THE CLASSROOM INTERACTION BETWEEN A TEACHER AND THE TENTH GRADE STUDENTS AT SMA
CHAPTER I
INTRODUCTION
This chapter present background of the research,
limitation of the problem, formulation of the problem, objectives of the
research, and significance of the research.
A. Background of the Research
As an international language, English has important role
in the world. Most people use English to communicate among people with different
background of language from many part of the world, as a mean to gain
knowledge, information, science, technologies and other. Harmer (2007:11)
stated that many people learn English because they think it will be useful in
some way for international communication, wish to learn to speak, read, listen and
write the language effectively for wherever and whenever things might be useful
for them.
Since become an urgent need in Indonesia English has been
taught at every level of education as the first foreign language. It is taught
from kindergarten level, elementary school, junior high school, and senior high
school even in the university level, in order to introduce the learner about
English as a world language early on.
The objectives of English teaching cover the four language
skills namely: listening, speaking, writing, and reading through the mastery of
the language components: vocabulary, grammar, and pronunciation. As we know
that final result of teaching is affected by some factors, they are: learners, the
teacher, time allotment, material, the use of visual aid, methodology, teaching
material and interaction between the teacher and students in the classroom.
Interaction is one important point of successful in teaching
learning process, because interaction is a collaborative exchange of thought,
feeling or ideas between a teacher and learner or a learner and other learner
resulting in reciprocal effect on each other. Thus, interaction in a language
classroom is a process of learning language. The classroom is a place promoting
and facilitating the learning process: the assimilation of input, the
conversion of input into output, the production of output, and the activation and
enlargement of the IL system through interaction. Learners with their multiple facets
of differences manifest distinct features of undergoing the learning process, interacting
with the learning environment in specific ways.Sometimes the middle ground is sought
and negotiation has to be reached for the solution of contradictions between the
individual and the whole and among individual students.
In the classroom setting the amount and types of
interaction can be altered through different means: different tasks may give
rise to different patterns of interaction. Information gap activities are
commonly used to elicit student interactions. Information-gap activity involves
the transfer of given information from one person to another, or one place to
another, or one form to another. In the process of fulfilling such kind of
tasks the learners have to use language for real communication. However, it can
hardly be said to be true that language development problems will be solved by the
mere increase of the amount of interaction. The qualitative differences between
interactions should also be taken into consideration. The type and quantity of
interactions in classroom vary form one class to another. The oral class
possesses more interactions and attaches great importance to real use of
language while the grammar class may involve less interactions and the chances of
using language for real communication are reduced. The variations in
interaction are largely attributed to the teacher’s effort, but the teacher’s
decisions to vary interactions are not made arbitrarily. His decision should be
based on the basic types of CI which are indispensable for any class to be
successful.
The characteristics of these basic patterns require their
integration in different ways. Besides, he has to consider students’
characteristics, the subject matter, and many more. Teaching process actually
gives a chance for learners to ask, to guess, to think and even to discuss the
course material in order to make an interaction between students. In the
classroom interaction, it includes all of the classroom events, both verbal and
non – verbal interaction. The verbal interaction take place because of the teacher
and learners talk, while non – verbal interaction covers gestures or facial expression
by the teacher and learners when they communicate without using words. Richard (1992)
states that, classroom interaction is the pattern of verbal and non verbal
communication and the types of social relationship which occur within
classroom.????
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