AN ANALYSIS OF CLASSROOM INTERACTION IN SPEAKING CLASS AT JUNIOR HIGH SCHOOL

Indah, Permata Maharani (2024) AN ANALYSIS OF CLASSROOM INTERACTION IN SPEAKING CLASS AT JUNIOR HIGH SCHOOL. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT This research draws upon the Flanders Interaction Analysis Category System ( FIACS ) by referring to theory to analyze classroom interaction in speaking classes at SMPN Sekuting Terpadu and to identify the most commonly used instructional strategies employed by the English teacher to facilitate classroom interaction in speaking classes. Effective classroom interaction is a critical component of language learning, as it directly influences students' speaking abilities, confidence, and overall communicative competence. This study used a descriptive qualitative method, with interviews, observation, and focus groups as data collection techniques. The subjects of this research were students and an English teacher at SMPN Sekuting Terpadu, and data analysis techniques included data condensation, data display, and conclusion drawing. Based on the data analysis, it was found that the classroom interactions in both 8A and 8C grades at SMPN Sekuting Terpadu show that the teacher plays a more dominant role than the students in terms of communication. Based on the FIACS analysis, in�class 8A, teacher interaction accounted for 52% of the total interactions, focusing on asking questions, giving directions, and occasionally praising or encouraging students. In contrast, student responses were limited, contributing only 34% to the total interactions, with minimal initiation of conversation and some periods of silence or confusion at 12%. Similarly, in class 8C, teacher interaction accounted for 53%, with a similar pattern of asking questions, giving directions, and offering praise. In comparison, student responses only made up 30%, and 12% of the time was spent in silence or confusion. The most commonly used instructional strategies employed by English teachers at SMPN Sekuting Terpadu to facilitate classroom interaction in speaking classes include a blend of questioning techniques, direct instruction, and structured activities. Teachers frequently utilized open-ended questions to encourage student participation and stimulate discussion, fostering a more interactive learning environment. Additionally, clear instructions and structured tasks, such as group discussions and role-plays, helped students engage with the material and each other effectively. Keywords: Classroom Interaction, Speaking Class, Instructional Strategies, FIACS, Student Participation

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