MINI RESEARCH

THE ANALYSIS OF CLASSROOM INTERACTION IN

ENGLISH CLASSROOM USING BIAS (BROWN INTERACTION
ANALYSIS SYSTEM)

Arranged By:

Fanya Handayani 2183321024

Indah Annisa Daulay 2183321009
Tesalonika Edalinta Pinem 2181121014

English Education 18 D

Lecturer: Dr. Siti Aisyah Ginting, M.Pd

Research Methodology

ENGLISH EDUCATION
LANGUAGE AND ART FACULTY
STATE UNIVERSITY OF MEDAN
2021
 CHAPTER I
INTRODUCTION

1.1 The Background of Study

During teaching and learning process, there are interactions between students and teachers that
aim to carry out the learning process well. Therefore, there are various kinds of interactions in it.
Usually the teacher shows interaction to students when presenting a material and invites students
to actively interact in learning activities such as question and answer or the teacher gives an
instruction then the students respond to the teacher's statement. Then, students usually show
interactions in the form of conveying an idea and usually students can start a conversation also to
ask questions to the teacher. In this case, a successful classroom interaction can be seen from the
BIAS (Brown Interaction Analysis System) which is the teacher's initiation to interact with
students, then students respond and the teacher provides feedback on student responses.

According to McCarthy M (2002 cited in Yu W 2009: 155), it is very important to analyzing

patterns in an interaction where talk is relatively tightly structured. Thus, analyzing BIAS
patterns is very helpful in seeing the interaction between teacher and students. . According to
Richard and Lockheart (1996: 185), there are three types of questions; First, procedural question
that is used by the teacher in checking assignments had been completed, to know the students
were ready or not for a new task, teacher engage students in the lesson, help student to master the
content of a lesson, to facilitate their comprehension, and to promote classroom interaction are
the function of Procedural questions. Second, Convergent question that question encourages
similar student responses such as "yes" or "no" or responses which focus on a central theme. It is
useful when the teacher focuses on certain skills or information. Third Divergent questions used
by the teacher to compare students' ideas about a specific topic. From the statement before, we
can know that the BIAS (Brown Interaction Analysis System) model can analyze and evaluate
classroom interaction between student and teacher.

We conducted this research with the aim of analyzing the most dominant class interactions using
the BIAS pattern in the English class. Through this research, we want to see who and what
interactions such as initiation, response or feedback are more dominant during learning.

1.2 The Problem of Study

The problems of study on this mini research are:
a. Analysis the interaction English class through BIAS pattern.
b. Analysis the dominant interaction through BIAS pattern.

1.3 The Scope of Study

The scope of the study is analysis the interaction between students and teacher in English
classroom through Bias (Brown Interaction Analysis System) model.
 CHAPTER II
REVIEW LITERATURE

2.1 Speaking Skill

Speaking skills in English are a person's skills to convey their desires and thoughts to anyone
orally. However, speaking skills are difficult to develop if not practiced continuously. As stated
by Khomarudin (2012), in the EFL class most students expect themselves to produce English
orally to achieve the goals of learning English. Not only fluency, but also accuracy to build good
communication teaching and learning process. Efforts to facilitate one's ability in speaking skills
for a student can be done by interacting with peers in the class, English teachers. In addition to
improving speaking skills, this effort can also improve vocabulary mastery, improve and deepen
language structure, perfect vocabulary utterances, deepen the ability to compose English
sentences, and train hearing so that it is easy to catch messages from interlocutors. That way
student will find it easier to communicate or interact with teachers when in class in the teaching
and learning process directly or via virtual.

2.2 Classroom Discourse Analysis

Discourse is communication (discussion) that occurs between teachers and students when
teaching in class takes place or face to face. Class interaction is necessary and useful as an
educational strategy to enhance learning. The concept of classroom interaction plays an
important role in the second language learning process. In this case, it can be seen that the
communication or verbal interaction that occurs between the teacher and students has a basic
structure, for example the teacher will start by asking questions to students then students will
answer questions from the teacher after which the teacher will return to comment on student
answers then return by asking questions. That way these interactions will form the same pattern
throughout the lesson. In this case the teacher takes action (asking questions) by involving
students' minds and that is what triggers the verbal interactions that occur between the teacher
and students during class.

Interactions with the same or repetitive patterns can indicate that the teacher speaks during the
teaching process compared to the students. Here we can also see that students who sit at the front
and in the middle of the class are more likely to pay attention or give their opinion on the
explanation from the teacher than those who sit at the back of the class. Bracha Alpert has
identified three distinct patterns of classroom discourse: (1) silent (the teacher speaks most of the
time and only asks questions occasionally), (2) controlled (as in the quote above), and (3) active
(the teacher facilitates while the student talk mainly to each other). Interaction in class does not
only occur with teachers and students. Students and classmates are also included in the
interactions that occur in class.
Class interaction is very important in the teaching and learning process because it supports the
teaching and learning process and improves students' language skills and achievement.
Therefore, the interaction occurs because of the teachers and students communicating in class.
However, the stop must be balanced so that students will not become passive because the teacher
talks too much during the teaching and learning process. And this can also help students to
improve their speaking skills in English.

2.3 Bias (Brown Interaction Analysis System)

Interaction according to Malamah (1987:7) means acting reciprocally, acting upon each other.
This definition contains a concept that there are two parties involving in an interaction. An
interaction will occur when both parties act upon each other. Then, the acts of one party will
make another party react to them. This reaction will influence the next action. Thus, interaction
depends on the actions of both parties. (Douglas, 2001:165) also states that interaction is the
heart of communication. It is in the interaction what communication all about is found, it can be
in the forms of sending messages, receiving them, interpreting them, or negotiating meanings. In
summary, interaction can be defined as a process of communication that involves two or more
people on expressing and receiving message in the form of ideas, feelings or opinions.

Interaction can be happen in many situations, one of them is in the classroom. Communication
plays a central role in all classroom activities. Classroom communication is similar to other
communication forms. But, the classroom communication differs as a function of unique
purposes, environment, and participation forms. In classroom interaction, the participant of the
interaction consists of teacher and students. The interaction can be happen between teacher-
students or students-students. In promoting interaction in a classroom, the situation in the
classroom should support the teacher and students to interact with each other. (Allwright, 2008)
states that interaction is synonymous with the learning process itself. Interaction develops the
learner’s ability of a language. By interaction, the students can get more opportunity to use
language successfully. Interaction also measures the learner’s progress. Rivers (1988:4) states
the importance of interaction in the learning teaching process can increase the students’ language
store as they listen to or read authentic linguistic material or the output of their fellow students in
discussion, join problem solving tasks, or dialogue journals. In reference to the explanation
above, interaction is important in the teaching and learning process because it can facilitates
students to improve and explore their language ability through communication with the other.

The characteristics of a good interaction can be seen in the situation of an effective teaching and
learning process. Its situation shows a good interaction of students’ attitudes toward the teacher’s
behaviors, students’ participation during classroom events and thoughtful creative activities
where students have opportunities to share and express themselves. According to Barker (1987:
72), classroom interaction is said to occur when teachers and students are talking together for
purposes of learning conducted within the process-product paradigm. Rivers (1988: 9) also
explains that because interactive language teaching means elicitation of willing student’s
participation and initiative, it requires a high degree of indirect leadership, along with emotional
maturity, perceptiveness and sensitivity to the feelings of others. Then, Radford (2011:103),
states that “a classroom is an entity” viewed as a community of practice where two joint actions
take place: teaching and learning within a communicative process”. When a teacher
demonstrates these qualities, students lose their fear of embarrassment and willing to try to
express themselves. When students feel appreciation from the teacher to them, they will be
motivated in conveying and expressing their ideas. As a result, they will have a willingness to
participate in the classroom.

According to (Hadiat, 1980:2) the analysis of classroom interaction is a specific activities

between teacher and students in the learning process which obtained by record and transcript the
classroom activities to know the classroom interaction pattern. Brown (in Hadiat, 1980:3)
classified the activities done by teacher and students in the learning process into seven
categories. The interaction pattern according to Brown named BIAS (Brown Interaction Analysis
System). The categories of teacher and students activity according to Brown (BIAS) are : 1)
Teacher Lectures (TL) is when the teacher only giving information such as explaining, or
lecturing. 2) Teacher Question (TQ) is when the teacher asking a question to the students related
to the lesson material. 3) Teacher Response (TR) is a response given by teacher to the students
that can be done by praising, joking, accept and using the students ideas, or developing the
students’ answers. 4) Pupil Response (PR) is a response from students that can be an answer of
teacher’s question or a question to asking further explanation to the teacher. 5) Pupil Volunteers
(PV) is when the students telling their opinion or asking questions without the command from
the teacher. 6) Silence (S) is when nothing happens or there is no response from the students to
the teacher question. 7) Unclassifiable (X) it can’t be classified into 1 to 6 category. It can be
happen because there is confusing situations where the communication can’t be understand such
as the noise sounds from the students when there is no guidance from the teacher.

Based on the background above, the researcher doing the research that purposes to analyze the
interaction in the classroom that happened in a junior high school and a senior high school in
English classroom. This classroom interaction analysis did by using BIAS (Brown Interaction
Analysis System). This research is important to be done to know the interaction that happened in
the classroom and to know whether the learning process has implied the student-centered method
as expected in the current curriculum.
 CHAPTER III
METHODOLOGY

3.1 Research design

This study uses a qualitative descriptive method as a research method that aims to describe the
interaction between students and teachers during the learning process of English. According to
Fraenkel and Wallen (1993, p.23), descriptive methods are methods used to explain, analyze, and
classify things through various techniques, surveys, interviews, questionnaires, observations, and
texts. Qualitative research is expressed in words. It is used to understand a concept, thought or
experience. Therefore, researchers used a descriptive qualitative design method. This research
was conducted by taking two samples of instructional videos consisting of English learning
videos for class IX SMP and English learning videos for class XII SMA in Medan. The data used
in this study are primary data and secondary data. Primary data is the first data collected during
the study. In this research, the primary data is in the form of learning videos taken via YouTube.
Then secondary data is data taken through various sources of information and usually the data
already exists. Secondary data in this study are in the form of several journals regarding class
interactions between students and teachers using the Brown's Interaction Analysis System
(BIAS) method.

3.2 Population and Sample

Anton M. Moeliono (1993: 862) describes the research subject as the person being observed as
the research target. Meanwhile, Moleong (2010: 132) describes research subjects as informants,
which means that people in the research setting are used to provide information about the
situation and conditions of the research background. The selection of research subjects in this
study was carried out by taking a single stage sample, namely the selection of schools based on
group decisions. The numbers of samples in this study were 30 students who took part in the
learning process on the day of observation and the English teacher who taught them.

3.3 Data Collection Techniques

In this study, researchers collected data by observing classroom situations. According to Hasan
(2002: 86) observation is the selection, modification, recording, and coding of a series of
behaviors and conditions related to the organization, in accordance with empirical goals.
Meanwhile, according to Riduwan (2010: 30) observation is making direct observations to the
object of research to see closely the activities carried out. In this study, the observation was
carried out by non-participatory observation, where the researcher only made observations using
observation guidelines without involving himself in the existing phenomena. The observations
the researchers did were to attend class meetings which were held virtually and then record the
learning process from the beginning to the end of the class to find out the BIAS sequence used
by students and teachers during their communication in the learning process.
3.4 Data Analysis Techniques
Data analysis was carried out by the following steps (1) the researcher chose English language
learning videos for junior and senior high school levels via YouTube, (2) the researcher
transcribed oral data between teachers and students in the form of conversations from video
recordings into written language, (3) Then, researchers analyzed video recordings and text
transcript data, (4) analyzed and coded teacher speech based on seven categories of BIAS
(Brown Analysis Interaction System) interaction analysis, (5) identified teacher and student
activities into learning activities, namely the pre activity, whilst activity, and post activity, (6)
classifying data into seven categories of BIAS (Brown Interaction Analysis System), which
consists of lectures, namely when the teacher only provides information (Teacher Lectures (TL),
teacher questions (Teacher Question (TQ), Teacher response (Teacher Response (TR), Student
Response (Pupil Response (PR), Volunteer (Pupil Volunteers (PV), calm, i.e. nothing happens
Silence (S) and the letter is not included in categories 1 to 6 Unclassifable (X) in the form of
numbers in the form of a percentage of values, (5) concludes the interactions that occur in the
learning process in class IX of junior high school and XII of senior high school in Medan.
 CHAPTER IV
RESULTS AND DISCUSSION

4.1 Results
The results of research conducted on two instructional videos, namely HOTS Teaching Videos
for Junior High School English Subjects and Videos of English Learning Models for Curriculum
2013 at SMA Harapan Medan 2015 produced analytical data related to the use of BIAS (Brown
Interaction Analysis System) interaction patterns which consisted of seven categories; (1)
Teacher Lectures (TL), (2) Teacher Questions (TQ), (3) Teacher Response (TR), (4) Pupil
Response (PR), (5) Pupil Volunteers (PV), (6) Silence ( S), and (7) Unclassifiable (X) during
teaching-learning activities. The difference in school level becomes a reference for the use of
interaction patterns according to the needs of students and the way teachers build communication
with their students. This data was collected during the observer watching the learning video via
YouTube twice for each class level. The data is attached as follows.

Table 1. Observation Results of HOTS Teaching Videos for Junior High School English Subjects

No Aspect of BIAS Pre- Whilst - Post - Percentage

. Activity Activity Activity
I Teacher Talk
1. Teacher Lectures (TL)    13.37%
2. Teacher Questions    15.80%
(TQ)
3. Teacher Response (TR)    22.18%
II Student Talk
1. Pupil Response (PR)    26.13%
2. Pupil Volunteers (PV)    22.79%
3. Silence (S) - - - -
III Unclassifiable (X) - - - -
Total 100%

Based on the table above, it can be seen from the observation, teachers talk is dominated than
students talk. It means that the teacher still playing the bigger role than the students. Students
still need a lot of lecture and order from teacher. But, the students also actively giving response
to the teacher by giving comments and often to voluntarily asking or telling the teacher about
their ideas. Below will be explained the interaction patterns that occur from the Junior High
School learning video by using BIAS (Brown Interaction Analysis System).

1. Teacher Lecture (TL)

The activities of the teacher giving lectures or delivering information, directions, and instructions
to students during teaching and learning activities are not always boring or just fixated as a
"teacher center" but can also be in the form of describing learning material that is delivered to
students so that they can understand, interpret and implement the topic learning well. In this case,
we can see in the appendix below which shows that students respond well to commands that the
teacher gives when starting the class.
(Attachment 1):

Teacher: Assalamulaikum boys and girls (TL)

Class: Walaikumsallam Wbr (PR)
Teacher: Okay, Resky leads the prayers. (TL)
Student R: Attention please. Before we start our lesson lets pray in accordance
with our faith and religion. Now let’s start pray… Amen. (PR)

*Class sang the Indonesian Raya song

Teacher: Okay, thank you dear. Good morning students. (TL)

Class: Good morning ma’am. (PR)
Teacher: How are you today? (TL)
Class: I’m fine thank you. And how about you ma’am? (PR)
Teacher: Alhamdulillah I’m very well. Thank you (TL). Okay anyway is there
anyone absent today? (PR)
Class: Ari ma’am. (PR)
Teacher: Yes? (TL)
Class: Ari ma’am. (PR)
Teacher: Oh, what’s wrong with Ari? (TR)
Student: A… Last night he told me that he got fever (PR)
Teacher: Oh, I see. Okay well before we start our lesson. Let’s pray for Ari
hopefully he is getting better soon, okay (TL)
Class: Amen. (PR)

Based on the quotation above, it can be seen that before the learning activities started, the
students seemed eager to start learning today. The interaction that occurs in teaching-learning
activities is two-way because when the teacher asks how one student answers, then the other
two students also respond to the teacher's question. And this activity does not only take place
at the beginning because based on the data above we can see that this activity is also in whilst
- an activity in which the teacher asks students to form groups that aim to open students'
minds and can build deeper discussions related to the material.

(Attachment 2):

Teacher: Okay. Well students the questions I asked you related to the topic that
we are going to do today, okay? Today we are going to learn about narrative text
 in form of fairytale. After we learn this material I hope you are able to compare
the social function and identify the generic structure of the story. Now please look
at this and I want you to read what we are going to do today. Okay, go ahead.
(TL)
Class: Make a group of four. Watch the video carefully. Complete the table in the
worksheet using the information from the story. Compare the social functions and
the structures of some narrative texts, by: arranging jumbled sentences.
Discussing social function and generic structures of the text. Presenting the result
of the group discussion to other group members through window shopping
activity. (PR)

2. Teacher Questions (TQ)

Teacher Questions (TQ) is a form of activity in the learning process that involves students
and teachers but is more focused on teachers. The communication that exists in this session is
also a two-way communication to obtain information.
(Attachment 1):
Teacher: Okay, so do you enjoy the story? (TQ)
Class: Yes ma’am. (PR)
Teacher: Okay, so after you watch the movies, can you tell me what the story is
about? (TQ)
Student: Me ma’am (PR)
Teacher: Yes Naka (TR)
Student: The frog prince ma’am (PR)
Teacher: Okay, that’s excellent (TR). Okay next, how many characters are there
in the story? (TQ)
Student: Me ma’am (PR)

In this case, we can see that the interactions that occur between teachers and students are
going well, where students look eager to answer questions given by the teacher to students so
that this interaction will be good communication which means two-way communication to
obtain information.

3. Teacher Response (TR)

The response given by the teacher to students is one of the keys to building interaction with
students. Giving responses in learning activities can be in the form of applauding, praising,
joking and accepting each student's ideas, this is useful for fostering student thinking. By
giving a good response, students will continue to try to think about learning material to be
active in learning.
(Attachment 1):
 Teacher: Right, now let’s continue to the next one, the complication part. What
problem did the main character face? Yes Dina. (TQ)
Student: She bounced the ball far away… (15:39) (PR)
Teacher: Okay excellent Dina. Now the last part (TR)

Giving responses in any form will greatly support teaching and learning activities in the
classroom. Through this response, two-way communication will also be built in the
classroom, and there will even be an exchange of information from students and teachers.

4. Pupil Response (PR)

Pupil Response is an activity done by the students when they are responding to the question
that comes from the teacher, their classmates, or a question from students to teacher that
asking a further explanation. From the observation that has been done to the Junior High
School English learning video, students giving a response to the teacher or to another student
as the answer or their opinion related to the learning material that they learned.
(Attachment 1):

Teacher: okay, well done Amanda. (TR). So how many stories did you find? (TQ)
Students 1: Two stories ma’am (PR)
Teacher: Okay, what are they? (TQ)
Students 1: Malin kundang and the flowers from the moon ma’am (PR)
Teacher: Okay, alfa can you repeat please (TL)
Student 2: Malin kundang and the flowers from the moon ma’am (PR)
Teacher: That’s excellent alfa (TR). Well, anyway do you agree with alfa’s
opinion? (TQ)
Students: Yes ma’am (PR)

It can be seen that the students actively responding to the teacher. They answered the teacher
right after the teacher asking a question. And when the teacher asking an opinion from
another student they also give a well response to it. These response shows that the students
are enthusiastic to the learning process and the teacher has giving a clear instruction or
question so that the students can respond to it well.

5. Pupil Volunteers (PV)

Pupil Volunteers is an activity where the students voluntarily asking a question or telling
their opinion to the teacher without any command from the teacher. from the observation that
has been done to the Junior High School English learning video the students often to raise
their hands voluntarily to asking a question or giving an answer to the teacher’s question.

(Attachment 1):
 Student 1: Ma’am? (PV)
Teacher: Yes? (TR)
Student 1: Can I ask something? (PV)
Teacher: Sure, what is it? (TR)
Student: What is the character? (PV)
Teacher: Characters? (TR) Okay well do you know the story of sangkuriang?
(TQ)
Class: Yes ma’am (PR)
Teacher: Okay, that’s good (TR). Well Dayang sumbi, sangkuriang and situma
are the characters. (TL)
Student 1: Oh, I see. So character means Tokoh? (PV)
Teacher: Exactly (TR).

From the conversation above, it can be seen that the students voluntarily asking a question
after they did an observation to the learning material. After observing it well, the student
directly asking a question to the teacher about something that he doesn’t know. It shows that
they are following the learning process well, because they can propose a question related to
the material and have a desire to know further about the material.

(Attachment 2):

Teacher: Okay so what is the generic structure of the story? (TQ)

(Student raising his hand) (PV)
Teacher: yes, Faiz (TR)
Student: orientation, complication, and resolution (PV)
Teacher: and resolution, okay (TR).

From the conversation above, it can be seen that the student voluntarily answer the question
from the teacher without any command to the teacher that he needs to answer it. The teacher
gives the question for all the students but student Faiz raising his hand and initiative to
answer it. It shows that students actively participated in the learning process and teacher’s
role as a facilitator also runs well. The teacher can encourage students to answer the question
and students have a bravery to answer since they already have a good understanding about
the material.

Table 2. Observation Results of Video Learning English in 2013 Curriculum SMA

Harapan Medan 2015

No Aspect of BIAS Pre- Whilst - Post - Percentage

. Activity Activity Activity
 I Teacher Talk
1. Teacher Lectures (TL)    21.17%
2. Teacher Questions    5.88%
(TQ)
3. Teacher Response    16.47%
(TR)
II Student Talk
1. Pupil Response (PR)    47.05%
2. Pupil Volunteers (PV)    9.41%
3. Silence (S) - - - -
III Unclassifiable (X) - - - -
Total 100%

From the results of the analysis data above, it can be seen that the presentation of the Student
Talk is more than the Teacher Talk during the lesson; however the teacher still plays a major role
in inviting and taking responses from the students in order to build an active and conducive
classroom atmosphere. Some of the interaction patterns carried out in accordance with the BIAS
(Brown Interaction Analysis System) of the Harapan High School class can be explained as
follows.

1. Teacher Lectures (TL)

The activities of the teacher giving lectures or delivering information to students during teaching
and learning activities are not always boring or just stuck as a “teacher center” but can also be in
the form of describing the learning material that is delivered to students so that they can
understand, interpret and carry out learning topics well. In this category, SMA Harapan students
during the lesson look very enthusiastic and listen to the teacher very well. In addition, they sat
up straight and looked ready to start learning. The teacher also paid attention to the students by
asking who was not present that day.
(Attachment 1):

Teacher : Well class, how many students are absent today? (TL)
Students (Secretary): Let me check, sir ... Everything is ok sir. All of us are present today.
(PR)

This learning activity takes place, during learning, the teacher also asks students to form
groups so that learning is easier to convey and task implementation becomes clearer. This
activity is carried out by the teacher to arouse student knowledge regarding what material
and topics will be discussed on that day as well as to make students better understand the
material after doing assignments in groups.
Teacher : Now, please join your own group! Hurry up! Move up! (TL).
Okay all my beloved students. Now you have already been in your own group. Now pay
 attention to the video on the screen and don't forget to identify how the staffs or the
employees conducting their duties in the place they are working. Enjoy your watching.
(TL)

* Watching the video *

Then, the teacher will ask the students to do the task with their own group.

Teacher : Ok all my beloved students; you have already watched the video. What
do you think of seeing the staffs or the employees doing their duties? (TQ)
Class: It's amazing, sir. (PR)

Teacher: Ok class. Each of you will have a part to have the role playing of those staffs or
the employees. These are the scripts that I am going to give you for practicing. (TL)
Students Y: Can I help you sir? (PV)

Teacher : Of course. Here you are. Please give it all your friends (TR)
Students Y: There you go. Here you are (PR)
Students B: Thank you Yasmin (PR)

2. Teacher Question (TQ)

This teacher questioning activity involves more of the teacher's role in giving questions to
students. The communication that exists in this session is also a two-way communication to
obtain information. Analysis data can be attached as follows.
(Attachment 2)
Teacher : Good. TR How did you feel being in the bank? (TQ)
Student T: Mmm, I was pleased because on that day I've got something new in my life
and that's a good experience, sir. (PR)
Teacher : That's great! (TR) What about you Akbar? Have you ever visited a bank
too? (TQ)
Students A: Mmm, yes sir. I saw that the security, customer service and the teller were
very friendly, polite, tidy, and beautiful. And I also like their way of serving the
customer. (PR)
Teacher: Wow. That's great!

It can be seen from the conversation that the students are very enthusiastic about learning, they
explain their experiences very enthusiastically, showing their interest in the material to be
studied on that day. The teacher asks questions that are close to the life of students, this is also
the key to interesting learning because students will always be enthusiastic about the things they
know. Good communication and an attractive response are also needed in learning so that
students feel themselves involved.

3. Teacher Response (TR)

The response given by the teacher to students is one of the keys to building interactions with
students. Giving responses in learning activities can be in the form of giving applause, praising,
joking and accepting every student's idea, this is useful for developing students' thoughts. By
giving a good response, students will continue to try to think about learning material so that they
are active in learning.
(Attachment 1):
Student R: Excuse me sir? (PV)
Teacher : Yes Rayhan. (TR)
Student R: We think that Titan is not suitable to be a customer service. As we see that she
is not elegant and a little but rude in offering service to the customer. My group and I
suggest that she is more suitable to be a teller. (PR)
Teacher: That's quite amazing Rayhan. I also agree with your suggestion. (TR)

Giving responses in any form will greatly support teaching and learning activities in the
classroom. Through this response, two-way communication will also be built in the classroom,
and there will even be an exchange of information from students and teachers.

4. Pupil Response (PR)

Pupil response is a response given by students regarding whatever the teacher gives, be it a
lecture in the form of information or questions given by the teacher. Based on the results of
observations on the English Learning Video for Curriculum 2013 at SMA Harapan 2015, it was
found that during the learning process students were very enthusiastic about the explanations and
questions given by the teacher. The response they gave when they were asked questions was very
good, they answered enthusiastically, and even some of them were also scrambling to answer.
The answers they provide are also in the form of personal opinions so there is nothing wrong.
(Attachment 1):

Teacher : Ok class. I would like to ask you something. By the way, have you ever
visited some places like a bank, a hotel, a supermarket, a cargo or an airport? (TL)
Class: Of course, sir. (PR)
Student T: Sir (PV)
Teacher : Yes, Titania. (TR)
Student T: Actually, I've ever visited a bank and on that day I visited together with my
parents to withdraw some money. (PR)
Teacher : Good. TR How did you feel being in the bank? (TQ)
Student T: Mmm, I was pleased because on that day I've got something new in my life
and that's a good experience, sir. (PR)
Teacher : That's great! TR What about you Akbar? Have you ever visited a bank
too? (TQ)
 Students A: Mmm, yes sir. I saw that the security, customer service and the teller were
very friendly, polite, tidy, and beautiful. And I also like their way of serving the
customer. (PR)
Teacher: Wow. That's great! (TR)

It can be seen from the text fragment above that the response given by students is very good.
Students do not just answer questions with "yes" or "no" answers, but yes, they describe them
very well while sharing their personal experiences in the public place. Through the observations
made, students in this Learning Video appear to be very active in giving their responses during
the course time. This is certainly very helpful for teachers in operating learning materials better
and communication is also built in such a way.

5. Pupil Volunteers (PV)

This activity is what students do in building interactions in the classroom with teachers and other
students. This activity focuses on students as volunteers in carrying out their duties, namely
without any orders, coercion and pressure. Students will automatically ask questions, point to
themselves or even continue the teacher's words in the classroom. Based on the results of
observations from the Video Learning English for Curriculum 2013 at SMA Harapan 2015, it
was found that during the lesson many students raised their hands to ask questions, some offered
help to their teachers to distribute a piece of paper etc., but this was done without any prior
orders, which can be seen through the following excerpt:
(Attachment 1)

Teacher: Ok class. Each of you will have a part to have the role playing of those staffs or
the employees. These are the scripts that I am going to give you for practicing. (TL)
Students Y: Can I help you sir? (PV)
Teacher : Of course. Here you are. Please give it all your friends. (TR)
Students Y: There you go. Here you are (PV)
Students B: Thank you Yasmin. (PR)

Through the above fragment of text, it is known that these students voluntarily offered to help
the teacher. This volunteer attitude is very necessary and also the willingness of students to help
their teachers is also one way of building two-way or even multi-way communication.

4.2 Discussion
Based on the results of the interaction on learning activities at the junior and senior high school
levels that have been researched through learning videos on YouTube using interaction analysis
according to BROWN (BIAS = Brown Interaction Analysis System) which consists of seven
categories, namely: (1) Teacher Lectures (TL), (2) Teacher Questions (TQ), (3) Teacher
Response (TR), (4) Pupil Response (PR), (5) Pupil Volunteers (PV), and (6) Silence (S) as well
(7) Unclassifiable ( X) is not included in the 5 categories above because it cannot be categorized,
which is where the interactions that occur in SMP and SMA can be seen that there is a
comparison of the interactions that exist when learning activities take place.

As we can see in the previous table that the interactions that occur in junior high schools show
that the percentage results that have been calculated based on the data are more likely to the
teacher (51.35%) which means the role of the teacher in interactions that occur when learning
activities are over. big compared to students (48.92%) but here we can also see that students also
play a role in the interaction where the difference between the two is only 2.43%. But on the
contrary what happened in SMA was the percentage of students (56.46%) was higher than that of
teachers (43.52%) where the difference between the two was 12.94%,

Furthermore, for the Teacher Talk section, we can see that the ratio of the roles of teachers in
SMP is higher than that of SMA teachers, which we can see that in SMP (TL: 13.37%, TQ:
15.80%, TR: 22, 18%) with a total of 51.35% and the role of teachers in SMA (TL: 21.17%, TQ:
5.88%, TR: 16.47%) with a total of 43.52%. From this we can see that Teacher Lectures in SMP
are lower than those in SMA with a difference of 7.8%. Then for the role of teachers in Teacher
Questions in SMP is higher than those in SMA with a difference of 9.92% and the last one is the
Teacher Response, which at the junior high school level is higher than SMA with a difference of
5.71%.

In the Student Talk section we can note that at the junior high school level (PR: 26.13%, PV:
22.79%) with a total of 48.92% and the role of students in high school (PR: 47.05%, PV: 9.41 %)
with a total of 56.46%. Based on the previous explanation, we can conclude that the total
percentage of the role of students at the SMA level is higher than at the SMP level, where the
Pupil Response at the SMP and SMA levels has a difference of 20.92%. However, I can see that
the Pupil Volunteers at the junior high school level are higher than SMA which has a far
difference (13.38%) as in the percentage results of the Pupil Response section.

Based on the explanation above, we can conclude that the interactions that occur in learning
activities at the junior and senior high school levels have two-way communication or two-way
interactions. Two-way interaction is an interaction that occurs only between teachers and
students individually, there is no relationship between one student and another. The maximum
interaction is the interaction that can involve the teacher and students, and students with other
students. This is in line with the opinion of Nana Sudjana (in Sutikno, 2009: 66) that explains
multidirectional communication or communication as a transaction not only involves dynamic
interaction between teachers and students, but also involves dynamic interactions between one
student and another. And this has been proven that teachers and students can carry out the roles
they have properly during learning activities. Then based on the seven Brown categories, the
category that tends to appear at the junior and senior high school level is the Pupil Response
(PR) which is an activity carried out by students when answering questions from the teacher,
questions from classmates, or questions from students to teachers to ask for explanations which
is further. This category is always present in every learning activity, both at the beginning, core
and end of learning activities, questions from classmates, or student questions to the teacher to
ask for further explanation.

CHAPTER V
CONCLUSION

5.1 Conclusion
In conclusion, from the result of the classroom analysis that has been done by the researcher by
using the BIAS (Brown Interaction Analysis System), the learning process in the junior high
school still dominated by teacher’s role that proven by the percentage of Teachers Talk is
51.35%, while the Students Talk percentage is fewer 2.43%. That is 48.92%. The percentage
doesn’t show a wide gap between the Teachers Talk and Students Talk that means the students
have participated well during the learning process and since they are still in the junior high
school, they still need much lecture or order from the teacher in understanding the material.
Different with the interaction that happened in the senior high school classroom, it shows that the
student’s participation was dominated than teachers. The proof can be seen from the percentage
of Students Talk that is 12.94% higher than Teachers Talk. The Students Talk percentage is
56.46% while the Teachers Talk is 43.52%. It can be happen because they already have a good
ability in manage themselves to the teachers command. The teacher can doing his part as the
facilitator well by only giving guidance to the students in the learning process and let the
students become the main role that discovered and solving the problems given through their
collaboration. The research also found that among the seven categories of BIAS (Brown
Interaction Analysis System), Pupil Response (PR) is the most aspect that appears in the
interaction both in junior high school and senior high school classroom. This category is always
present in every stage of learning activity, such as at the pre activity, whilst activity, and post
activity. The students actively responding to the questions that come from the teacher or their
classmates. They also have a good curiosity by asking the teacher for further explanation about
the material that they learn.