................................
iv
DEDICATION...............................................................................................
v
ACKNOWLEGEMENT...............................................................................
vi
TABLE OF CONTENT ...............................................................................
ix
LIST OF TABLES ....................................................................................... xi ABSTRACT .................................................................................................. CHAPTER I
xii
INTRODUCTION
A. Background of the Study .....................................................
1
B. Problem Statements ..............................................................
4
C. Objective of the Study ..........................................................
5
D. Significance of the Study ......................................................
5
E. Definition of Key Terms ......................................................
6
F. Scope of Study ......................................................................
8
G. Review of Previous Researches ...........................................
8
H. Organization of Writing ........................................................
10
CHAPTER II
THEORETICAL REVIEW OF PERCEPTION AND
TEACHER’S TALK A. Theoretical Review of Perception ........................................
12
B. Theoretical Review of Teacher‟s Talk ..................................
14
1. Kind of Teacher‟s Talk ................................................... 15 2. Style of Teacher‟s Talk .................................................. 26 C. Theoretical Review of English Classroom Interaction ......... 28 CHAPTER III RESEARCH METHOD AND DATA PRESENTATION A. Research Method .................................................................
33
B. Data Presentation .................................................................
44
CHAPTER IV RESEARCH FINDING AND DISCUSSION A. Research Finding ..................................................................
47
1. Interview .......................................................................
47
2. Classroom Observation ..................................................
48
B. Discussion ............................................................................
52
1. Students‟ Perception ....................................................... 52 2. Kind of English Teacher‟s Talk .....................................
64
3. Impact of Teacher‟s Talk in English Teaching Learning Process ............................................................................
67
4. Expectation of Ideal English Teacher‟s Talk ................
70
CHAPTER V CLOSURE A. Conclusion ............................................................................
77
B. Suggestion .............................................................................
79
BIBLIOGRAPHY CURRICULUM VITAE APPENDIX
LIST OF TABLES Table 1.1
Kind of Teacher‟s Talk Used in This Research
Page 8
Table 3.1
Classroom Observation Guideline
Page 39
Table 3.2
Components of Interactive Analysis Model
Page 42
Table 3.3
List of Respondent
Page 44
Table 3.4
Interview Guideline
Page 45
Table 4.1
Students‟ Perception about Kind of Teacher‟s Talk
Page 47
Table 4.2
Kind of Teacher‟s Talk Used by English Teacher
Page 48
Table 4.3
Kind of Teacher‟s Question Used by English Teacher
Page 49
Table 4.4
Kind of Teacher‟s Feedback Used by English Teacher
Page 49
ABSTRACT Yulianti. 2013. A Descriptive Analysis of Students‟ Perceptions toward Teacher‟s Talk in English Classroom (The Study of Third Year Students in Language Program of SMA Negeri 3 Salatiga in the Academic Year 2013/2014). A Graduating Paper. Educational Faculty. English Department. State Institute of Islamic Studies (STAIN) Salatiga. Counselor: Drs. Sa‟adi, M. Ag Keywords: Perception, Teacher’s Talk, English Classroom The present study investigates the students‟ perception toward English teacher‟s talk. It also aims to know what the kinds and the impacts of teacher‟s talk used by English teacher to English teaching learning process. Then, the students‟ expectation of an ideal English teacher‟s talk is also important to be investigated in order to conduct a better one in the future. The data is collected from interview of 16 students of language program which is recorded and then transcribed. The additional data about kind of teacher‟s talk that used by English teacher was taken from classroom observation. Since this research explores the students‟ perception which come from the students‟ experience, qualitative approach is considered as an appropriate research design. The result of this research is presented descriptively in order to reveal the students‟ perception comprehensively. It was found that in giving question, students prefer referential question to display question. In fact, teacher more often used display question than referential question to initiate students. In ways of giving feedback, when students produce incorrect or no answer, teacher usually used informing to follow them up. However, students prefer to be encouraged by the teacher. When students produce correct answer, they still prefer to be summarized, rather than being just simply praising.
CHAPTER I INTRODUCTION
A. Background of Study Interaction between teacher and students establish the success of teaching-learning language. In the English Foreign Language (EFL) classroom, teachers have important role to interact with the students because they have major portion of class time employed to give direction, explain activities, and check students‟ understands use the target language (Sinclair & Brazil cited in Yanfen & Yuqin, 2010: 77). The students‟ interaction is also important. When they give the appropriate response to the teacher‟s talk, it means that they understand the language that teacher use. The language that teacher uses to communicate with the students in the classroom, such as initiating interaction and giving feedback to the student is one of definition of teacher‟s talk. It is an indispensable part of foreign language teaching in organizing activities, and the way teachers talk does not only determine how well they make their subject, but also assure how well the students will learn. Therefore, teachers can use stimulus to their students, like asking question, invitation and giving direction. With giving feedback to the students‟ response, the active participation of student in the classroom also increases. Teachers more often use question to initiate class interaction than other initiating activities. Asking questions have the specific function of maintaining
interaction by ensuring that the interlocutor the same assumptions and identification of references (Chaudron, 1993:130). These are comprehension checks, confirmation checks, and clarification request. A comprehension check elicits assurance from the listener that the message has been received correctly, whereas confirmation checks and clarification requests allow the speaker to correctly interpret reactions by listener, the former presupposing a positive answer and the latter being much more open-ended. So, to make interaction in the classroom, many questions are needed. Based on Long & Sato‟s (cited in Chaudron, 1993:127), to check the students‟ understanding, teachers sometimes ask for information which he or she has already knows, such as give question based on the text. Therefore, teachers should use question to check students‟ comprehension and give them opportunity to use target language, so that would promote greater learner productivity,
and
latter
would
likely
promote
more
meaningful
communication between teacher and learner. Besides initiating question, providing feedback to the learners‟ performance is another important aspect of teaching (Richard & Lockhart, 1994:188). Feedback can be either positive or negative and may serve not only to let learners know how well they have performed but also to increase motivation and build supportive classroom climate. In language classroom, may be a response either to the content of what student has produced or to the form of an utterance.
Teachers present the different way to response the students‟ answer. When the students make correct answer, teachers enable to praise with good words. Comment and summarizing are also used to follow-up their answer. While, inform the correct information, prompt and criticize the students answer can be used when students respond with incorrect answer. Appropriate teacher‟s talk can create harmonious atmosphere and at the same time promotes a more friendly relationship between teacher and student, and consequently create more opportunities for students to participate actively during the language learning process. Both using variety question to initiate students‟ response and giving feedback to the students‟ performance, are expected to increase the quality of teacher‟s talk in the classroom interaction. However, in fact, there are many teachers in EFL classroom who lack to close pay attention to their talk during the classroom interaction. Many of them more often ask the question just to check the students understanding of the lesson, but not to guide the students to have opportunities using the target language practically. Giving inappropriate feedback also happened so that make the students fear to use the target language. This phenomenon often occurs in most of English classes in English foreign language countries, included Indonesia. For senior high school students, English should not only be knowledge but also be communicative language during the classroom interaction. With their skill in English, teacher should give more opportunity to them to use
their target language in the classroom interaction. So that, the English teachers have more challenges to create their talk in more variations to invite the students actively using the target language. From that perspective, the English teachers in Senior High School are assumed to understand more to manage their talk in English classroom interaction. Understanding the students‟ need is also required. Therefore, the writer is interested in understanding how are the students‟ perspectives toward the teacher‟s talks in the English classroom. Hence, the writer titles this research “A DESCRIPTIVE ANALYSIS OF STUDENTS’ PERCEPTION TOWARDS TEACHER’S TALK IN ENGLISH CLASSROOM (The Study of Third Year Students in Language Program of SMA Negeri 3 Salatiga in the Academic Year 2013/2014)”.
B. Problem Statements Based on the background of study above, many problems arise. Some problems can be identified are as follows: 1. How are the students‟ perceptions about kinds of English teacher‟s talk? 2. What kinds of teacher‟s talk are used by teacher in English classroom? 3. What are the impacts of students‟ perception toward English teacher‟s talk in teaching learning process? 4. What are the students‟ expectations about an ideal English teacher‟s talk?
C. The Objectives of the Study The objectives of this research as follows: 1. To explore the students‟ perception about kinds of English teacher‟s talk. 2. To describe kinds of teacher‟s talk used by teacher in English classroom. 3. To find out the impact of students‟ perception toward teacher‟s talk in English teaching learning process. 4. To describe students‟ expectation about an ideal English teacher‟s talk.
D. The Significance of the Study This research is expected to give theoretical and practical benefits. 1. Theoretically a.
The result of the study can be used as input in English teaching process especially about the teacher‟s role in English teaching.
b.
The result of the study can be used as the reference for those who want to conduct a research in English teaching learning process.
2. Practically a. For the teacher This research result can be used as references or reflection for the teacher about her performance, so that the teacher can improve her performance in teaching during teaching-learning process.
b. For the students The result of this research can motivate the students to use English in their classroom interaction during teaching-learning process. 3. For the student teacher The result of this research will be background of knowledge in teaching English in senior high school especially for English Department students who take PPL course. This study provides a lot of information about teaching English in the real situation classroom context. 4. For the researcher This research can develop the writer knowledge about students‟ perception toward kind of teacher‟s talk and its application during the teaching-learning process and also what kind of teacher‟s talk which is preferred by teacher and students. 5. For further researchers The result can be used for the further researchers which focus on developing classroom interaction between teacher talk and student talk in immersion or bilingual schools.
E. Definition of Key Terms 1. Students‟ Perception Students‟ perception can be understood as the students‟ ability to justify their own opinions and distinguish it from research being
presented in the class (McGoldrick and Caffrey, 2009 cited in Akande, 2009:32). In this study, students‟ perception is limited in two kinds of perception. They are students‟ opinion and preferences toward kinds of teacher‟s talk that used by English teacher. 2. Teacher‟s Talk Teacher‟s talk is the special language the teacher uses when addressing second language learner in the classroom. It shares a number of common characteristics with foreigner-talk (Ellis, 1988: 96). Teacher‟s talk is also called kind of modification in teacher‟s speech, how teacher initiates the students and gives feedback to them with their speech (Ricard & Lackhof, 1994:184). 3. English Classroom Based on Nunan & Bailey (2009: 15), a classroom is a place in which teachers and learners are gathered together for instructional purpose. It means that English classroom can be defined as the gathering, for given period of time, of two or more persons (one of whom generally assumes the role of instructor) for the purpose of English language learning (Van Lier, 1988: 47 cited in Nunan & Bailey, 2009: 15). This definition encompasses everything tutorial session between teacher and learner in the English lesson.
F. Scope of the Study In this study, the writer will focus on the two kinds of teacher‟s talk. They are question and feedback used by English teachers in the third grade of Language Program in SMA N 3 Salatiga. The following framework of teacher‟s talk is also designed as guidance to make interview and observation for the present study. Convergent/ Display Question Teacher‟s Question Divergent /Referential Question Teacher‟s Talk
Informing Encouragement Feedback
To incorrect and no answer
Prompting
Criticizing Ignoring Praising To correct answer Summarizing Table 1.1 Kinds of Teacher‟s Talk Used in the Research
G. Review of Previous Researches The following studies have been reviewed in relation to the present study. 1. Teacher Talk as Strategies in the Classroom In 2005, Sim conducted a research that objective was to identify the interaction patterns between teacher and students in the real English classroom. The data in this research identified the pattern of
teachers‟ talk in explaining, question and giving feedback to students during the class. Two English teachers, one male and one female, led the second grade Middle School English classes in Seoul were the participant of this study. The classroom interaction between teacher and students in the two classrooms were recorded on cassette recording during 16 meeting (two weeks) were transcribed by means of transcription symbol and analyzed based on the taxonomy of foreign language interaction analysis system. The result showed that explaining was more used by both of teachers. They preferred using display question (15%) to referential question (7%). However, translating in the first language was more use to give feedback (13%) than repeating words (2%). 2.
An Analysis of Teacher Talk in the First Grade of Laboratory Senior High School Salatiga In 2008, Nugroho conducted the research to explore the distribution of teacher‟s talk in the first grade of the senior high school. It is discussed the proportion of the teacher‟s talk, which concerns about the type of question and feedback used in the classroom. Six classroom observations were carried out in the one English classroom. In this research, an audio tape recorder was needed to record the classroom interaction. The data were analyzed
descriptively after finishing some steps which are: transcribing, highlighting, categorizing and tallying. The result shows that the teacher used display question, 48.85%, more often than other kind of questions. Teacher tended to ask the question related to their knowledge linguistic forms that had been given. The highest proportion of feedback on content, 42.5%, that teacher used is acknowledging when students answer correctly. While, teacher used pointing out the error and asking students to do self correction when students made incorrect answer (33%). Some studies above just resolve about the kind of teacher‟s talk usually used in English classroom. They present the percentage of teacher‟s talk that used by teacher in English classroom. Therefore, in the present study, the researcher interest to analyze students‟ perception toward English teacher‟s talk. This study strengthens the previous study. Since this study gives the viewpoint about kind of teacher‟s talk used by English teacher and preference teacher‟s talk based on students‟ perception.
H. Organization of Writing This research comprises five chapters systemized as follows: Chapter one shows the background of the study, problem statement, objective of the study, significant of study, definition of key term, preview of previous researches and organization of writing. Then, describing the theoretical review
of perception, teacher‟s talk, and English classroom will be the main discussion in the second chapter. All of them will serve the fundamental references in conducting and analyzing the study. Chapter three concern with the research method and the data presentation. Research method gives the description of general situation of the study, the research design, data collection and the data analysis. The data presentation contains the general data from observation and interview. Next, chapter four discusses the main purpose of conducting this study. It provides the explanation about students‟ perception toward kinds of teacher‟s talk used by English teacher. As well as, the impact of students‟ perception toward teacher‟s talk in English teaching learning process and also students‟ expectation toward kinds of teacher‟s talk. As the last chapter in this paper, Chapter five provides the overall discussion of the research as the conclusion and followed by the suggestions given by the writer at the end of the research for the sake of language teaching in pedagogy. Then, bibliography and appendixes will close this graduating paper.
CHAPTER II THEORETICAL REVIEW OF PERCEPTION AND TEACHER’S TALK
This chapter presents the comprehensive theories which will be the basis for this research. It takes a part as the foundation in determining the extent of the research. Since the research concerns on the students‟ perception toward the teachers‟ talk, this chapter likely covers the discussion of perception, teacher‟s talk, and English classroom interaction. A. Theoretical Review of Perception A. Adediwura and Bada Tayo (2007:165-167) in their academic journal elaborate the theories of perception by taking some experts‟ explanation. First, they take the theories as postulated by Allport (1966) who defines perception as the way people judge or evaluate others. The second, Eggen and Kauchak theories (2001) see perception from the cognitive dimension as the process by which people attach meaning to experiences. It means that the perception comes after people attend to certain stimuli in their sensory memories. However, perception will influence the information that enters working memory. This theory is strengthened by the next statement from Glover et al. (1990). They state that background knowledge in the form of schemas affects perception and subsequent learning. Even, research findings have verified that background knowledge resulting from experience strongly influence perception. Finally, Baron and Byrne (1991) explain it as the process through which people attempt to understand other persons and
attempt to obtain information about the temporary causes of others‟ behavior, for example, the emotions or feelings. Further, A Adediwura and Bada Tayo show the process of having perception as follows: … that every impression that comes in from without, be it a sentence, which we hear, an object or vision, no sooner enters our consciousness than it is drafted off in some determinate directions or others, making connection with other materials already there and finally producing what we call our reaction. From this it is clear that perception is the reaction elicited when an impression is perceived from without after making connection with other materials in the consciousness (memory) (Adediwura & Tayo, 2007: 165-166)
From this point of view, it could be inferred that perception cannot be done in vacuum. It depends on some background information that will trigger a reaction. Perception may be energized by both the present and past experience, individual attitude at a particular moment, the physical state of the sense organ, the interest of the person, the level of attention, and the interpretation given to the perception (A Adediwura and Bada Tayo, 2007: 166) Students‟ perception according to McGoldrick and Caffrey (2009, cited in Akande, 2009:32), can be understood as the students‟ ability to justify their own opinions and distinguish it from research being presented in the class. Students‟ perception of teachers‟ knowledge of subject matter, attitudes to work and teaching skills is absolutely dependent on the fact that they have been taught by the teachers under evaluation and are familiar with them. They therefore, have minds already pre-occupied with memories and
reactions that inventory for data collection will measure (Allport, 1976; Glover et al., 1990 cited in A Adediwura and Bada Tayo, 2007:165) B. Review of Teacher’s Talk 1. Kind of Teacher‟s Talk Teacher‟s talk is the language in the classroom that take up the major portion of class time employed to give direction, explain activities and check students‟ understanding (Sinclair & Brazil, 1995 cited in Yanfen & Yuqin, 2010:77). As an indispensable part of foreign language teaching, teacher‟s talk has own features in that both the content and the medium are the target language. The language employed by teachers in language classes is served as the source of input of language knowledge, and also use to instruct language communication and organize classroom activities. Moreover, teacher talk plays a very important role in teaching process as an interactive device. For teachers would employ a lot of interactive device such as repetition, prompting, prodding, and expansion, which would be evoking more interaction between teacher and students (Sinclair & Brazil, 1995 cited in Yanfen & Yuqin, 2010:77). In the process interaction between teacher and students, there are two kind of teacher‟s talk, the language teacher use question to initiate an interaction and give feedback to student‟s response (Richard, 1994:182).
a. Question Question is a request for information and it is commonest and most straightforward way to make student to talk according classroom observation (Yanfen & Yuqin, 2010:79). Questioning is one of the most common techniques used by the teachers. In some classroom over half of class time is taken up with question-answer exchange (Gall, 1984 cited in Richard & Lockhart, 1994:185). By asking questions to students, it can motivate and stimulus them to active during teaching learning process. Chaudron argues (1988:127), teachers‟ question behavior has been examined in a few second or foreign language studies concern with the extent to which teacher‟s questions might facilitate either target language production or correct and meaningful content related responses by students. Long (1981, cited in Chaudron, 1998: 127) augments that questions probably facilitate interaction by clearly establishing both the topic and who is expected to speak next. Teachers‟ questions construct a primary means of engaging learner‟s attention, promoting verbal responses, and evaluating learners‟ progress, although there is considerable database as to whether language teaching methodology requires this short of interaction. Typically, a question is the initiation of the three part solicitresponse-evaluate sequence of moves typical of classroom, for example (Chaudron, 1998: 127):
Teacher: What is your name? Student: Rosaline Teacher: Good. 1)
The function of Question There are several reasons why questions are so commonly used in teaching (Richard and Lockhart, 1994: 185): (a) They stimulate and maintain students‟ interest. (b) They encourage students to think and focus on the content of the lesson. (c) They enable a teacher to clarify what a student has said. (d) They enable a teacher to elicit particular structures or vocabulary item. (e) They enable teachers to check students‟ understanding. (f) They encourage students‟ participation in a lesson.
2)
Types of Question Based on Sinclair & Brazil (1982, cited in White & Lightbown, 1984 in Richard & Lockhart, 1994: 185-187), there are three kind of teacher‟s question: procedural question, convergent or display, and divergent or referential question. (a) Procedural Question Procedural question have to do with classroom procedures and routines, and classroom management, as opposed to the content of learning. For example when a teacher is checking that assignments have been completed,
the instructions for a task are clear, and the students is ready for a new task. Like the following sentences below: (1) Did everyone bring their homework? (2) Did anyone bring a dictionary to class? (3) How much more time do you need? (b) Convergent and Display Question Convergent question encourages similar student responses, or responses which focus on a central theme. These responses are often short answer, such as “yes” or “no” or short statements. They do not usually require students to engage in higher level-thinking in order to come up with a response but often recall of the preciously presented information. For example when teacher uses question in introducing a reading lesson focusing on the effects of computers on everyday life. Before the lesson begins, a teacher is able to ask the students use convergent question, such as: (1) How many of you have personal computer in your home? (2) Do you use it every day? (3) What do are the names of some computer companies? (4) What is difference between hardware and software?
Convergent question is also referred as display question. It means that the question that teachers know the answer and which are designed to elicit or display particular structures (Long & Sato, 1983 cited in Richard & Lockhart, 1994: 187). So, it means that question which involves determining whether the teacher is asking for information which he or she already knows. (c) Divergent and Referential Question Divergent questions are the opposite of convergent questions. They encourage diverse student responses which are not short answers and which require student to engage in higher-level thinking. They encourage students to provide their own information rather than to recall previously information presented. This type is also called referential question. It is kind of questions with no fixed answer, while display questions are the ones with fixed answer. This question used by teacher after give display or convergent question to student, such as the examples: (a) How have computers had economic impact on society? (b) Do you think computers have had any negative effects for society? Richard & Lockhart (1994: 187) have observed that teachers tend to ask more convergent than divergent
question. These questions serve to facilitate the recall of information rather than to generate students‟ ideas and classroom communication. Long and Sato (1983, cited in Richard & Lockhart 1994: 187) also compared the number of display and referential questions in naturalistic discourse that: Referential questions are more frequent than display questions, whereas display questions are much more frequent in whole class teaching in English second language classrooms. 3)
Modification of Question Teacher can modify his talk in order to make the understandable question for the students. Based on Chaudron (1988:127-129), there are four factors that possible teachers use in their question. (a) Repeating or Rephrasing In addition to the fact that display questions are so readily used in classroom situations because the teacher is supposed to be evaluating the learner, White and Lightbown (1984 cited in Chaudron, 1988: 127) point out that teacher will persist in asking questions by repeating or rephrasing them. They also claim that the success rate of students responding to subsequent repetition of question
was quite low, lower often than rate response to questions asked only once. This, of course, may be an artifact of the difficulty of the question and the consequent need to repeat or rephrase more difficult questions several times. (b) Aiding with The Clue It is natural enough to modify a question which has not been understood, by aiding the respondent with perhaps a clue to the expected answer, with some limiting of the possible range of response. For example, like Buck and Fanselow did (1984 cited in Chaudron, 1988: 128). They list a number of different types of clues that might be used to help the respondent focus on the domain of appropriate answer. The clues that would describe the attributes of an expected response, compare and contrast the expected response to something, or assign a label to the expected response. (c) Alternative or “or-choice” questions Another modification of question is by rephrasing with the alternative or “or-choice” question. Long (1981 cited in Chaudron, 1988: 128) found “or-choice” questions are more often occur in interaction native speaker (NS) and non native speaker (NNS) that NS and NS. For example:
“What would you like to drink?” [pause] “Would you like coffee, tea or juice?” Long (1981: 152) provided some support for White and Lightbown‟s skepticism about rephrasing of questions, with an example of overly modified NS question from an NS-NNS conversation (cited in Chaudron, 1988: 128): Are the islands the same-do they look the same?...as Japan as…the country in Japan? Are the houses, for example, are the house the same on Osima…as say in the country…Sapporo or (Akairo)? Do people talk the same or do the houses look the same?...Or are the trees same? (d) Giving a wait-time An important factor of a teacher‟s questioning skill is wait time, that is the length of time the teacher waits after asking the question before calling on a student to answer it, rephrasing the question, directing the question to another students, or giving the answer (Rowe, 1976 cited in Kindsvatter et al., 1988 cited in Richard and Lockhart, 1994: 188). Teacher often use a very short wait-time (e. g., one second), which is rarely sufficient to enable students to respond. Long et.al.(1984 cited in Chaudron, 1988: 129) said: When wait-time is increased to three to five seconds, the amount of students‟ participation as well as the quality of that participation often increases.
4)
Questioning Pattern In addition to these rather concentrate means of improving on the content and form of question in order to promote greater student responsiveness, it should be recognize that teachers use question in more complex ways. The practice of teaching is considered at times to involve a structuring of information for the learner, either as a direct presentation of information or as the facilitation or generation of a dialogue between a source of knowledge (teacher, book, material) and the learner (Hyman, 1974 cited in Chaudron, 1988: 129).
b. Feedback Instructing students and providing on performance are probably the two most commonly conceived classroom function of teachers. However, give students feedback after they did something is also important. Based on Chaudron (1988:132), feedback is the notion of error correction. Based on Richard and Lockhart (1994: 188), feedback can be either positive or negative and may serve not only to let learner know how well they perform but also can increase motivation and build a supportive classroom climate. Based on Nunan (1994:189), there are two kinds of feedback that are frequently used. They are feedback on content and on form. Feedback on content used to follow the students up toward their
answer about the content lesson and material. Whereas, feedback that often directed toward the accuracy of what a student says is refer to feedback on form. Based on the two kind of feedback, there are more specific feedbacks that usually found in the language classroom, they are: 1)
Feedback to incorrect and no response When students provide no response, that is, they may not know the expected answer or they are reluctant to give any answers or when they provide incorrect responses, both linguistically and discoursally incorrect, the teacher would choose to give a follow-up or feedback in one of the following ways (Mehan, 1979; Sinclair & Brazil, 1982 cited in Yanfen & Yuqin, 2010:81-86):
a)
Inform Informing is a direct way to help students realize their mistakes. It involves the provision of explicit information about the linguistic form that is perceived as the problem. It can be realized by means of giving definition, an example, an explanation or by signaling the problem. Beside negotiation of forms, inform here also included negotiation of meaning. Examples are: “The correct word you should use here is crossculture, not international.” “Use us here, not I.”
b)
Prompt It is an attempt to get the participant produce the correct answer by the use of a clue to indicate the location and nature of the error, or requesting the student to make clarification of what he has just said, or by the teacher repetition of what the student has said with an emphasis on the incorrect part, so as to arouse the attention of the student to the error, such as: “A verb isn‟t suitable here, what do you think you can use here?”. “Are you sure this is the way they do?”
c)
Encouragement Encouragement is an act of inspiring with hope, courage, or confidence: behavior of heartening. Here are samples: “It‟s OK, I am sure you can manage to make up a more complex sentence next time.” “Don‟t worry, just say whatever you know, it does not matter whether you answer is correct or not, I just want to know what you know.”
d)
Criticizing Criticizing is to comment on students‟ incorrect response severely. Examples are: “Did you do any reviewing?” “You‟d better pay more attention to what I am talking in class, don‟t do any other things in class, OK!”
e)
Ignoring Ignoring refers to the situation where teacher pays no attention to students‟ mistakes or turn to another student when the first one cannot give an answer, such as: “OK, sit down, next one!” “Anyone knows the answer?” “An, could you help him?”
2)
Feedback to correct response When students have provided the correct response, teachers usually give some kind of comment, or just a brief acknowledgement (Richard & Lockhart 1994: 189-191).
a)
Praising It is refers to the very brief feedback from the teacher in response to correct answer, such as:”OK, good!” “That‟s right!” “Yes, an excellent answer!” Furthermore, Yuqin and Yanfen (2010: 81) in their journal said that praising is like acknowledgment or comment. Comment of some kinds are given by the teacher sometimes to encourage the students providing answer, and sometimes to let others notice what is given by the students, and sometimes to encourage others as well. Example of comments are:”Very good, everyone, have you noticed that she has told us a very moving story?” “I appreciate you giving us a good presentation.”
b) Summarizing When the student answers the correct answer, sometimes the teacher repeats the student answer with different words or sentences, i.e. using synonym. It means that teacher try to make the students‟ answer more effective so that they can learn more. They can learn how to make effective sentence, vocabulary and also how to pronounce correctly. 2. Style Of Teacher‟s Talk According to Harrel (1992: 17) in the journal „Teacher Talk in the Cooperative Learning Classroom‟, a crucial aspect of teaching English as second language is the nature of teacher talk. He also mentions that there are two style of teacher‟s talk which is commonly found in language classroom. a. Teacher‟s Talk in Teacher Fronted Classroom The basic idea behind this approach is „equality‟ which is intended to present information to all students in uniform manner. The teacher stands as the central figure in the classroom, which has the power to control students. The content in teacher-fronted classroom is frequently based on following the textbook, often reading sections aloud and completing exercises. Students understand that the teacher is familiar with the answer and the goal of question is merely to check student‟s knowledge.
Flanders as cited in Harrel (1992:21), states that teachers speak up to 75% of the time, learning little time for students‟ expression. Five major features characterized teacher‟s talk in frontal situation: 1) Teachers speak a lot. 2) Teacher lecture. 3) Teachers ask short question. 4) Teachers use correction extensively. 5) Teachers give instruction and command frequently. b. Teacher‟s Talk in cooperative Classroom Unlike the previous one, this approach is based on interaction among group members. The teacher acts as facilitator of learning, approaching the group when necessary. In addition to social advantages, cooperative learning results in greater academic achievements when compared with frontal teaching. However, cooperative learning is used for implementing a communicative approach to teaching English for non-native speaker. Four major feature characterized teacher‟s talk in cooperative learning classroom: 1) Teachers speak little. 2) Teachers provide broad questions to challenge thinking. 3)
Teachers assist students with the learning task rather than providing error correction.
4) Teachers give few commands, imposing less disciplinary control. C. English Classroom Interaction 1. English Classroom Interaction Pattern Interaction is occurred everyday in the classroom activities between the teacher and the learners. Interaction commonly defines as a kind of action that occurs as two or more objects has an effect upon one another. The idea of a two-way effect is essential in the concept of interaction, as opposed to a one-way causal effect (www.wikipedia.com). Education with its correlated activities of teaching and learning process involves interaction between teacher and students as channels of realizing its objectives. Interactions occur every day in teaching and learning process. It is managed by everyone, not only by the teacher in the classroom, but also the students. This interaction is usually used to express their ideas together. Allwright and Breen as quoted by Chaudron (1988:10) states that Interaction is viewed as significant because it is argued that: a. Only through interaction, the learner can decompose the Target Language structures and derive meaning from classroom events. b. Interaction gives learners the opportunities to incorporate Target Language structures into their own speech (the scaffolding principles) and c. The meaningfulness for learners of classroom events of any kind, whether thought of as interactive or not will depend on the extent to
which communication has been jointly constructed between the teacher and learners. Moreover, Allwright and Bailey (1991:25) states that through classroom interaction, the plan produces outcomes (input, practice opportunities, and receptivity). The teacher has to plan what he intends to teach (syllabus, method, and atmosphere). So, the classroom interaction has important role in teaching learning process. Furthermore, Rivers (1987:6-9) stated that the teacher in teaching learning process should not be too focus on the best method, the teacher should be looking for the most appropriate approach, design of materials, or set of procedures in a particular case. The teacher is being flexible, while keeping interaction central; interaction between teacher and learners, learners and teacher, learner and learner, learner and authors of texts, learner and the community that speak the language. The teacher should not be directed and dominated in the classroom. Interaction cannot be one-way, but two-way, three-way or four-way. In the classroom, the predominant type of discourse is there phase a teacher initiation, pupil response, and teacher feedback (Ellis, 1988: 97). Based on Barnes (1976) and Sinclair and Coulthard (1975) (cited in Ellis, 1988: 97), they refer those phase as IRF phase (initiation, response and feedback) In language classroom, the IRF framework is also common have been noted. This basic pattern of classroom discourse differs considerably
from the discourse patterns found in normal conversations outside the classroom. 2. Language Teaching Strategies Every teacher intends to be an effective teacher. Nevertheless, to be an effective teacher is not easy. It depends on how the teacher manages the class. In this case, a teacher should have teaching strategies in order to achieve the objectives of the teaching. According to Oxford (1990: 23), strategies refer to techniques or specific actions to extend the learning progression. So, a strategy could also be seen as a technique. The mastery of teaching technique is momentous to help a teacher to have a victorious teaching and learning outcome. According to Richard (1990: 103), several characteristic of teaching are found to comprise differences between effective and ineffective instructor. Teaching strategies can lead students intrinsically to be involved in learning actions. There are two strategies that can be done by teacher to invite students involved in the interaction during the learning process: a) Giving Task Giving Task is difficult for some teachers. Many aspects should be considered to reach the aims of given task. For instance, any easy task will not give students who complete the task a feeling of developing competence. Stipek (1993: 56), states that too difficult task are likewise non-intrinsically motivating for students. Similary,
monotonous task also will not work better than too easy or difficult task. Rivers (1981: 77) says that language teachers must pull all their efforts into making the practicing of language attractive. A stimulating task can take many varieties, depending on what is being taught. For example, in vocabulary class a teacher may utilize the technique of similarities and contrasts. The example of this strategy is games and competition involving synonyms, antonyms and contradictions. Ideally, a stimulating task should motivated students to learn as long as those tasks are really stimulating. A teacher also has to make decisions about suitable kinds of tasks to assign to learners considering the subject and level. b) Giving Choice Stipek (1993: 79) claims that pupils are intrinsically motivated to work when they feel self-determination rather than controlled. The stage where pupils feel self-determining positive self can be found in four techniques. The first technique is to give students some flexibility and responsibility to complete the assignment. Second, is to allow them to score most of their own written work and to use individual conference to evaluate their progress. Next, is to have a contract with students for long range assignments and the last technique is to set up an independent learning center, bring good result in classroom in which students are involved in more task than before.
However, giving choice has some weakness. Some students may not select a challenging task when they are given a choice. Stipek (1993: 80) notices that to encourage autonomy for students who seem to lack interests.
CHAPTER III RESEARCH METHOD AND DATA PRESENTATION
A. Research Method 1. Research Design This research is conducted to reveal students‟ perception toward English teacher‟s talk that occurred in English classroom interaction. Moreover, the present research also gave explanation about the impact of teachers‟ talk in English teaching learning process. The perception itself needs to be presented comprehensively in order to get deep explanations of the real condition. For this reason, the researcher applies descriptive qualitative study as the research design. According to Cresswell (1994:2), qualitative research is defined as an inquiry process of understanding a social human problem, based on building a complex holistic picture, formed with words, reporting detail views of informants, and conducted in natural setting. For that reason, it should not isolate individuals or groups into some variables or hypothesis. The gained data in this research is obtained qualitatively in nature. It is also called naturalistic research because the research is conducted in natural setting (Zuriah, 2007:83). Qualitative research was considered as the most appropriate one in exploring kind of teacher‟s talk, students‟ perceptions and the impact both of them in English teaching learning process. In addition, the problems
which observed in this research were not definite, holistic, and dynamic. A list of numbers would not be adequate enough to represent it. It needs a deep analysis to find hidden reason and meaning behind the problems. The other consideration in using qualitative research is its ability to adjust with general realities moderately. This kind of research also presents relations between researchers and their respondents directly. It is more sensitive and adjustable to changes in pattern of values faced by researcher (Moleong, 2010:10) In accordance with the use of qualitative research, the analysis approach of this research depends on the descriptive one, a research that describes phenomenon, facts, and events of individual or groups systematically and accurately (Zuriah, 2007: 47). Those are the reason of why the qualitative research was applied in this research. 2. General Situation of SMA N 3 Salatiga a. Place State Senior High School 3 Salatiga (SMA Negeri 3 Salatiga) was considered as the place of research since it has one of credible school in Salatiga. The school whose headmaster is Drs. Suyitno was categorized as a very good quality of school, proved with having A grade for the accreditation. The school which was located in Kartini Street, Sidorejo Salatiga which had changed status from SPGN (Sekolah Pendidikan Guru Negeri) in 1991. The location of school was strategy enough, and
suitable for teaching learning process. Besides the supporting environment, SMA Negeri 3 Salatiga had also provided the complete facilitation in order to create conducive situation of teaching and learning process. From the total of students in the academic year of 2013/2014, there are 347 students in the third grade who are divided into three study programs: science program (IA): 5 class groups, social program (IS): 4 class groups and language program (IB): 1 class group. b. Object The object for a research study should be selected in purpose as stated by Sugiyono (2006: 299). Then, students of language program in third grade were considered as the object in this research. There were 16 students, consist of 10 female students and 6 male students who interviewed. Beside students, Sri Lestariningtyas, S. Pd. as English teacher who teaches them was also observed. She was 32 years old. She graduated from Sebelas Maret University and has taught English since 2005. c. Data Collection Data collection is considered as the most prominent step in a research due to the fact that the main purpose of conducting a research is to obtain needed data. In a qualitative research, data can be taken from archival documents, written or oral expressions of people or their
behavior, etc (Moleong, 2010:157). Thus, the methods that were utilized in the process of gathering the research data could be categorized as follow. 1) Interview Sugiyono (2006: 317) defines interviews as the meeting of two persons who exchange information and ideas through question and answer in order to find meanings in a certain topic. Meanwhile, according to Singarimbun, (1987 cited in Inayah, 2012: 24), interview is dialogue done by interviewer to get information by asking about student‟s interest, condition of equipment directly to the respondent. The aim is usually to gather an authentic understanding of people‟s experience. The kind of interview that used in collecting the data was a semi-structured interview. It was an interview that utilized a question list, but allowed for greater flexibility for the interviewer in asking for clarification and elaboration (Arikunto, 2001:156). This kind of interview is also known as in depth interview, where technically is more flexible than the structured one (Sugiyono, 2006: 320). Through this kind of interview, the interviewees were expected to express their opinions and ideas so the issue could be explored more openly. The interviewees of this research were the third year students of language class in SMA Negeri 3 Salatiga in the academic year of
2013/2014. The process of interview itself took place in the school on July, 23 to 27 2013. As the interviewer, actually the researcher did not limit the numbers of students. The interviewer investigated all of the students in XII IB (Language Program). There were sixteenth students who should answer the same questions. Those students consisted of 10 females and 6 males. The researcher used mobile phone as instrument to record the data from the interviewees. Note taking technique also used as other instrument to get addition information during the interview. After the data had been collected, the researcher grouped the students‟ perception into students‟ opinion and students‟ preference toward their English teacher‟s talk. Every student who chosen one kind of teacher‟s talk were calculated with total of students, so there were found percentage in every kind of teacher‟s talk. For example: 𝐷𝑖𝑠𝑝𝑙𝑎𝑦 = =
𝑇𝑜𝑡𝑎𝑙 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑤ℎ𝑜 𝑐ℎ𝑜𝑠𝑒 𝑑𝑖𝑠𝑝𝑙𝑎𝑦 𝑞𝑢𝑒𝑠𝑡𝑖𝑜𝑛 𝑇𝑜𝑡𝑎𝑙 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 4 16
𝑥 100%
𝑥 100%
= 25 % 2) Observation Observation is the activity of researcher that looking at what people actually does (Robert, 2007:11). So, observation method is related with study of people behavior and context in which behavior occurs.
The purpose of observational data collection is to describe some element of the object. They are included the setting which is observed, the activities that took place in that setting the people who participated in those activities, and the meaning of the setting (Patton, 1991:124). In collecting the data, the researcher did an observation. The observation was conducted on August, 26th 2013. The researcher came to classroom and saw all the activities that occurred during teaching learning process. In order to obtain the data, observation were done along the teaching learning process (70 minutes). The researcher observed the teacher‟s talk during teaching learning process. This observation was done to find out kind of teacher‟s talk used by English teacher and to observe the impact of students‟ perception toward teacher‟s talk in teaching-learning process. The researcher used systematic observation to collect the data about kinds of teacher‟s talk used by English teacher during the teaching learning process. Based on Arikunto (2006: 157), systematic observation is observation that uses observation guideline as observation instrument. The observer gave the sign or tally into observation column where the events appeared. Furthermore, this method was referred to sign system (Arikunto, 2006: 157).
Kind of teacher’s talk Teacher‟s Referential Question Question Display Question
Frequency
Total
///
4
///
6
Teacher‟s To Inform Feedback incorrect and no Prompt answer Encouragement Criticizing Ignoring To correct answer
Praising Summarizing
Tabel 3.1 Classroom Observation Guideline The researcher calculated the percentage of every kind of teacher‟s talk based on the frequencies of each teacher‟s talk then divided with total of the teacher‟s question or teacher‟s feedback. For example: Referential Question= =
𝑇𝑜𝑡𝑎𝑙 𝑜𝑓 𝑟𝑒𝑓𝑒𝑟 𝑒𝑛𝑡𝑖𝑎𝑙 𝑞𝑢𝑒𝑠𝑡𝑖𝑜𝑛 𝑇𝑜𝑡𝑎𝑙 𝑞𝑢𝑒𝑠𝑡𝑖𝑜𝑛 4 10
𝑥 100%
𝑥 100%
= 40% The researcher used recording and note taking as the technique in collecting data during the observation. Videotape recording (VTR) was used to record the information. Besides, note taking technique was also used. The advantage by using videotape
was providing an opportunity for informant to share directly his or her reality and creative in that it captures attention visually. Whereas, using note taking, it helped the researcher to note direct activity which happened in the classroom. It was also employed as additional data if the VTR contained no-data (events) were not recorded. d. Validity of the research data Examining validity of a research data is another fundamental step in a qualitative research. This step is needed to find confidence rates of a research result. A credible result of a research will likely be accomplished if a researcher conducts data validation accurately and uses the proper technique. Sugiyono (2006: 330) recognizes triangulation as a useful means to check data validation. He defines that triangulation can be interpreted as a technique of data collection that combines data from various techniques of data collection and the existing data. The triangulation used in this research was by combining the information from both the students and English‟s side. It also combined the techniques of data collections, i.e. interview and observation. e. Data Analysis A qualitative data analysis is several simultaneous activities that engage the attention of the researcher: collecting information from
the field, sorting the information into a story or picture, and actually writing the qualitative text (Bogdan & Biklen, 1992 cited in Creswell, 1994:153). Meanwhile, Sugiyono (2006: 335) states that a qualitative data analysis is a process of searching and arranging systematically the obtained data from interviews, field notes, and documentation by organizing data into categories, explaining into units, synthesizing, arranging into patterns, sorting the important ones, and drawing conclusions in order to be comprehended by the research or the readers. From those two much similar definitions, there are two common things in the process of analyzing gained data i.e. categorizing, synthesizing, arranging the pattern, and presenting the result. In addition, Miles and Huberman (1992:18-20) divide qualitative data analysis into two approaches, i.e. flow analysis models and interactive analysis model. However, the researcher focuses on the second approach which is appropriate with this research. In the interactive analysis model, data reduction and data presentation are processed along with data collection. Those analysis components are then interacted after all needed data are gathered. The figure below presents the steps of this model:
Gathering Data Data Presentatio n
Data Reduction
Conclusion
Table 3.2 Components of Interactive Analysis Models The interactive analysis models applied in this research can be explained with some steps as follows: 1) Data Collection Collecting data starts from searching needed data in multiple forms. As the explanation before, the researcher used two techniques of data collection, i.e. interview and observation. 2) Data Reduction The next step after collecting data is data reduction. Data reduction means summarizing data, selecting the important ones, focusing on the stated topic, and deleting unnecessary data (Sugiyono, 2006: 338). Thus, the reduced data will not only clearly give pictures of what the researcher really seeks but also will simplify the following searching results. In this research, the process of data reduction was started by separating unnecessary data from the interview and observation.
Then, categorizing data was done to make it easy in presenting the findings of the research. 3) Data Presentation In a qualitative research, data presentation might be arranged in the forms of essay, charts, flowcharts, categorization, etc. The aim of data presentation itself is to help comprehend what aspects are discussed in the data and plan the next works based on what have been comprehended. The data presentation for this research was arranged into narrations from the students‟ perceptions which were explained descriptively in the form of essays. In addition, the kind of teacher‟s talk would be presented using table and percentage. 4)
Conclusion Withdrawing some inferences are the final step after data presentation. The initial conclusions remained temporary. It possibly changes if there are other valid evidences supporting for another data collection. However, the initial conclusions which are supported by valid and consistent evidences make the conclusions are strongly believed to be incredible.
f. Research Procedure The research moves on through several steps as explained below: 1) Interview
The main data of this research was the result of the interview with the students who directly took a part in the teaching process. Then the data from the interviews was analyzed to reveal the answer of this research problem. 2) Observing Class Observing class was conducted to obtain an image about the kind of teacher‟s talk which used by English teacher during teaching learning process and the impact of teacher‟s talk in the teaching learning process. 3) Presenting the Results Descriptively All results of the research eventually concluded and presented descriptively in the form of this research report. B. Data Presentation There were 16 students from language class who were interviewed in this study. The following table presents list of students‟ name who interviewed: No 1 2 3 4 5 6 7 8 9 10 11 12 13
Name Ahida Kusumananda Ardian Sutejo Asa Nindyta Ayu Kumara Devia Riska Wardani Dita Cynthia Varadiva Fathna Sofia Hajar Gerardus Oktaviano Aji Swara Intan Puri Nirmala Leni Triana Makarima Fahreza Fathony Muanifatul Masudah Novian Rizkyanto Risang Aji Tetuko
Gender F M F F F F M F F M F M M
14 15 16
Sandy Bastari Triana Oktaviani Pita Wieke Pratiwi Sekar Arum Table 3.3 List of Respondent
M F F
For the interview, the writer also made interview guideline which was consisted of nineteen questions about students‟ perception toward their English teacher. The following question will be presented below: 1. Apa kamu paham saat guru bertanya dengan bahasa inggris? (Do you understand when teacher ask you with English?) 2. Bagaimana pendapatmu ketika guru memberikan pertanyaan yang jawabannya sudah kamu ketahui? Semisal pertanyaan yang berhubungan dengan sesuatu yang sudah ada di teks bacaan atau buku. (What do you think if teacher give you question with fix answer? Such as question which relate with the text or previous material) 3. Bagaimana pendapatmu ketika guru memberikan pertanyaan yang jawabannya belum kamu ketahui secara pasti? Semisal tentang pendapat atau opinimu? (What do you think if teacher give you question without fix answer? Such as argument or opinion.) 4. Selama ini guru bahasa Inggrismu lebih sering menggunakan model pertanyaan yang seperti apa? (What kind of question that usually used by your English teacher?) 5. Kamu sendiri suka model pertanyaan yang seperti apa ketika pelajaran bahasa Inggris? (Which kind of question do you prefer in English class?) 6. Apakah yang gurumu lakukan setelah kamu menjawab pertanyaan yang dia berikan? (What are English teacher do after give you question?) 7. Apakah pendapatmu ketika guru memujimu saat kamu menjawab dengan tepat? (What is your opinion when your teacher gives you praising for your correct answer?) 8. Apa pendapatmu ketika gurumu mengulang kembali jawaban yang telah kamu sebutkan? (What is your argument when teacher summarize your correct answer?) 9. Menurut pendapatmu, selama ini guru bahasa Inggrismu lebih sering menggunakan feedback seperti apa ketika kamu menjawab dengan benar? (What kind of feedback that usually used by your English teacher when you answer correctly?)
10. Kamu sendiri lebih suka model feedback yang seperti apa ketika bisa menjawab benar? (Which one do you prefer when you answer correctly? Praising or summarizing?) 11. Apakah pendapatmu ketika guru mengkritik jawabanmu yang salah? (What is your opinion when teacher give critique to your incorrect or no answer?) 12. Seandainya kamu tidak bisa menjawab atau menjawab salah, bagaimana pendapatmu ketika guru memberikan clue-clue atau kata kunci? (If you cannot answer or answer incorrectly, what do you think if teacher give you some clues or keyword?) 13. Bagaimana pendapatmu ketika guru langsung memberi tahukan jawaban yang benar ketika kamu menjawab salah? (What do you think if teacher inform directly when you cannot answer or answer incorrectly?) 14. Apakah pendapatmu tentang motivasi yang diberikan guru ketika kamu tidak bisa menjawab atau menjawab tapi salah? (What is your opinion about motivation for students who answer incorrectly? ) 15. Selama ini, model ucapan guru yang seperti apa yang biasanya dilontarkan ketika kamu tidak bisa menjawab atau menjawab salah? (What kind of feedback used by your English teacher when you answer incorrectly?) 16. Kamu lebih suka diberi feedback apa ketika tidak bisa jawab atau menjawab salah? (Which kind of feedback do you prefer when you answer incorrectly?) 17. Menurutmu, pertanyaan semacam apa yang seharusnya guru berikan untuk melatihmu menggunakan bahasa inggris yang kamu miliki? (What kind of question that you expect to boost your English skill?) 18. Menurut pendaaptmu, bagaimana seharusnya seorang guru ketika memberikan feedback saat siswa menjawab pertanyaan dengan benar? (What is your expectation about teacher‟s feedback when you answer correctly) 19. Menurut pendapatmu, bagaimana seharusnya ucapan seorang guru ketika kamu menjawab salah? (What is your expectation about teacher‟s feedback when you cannot answer or answer incorrectly?) Table 3.4 Interview Guideline
CHAPTER IV RESEARCH FINDING AND DISCUSSION
A. Research Finding 1. Interview Based on the interview to the students, the researcher found the data of students‟ perception toward English teacher‟s talk. The data interview was translated into descriptive codes and the print out enclosed in appendix. Table 4.1 summarizes the result of class interview that tells what each of the 16 students‟ perception toward their English teacher‟s talk. The following table presents the number of students who gave their opinion about kind of teacher‟s talk that used by their English teacher and the teacher‟s talk that was preferred by them. Kind of teacher’s talk Teacher‟s Question
Referential Question Display Question
Total Teacher‟s Feedback
To incorrect and no answer
Inform Prompt Encouragement Criticizing Ignoring
To correct answer
Praising Summarizing
Total
Total
Students’ Perception Students’ Students’ Opinion Preference No. % No. % 10 62.50 10 62.50 6
37.50
6
37.50
16
100
16
100
10 2 4 16 15 1
62.50 0 0 12.50 25.00 100 93.75 6.25
4 4 6 2 16 7 9
25.00 25.00 37.50 12.50 0 100 43.75 56.25
16
100
16
100
Table 4.1 Students‟ perception about kind of teacher‟s talk that used by English teacher during the classroom interaction
2. Classroom observation Beside the data from interview, there was additional data from classroom observation. Table 4.2 summarizes the results of class observation that tells what kind of teacher‟s talk that used by English teacher during the classroom interaction. The percentages were worked out based on the class note and record of what English teacher did and the frequencies of each kind of teacher‟s talk, then average number of each teacher‟s talk and all of the teacher‟s talk were calculated. Kind of teacher’s talk
Teacher‟s Question
Total Frequency
%
Referential Question
2 5
33%
10
67%
9
34.6%
6
23.1 %
8
30.8%
2
7.7%
Display Question Teacher‟s Feedback
To incorrect and no answer
1
Informing
1
Prompting
3
Encouragement
2
Criticizing
4
Ignoring
To correct answer
5 1
3.8%
20
90.9%
2
9.1%
Praising Summarizing
Order
1 2
Table 4.2 Kind of teacher‟s talk used by English teacher based on the classroom observation
a.
Teacher‟s Question
Question means a request for information (Richard & Lockhart, 1994:185) and it was the commonest and the most straightforward way to make students talk during the classroom interaction. By asking students some questions, the interaction would be motivated quickly and heatedly. Based on the kind of question that used in this research, the researcher discovered those questions were used by teacher during teaching learning process. They were referential questions and display questions. Referential questions are question with no fixed answer, and display questions are the ones with a fixed answer (Yanfen&Yuqin, 2010:80). The following table is the example of referential and display questions from the classroom observation. Kind of Question
Teacher‟s Utterances
Referential Question
1. Sandy, make a sentence about love in SMANTISA! 2. “Ok, what happed after that?” 3. Choose one of boy that you hate him, and why? Please give a reason!” 4. “What did happen then?” 5. “What is the reason why you give it to her?”
Display Question
1. What is the complication?” 2. We have orientation, complication dan apa yang satunya?” (We have orientation, complication and which one is?”) 3. “Apa itu adverb?”(“What is adverb?”) 4. “Apa itu manner?” (“What is manner?) 5. “Apa itu adverb of time?”(What is adverb of time?”) 6. “Is there any resolution here?” 7. “Felt? What is the reason?” 8. “Verb 2 dari fall apa?” (“What is the past form of „fall‟?”) 9. “What is putus in English?”
10. “Is there something wrong with this sentence Tejo?” Table 4.3 Kind of teacher‟s question used by English teacher based on the classroom observation b.
Teacher‟s Feedback Feedback is teacher‟s response to the students act (Richard & Lockhart, 1994:188). Teacher gave many kinds of feedback after the students respond her question, direction or invitation. The following table presents the feedback which teacher used based on the classroom observation. Kind of Feedback
Teacher‟s Utterances
To correct answer 1. Praising - “Ok, thank you.” - “Ok!” - “Good!” - “Thank you, sit down!” - “Ok. Good!” - “Ok, thank you, go on!” - “That‟s good!” - “You have made a good sentence.” 2. Summarizing - Student : “He decided to cut the relation with Ahida.” Teacher: “Ok. He decided to end the relation with Ahida.” - Students:“In the café, when Ahida and Windy holiday, Windy knew that Ahida didn‟t love him. Teacher:” When Ahida and Sindy holiday in the café, Windy knew that Ahida didn‟t love him.” To incorrect and 1. Informing no answer - “Compication is permasalahan.(“Complication is problem”) - “So, in narrative text, we have orientation, complication and
-
-
resolution.” “This is past, so we used felt!” “Tambahi fortunately ya?”(“Please add fortunately here.”) “In English, there was empty. Manner, place and time. You have to give adverb. Apa itu adverb? Keterangan. Manner dulu, place and then time. So, you have put it in this sentence. “ Nah kurang apa ini? Tambahi „he‟ ya? (You should add „he‟ here) “You can use „decide‟ here.” “In narrative we use past tense.” “Love story termasuk dalam narrative text, jadi tidak harus Cinderella atau Kancil Nyolong Timun atau tale. (“Love story included in the narrative text, so not only Cinderella or Kancil Nyolong Timun or tale. “)
2. Prompting - “ There were or there was?” Is it right „there were‟?” - Student:” His met a girl.” Teacher:”Sorry. His met a girl?” (emphasizing on his ) - “Feel or felt? Is like I feel good?” - “Know or knew?” - “Have or had?” - “Is there something wrong with this sentence, Tejo?” 3. Encouragement - You have made study more about that. Come on!” - That‟s good, but you have little mistake. Come on try again!” - “That‟s a good sentence but you make mistake here! Tambahi ini ya?” (“That‟s a good sentence but you make mistake here! Please add this one!”) - “Come on Tejo! Just continue about this story!” - “Vian, you have little mistake. But you have known your mistake. Ok
-
thank you.” “Ok, try again!” Just make a sentence. Come on!” It is Ok. But try again. Ok. You know about your mistake by yourself. Good.
4. Criticizing - “Ok, do you know about your mistake?” - Ok. But loudly please!” 5. Ignoring - “Ok, next!” Table 4.4 Kind of teacher‟s feedback used by English teacher based on the classroom observation B. Discussion 1. Students’ perception Perception is the way people judge or evaluates others (Allport , 1966 cited in Inayah, 2012:9). Based on the interview conducted by researcher, students had many kinds of perception toward their English teacher‟s talk. Either when their teacher gave question or feedback to them. a.
Students perception toward teachers‟ question Question is one of the most common techniques used by teacher to initiated students in teaching learning process (Richard & Lockhart, 1994: 185). In addition, Gall (1984 cited in Richard & Lockhart, 1994: 185) said that in some classroom over half of class time is taken up with question-and- answer exchange. The researcher found that 16 students had different perception about the question type that usually used by their English
teacher. Based on the students‟ preference, there was found that 10 students (62.5%) preferred referential question to display question (6 students, 37.5%). 1)
Referential Question The students stated that when the teacher invited them having an argument, they felt more challenging and could think more. Although, they faced difficulty to arrange the sentences and choose the suitable vocabulary, they felt challenged to use their English. When they were stimulated to argue, they said that they could express everything in their mind, such as ideas, opinion and knowledge. (Data 4): “Tertantang sih Mbak, tapi bingung buat jawabnya, buat ngutarain pakai bahasa inggrisnya.” (I challenged, but confuse to answer, how to express with English.) (A2.14) (Data 5):” Kadang bingung mau jawab apa. Karena bingung ngutarainnya. Tapi sebenarnya sengeng sih. Cuma kadang pemilihan kata dan vocabnya.(Sometimes, I am confused what will I answer because confuse to express it. Personally, I like it but how to choose the word and vocabulary. (B2.12) (Data 6):” La kan kita bisa lebih berfikir, terus itu bisa lebih menggunakan bahasa Inggrisnya. Jadi ya nggak apaapa.(We can think and use English more. So, does not matter.)(C2.14) (Data 7):" Tertantang juga, karena kita bisa mengeksplor tatabahasa kita, apa yang ada di pikiran kita dan ideide yang kita punya.”(Challenging! Because why? We can explore our grammar and everything in our mind and also the idea we have.) (G2.12)
However, some students considered that referential question was difficult question to be answered. They should think harder, thinking about how arrange the sentences, how to choose appropriate vocabularies and how to pronounce well in a long sentences. This question also made them nervous to answer. As the result, they could not find the words in their mind and became speechless.
2)
(Data 8):” Ya kadang ngerti sama yang ditanyaakan, tapi bingung mau jawabnya. Binguing. Soalnya kalau pendapat mikir dulu, pokoknya yang paling bingung itu merangkai kata-katanya. Ya grogi-grogi gitu.” (Sometimes I understand the question but I feel confuse to answer. Firstly, I should think and then try to arrange the words.)(D2.14) (Data 9):” Ya ndak apa-apa, tapi bikin deg-degan,hehehe Takut kalau nggak bisa jawab. Kan vocabnya itu Mbak.(That is doesn‟t matter, but make me nervous, hihihi…Nervous if I cannot answer it. Because the vocabulary.)(I2. 12& I2.14) (Data 10):” Emm kalau itu liat dulu gurunya., kadang degdegan dan grogi, jadi hilang semua vocabnya,hehehe. Jadi nggak tahu mesti ngomong apa. (I look at my teacher. Sometimes I become nervous and fearful. So many vocabularies miss from my mind. I become speechless)(J2.15) Display Question Students considered that display question helped them to answer the question easily because it based on the text, material or previous explanation. They could answer easier because they could look the answer for the text or just recalled it. They should not think more to search the answer and arrange the sentences. They just read from the text and spoke using
simple sentence. They did not require pronounce well because of the simple ones. (Data 17):” Ya seneng ja, soalnya kan langsung bisa jawab karena jawabannya sudah ada. Jadi mungkin gurunya pengen ngetes kita apa tadi memperhatikan atau tidak. Terus kita itu teliti atau tidak”(I like it because I can answer directly. I think the teacher just want to check our attention and carefulness)(A2.12) (Data 18): “Gimana ya, eemmm,,seneng sih, karena untuk jawab lebih mudah dan untuk mengutarainnya juga mudah. Karena pertanyaan seperti itu kan lebih mudah dipahami. Jadi besuk-besuk lagi kalo diberi pertanyaan model kaya gitu bisa lebih mudah memahami.”(I am pleasant because it is easier to answer and express. Because of it is understandable question. So, next time, if she ask me about that question, I can answer more easily)(B2.10) (Data 19): “Ya nggak apa-apa Mbak, kan kita malah seneng karena bisa liat jawabannya di teks. Dan mungkin guru hanya ingin mengecek pemahaman kita saja.”(Does not matter. We are more glad because can look the answer for the text. May be, the teacher wants to check our understanding.)(C2.10) (Data 20):” Ya ndak apa-apa. Karena tidak terlalu melenceng dari materi.”(Do not worry because it is not different with the material)(F2. 8) In the other hand, some students argued that display question was not enough to make students practice their English. They could not express their idea and opinions. Moreover, according to them, language was communication device. Therefore, that was better if they did not only recall the information but also practice the language for communication. (Data 21):” Ya penting, tapi kan apa namanya? kita nggak ngasah pikiran kita, kita cuma mebaca.”(It is
important but we cannot sharpen our mind because we just read.)(O2.10) (Data 22): “Ya sebenere nggak pa2, tapi itu kan kalau terus menerus ya bagaimana to Mbak, kan kita juga kadang pengen ngutarain pendapat juga. Kalau kaya pertanyaan dari materi-materi sebelumnya mungkin lebih mudah ya, tapi kita juga nggunain bahasa inggrisnya kita juga agak terbatas. Karena kan kita terpaku pada teks atau materi Mbak.” (It is not problem but sometimes we want to express our argument. If the question from the previous material, it is easier may be but we will be limited our English because we just focus from the text)(K2.10) b.
Students‟ Perceptions toward English teacher‟s feedback Teacher‟s talk in the feedback move is relatively important, since it is not only a summary about the interaction, but also effects students‟ interest to interact in the next interaction. Appropriate feedback can make conducive atmosphere in English teaching learning process (Yanfen & Yuqin, 2010:83). From the students‟ perspective, they said that their English teacher always gave them feedback after they had done the teacher‟s request or instruction. 1) Teacher‟s feedback to correct answer Based to the students‟ opinion, when they answered correctly, English teacher used to appreciate them using encouraging word, such as “Good”, “Nice”, “Good job” or “Great” but English teacher used summarizing infrequently. This perception was agreeable with the students‟ preference. When they answered correctly, 9 students (56.25%) preferred summarizing from the teacher to praising (7 students, 43.75%).
a) Praising According to students‟ statement, praising was kind of positive appreciation that should be given by teacher to their students, especially in language class. They assumed that praising could prove teachers‟ respect to their existence. Some of them also felt proud of their self and then motivated to answer continuously. (Data 7):”Emmm…seneng sih.” “Senengnya itu apa ya?emm karena karena bisa ngasih jawaban yang guru berikan itu meruapkan kebanggaan tersendiri.”(I am pleasant because I can give the correct answer for teacher. It is pride for me)(B2. 22 &24) (Data 8):“Kadang merasa biasa aja, tapi kadang merasa seneng.,hehehe. Karena dengan pujian itu kita bisa pengen berusaha untuk jawaab pertanyaan dengan benar terus nanti jadi bisa pengen jawab terus di kelas.”(Sometimes, I feel usual but sometimes I am glad. Because with praising, we can try more and more to answer in the class)(D2.20) (Data 9):” Ya seneng lah. Seseorang pasti seneng kalau dipuji. Jadi kita bisa menunjukkan ke temen-temen kalau kita tidak sobodoh yang mereka pikir.”(Ya, I feel glad. Everybody is glad if he is praised. So, we can show to our friend that we are not as stupid as they think)(G2.22) (Data 10):” It makes me proud of myself. Of course I become happy.” (L2.26) Contradiction statement was also said by some students. They had opinion that praising was unimportant feedback for student who could answer correctly. Praising
merely made them shame to their friends. They also said that they just wanted to get the correct ones, not the praising. (Data 11) :” Emmm…gimana ya Mbak, nggak begitu suka dipuji.” ” Iya. Pujian itu nggak terlalu penting. Karena kita kan cari bener, bukan pujian,hehehe. Lagian malu juga sama teman, baru gitu aja dipuji, giti Mbak.” (I am not really like praising. I think it is unimportant because I just want to know the correct ones, not about praising. I am also shy to my friends )(C2. 22 & 30) (Data12):” Ya nggak begitu penting sih, biasa aja. Kan yang penting kita bisa jawab aja udah.”(It is not really important. It is usual. The important thing is when we can answer)(O2.22) b) Summarizing Many students argued that summarize their correct answer actually helped them to master the vocabularies. They also agreed when teacher summarized their answer because they could learn how to create good and effective sentences. In addition, this way could be solution for their grammar or structure problems. (Data 15):” Ya itu kan bagius juga. Bisa bisa mengetrti kekurangan kita. Jadi kita bisa lebih tahu jawaban yang lebih baik.(It is also good. We can understand what better question is.)(D2.22) (Data 16):” Ya, gimana ya. Ya nggak apa-apa. Biar kita bisa efektif dan tidak bertele-tele. Kan kadang siswa itu jawabnya bertele-tele. Jadi kalau diringkaskan lagi itu bisa tahu mana yang lebih efektif lagi nantinya kalau jawab. Dan siswa yang lain kan juga jadi tahu.(Does not matter. We can be effective and not wordy. So with summarizing, we not only know the effective ones but our friends also understand.)(E2.22)
(Data 17):” Ya kalau diringkas lagi kita lebih bisa tahu yang efektiuf. Jadi perlu juga itu.(If that is summarized again, we can know the effective ones. So, it is important)(H2.18) (Data 16):” Ya nggak masalah malah lebih bagus. Kan kalau diringkaskan atau ditambahi, kita bisa tambah lebih tahu jawaban dan kata-kata baru.”(Does not matter. It is better. If there is summarizing, we can get the new information and vocabularies.)(O2.24) Basically, students wanted to get intention from the teacher after they had succeeded to answer the question. Because of giving appropriate feedback when students answered correctly could stimulate them to increase their English skill. In addition, it helped them to grow their confident and courage. 2) Teacher‟s feedback to incorrect and no answer Based on the data of students‟ preference, the most preference choice of incorrect or no answer feedback was encouragement (6 students, 37.5%). Then, informing and prompting (4 students, 25%) became second order based on the amount of the students who selected. Criticizing was only preferred by 2 students (12.5%). The last one was ignoring that was not chosen by the students. a) Informing In the foreign language country, this is believe that students come for the purpose of the learning some knowledge and truth, and getting trained to behave correctly and properly (Yuqin & Yanfen, 2010:84). The classroom
was seen as the place to fulfill this purpose and what students should do in the class was to listen to the teacher and accept what the teacher says as the knowledge and truth. According to student‟s opinion, informing aided them to get new knowledge and truth. When teacher informed them directly, they could know the best answer. Informing helped them to realize their mistakes. This feedback also supported students to solve their linguistic problem in order to reduce it in the next time. (Data12):” Ya menerima ja, kan guru membernarkan.”(Just accept it, because teacher revises us)(A2.16 ) (Data 13):” Seneng sih, jadinmya biar nggak nglakuin kesalahan lagi. Jadi ketika ditanya yang miripmirip itu sudah tahu kalau jawaban ini salah dan bisa jawab yang bener. (I am glad. I will not make error again. If we are asked similar question, we have known the correct ones)(B2.34) There was any others perception about informing. Many students disagreed with this kind of feedback. They argued that if teacher always used this feedback, the students would underestimate teacher when she gave other questions. When the students could not answer or answer incorrectly, they just waited the teacher‟s explanation. They did not try to look for the answer by their self. (Data 14): “Mungkin kalau ditunjukkan salahnya malah bisa menerima. Tapi kalau langsung ditunjujkkan yang benar tidak begitu suka.” (If she show the mistake
is Ok but if she show the correct ones directly, I am not really like)(G2.30) (Data 15): ”…jane nggak masalah tapi jadi nggak memacu siswa untuk berfikir” (Actually, it does not matter but it cannot motivate students to think).(O2.30) b)
Prompting Grounded on the interview, students said that prompting was the important feedback for them. All of them agreed with this feedback. Prompting could arouse the students‟ intention and motivation to answer or revise incorrect answer. Using clues to indicate the location of the error and teacher‟s repetition of what the student has said with an emphasis on the incorrect part could provide students to reformulate and improve their utterances. Prompting also facilitated their language acquisition. It would make the class more life. (Data 16):” Setuju mbak, kan biar temen lain bisa latihan angkat jari. Ngomong. biar kelasnya itu hidup Mbak. Nggak suwung, kan anak-anak kelas bahasa itu terkenal suka ngomomg.” (I agree. It can make other friends try to raise their hand. Speak up, so that the class more live because students in language program are famous more talk)(C2.40) (Data 17):” Wah. Itu malah membantu Mbak. Kan kita bisa sambil berfikir dan teman-teman pun yang mungkin nggak tahu jawabannya, bisa ikut terbantu juga.”(It is helpful. While we are thinking, our friends who do not know the answer also can think and help us may be.)(F2.32)
c)
Encouragement For encouragement side, nobody said that English teacher used it in classroom. Meanwhile it was more choice by students than other kind of feedback. 37.5% students chosen it as their preference feedback. Sometimes, the students knew the answer but difficult to speak. They preferred to silent.
They had
problem in vocabulary, nervous or fear to make mistake. In EFL class, this phenomenon often occurred. A humanistic approach suggested to handle this problem is to give encouragement (Nunan, 1989 cited in Yanfen & Yuqin, 2010: 84). Many students said that using encouragement could be helpful, particularly to the lower self-esteem students in reducing the anxiety and developing students‟ confidence. (Data 18):” Penting, karena ada siswa juga yang ketika jawab salah itu malu, kan agar tidak down itu perlu dimotifasi. Agar tidak takut ketika jawab salah.”(That is important. Because sometimes, there are students who ashamed when make mistake. So it motivates them in order to make them not fear.)(E2. 32) (Data 19):” Ya setuju karena kita kan tidak merasa down kalau jawab salah. Jadi besuk lain kali nggak malu atau takut kalau mau jawab.”(I agree because I will not feel down if we make mistake. So, in the next, we are not ashamed or fear to answer)(G2.32) d)
Criticizing
Based on the students‟ preference, two students argued that criticizing was important for improving their English. Students considered that critique helped them to develop their interest in learning English. They could know their mistake and try to revise it. Critique also increased their interest in English. (Data 20):” Ya mengkritik itu tidak apa-apa. Setuju. La daripada kita salah sampai ujian, ya dikritik kan nggak apa-apa.”(Criticizing does not matter. Agree. If we are not know the correct answer until exam, then criticizing doesn‟t matter)(C2.36) (Data 21):” Kan sifatnya lebih nenbangun kita. Jadi ya setuju aja Mbak. Malah lebih baik it.”(It can develop us. I agree. It make us better )(O2.26) In the other side, most all of students disagreed with this kind of feedback. According to them, when teacher allowed a critique, they felt ashamed, especially to their friends. This condition was caused anxiety to answer in the next time. They had perception that if they made an error, their teacher would be angry to them. (Data 22):” Emmm…apa ya? Malu sih nggak ya, tapi kadang kecewa pada diri sendiri, ternyata jawaban kita salah.”(I am not ashamed but disappoint to myself)(B2. 30) (Data 23):” Ya nggak apa-apa sih , tapi kadang ngrasa malu ja ke temen-temen. (don‟t worry, but sometimes Ifeel ashamed to my friends)(G2.30)
e)
Ignoring All of students were not choose ignoring as their preference feedback. The students said that ignoring was like negative response for the teacher. They disagreed with it. When teacher ignored students‟ answer, they felt bore and displeasure with the teacher or even the lesson. They would be lost their interest to learn English. It is strongly suggested that ignoring is to be avoided at best. (Data 24):” Emmmm…aku nggak suka ya, karena aku merasa g digagas jawabannya.”(I dislike because I feel she does not give me attention)(G2.34) (Data 25):” Menurut aku mah nggak membangun siswanya jadi baik. Karen yang jawab orang lain, jadi ngasa nggak digagas.(I considered it cannot develop student to be better. Because of other students who answer, so, we feel ignoring)(O2.36)
2. Kind of Teacher’s Talk Used by English Teacher a. Teacher‟s Question Based on the students‟ opinion, 10 students said that in conversation class, teacher more used referential question than display question. (Data 1):”Kalau di kelas EC itu sering Mbak. Emm..bahkan tak pikir sering banget malah.”(In English Conversation is often. I think many times)(I2.14) (Data 2):”Macem-macem sih, kadang tergantung teks, kadang mancing-mancing berpendapat. Tergantung gurunya. Kadang ya mancing-mancing ide. Kalau dikelas EC itu lebih memancing kita untuk berpendapat.”(Many kinds, sometimes depend on the text but sometimes invite to make an argument. It depends on the teacher. Sometimes invite to
make an idea. In the EC, teacher often invites us to argue.)(J2.12) (Data 3):” Tergantung gurunya, kan beda-beda. Lumayan sering pendapat kalo di kelas conversation itu biasanya, terus juga ngegame kok mbak. Terus biasanya dari game itu vocabnya” (Depend on the teacher. In conversation class often make arguments and then play game. From the game we got vocabularies)(M2.12) This opinion is inappropriate with the classroom observation. English conversation teacher observed more frequent used display question (67%) than referential question (33%) to initiate the students‟ response. b. Teacher‟s Feedback Almost all of students (15 students, 93.75%) said that their teacher more often used praising as positive feedback when they answered correctly. “Good” and “Great” were common encouraging words that teacher used to praise them. (Data 1): Emmmm…biasanya sih ya respek entah nice, good. Dikasih kritik kurang ini-ini. Tapi pasti diberi masukanmasukan.(commonly, she respects, such as she saying nice or good, give some critique about our weakness. But she always gives the advice)(E2.14) (Data 2): Ya biasane kalau benar itu dikasih kata good atau nice gitu. Kalau salah ya dibenerin atau di suruh duduk. Gitu aja sih kayae. (If the answer is correct, usually she is given “good” or asks to sit down. Just it.)(F2.14) (Data 3): Ya biasanya good gitu. (Usually she says “good”)(H2. 20) (Data 4):” If my answer is good, my teacher gives me a good or applause. When my answer is not good she membenarkan.( If my answer is good, my teacher gives me a good or applause. When my answer is not good she rectifies.).
This opinion was suitable with the real condition in the classroom. English teacher observed always used this feedback in the classroom (90.9%). To follow students up, the teacher used some words such as “Ok. Good!”, “That‟s good.”, “Ok. Thank You.”, “ Nice!” . Whereas, when the students could not answer or answer incorrectly 10 students (62.5%) said their teacher usually informed the correct answer directly. (Data 9):” …... Kalau salah ya dibenerin atau di kasih tau yang tepat terus suruh duduk. Gitu aja sih kayae.“ (If I am incorrect, she revise my answer or give me the correct ones and ask me to sit down)(F2.16) (Data 10):”She tells me that my answer is incorrect and she gives me the resolution. (L2. 28) (Data 11):” … Kalau salah suruh tanya yang lain.atau dituliskan di depan. (If I am incorrect, she ask me to ask others or write the answer in the whiteboard)(M2.22) Two students (12.5%) considered that their teacher used criticizing, and 4 students (25%) argued that their teacher ignored their incorrect or no answer. However there were nobody said that their teacher used prompting and encouragement to response their no and incorrect answer. In the classroom observation, English teacher observed used five kind of feedback to incorrect or no answer. She more frequent used informing when the students could not answer or answered incorrectly (34.6%). She informed directly what the correct
answer is. Encouragement (30.8%) and prompting (23.1%) were also used by English teacher frequently to motivated students incorrect answer. However, criticizing (7.7%) and ignoring (3.8%) were infrequent applied by English teacher in the classroom. 3. Impact of Teacher’s Talk in English Teaching Learning Process. Based on the observation and interview, the researcher observed what the impacts of different teacher‟s talk were during the teaching learning process. In fact, researcher showed that during the classroom observation; when the students‟ perception was suitable with the teacher‟s talk used by English teacher and when the students‟ perception was not suitable with the teacher‟s talk used by English teacher, they had different impact. a. Students‟ oral production The first impact of appropriate teacher‟s talk was about students‟ oral production. Students‟ oral production increased when teacher used the students‟ preference teacher‟s talk during the classroom interaction. When teacher gave the appropriate question or feedback to students, this could motivate students to answer the question even they made error or incorrect answer. In addition, when they difficult to get vocabularies to make sentences, they did have any fear to make the sentences. Although they should mix English and Bahasa or ask the teacher again, they seemed try to answer.
In other sides, when teacher used question or inappropriate feedback with students‟ perception, students just kept silent or spoke little. This situation made students to practice their English infrequently. Moreover, based on the students‟ perception, they would be lazy to speak up. b. Students‟ understanding Students‟ understanding about material teacher explained can be influenced by the way teacher talks to them. When teacher used suitable question or feedback, students seems understand well about what teacher spoke. In addition, the students said while their teacher used appropriate question with their preference, they could enjoy answering the question. They were not nervous or fear, so that they could understand well what the teachers said. In contrary, when teacher used unharmonious feedback, such as ignoring and criticizing, students seemed nervous and then locked their mouth. They said that the vocabulary missed suddenly and they could understand what the teacher said. c. Students‟ participation Kind of teacher‟s talk that used by teacher had impact toward students‟ participation in the classroom. When teacher used referential question, students were motivated to raise their hand and then speak up. They were also seemed focusing on the topic that discussed. They
tried to ask teacher or friends if they did not know about vocabularies to arrange the sentences to answer the question. Students‟ participation also increased when teacher applied students‟ preference feedback to response the students. The suitable feedback when they answered correctly could make them confident to answer again and again.
They also argued when they answered
incorrectly and then the teacher gave them appropriate feedback, this made them challenged to attempt more in the next time. d. Harmonious classroom interaction When teacher used appropriate kind of question and feedback during the teaching learning process, this could create harmonious atmosphere in classroom interaction. For example, when students had perception that referential question was more important to improve students‟ abilities in English and the teacher also used it frequently in the classroom, the interaction between teacher and students or students and students seemed harmonious. From the observation, students looked answering teacher‟s question again and again. This was caused their teacher also gave them appreciate, such as “Good”, “Great”, or “Very good”, after they answered correctly. So, they feel comfortable to make interaction with the teacher. If students made mistake, their teacher were never angry to them. She used to ask them to sit down or inform the correct ones to them.
Teacher also used joke as her way to criticize students‟ incorrect answer. Moreover, teacher and students could laugh together because teacher‟s way to give critique. This way made the students fearless to ask or respond the teacher. Therefore, not only teacher who enjoyed interact with the students in the class but also students had confidence to response teacher talks. 4. Expectation of An Ideal English Teacher’s Talk a. Students‟ expectation toward English teacher‟s question 1) Challenging Question Challenging question means kind of question which able to invite students interest for answer using English longer. They considered that kind of question such argument and opinion would be challenging question for them. In the future, they expected English teacher could pay attention to kind of question which she used in order to help students explored their ideas, opinion and argument using English. (Data 1):” Ya seperti yang tadi itu Mbak. Pertanyaan-pertanyaan yang memancing kita untuk berpendapat. Bagaimana caranya pertanyaan itu bisa membuat kita berpikir panjang. Jadi kan kita bisa lebih menggunakan bahasa Inggris kita Mbak.(the question that can invite us to argue. How to think more so that we can used our English)(E2. 42) (Data 2):” Yang pastinya lbh memancing siswa untuk eksplore lagi. Memancing siswa untuk mengungkapkan gagasangagasannya.(Of course can invite students to explore their ideas.)(G2. 40) 2) Comprehending Question
Besides challenging question, students expected teacher used question which did not deviate from the previous material. This means that they had comprehended that question and answer. They argued when teacher used question with predictable answer, they could answer easier than question that different with the previous material. They should think twice, thinking of what the correct answer and how to arrange words into good sentence. Thus, the comprehend question would motivate them to use their English. Data (3):” Pertnyaan yang saya mudeng. Jadi kan kalo kita mudeng, kita bisa jawab.”(The question which I have comprehended. I can answer because I understand.)(I2. 48) Data (4):”Ya pastinya berharap pertanyaan yang saya itu sudah paham betul jawabannya. Kaya yang sudah diterangin, kan saya udah paham Mbak, jadi lebih enak jawabnya.”(Of course the question which I have comprehended the answer. Like from what teacher explained, so it is easy to answer)(K2. 40) 3) Question from native speaker The question from many kinds of resources was hoped by student, such as the question from native speaker. Although they could not meet and learn directly from native speaker, at least their teacher could use international broadcasting such as VOA to train students to listen English from native speaker. The students said that when they learned from native, they could learn how to pronounce well. (Data 5):” Emmm nganu… pertanyaane yang semisal kita liat berita itu ya liat dari native langsung. Misal VOA. Kita disuruh liat langsung. Ya pokoke yang buat mikir dan bisa menggutarakan”(The question such as from native
speaker, like VOA. We can listen or watch it directly. So, we can think and express) (M2.36) b. Students‟ expectation toward English teacher‟s feedback 1) To correct answer a. Giving applause Variation ways can be done by teacher to give feedback for the students when they answer correctly. Based on the students‟ expectation, they felt very comfortable when the teacher gave them applause after they answered. Moreover when teacher asked other students to give applause too, students considered that their friends also acknowledge them. Therefore, they would be satisfied in answering the question. (Data 7): “Ngasih aplouse dan motifasi.”(Giving applause and motivation)(I2. 52) (Data 8):” Dikasih aplouse.” (Giving applause) (N2.40) b. Acknowledgment Acknowledgement refers to the very brief feedback from teacher in response to correct answer, such as: “Ok, good!”, “That‟s right!”(Richard & Lockhart, 1994: 189). Although English teacher often used this feedback in the classroom, students expected she still used it when they answered correctly. They felt respected in the class so that they were not fear and shy to answer the question.
(Data 9):” Ya good aja gitu mbak. Atau kata-kata yang bikin semangat. Kaya di kelas bahasa Jepang.”(Just good or spirit words like in Japanese class )(C2. 56) (Data 10):”Intinya itu yang membuat siswa bisa semangat Mbak ketika menjawab. Jadi ya kaya diberi pujian gitu. Jadi kan besuk-busuk lagi kalau mau menjawab itu jadi semangat karena gurunya respek.”(The point is something that makes students feel enthusiasm to answer, for example, giving acknowledgment. Next time, I will more spirit to answer because the teacher respect)(E2.42) c. Paraphrase Summarizing on the students‟ answer with other ways became students‟ expectation when they answered correctly. After they succeeded to answer, they wanted the teacher paraphrased their answer. This way was very useful for students did not only to enrich their vocabulary mastery, but also gave them example how to make effective sentence. (Data 11):“Ya Mungkin dipuji dikit boleh, tapi tidak berlebihan dan mungkin walau jawabannya bener, masih ada beberapa hal yang salah, nah bisa dibenerin lagi .Terus diringkaskan juga agar tahu mana yang lebih benarnya”(May be praising but don‟t be over. Teacher also can revise the correct answer. Then, summarize it, so that we know which the correct or not)(B2.48 ) (Data 12):” Kalau salah ya di benerin, tapi kalo bener ya ditambahin.”(If I am incorrect, then revise me. If I am correct then add the additional information.)(O2.44&46 )
2) To no and incorrect answer a) Giving advice and solution When the students could not answer or answer incorrectly, they wanted hear advice and solution from the teacher. With giving those feedbacks, they were not fear to answer in the next time. They would feel more confident in spite of they ever made mistake in the past. Advice could encourage students to get solution of their problem, especially in learning language. (Data 13):” …. Diberi tahu kesalahannya itu, terus juga diberi masukan gitu biar lebih baik lagi.”(Show the mistake and then give advice to make better.)(F2. 44) (Data 14):” Ya pastinya resolusion dari kata-kata saya tadi. Daripada salah malah diejek ya udah mending diem (Of course, the solution for my answer. Instead of the teacher mock me when I answer incorrectly, that is better if she shut up)(L2.49 ) b) Motivating Sometimes, the students would not like to speak even they knew the answers, just out the fear of making errors, the fear of losing face and losing self-esteem, etc. That condition made the students kept silence. For this reason, students wanted the teacher gave them motivation. Students said that motivation was very humanistic. It would build their self confidence. In addition, motivating could anticipate the students‟ hatefulness of English lesson.
(Data 15):”Ya jangan marah-marah. Harapannya lebih memotifasi siswa dengan cara yang lebih baik lagi, jangan sampai membuat down di depan temen-temen.” (Don‟t be angry. I hope teacher motivate student wisely. Don‟t make student fall in front of others.)(G2. 44) (Data 16):” Ya memberi motifasi kita gimana benernya. Biar kita nggak ngedown.”(Give us motivation what the correct ones so that we do not feel down.)(H2.44) c) Soft intonation Some students said that anything feedback from the teacher did not become the big problem. Although the teacher throw the question to others when they could not answer, that was also fine. However, the problem arouse if the teacher used excessive intonation to response students‟ answer. Students wanted the teacher used wise intonation when gave feedback to them, especially when they answered incorrectly. Therefore, they would not be timid to their friends when they wanted to answer. (Data 17):” Ya santai, woles. Nggak dimarahin. Diberi motifasi. Jadi kita tidak berfikir kok guru koyo ngono ik yo.” (To be easygoing, woles, don‟t be angry. So, we don‟t have negative thinking to the teacher.)(I2.50) (Data 18):” Maaf, jawabannumu salah ada yang mau membantu/. Jadi initnya nada bicaranya itu lho mbak, yang lebih halus.(Sorry, your answer is incorrect. Any others help him? The point is about her intonation, it is better if the intonation is softer.)(J2. 50)
d) Peer help Peer help was one kind of alternative feedback that students expected. When they could not answer, they hoped teacher asked them politely to inquire to their friends who could help them. With this way, students could work together with their friends to get the solution. They could help each others. (Data 19):” Harapane,emmm… salah? terus bisa atau ditanya siapa yag bisa bantu M2? baru dibahas bersamasama.(Hopefully, if I make mistake teacher ask others, who can help M2? Then, we can discuss it together.) (M2. 38) (Data 20):”Mengkritik. Terus kalau bu gurunya membenerin juga nggak apa-apa atau melempar pada teman yang lain juga tidak apa-apa” (Criticizing! Then, if the teacher revises my answer or gives the question to other friend, this does not matter.)(C2.58)
CHAPTER V CLOSURE
A. Conclusion Based on the data analysis and the results of the study, the following conclusions are drawn: 1. The students‟ perceptions toward English teacher‟s talk are very various. They have their own opinion with its strong reasons. For some students, referential question is more challenging than display question. Referential question not only help them to increase their English speaking ability but also can express their mind, ideas, and opinion. Although display question are considered easy question but does not sufficient for increasing their English since they just recall or read the answer from text or previous material. For two kind of feedback, when the students have provided the expected answer, they still prefer to be summarized, rather than being just praising. With summarizing, they not only learn how to pronounce well but also they could learn how to create good and effective sentences. However, when they make incorrect or no answer, students prefer teacher give them encouragement. Since encouragement can develop students‟ confidence and motivate the low self-esteem students. 2. In giving question, referential question is the frequent question used by English teacher based on the students‟ opinion. In fact, display question is
more frequent applied by English teacher in class. In ways of feedback, when students produce an incorrect or no answer, teachers usually use ways of informing to help students. However, when students have provided the expected answer, teacher more frequent use praising to follow student up. 3. The kind of English teacher‟s talk that used by teacher and student‟s perception toward English teacher‟s talk have many impacts in teaching learning process. Based on the observation and the interview, there are four impacts, students‟ oral production, students‟ understanding, student‟s participation and harmonious classroom interaction. 4. Regarding the kind of question and feedback that used by English teacher, the students expect that English teacher can use many kinds of question and feedback. Based on the students‟ expectation there are three kinds of question and seven kinds of feedback that can English teacher used to train students‟ English skill. They are: a. Question: 1) The question that can challenge their interest, such as opinion and argumentative question. 2) The question from previous material or question that have been comprehended by students. 3) The question from many resources, especially from native speaker.
b. Feedback to correct answer: 1) Giving applause 2) Acknowledgment 3) Paraphrase to students‟ answer c. Feedback incorrect and no answer 1) Giving advice and solution 2) Motivating 3) Using soft intonation 4) Asking students to discuss with their friends first (Peer help) B. Suggestion From the findings presented earlier in chapter four, there are some suggestions that can be taken as a consideration for English teachers to use their talk in classroom interaction: 1. Teacher‟s talk plays an important role in provoking interactions between teachers and students. The teacher should understand what the students‟ perceptions about her teaching. English teacher is expected to understand what languages would be more efficient in creating an environment in which students feel more comfortable and confident and become more involved in interactive activities in language classroom. Therefore, English teacher can make self reflecting about their teaching, such as record their teaching, make observation and teaching journal, and can also apply surveys and questionnaires.
2. Referential question is on the second place after display question. It is better for teacher to increase the number of referential question in class because referential question can increase students‟ interest in using English. 3. Prompting is low percentage applied by English teacher in the class. In fact, students prefer this feedback when they produce incorrect or no answer to other feedbacks. For this reason, English teachers should try to increase the number of prompting when they response the students‟ answer.
BIBLIOGRAPHY Adediwura, Bada Tayo. Perception of Teacher Knowledge, Attitude, and Teaching Skills as Predictor of Academic Performance in Nigerian Secondary Schools. Educational Research and Review Vol. 2 (7), July, 2007. Pp: 165171 Akande, Samson Oyeniyi. 2009. Knowledge, Perception, and Attitudes of Library Personnel towards Preservation of Information Resources in Nigerian Federal University Libraries. Library Philosophy and Practice (e-journal). Paper 303. Allwright, D and K. M. Bailey. 1991. Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers. Cambridge: Cambridge University Press. Arikunto Suharsimi. 2006. Prosedur penelitian; Suatu Pendekatan Praktik. Jakarta: Rineka Cipta. Chaudron, Craig. 1988. Second Language Classroom: Research in Teaching and Learning. New York: Cambridge University Press. Creswell, John W. 1994. Research Design: Qualitative and Quantitative Aprroaches. USA: Sage Publication, Inc. Ellis, Rod. 1988. Classroom Second Language Development. UK: Prentice Hall Inayah, Nurul. 2012. A Descriptive Analysis Of Students’ Perceptions Toward A Conversational Class Taught by Foreigner Counterpart in The First Year Students of Sma Muhammadiyah (Plus) Salatiga in The Academic Year of 2011/2012. STAIN Salatiga: Thesis Unpublished. Harrel, Yael. 1992. Teacher Talk in Cooperative Learning Classroom. In.C. Kassler (Ed.) Cooperative Language Learning: A Teacher Resource Book. New York: Prentice Hall. Miles, Matthew B, Michael Huberman. 1992 Analisis Data Kualitatif: Buku Sumber Tentang Metode-Metode Baru. Jakarta: Penerbit Universitas Indonesia (UI-Press). Moleong, Lexy. 2009. Metodologi Penelitian Kualitatif. Bandung: PT. Remaja Rosdakarya. Nugroho, Aditya Ibnu. 2008. An Analysis of Teacher Talk in the First Grade of Laboratory Senior High School Salatiga. Satya Wacana University: Thesis Unpublished.
Nunan, David. 1991. Language Teaching Methodology. UK: Prentice Hall International Nunan, David and Bailey, M. Kathleen. 2009. Exploring Second Language Classroom Research. USA: Heinle. Oxford, R.L. 1990. Language Learning Strategies: What Every Teacher Should Know. New York: Newburg House. Patton, Michael Quinn. 1991. How to Use Qualitative Methods in Evaluation. Sage Publication, editor: Drs. Budi Puspo Priyadi. 2006. Pustaka Pelajar: Jogjakarta. Ribas, Santiago Marta. 2010. The Effects Of Teacher Talk On Students’ Oral Productions. cited in http://www.teachforever.com Richards, C. Jack & Lockhart, Charles. 1994. Reflective Teaching in Second Language Classrooms. New York: Cambridge University Press. River, M.W. 1987. Interactive Language Teaching. New York: Cambridge University Press. Shim, Jae-Hwang. 2005. Teacher Talk as Strategies in the Classroom.vol.7.1 cited in http://journal.teflin.org Stipek, D.J. 1993. Motivation to Learn from Theory to Practice. Massachusetts: Allyn and Bacon. Sugiyono. 2006. Metode Penelitian Pendidikan Kualitatif, Kualitatif dan R & D. Bandung: Alfabeta. Yanfen,Liu and Yuqin, Zhao. 2010. A study of Teacher Talk in Interactions in English Classes. Vol.33.2. 23 January 2013 cited in http://journal.teflin.org Zuriah, Nurul. 2007. Metodologi Penelitian Sosial dan Pendidikan: Teori dan Aplikasi. Jakarta: PT Bumi Aksara.
Curriculum Vitae Name
: Yulianti
Place of Birth
: Semarang
Date of Birth
: July, 17th 1990
Sex
: Female
Religion
: Islam
Address
: Dsn. Popongan Rt.2 /Rw.2, Desa Popongan, Kecamatan Brinigin, Kabupaten Semarang, 50771
E-mail/Phone Number
:
[email protected] / 085640138470
Education
: 1996-2002
: SDN 1 Kauman Lor, Semarang
2002-2005
: SMPN 1 Pabelan, Semarang
2005-2008
: SMAN 3 Salatiga, Semarang
2008-2012
: STAIN Salatiga
September, 20th 2013
Yulianti
TRANSCRIPTION OF CLASSROOM OBSERVATION The classroom observation in language program on Monday, 26 August 2013 at 12.15-13.20 p. m. T= Teacher; S= Students; S1,S2,S3…S15= Student [….]= expression (….)= translation T
: I will give you a game. But before going to game any one choose the music [chose the music] please! S : Milih apa Miss? (What should I choose?) T : Ok up to you. Barusan.(just now) Just now someone emmmmm…. lent me the music. The music is sitax, dangdut song. S : Tapi aku bingung Miss.(But I feel confuse Miss) T : Ok, please up to you.[direct the student to choose one song] S : Ini aja!(This one!) T : Ok. This is the roles. [Play the music and give a piece of paper which contain sentence] This is the roles. Listen to me! If I turn on the music and probably stop it here, berhenti disini, you have to read it. Gave it to your friend and read it. Only read it [Repeated 3 times as emphasizing] to a boy not a girl. After that, this boy friend whose emmm…. you gave it to Sandy. Sandy will begin a story [write the story title in the whiteboard]. Ok, Sandy will make a kind a story in one or two sentences. Ok…and for the next we will emmm….continue about the story. Now we will discuss about narrative text. Ok, are you ready? S : Ready Miss. [Silent a while] T : Give it to Sandy! S1 : Sak paragraf berapa Miss? (How many sentences in one paragraph, Miss?) T : If I turn on the music, emmmm….Are you ready? Yes. S : [Silent but understand the teacher‟s instruction] [Music is playing. The teacher and students account together and then the paper begin to move] T&S : One, two, three, four, six, seven, eight. [The music is stopped and the paper stops on girl student] T : Sorry girl. S2 :[Surprise]
T
: Yes, you. Stand up and then you have to give it to a boy the most handsome boy in this class. Come on! S : [laugh and make a noisy comment] S2 : [stand up and come to S3] T : Ok, give it to your friend. S : [laugh and insult] T ; Ok. Loudly please. Just read it. S2 : [grumbling] I love you. T : Ok. One more time. S2 : I love you Mas! S : [laugh together] T : Ok thank you and you have to go back. And Sandy stand up. Now the title is „Love in SMANTISA‟. One day………….[invite students to think] S3 :Aku ngomong ya aja? (I should speak only?) T : Yes. S3 : One day….[doubting] T : Yes…Ok. S3 : One day…emm…Tejo, ehhh..There was… T : Ah Tejo? There was. There were or there was? S3 : Nggak usah pakai…(without using it…) T : It is up to you. S3 : Ini narrative to? (Is it narrative text?) T : Yes. S3 : There was a cat…[doubting] T : a cat????? [Emphasizing in the incorrect ones] Ok. Look at this one! S : [laugh] S3 : Oh…tapi ki manusia to?(Is it human, right?) T : That‟s OK. S3 : In SMA 3, there was a boy name Tejo. T :[Write the student‟s answer in the whiteboard] Ok good. Thank you. Look at this one. Is it right? There was or there were? S : There was. T : There was. Good. You have a little mistake „named‟ [Revise student‟s incorrect answer in the whiteboard] T : Give it to her! S3 : [Give the paper to S4] T : Are you ready? Sit finger, same music. [Playing the music and moving the paper again] T : Stop it.
[The paper stops at a coquettish boy]. T : Ok, I will ask you. Do you want t give it to a boy or girl? S : [laugh together] S4 : A girl. [Laugh and point S5] T : Ok Vian, give it. Dou you want to tell something to your friend? Ok, look her eyes! S4 : Leni, I love you so much. S5 : [Amused] T : Ok. Leni stand up! You have to continue the story! [Write on the whiteboard] S5 : He was a clever boy. T : Ok. Good. [S5 observed glad and smile] T : Ok still you! [Read the students‟ answer in the whiteboard]What happened after that? We have orientation first. We can get who, when, and then where. Come on! S : „Where‟ Miss.. S5 : He live in….emmm.. T : He live, lived or…..?? How we pronounce „lived‟? S : lived. T : good! S5 : He lived in Pendem. T : [repeat student‟s answer] In Pendem? He lived in Pendem. Ok. Thank you, sit down. [S5 sit down] T : We have some information that related with Tejo. Tejo is clever and he lives in Pendem. Next. We will sill continue. [The teacher plays the music again. The students observed more enjoy the class. The music stop on S6] T : Who is the cutest girl in this class? [S6 walk into S5] T : No. the same girl? No. Please others. S6 : [Walk into S7] Cinta kedua ini.hehehe (This is the second love,hehehe) S : [laugh] T : Ok girl, stand up please. S7 : One day…[think] T : One day again? Emm…Ok…now? S7 : One day in SMANTISA, his met a girl.
: His met a girl? (Emphasize on „his‟) sorry? : Ehh....he met a girl. [Revise her incorrect answer] : „He met a girl‟. Ok. Good! : He met a girl name was Ahida. : [Repeat the student‟s answer] Ok. Come on! You must make more study about that. S7 : When Ahida felt…. T : When he met Ahida, he feel or felt? Feel or felt? Felt or feel? Emmm….I feel good. No!!! What is the reason? Felt? Kita pakai apa? (We use what?) Past! So we use past tense. So, he felt in love S : In the three seconds… T : Ok. He felt in love with Ahida [write in the whiteboard]. Ok thank you. [S7 sit down] T : That‟s complication. What is complication? Permasa…. S : Permasalahan. (Problem) T : Yes. So in narrative we have orientation and then complication. Next, we will still about complication. Only falling in love? Ok. Next! T S7 T S7 T
[Teacher paly the music again and the paper stop on S1] T : Stop! Ok you Sandy. Who is the cleverest girl? [go to S8] S1 : I love you so much! T : Ok. Thank you. S8 : But Ahida had boyfriend. T : Have or had? S8 : Had. T : Ok. Good! Had! S8 : But Ahida had boyfriend, his name Windy. T : That‟s good. But she has a little mistake! You have little mistake. [Other students try to revise it] S8 : ….was. His name was. T : Thank you. You know about your mistake. Good. Now, give it to your friend! [S8 sit down] T : Ok. You have to continue about the story. It is not matching lah in Indonesia. Karena atas kotak-kotak, bawah polkadot. Ceritanya tidak matching. (Because this likes cloth, the story is not matching)You have to get punishment. You will get punishment. It is easy punishment. Nak ora matching entuk hukuman. (If it is not matching, you get punishment)
[The music play again and stop on S9] T : Oke Tejo. S9 : [Nervous] T : Give it to your friends. S9 : [Just silent] T : Come on. Just continue about the story. S9 : Emmm….but…. T : but…but…but…but again? S9 : Ahida doesn‟t love him. T : Ahida doesn’t love him?[emphasize on doesn‟t] S9 : Eh… didn‟t love him. T : Ok. You know about your mistake by yourself. Good! [make revision in the whiteboard] S9 : Ahida didn‟t love him deeply. T :[write the S9‟s answer] Ok Good. Nice. And then we still continue about the story. S9 : But Ahida loved Tejo. S : [Whispering] T : Everybody look at the blackboard! [Read the students‟ answer, and then revise it] T : Nah, ini unfortunately (This is unfortunately) [give the correct pronunciation] S : un-for-tu-net-tly. [Continue the music] T : Yups. Ok you. [S10 look at S11 and read the paper to her] S10 : I love you S11. S : [laughing] T : [make a joke] Do you really love S11? Both of you love each other? S11 : Ya Allah… (Oh my God) S10 : One day lagi boleh Miss? (Could I use „One day‟ again?) T : One day again?.Ok. S10 : In the morning…. S : [grumbling and give suggestion to S10] S10 : In a cafe when Ahida and him nge-date. Windy know that Ahida didn‟t love him. T :Ok. look at this sentence. Enak nggak? (Is it right?) S11 : Nggak enak Miss.(No, it is not)
: Kalau nggak enak jangan dimakan ya? (Please, don‟t eat it! ) : [Laughing] : In English, there was empty. What is empty? Manner, place and time. Ok. You have to give this adverb, apa itu adverb?(What is adverb?) S : Keterangan. T :Apa manner ?cara dulu, place itu apa? (What is manner and place?) S : Tempat.(place) T : And then time. What is time? S : Waktu. (Time) T : So, you have to put ….[write into whiteboard] S10 : In the coffe T : Vian, actually you made a good sentence but after this you will know what kind the sentence [revise the answer] In a cafe, buang dulu ya?(cut it first) S10 : Yes. T : [revise] When Ahida and Windy holiday in a cafe, Windy know….Nah know or knew? S : Knew. T :Y es…knew that Ahida didn‟t love him. Ok next, what will be the story? Ok, are you ready? S : Yes. T S T
[The music play again] T : Stop. Yes you. Ok. Stand up and then don‟t read it. But I will ask you to just choose one of boy here that you hate him and why? S12 : Emm..siapa aja? Emmm…Sandy aja. [walk to Sandy] T : Ok. The question is, what is your reason? Why you choose him? S12 : I am…emmm… apa ya?emmm (What‟s that?) S : Jealous! S12 : Yah, because I am jealous with him. T : Because of jealous? Because that? Not others? Ok. And next! [S12 has not finished his sentence but the teacher ignores his answer and move to others.] T : Ok. Next Risang, continue the Story! About the story. Come on! S : Cinta segitiga Miss! (triangle love, Miss) [laugh] T : Ok. About triangle love? So,…..[waiting student‟s response] S13 : emmm…putus ki opo? (What is „putus‟?)[ask the translation of „putus‟ to his friend] T : Anyone know what is „putus‟? S : Broken heart.
: [write the answer in the whiteboard] Ok. Good. „She had broken heart with this condition.‟ Ok. Good. Next? S13 : Ganti dia saja.(Chang the subject) T : Ok, Risang change his name. [Write the answer in the whiteboard] It‟s OK. S13 : When he memutuskan…[Think to get the translation of‟memutuskan‟ and ask to his friends] T : Ok, decided= memutuskan. S13 : He decided to cut his relationship with Ahida. T : to cut??? S : to end. T : Ok good. To end. [Write in the whiteboard] Ok. My question is, Is there any resolution here? Not yet. Ok. Come on. Make the resolution! Are you ready? T
[Play the music again and stop in S14] T : Ok. You want to give it to boy or girl? [S14 walk into S15. Other students were grumbling] S14 : I love you very much.[laugh] T : [Make a joke] Tejo, looked at her, if you want to answer. S : [Laugh together] [Teacher kept silent until all of class calm down. S15 seemed nervous how to make the next sentence. He asked others. Teacher still waited him] T : Come on. Just try to make a sentence. S9 : The next day, Ahida walk in Selasar. [Ask other friend to help him] T : What happen then? S9 : And she fall…. S : [Laughing] S9 : She fall emmm….and Tejo catch her. Eh caught her. T : Ok, tambahi fortunately ya? Biar romantic (Ok. Please add „fortunately‟ so that become romantic) S&T : [Laugh together] T : Ok. That‟s good but you have to look at this sentence. Come on. Is there something wrong with this sentence? S1 : No. T : I asked Tejo. Not you Sandy. Look at this one [Make a circle line in the incorrect answer in the whiteboard] S9 : Walked.
T
S T S T S T
: Ok good. You know about your mistake. Kata kerja kedua dari fall? Apa?(What is the past form of „fall‟?)[Write the correct answer in the whiteboard] : [No response] : Fell! : Oh iya.( That‟s true) : Ok good. Fell from….emmm.. : Otopet! (Scooter) : Ok. Fell from otopet. (Fell from scooter)
[Playing the music again] T : Ok. Give it to your friends. Boy or girl? [S15 walks into S16 and give read the paper in front of her] T : Ok. What is your reason, why you give it to her? S15 : Because she is my friend. T : Ok you. Stand up. S16 : Tejo was said that he falling in love with Ahida. T : This is a good sentence but you have to find your mistake here. „Tejo that… „ tambahi „he‟ ya? (Please add „he‟) „He still loves with Ahida.‟ Ok good. Ok. Hello, we have orientation and then complication. And then of course in narrative, finally we have….? Apa satunya?(Which one is….?) S : Resolution. T : „Ahida jatuh cinta pada siapa?‟ („Ahida fell in love with….‟) S :Tejo T : Ok. Ini cinta segitiga ya? (Ok. This is triangle love) Ok next. One more time, in narrative we have orientation, complication, resolution. And look at this sentence „there was a boy‟ Pakai past tense (Use past tense). Dengan tanpa sengaja (unconsciously), you have make kind of story. Love story, cerita cinta termasuk di dalam narrative (Love story include on narrative). Tidak hanya Cinderella (Not only), not only about Kancil Nyolong Timun. Not only about fairy tales. S : So, n SMA 3 Miss. In Selasar? T : Yes. Ok. I will give you an example about narrative story in movie.
Transcription The first day of interview with the first student from language program on Tuesday, 23 July 2013 at 12.30-13.05 p. m. A1= interviewer, A2= interviewee
A1.1
A2.2 A1.3 A2.4 A1.5 A2.6 A1.7 A2.8 A1.9 A2.10 A1.11 A2.12
A1.13 A2.14 A1.15 A2.16 A1.17 A2.18 A1.19 A2.20 A1.21 A2.22 A1.23 A2.24
Transcription Selamat siang A1, ini saya mau bertanya seputar pelajaran bahasa Inggris terutama terkait masalah gurunya. Seperti bagaimana ketika guru itu memberikan pertanyaan di kelas dan juga bagaimana ucupan guru setalah kita menjawab pertanyaan yang diberikan Oh iya Mbak. Pertanyaan pertama ni, apa A1 suka pelajaran bahasa Inggris? jujur. Ya…Inggris apa dulu? Ya semua pelajaran bahasa Inggris. Baik inggris yang kelas biasa atau pun yang kelas conversation. Kalau conversation tidak begitu suka, karena belum begitu lancar ngomong bahasa inggris. Tapi kalau inggris yang lain?semisal kaya reading? Suka. Terus, kalau a2 sendiri ketika guru bahasa inggris tanya pakai b. inggris gimana pendapatnya? Selalu paham? Ya kalau tidak bisa jawab, kadang grogi. Tapi selama ini kosa kata yang digunakan yang simple dan mudah dipahami. Jadi insyallah paham. Bagiamana pendapat A2 ketika guru memberi pertanyaan yang jawabannya sudah diketahui Ya seneng ja, soalnya kan langsung bisa jawab karena jawabannya sudah ada. Jadi mungkin gurunya pengen ngetes kita apa tadi memperhatikan atau tidak. Terus kita itu teliti atau tidak Terus,,, bagaimana pendapat A2 kalau seandainya guru bertanya pertanyaan yang jawabannya belum pasti? Semisal kaya pendapat? Tertantang sih Mbak, tapi bingung buat jawabnya, buat ngutarain pakai bahasa inggrisnya. Kalau selama ini, guru bahasa inggris sering tanya pertanyaan yang model apa? Selama ini game terus ok Mbak, tapi ya kadang tanya tentang pendapat gitu. Kalau A2 sendiri lebih suka pertanyaan yang seperti apa? Pertanyaan jawaban singkat. Kenapa? Biar jawabnya singkat ja. Ok… kita lanjut ya, selama ini, setelah A2 menjawab pertanyaan, apa yang biasa dilakukan guru bahasa inggris A2? Kalau bisa jawab? Ya. Sama ketika tidak bisa jawab, biasanya apa yang di ucapkan guru? Paling biasanya main game dapat hadiah atau apa gitu . Terus ya paling di
kasih nilai lalu suruh duduk aja. A1.25 Kalau ucapan apa gitu, semisal good gitu? A2.26 Paling gitu aja. Kalau salah ya biasanya bibenarkan. A1.27 Kalau menurut pendapat A2 sendiri, penting tidak ucapan guru atau feedback yang diberikan setelah kita menjawab pertanyaan yang dia berikan? A2.28 Penting, soalnya murid itu merasa di respon, nggak di didiemin aja. A1.29 Gimana pendapata A2 ketika guru itu memberi pujian kepada A2 setelah A2 menjawab bener? A2.30 Ya senenga aja A1.31 Kenapa seneng? A2.32 La karena tadi kan bisa jawab pertanyaan dari guru, ya uda seneng aja bisa jawab. A1.33 Terus, kalau menurut pendapat A2 sendiri, bagaimana ketika kita jawab bener, terus guru mengulang jawaban kita lagi, istilahny emm...meringkas kembali jawaban kita? A2.34 Ya nggak gimana- gimana. Ya senengn aja, lebih diperbaiki. siapa tahu ada kata-kata yang belum tepat, terus dibenarkan. A1.35 Kalau A2 sendiri suka ucapan guru semacam apa ketika A2 jawab benar? A2.36 Meringkas jawaban. Karena kalau pujian itu gimanya ya mbak, lebih enak kalau diringkaskan. A1.37 Oke.Gimana perasaan A2 ketika kita jawab salah, terus guru mengkritik? A2.38 Kalau ngirtiknya terlalu gitu ya sebel, tapi kalau biasa ja ya g pa2. A1.39 Kalau seandainya guru langsung memberi tahu kesalahan kita atau langsung memberi tahu jawaban yang benar, bagaimana pendapatnya A2? A2.40 Ya menerima ja, kan guru membernarkan A1.41 Oh ya, selanjutnya..kalau semisal nih, kita masih mikir-mikir, atau mungkin belum bisa jawab, terus guru memberikan pancingan-pancingan atau clue-clue jawabannya itu gimana? A2.42 Malah seneng soalnya malah jadi terbantu dengan apa yang mau kita omonginn. A1.43 Menurut pendapat A2, perlu nggak sih guru itu memberikan nmotifasi ketika kita jawab salah? A2.44 Perlu, soalnya kalau nggak dikasih motifasi jadinya merasa gimana gitu. Ih gurunya kok gitu ya. Malah jadi nggak suka sama pelajarannya. A1.45 Kalau dikelas bahasa inggris sendiri, sering tidak memberi motifasi ketika A2 jawab salah? A2.46 Jarang –jarang sih. Paling bilang suruh berusaha lagi, biar besuk-besuk lagi nggak salah. A1.47 Terus, bagaimana pendapat A2, ketika A2 nggak bisa jawab terus pertanyaannya di lempar ke teman yang lain? A2.48 Sebel. A1.49 Kenapa sebel? A2.50 La nggak dibenerin, eh malah di lempar.
A1.51 Ok, jadi nggak asal di lempar ya. Nah kalau A2 sendiri, suka ucapan guru yang seperti apa ketika A2 jawab salah? A2.52 Apa ya?eemm…ya cuma ngasih tau yang benar ja, dan jangan nglempar ke yang klain. A1.53 Oke, kalau ke depannya nih, pertanyaan seperti apa yang A2 harapkan dari guru agar bahasa inggrisnya A2 juga bisa diasah, istilahnya bisa sering digunakan? A2.54 Ya pertanyaan yang ngasih argument tentang pendapat-pendapat. Jadi lebih nanya ke orangnya itu, bukan sesuatu yang sudah pasti…ya kaya nanya tetantang suatu pendapat itu tadi. A1.55 Oh gitu ya. Kalau harapan A2 sendiri, ucapan apa sih yang seharusnya guru bahasa inggris berikan ketika kita jawab bener? A2.56 Ya Cuma ngasih penghargaan, tapi ukan hadiah, kaya pujian gitu lho mbak. A1.57 Terus ketika kita jawab salah, harapannya ucapan seperti apa nantinya yang ingin didengarkan dari guru Bahasa Inggris? A2.58 Tidak memarahi, tapi kaya ngasih saran. Terus memberi tahu kesalahannya dan membetulkannya. A1.59 Baiklah A2, terimakasih atas waktunya. A2.60 Iya mbak, sama-sama.
The first day of interview with the second student from language program on Tuesday, 23 July 2013 at 13.10-13.25p. m. B1= interviewer, B2= interviewee Transcription B1.1 Ini dengan B2 ya? B2.2 Iya. B1.3 Baiklah, langsung saja ya. B2 suka nggak sama pelajaran Bahasa Inggris? B2.4 Suka sih, tapi kadang bingung. B1.5 Bingungnya kenapa? B2.6 Hehe…bingungnya kalo ditanya terus mau jawab dan tidak tahu kosa kata yang mau digunain. B1.7 Oke. Tapi pahamkan ketika guru Bahasa Inggris bertanya pakai bahasa inggris? B2.8 Paham, tapi untuk mengutarakannya itu yang masih agak bingung. B1.9 Terus, pendapat B2 sendiri nih, ketika guru memberi pertnyaan yang jawabannya sudah diketahui pasti? Semisal sudah ada di teks bacaan atau materi yang sudah diterangkan? B2.10 Gimana ya, eemmm,,seneng sih, karena untuk jawab lebih mudah dan untuk mengutarainnya juga mudah. Karena pertanyaan seperti itu kan lebih mudah dipahami. Jadi besuk-besuk lagi kalo diberi pertanyaan model kaya gitu bisa lebih mudah memahami. B1.11 Nah, pendapat B2 bagaimana ketik gurumemberi pertanyaan yang jawabannya belum kamu ketahui pasti?Semisal pendapat. B2.12 Kadang bingung mau jawab apa. Karena bingung ngutaraiinniya. Tapi sebenarnya sengeng sih. Cuma kadang pemilihan kata dan vocabnya. B1.13 Selama ini guru bahasa inggris sering nggak sih memberikan pertanyaan kaya gini? B2.14 Jarang. Selama ini pertanyaan yang sudah pasti jawabannya. B1.15 Tapi kalau B2 sendiri suka pertanyaan semacam apa? B2.16 Lebih ke pertanyaan yang membuat kita lebih mikir lagi. Gmna ya? Lebih ngomong lagi kan itu bisa lebih ngasah ke vocab. Karena aku sendiri masalah vocab masih jauh dan lemah di vocabnya. B1.17 Emmm Terus, kalau menurut B2 sendiri, ucapan yang semacam apa yang biasanya guru bahasa Inggris berikan? B2.18 Kadang ya bilang ya udah, terus diberi pertanyaan lain. Atau lanjut ke teman yang lain. Atau ya bilang good…good..gitu-gitu aja. B1.19 Menurut pendapat B2, penting nggak sih, guru memberikan feedback setelah siswa menjawab pertanyaannya? B2.20 Penting sih. Karena bisa jadi motifasi kita. Jadi walau jawaban kita salah atau bener terus dikasih feedback itu kan kita bisa mereasa dihargai. B1.21 Kalau pendapat B2 ketika kita jawab benar terus dipuji guru itu bagaimana?
B2.22 Emmm.Seneng sih. B1.23 Kenapa seneng? B2.24 Senengnya itu apa ya?emm karena karena bisa ngasih jawaban yang guru berikan itu meruapkan kebanggaan tersendiri. B1.25 Oke. Kalau ketika guru meringkaskan kembali jawaban benar yang kita utarakan, gimana pendapat B2? B2.26 Seneng sih, merasa terbantu aja, jadi lain kali kalau jawab bisa lebih ringkas dan tidak bertele2. B1.27 Nah kalau B2 sendiri lebih suka ucapan guru yang semacam apa ketika jawab benar? B2.28 Mungkin lebih diringkaskan, karen kalau dipuji itu kandang kesane ada teman yang bilang baru jawab kaya giu ja uda kaya gini kaya gini. Jadi lebih suka diringkaskan aja. B1.29 Terus bagaimana pendapat B2 ketika jawab salah terus dikritik? B2.30 Emmm…apa ya? Malu sih nggak ya, tapi kadang kecewa pada diri sendiri, ternyata jawaban kita salah. B1.31 Terus malunya sama guru atau sama teman?hehehe B2.32 Hehehe. Ya malunya lebih pada teman. B1.33 Terus pendapat B2 sendiri, ketika jawabannya salah, terus guru memberi tahu kesalahan atau memberi tahu jawabannya langsung? B2.34 Seneng sih, jadinmya biar nggak nglakuin kesalahan lagi. Jadi ketika ditanya yang mirip-mirip itu sudah tahu kalau jawaban ini salah dan bisa jawab yang bener B1.35 Kalau seandainya kita tidak bisa jawab, terus guru memberi clue, gimana pendapatnya? B2.36 Merasa terbantu banget. Jadi lebih gampang aja ngungkapinnya,karena kita udah dpt kata-kata pancingannya jadi lebih gampang ketika ngungkapiunnya. B1.37 Kalau menurut B2, perlu tidak guru itu memberi motofasi ketika kita jwab salah? B2.38 Perlu. Ya biasanya ka nada yang kalau setelah jawaban pertanyaan, terus salah, terus lain kali mau jawab kan malu. Tapi kalau diberi motifasai kan kita nggak malu lagi kalau jawab. B1.39 Terus, bagaimana ketika jawaban B2 salah dan pertanyaannya diabaikan, semisal dilempar ke teman yang lain? B2.40 Kadang sebel sih,ya cuma ya udah nggak apa-apa karena memang jawabanku salah. B1.41 Kalau B2 sendiri suka feedback semacam apa ketika nggak bisa jawab atau jawabannya salah? B2.42 Ya mungkin kaya kata-kata”uda, hari ini nggak apa-apa, besua lain kali jangan kaya gini dan intinya itu dimotifasi. B1.43 Harapan kedepannya, B2 pengen guru ngasih pertanyaan semacam apa agar bahasa Inggrisnya bisa terasah? B2.44 Ya mungkin lebih kaya tadi…harapannya itu lebih pada pendapat kita agar kita tertantang. Tentang masalah kaya gini kaya gini. Jadi kita bisa
lebih berpikir keras. B1.45 Kalau B2 sendiri, ucapan guru yang seperti apa yang ingin didengar ketika B2 jawab benar? B2.46 Ya Muingkin dipuji dikit boleh, tapi tidak berlebihan dan mungkin walau jawabannya bener, masih ada beberapa hal yang salah, nah bisa dibenerin lagi .Terus diringkaskan juga agar tahu mana yang lebih benarnya. B1.47 Terus kalau jawaban B2 salah, harapannya guru mesti bagaimana? B2.48 Jadi kalau jawabannya salah, mungkin dikasih kata kunci satu atau dua kata ,trs baru dioper ke yang lainnya. Jadi ketika ada teman kita yang nggak bisa pun jadi bisa ikut berpikir dan terbantu B1.49 Oke B2, terimakasih ya buat waktunya? B2.50 Iya, sama-sama.
The second day of interview with the student from language program on Wednesday, 24 July 2013 at 12.35-12.55 p. m. C1= interviewer,C2= interviewee Transcription C1.1 Baiklah C2, ini saya mau bertanya soal pelajaran bahasa Inggris, terutama tentang gurunya sendiri, tapi sebelumnya ni, C2 suka nggak sama pelajaran bahasa Inggris? C2.2 Suka mbak. C1.3 Kenapa suka? C2.4 Ya kan katanya 2014 itu pertukaran orang asing kerja di sini. Jadi gimana kalau kita nggak bisa bahasa inggris. C1.5 Oh gitu ya. Oke, selanjutnya, kalau C2 sendiri gimana pendapatnya ketika guru bahasa Inggris bertanya pakai bahasa Inggris? Selalu paham? C2.6 Ya pernah paham. C1.7 Maksudnya? Berarti pernah tidak paham?hehehe C2.8 Ya pernah sih, kalau kosakatanya nggak tau ya nggak paham. Tapi biasanya tanya teman, kalau teman nggak paham ya langsung tanya ke guru. C1.9 Ok. Lanjut ya, bagaimana pendapat C2 ketika guru bahasa inggris itu memberikan pertanyaan yang jawabannya sudah diketahui pasti, semisal yang sudah ada di teks atau materi? C2.10 Ya nggak apa-apa Mbak, kan kita malah seneng karena bisa liat jawabannya di teks. Dan mungkin guru hanya ingin mengecek pemahaman kita saja. C1.11 Kalau pendapat C2 sendiri ketika guru bertanya dengan pertanyaan yang lebih menantang, semisal meminta pendapat, itu bagaimana? C2.12 Ya tertantang juga. C1.13 Kenapa tertantang? C2.14 La kan kita bisa lebih berfikir, terus itu bisa lebih menggunakan bahasa Inggrisnya. Jadi ya nggak apa-apa. C1.15 Kalau selama ini, menurut C2, guru bahasa Inggrisnya C2 sering menggunakan macam pertanyaan yang mana? C2.16 Emmm…biasanya sesuai teks. C1.17 Jarang diminta untuk berpendapat? C2.18 Emm…la biasanya dikasih fotocopy terus suruh mengerjakan ok. C1.19 Kalau C2 sendiri suka model pertanyaan yang seperti apa? C2.20 Ya pokoknya yang sesuai dengan materi. C1.21 Ok. Lanjut ke pertanyaan berikutnya, kalau setelah C2 jawab pertanyaan dan benar, terus guru itu memuji C2, gimana pendapatnya? C2.22 Emmm…gimana ya Mbak, nggak begitu suka dipuji. C1.23 Oh giru ya, kalau diringkaskan kembali dari jawaban C2 yang benar tadi bagaimana pendapatnya? C2.24 Nah malah suka itu Mbak, kan kita kalau jawab pun belum tentu benar
100%, jadi itu malah lebih membantu yang lain juga. C1.25 Kalau guru bahasa Iggris C2 sendiri apa yang biasa dilakukan setelah ada muridnya yang bisa jawab pertanyaan dengan benar? C2.26 Emmm ya kalau bener lanjut soal yang berikutnya atau duduk. Gitu aja. C1.27 C2 sendiri kalau jawab benar lebih suka dikasih feedback apa sama gurunya? C2.28 Emm…lebih senang diringkaskan. Masalahe apa ya Mbak, kan kalau diringkaskan itu teman-teman yang lain juga bisa lebih tahu yang tepat to Mbak. Terus kalau dipuji itu kan nggak enak sama temen-temen yang lain. C1.29 Oh gitu, jadi nggak suka di puji ya? C2.30 Iya. Pujian itu nggak terlalu penting. Karena kita kan cari bener, bukan pujian,hehehe C1.31 Ok. Kalau biasanya waktu C2 jawab salah gurunya juga ngasih feedback tidak? C2.32 Emm…gimana ya Mbak, biasane kalau salah ya coba yang lainnya, gitu kok Mbak. C1.33 Kalau C2 sendiri, ketika jawab salah terus dikritik itu bagaimana pendapatnya? C2.34 Ya ndak apa-apa Mbak. C1.35 Kenapa tidak apa-apa? C2.36 Ya mengkritik itu tidak apa-apa. Setuju. La daripada kita salah sampai ujian, ya dikritik kan nggak apa-apa. C1.37 Oke. Kalau semisal jawaban kita salak terus langsung diberitahu kesalahan atau diberitahu jawaban yang benar, bagaimana pendapatnya? C2.38 Nggak papa mbak. Lebih membantu, karena teman yang lain bisa tau ini yang mener. C1.39 Kalau kita salah nih, terus diberi clue-clue atau kata kunci itu bagaimana pendapat C2? C2.40 Setuju mbak, kan biar temen lain bisa latihan angkat jari. Ngomong. biar kelasnya itu hidup Mbak. Nggak suwung, kan anak-anak kelas bahasa itu terkenal suka ngomomg. C1.41 Nah kalau guru memberi motifasi kepada C2 ketika C2 jawab salahitu bagaimana pendapat C2? C2.42 Emmmm… menurutku nggak penting Mbak. Kan kalau biasane itu kadang kalau gitu, murid itu malah nyepelein gurune. Halah salah nggak apa-apa, gitu Mbak. C1.43 Wah, jadi kurang penting ya? C2.44 Iya Mbak. C1.45 Ok, kalau seandainya C2 jawab salah nih, terus pertanyaannya dilempar ke yang lain atau diabaikan terus lanjut ke pertanyaan selanjutnya itu bagaimana pendapat C2? C2.46 Ya saya ngotot Mbak ma gurunya. C1.47 Hehehehe…ngotot bagaimana maksudnya? C2.48 Ya saya tanya dulu ke temen jawabannya, kalau tidak ya tanya ke
C1.49 C2.50
C1.51 C2.52
C1.53
C2.54
C1.55 C2.55 C1.56 C2.57 C1.58 C2.59
gururnya dan gururnya harus jelasin dulu. Kalau gurunya nggak jawab ya saya tanya ke guru yang lain. Kalau C2 sendiri, lebih suka ucapan guru yang semacam apa ketika C2 jawab salah? Kritik kalau nggak melempar juga tidak apa-apa.. Kan kalau tanya sama temannya itu kan tidak pasti. Walau dikritik, itu kan lebih pasti. Jadi lebih suka dikritik. Jadi menurut C2 sendiri, penting nggak feedback itu? Ya penting sih Mbak. Kan kalau dikasih feedback itu bisa membuat murid lebih dihargai, walau pun menjawab salah itu jadi tidak ngedown gitu lho. Ok. C2 sendiri harapannya nanti kedepanne guru bahasa Inggris itu harusnya pakai pertanyaan yang semacam apa sih agar bahasa inggrisnya bisa terlatih? Pertanyaannya modelnya yang bisa mancing, kita ngomong, yang bisa buat kita aktif. Kan kelas bahasa itu kan harusnya senang ngomong Mbak. Nggak suwung,hehehe Suwung?hehehehe…kalau harapan C2 sendiri nantinya tuh guru bahasa Inggris harus memberikan feedback seperti apa ketika C2 jawab bener? Ya good aja gitu mbak. Atau kata-kata yang bikin semangat. Kaya di kelas bahasa Jepang.. Kalau C2 jawab salah, harapannya feedback seperti apa dari guru? Mengkritik. Terus kalau bu gurunya membenerin juga nggak apa-apa atau melempar pada teman yang lain juga tidak apa-apa. Ok. Terimakasih untuk waktunya. Iya Mbak.
The second day of interview with the student from language program on Wednesday, 24 July 2013 at 13.00-13.15 p. m. D1= interviewer,D2= interviewee Transcription D1.1 Ini dengan D1 ya? D2.2 Iya Mbak. D1.3 Oke. Saya mau sedikit tanya-tanya tentang pelajaran bahasa Inggris, terutama tentang masalah gurunya. Oke, pertanyaan oertama nih, D2 suka nggak sama pelajaran bahasa Inggris? D2.4 Suka. D1.5 Kenapa? D2.6 Ya soalnya dari dulu suka hal-hal berbau asing dan ingin mempelajari. D1.7 Oh gitu, oke. Kalau D2 sendiri ketika guru bahasa Inggris bertanya pakai bahasa Inggris, paham? D2.8 Kadang ada yang nggak ngerti maksudnya, kadang bisa namgkep. D1.9 Tetapi lebih sering paham kan?hehehe D2.10 Iya. D1.11 Kalau semisal guru bahasa Inggris itu bertanya pertanyaan yang jawabannya sudah pasti, semisal yang ada di teks atau materi itu bagaimana pendapat D2? D2.12 Ya apa ya? Biasa aja sih. D1.13 Kalau pertanyaan seperti pendapat itu bagaimana menurut D2? D2.14 Ya kadang ngerti sama yang ditanyaakan, tapi bingung mau jawabnya. Binguing. Soalnya kalau pendapat mikir dulu, pokoknya yang paling bingung itu merangkai kata-katanya. Ya grogi-grogi gitu. D1.15 Kalau selama ini biasanya guru bahasa Inggris sering memberi pertanyaan yang model apa? D2.16 Sesuai teks. Sesuai apa yang dipelajari. D1.17 Kalau D2 sendiri lebih suka model pertanyaan yang seperti apa? D2.18 Emm..yang jawaban singkat sesuai teks. D1.19 Oke. Selanjutnya nih, gimana pendapat D2 saat jawab benar terus dipuji sama gurunya? D2.20 Kafdang merasa biasa aja, tapi kadang merasa seneng.,hehehe. Karena dengan pujian itu kita bisa pengen berusaha untuk jawaab pertanyaan dengan benar terus nanti jadi bisa pengen jawab terus di kelas. D1.21 Oh gitu ya. Emmm…kalau jawaban kita yang benar, terus diringkaskan kembali atau diulangi lagi oleh guru itu bagaimana pendapat D2? D2.22 Ya itu kan bagius juga. Bisa bisa mengetrti kekurangan kita. Jadi kita bisa lebih tahu jawaban yang lebih baik. D1.23 Kalau di kelas sendiri, guru bahasa Inggris sering menggunakan ucapan seperti apa ketika D2 jawab benar? D2.24 Emmm…apa ya, ya kadang dipuji juga. D1.25 Kalau D2 sendiri lebih suka yang mana?
D2.26 Emmm.. nggak senang dipuji, tapi mungkin dibenarkan. D1.27 Oke, tadi kalau D2 jawab benar. Terus gimana ketika D2 jawab salah, ucapan seperti apa sih yang sering diberikan guru bahasa Inggrisnya? D2.28 Dikomentari. Ya kaya,eemmmm… kaya mau marahin gitu, jadinya grogi dan takut,hehehe D1.29 Oh gitu ya. Wah serem ya?hehehe. oke, selanjutnya nih, gimana pendapat D2 ketika guru memberikan komentar pada jawaban kita yang salah? D2.30 Ya malah seneng kaya giutu daripada dimarahi. D1.31 Kalau langsung dikasih tahu kesalahannya atau jawabannya itu bagaimana? D2.32 Malah seneng. Ya soalnya mentalnya kalo dimarah-marahin jadi down. Jadi kan kalo dimarahin iu jadi takut, tapi kalau itu kan bisa diinget-inget. D1.33 Seandainya nih, D2 nggak bisa jawab atau jawab salah, terus diberi kata kunci, nah itu bagaimana pendapat D2? D2.34 Ya lumayan membantu, D1.35 Ok, lumayan membantu ya, terus pendapat D2jika jawab salah terus dimotifasi itu bagaimana? D2.36 Ya lebih suka itu Mbak. Kan mentalnya jadi nggak anjlok. . nggak begitu malu sama teman. D1.37 Jadi malunya sama teman ya?hehehe. Kalau ini, ketika D2 jawab salah, terus diabaikan atau pertanyaaannya dilempar ke teman itu bagaimana? D2.38 Ya apa ya?dari pada diburuterus atau dikritik. Kalau dilkritik, kita malah takut dipertemuan berikutnya. Ya mending dilempar ke yang lain. D1.39 Oh gitu ya. Kalau D2 sendiri suka ucapan yang seperti apa ketika D2 jawab salah? D2.40 Ya setidajknya membantu, jangan dimarahi. Memberi motifasi. D1.41 Harapan D2 sendiri, kedepannya pertanyaan semacam apa sih yang harus guru bahasa Inggrisnya D2 berikan agar bahasa Inggrisnya D2 bisa terasah? D2.42 Ya apa ya? Mungkin kaya pendapat. Karena bisa memancing kita untuk lebih ngomong lebih lagi.Jadi kita bisa lebih ngomong lebih jelas. D1.43 Terus harapannya jika D2 jawab bener nih, pengennya feedback seperti apa dari guru? D2.44 Apa ya. Ya mungkin dikoreksi lagi. D1.45 Nah, kalau D2 salah atau nggak bisa jawab, feedback seperti apa yang diharapkan? D2.46 Ya langsung aja dikasih tahu salahnya terus dibenarkan. D1.47 Oke , terimaksih buat waktunya. D2.48 Iya. Sama-sama.
The third day of interview with the student from language program on Trustday, 25 July 2013 at 12.30-12.50 p. m. E1= interviewer,E2= interviewee Transcription E1.1 Oke. Langsung saja mau tanya-tanya sedikit tentang pelajaran Bahasa Inggris. E2 suka nggak sih sama pelajaran Bahasa Inggris? E2 .2 Ehhh…sejauh ini alahamdulillh suka. Soalnya inggris itu kan bahasa internsiaonal dan dipakai hampir di setiap negara. E.31 D2, ketika guru bahasa Inggris itu bertanya pakai Bahasa Inggris, E2 paham nggak? E2.4 Paham sih, soalnya kan pronunciationnya jelas. Seneng sih, kalau gurunya pronunciationnya jelas,jadi kan nggak ada salah meaning. Dan alhamdulillah semua gurunya di sini sih bisa dipahami dan jelas, E1.5 Kalau menurtu pendapat E2, gimana nih ketika guru memberikan pertanyaan yang jawabannya sudah diketahui pasti, semisal pertanyaan yang sudah ada di teks atau materi? E2.6 Pertanyaan yag sdah pst?emmm.. Ada benarnya karena guru ingin melatih siswanya untuk berbahasa Inggris lagi dan ingin memunculkan kepercayaa diriannya anak tersebut.. ya walaupun guru sudah tahu sih jawabannya. E1.7 Gimana pendapat E2, pada pertanyaan yang lebih menantang, semisal opini atau pendapat? E2.8 Ya itu kadang harus mikir dulu dan menata kata-kata. dulu. Tapi sebenere asik sih karena kita bisa berlatih menyusun kata-kata atau melatih berbahasa. E1.9 Kalau E2 sendiri lebih suka pertanyaan yang seperti apa? E2.10 Ya sukanya memancing kita. Yang sifatnya berpendapat. Jadi bisa melatih kita. E1.11 Terus, kalau selama ini biasanya guru bahasa Inggris bertanya pertanyaan yang seperti apa? E2.12 Kalau selama ini biasanya jawaban pasti.jarang yang tanya pendapat. E1.13 Terus lanjutnya. Selama ini guru Bahasa Inggrisnya E2 apa yang biasa dlucapkan setelah E2 jawab pertanyaan, entah jawaban itu benar atau salah? E2.14 Emmmm…biasanya sih ya respek entah nice, good. Dikasih kritik kurang ini-ini. Tapi pasti diberi masukan-masukan. E1.15 Kalau pendapat E2 sendiri,penting nggak sih guru itu ngasih feedback? E2.16 Menurut pribadi saya itu penting banget. Karena biar siswa nggak down,. Jadi guru ya perlu ngasih feedback walaupun murid jawab benar ataupun salah. E1.17 Terus gimana pendapat E2 ketika guru itu memuji E2 ketika E2 jawab benar? E2.18 Seneng,heheheh.
E1.19 Kenapa seneng? E2.20 Ya seneng aja, karena merasa bangga dengan dirinya sendiri dan merasa sesuatu banget,hehehe E1.21 Terus gimana nih pendapat E2 ketika guru meringkas kembali jawaban kita yang benar? E2.22 Ya, gimana ya. Ya nggak apa-apa. Biar kita bisa efektif dan tidak berteletele. Kan kadang siswa itu jawabnya bertele-tele. Jadi kalau diringkaskan lagi itu bisa tahu mana yang lebih efektif lagi nantinya kalau jawab. Dan siswa yang lain kan juga jadi tahu. E1.23 Nah, kalau E2 sendiri lebih suka yang mana?di puji atau diringkas? E2.24 Ya kedua-duanya ya. Jadi kalau respek itu kan penting ya, terus setelah itu diberi kritik atau masukan biar jawabanya bisa lebih efektif. E1.25 Kalau seandainya E2 jawab salah atau bahkan nggak bisa jawab, biasanya apa yang guru bahasa Inggris E2 lakukan? E2.26 Paling kalau salah, guru bilang ada jawaban lain? E1.27 Oh gitu ya, jadi dilempar ke teman ya? Emm terus kalau E2 jawab salah, dikritik gurunya, gimana pendapatnya? E2.28 Emmm ya kalau sejauh mengkritiknya masih membangun, intinya saya terima. E1.29 Kalau pendapat E2 sendiri ketika E2 salah atau nggak bisa jawab terus guru memberi tahu jawabannya atau letak kesalahan E2 bagaimana? E2.30 Emmm. Bagaimana ya Mbak, kadang kurang suka juga, karena itu kan buat kita nggak berfikir, tapi malah jagain jawaban gurunya. Ya mending ditanya ke yang lain dulu. E1.31 Oh gitu ya, nah kalau dilempar ke yang lain atau mungkin diabaikan ketika E2 tidak bisa jawab atau jawab salah gimana? E2.32 Diabaikan.Hemm. Jadi kaya gurunya nggak ada respek ya? Ya kalau namanya mahluk sioosial itu kan juga punya perasaan. Hehehehe . Jadi ya dikasih respon dulu, apa dikasih tahu belum tepat atau bagaimana, baru dioper ke yang lain. E1.33 Oke. Kalau guru memberikan motifasi ketika E2 tidak bisa jawab atau ketika E2 jawab salah itu bagaimana pendapat E2? E2.34 Penting, karena ada siswa juga yang ketika jawab salah itu malu, kan agar tidak down itu perlu dimotifasi. Agar tidak takut ketika jawab salah. E1.35 Kalau guru memberikan kata kunci atau clue-clue ketika kita tidak bisa jawab itu bagiamana pendapat E2? E2.36 Itu juga mendukung karena bisa jadi ramnbu-rambu untuk bisa menjawab dengan benar. E1.37 Nah, kalau E2 sendiri sebenarnya lebih suka feedback yang seperti apa sih ketika E2 jawab salah atau ketika tidak bisa jawab pertanyaan guru? E2.38 Sukanya sih, feedbaknya itu kalau benar, minta pendapat dr siswa lain dulu. Kalo salah pengene dimotofasi agas tidak down. E1.39 Terus, harapan E2 sendiri nih, nanati ke depane pengennya model pertanyaan yang seperti apa sih yang harusnya diberikan guru Bahasa Inggris agar bahasa Inggris kita terlatih?
E2.40 Ya seperti yang tadi itu Mbak. Pertanyaan-pertanyaan yang memancing kita untuk berpendapat. Bagaimana caranya pertanyaan itu bisa membuat kita berpikir panjang. Jadi kan kita bisa lebih menggunakan bahasa Inggris kita Mbak. E1.41 Nah, kalau feedback ketika E2 jawab benar, harapannya feedback seperti apa sih yang harusnya guru bahasa Inggris berikan? E2.42 Intinya itu yang membuat siswa bisa semangat Mbak ketika menjawab. Jadi ya kaya diberi pujian gitu. Jadi kan besuk-busuk lagi kalau mau menjawab itu jadi semangat karena gurunya respek. E1.43 Ok. Terakhir nih, kalau E2 tidak bisa jawab atau jawaban E2 salah, harapannya dengar feedback yang bagaimana dari gurunya? E2.44 Emm. Ya walau pun kita jawab salah, pengennya guru itu ya tetap respek. Memberi tahu letak ke salahan kita dan juga mengkritik juga boleh, asalkan kritikan yang membangun, bukan malah menyalah-nyalahkan. Kan biar tidak ngedown. E1.45 Oke E2, trimakasih buat waktunya. E2.46 Iya sama-sama.
The third day of interview with the student from language program on Trustday, 25 July 2013 at 13.00-13.10 p. m. F1= interviewer,F2= interviewee Transcription F1.1 Ok. Kalau menurut F1 sendiri bagaimana? Suka tidak sama pelajaran bahasa Inggris? F2.2 Tergantung materinya. Kalau gampang ya suka. Kalau sulit nggak begitu suka. F1.3 Oh gitu, tapi secara keseluruhan gimana? suka? F2.4 Emmm. Alhamdulillah suka. Kan yang dipelajari dari kelas 1 sampai 3 sama semua, kaya narrative dan teman-temannya. Soale kan pengulangan terus. F1.5 Terus, kalau guru bahasa Inggris bertanya menggunakan bahasa Inggris, berarti selalu paham ya F2? F2.6 Selalu paham. Karena kata-katanya mudah dipahami . F1.7 Bagaimana pendapat F2, ketika guru bertanya menggunakan pertanyaan yang jawabannya sudah diketahui dengan pasti, misalnya model-model pertanyaan yang sesuai dengan teks? F2.8 Ya ndak apa-apa. Karena tidak terlalu melenceng dari materi. F1.9 Kalau ini, bagaimana pendapat F2 ketika guru memberikan pertanyaan tentang pendapat? F2.10 Emmmm, sebenarnya nggak apa-apa kan bisa mncing kita untuk berbicara bahasa inggris. F1.11 Kalau di kelas Bahasa Inggris sendiri, guru biasanya menggunakan pertanyaan yang seperti apa? F2.12 Emm. Lebih sering yang jawaban singkat paling. Karena biasanya kalau guru ambil yang dari teks bacaan. F1.13 Oh gitu. Terus kalau F2 sendiri suka model pertanyaan yang seperti apa ketika pelajaran Bahasa Inggris? F2.14 Yang panjang. Yang lebih bisa buat kita mikir. Kan kalau kita mikir yang jauh dari materinya kita bisa berfikir dan mengutarakan lebih panjang. F1.15 Ok. Lanjut ke pertanyaan berikutnya, selama ini, setelah F2 menjawab pertanyaan guru, apa yang biasanya guru ucapkan? Entah itu jawaban F2 benar atau salah, atau bahkan F2 tidak bisa menjawab? F2.16 Ya biasane kalau benar itu dikasih kata good atau nice gitu. Kalau salah ya dibenerin atau di suruh duduk. Gitu aja sih kayae. F1.17 Kalau menurut pendapat F2, ketika kita jawab benar terus di puji, itu gimana? F2.18 Senang. F1.19 Kenapa senang? F2.20 Kan merasa di hargai Mbak. Jadi tidak sia-sia juga kita jawab dan mikir. F1.21 Ok, terus ketika kita jawab bener nih, terus jawaban kita diulang atau diringkaskan lagi oleh guru, gimana pendapat F2? F2.22 Emm. Gimana ya Mbak? Ya nggak apa-apa sih. Malah kita tahu ternyata
ada jawaban yang lebih efektif. F1.23 Kalau F2 sendiri suka dipuji atau diringkaskan? F2.24 Hehehe..dipuji lah Mbak. F1.25 Nah, seandainya nih, F2 jawab salah atau bahkan nggak bisa jawab, terus dikritik, gimana pendapatnya? F2.26 Dikritik ya?emmm. ya agak gimana gitu sih, tapi ya nggak apa-apa, kan bisa tahu ternyata aku belum bisa. F1.27 Oh gitu ya, terus kalau seandainya guru langsung memberikan jawaban yang benar kepada kita ketika F2 salah, itu bagaimana pendapatnya? F2.28 Ya gimana ya? Nggak apa-apa sih Mbak, kan kita bisa tahu, oh ternyata ini to benarnya. Tapi ya asal jangan dikasih tahu terus, biar mikir juga kitanya. F1.29 Nah kalau dikasih clue-clue ketika kita nggak bisa jawab gimana? F2.30 Wah. Itu malah membantu Mbak. Kan kita bisa sambil berfikir dan teman-teman pun yang mungkin nggak tahu jawabannya, bisa ikut terbantu juga. F1.31 Kalau jawaban kita salah terus diabaikan gimana?Semisal langsung dilempar ke teman. F2.32 Ya sebaiknya itu dikasih tahu dulu, oh kurang tepat. Nah baru bilang ke teman yang lain, ada yang bisa bantu? Gitu Mbak. F1.33 Nah, kalau F2 sendiri suka diberi feedback yang seperti apa ketika jawab salah atau ketika nggak bisa jawab? F2.34 Cleu. Dikasih kata kuncinya. F1.35 Jadi lebih membantu ya kalau clue? F2.36 Iya. Membantu banget. F1.37 Jadi kalau menurut F2 sendiri, feedback dari guru itu penting tidak sih? F2.38 Wah itu penting banget Mbak. Karena kalau kita dikasih feedback itu kan artinya kita direspon. Nah jadi kita itu nggak merasa takut untuk menjawab pakai bahasa Inggris, kan nanti kalau salah bisa dibenarkan atau dimotifasi. Jadi kita bisa lebih berusaha untuk aktif manjawab. F1.39 Kalau F2 sendiri, harapannya kedepan itu pertanyaan seperti apa sih yang mestinya diberikan guru bahasa inggris agar bahasa inggris kita terasah? F2.40 Ya pokoknya yang membuat kita ngutarain pikiran kita. Terus yang memancing kita untuk ngomong panjang dengan bahasa Inggris. F1.41 Ok. Kalau harapan ketika F2 jawab benar, nah feedback yang seperti apa sih yang seharusnya guru berikan? F2.42 Emm. Ya kaya good, nice, great dan teman-temannya. Intinya ngasih respek gitu. F1.43 Terus kalau jawab salah, nah harapannya feedback yang seperti apa yang pengen didenger? F2.44 Dimotifasi. Diberi tahu kesalahannya itu, terus juga diberi masukan gitu biar lebih baik lagi. F1.45 Ok, terimakasih F2 buat waktunya. F2.46 Sama-sama.
The third day of interview with the student from language program on Trustday, 25 July 2013 at 13.15-13.25 p. m. G1= interviewer,G2= interviewee
G1.1 G2.2 G1.3 G2.4
G1.5 G2.6 G1.7 G2.8 G1.9
G2.10
G1.11 G2.12 G1.13 G2.14 G1.15 G2.16 G1.17 G2.18 G1.19 G2.20
G1.21 G2.22
Transcription Ini dengan G2 ya? Iya. Ok. Pertanyaan pertama nih, suka tidak sih sama pelajaran bahasa Inggris? Suka. Apalagi kalau conversation. Percakap-cakapannya. Tapi kalau dipelajaranya agak nggak begitu suka karena bingungi. Terus ketika liat orang ngomong Inggris itu pengen kaya gitu. Oh gitu, pernah nggak ngobrol ma orang luar, bule?hehehe Ya pernah Mbak, dulu waktu ke Jogja. Awalnya grogi-grogi gimana gitu, tapi seru,hehehe Hehehe. Baiklah, terus selanjutnya. Gimana pendapat G2 ketika guru bahasa inggris bertanya dengan bahasa inggris, selalu paham? Insyallah iya, kan vocabnya yang digunain itu mudah. Oke. Ketika guru bahasa inggris itu tanya pertanyaan yang jawabannya sudah pasti, semisal sesuai dengan teks bacaan atau materi, gimana pendapatnya? Ya ndak pa-pa. Karena guru kan kadang guru nggak tau kalau kita sudah tahu. Tapi kalu terus-terusan sesuai teks ya gimana gitu, kita nggak bisa eksplore bahasa Inggris kita. Kalau ini, pertanyaan yang membuat G2 bisa berpendapat? Gimana tuh? Tertantang juga, karena kita bisa mengeksplor tatabahasa kita, apa yang ada di pikiran kita dan ide-ide yang kita punya. Kalau selama ini guru bahasa Inggris sering menggunakan pertanyaan yang model apa? Emmm…kadang kalau langsung itu ditanyakan pendapat., kalau ulangan itu sesuai dengan teks. Kalau G2 sendiri suka model pertanyaan yang mana? Yang membuat kitabeargumen. Karena kita bisa ngungkapin apa yang kita pikirkan dan perasaan kita. Ok. Masuk ke pertanyaan seputar feedback. Kalau selama ini, guru bahasa Inggris setelah kita jawab pertanyaanya ngasih feedback nggak? Ya direspek lah. Baik bener atau salah, selama ini direspek. Kalau menurut G2 sendiri, penting tidak feedback itu? Penting, kan biar membangun semangat. Seandainya itu bener, kita bisa termotifasi lagi untuk bener. Tapi kalau salah, kita bisa lebih memperbaiki lagi. Nah, seandainya G2 jawab bener, terus dipuji guru, gimana pendapatnya? Ya seneng lah. Seseorang pasti seneng kalau dipuji. Jadi kita bisa menunjukkan ke temen-temen kalau kita tidak sobodoh yang mereka pikir.
G1.23 Kalau jawab bener, tapi diulangi kembali atau diringkaskan jawabannya oleh guru, bagaimana pendapatnya? G2.24 Ya kadang nyesel karna aku ternyata belum bener bener bener, hehehe. Maksudnya belum 100% bener. G1.25 Kalau G2 sendiri, lebih milih feedback yang seperti apa ketika jawab bener? G2.26 Ya dipuji lah, karena semua orang suka dipuji,hehehe G1.27 Ok. Dipuji ya, emm kalau jawab salah, terus dikritik gurunya, gimana? G2.28 Ya nggak apa-apa sih , tapi kadang ngrasa malu ja ke temen-temen. Tapi kalau kritik yang membangun, ya lebih baik seperti itu. G1.29 Nah, kalau langsung dikasih tahu jawaban yang benar, gimana pendapat G2? G2.30 Mungkin kalau ditunjukkan salahnya malah bisa menerima. Tapi kalau langsung ditunjujkkan yang benar tidak begitu suka. G1.31 Kalau guru memberi clue atau kata kunci ketika kita tidak bisa menjawab? G2.32 Wah penting itu. Jadi kita pertamanya kalau jawab males-malesan, kalau itu kita diberi penyemangat dan penantang. G1.33 Emm..Selanjutnya, gimana dengan motifasi yang diberikan guru ketika kita jawab salah? G2.34 Ya setuju karena kita kan tidak merasa down kalau jawab salah. Jadi besuk lain kali nggak malu atau takut kalau mau jawab. G1.35 Kalau seandainya nih, kita jawab salah atau malah nggak bisa jawab, terus diabaikan oleh guru, dilempar ke yang lain, gimana pendapatnya? G2.36 Emmmm…aku nggak suka ya, karena aku merasa g digagas jawabannya. G1.37 Kalau G2 sendiri lebih suka feedback yang semacam apa ketika jawab salah? G2.38 Lebih suka gimana ya…emmm…lebih suka diberi pancingan, kalau dikritik itu kan lebih malu,hehe G1.39 Oke. Bagi G2 sendiri, harapannya pertanyaan seperti apa sih yang seharusnya guru bahasa Inggris berikan agar bahasa Inggrisnya G2 bisa terasah? G2.40 Yang pastinya lbh memancing siswa untuk eksplore lagi. Memancing siswa untuk mengungkapkan gagasan-gagasannya. G1.41 Kalau G2 jawab bener, harapannya feedback yang kaya apa yang harusnya guru bahas Inggris berikan? G2.42 Ya minimal lah dikasih kata great atau good. G1.43 Kalau jawabannya G2, harapannya guru bahasa Inggris feedbacknya seperti apa? G2.44 Ya jangan marah-marah. Harapannya lebih memotifasi siswa dengan cara yang lebih baik lagi, jangan sampai membuat down di depan tementemen. G1.45 Oke, trimakasih buat waktunya. G2.46 Sama-sama Mbak.
The third day of interview with the student from language program on Trustday, 25 July 2013 at 13.30-13.40 p. m. H1= interviewer,H2= interviewee Transcription H1.1 H1 suka tidak sama pelajaran bahasa Inggris? H2.2 Suka. H1.3 Kenapa suka? H2.4 Soalnya itu juga salah satu alasan saya untuk masuk bahasa.dan bahasa Inggris itu kan bahasa internasional, jadi keren. H1.5 Oh gitu, keren ya?hehehehe..kalau H2 sendiri selalu paham saat guru bertanya menggunakan bahasa Inggris? H2.6 Paham. Kan kata-katanya mudah-mudah. Jadi paham. H1.7 Kalau semisal nih, guru bertanya, pertanyaan yang jawabannya sudah pasti, semisal sesuai teks atau materi, itu bagaimana pendapat H2? H2.8 Ya ndak pa pa kan gurunya memastikan saja. H1.9 Oh gitu, kalau guru ngasih pertanyaan bahasa Inggris yang membuat kita berpendapat, bagaimana tuh? H2.10 Sebenarnya ya membuat kita untuk berfikir lagi. Ya enak-enak aja. H1.11 Kalau selama ini, guru bahasa Inggrisnya sering menggunakan yang mana? H2.12 Kalau bahasa Inggris itu lebih teks. Kalau conversation lebih ke ide-ide kita. H1.13 Nah, kalau H2 sendiri lebih suka yang mana? H2.14 Yang memacu kita untuk lebih berfikir. Misalnya untuk kita berpendapat. H1.15 Kalau semisal H2 jawab bener, terus guru memuji, gimana pendapat G2? H2.16 Ya seneng. Kita kan bisa bangga dan nggak sia-sia jawaban kita. H1.17 Oke. Kalau guru mengulang jawaban kita yang bener atau meringkaskan jawaban kita tadi bagaimana? H2.18 Ya kalau diringkas lagi kita lebih bisa tahu yang efektiuf. Jadi perlu juga itu. H1.19 Terus kalau H2 sendiri suka guru memberi feedback yang seperti apa ketika H2 jawab bener? H2.20 Suka diringkas, kalau diringkas kan kepauasannya itu tidak hanya untuk kirta sendiri, tapi temen kita juga bisa tahu. H1.21 Kalau guru bahasa Inggris H2 biasanya bagaimana jika H2 jawab benar? H2.22 Ya biasanya good gitu. H1.32 Cuma itu?hehehe, oke kalau ketika H2 jawab salah terus dikritik, itu bagaimana pendapatnya? H2.34 Ya nggak pa pa sih, biar ke depane bisa lebih bener dan nggak salah. Asalkan yang membangun. H1.25 Kalau guru memberi tahu jawaban yang benar atau ini lho salahnya kita, bagaimana pendapat H2? H2.26 Ya nggak apa-apa, jadi kita bisa tahu mana yg bener dan salah. H1.27 Emmm.. kalau diberi clue-clue atau kata kunci ketika kita nggak bisa jawab atau ketika jawaban kita salah, bagaimana pendapat H2?
H2.28 Ya nggak pa pa tapi kan terlalu betele-tele, jadi langsung aja dikasih jawaban,hehehe H1.29 Oh gitu ya,heheh. Kalau guru memberi motifasi ketika kita salah itu bagaimana? H2.30 Ya itu penting karena bisa menmotifasi kita.dimana salah dan benarnya. H1.31 Nah, kalau kita nggak bisa jawab nih, atau jawaban kita salah, terus dilempar ke teman yang lain, bagaimana menurut H2? H2.32 Ya kalau salah ya dilempar ke teman saja, nggak apa-apa. Kan siapa tahu teman kita bisa, jadi kita malah jadi tahu. H1.33 Sebenarnya, kalau H2 sendiri suka feedback yang seperti apa sih ketika jawab salah? H2.34 Lebih suka dikasih jawaban langsung, biar cepet,hehehe H1.35 Wah,hehehe..kalau guru bahasa Inggrisnya gimana selama ini feedbacknya ketika H2 salah? H2.36 Ya kalau salah, dilempar ke teman-teman. H1.37 Oke, harapan H2 sendiri nih, seharusnya model pertanyaan yang semacam apa sih yang nantinya bisa melatih bahasa Inggrisnya H2 lebih lagi? H2.38 Yang memancing kita untuk berfikir lagi. Kaya berpendapat. H1.39 Wah singkat padat ya.hehehe. terus harapan H2 sendiri, ketika jawab benar, pengennya gurunya ngasih feedback yang seperti apa? H2.40 Ya memberi respon, ngomomng good atau apa yang pnting respon. H1.41 Kalau H2 jawab salah, harapannya feedback seperti apa yang seharusnya guru kasih? H2.42 Ya memberi motifasi kita gimana benernya. Biar kita g ngdown.
The fourth day of interview with the student from language program on Friday, 26 July 2013 at 11.00-11.10 p. m. I1= interviewer,I 2= interviewee Transcription I1.1 I2 suka nggak sama pelajaran Bahasa Inggris? I2.2 Suka I1.3 Kenapa? I2.4 Suka karena itu, kalau punya temen FB atau BBM atau twiteran kan enak. Terus bahasa inggris sendiri kan bahasa Internasional, jadi semua orang tahu. I1.5 Secara langsung udah pernah? I2.6 Pernah waktu ke Borobudur ma temen-temen kelas bahasa. I1.7 Oke. Pertanyaan selanjutnya, paham nggak sih ketika guru bahasa Inggris bertanya pakai bahasa Inggris? I2.8 Ya kadang paham. Tapi kan nggak paham terus kan Mbak. Terus bilang ke gurunya maksudnya apa?gitu Mbak. I1.9 Pendapat I2 sendiri, ketika guru bertanya pertanyaan yang jawabannya sudah diketahui pasti, semisal nih pertanyaan yang jawabannya sudah ada di teks, gimana? I2.10 Ya nggak pa pa Mbak, malah bisa liat di teks. Kan lebih mudah. I1.11 Terus, kalau pertanyaan yang jawabannya belum pasti nih, semisal pendapat, kan tiap orang pasti jawabane berbeda. Itu gimana pendapatnya I2? .12 Ya ndak apa-apa, tapi bikin deg-degan,hehehe .13 Deg-degannya seperti apa? I2.14 Takut kalau nggak biusa jawab. Kan vocabnya itu Mbak. I1.15 Terus kalau guru Bahasa Inggris I2 sendiri sering menggunakan model pertanyaan yang seperti apa? I2.16 Yang di teks biasanya. Biasanya kan satu-satu disuruh jawab. I1.17 Terus kalau dikelas konverciation? I2.18 Kelas EC itu ya Mbak? I1.19 Iya, sering nggak gurunya menggunakan pertanyaan yang membuat kita berpendapat? I2.20 Sering Mbak. Sering banget malah. I1.21 Oh…Kalau I2 suka pertanyaan yang semacam apa? I2.22 Sewsuai denmgfan teks jadi kan tahu jawabannya. Bisa liat.jadi mesti betul. I1.23 Kalau setelah guru memberikan pertanyaan, biasanya ucapan seperti apa sih yang guru Bahasa inggris berikan? I2.24 Kalau betul ya kadang good, kalau salah ya dibenerin. Tapi nggak pernah dimarahin I1.25 Terus, menurut pendapat I2 sendiri penting nggak sih motifasi dari guru ketika kita jawab salah? I2.26 Penting. Ya biar kita lebih apa ya?lebih tahu dan termotifasi. I1.27 Terus, semisal I2 dipuji ketika jawab bener, gimana pendapatnya?
I2.28 Seneng I1.29 La kenapa seneng? I2.30 Ya soalnya kita uda bener jawab, jadi nggak sia-sia,hehehe I1.31 Nah, semisal nih, jawaban kita yang bener, diringkaskan lagi sama guru?gimana pendapatnya? I2.32 Ya nggak pa pa malah kita lebih tahu yang lebih ringkes daripada yang kita jawab. I1.33 Kalau I2 sendiri, lebih suka yang mana ketika jawabane bener? I2.34 Dua-duanya, tapi lebih suka yg durungkaskan sih Mbak. Biar bisa belajar lagi I1.35 Seandainya kita jawab salah, terus dikritik guru, itu bagaimana pendapatnya? I2.36 Nggak pa pa biar kita bisa lebih tahu yang salah dan betul. I1.37 Terus, kalau pendapat I2 sendiri, ketika jawab salah atau tidak bisa jawab, terus langsung dikasih tahu jawabannya sama guru, gimana? I2.38 Oh ya udah nggak pa pa. Ya tapi kalau emang salah kan nggak pa pa dibenerin, tapi kalau benar kan nggak mungkin di salahin. I1.39 Kalau diberi clue oleh guru, ketika kita tidak bisa jawab, gimana pendapatnya? I2.40 Bisa memotifasi, kalau dikasih clu kan kita bisa oh gini oh gini. I1.41 Kita salah nih, atau ndak bisa jawab, terus guru ngaih motifasi,itu penting nggak? I2.42 Ya penting biar kita termotifasi, nggak salah-salah terus. I1.43 Kalau jawaban kita salah terus diabaikan atau dilempar ke teman? I2.44 Sakit hati, la kan kita udah susah-susah mikir kok nggak dianggap. Bilang kek salah. Atau paa gitu, jangan main dilempar ke yang lain. I1.45 Kalau I2 sendiri, jika jawab salah atau tidak bisa jawab ketika pelajaran bahasa Inggris, lebih suka feedback semacam apa? I2.46 Mengkritik, membenarkan dan memotifasi. Tapi lebih suka memotifasi. I1.47 Terus, harapan I2 sendiri sebenarnya pertanyaan model bagaimana sih yag bisa melatih bahasa inggris kita? I2.48 Pertnyaan yang saya mudeng. Jadi kan kalo kita mudeng, kita bisa jawab I1.49 Hrapan I2 sendiri, kalau jawab salah atau nggak bisa jawab, harusnya guru bahasa inggris itu mesti bagaimana? I2.50 Ya santai, woles. Nggak dimarahin. Diberi motifasi. Jadi kita tidak berfikir kok guru koyo ngono ik yo. I1.51 Terus, feedback yang seperti apa sih yang I2 harapkan ketika I2 jawab bener? I2.52 Ngasih aplouse dan motifasi.
The ffifth day of interview with the student from language program on Saturday, 27 July 2013 at 12.35-12.50 p. m. M1= interviewer,M2= interviewee Transcription M1.1 Mulai dari pertanyaan pertama, M1 suka nggak pelajaran bahasa Inggris? M2.2 Suka. M1.3 Kenapa suka? M2.4. Karena dari dulu kelas 2 smp kan guru bahasa inggrisnya itu selalu memotifasi kalau bahasa inggris itu penting dan bapak kan juga dulu belajar bahasa. Jadi juga bisa belajar dengan bapak di rumah. M15. Terus, kalau M2 sendiri karna suka inggris, selalu paham ketika guru bertanya atau memberikan perintah pakai bahasa Inggris? M26. Ya selalu paham lah. Kalau pas ada kata-kata sulit ya tanya sama gurunya. M17. Kalau menurut M2, lebih baik model pertanyaan yang seperti apa? Yang sesuai teks atau pertanyaan yang bisa membut M2 berargumen? M28. Enak semua mbak, tapi kalo golek gampange ya yang di teks aja, M19. Nah, biar buat bahasa Inggris kita terasah, yang model pertanyaan mana kira-kira? M210 Kalo agar bisa seperti itu ya argumen M1.11 Kalau selama ini, model pertanyaan seperti apa yang biasanya guru bahasa Inggris M2 berikan? M2.12 Tergantung gurunya, kan beda-beda. Lumayan sering. Kalo di kelas converciation itu biasanya Cuma ngegame kok mbak. Terus biasanya dari game itu vocabnya M1.13 Nah, kalau menurut M2 sendiri, model pertanyaan seperti pendapat itu bagaimana sih? M2.14 Lumayan tertantang. Ya bisa mikir. Misalnya tanya pakai inggris terus kita bisa jawab kan puas. M1.15 Nah, kalau biasanya nih, feedback seperti apa sih yang biasa guru bahasa inggrisnya M2 berikan ketika M2 selesai menjawab pertanyaannya? M2.16 Ketika bener. Menghargi dulu. Biasanya “sudah bagus”. Kalau salah suruh tanya yang lain.atau dituliskan di depan. M1.17 Jadi penting ya dipuji itu?hehehe M2.18. Penting. Kalau misal muji itu wah nyenegke. Kaya waktu kelas 8 dulu. Gurunya enak, jadi mulai senang dengan inggris. Ya itu, seneng, yang marak‟i semangat sinau M119. Kalau jawaban M2 bener nih, terus diringkaskan atau diungkapkan kembali oleh guru, gimana pendapat M2? M220. Emmm ya ndak pa pa. M121. Kalau M2 sendiri lebih suka feedback yang seperti apa ketika bisa jawab bener? M222 Suka dipuji M1.23 Kalau guru bahasa inggris ngasih kritik ketika M2 jawab salah, pendapat
M2.24 M1.25 M2.26 M1.27 M2.28 M1.29 M2.30 M1.31 M2.32 M1.33 M2.34 M1.35 M2.36
M1.37 M2.38 M1.39 M2.40
M2 bagiamana? Pasrah. Belajar lagi, nggak apa-apa. Nggak malu. Terus, ketika guru ngasih jawaban langsung ketika kita nggak bisa jawab itu bagaimana pendapatnya? Agak nglorok‟ke. Kan kayae sengak gitu. Guru bahasa inggris ngasih kata kunci atau clue ketika kita tidak bisa menjawab pertanyaanya itu bagaimana pendapatmu? Nah itu bagus mbak. Kan guru itu nggak marahi, tapi nagasih kata- kata penting. Kalau guru ngasih motifasi kita, ketika kita nggak bisa jawab itu bagaimana? Penting banged. Kadang kalau kita salah terus didiemke aja,kita jadi males ma mata plajaran itu Kalau kita nggak bisa jawab, atau jawab tapi salah, nah guru nglempar petanyaan tadi keteman atau jawaban kita diabaikan, gimana itu? Ndak pa pa sih mbak. Kita dengerin aja jawaban temen, nanti kalau itu kan ya kita bisa sama-sama tahu. Nah kalau M2 sendiri suka feedback yang semacam apa ketika salah? Lebih suka tunjukin salahnya, tapi dimotivasi Kalau harapan M2 sendiri, pengen model pertanyaan seperti apa sih, agar bahasa Inggrisnya bisa terasah? Emmm nganu… pertanyaane yang semisal kita liat berita itu ya liat dari native langsung. Misal VOA. Kita disuruh liat langsung. Ya pokoke yang buat mikir dan bisa menggutarakan. Nah, harapan M2 untuk guru bahasa Inggrisnya, ketika M2 jawab salah, feedback seperti apa sih yang harusnya diberikan? Harapane, salah, terus bisa atau ditanya siapa yag bias bantu M2, baru dibahas bersama-sama Nah, kalau harapan M2 sendiri ketika M2 bisa jawab bener, nah pengene guru ngasih feedback yang bagaimana? Muji dulu. Terus misal di suatu ulangan itu kan misal ada yang nggak mudeng itu kan bisa bilang, “sana tanya sama M2”, gitu Mbak. Kan merasa dihargai.
The ffifth day of interview with the student from language program on Saturday, 27 July 2013 at 13.10-13.25 p. m. O1= interviewer,O2= interviewee
O1.1 O2.2 O1.2 O2.4.
O15 O2.6 O1.7 O2.8 O1.9
O2.10 O1.11 O2.12
O1.13 O2.14 O1.15 O2.16 O1.17 O2.18 O1.19 O2.20 O1.21 O2.22 O1.23 O2.24 O1.25
Transcription Kalau O2 sendiri suka kan ma pelajaran Bahasa Inggris? Suka. Kenapa? Dulau kan dengern lagu bahasa inggris. Terus kok bagus. Mosok lagunya bagus, bisa nyanyi, tapi kok g tau artinya terus di lesin dari SD. Tapi sekarang udah keluar. Terus kalau semisal guru bahasa Inggris tanya pakai bahasa Ingris, paham? Kadang kalau ada kata yg sukar itu nggak paham Terus biasanya apa yang dilakukan kalau tidak paham? Ya tanya sama gurunya Mbak, maksudnya bagaimana. Ok, kalau O2 sendiri pendapatnya gimana nih ketika guru bertanya pertanyaan yang jawabannya sudah pasti, semisal pertanyaan yang sudah ada di teks? Ya penting, tapi kan apa namanya? kita nggak ngasah pikiran kita, kita cuma mebaca. Emm. Kalau pertanyaan yang semisal kaya pendapat itu bagaimana? Ya mending itu mbak ngasah otak terus belajar speaking juga walau tanya temen kalau ada kata-kata yang nggak tahu bahasa Inggrisnya. Tapi itu lebih challenging Mbak. Oke, kalau O2 sendiri lebih suka model pertanyaan yang seperti apa? Yang challenging Oh gitu, terus biasanya setelah O2 jawab pertanyaan guru, feedback seperti apa sih yang guru Bahasa Inggris berikan? Kalo salah ya dibenerin. Kalo bener ya dibenerin lewat sinomim. Ditambai lah. Nah, feedback sendiri menurut pendapat O2 penting nggak? Ya penting. Karena dari feedback guru kita tambah wawasan. Ketika salah tahu benarnya, ketika bener kan dapat sinonim baru. Nah, semisal O2 jawab bener, terus guru ngsih pujian kaya good gitu, gimana pendapat O2? Ya nggak begitu penting sih, biasa aja. Kan yang penting kita bisa jawab aja udah. Kalau jawaban kita yang sudah benar, terus diulangi atau diringkaskan guru mungkin dengan bahasa guru, itu bagaimana pendapatnya? Ya nggak masalah malah lebih bagus. Kan kalau diringkaskan atau ditambahi, kita bisa tambah lebih tahu jawaban dan kata-kata baru. Kalau disuruh milih, ketika jawab bener, O2 lebih suka guru bagaimana? Ya lebih seneng diiringkaskan. Ok. Sekarang, ketika O2 jawab salah nih, terus guru memberi kritik, itu
bagaimana? O2.26 Kan sifatnya lebih membangun kita. Jadi ya setuju aja Mbak. Malah lebih baik itu. O1.27 Kalau siswa jawab salah atau mungkin nggak bisa jawab, terus guru itu langsung ngasih tahu jawabannya itu bagaimana? O2.28 Tanpa berfikir dulu,?jane nggak masalah tapi jadi nggak memacu siswa untuk berfikir. O1.29 Guru ngasih kata kunci ke murid ketika murid nggak bisa jawab itu bagaimana pendapat O2? O2.30 Oh ya mending kaya gitu mbak, Jadi ngasah otak, jadi misal pakai bahasa Indionsia dulu kata kuncinya, terus kita kan lebih enak tuh ketika jawabnya. O1.31 Kalau menurut O2, ketika kita salah terus guru ngasih motifasi, nah gimana itu? O2.32 Kalau motifasi itu penting karena bisa mabangun kita sendiri. Jadi apa ya? Bisa lebih berusaha lagi kedepane. O1.33 O2 tidak bisa jawab pertanyaan atau jawabannya salah, terus pertanyaan itu dilemapar ke yang lain, gimana pendapat O2? O2.34 Menurut aku mah nggak memnbangun siswanya jadi baik. Karen yang jawab orang lain, jadi ngasa nggak digagas. O1.35 Nah kalau selama ini, guru bahasa Inggrisnya O2 lebih suka memberi feedback semacam apa sih ketika O2 tidak bisa jawab atau O2 jawab salah? O2.36 Kalau salah ya dibenerin . O1.37 Kalau O2 sendiri suka feedback semacam apa ketika jawab salah? O2.38 Ya kritik tapi yang memotifasi,nggak boleh menjatuhkan O1.39 Nah tentang harapan kedepan nih, pengene pertanyaan yang semacam apa sih yang harus guru bahasa Inggris berikan supaya O2 bahasa inggrisnya bisa terlatih? O2.40 Yang challenging, kaya pendapat opini tadi itu. O1.41 Terus seharusnya ketika O2 salah, guru bahasa Inggris itu harusnya seperti apa? O2.42 Kalo salah dibenerin. O1.43 Kalau udah bener? O2.44 Kalo bener ya ditambahin.
OBSERVATION GUIDELINE Kind of teacher’s talk Teacher‟s Referential Question Question Display Question
Frequencies
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Teacher‟s To no Inform //// //// Feedback and incorrect Prompt //// / answer Encouragement //// ///
To correct answer
Criticizing
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Ignoring
/
Praising
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Summarizing
//
Total
