ANALYSIS OF CLASSROOM INTERACTION IN THE IMPLEMENTATION OF 2013 CURRICULUM

Edward Rukmana, Hery Yufrizal, Hartati Hasan

Abstract


Tujuan penelitian ini adalah (1) untuk mengetahui proses interaksi kelas melalui Initiation-Response-Feedback (IRF), (2) untuk mengetahui pola yang dominan muncul di kelas, dan (3) untuk mengetahui pola interaksi di kelas sesuai atau tidak dengan aspek kurikulum 2013. Sampel dari penelitian adalah kelas IPA dan IPS di tahun ajaran 2013/2014. Penelitian ini adalah penelitian kualitatif. Hasil dari pola interaksi melalui Sinclair and Couthard Initiation-Response-Feedback model menunjukan : Teacher Elicitation (20%), Check (21%), Student Information (20%), Student Elicitation  (13%), Teacher Information (12%), dan Teacher Direct (11%). Di kelas IPA, interaksi didominasi oleh murid, Student Inform 30%. Pola yang terjadi di kelas IPS didominasi oleh guru, Teacher Elicitation 15%. Dapat disimpulkan bahwa pola interaksi yang muncul tidak sesuai dengan aspek – aspek kurikulum 2013.

The aims of this research were (1) to investigate the process of classroom interaction through initiation-response-feedback (IRF), (2) to find out the exchange pattern of classroom interaction that dominantly appear, and (3) to find out whether or not the exchange pattern of classroom interaction is suitable with curriculum 2013. The sample of this research were science class and social class of SMA in the year 2013/2014. The research is qualitative research. The result of the classroom interaction pattern suggested by Sinclair and Coulthard Initiation-Response-Feedback (IRF) model namely: Teacher Elicitation (20%), Check (21%), Student Information (20%), Student Elicitation  (13%), Teacher Information (12%), and Teacher Direct (11%). In the science class handled by the students, amounting Student Inform 30%. The exchange pattern in social class taken by the teacher, Teacher Elicitation 15%. It can be concluded that the exchange pattern is not suitable with 2013 curriculum principle.

Keywords: classroom interaction, initiation-response-feedback model, student inform.

Full Text:

PDF

References


Brown, H. Douglas. 1994. Principle of Language Learning and Teaching. New Jersey: Prentice Hall. Inc.

Brown. 2001. Teaching by Principles: An Analysis Approach to Language Pedagogy. Second Edition. Addison Wesley Longman, Inc.

Choudron, C. 1998. Second Language Classroom – Research on Teaching and Learning. Cambrige: Cambrige University Press.

Lado, R. 1976. Language Teaching a Scientific Approach. New Delhi: Grow Hill Publishing Company.

Malamah-Thomas, A. 1987. Classroom Interaction. Oxford: Oxford University Press.

McCarthy, M. 2002. Discourse Analysis for Language Teachers. New York: Cambrige. University Press.

Mehan, M. 1979. Learning Lessons: Social Organization in the Classroom. Cambrige: Cambrige University Press.

Rivers, W. M. 1987. Language Teaching. Cambrige: Cambridge University Press.

Suparman, U. 2009. Qualitative Research for language teaching and Learning, Qualitative Inquiry and Research Design. Bandung: Arfino Raya Publisher.


Refbacks

  • There are currently no refbacks.


Copyright (c)