UNSPECIFIED (2010) Teacher's interaction patterns in senior high school EFL classes (a case study at SMAN 2 Jember) / Hanafi. Doctoral thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Teachers have their own ways to communicate messages to the students in the classroom. In general teachers communicate the messages by implementing interaction patterns in the form of verbal behaviors and non-verbal signals. The non-verbal signals usually occur together with verbal behaviors since the use of non-verbal signals can help the teachers to make the students understand the messages more easily. The general problem of this study is What are the characteristics of the teacher s interaction patterns in Senior High School EFL classes It is elaborated to the specific problems namely (1) What kinds of English verbal behaviors and non-verbal signals does the teacher use in communicating messages in EFL classes (2) How do the non-verbal signals used by the teacher in communicating her messages in EFL classes support the verbal behaviors (3) How does the teacher solve the problems of ineffective communication in communicating her messages to the students (4) How do the teacher s strategies succeed in negotiating meaning with the students and (5) How does the teacher cope with the learners errors in using English to respond to her messages. This study intends to explain the characteristics of the teacher s interaction patterns in EFL classes of SMAN 2 Jember. More specifically this study intends to explain the kinds of English verbal behaviors and non-verbal signals the teacher uses in communicating messages in EFL classes how the non-verbal signals that are used by the teacher in communicating her messages in EFL classes support the verbal behaviors the techniques the teacher uses to solve to the problems of ineffective communication how the teacher s strategies succeed in negotiating meaning with the students and how the teacher copes with the learners errors in using English to respond to her messages. This study is a qualitative study in the form of case study with an English teacher at Public Senior High School 2 Jember as the subject of this study. Observation was done when she was teaching English in the classroom. The data obtained are in the form of verbal behaviors and non-verbal signals of the teacher and the students . The data are then transcribed and analyzed to find the interaction patterns the teacher uses to communicate the messages. The key instrument is the researcher himself. The procedure of data analysis suggested by Miles and Hubermann (1994) is employed in this study. The results of the study reveal that the English teacher implements interaction patterns in various types of communicative strategies to convey her messages in the form of verbal behaviors and non-verbal signals. They are used in the teaching learning process in the context of interpersonal communication scaffolding moves negotiating meaning and responding to errors. Related to the research problem number one the result of this study shows that the verbal behaviors used by the teacher are in the form of (1) opening channel (2) back channeling signal (3) turning over signals (4) bracket signals and (5) preempt signals. The non-verbal signals related to the research problem number two are in the forms of (1) kinesics (2) proxemics (3) haptics (4) vocalics (5) chronemics and (6) artifacts. Related to the research problem number three the scaffolding functions used by the teacher are in the form of seven different instructional scaffolding techniques namely (1) modeling of desired behaviors (2) organizing (3) explaining (4) verifying students understandings (5) eliciting (6) providing wait time and (7) code switching. Related to the research question number four about the strategies used by the teacher to negotiate meaning the results of the study show that the teacher uses seven types of moves in negotiation with the students. The moves used are (1) the use of body language (2) use of predictability (3) use of input modifications (4) clarification request (5) repetition (6) meta- linguistic clues and (7) elicitation. Concerning with research problem number five about how to cope the learners errors the results of the research show that in responding to the learners errors the teacher uses six strategies. The strategies are (1) modeling correct form (2) repeating faulty form (3) prompting correct form (4) explaining correct form (5) (re) stating question/prompt and (6) telling students what to say. Among the six moves the most favorable use is explaining correct form. The results of this research have some contradiction with the results of previous study. The above findings are not in favor of the previous finding by Usadiyati (2005) and Kasim (2003) that the use of code switching is to elucidate a complex concept. This study found that code switching is not merely used for explaining an important and complex concept but it is also used for organizing the class and verifying the students answers. Other contradiction is related to the use of modeling correct form as an alternative to cope with the student error. Nystorn (1983) stated that the modeling correct form the first alternative to cope with the students error. But the results of this study show that this study does not favor of modeling correct forms . The results of this study show that the use modeling correct forms is done only once from all the data collected. On the contrary the use of explaining correct form is more favorable. Based on the research findings and discussions it is concluded that the English teacher implements interaction patterns in various types of communicative strategies to explain her messages in the form of verbal behaviors and non-verbal signals. The way the teacher uses the patterns is various depending on the situation she faces. Both verbal behaviors and non-verbal signals are always used concomitantly for making the students understand the messages communicated. Furthermore from the results of the research several suggestions are presented. For the English teachers who are teaching in the Senior High Schools they should make further improvements and variations in teaching learning process for the sake of keeping the students motivation. For English Department and English Teachers Profession (MGMP) it is suggested that the institution always improves teachers teaching competence. For the future researchers focusing on teaching learning process in EFL class it is suggested to make more research in interaction patterns for improving the results of the previous research.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S3 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 01 Feb 2010 04:29 |
| Last Modified: | 09 Sep 2010 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/64475 |
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