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CLASSROOM INTERACTION: A STUDY OF TEACHER TALK USING FLANDERS’ INTERACTION ANALYSIS CATEGORIES

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ABSTRACT CLASSROOM INTERACTION: A STUDY OF TEACHER TALK USING FLANDERS’ INTERACTION ANALYSIS CATEGORIES HANA PAULINE 1521025 The purpose of this research is to identify Teacher Talk categories that contribute to or hinder students’ learning and categories that impact students’ learning. This research was conducted in Tanjung Barat Adventist Academy and was participated by two teachers for eight meetings. The data was analyzed by using Flander’s Interaction Analysis Categories. Findings revealed that the most recurring categories that contributed to students’ learning were accepting feelings, praising or encouraging, asking questions, lecturing, criticizing or justifying, accepting or using students’ ideas, and giving directions. It further revealed that the recurring categories that hindered students’ learning were criticizing or justifying, and accepting or using students’ ideas. In addition, the recurring categories were lecturing and asking questions based on the observations. It is concluded that the categories that contributed to the students’ learning prompted students’ enthusiasm to learn, to speak up, and to participate in the classroom interaction. Keywords: Classroom Interaction, Teacher Talk, Flanders’ Interaction Analysis Categories