Classroom Interaction
Classroom interaction is collaborative exchange of thought,
feeling, or ideas between two or more people resulting in reciprocal effect on each
other in other ways the action performed by the teacher and the students during
instruction interrelated. The New Oxford Dictionary of English defines the noun
interaction as a reciprocal action or influence. Therefore interaction is more than
action followed by reaction. It includes acting reciprocally, acting upon each
other.
One of the purposes of learning language is for
communication, so there are some ways for keeping students’ opportunities to the
exposure of the target language: ”the teacher should speak English for the majority
of the time so that the students are constantly exposure to how English sounds and
what it feels like” (Harmer, 2007: 179). For organizing the lesson clearly, teacher
have to able to choose the appropriate words and clear examples or
ilustralions, besides, presenting the information more than once may increase
students’ understanding of certain topic.
In other hands, classes are sometimes criticized because
there is too much TTT(Teacher Talking Time) and not enough STT (Student Talking
Time). Overuse of TTT is inappropriate because the more a teacher talks, the
less chance for students to practice their own speaking, and it is the students
who need practice, not the teacher. For the reasons, a good teacher maximize STT
and minimize TTT (Harmer,2007: 38).
According to Chaudron (1998:10) classroom interaction covers
classroom behaviors such as turn-taking, questioning and answering, negotiation
of meaning and feedback. In addition, Brown (2001: 165) describes the term of
interaction as the heart of communication, it is what communication is all
about. Interaction occurs as long as people are communicating each other and giving
action and receiving the reaction in one another anywhere and anytime, including
in the classroom setting. Thus, Interaction between students and teacher is fundamental
to the learning process.
Brown (2005,69) emphasized that the most important key to
create an interactive language classroom is the initation of interaction by the
teacher. One of the best ways to develo the teacher’s role as an initiator
sustainer of interaction is to develop a reportaire of questioning strategies.
He also asserts that the appropriate questioning in an interactive classroom
can fulfill a number of different functions as presented below.
a.
Teacher’s
questions give students as input and opportunity to produce languagecomfortably
without having to risk initiating language themselves.
b.
Teacher’s
questions can serve to initiate a chain reaction of student interaction among them.
c.
Teacher’s
question give the instructor immediate feedback about the students’ comprehension.
d.
Teacher’s
question provide students with opportunites to find out what they think by hearing
what they say.
Those types of question are:
a.
Knowledge
question: eliciting factual answer, testing recall and recognition of information.
b.
Comprehension
question: interpreting, extra polating.
c.
Application
questions: applying information heard or read to new situations.
d.
Inference
question: forming conclusion that are not directly stated in instructional materials.
e.
Analysis
questions: breaking down into parts, relating parts to the whole
f.
Synthesis
questions, combining elements into a new pattern.
g.
Evaluation
questions, making a judgment of good and bad, right or wrong, according to some
set of criteria, and stating why.
From the statements above we know that interaction in the
classroom is fundamental, because without it teaching learning process in the
classroom will not exist. A good interaction will make messages transmission success
and create a good interpersonal relationship between the teacher and students,
so the students achievement in language acquisition can be increased. Finally
it can be conclude that basically interaction is a systematic and collaborative
activity that requires both the addressor and addressee to exchange ideas or message
and negotiate their meaning either by using verbal or non-verbal meaning.
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