Tesis

Classroom interaction in English in mathematics and science classes (a case study ar Rintisan Sekolah Bertaraf Internasional (RSBI), SMA Negeri 3 Malang) / Suharyadi

Abstrak
ABSTRACT Suharyadi 2010. Classroom Interaction in English in Mathematics and Science Classes (A Case Study at Rintisan Sekolah Bertaraf Internasional (RSBI) SMA Negeri 3 Malang). Thesis English Language Education Graduate Program State University of Malang. Advisors (1) Prof. M. Adnan Latief M.A. Ph.D. (II) Drs. Fachrurrazy M.A. Ph.D. Key Words Classroom Interaction Mathematics and Science Rintisan Sekolah Bertaraf Internasional (RSBI) SMA Negeri 3 Malang This study is intended to describe the patterns of classroom interaction in English between the Mathematics and Sciences teachers and students and the communication strategies in English employed by the Mathematics and Science teachers in the classroom. The instruments used to collect data are (1) observation through video recording and field note (2) interview with the teachers and (3) questionnaires for students. The subjects in this study are the teachers of Mathematics Chemistry Biology and the students. Data are analyzed using the interaction model of Miles Huberman. The findings show that there are two patterns of classroom interaction in the Mathematics class namely the teacher and whole class interaction and the teacher and individual student interaction. The first pattern is effective to transfer concepts theories and examples on Mathematics to all students to finish the syllabus coverage or learning materials and to train all students to overcome the Mathematical problems. This pattern is not effective in making all students comprehend the concepts easily. The second pattern is effective to deal with an individual student s difficulties. Also both patterns are good to make the teacher speak English but bad for the students English. In the Chemistry class there are four patterns of classroom interaction in English namely the teacher and whole class interaction the teacher and individual student interaction the teacher and group interaction and the individual student and teacher interaction. The first three teacher-centered patterns are facilitative assisting that teacher to control the class and deliver all the learning materials smoothly. The three patterns above are useful for the teacher to get more opportunities to use English but not good for the students to initiate in English. In the Biology class there are three patterns of classroom interaction in English namely the teacher and whole class interaction the teacher and group interaction and the individual student and teacher interaction. The first two patterns are effective to be used in teaching. These patterns enable the teacher to develop the English skills. However the patterns restrain the students to initiate in English in the classroom. In terms of the communication strategies the Mathematics teacher employs the strategies such as translation code switching and code mixing repetition and paraphrasing approximation. Of those strategies the translation strategy is the most effective since it can help the students comprehend the concepts in Mathematics. In the Chemistry class the teacher also uses the strategies of code switching and code mixing translation repetition and circumlocution. The translation is also the most effective since it can facilitate the students learning. In the Biology class the teacher applies the strategies of code switching and code mixing translation and repetition. However the translation is the most effective as it can accelerate and facilitate the students understanding of the concepts. Regarding the findings some suggestions are offered. First the Mathematics Chemistry and Biology teachers are advised to use the three teacher-centered patterns in teaching Mathematics and Sciences. The patterns are effective to deliver the learning materials smoothly ask questions and give directions to the students. The teacher is also suggested to use the teacher and group interaction to engage the students. But the teacher and individual student is good to deal with an individual student s problems in Mathematics. Besides the three patterns give the teachers more opportunities to use English. The patterns are not good for the students to initiate and communicate in English. Instead the individual student and teacher interaction is a good pattern to make the students speak. Secondly the teachers are suggested to carefully select and apply the strategies based on their effectiveness and efficiency. The translation code switching/code mixing and repetition are good to be used. They can make the students understand the concepts. But the teachers are highly recommended to use the translation in teaching. This strategy can make the students know the meanings immediately and directly. The teachers are advised to improve their English skills (Speaking and writing) for communication by taking English courses using English more frequently in daily communication with other teachers and students and writing worksheets and handouts in English. It is also recommended that the English teachers at SMA Negeri 3 Malang help the Mathematics and Science teachers to speak and write English better. They can provide English in-house trainings for them to improve their English skills in teaching.

Informasi Detail

DDC

Rt 428.3 SUH c

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2010.

Deskripsi Fisik

ix, 296 lembar : il. , tab. ; 30 cm.

Bahasa

No Reg

01548/KI/10

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2010

Subjek

1. BAHASA INGGRIS - INTERAKSI KELAS
2. BAHASA INGGRIS - PERCAKAPAN

Pembimbing

1. M. ADNAN LATIEF ; 2. FACHRURRAZY

Lampiran Berkas