CHAPTER
I
Introduction
A.
Background of Issue
Classroom
Interaction is very essential in today’s education system, because it is a necessity to make a good atmosphere in the classroom.
Effective classroom interaction has a big implications, it can concerns a
pleasant atmosphere in the classroom with friendly relationships among the
participants of the learning process. It also encourages students to become effective learners. It is can be
achieved through various ways: by implementing different student and teacher
roles, by exposing students to a varied classroom organization, by employing a
variety of activities, by helping students to express themselves and by
encouraging their use of communication
strategies. But, not every teacher is capable of making a good interaction
inside the classroom. Because of their lack information about these kinds of
things, this paper will led to consider the nature and importance of classroom interaction.
B. Formulation
of The Problem
a.What is the definition of classroom interaction?
b.What are the types of classroom interaction ?
C.Purpose
of the Paper
a.To know the
definition of classroom interaction
b. To know the types of classroom interaction
CHAPTER II
Classroom
Interaction
1.
Definition of Classroom
Interaction
The Cambridge International
Dictionary of English defines the verb ‘to
interact’ as ‘to communicate
with or react to (each other)’. Brown
(2001, 165) relates interaction to communication, saying, “…interaction is, in
fact, the heart of communication: it is what communication is all about”.
Interaction has a similar meaning in the classroom. We might define classroom
interaction as a two way process between the participants in the learning
process. The teacher influences the learners.
Interaction or human
interaction has been defined as a process whereby two or more people engaged in
reciprocal actions. This action may be verbal or nonverbal (Celce Murcia,
1987). Interaction in the classroom is an essential part of teaching learning
process. Classroom Interaction is a practice that enhances the development of the
two very important language skills which are speaking and listening among the
learners. This device helps the learner to be competent enough to think
critically and share their views .
2. Objectives of Classroom
Interaction
There are
some objectives of interaction
inside the classroom:
a.
This type of interaction helps the learners to
identify their own learning methods.
b.
This interaction will guide the learners to
communicate with their peers easily and will give them an exposure to the vase
genres of language learning.
c.
It will help the learner to come face to face with the
various types of interaction that can take place inside the classroom.
d.
Classroom Interaction aims at meaningful communication
among the students in their target language.
e.
It also aims at probing into the learner’s prior
learning ability and his way of conceptualizing facts and ideas.
f.
This practice will help the teacher to have a detailed
study of the nature and the frequency of student interaction inside the
classroom.
3. Role of Teacher
In a traditional classroom the
teacher had the dominant role of a leader who ‘gives’ students’ with knowledge. This role has
changed and the teacher has now got many roles depending on different classroom situations.
The role of the teacher in the classroom interaction is very important. It is the
responsibility of the teacher to create a learning atmosphere inside the
classroom. It is through these interactive sessions that the teacher can
extract responses from learners and motivate them to come out with new ideas
related to the topic. Teachers are an observer
who helps the learners to construct an innovative learning product through
group discussions, debates and many more. Teachers will also define their selves as a planner who plans out the best of the modules of
interaction that would be effective to invite the learners in classroom
interaction.
In a broad
sense, he is a ‘facilitator of learning’, which includes the following
(Littlewood 1981, 92):
ü A general overseer of learning, who
coordinates the activities so that they form a coherent progression from lesser
to greater communicative ability.
ü A classroom manager, who is responsible for grouping
activities into lessons and for their overall organisation.
ü A language
instructor, who presents
new language, controls,
evaluates and corrects learners’ performance.
ü A consultant or adviser in free
communicative. Helping where
necessary. He may move around the classroom and monitor student’s progress,
strengths
ü A ‘co-communicator’. He may encourage learners without
taking their main role.
4. Participants in Classroom
interaction
These are the most frequent ways of organizing classroom interaction,
depending on who communicates with whom:
a) Teacher – learners
This interaction is established when a teacher talks to the whole class at
the same time. He takes the role of a leader or controller and decides about
the type and process of the activity.
b) Teacher – learner/a group of
learners
This interaction is conducted when the teacher refers to the whole class,
but expects only one student or a group of students to answer. It is often used
for evaluation of individual students. This arrangement can also be used for an
informal conversation at the beginning of the lesson or for leading students
into a less guided activity.
c) Learner – learner
This interaction is called ‘pair work’. Students get an assignment, which
they have to finish in pairs. The teacher holds the role of a consultant or
adviser, helping when necessary.
d) Learners – learners
This interaction is called ‘group work’. As with pair work, the teacher’s
function here is that of a consultant and individual groups report on their
work as a follow up activity.
5. Types of Classroom Interaction
Classroom
Interaction can be categorized under these main headings such as:
a.
Collaborative Learning
b.
Discussions and Debates
The
classroom discussion is a model
of teaching involves giving students the opportunity to participate in
structured small and large group conversations. The teacher, however, must
specify the purpose for the discussion, establish the rules for conversational
engagement, facilitate, and monitor the progress of the conversation.
These are the steps of classroom discussion:
o Get students
ready to learn,
o Teacher
identifies the objective/s for the discussion
o Teacher
explains the ground rules for the discussion
o Teacher
facilitates one of the whole class or small group discussion
o Teacher
invites students to share their thoughts, and conclusions about the discussion
content
Debate is an excellent way to develop critical thinking skills. The process of
researching a debate is one of examining the pros and cons of an issue,
determining what the problems are and considering alternative solutions. The
research and presentation of a debate is clearly a team effort, and
participation in activities like debate explicitly develops the skills needed
to work in teams.
o Divide the class into four groups
o Give each of the four groups one side of one of the topics to prepare
o Give each member of the class some sticky notes to write on
o Follow the five steps
- Step 1: Brainstorm ideas
·
Individual
brainstorm – allow five minutes silent time for individual brainstorming – the pupils
should write one point on each of the sticky notes. Tell them to use key words
rather than full sentences.
·
Group
brainstorm – each group needs a sheet of paper and a “chair”. The chair should go
around the group hearing all the ideas and sticking them on the paper.
Duplicated ideas get stuck on together
- Step 2: Organise ideas
·
The group then need another sheet of paper on which
they write 1-9 down the side. From the brainstorm they need to identify between
7 and 9 arguments. They may have more than these so to get them down they can:
·
Scrap small or insignificant arguments
·
Join together similar arguments to make larger ones
·
On their sheet they need to write the names of the
arguments. each name should be no longer than three words.
·
They then need to divide the arguments between the
first three speakers. The first speaker should have three arguments. The second
and third speaker should have two or three arguments. The fourth speaker does not have any new
arguments.
- Step 3: Structure
the speeches
Introduce the idea of the speech structure on the
board:
·
Introduction – who are you and what do you stand for?
·
Preview – What are the names of the points you are
going to cover?
·
Rebuttal – unless you are the first speaker, you’d say
“first lets take a look at what we heard from the previous speaker” and
disagree with their points.
·
Point One – “Now onto my points”
Name
Explanation
(the reasoning – why is your point true and why does it mean your overall
position is right?
Evidence
(facts, analogies, examples, imagery or authority to support your reasoning)
·
Point Two – Name, Explanation, Evidence
·
Point Three – Name, Explanation, Evidence
·
Reminder – remind the audience of the three points you
have covered
·
Vote for Us
- Step 4: Prepare your speeches
Introduce the Idea of developing your arguments by
“Making Them REAL”
·
Reason
·
Evidence
·
Analysis
·
Link
Choose the first speakers in each group and allow them
some time to think about how to make each of their points real. Only allow them
to write down six words for each point (in addition to the name)– it’s speaking
and listening not reading out.Choose the
summary speaker and either a chair or timekeeper from each group
- Step 5: Prepare the rest of the class
Whilst the first three
speakers are preparing their speeches:
·
The summary
speakers need to think what they think the biggest issues in the debate will
be. Their speech will focus on three big issues and show why their side has won
those issues.
·
The chairs,
timekeepers and any other pupils should try to think what the other side might
say and come up with rebuttal
c.
Interactive Sessions
d.
Loud Reading
Reading
aloud is a classroom activity in which one person is reading while others
listen. Reading aloud may be performed by the teacher or student. Reading aloud
may be performed by a single person or by a group taking turns. This form of
highly structured classroom interaction allows all students to be focused at
exactly the same point in a reading. This allows students to easily focus on
vocabulary and pronunciation.
e.
Story-telling
f.
Soliloquies
g.
Conversation with learners
Classroom
conversation is a form of classroom interaction in which students in the class
discuss a given topic. The conversation may be held across the whole class or
in smaller groups. Conversation is an important form of classroom interaction
because it helps students develop their language skills. In a conversation,
students may apply the skills and knowledge they have acquired in the class,
making classroom conversation a practical form of interaction
h.
Role Play
Role-playing
is an activity in which students take on given or chosen roles and act out a
scene with others. This form of interaction lends itself to almost any
situation, and the only restriction is a student's imagination. Role-playing
allows students to demonstrate their creativity and knowledge about their
roles, and it allows students to think outside of the constraints of the
classroom and consider how they might apply the learned material to the real
world. This form of interaction can integrate different subjects into one
activity.
- Steps of Classroom Interaction
1. Describe a positive behavior you
will model
“Today we are going to work on raising your hand in the classroom when you
want to share an idea.” (Classroom setting)
2.
Provide a Rationale (Why this skill is important)
“It is important for you to wait your turn and raise your hand because this
shows respect for others in our classroom.” (Classroom setting)
3. Outline Steps (break down the skill you want them to do)
4. Demonstrate the Skill through
modeling
“Let me show you how it’s
done.”
5. Ask the student to model the same
behavior.
(What did you notice? Pick a partner and practice the Steps):
“Alright, now it’s your turn.”
6. Ask the class to practice. Pair
up students.
7. Provide
Feedback/Acknowledgement/Positive
CHAPTER
III
CLOSING
Conclusion
Classroom
Interaction is very important for teaching-learning process, because
it can enhances the development of the two very important language skills which
are speaking and listening among the learners. This device helps the learner to
be competent enough to think critically and share their views. Classroom
interaction can also motivate the learners to communicate to the classroom
participants, includes teacher and learners. There are many kinds of classroom
interaction that can help the teaching learning process; some of them are
debate and discussion. Both of debate and discussion are used for developing
the learners’ critical thinking to solve any problems or topics. Both are also
develop the learners’ communication skill.
BIBLIOGRAPHY
Ghosh,
Amrita. 2010. Classroom Interaction -Part 1 (Definition, Objectives, Types,
Teacher's Role and Merits. (Online). Available at
http://www.examiner.com/article/classroom-interaction-part-1-definition-objectives-types-teacher-s-role-and-merits,
downloaded at May 1, 2014.
Muntner, M.
(2008). Teacher-Student Interactions: The Key To Quality Classrooms. The
University of Virginia Center for Advanced Study of Teaching and Learning
(CASTL).
0 komentar:
Posting Komentar