CHAPTER
I
INTRODUCTION
A. BACKGROUND ISSUES
In Indonesia, English
as the foreign language that was taught in every school from the elementary to
the university level. The study of foreign language as the main lesson for the
students who learn their first foreign language. They study it by mastering the
four basic languages namely: listening, speaking, reading and writing. The
first is mastering listening skill. Students listen to every sound in the
environment. The second is mastering speaking skill. In this step, they try to
practice what they listen. The third is mastering reading skill. Usually they
start learning this skill when they study in kinder garden or elementary
school. The fourth skill is mastering writing skill. Those are four language
skills which should be started by people when they study language.
In the practice of our
English language teaching and learning, lack of interaction is a common thing.
As a matter of fact, most teachers in Indonesia are confronted with
awkwardness: most of the learners sit looking straight ahead and use minimal
facial expressions, gestures and verbal utterances; most of the learners seldom
ask questions, make comments and respond with nods and shakes of the head, with
the sounds of agreement or sounds of understanding; some learners always keep
their heads down and remain silent when asked questions or assigned to group
work. Therefore, this paper focuses on the understanding classroom interaction
in foreign language teaching, and puts forward the strategies for implementing
classroom interaction.
B. PROBLEM FORMULATION
Based on the introductory explanation
above the problem formulation of this paper is
1.
What is the meaning of Classroom
Interaction?
2.
What are the types of Learning model?
3.
How is the implemantation of learning
model in the class.
C. PURPOSE OF THE PAPER
The purpose of this paper is to help the
students to understand about classroom interaction
CHAPTER
II
CLASSROOM
INTERACTION
A. UNDERSTANDING OF CLASSROOM
INTERACTION
There are three source
that we found to understand about classroom interaction. The first definition
of Interaction in the classroom is an essential part of teaching learning
process. Interaction or human interaction has been defined as a process whereby
two or more people engaged in reciprocal actions. This action may be verbal or
nonverbal (Celce-Murcia, 1987)
Allwright and Bailey
(1991:25) stated that through classroom interaction, the plan produces outcomes
(input, practice opportunities, and receptivity). It can be concluded that
interaction plays very important role in teaching-learning process.
Classroom Interaction
is a practice that enhances the development of the two very important language
skills which are speaking and listening among the learners. This device helps
the learner to be competent enough to think critically and share their views
among their peers. (http://www.examiner.com/article/classroom-interaction-part-1-definition-objectives-types-teacher-s-role-and-merits)
Based on thus resources,
the author concludes the definition of Classroom Interaction is part of
teaching learning process that plan produces outcomes (input, practice opportunities, and receptivity) and develop of the
two very important language skills which are speaking and listening among the
learnes.
B. TYPES OF CLASSROOM INTERACTION
According to the
participants in classroom interaction: the
teacher and the learners, classroom interaction is classified into two
categories: teacher-learner interaction, learner-learner interaction.
1.
Teacher-learner
interaction has broad sense and narrow sense. In broad sense, teacher-learner
interaction is the interaction between the teacher and learner. In narrow
sense, it is the interaction between the teacher and learner or the teacher and
learners in teaching situation.
2.
Learner-learner
interaction is based on peer relationships, which allows the maximum degree of communication.
Carefully structured learner-learner interactions provide a forum for extended,
meaningful exploration of ideas, which exposes learners to more varied and
complex language from their peers than does traditional teacher-fronted
classroom interactions. Through interaction with other learners in pairs or
groups, learners can have more opportunities to make use of linguistic resources in a relaxing and uncontrolled manner and use them to complete
different kinds of tasks. There
are different types of classroom interaction we can use to vary our lesson
plan.
·
Teacher-centered
activity is when the teacher controls the group. This can consist of lecturing,
explaining a new grammar concept on the board, having a whole-class discussion,
choral drilling or asking individual students questions. Alternatively,
students can work individually, in pairs or in groups.
·
You
can even have the entire class working together on a project or game, with you
as the teacher simply in the role of facilitator. At times you can assign a
student to be in charge of running a game, and you can sit with the class and
be a participant. Mixing up the types of classroom interaction used in your ESL
class can help students stay attentive and interested.
C. EXAMPLES OF LEARNING MODEL
Some students think that learning english is difficult, however they
don’t like to folllow the english lesson. It is might caused by kind of
activities that did not make them interest. Some teachers did not give an
activity that make them enjoy to follow the english lesson. Actually there
are many activities to promote the english lesson that can used by teacher
to make their students enjoy. If all the students are participating fully and
if the teacher has set up the activity properly and can then give
sympathetic and useful feedback, they will get tremendous satisfaction
from it. Here some
learning models that can motivate students.
1. Collaborative Learning
Collaborative learning is a situation in which two or more people learn
or attempt to learn something together.[2] Unlike individual learning, people engaged in
collaborative learning capitalize on one another’s resources and skills (asking
one another for information, evaluating one another’s ideas, monitoring one
another’s work, etc.).
2. A
soliloquy
A soliloquy (from
Latin solo "to oneself" + loquor "I talk") is a device often
used in drama when a character speaks to himself or herself, relating thoughts
and feelings, thereby also sharing them with the audience. Other characters,
however, are not aware of what is being said. A soliloquy is distinct from a monologue or an aside: a monologue
is a speech where one character addresses other characters; an aside is a
(usually short) comment by one character towards the audience.
3.
Reading Aloud
Reading aloud is a classroom activity in
which one person is reading while others listen. Reading aloud may be performed
by the teacher or student. Reading aloud may be performed by a single person or
by a group taking turns. This form of highly structured classroom interaction
allows all students to be focused at exactly the same point in a reading. This
allows students to easily focus on vocabulary and pronunciation.
4.
Classroom conversation
Classroom conversation is a form of
classroom interaction in which students in the class discuss a given topic. The
conversation may be held across the whole class or in smaller groups.
Conversation is an important form of classroom interaction because it helps
students develop their language skills. In a conversation, students may apply
the skills and knowledge they have acquired in the class, making classroom conversation
a practical form of interaction.
5.
Role-playing
Role-playing is an activity in which students take on given or
chosen roles and act out a scene with others. This form of interaction lends
itself to almost any situation, and the only restriction is a student's
imagination. Role-playing allows students to demonstrate their creativity and
knowledge about their roles, and it allows students to think outside of the
constraints of the classroom and consider how they might apply the learned
material to the real world. This form of interaction can integrate different
subjects into one activity.
6.
Question-and-Answer
Question-and-answer is a traditional form of classroom interaction
in which a teacher or student explains and poses a question for the other.
Questions asked by the teacher are usually for the purpose of assessment, while
questions asked by the students are usually for obtaining new information. The
Socratic method is also a form of question-and-answer interaction. The Socratic
method is a form of asking questions with the intent of leading students to
discover the answer themselves. Question-and-answer as a form of interactive
learning allows students to have a large influence on the agenda of the
classroom, because it allows them to freely express their thoughts and
feelings.
D. ROLE PLAY
Based on the explanation above, we choose role play to be our
discuss material. We know that role is the fun games for learning english very
well. And all of students are able to enjoy the class. Many students derive great benefit from role play.
Students simulate a real life encounter(such as a business meeting, encounter
in an aeroplane cabin, or an interview ) as if they were doing so in the real
world, either as themselves in that meeting or aeroplane, or taking on role of
a character different from themselves or with thoghts and feelings they do not
necessarily share. Simulation and role play can be used to encourage general
oral fluency, or to train students for specific situation.
Therefore, we decide the good steps for doing role play in the classroom.
- Define Objective
The details of
what you need to do depend entirely on why you want to include role-playing
exercises in your course.
·
What topics do
you want the exercise to cover?
·
How much time do
you and your class have to work on it?
·
What do you
expect of your students: research, reports, presentations?
·
Do you want the
students role-playing separately or together?
·
Do you want to
include a challenge or conflict element?
- Choose Contex and Roles
In order to prepare for the exercise:
·
Decide on a problem related to the
chosen topic(s) of study and a setting for the characters. It is a good idea to
make the setting realistic, but not necessarily real. Consider choosing and
adapting material that other instructors have prepared.
·
If the characters(s) used in the
exercise are people, define his or her goals and what happens if the character
does not achieve them.
·
You should work out each characters'
background information on the problem or, better yet, directions on how to
collect it through research. If possible, prepare maps and data for your
students to interpret as part of their background information rather than the
conclusions upon which they would ordinarily base their decisions (especially
if the characters are scientists).
- Introducing the exercise
Engage the
students in the scenario by describing the setting and the problem.
·
Provide them
with the information you have already prepared about their character(s): the
goals and background information. It needs to be clear to the student how
committed a character is to his/her goals and why.
·
Determine how
many of your students have done role-playing before and explain how it will
work for this exercise.
·
Outline your
expectations of them as you would for any assignment and stress what you expect
them to learn in this lesson.
·
If there is an
inquiry element, suggest a general strategy for research/problem solving.
- Cocluding Discussion
Like any
inquiry-based exercise, role-playing needs to be followed by a debriefing for
the students to define what they have learned and to reinforce it. This can be
handled in reflective essays, or a concluding paragraph at the end of an
individual written assignment, or in a class discussion. The instructor can
take this opportunity to ask the students if they learned the lessons defined
before the role-play began.
5. Assessment
Generally, grades are given for written
projects associated with the role-play, but presentations and even involvement
in interactive exercises can be graded. Special considerations for grading in
role-playing exercises include:
·
Playing in-character
-
Working to further the character's goals
-
Making statements that reflect the
character's perspective
·
In an interactive exercise, being
constructive and courteous
·
For many assignments, being able to step
back and look at the character's situation and statements from the student's
own perspective or from another character's perspective.
CHAPTER III
CONCLUSION
Classroom interaction is vital to improve the effect of language classroom
teaching and learning.
It is hoped that these methods will be used in further
English language teaching and will guide
English teacher applying in their teaching. Moreover,
the paper hopes to reduce the gaps between
theories and practice and to be useful to the
perfection of our country’s English teaching.
REFERENCES
Xiaolin Jia, The Application of Classroom Interaction in English Lesson, International Conference on Education Technology and
Information System (ICETIS 2013), China.
Kilickaya, Ferit. Authentic Materials and Cultural
Content in EFL Classrooms,
(Turkey: Middle East Technical University), accessed
from http://iteslj.org/Techniques/Kilickaya-AutenticMaterial.html
Steve
Walsh, Conceptualising Classroom Interaction Competence, Novitas-ROYAL (Research on
Youth and Language), 2012, 6 (1), 1-14.
Dr Vuyokazi Nomlomo, Classroom interaction: turn-taking as A pedagogical strategy, University of the Western Cape, 2010
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