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Title: An Analysis of Students Speaking Performance in Introduce Themselves For Second Grade at SMPN 27 Medan" 2. Rationale: A. Background

1. The document analyzes students' speaking performance when introducing themselves in English class for second grade students at SMPN 27 Medan. 2. It describes the research methodology which includes classroom observations and analysis of teacher-student interactions using Flanders' Interaction Analysis Categories. 3. The analysis found that some students struggled to introduce themselves in English and had difficulty responding when the teacher engaged them, indicating issues with students' English speaking skills.

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65 views4 pages

Title: An Analysis of Students Speaking Performance in Introduce Themselves For Second Grade at SMPN 27 Medan" 2. Rationale: A. Background

1. The document analyzes students' speaking performance when introducing themselves in English class for second grade students at SMPN 27 Medan. 2. It describes the research methodology which includes classroom observations and analysis of teacher-student interactions using Flanders' Interaction Analysis Categories. 3. The analysis found that some students struggled to introduce themselves in English and had difficulty responding when the teacher engaged them, indicating issues with students' English speaking skills.

Uploaded by

David Blaze
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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1.

Title : AN ANALYSIS OF STUDENTS SPEAKING PERFORMANCE IN


INTRODUCE THEMSELVES FOR SECOND GRADE AT SMPN 27 MEDAN”
2. Rationale :
a. Background

The objectives of English teaching include the four language skills:


listening, speaking, writing, and reading through the mastery of the language
components: grammar, vocabulary, and pronunciation. The result of English
teaching is infl uenced by some factors; the teacher, the students, time
allocation, methodology, material, teaching material and interaction between
the teacher and students in the classroom, and the use of visual aid. The
classroom interaction includes all of the classroom events, both verbal
interaction and non-verbal interaction. The verbal interaction takes place
because of the teacher and students talk, while non-verbal interaction covers
gestures or facial expression by the teacher and students when they
communicate without using words.

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 teacher infl uences the students’ 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).

Current Issues
When the researchers takes an observation at SMPN 27 Medan, there are
some problems of the students speaking performance during English
Classroom. First, when the teacher build the interaction with the students, it
could not run well because the teacher could not get the good respond from the
students. Second, when the teacher asked them to presentate their discussion,
some students do not know what they want to say. So, by analyzing that
problems, the researcher wants to analyze the students speaking performance.

b. Problem of Study
1. How is the students speaking performance of the second grade of SMPN
27 Medan ?
2. What languages do the students use during introducing themselves in the
classroom?

c. The Significance of Study


The researcher expects that the result of this research is able to give present
information about teacher talk and students talk that would do in learning
English. Moreover, this research can give some information for teachers and
students when classroom interaction. The teachers can help the students to
develop their knowledge in learning. Then, for students, they will know their
talk in learning, so they can improve it.

3. Related theories

1. Classroom Interaction

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.Interaction can be said as the fundamental
fact of classroom pedagogy because everything that happens in the classroom happens
through a process of live person-toperson interaction (Ellis, 1994:565).

2. Students Talk

Children havelanguage development when they learn language. It is the same when they
learn foreign language in the classroom. Firstly they imitate the teacher talk and they need
more time to record every teacher’s talk that it’s called ‘silent period’, then start to express
their own idea, having discussion, and fi nally can get their communicative competence.
Student talk can be said as student’s speech when he imitates his teacher’s examples,
expresses his idea or gives comments and criticism about something in the classroom,
because Prabu (1991: 49) said that learners have effort in the language classroom but
teacher’s role cannot be separated from their effort. A good classroom climate will support
the students’ effort.

3. 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 behaviour.

4. Research Methodology

1. Research Design

The research design is descriptive qualitative because the goal of the study is to get a
clear description of interaction between teacher and students for the teaching-learning process
in an English classroom, to know the kinds of interaction based on the characteristics of the
teacher-students’ interaction in the classroom and to identify Indonesian or English language
used in the classroom interaction by knowing the percentage of English and Indonesian
language used for teaching-learning process.

2. Subject of the Study

The subject of this study was the eighth grade or second grade students of SMPN 27
Medan in the academic year of 2018/2019 in the English class.
3. The Type of Data

The data of the study were collected in the form of recorded classroom interaction and
the observation field notes. The two types of database were examined in order to identify
what kinds of activity were involved in the teacher-student interaction. The activities could be
lecturing, questioning and answering, and also discussion.

4. Techniques of Collecting Data

Observation is the act of collecting data about the performance of a subject through the fi
ve senses; sight, smelling, hearing, touching and taste. (Arikunto, 2010:199). The observation
was conducted twice in the classroom. Each observation lasted fourthy-five minutes. The
observer directly observed in the classroom, and took notes on the relevant events while the
teaching-learning process was going on.

The data collection activity was conducted through several steps. First, the researcher
fulfi lled some formal administrative procedure including getting the school principal’s
permission to collect data, that is doing observation in the school classrooms. As soon as the
permission was given, the researcher met the English teacher to make an appointment for
doing the observation. The data in this research were in the form of words, phrases, sentences
taken from the data resources (fi eld notes & transcript). The data resources were taken by
using observation.

The data to be analyzed in this study were the data of the teacher-students interaction in
the classroom. In this study, the researcher analyzed the observed data by using Flanders’
Interaction Analysis Categories suggested by Alwright and Bailey (1991:10, 202-203).

5. References

Allwright, D. & Kathleen M. Bailey.1991. Focus on the Language Classroom: An


Introdution to Classroom Research for Language Teachers. New York: Cambridge
University Press.

Arikunto, Suharsimi. 2010. Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta Rineka
Cipta.

Cox, Carole. 1999. Teaching Language Arts a Student- and Response-Centered Classroom.
New York: California State University

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