The Analysis of Classroom Interaction in English Class using Foreign Language Interaction

Abstrak

Pengelolaan interaksi kelas selama proses belajar mengajar  di kelas sangat penting untuk mencapai tujuan pembelajaran bahasa Inggris. Studi pendahuluan menunjukkan bahwa guru masih mendominasi saat berbicara di ruang kelas dibanding para siswa.  Tujuan dari penelitian ini adalah untuk menemukan alasan teacher talk masih mendominan dari pada student talk dan untuk mengetahui kategori yang dominat digunakan dikelas berdasarkan kategori FLINT. Desain penelitian ini adalah kualitatif deskriptif. Data didapatkan melalui observasi dan interview. Data dianalisis dengan cara menadopsi sistem kategori FLINT (Classroom Interaction, Foreign Language Interaction). Informan dari penelitian ini adalah  guru bahasa Inggris dan para siswa di kelas sepuluh jurusan  Otomatisasi dan Tata Kelola Perkantoran (Office Automation and Governance) di Sekolah Menengah Kejuruan Negeri (SMKN 2) Bukittinggi. Temuan penelitian ini menunjukkan bahwa teacher talk lebih dominant daripada student talk karena respon dan inisiatif siswa rendah. Siswa berbicara apabila guru mendorong dan menyuruh siswa untuk berbicara, siswa malu unyuk berbicara menggunakan bahasa Inggris dan siswa takut untuk membuat kesalahan. Kategori yang dominant digunakan guru dalam teacher talk selama aktivitas belajar menagajar di ruang kelas berdasarkan sistem kategori FLINT adalah memberi informasi, memberi arahan, dan memberi pertanyaan. Disimpulkan bahwa teacher talk  mendominasi bentuk interaksi di ruang kelas. Bahkan, meskipun guru telah melibatkan siswa selama proses belajar mengajar, namun sebagian siswa masih bersikap secara pasif di dalam kelas.

Keywords: interaksi kelas, FLINT kategori sistem, teacher talk, student talk

Abstract

The classroom interaction management during the teaching and learning process in the classroom is very important to achieve the objectives of learning English. Nevertheless, the preliminary studies indicated that teachers dominate when speaking in the classroom rather than students do. Therefore, the purpose of this research is to find out the reason of English teacher talk is more dominant than students talk and the category which is dominantly used in class based on the FLINT category. The design of this research is descriptive qualitative. The data collected through observation and interviews. FLINT (Classroom Interaction, Foreign Language Interaction) category system was used to analyze the data.  The English teacher and students in the tenth grade majoring in Office Automation and Governance (OAG) at State Vocational School (SMKN 2) Bukittinggi became the informants of the study. It was found that teacher talk was more dominant than students talk because of low student response and initiative. The students speak when the teacher encouraged and got them use the target language. They were being ashamed and afraid to make mistakes in using the target language.  The dominant categories which were found in teacher talk during the teaching and learning process according to the FLINT category system were giving information, giving directions, and asking questions.  It was concluded that it was teacher talk dominated the interaction in the classroom. In fact, even though the teacher has involved students during the teaching and learning process, some students were still passive in the classroom.

Kata Kunci: classroom interaction,  FLINT system analysis, teacher talk, student talk