CHAPTER I
INTRODUCTION
A.
The
Background of The Issue
There was a time when the traditional
approach of teaching was adopted by most of the teachers, where the learner
used to be dependent only on the lecture delivered by the teacher. They were
not exposed to enough practice of speaking on their own and hence the
interaction among the students in the classroom was almost absent. But as the
education system changed with time so has the teaching methods. Education
system now demands more of student interaction rather than just listening to
the instructor. Hence Classroom
Interaction is very essential in today’s education system.
Effective classroom interaction has
two implications. The first one concerns a pleasant atmosphere in the classroom
with friendly relationships among the participants of the learning process. The
second one encourages students to become effective communicators in a foreign
language. This can be achieved through various ways: by implementing different
student and teacher roles, exposing students to a varied classroom
organization, employing a variety of activities, helping students to express
themselves and by encouraging their use of communication strategies. If the two
implications are joined, we get a pleasant classroom atmosphere in which
students are trying to communicate in the foreign language.
Unfortunately, only some of professional
teachers who are able to construct a better interaction inside the classroom
and the rest are not. They do not know much about how to build up the
interaction between teacher and learners to make a pleasant atmosphere in
learning process. This kind of situation bringing the author to conduct this
paper with the title Classroom Interaction – Interactive Session which can help
many teachers in conducting a pleasant atmosphere in their learning process
through interactive process between teachers and learners.
B.
The Formulation
Problem of The Issue
The
formulation problem of the issue that are going to discuss are:
1. What
is the definition of Classroom Interaction?
2. Who
is the participant that include in Classroom Interaction?
3. What
are objectives of Classroom Interaction?
4. What
are the types of Classroom Interaction?
5. What
are the Role of The Teacher in Classroom Interaction
6. What
is Interactive Session means?
7. What
are the instructions of Interactive Session?
8. What
are the example of Interactive Session?
C.
The
Objective of The Issue
The
objectives that are going to reach from this discussion are:
1. To
know the definition of Classroom Interaction
2. To
know who is the participant that include in Classroom Interaction
3. To
understand the objectives of Classroom Interaction
4. To
know the types of Classroom Interaction
5. To
understand the Role of The Teacher in Classroom Interaction
6. To
know the definition of Interactive Session
7. To
know the instructions of Interactive Session
8. To
know the example of Interactive Session
CHAPTER II
CONTENTS
A.
Definition
of Classsroom Interaction
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 among their peers.
The Cambridge International Dictionary
of English defines the verb ‘to interact’ as ‘to communicate with or react
to (each other)’. The New Oxford Dictionary of English defines the noun
‘interaction’ as a ‘reciprocal action or influence’. Therefore
interaction is more than action followed by reaction. It includes acting
reciprocally, acting upon each other.
Rivers (1987, 57) describes the word
through its Latin roots: ‘agere’ meaning ‘to do’ and ‘inter’ meaning
‘among’. It shows us the active and social part of a human being that
affects other people through interaction.
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 and vice versa.
Teacher Students
Interaction can proceed harmoniously or it can be fraught with
tension. Malamah-Thomas (1987, 8) states that every interaction situation has
the potential for co-operation or conflict. How the situation actually develops
depends on the attitudes and intentions of the people involved, and on their
interpretations of each other’s attitudes and intentions. Needless to say, only
when there is co-operation between both sides can communication effectively
take place and learning occurs.
B.
Participants
in Classroom Interaction
These are the most frequent ways of
organizing classroom interaction, depending on who communicates with whom:
1.
Teacher – Learners
The first form of 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.
The primary function of such interaction is controlled practicing of certain
language structures or vocabulary. Mostly, they are in the form of repeating
structures after the teacher (the model). This type of practice is also
referred to as ‘a drill’.
2.
Teacher – Learner / a Group of Learners
The second arrangement 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.
3.
Learner – Learner
The third type of 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. After the activity, he puts the pairs into a whole group and each
pair reports on their work.
4.
Learners – Learners
The last type of classroom 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.
The last two ways of organization are particularly useful for
encouraging interaction among students. In large classes, they present the only
possibility for as many students as possible to use the foreign language. The
research has shown (Long et al. 1976 in Nunan 1991, 51) that students use more
language functions in pair- and group-work than in other forms of interaction.
It has also been proven that students perceive them as the most pleasant ways
of learning, because they feel relaxed and subsequently communicate better
(Phillips 1983 in Hatch 1992, 93). Such work encourages independent learning
and gives some responsibility for learning to students. It approaches real-life
communication where students talk to their peers in small groups or pairs.
Nevertheless, whole-class organization should not be completely neglected since
it is still more appropriate for guided and controlled activities.
C.
Objectives
of Classroom Interaction
The
objective of classroom interaction are:
·
This type of
interaction helps the learners to identify their own learning methods.
·
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.
·
It will help the
learner to come face to face with the various types of interaction that can
take place inside the classroom.
·
Classroom Interaction
aims at meaningful communication among the students in their target language.
·
It also aims at probing
into the learner’s prior learning ability and his way of conceptualizing facts
and ideas.
·
This practice will help
the teacher to have a detailed study of the nature and the frequency of student
interaction inside the classroom.
D.
Types
of Classroom Interaction
Classroom
Interaction can be categorized under these main headings such as:
·
Collaborative Learning
·
Discussions and Debate
·
Interactive Session
·
Loud Reading
·
Story-telling
·
Soliloquies
·
Conversation with
learners
·
Role Play
E.
The
Role of The Teacher in Classroom Interaction
In a traditional classroom the teacher
had the dominant role of an all-knowing leader who ‘filled’ students’ empty
heads with knowledge. This role has changed and the teacher has now got many
roles depending on different classroom situations. In a broad sense, he is a
‘facilitator of learning’, which includes the following (Littlewood 1981, 92):
·
A general
overseer of learning, who coordinates the activities so that they form a coherent
progression from lesser to greater communicative ability.
·
A classroom
manager, who is responsible for grouping activities into lessons and for their
overall organization.
·
A language
instructor, who presents new language, controls, evaluates and corrects
learners’ performance.
·
In free
communicative activities he will act as a consultant or adviser, helping where
necessary. He may move around the classroom and monitor student’s progress,
strengths and weaknesses.
·
Sometimes he will
participate in an activity as a ‘co-communicator’ with the learners. He may
encourage learners without taking their main role.
These roles are frequently interrelated and some others (e.g.
assessor, observer as explained in Harmer 2001) could be added. The roles of a
consultant or co-communicator encourage classroom interaction most, but they
need the support of other roles (e.g. for organizing and controlling
activities).
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. She is an observer who helps the learners to construct an
innovative learning product through group discussions, debates and many more.
She will define herself as a planner who plans out the best of the modules of
interaction that would be effective to invite the learners in classroom
interaction.
F.
Interactive
Session
1.
Definition
Interactive means mutually and reciprocally
active. It also refers to that which pertains to a two-way system of
communication as in electronic equipments such as computers and televisions.
There are two kind of Interactive Session in
Classroom Interactian - interactive session in the real world classroom and
interactive session in the virtual class.
2.
Instructions
a.
Instructions
Connecting to The Real World Classroom
1) Participate
in classroom discussions. This creates a connection of communication with you,
the teacher and the other students in the classroom. Raise your hand to ask the
teacher questions or to answer questions that have been posed to the class. You
can also discuss ideas, opinions and questions with your fellow students.
2)
Take notes using paper and a
pen or pencil so that you can begin to retain the information that you learn
during a classroom lecture. Note-taking is an effective method for connecting
to the session by cognitively interacting with the learning material, which
will help you complete homework for the class and study for exams with your
notes. If it's easier for you to take notes on a laptop, bring it to class and
use it for note-taking. Be sure to check with the teacher beforehand to ensure
she allows laptops in the classroom.
3)
Volunteer to actively
participate in the interactive classroom sessions. If the teacher asks for
someone to write notes on the board or help to demonstrate an activity, you can
play an active role in connecting to the people in the class and the lesson
material by physically and intellectually interacting and providing assistance
during the classroom session.
b.
Instructions
Connecting to The Virtual Class
1)
Connect with instructors and
other students who are taking your class with chat forums and discussion boards
offered on virtual learning sites. Online learning can turn your home into a
classroom when you interact with others through the web-based networking tools
provided on the site.
2)
Utilize all the tools that
virtual classroom sessions have to offer by using the media that is available
to you through the virtual classroom learning platform. You and other students
can watch videos, participate in learning activities and have live group chats
about the topics and work in your online curriculum.
3)
Go outside the virtual
classroom walls by making the most of connecting to your course work and peers
using the Internet. You can connect with students, teachers and sources of
reference using external social networking sites, and you can also search for
information you may need by using reliable Internet reference sources. Check
with your course instructor to be sure that the sources you use are valid.
3.
Example
a. Interactive Session in The Real Classroom
(the
picture is attached on attachment) (the video is played on ppt)
b. Interactive Session in The Virtual Class
(the
picture is attached on attachment) (the video is played on ppt)
CHAPTER III
CLOSING
A.
Conclussion
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
among their peers. Classroom interaction is not only means as the interaction
between Teacher – Learners
but also it can be the interaction between Teacher – Learner / a Group of Learners, Learner – Learner and
Learners – Learners. The objectives of Classroom Interaction send some luck not
only for the teacher itself but also the whole learners in the classroom.
Teacher in the classroom interaction has many roles in their
teaching process. The teacher can be as overseer, a classroom manager, a language
instructor, a consultant or adviser, a ‘co-communicator’ with the learners,
it’s depend on the situation of the class and learning process. This paper mentions so many kinds of
classroom interaction’s type but the author only focused on Interactive
Session. Interactive Session itself has its own instruction that can be used in
the real classroom and in the virtual class.
B.
Suggestions
It is suggested to every teacher who want
to be a powerfull master of teacher in bringing the atmosphere of their
clasroom pleasant and effectives by implementing classroom interaction
technique well. One of the types of Classroom Interaction that easy and most
effective to implement is Interactive Session. Apply this kind of technique
continously in good way, we guarantee that the atmosphere of your classroom
will be change.
REFERENCES
Dagarin,
Mateja. 2004. Classroom Interaction and
Communication Strategies in Learning English as A Foreign. Birografika Bori: Ljubljana. Journal Article (Online),
available on www.sdas.edus.si/Elope/PDF/ElopeVol1Dagarin.pdf, downloaded on April 24th, 2014
Fuller,
Kim. How to Connect to Interactive Classroom Sessions. Available on http://www.ehow.com/how,
downloaded on April May 1st, 2014
Ghosh, Amrita
. 2010. Classroom Interaction -Part 1 (Definition, Objectives, Types, Teacher's
Role and Merits). Atlanta Elementary Education Examiner,
available on http://www.examiner.com,
downloaded on April 24th , 2014.
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