An Investigation Into the Pattern of Interaction in English as a Second Language; A Survey of JSS Classes
Chapter One
The Aim of Study
The research questions above will be completely answered provided only this study attains its aims. The aims are stated below:
- To identify the interaction patterns between teacher-
- To discover the teacher‟s reason in using the pattern and the influence of the pattern.
CHAPTER TWO
LITERATURE REVIEW
This chapter focuses on theory related to this study. The chapter will begin with The nature of classroom interaction and will be followed by Interaction in ESL Classroom, and The patterns of interaction.
The Nature of Classroom Interaction
Interaction is the heart of communication, and communication itself, whether it is oral or written, is the central goal of the foreign language learning. In order to achieve that goal, the learners or the students need to cooperate and interact among themselves, between them and the teacher, or between them and someone else who are aware of language learning. In short, communication is derived from interaction since in communication there must be interaction between people who have something to share (Rivers, 2017).
Etymology, the word “interaction” comes from Latin word: inter and agree that mean reciprocal process. Here, what is meant by reciprocal process is an activity to exchanging message systematically by using verbal or non-verbal media (Sampson in Hanafi, 2000). Howe (2022) defines interaction as an activity that is initiated by taking turn. He further adds that a good interaction should include address, topic or information, and response.
Classroom interaction is about the students having an active discussion during class. Interactions occur both between students with teacher present, and with the teacher who probes student thinking among the whole group. There are many ways on how to communicate with students, especially in the classroom.
Education with its correlated activities of teaching and learning process involves interaction between teacher and students as channels of realizing its objectives. Interaction occur everyday in teaching and learning process. Everyone, not only by the teacher in the classroom, but also the students manages it. This interaction is usually used to express their ideas together.
Moreover, Allwright and Bailey (2022: 25) stated that through classroom interaction, the plan produces outcomes (input, practice opportunities, and receptivity). The teacher has to plan what he intends to teach (syllabus, method, and atmosphere). So, the classroom interaction has important role in teaching- learning process. It can be seen from the figure below.
CHAPTER THREE
RESEARCH METHODOLOGY
This chapter describes how research was conducted. To do so, such as research design, population and sample, technique of data collection, data analysis and brief description of research location.
Research Design
The research is by nature qualitative. Bogdan and Taylor (as quoted by Moleong, 2000, p.3) define “Qualitative is a research procedure that result the descriptive data such as words in written or oral form from people and their behavior that can be observed”. Qualitative approach is relevant to use in this research, because it aims to describe the patterns of interactions during English as a second Language at Department of English Education of Uyo High School Akwa Ibom state.
Moreover, this approach is relevant because this research does not intend to make change the patterns of interaction. As Nazir (2013) argue that Descriptive research is a study that done to make description about situation and condition.
Population and Sample
The population is the group of individuals having one characteristic that distinguishes them from other groups (Creswell, 2012). At the most specific level, researchers select a few individuals as samples of studied people from the target population. The Population of this research involved ten teachers who taught English speaking course in Uyo High School.
This study focused on one class in each semester. This study observed two meetings for each class and interviewed the teachers who taught in those classes.
The sample is the group of participants in a study selected from the target population from which the writer generalizes to the target population (Creswell, 2012). In this study, the teachers were purposively selected. There were two teachers who taught speaking in the odd semester but only two teachers that were available to be observed and interviewed. As a result, there were two participants in this thesis as representative of teachers who taught speaking course in each semester at Department of English language education.
The samples were chosen by using purposive sampling. Creswell (2016, p. 185) stated that “purposive refers to selection of sites or participants that will best help the researcher understand the problem and the research question, they must be willing to reflect on and share this knowledge”. In addition, as stated by Cohen, Manion, and Morrison (2000) in purposive sampling, researchers build up a sample that is satisfactory to their specific needs. Meriam (2020) as cited by Alsya (2022, p.30) said that “good respondents are those who can express thought, feelings, and opinion on the topic being discussed”.
CHAPTER FOUR
THE RESULTS AND DISCUSSION
The purpose of this study is to figure out the patterns of classroom interaction in English as a second Language. This chapter discusses the research findings based on the data gained from classroom observation and interviewed and then endeavored to answer the questions of this study. This study was constructed to answer the research questions “what are the patterns occurred in English as a second Language? And what are the benefits of using the patterns in English as a second Language?”
To gain an understanding of the patterns that occurred in the classroom and the benefits of using the patterns in the class, classroom observation were used and reflective interview were conducted. Two teachers educator from English as a second Language were chosen as the representative of teachers who teach speaking and who were available to be observed and interviewed in English education department. There were two males.
CHAPTER FIVE
CONCLUSION AND SUGGESTION
After having analyzed and discussed the finding in previous chapter, this chapter comes up with conclusions and recommendations.
Conclusions
Several conclusions can be made following the data analysis and discussion.
The conclusions are in the following:
- To some degrees, there are differences between the patterns of interactions in the classroom process of English Speaking course by first teacher and in that of the second teacher. The patterns that occurred English As A Second Language from the first teacher educator were IRF, IRE, choral response, individual work and open-ended question. The patterns that most frequent occurred were IRF, IRE Individual work and choral response. In the second teacher educator‟ class were teacher talk, IRF, IRE, and group work.
- Both of the teacher educators stated that those patterns in the classroom they used during the teaching and learning process have several benefits. They considered those patterns could support them in managing the classes, work well English As A Second Language, bringing about a success to teaching, and motivating students to speak English during the teaching and learning process.
Suggestions
In addition to the conclusions and to improve learning process, several suggestions can be made as in the following;
- It is suggested that teacher educators record the teaching and learning process they conduct and reflect it in order to make them aware of what really happens during their teaching and what is intended in speaking English. Given this understanding, they can align their classroom interactions with how to motivate students to learn better.
- Even though the data have been collected and analyzed, limitation exists, especially in the number of teachers involved, the time of research, and methodology. Therefore, further research on the classroom interactions of English Speaking course should be made by using critical classroom discourse analysis in order to understanding the meaning of utterances of the learning participants and teachers and how they influence students‟
Reflection
During the research, I as the researcher faced some difficulties to conduct the research. Not all English speaking teachers want to be observed. So, the researcher called some teachers who taught English speaking in this semester who taught speaking III. But, the researcher hard to find speaking III class because the most of the class were over and only one class that sill have the schedule. So that, to complete this study, the researcher tried to find one class of basic speaking class.
REFERENCES
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- Biley. G. D. 2014. A study of Classroom Interaction Patterns from the student Teaching to Independent Classroom Teaching. http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_201412_bailey.pdf
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- Creemers, B.P.M. & Kyriakides, L. 2018. A Critical Analysis of the Current Approaches to Modelling Educational Effectiveness: The Importance of Establishing a Dynamic Model. p. 1-37.
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