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Vincentia S.H.S .
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Education Languange, Linguistic, Communication & Media Physics

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Teacher-Student Classroom Verbal Interaction in Intensive Course Classes of an English Department Student Vincentia S.H.S .; Johanes Leonardi Taloko
Magister Scientiae No 29 (2011)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (189.311 KB) | DOI: 10.33508/mgs.v0i29.585

Abstract

An English education should be delivered using English to form an English atmosphere. In teaching-learning activity, so many interactions happen in the classroom, for example teacher-students, students-students, etc. Since Intensive Course becomes the foundation of the English Department students, how the interaction should be conducted, especially the verbal interaction should get a high attention. Realizing that classroom verbal interaction is important, the writers decided to do a study in it. In line with the introduction, the research questions raised in this study are: What forms of classroom verbal interactions were found in IC classes? Which form of classroom verbal interactions was most commonly used in IC classes? This research was a classroom ethnographic research applying a nonparticipant observation. The data of this study are gained by doing observations. Sitting at the back of the classroom observing the learning-teaching activities, recording the teachers’ and students’ talk secretly, and noting down and analyzing the classroom interaction were done to observe the classroom. Using the theory by Ur (1991), the writers found two forms of classroom interaction in Intensive Course; those were teacher active, students mainly receptive and student active, teacher mainly receptive. The most commonly used form was teacher active, students mainly receptive
Co-Authors Johanes Leonardi Taloko