BAB I
INTRODUCTION
To
study and describe what happens in the classroom, to know classroom teaching
and learning and what goes on in a language classroom, we have to gain
knowledge about the classroom, classroom interaction, task and activity. Amy
B.M. Tsui defines classroom thus: The
classroom can be defined as a place where more than two people gather together
for the purpose of learning, with one having the role of teacher. The teacher
has certain perceptions about his or her role in the classroom. Teaching
is an interactive act. In the classroom, communication between the teacher and
pupils goes on constantly as initiatory or responsive acts. This communication
is called “interaction”.
Jack
C. Richards, John Platt and Heidi Platt, (1992) define classroom interaction in
these words: The patterns of verbal and
non-verbal communication and the types of social relationships which occur
within classrooms. The study of classroom interaction may be a part of studies
of Classroom Discourse, Teacher Talk and Second Language Acquisition. Classroom learning is a co-operative effort between
the teacher and the students. It points to how the teacher and the students
interact and how students interact amongst themselves, all of which affects
language learning.
The teacher initiates interactions with the whole
group of students and with individuals, right from the beginning of a language
course. Initially the students can only respond non-verbally or with a few
target language words they have practised. Later on, the students have more
control of the target language and can respond more appropriately and even
initiate interaction themselves.
What happens in a productive class hour is described as
follows:
·
The teacher
interacts with the whole class.
·
The teacher
interacts with a group, a pair or an individual pupil.
·
Pupils interact
with each other: in groups, in pairs, as individuals or as a class.
·
Pupils work with
materials or aids and attempt the task once again individually, in groups and
so on. The teacher sometimes interacts with the class as a whole while at other
times with sub-groups in the classroom.
Studies of the classroom, both primary and
secondary, have shown that the language used by the teacher affects the
language produced by the learners, the interaction generated and hence the kind
of learning that takes place. Classroom language and interaction are even more
important because language is the subject of study as well as the medium for
learning. When students listen to the teacher’s instructions and explanations,
when they express their views, answer questions and carry out tasks and
activities, they are not only learning about the language but also putting to
use the language that they are learning.
BAB II
CONTENT
Classroom Interaction
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.
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 Interactionis very
essential in today’s education system.
Jack C. Richards, John Platt and Heidi Platt, (1992) define
classroom interaction in these words: “The
patterns of verbal and non-verbal communication and the types of social
relationships which occur within classrooms. The study of classroom interaction
may be a part of studies of Classroom Discourse, Teacher Talk and Second
Language Acquisition. Classroom learning is a
co-operative effort between the teacher and the students. It points to how the
teacher and the students interact and how students interact amongst themselves,
all of which affects language learning”.
Interaction in the classroom is not random. The matter of who
speaks and when is often governed by certain regulations. According to Hall and
Walsh (2002) “classroom interaction takes on an especially significant role in
that it is both the medium through which learning is realized and an object of
pedagogical attention” (Hall, Walsh 2002: 186–203). Hall and Verplaetse (2002)
claim that “it is in their interactions with each other that teachers and
students work together to create the intellectual and practical activities that
shape both the form and the content of the target language as well as the
processes and outcomes of individual development” (Hall, Verplaetse 2000:10).
To practice critical thinking, students
need to participate in the discourse of the discipline to think, speak, and be
listened to as they participate in the discipline's particular mode of inquiry.
Students will not get enough practice just by talking to the instructor, and
very little by just listening to the instructor. Students develop competency
and become critical thinkers in classroom that provides opportunities for
intensive, structured interaction among students. The interaction between the
teacher and the students is an essential part of teaching and learning process.
Classroom
interaction stimulates the student involvement in the classroom. It fuels
student motivation and help the students see the relevance of teachers' topic.
It increases participation as all students are involved. The interaction can be
between the teacher and the students. This form of classroom interaction
teaches the students to respect their superiors. They are given a chance to air
their opinion in the class.
The other form of classroom interaction is between the student and students. This one allows the student to learn and understand how to work with partners. It develops and improves the skills of team work. It improves peer relationship. By encouraging students in the classroom to work together they learn the importance of working cohesively with others.
The other form of classroom interaction is between the student and students. This one allows the student to learn and understand how to work with partners. It develops and improves the skills of team work. It improves peer relationship. By encouraging students in the classroom to work together they learn the importance of working cohesively with others.
Van
Lier (1988: 94–120) distinguishes four basic types of classroom interaction:
v the
teacher has no control over the topic and the activity;
v the
teacher controls the topic but not the activity;
v the
teacher controls the topic and the activity;
v the teacher controls the activity but not the
topic;
B.
Objectives
of Classroom Interaction
v This
type of interaction helps the learners to identify their own learning methods.
v 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.
v It
will help the learner to come face to face with the various types of
interaction that can take place inside the classroom.
v Classroom
Interaction aims at meaningful communication among the students in their target
language.
v It
also aims at probing into the learner’s prior learning ability and his way of
conceptualizing facts and ideas.
v This
practice will help the teacher to have a detailed study of the nature and the
frequency of student interaction inside the classroom.
C.
Types
of Classroom Interaction
Classroom Interaction can be categorized
under these main headings such as:
v Collaborative
Learning
v Discussions
and Debates
v Interactive
Sessions
v Loud
Reading
v Story-telling
v Soliloquies
v Conversation
with learners
v Role
Play
D.
The
Role of The Teacher in Classroom Interaction
The
role of the teacher during these sessions is passive yet very crucial. 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.
The other role of the teacher in classroom activity are :
1.
The
teacher acts as a facilitator. Since students do not always spontaneously
interact well with one another they hence need encouragement. To cultivate
interaction, the teacher may divide the learners into small groups and give
them tasks, projects or assignments. Soon all the students will be
communicating with each other role playing and offering ideas; shyness will be
forgotten in the excitement of accomplishing the group project.
2.
The teacher has the
role to create a classroom environment. Students often mimic a teacher’s
actions. If the teacher prepares a warm, happy environment, students are more
likely to be happy. An environment set by the teacher can either be positive or
negative. The students sense the mode of the teacher; if the teacher is angry,
they may react negatively hence the learning is impaired.
3.
The teacher acts a role
model. Teachers typically do not think of themselves as role models, however,
inadvertently they are. Students spend a great deal of time with their teacher
and therefore, the teacher becomes a role model to them. This maybe a positive
or negative effect depending on the behaviors of the teacher.
4.
The teacher acts as a
mentor. It can be intentional or not. It encourages the students to work hard
to achieve the best. It can be positive or negative depending on the character
of the teacher. The teacher can mentor learners by taking time to listen to
them. By doing so, the students build courage.
5.
The teacher should be
aware of the elements that prevent good classroom interaction. By knowing them,
the teacher will be able to avoid them hence create proper classroom
interaction. For example, some teachers discourage students by criticizing
their answers.Criticizing mostly shuts the students down hence affecting the
interaction negatively. Peer pressure or when some students have overpowering
personalities that cause other students keep quiet in class.
STORY TELLING
A. Definition of
Story Telling
Storytelling is
an oral activity where language and gestures are used in a colourful way to
create scenes in a sequence (Champion, 2003). However, storytelling consists of
more than just telling stories. It may include not only creating a story but
also the use of pictures, acting, singing, story writing and so forth. Isabel
et al (2004) have written that
Stories are
pervasively used as a powerful and promising educational means for teaching and
learning. Stories draw the learners’ attention and thus can convey certain
messages more easily to them. In storytelling, the words are not memorized, but
are recreated through spontaneous, energetic performance, assisted by audience
participation and interaction. (p. 158)
B. Steps of Story
Telling
a.
Preparing
the Story
v
Read the main story out loud. If it is a Bible story, read it in several Bible translations and
also read the passages before and after the story for context. Look up an
unfamiliar words, places, or people. A good background for the story will make
it easier to tell and remember.
v
Visualize the story. Rather than memorize, visualize. The better you are able to picture the
story in your mind, the better you can relate that picture to the others.
Create story boards in your mind of the sequence of the events. Divide the
stories into episodes and learn them episode by episode. Episodes change when
the action, scene or speaker changes. Use key, repeated words as your guide in
“re-experiencing” the story. If you have to look back at the printed copy, you
have not spent enough time preparing to tell the story. The story must become
your story. Keep it vivid. Use words that paint mental pictures.
v
Adapt the story. The story length should be about one minute for every year of a
child’s age. This holds true for youth, but you can stretch it a little more
with an interesting story. For adults, the art of story telling applies to your
illustrations and testimonies of real life applications. Also consider the
background, vocabulary level, and characteristics and interests of your
intended listener.
v
Practice. Practice stories in the dead spaces of time–while trying to fall
asleep, driving the car, waiting for an appointment, taking a bath or shower.
Practice telling the story in front of a mirror. Record the story so you can
listen to it. By listening, you are able to learn and refine the story, making
it your own. The more you practice, the easier the story will flow.
b.
Telling
the Story
v
Use a natural and relaxed manner
and an expressive tone of voice. Hold the attention of the listeners with your
voice. Speed up, slow down. Lower your voice or raise it. Express delight and
surprise. Create suspense.
v
Make eye contact with each person
or scan the audience. With children, remember to sit on their level.
v
Open the Bible to the correct
reference and hold the Bible in your lap.
v
Grab the listener’s attention
with the first sentence. Get the action going.
v
Alter the timing or pace of the
story. Think about how boring music or life would be if everything existed at
the same speed.
v
Portray characters and events
with your voice and your gestures, keeping in mind that gestures should be
genuine, but not exaggerated.
v
Beware of tangents. tangents tend
to confuse. Avoid too many details. Excessive detail also tends to confuse.
v
Don’t forget to link the story to
your lesson. In a simple sentence or two, tell them why you are going to tell
them this story or why you told them the story. Keep it brief. Let the story
simmer in your listeners’ minds. Let the story speak for itself. Don’t make it
a sermon. Stories enhance sermons; sermons do not enhance stories.
C.
Benefit
of story telling as teaching model
a. Emotional
connection
Storytelling
is like opening a window into the minds of the listeners. Stories provide a
chance to experience a variety of emotions without the risk of those emotions
themselves. For small children emotions like wonder or fear or courage can be
tested out in their minds as they listen(in safety) to a story. Adults may
remember the feelings of emotions which can trigger memories or create resolve
as a result of hearing stories. For youth and young adults, the experience of
hearing stories can awaken portions of emotional lives that may have lain
dormant or have not yet been explored.
b. Understanding
Others
Well-told
stories can help us to learn about other cultures, ideas and ways of thinking.
They can provide opportunities to know how past generations responded to
challenges. They can also let us know how new generations are encountering and
dealing with similar opportunities or the brand-new challenges they face.
Stories can help non-profit organizations connect the lives of those they serve
to those that support the organization. With children and teens, storytelling
provides the soil wherein empathy for others takes root and grows.
c. Growing
Intimacy.
People are
thirsty to know that they are seen and heard in our overstimulated society. The
rampant growth of “reality” TV shows certainly proves this. When personal and
life stories are shared, there’s a chance to know that “I am not alone.” Unlike
most reality TV shows, we hope the tellers of personal tales are reflecting on
how they have grown and changed and are not just presenting tawdry tales for
simple shock value.
d.
Mental
The connection between storytelling and literacy is well established.
Storytelling creates a love of language and motivation to read. Vocabulary,
comprehension, sequencing, memory and creative writing all benefit from
storytelling. Storytelling improves listening skills that are essential in
learning and in relationships. Storytelling encourages creative writing,
creative thinking and problem solving.
e. Increased students
knowledge
At each phase
of the development of the story, kids ask questions. A proper teller can use
tricks to make them curios and encourage them to ask questions. Storytelling is
the basic training for academic learning. When they see images in the book and
listen to the stories, kids learn to associate between images and story and
later imagination and visuals.
f. Introduces
lot of new
vocabulary to students.
At homes,
people communicate with limited number of words. But stories will have academic
level vocabulary and lot of newer words for the kid to learn. It is easy to
teach the meanings of the words as kids learn faster from the context of story.
g. Enhance the listening
skills of students.
Kids love to
talk instead of listening to anything. But this is not acceptable in the
classrooms, thus storytelling gives them with the necessary training to listen
and understand instead of talking.
CONCLUSION
In conclusion story telling is
usefull to be applied in classroom interaction because it have many benefits
that both students and teacher can get. To
know classroom teaching and learning and what goes on in a language classroom,
we have to gain knowledge about the classroom, classroom interaction, task and
activity.
Studies of the classroom, both primary and
secondary, have shown that the language used by the teacher affects the
language produced by the learners, the interaction generated and hence the kind
of learning that takes place. Classroom language and interaction are even more
important because language is the subject of study as well as the medium for
learning.
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