AN ANALYSIS OF YOUNG-LERNER CLASSROOM INTERACTION AT AN ENGLISH COURSE IN BANDUNG
ABSTRACT Classroom interaction is a communication patterns between teachers and students and students with students. The pattern of communication usually starts from the teacher asks a question to the students follows with one or two students answer the questions then the teacher comments on the stu...
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2011-01-28.
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| Summary: | ABSTRACT Classroom interaction is a communication patterns between teachers and students and students with students. The pattern of communication usually starts from the teacher asks a question to the students follows with one or two students answer the questions then the teacher comments on the students' answers. This cyclic pattern repeats itself, with interesting variations, throughout the course of the lesson. However, this study is focus only on the anomalous pattern in the classroom interaction that has no predicted and acceptable construction pattern. The title of this study is An Analysis of Young-Learner Classroom Interaction at An English Course in Bandung aims (1) to describe the category of anomalous exchanges between teacher and students that mostly occurs during the classroom activities at an English course in Bandung, (2) to find out there is needed feedback or not in anomalous exchange during classroom interaction and (3) to seek how the classroom interaction influences that category of anomalous exchanges. The subjects of the study were two English teachers and 40 students of English courses from two different classrooms; under achiever classroom and higher achiever classroom. The data were collected through observation, interview and note-taking. The data collected were analyzed by applying Suherdi's model (2006) focusing on anomalous exchange analysis. The data reveals that elliptical exchange mostly occurs in both classrooms where the learning activities were listening practice. There were 29% of elliptical exchanges in under-achiever classroom and 23% of elliptical exchange in higher-achiever classroom. In addition, the occurrence of elliptical exchanges influence by some factors, consist of classroom interaction and type of teacher's question that were used in the both classrooms. The classroom interaction was dominated by the teacher talk about 65% in under-achiever classroom and 66% in higher-achiever classroom. Besides that, knowledge questions also influenced in the classroom interaction about 90% in the under-achiever classroom and 83% in the higher-achiever classroom. This research gives some recommendation about the real classroom interaction. It showed that there may be some unexpected utterances or structurally some unpredicted exchanges produced by the teacher and the students. However, it normally occurs in language classroom setting. |
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| Item Description: | http://repository.upi.edu/93295/4/s_c0351_0608896_table_of_content.pdf http://repository.upi.edu/93295/2/s_c0351_0608896_chapter1.pdf http://repository.upi.edu/93295/3/s_c0351_0608896_chapter3.pdf http://repository.upi.edu/93295/1/s_c0351_0608896_chapter5.pdf http://repository.upi.edu/93295/5/s_c0351_0608896_bibliography.pdf |