CHAPTER I

INTRODUCTION

1.1Background of the Study

English is one of the international languages. It has an important role in

the world. Most people use English to communicate with other people from other

countries. Science, technology, art and culture development also cannot be

separated to the role of this language. For those reasons English has been taught at

every level of education in Indonesia as the first foreign language (Ramelan,

1992:3).

Since English has become an urgent need in Indonesia as a means to

develop Indonesian people quality, it is taught earlier at school beginning from

elementary schools as a local content up to third grade of senior high schools. But

unfortunately even though various methods and approaches have been tried out to

reach the purpose, the result has not been satisfactory yet.

The objectives of English teaching cover the four language skills:

listening, speaking, writing, and reading through the mastery of the language

components: vocabulary, grammar, and pronunciation.

As we people 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 viewed as significant as it is argued that:

a. only through interaction can the learners decompose the target

language structures and derive meaning from classroom events

b. interaction gives learners the opportunities to incorporate target

language structures to their own speech (the scaffolding principle)

c. the meaningfulness for learners of classroom events of any kinds

whether thought of as interactive or not, will depend on the extend to

which communication has been jointly constructed between the

teacher and the learners (Craig Chaudron, 1998 : 10)

From the statements above it can be inferred that classroom interaction

includes all of the classroom events, both verbal interaction and non-verbal

1interaction. The verbal interaction takes 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. These two

kinds of talk are important; they dominate the classroom events and influence

students foreign language acquisition. Learners learn not only through

comprehensible input but also their own output. But a good lesson is not one in

which students do all or even most of the talking. Some lesson may be good if

they are carefully structured in such away that students do a good deal of talking

and at the same time get a lot of feedback from the teacher, both formally and

informally. But this is by no means true for all lessons.

One of the guidelines to analyze the interaction activities is by using

Flanders Interaction Analysis Categories (FIAC). FIAC is a concept which states

that teaching will be effective depending to a large degree on how directly and

indirectly teachers influence the learners behaviors.

Based on the FIAC, there are three categories in the classroom interaction,

they are: teacher talk, students talk, and no/all talk. Teacher talk includes accept

feeling, praises, accept/ uses ideas of students, ask question, lecturing, giving

direction and criticizing. Student talk includes student talk response and student

talk initiation. And no/all talk is the situation which is in silence.

(Allwright and Bailey, 1991: 202)

It is clear that the active role of both the teacher and learners is absolutely

needed to create a good interaction because everyone will learn something better

if he experiences it by himself. The learners have to learn the knowledge about

English from the teacher, be active in responding the teachers questions, and

introducing their own ideas. Besides, the teacher must be creative in using

teaching methods and techniques to support his talk in order to be interesting to be

learned by the learners. Those are not easy tasks for many teachers, because as

Goodman said that language appears sometimes to be so easy to learn and at other

times so hard (Goodman, 1986:39). If the teacher fails, he cannot achieve the

teaching-learning objectives.

With all of these backgrounds, I want to study the teacher and learners talk

in the classroom interaction in the English classroom at SMP N 2 Cepiring,

Kendal, in academic year 2007/2008.

21.2 Reasons for Choosing the Topic

To get a better result on English teaching, the teaching English at senior

high school has to be developed by improving the quality of the teacher and
learners talk because they will govern the classroom behavior. Now formal

schools in Indonesia use a dynamic curriculum, which is Curriculum Based

Competence that demands both the teacher and learners to be active. Its emphasis

is on process of gaining knowledge and applying the skill of the students, here the

teacher is a facilitator. For this purpose, problems in the teaching process on a

study needs to be conducted.

I chose the teacher and learners talk in the classroom interaction based on

the FIAC as the topic of this final project with the following considerations:

a. The teacher and learners talk is very important in teaching and they affect the

students acquisition.

b. Through the learners talk, students can apply and practice the language

according to the knowledge they got from the teacher.

c. Through the teacher talk, the teacher can realize his role and what he is going

to do, because in fact there are still many teachers teach their learners without

pay attention to teacher talk aspects and learners involvement.

d. There are several methods of classroom interaction analysis, some of them

are: Flanders Interaction Analysis Categories (FIAC), Foreign Language

Interaction Analysis (Flint) System, Brown Interaction Analysis System

(BIAS) and Fanselows Foci for Observing Communication Used in Setting

(FOCUS). FIAC is the simplest one to be the method of this study.

e. I wish to know and observe the language used by the teacher and learners

while they do interaction in the classroom.

1.2 Statement of the Problem

The problem that is discussed in this paper can be stated as follows:

a. How is the interaction between the teacher and learners conducted in the

classroom?

3b. What language do the teacher and students use in the classroom interaction

and why?

1.3 Objectives of the Study

The Objectives of the study are:

a. To describe the interaction between the teacher and learners while they are in

the classroom.

b. To identify Indonesian or English language used most by the teacher and

students in the classroom interaction.

1.4 Significance of the Study

After doing the research, I hope to get an insightful knowledge of

teaching, especially the teaching of English to junior high school students. I also

hope that the result would contribute to the development of English teaching in

Indonesia. The teacher should increase indirect-influence talk which includes

acceptance of learners, teacher should encourage and criticized also reminded, in

that way the interaction can be more effective. Teacher should reduce the use of

mother-tongue especially teacher as a model, she/he should enrich his/her

knowledge.

1.5 Organization of the Presentation

Chapter I Introduces the Background of the Study, because I have

reasons for choosing the topic that makes statement of the

Problem, and what are objectives of the study and significance of

the study.

Chapter II Discusses Review the related Literature that include;

Theory of Language and Theory of Language Learning, The

Relationship between Theories, how is Teaching English in Senior

High School, Learner Talk and Teacher Talk, and The Interaction

in the Classroom and there is Flanders Interaction Analysis

Categories (FIAC).

4Chapter III I describe how the method of Investigation which include

was: The approach, the Research Site, and the Activity Center. The

point is the Subject of the Study, the Type of Data, the Techniques

of Data Collection, Classroom Observation, The Interview, The

Procedure and the last, Procedures of data Analysis.

Chapters IV are Results of the Study with the Classroom Organization,

The Classroom Activity, Description of Interaction, etc.

Chapter V is conclusion and Suggestion.

 CHAPTER II

REVIEW OF RELATED LITERATURE

2. 1 Theory of Language

Language cannot be separated from human life. It is one of society

equipments. Ramelan states that:

...language is a system of arbitrary vocal symbols by which human being

cooperate and interact,...

(Ramelan, 1980:9)

Based on the statement, it can be said that the major function of language toward

human life is for communication. When people communicate, they use language

to accomplish some purposes such as arguing, persuading, or promising.

Language allows people to say things to each other.

Another definition which supports the idea above is the definition from

Carrol cited in Ramelan.

Language is an arbitrary system of speech sounds or sequences of speech

sounds which is used or can be used in interpersonal communication by an

aggregation of human beings, and which rather exhaustively catalogs

things, processes, and events in the human environment.

(Carrol cited in Ramelan, 1980:65)

From the definition above, it is clear that there is a close relationship between

language human being and society. Language distinguishes human from other
creatures in the world. Human can create language so that there is a culture in

their life.

People need to communicate with other but they cannot do that smoothly,

unless there is a means of communication, which is language, which is understood

6by them. All normal people in a community understand and speak well enough

their language to carry out every activity. However some people in that

community cannot read or write, but by using the language they are still able to

cooperate with other.

According to Finnochiaro, as quoted by Brown (1980:4), language system

of arbitrary, vocal symbols which permits all people in a given culture, or other

people who have learned the system of that culture to communicate or to interact.

In fact, we use languages to transmit every single message in our minds through

the use of verbal or non-verbal symbols, oral or written.

In the process of using language in communication, both speaker and

hearer negotiate the meanings. Therefore, there is a relationship between what is

said by the speaker and what is heard by the hearer.

Language is said to be social because it is used in social interaction which

usually involves at least two problems, the speaker and the hearer. It is true that

the interaction between speaker and hearer makes the meanings become clear. The

hearer gives the speaker a feedback as to whether or not he understands what the

speaker has said. In this way, the speaker can revise what he has said and tried to

communicate his intended meaning again, if necessary. A communication is

successful when the hearer understands what speaker says, and in turns the

speaker understands as the hearers response to it.

72.2 Theory of Language Learning

Language learning is a process. A child learns his first language step by

step. Since he does not go to school at his age, he does not learn his first language

by studying the rules formally, but through experience. Concept development of

language goes along with the experience.

Brown (1980:8), states that learning is acquiring or getting of knowledge

of a subject or skill by study, experience, or instruction. According to this

definition, knowledge or skill about language use can be gained by the learners

through the study in the classroom or through experience in his life. During the

process of learning, there are changes of learners behavior. They will get the

knowledge or skill that they have not had before as the result of learning. Kimbley

and Garmezy, as quoted by Brown (1980:7), states that learning is a relatively

permanent change in a behavioral tendency and is the result of reinforced practice.

The changing of learners behavior and knowledge will depend on the effort as of

both the teacher and the learners. If the teacher uses appropriate methods in

teaching, it will be easier for the learners to study the materials. In this case of

learning, the learners study the material consciously and practice it in order to get

good results.

From the explanation above, it can be inferred that learning:

a. is acquiring or getting knowledge;

b. is getting information or skill;

c. involves active and conscious efforts, inside or outside of the classroom;

d. is relatively permanent, but subject to forgetting;

8e. involves some form of practice, perhaps reinforced practice;

f. is a change in behavior.

2.3 The Relationship between Theory of Language and Theory of Learning

As part of the communication, speaking is regarded more representing

what the speaker wants to say. By speaking, one can express his minds, ideas, and

thoughts freely and spontaneously. It is not limited by rules of a language as in

written languages. Spoken languages have already been used far before the

written languages are found and used as a means as communication.

In the process of learning in the classroom, both the teacher and the

learners use the language to interact with one another. The language used is

mostly spoken. In this case speech has the priority in language teaching. One of

the principles of the language teaching is that spoken language is primary, and this

should be reflected in an oral-based methodology. This principle is supported by

Brook, who as quoted by Richard, et. al. (1986:49), argues that the primarily

medium of language is oral. Speech is language, and since many languages do not

have a written form, and since we learn to speak before we learn to read or write,

it is argued that language is primarily what is spoken and only secondary what is

written.

From the explanation above, it can be concluded that in learning a

language, the students must learn the spoken form first and written form later.

It has been mentioned before that learning is a process. At the level of

process we distinguish between acquisition and learning. Acquisition refers to the

9natural assimilation of language rules through using the language for

communication. The learners acquire the language through a drill or

memorization. On the other hand, learning refers to the formal study of language

rules, and it is a conscious process.

There are many kinds of methods in language teaching, but there is no best

method of teaching or any method that will suit all occasions. In almost every

instance, to be maximally successful, the teaching method used should be tailored

for the specific teaching-learning situation. A teacher has to use a multi-method in

purpose to get good teaching result. Methods cannot be separated from one

another, but should be used to supplement each other.

2.4 Teaching English as a Foreign Language in Junior High School

A lot of people speak more than one language in order to communicate

with other people from different parts of the world. In Indonesia, English is taught

as a compulsory subject in the junior and senior high school, including the

vocational school. And now English is also taught in many elementary schools as

a local content.

For Indonesian learners, English is a new language so that they find it

difficult to learn. The other reason is that they have spoken their native language

previously which will interfere with their acquisition of the new language. It can

be shown by the fact that the students tend to transfer their native language rule to

the new language they are learning. Considering the differences between the two

10languages, it is understandable that the students always encounter problems

dealing with vocabulary, structure, spelling, pronunciation, and the like.

Between the ages 10 and 18 the range of the middle and secondary-school

years-boys and girls move from childhood to young adulthood. It is no wonder

that the lives of teenagers are full of complexities and enigmas. The business of
growing up is a complicated one. Adolescents are torn by many conflicts and

many moments of indecision, because as Harmer says that adolescent is a period

where someone is searching for individual identity and that this search provides

the key challenge for this age group. Identity has to be forged among classmates

and friends (Harmer, 2001:39).

Diagnosis of adolescence is complicated by the fact that the characteristics

of secondary school students in general do not necessarily apply to every

adolescent boy or girl. The characteristics of every individual are very

heterogeneous. Harmer also states that adolescents sometimes can cause discipline

problems and be disruptive in class. It because of the boredom they feel and the

happiness if there is challenge found (Harmer, 2001:39).

However, there is something which is interesting from adolescents. As

Penny Ur in Harmer suggests, teenage students are in fact overall the best

language learners (Harmer, 2001:38). Teenagers have a great capacity to learn, a

great creativity, passionate commitment to things which interest them, and a great

solidarity among classmates. Thus, they have unique characteristics. Teacher has

to be able to use these characteristics and dig their potency through a supportive

11and constructive way, so that besides achieving the goal of teaching learning

process with enthusiasm the learners morally can be good learners.

Based on the reality above, there must be variety in the classroom, such as

variety of activity and variety of organization. Based on this assumption, during

the teaching-learning process, the teacher should sometimes let the learners work

individually, sometimes in pairs, and sometimes in group.

Brown (1980:8) suggests that teaching is guiding and facilitating learning,

enabling the learner to learn, setting the condition for learning. The teacher as
facilitator should give the facility to the learners the learning process. He must

select the teaching material related to the learners need, and arrange them from

the simple to the complex item. Richards et, al. (1992:7) suggest that the

principles of developing teaching materials are:

a. careful selection of what to be taught;

b. improving limits on what is to be taught;

c. arranging what is to be taught in terms of the four skill;

d. grading materials from simple to complex.

A teacher should be able to choose the effective methods of teaching to

expose every particular material, since all methods have their advantages and

disadvantages. This is in line with Harmers (2001:57) opinion that the teacher

has to be able to perform as controller, organizer, prompter, participant, resource,

tutor, observer and model. Here, the teacher has acquired knowledge about

curriculum, teaching methods, subject matter, and child behavior, together with a

12wealth of other particular information resulting from the experience of working

with students in numerous contexts and different materials.

In the teaching learning process the teacher has to pay attention to the

learners personalities or individual differences, because students have different

abilities and points of view, background and experience. So that English as a

foreign language can be enjoyable subject and mastered by the learners well with

pleasure.

2.5 Teacher Talk

Hornby has written that talk has some meanings, they are: a conversation

or discussion, a talking without action, a lecture or speech, formal discussions or

negotiations and a way of speaking (Hornby, 1995: 1220). In the classroom,

teachers make adjustments to both language form and language function in order

to help communication in the classroom. These adjustments are called teacher

talk (www.finchpark.com/courses/glossary.htm). From those meanings, it can be

known that teacher talk is a major way used by the teacher to convey information,

have discussion and negotiations and motivate his students, so he can give the

students knowledge and control their behavior.

It has been said before that teacher and learner talks are the factors that

establish classroom interaction. Both of them must be in balance. Too much

teacher talk will make the students passive and static; they cannot improve their

English acquisition. It will be also bad if the teacher has too little talk, the students

will not get enough knowledge from him. But it is wrong to judge or assess

13teacher talk only by reference to its quantity. It is just as important to assess its

quality.

There are three major aspect of teacher talk, they are:

a. Physiological aspect

This aspect related to the voice produced by the teacher. The teacher has to be

able to control his voice during he speaks in the classroom.

b. Interpersonal aspect

This aspect related to how the teacher speaks with utterances which is

structured appropriately with the situation to the students so it can make a

good classroom climate.

c. Pedagogical aspect

This aspect related to how teacher organize the lesson, so it can create a good

interaction.
(Johnson, et. al., 1986: 70-72)

From the statement above, it can be known that the teacher have to be able

to make his talk balance with students talk, situation and context because it can

affect students language acquisition. As William Ayers says that the focus of

teacher talk is curriculum, instruction and evaluation-the content of conduct of

teaching, so that the teachers ability to combine and apply the three aspects in his

talk is really needed.

142.6 Learner Talk

According to Halliday, children have language development when they

learn language (Halliday, 1986:16). It is same with when they learn foreign

language in the classroom. Firstly they imitate the teacher talk and they need more

time to record every teachers talk that its called silent period, then start to

express their own idea, having discussion, and finally can get their communicative

competence.

Student talk can be said as students speech when he imitates his teachers

examples, expresses his idea or gives comments and criticism about something in

the classroom, because Prabhu said that learners have effort in the language

classroom (Prabhu,1991: 49), but teachers role cannot be separated from their

effort. A good classroom climate will support the students effort.

2.7 Interaction in the Classroom

Classroom interaction is the action performed by the teacher and the

students during instruction interrelated. They interact with one another for a

number of different reason and on a continued basis throughout the school day.

Classroom interaction covers classroom behaviors such as turn-taking,

questioning and answering, negotiation of meaning and feedback (Craig

Chaudron, 1988: 10)

Interaction between students and teacher is fundamental to the learning

process.

(Willson, http:// www.aare.edu.au/ ggpap/ will99741. htm)

15From 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.

2.8 Flanders Interaction Analysis Categories (FIAC)

Flanders Interaction Analysis is a system of classroom interaction

analysis. The Flanders Interaction Analysis Categories (FIAC) consists of ten

categories of communication which are said to be inclusive of all communication

possibilities

There are seven categories used when the teacher is talking and two

categories when the learner is talking. In his pioneering work, Flanders used the

term Interaction Analysis for his ten-category observation schedule that he had

designed for general educational purposes, to be relevant to a variety of lessons

rather than for any subject in particular. In his work, he combined a politically

powerful idea with a very practical simplicity. The powerful idea was that the
teaching was more or less effective depending on how directly or indirectly

teachers influence learner behavior.

CHAPTER III

METHOD OF THE INVESTIGATION

To achieve the goals specified in chapter I, I conducted research in junior

high school classroom. The research method I used will be described in the

subsequent sections of this chapter, which include discussion of the approach, the

location, the subject of the study, the type of the data, and the techniques of data

gathering. The procedures collecting data activity and procedures of data analysis

will also be discussed.

3.1 The Approach

The goal of the study was to get a clear description of speech strategies

using by teacher and learners which constituted the teaching-learning process in

an English classroom. Since the speech strategies was a process which involved

human behavior in its natural setting the writer decided to make use of the

qualitative approach to the study. As Nunan (1992:4) suggests, qualitative

methods, concern with the understanding of human behavior from the actors own

frame of reference, exploratory, descriptive and process-oriented.

3.2 The Location

The research was centered at the Arts and Languages Faculty, the state

university of Semarang (known as UNNES) in which I am studying. The

17university campus is located in Gunungpati regency, in the municipality of

Semarang.
The data collection activities were made at SMP N 2 Cepiring Kendal,

which was located on Jalan Kyai Ibrahim, about 5 minutes from my house on

foot. My house is near from the data collection centre (the school).

3.3 Subject of the Study

The subjects of the study were the second year students of SMP N 2

Cepiring Kendal in the academic year 2006/2007. They had studied English as a

foreign language for about two years. The writer used one class; they are VIII.A

as the sample of the research in order to save the observation time.

3.4 The Type of Data

The data of the study were collected in the form of recorded classroom

interaction and the observers field notes. The two types of database were

examined in order to identify what kinds of activity were involved in the teacher-

learner interaction. The activities could be lecturing, questioning and answering,

and also discussion. It was found that the interaction contained teacher talk and

learners talk as well as teacher activity and learners activity. In other words, the

data of the study were in the form of speech and actions. They were collected as

they were no attempts to transform them into numbers or quantities as would be

required in quantitative research.

183.5 Techniques of Data Collection

Two types of data collection techniques namely classroom observation and

interview were employed in the study.

3.5.1 Classroom Observation

Observation is the act of collecting data about the performance of a subject

through the five senses; sight, smelling, hearing, touching and taste. (Arikunto,

2002:133). The observation was conducted twice (in the classroom and

interview). Each observation lasted ninety minutes. It was done on June 5, 2007;

the observation was from 10.15 a.m until 11.45 a.m. The observer directly

observed the classroom, and took notes on the relevant events while the teaching-

learning process was going on. In the meantime, audio recording of the whole

proceeding was also made to acquire more complete data about the classroom

process.

3.5.2 Interview

Interview according to Arikunto (2002:132) is a kind of dialogue which is

done by an interviewer to get some information from an interviewee. The writer

gave some questions to collect the data about the important features of the

classroom interaction, especially regarding the classroom activity, classroom

language, and the data about the school social environment. The interview

processes were done on June 6, 2007.

193.6 Procedure of Data Collection

The data collection activity was conducted through several steps. First, I

fulfilled some formal administrative procedure including getting the school

principals permission to collect data, that is doing observation in the school

classrooms. As soon as the permission was given, I met the English teacher to

make an appointment for doing the observation.

On the appointed date, that was June 5, 2007 at 10.15 a.m, as the observer,

I went into classroom to conduct the observation. Steps of this research procedure

were as followed;

1. Recording & observing all of the classroom activities.

2. Make a transcript of recording in every minutes lecturing.

3. Determining the early data from field notes & transcript.

4. Categorizing the data.

5. Determining the focus of data categorization

6. Strengthening the focus of data categorization.

7. Formulating Flanders theory by using a table.

The data in this research were in the form of words, phrases, sentences

taken from the data resources (field notes & transcript). The data resources were

taken by using observation and in-depth interviews. The observation was done by

observing, recording & noting down the events happening in the classroom

interaction. The instrument for collecting the data was the researcher herself.

After the class was over I interviewed the teacher using the interview

guide which had been prepared beforehand. I also asked five students who

20supposedly represented the class for a similar interview. Interviewing the students

was done in group in order for the students to be able to express their opinions

more freely. The second interview was on July 6, 2007.

3.7 Instrument of collecting the Data

3.7.1 Instrument of first purpose (describe classroom interaction)

The data to be analyzed in this study were the data of the teacher-learners

interaction in the classroom. In this study, I analyzed the observed data by using
Flanders Interaction Analysis System suggested by Allwright and Bailey

(1991:10, 202-203). I choose FIAS, because of its simple form.

The steps were:

1. Reading the field note carefully

2. Determining the early data by reading and underlining the words, phrases, or

sentences concerning the topic.

3. Writing the selecting data from recording transcript of every minutes

lecturing, example:

Minute 1 2 3 4 5 6 7 8 9 10

4. Categorizing the data written using FIAC

According to Flanders, the interaction is classified into several

components as follows:

1. Teacher talk, which was sub-categorized into direct and indirect influence.

The direct influence involved.

21. Lecturing, i.e. giving facts or opinions about content or procedure,

expressing his own ideas, and asking rhetorical questions;

b. Directing, i.e. giving directions, commands, or orders to which a student

is expected to comply;

c. Criticizing or justifying authority, i.e. making statements intended to

change student, bawling someone out starting why the teacher is doing

what he was doing and extreme self-reference.

The indirect influence was such talk as:

a. Accepts feeling, i.e. accepts and clarifies the feeling tone of the students

in a non-threatening manner. Feeling may be positive or negative.

Predicting and recalling feelings are included;

b. Praises/ encourages, i.e. praises and encourages students action or

behavior. Jokes that really tension not at the expense of another

individual, nodding head or saying, um hem? or go on;

c. Accepts or uses students idea, i.e. clarifies, builds and develops ideas

suggested by students;

d. Asks questions, i.e. asking a question about content or procedure with

the intent that a student answers.

2. Learner talk, which was subdivided into student-talk response, student-talk

initiation, and silence or confusion.

a. Student-talk response, i.e. a student makes a predictable response

to teacher. Teacher initiates the context or solicits students

statements and sets limits on to what the student says;

22b. Students-talk initiation, i.e. talk by the students which they initiate,

unpredictable statements in response to teacher;

c. Silence or confusion i.e. pauses, short periods of silence, and

periods of confusion in which communication cannot be understood

by the observer.

(Allwright ad Bailey, 1991:202-2003)

5. Giving a title or name to each categories

6. Making a category table

Based on FIAC, there are speaking strategies that I used for study. In this

table below, on number 1 up to 7 are teacher talk which are categorized into

indirect and direct influence and number 1 up to 3 are learner talk.

Table 1

Observation %
No Speaking Strategies

TEACHER TALK

1 Accepts feeling

2 Praises or encourages

3 Accepts or uses ideas of pupil

4 Asks questions

5 Lecturing

6 Giving directions

7 Criticizing

LEARNER TALK

1 Pupil talk- response

2 Pupil talk- initiation

3 Silence or confusion

Total

7. determining additional data of in-depth interviews & underlining words,

phrases, or sentences concerning to the topic

8. Formulating Flanders Theory

233.7.2 Instrument of second purpose (the language use)

To identify the language used during the interaction, the writer examined

the recording and field notes and compared the language by counting sentences

used. Based on the recording the activity would be taken into the table below:

Observation

Language
Speaker Numbers %

Teacher

Students

English

Total

Teacher

Students

Indonesian

Total

Total Overall