Characteristics of Classroom Interaction of English Language Teachers in Indonesia and Malaysia
Characteristics of Classroom Interaction of English Language Teachers in Indonesia and Malaysia
40-50
Akhyar Rido
Faculty of Arts and Education, Universitas Teknokrat Indonesia
Email: [email protected]
DOI: http://dx.doi.org/10.26858/ijole.v2i1.5246
Abstract
This study investigated characteristics of classroom interaction of English language teachers in Indonesia
and Malaysia, focusing on language accuracy and classroom discourse. A qualitative method was employed
in this study while the data was gathered through observation of six teaching sessions of English language
teaching in secondary schools, involving three selected Indonesian teachers and three selected Malaysian
teachers. The findings reveal that all teachers performed two characteristics of classroom interaction namely
language accuracy and classroom discourse. In teachers’ language accuracy, the Indonesian and Malaysian
teachers delivered pronunciation, vocabulary, instructions, questions, explanations, eliciting information,
use of L1, and correction of language errors. They also applied monologue, dialogue, restructure discourse,
fill gaps for students lack of language, use of L1/L2 both teachers and students, accepting incomplete
answers from students, and accepting one word answers. These categories improved the quality of teacher-
student and student-student interaction. Therefore, the findings might be implemented more widely to
enrich both Indonesian and Malaysian English language teachers.
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Akhyar Rido, and Fatimah Mulya Sari, Characteristics of Classroom …
especially in Indonesia and Malaysia. A Wong & Waring, 2010). 80 minutes from each
number of studies have found that the teachers’ session was recorded on video. The data from
lack of English language competence is a observation were coded based on two
major problem in English language characteristics—teachers’ language accuracy
classrooms. These teachers could not promote and classroom discourse. In this current study,
effective interaction; and, as a consequence, teachers’ language accuracy comprises some
the students failed to understand the lesson sub-characteristics which cover pronunciation,
(Boor, Aman, Mustaffa, Seong, 2010; vocabulary, instructions, questions,
Mattarima & Hamdan, 2011; Marcellino, explanations, eliciting information, use of L1
2009; Rido, 2018; Zulfikar, 2009; Lie 2007). (mother tongue), and correction of language
The concern on the success of teaching error. Meanwhile, classroom discourse
process leads a study to explore and identify consists of monologue, dialogue, restructure
the characteristics of classroom interaction. As discourse, fill gaps for students lack of
the whole ecosystem is changing, teachers are language, use of L1/L2 (for both teacher and
required to cope with the latest trends and give students), accepting incomplete answers from
the best learning experience to their students students, and accepting one word answers.
(Di Grapello, 2013; Lie, 2007; Suharti, 2013). Recurring characteristics of classroom
Thus, this study is aimed at investigating interaction exhibited by the teachers in the
characteristics of interaction used by the classroom activities were identified and
teachers in Indonesia and Malaysia, focusing categorized through reading and re-reading the
on their language accuracy and classroom data. After that, similar characteristics might
discourse. The discussion is based on the be developed and the emergent themes were
information gauged from classroom presented.
observation.
FINDINGS
RESEARCH METHOD After analyzing the data, the results show
The study was conducted at six secondary multitude views of characteristics of classroom
schools in Indonesia and Malaysia. The interaction between Indonesian and Malaysian
participants were three Indonesian teachers teachers which, in some extent, varies. In this
(T1, T2, T3) and three Malaysian teachers (T4, currect study, the characteristics are divided
T5, T6). Data for this study were collected into two—teachers’ language accuracy and
through observation and video-recording. The classroom discourse, with some sub-
observation was carried out by idenfying all characteristics in each part. To capture the
potentially relevant occurances of interactions’ essence of the findings, extracts will be re-
characteristics of the teachers. The non- presented, where necessary.
participant observation was suitable since the
observer remained inconspicuous so that the Teachers’ Language Accuracy
characteristics of classroom intearction were The findings related to the teachers’
not affected (Angrosino & Rosenberg, 2013). language accuracy have several sub-
Video-recordings were also allowed during the characteristics. Those sub-characteristics are
observations in the six English language pronunciation, vocabulary, instructions,
classes. Video-recordings are a relatively questions, explanations, eliciting information,
straightforward means of recording interaction use of L1, and correction of language error. In
in the classroom and have the added advantage Indonesia, the teachers frequently used bahasa
of providing a visual representation of what is Indonesia in delivering the material while the
happening (Howard, 2010; Walsh, 2011; Malaysian teachers used English as the
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example, let’s see the example. correct. But we are talking about
Everybody please repeat after me ya. simple present tense. So, simple
[the students and the teacher read a present tense does not have/
text on the hand out]. SSS Will be
Are you a doctor? T Will be is used for what
SSS Future tense
The extract of T2’s: Yes, future tense. Okay we are talking
There are so many similar sounds, there about future tense. So, this one is
are so many repeated words. Ya. You can wrong. The sentence is correct. Okay.
learn from this kind of song. Ya kan? (.) The grammar is correct. Min Hwa is
T
belajar bahasa Inggris itu dengan lagu. having his dinner [students laugh]
T Banyak kan di situ, similar sound. What is okay, simple present tense/simple
similar sound? What does it means similar present tense/ is this a simple present
sounds? tense?
...................................................................
...... The extract of T5’s:
Susan shall sell some small shoes in the Not not really (.) okay so on the
T shoes shop. [the teacher writing the characters on your left side page four
answer in the whiteboard] T roman you have the characters there
SSS Panjang amat bu? (.) ah you Have John Taylor (.) English
How many words have you (.) ya. This is computer programmer -
the example of similar sound ya. There are ...... .................
T
how many similar sounds? [pointing out Okay working for a multinational
one of the students] T company in Budapest (.) and then you
have Andrea Taylor
The extract of T3’s: SSS John’s wife
Sambungan Langsung International. Ok. John’s wife (.) teacher of Hungarian (.)
International Drive Dialing. Kalo kalian T and we have ( ) you know how to read
nelfon, tiba-tiba ada nomer 62+ ada nomer ()
62+[illustrating using her finger] that is an SSS K-a-t i
Indonesian country code. Kode Negara Yes Kati k-a-t-i in Malay k-a-t-i in
T Indonesia,(.) if you have family outside and Malay spelling the pronunciation yes
they will call you in Indonesia, they have to T ka/ti (.) okay Kati Taylor (.) John and
push two number an Indonesian code. Jadi Adrea’s baby daughter aaa…how do
kalo di buku dari Telkom ya yellow pages, you pronounce that Zsolt?
buku dari Telkom yang dibagiin beberapa
nomor. Belum pernah liat? The extract of T6’s:
S Teacher deserted?
The extract of T4’s: Deserted means lonely (.) from the
Correct. Good. Here, simple present. word dessert not desert (.) desert
T
The annual book festival will be held desert sorry from the word desert not
T dessert (.) okay
on 27 April 2013 at PWTC. Correct or
wrong? S (Freeband)
SSS Wrong (Freeband) means that we try aaa…we
T Correct or wrong? don’t want things that those things to
SSS Wrong wrong T happen (.) alright? Okay? Let see you
T Why is it wrong? drink less water what will happen?
SSS Will will What will happen to your body?
Because of will be. You are talking S Dehydration
T
about simple present. First, sentence is
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That group. Now Seth come here Indonesian teachers and their students in using
please….... mother tongue was higher than Malaysian
teachers and students. The following extract
The extract of T5’s: shows how Indonesian teachers and their
Liyana? Zudin please wear your (.) students used L1/L2 during teaching process:
T
samping yes The extract of T1’s:
S Cik gu tak dapat cik gu T You know it. Ok, Are you a doctor?
T Why? SSS Apakah kamu seorang dokter.
SSS Tak dapat T Yes I am.
Oh tak dapat (.) okay any extras? SSS Iya.
Pass pass now (.) okay you look at T Are you a student too?
summary chapter one a strange SSS Apakah kamu seorang pelajar juga?
T meeting (.) this is the summary of T Yes I am.
that ya (.) okay someone please SSS Ya.
read? A strange (.) summary (.) can T Are you a student too?
you see that? SSS Apakah anda seorang pelajar juga?
No, (..)
The extract of T6’s: T Dia adalah seorang
Alright (.) obviously during hari SSS (..)
raya (.) how about the Indians?
T
What do you wear to show your The extract of T2’s:
traditions? T Paham apa tidak?
SSS Sari sari S Iya paham
Sorry? For examples the Malays What have you see Catur? Hey Catur!
they wear our traditional clothes Halo halo halo! Ribut terus dari tadi
T such as baju Melayu and baju kenapa sih?! Raise your hand if you
kurung (.) how about the Indians? T
don’t understand. Nah suruh tunjuk
What do you wear (Shargis)? tangan juga masih gak ngerti tapi
masih banyak Tanya.
Classroom Discourse S Saya bu.
The second finding from this research is
the classroom discourse. After observing the The extract of T3’s:
lessons, it is discovered that Indonesian T Sudah mengerti isinya?
teachers employed four types of interaction S Belum.
characteristics – dialogue, use of L1/L2 for Ok now, maybe you have difficult
both teachers and students, accepting T vocabulary. Ada kata-kata yang sulit
incomplete answers from students, and gak? Ya?
accepting one word answers. On the other side, SSS Ada.
the Malaysian teachers used seven types of
interaction characteristics which include CONCLUSION
monologue, dialogue, restructure discourse, The study discovered that all classroom
fill gaps for students lack of language, use of practices reflect the teachers’ characterictics in
L1/L2 (for both teacher and students), shaping classroom interaction (Richards &
accepting incomplete answers from students, Rodgers, 2001; Mustapha, et al, 2010). All
and accepting one word answers. teachers performed two characteristics of
The difference of Indonesian and classroom interaction namely teachers
Malaysian teacher was clearly seen in using language accuracy and classroom discourse. In
L1/L2 during the lesson. The portion of teachers language accuracy, the Indonesian
and Malaysian teachers delivered
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