An analysis on the speaking classroom interactions at the tenth grade of SMA Negeri 7 Surakarta in the academic year 2006/ 2007

Oleh :
Tias Risaning Asmara - K2202541 - Fak. KIP

ABSTRAK This study is concerned with the interaction analysis on the speaking classroom for the tenth grade students of SMA Negeri 7 Surakarta. It concentrates on the percentage of teacher talk time and students talk time in the speaking classroom interactions. The other dimension explored by the writer is to find out the pattern of interactions. More specifically, she also presents the kinds of problems occurring in the speaking classroom interaction. This research is done using qualitative method. Therefore, the data are analyzed and interpreted in descriptive method. The writer conducts the observation on teaching-learning process of speaking at SMA Negeri 7 Surakarta on February – March 2007. The observations are held three times. Each of the observation is recorded and then is changed into transcriptions. The writer takes three components as the sources of data in this research: (1) events, (2) informant, and (3) written documents. The instruments of collecting the data are observations, interview, and documents. In analyzing the data, the writer uses ‘interactive model of analysis’ that includes three main components, namely the reductions of the data, the display of data, and drawing conclusion. The result of the research shows that the percentage of teacher’s talk time is higher than students’ talk time in the speaking classroom interactions. Teacher’s talk time is 62.3%, while the students’ talk time is 22.3%, the rest percentage goes for confusion, silence, and laughter. The teacher takes most of the time, he initiates the major of interaction by asking questions (category 4), giving explanations (category 5), giving directions (category 6), and praising or encouraging (category 2). The interaction pattern happening in the classroom shows that the teacher is active while the students are passive. His open-ended questioning is the most pattern of interaction happening in the speaking classroom. The teacher dominates the classroom organization by giving questions to his students in order to increase the students’ response. The writer also finds some factors which become problem in realizing a good teacher-students interactions. The problems are in the students’ awareness, problems in vocabulary mastery and problems in grammar mastery. Based on the result study, the writer suggests that hopefully the teacher and the students would improve the quality of their interactions. The teacher should create the classroom interactions in which a good interaction can take place. He should also create some activities which lead toward greater communicative ability. On the other hand, the students should be more active and ‘throw away’ their anxiety in expressing their speaking skill.