THE EFFECT OF CLASSROOM INTERACTION ON DEVELOPING NON-ENGLISH MAJOR SOPHOMORES’ SPEAKING SKILL AT HO CHI MINH =Ảnh hưởng của tương tác trong lớp học đối với việc phát triển kỹ năng nói của sinh viên năm hai

i VIETNAMNATIONALUNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ********************* VÕ THỊ KIM CÚC THE EFFECT OF CLASSROOM INT

i

VIETNAMNATIONALUNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

*********************

VÕ THỊ KIM CÚC

THE EFFECT OF CLASSROOM INTERACTION ON DEVELOPING NON-ENGLISH MAJOR SOPHOMORES’ SPEAKING SKILL AT HO CHI

MINH UNIVERSITY OF INDUSTRY (HUI)

Ảnh hưởng của tương tác trong lớp học đối với việc phát triển kỹ năng nói của sinh viên năm hai không chuyên ngữ tại trường Đại Học Công Nghiệp TP.HCM

M.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111

HoChiMinh, 2014

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VIETNAMNATIONALUNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

*********************

VÕ THỊ KIM CÚC

THE EFFECT OF CLASSROOM INTERACTION ON DEVELOPING NON-ENGLISH MAJOR SOPHOMORES’ SPEAKING SKILL AT HO CHI

MINH UNIVERSITY OF INDUSTRY (HUI)

Ảnh hưởng của tương tác trong lớp học đối với việc phát triển kỹ năng nói của sinh viên năm hai không chuyên ngữ tại trường Đại Học Công Nghiệp TP.HCM

M.A MINOR THESIS

FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111

SUPERVISOR: NGUYỄN TRƯỜNG SA, PhD

HoChiMinh, 2014

Supervisor’s Name: Dr NGUYỄN TRƯỜNG SA

“I certify that this work is entirely my own and has not been accepted as part of a submission to another purpose elsewhere”

Signed:

Word length: words

Next, I would like to send my deep gratitude Mr Bui Van Hat, the English teacher

at Faculty of Foreign Languages, Ho Chi Minh University of Industry, who helped me so much in implementing the study

Besides, my deep gratitude is sent to Ms Hien and Ms Nhung, my colleagues at the College of Finance and Customs, who shared with me their experience in organizing activities I would like to thank Mr Tin, my close friend who supported me with technical aids

My thanks are due to my beloved students in the two non-English major classes, at

Ho Chi Minh University of Industry, who involved in my experiment Without their assistance, my study could not have been conducted I am also grateful to my teachers and colleagues at the English Department, Ho Chi Minh University of Industry, who gave

me good conditions during the time I followed the M.A course All of their help meaningfully contributed to the completion of my study in the master program

Finally I owe everything to my family, especially my parents, who were always with me when I was in difficulties and gave me mental support to complete my M.A program

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TABLE OF CONTENTS

DECLARATION OF AUTHORSHIP

ACKNOWLEDGEMENTS i

ABSTRACT ii

TABLE OF CONTENTS iii

LIST OF TABLES ANF FIGURES v

LIST OF ABBREVIATIONS vi

PART A INTRODUCTION 1 Rationale of the study 1

2 Aims of the study 2

3 Research questions 2

4 Scope of the study 2

5 Methods 3

6 Definitions of terms 3

7 Design of the study 3

PART B DEVELOPMENT CHAPTER 1 THEORETICAL FRAMEWORK and LITERATURE REVIEW 5

1.1 Theoretical background of the research 5

1.1.1 What is interaction in language classroom? 5

1.1.2 Aspect of interaction 6

1.1.2.1 Teacher Talk 6

1.1.2.2 Students Talk 9

1.1.3 Types of classroom interaction 10

1.1.4 The importance of classroom interaction on speaking skill Error! Bookmark not defined 1.2.Previous studies examining classroom interaction 12

CHAPTER 2METHODOLOGY 14

2.1 Participants 14

2.2.Method of the research 15

2.3 Data collection procedures 17

2.4.Data analysis procedures 19

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2.5.The validity and reliability data 19

CHAPTER 3 FINDINGS AND DISCUSSION 20

3.1 Findings and discussion 20

3.2.Summary 31

PART C CONCLUSIONS AND IMPLICATIONS 1 Conclusions 33

2.Implications of the study 34

3.Suggestions for further research 35

REFERENCES 37 APPENDIX 1 I APPENDIX 2 IV APPENDIX 3 V APPENDIX 4 VI APPENDIX 5 VII

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LIST OF TABLES

Table 1: Participants detailed information………15

Table 2: Observation and interview schedule……… 19

Table 3: The results of all observations……….21

Table 4: The results of classroom interaction types……… 25

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LIST OF ABBREVIATIONS

HUI Ho Chi Minh University of Industry

FLINT Foreign Language Interaction Analysis

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PART A INTRODUCTION

1 Rationale of the study

Classroom interaction is the key for the language learner to reach the goal of using the language accurately, fluently, and confidently whether in its written or spoken forms Chaudron (1998) notes that only through interaction can learners acquire the target language structures and its their meaning, and learners have more opportunities to incorporate such structures into their oral performance In addition, with classroom interaction, English learners can find it a bit easier to gain fluency and accuracy in their speaking According to Swain (1997), language production in classrooms provides the opportunity for meaningful practice of learners’ linguistic resources that lead to accuracy In addition, in the study of Hailey (2006), interaction not only helps learners to notice what they cannot express precisely the meaning they wish but also pushes learners to produce more accurate and appropriate language In the same vein, Savignon (1983) affirms that the development of communicative competence is promoted in “expression, interpretation, and negotiation of meaning involving interaction between two or more persons or between one and a written or oral text” One again, the effect of interaction on learners’ communicative competence and then speaking ability is asserted by Welker’s (1997 82) that “a thousand meetings, the best textbooks, creative teaching materials, even native speakers visiting classroom aren’t going to give students English communicatively Only by using English with their teacher and classmates will develop the ability to speak English” However, in the light of speaking skill, it seems that the author fails to address classroom interaction in the relation to develop speaking skill

In Vietnam, most of students cannot use English for communicating in real situation although they have learned English for many years According to Van (2007 22) “Vietnamese learners’ English proficiency levels were very low, they seemly failed to take part in oral communication” In addition, Thinh (2006)

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addressed that many Vietnamese students are unable to produce a perfect sentence although they have learned English in classrooms for seven years Then it becomes doubtful whether the unadequate interaction makes Vietnamese students in general and students in colleges, universities in particular are not able to speak English The researcher also wonders whether classroom interaction is one of the causes that lead

to failure and corruption of students’ English speaking or to what extent English teachers have met the barriers in applying classroom interaction in teaching speaking skills The paper is conducted in the pursuit of revealing the hidden part of language teaching and learning For that reason, the paper will serve the practical investigation, it’s hoped that the finding may serve as a reference document to the teachers who are interested in improving their student’s speaking skill

2 Aims of the study

This study is aimed atinvestigating the reality of interaction in speaking classrooms for non-English major sophomores at Ho Chi Minh University of Industry (HUI) To be specific, the aims of the study are:

- To find out types of classroom interaction,

- To examine teachers’ perception about the importance of classroom interaction and main difficulties that they face when employing the classroom interaction in order to improve the students’ communicative or speaking competence

3 Research questions

The general question addressed in this study is: How is interaction employed

in the classroom for non-English major sophomores at HUI?

This question can be answered by addressing these specific questions:

1 What are the teachers’ perceptions of the importance of classroom

interaction?

2 What kinds of classroom interaction are applied in practice?

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3 What are the main barriers in implementing classroom interaction?

4 Scope of the study

Initially, the purpose of the researcher is examining how classroom interaction helps to improve speaking skill However, due to the constraint of time, the researcher can’t examine these effects Unfortunately, the proposed title of the study had been approved and it could not be changed Therefore, the thesis will be only limited to focus on the types of classroom interaction employing in practice, find out whether classroom interaction is implemented adequately and the barriers that teachers encounter when applying the classroom interaction to build up speaking skill to non- English major sophomores at HUI only, leaving other contexts of English teaching and learning out of discussion

5 Methods

The research is based on qualitative method with three instruments: classroom observation, interview and document analysis The video from classroom observations areanalyzed and then coded by using Flint (Foreign Language Interaction) system (Moskowitz 1971) and Malamah-Thomas’ (1987) frameworks These instruments areaimed to find out the classroom interaction types, collect the information from teachers’ perceptions of the importance of classroom interaction and barriers in applying the classroom interaction

6 Definitions of terms

Interaction is the collaborative exchange of thoughts feelings, or ideas between

two or more people, resulting in a reciprocal effect of each other (Brown, 2001 48)

Classroom interaction is the patterns of verbal and nonverbal communication and

the types of social relationships which occur within classrooms (Richards & Platt

1992 52)

Speaking is an interactive process of constructing meaning that involves producing

and receiving and processing information (Brown, 1994; Burns & Joyce, 1997)

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Sophomore non English major students are students in the second year of

university or college and their majors are not English

7 Design of the study

The paper of the research will be organized as follows:

CHAPTER 1: INTRODUCTION consists of rationale of the study, aims of the study, research questions, scope of the study, methods and design of the study CHAPTER 2: LITERATURE REVIEW explains the theoretical framework related to the study In this chapter, the researcher serves the theory of speaking, interaction, interaction in speaking classroom, aspect of interaction as well as types

of classroom interaction Besides, it also contains the previous studies examining the gains of teaching speaking upon interaction

CHAPTER 3: METHODOLOGY discusses the methods of the study and some other key constructs such as participants, ethical issues and the like

CHAPTER 4: FINDINGS AND DISCUSSION describes the result of analysis and explains the answer of the research questions In this chapter, the researchers reveals the types of classroom interaction that frequently occur, displays the teachers’ perceptions about the importance of classroom interaction and their difficulties in employing the classroom interaction

CHAPTER 5: CONCLUSION describes the summary of the research as briefly as possible whole part It contains such highlights of the study as types, teachers’ perceptions and barriers of classroom interaction Besides, implication of the study and recommendations for further studies are also included

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PART B DEVELOPMENT

CHAPTER 1 THEORETICAL FRAMEWORK and LITERATURE REVIEW 1.1 Theoretical background of the research

1.1.1 What is interaction in language classrooms?

It is important to make clear the concept of “classroom interaction” used in this study First, we will take a look at the term interaction in general and then we will connect it to the context of language classrooms For one thing, interaction, as explained by Robinson (1994 7), can be either “verbal, channeled through written or spoken words, or non-verbal, channeled through touch, proximity, eye-contact, facial expressions, gesturing, etc” In other words, in the course of interaction, there should be at least two people using spoken and/or written words to get involved in communication in a particular context For another word, interaction phrases, which have been defined as “the collaborative exchange of thoughts, feelings, or ideas between two or more people, resulting in a reciprocal effect on each other” (Brown

2001 165), or face to face communication with particular “prosody, facial expression, silence and rhythmical patterns of behavior between the participants” (Crystal 2003 238), have been given a lot of attention within the language learning fields in recent years From the two definitions, it is suggested that interaction can only get occurred when there is a specific purpose and an identified situation In the course of classroom interaction, “classroom interaction” refers to “verbal interaction through spoken words” between the teacher and students and among students in the language classrooms To put it in another way, classroom interaction means to communicate spontaneously and verbally for the sake of sharing social and personal data (Couniban 1998 72) As shown previously, because interaction and classroom interaction involve human beings, such things as emotions, creativity, agreement or disagreement and so on should be taken into considerations (Couniban 1998 72) For that reason, it is easy to recognize feelings included in the conversations among turn-takers In language classrooms, interaction involves not only teachers and

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students but students also Even when the commitment to ease oral performance fails, making an effort to fill the gap between them will get students to speak in some ways

1.1.2 Aspect of interaction

1.1.2.1 Teacher talk

In language teaching and learning, what is called by “teacher talk” is the language typically used by teachers in their communication In simple words, according to Ellis (1988), “teacher talk” is special language the teacher use when addressing learners in the classroom Teacher talk is crucial and important, not only for the organization and management the classroom but also for the process of acquisition

According to Flanders (1970), as quoted by Krypsin and Feldhusen (1974 20), the section of “teacher talk” is readily subdivided into two major categories: indirect and direct

The example of indirect and direct categories:

1 “Would anyone like to explain this

sentence?”

2 “Billy! Take your seat!”

Indirect

Direct

a Indirect Teacher Talk

Furthermore, Flanders describes the categories of indirect teacher talk into:

- Accepting feeling: accept and clarify the feeling of the students in a threatening manner Feeling may be positive or negative

non Praises and Encourages: praise and encourage students’action or behavior, jokes to release tension, and nodding head or saying “hmm” or “go on”

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- Accepts or use students’ ideas: there are two teachers’behaviors included in this category The first aspect involves the teachers’acceptance of the students ideas, e.g., “ummm, I see your point” The second aspect involves the teachers using a student’s ideas to further develop lesson

- Asking question: the most important key in creating an interactive language classroom is the initiation of interaction by the teacher One of the best ways to develop the role as an initiator and sustainer of interaction is to develop a repertoire

of questioning strategies

Chaudron (1998 32) has also adapted from Flint system, also puts the term teacher talk into indirect and direct influence He clarifies indirect teacher talk into following items:

- Deals with feeling: in a non-threatening way, accepting, discussing, referring

to, or communicating understanding of past, present, or future feelings of students

- Praises or encourages: praising, complementing, tell to students why what they have to say or do is valued Encouraging students to continue, trying to give them confidence Confirming answers are correct

- Jokes: Intentional joking, kidding, making puns, attempting to be humorous, providing the joking is not at anyone’s expense Unintentional humor is not included in this category

- Uses ideas of the students: clarifying, using interpreting, summarizing the ideas of students The ideas must be rephrased by the teacher but still recognized as being student contributions

- Repeat student response verbatim: repeating the exact words of the students after they participate

- Ask questions: asking questions to which an answer is anticipated Rhetorical questions are not included in this category

b Direct teacher talk

- Giving direction or commands: this category is used when student compliance with the teacher’s statement results in some observable activity Hence, direction or commands giving by the teacher allow the student only minimal freedom in responding The distinction between commands and directions depend

on the freedom allowed to the students Commands which are very explicit are more limiting; whereas directions are less demanding and voluntary in tone

- Scolding/Reprimanding or Defending Authority: in general, teachers employ statement or criticism or reprimand in order to correct students’misbehaving Critical comments in calling attention to the inappropriate activity are intended to get students to modify their behavior

As a comparison, and not so different from Flanders, Flint’s system, as quoted

by Chaudron (1998 32), describes the direct influence on teacher talk into:

- Giving information: giving information, facts, own opinion or ideas, lecturing, or asking rhetorical question

- Correcting without rejection: telling the students who have made mistake the correct response without using words or intonation which communicate criticism

- Giving direction: giving direction, requests, or commands which students are expected to follow

- Directing pattern drills: giving statements which students are expected to repeat exactly, to make substitutions in, or to change from one form to another

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- Criticizing students’behavior: Rejecting the behavior of students; replying to change the non-acceptable behavior; communicating anger, displeasure, annoyance, dissatisfaction with what the students are doing

- Criticizing students’response: telling the students his response is correct or acceptable and communicating by words or intonation criticism, displeasure, rejection

1.1.2.2 Students talk

A representative instrument for observation of students’talk is classroom interaction, as quoted by Chaudron (1998 32-33), the following are the items being

concerned with student talk in classroom interaction based on Flint system

- Student’s response, specific: Responding to the teacher within a specific and limited range of available or previously shaped answer

- Student’s response, choral: Choral response by the total class or part of the class

- Student’s response, open-ended or students initiated: Responding to the teacher with the students’ own ideas, opinions, reactions, feelings, giving one from among many possible answers which have been previously shaped but from which students must now make a selection

- Silence: Pauses in the interaction Periods of quiet during which there is no verbal interaction

- Silence A-V: Silence in the interaction during which a piece of audio-visual equipment is being used to communicate

- Confusion, non-work oriented: More than one person at a time is talking, so the interaction cannot be recorded Students are out of order, they are not behaving

as the teacher wishes, and they are not concerned with task at hand

- Laughter: laughing, giggling by the class, individuals, and or the teacher

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- Uses English: using English by the teacher or students

- Nonverbal: nonverbal gestures or facial expressions by the teacher or the students who communicate without the use of words

Another simpler point of view is Flanders’categories As quoted by Krypsin and Feldhusen (1974), Flanders subdivides students talk into two categories depending on the students’response

- Student talk – Expected or predictable response: this category is when the student replies to a teacher’s question or direction based on the type of question or direction posed by the teacher

- Student talk-Initiated response: In this case, the student is responsible for originating the verbal activity It is when students volunteer statements or questions without being asked or induced by the teacher

1.1.3 Types of classroom interaction

It is true that classroom interaction come in many shapes and forms (Van Lier 1988) and many be in various combinations In the classroom aiming at teaching the target language, the types of interaction often include:

- Teacher speaking to the whole class;

- Teacher speaking to an individual student with the rest of the class as hearers;

- Teacher speaking to a group of students;

- Student speaking to teacher;

- Student speaking to student;

- Student speaking to group members;

- Student speaking to the whole class

(Malamah-Thomas 1987)

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The first two types of interaction are the most commonly occurring types in the language classroom They are characterized by the teacher initiation, student(s) response and teacher follow-up pattern, referred to as the IRF (Initiation-Response-Feedback) exchange structure Much argument about these two types of interaction focuses on the teacher initiating questions Some researchers (e.g Nunan 1987, Kumaravadivelu 1993, Thornbury 1998) criticize those interactive examples inititated by the teachers display questions for their non-communicativeness and hold that real communication can only be realized in the classrooms when the teachers questions are of referential questions (i.e “true information questions”, to which the teacher does not know the answers) some other researchers (e.g Van Lier

1988, Seedhouse 1996, Cullen 1998) argue that the pedagogical nature of the classroom activities makes its discourse distinct to a certain extent from the natural discourse outside the classroom

So far common sense tells us that, whether classroom interaction is communicative or not should not be judged by whether the referential or display questions are used, but by whether these questions are meaningful in the context whether the interaction initiated by the questions promote the comprehension of the language input and whether the teachers questions elicit the students responses out

of independent thinking

The third type of interaction refers to the teacher participating students’ group work, helping student go deep into the discussion by contributing his/her ideas to the subject At this time, the teacher plays a role of a facilitator of learning

The fourth type of interaction means that it is the learner instead of the teacher who initiates the question When this occurs, it is regarded as learner initiative Learner initiative is common in the learner-centered classroom, but rare in the teacher-fronted classroom

The fifth and sixth types- student speaking to student and student speaking to group members-are usually called pair work and group work; the latter is inevitably

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linked to tasks Researchers advocating pair or group work believe that these two types of interaction can provide more opportunities for language production, and collaborative work facilitates learning

Student speaking to the whole class is the seventh type of interaction that mainly focuses on the student workshop or presentation

1.1.4 The importance of classroom interaction with speaking skill

Interaction plays the key role in learning a language With this point of view, Williams and Barden (1997 206) put it in this way “if we take an interaction view of learning, we see the nature of the interaction that take place as a key to learning This is especially apparent in the case of learning a language where using language

is essentially a social activity, and interaction in the target language is an integral part of the learning process” In addition, in a study into the role of classroom interaction, Hall and Verplaetse (2000) affirm that it is in their interactions with each other learners learn the form and the content of the target language hence foster the individual development With the same vein, Bocale (2004) explains, interacting helps learners to learn words and phrases more easily and use the language more correctly than they just hear or see them passively The process of negotiation of meaning makes learners understand and acquire the same time the structure of the language Furthermore, in a claim on the importance classroom interaction in language learning in foreign language lessons, Allwright (1984 158) asserts it is “inherent in very notion of classroom pedagogy itself”

Classroom interaction is definitely very essential in the teaching and learning process because it provides language learners with speaking opportunities with teacher and other learners which are the basis factor for the language acquisition and the development of speaking skill

1.2 Previous studies upon classroom interaction

Many studies have been conducted to investigate the interaction in classrooms However, it is impossible to review all of these studies For example, different

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classroom observation instruments have been devised by classroom researchers Sinclair and Coulthard (1975) used teacher-student verbal interaction as their data for research into discourse analysis and found that classroom language provided a relatively simple and structured type of discourse than normal everyday conversation These researchers have presented to teachers a picture of how teachers and students interact in many classrooms This picture helps teachers reflect what they usually perform in the classroom and in this way they may find out some problems in their teaching This kind of understanding is the preliminary step before any improvements can be made

Barnes et al (1971) studied the classrooms of a team of teacher and found that teacher talked far more than students replied and the reply time was share among thirty or more students Other researchers also point out that classroom language is restricted as it is generally dominated by the teacher who is directing the talk in the classroom with the students playing a secondary and minor role the classroom talk environment (Mehan 1979; Wells 1986; Cazden 1988) Labercane and Hunsberger (1990) discovered in their study that teachers dominated the classroom talk by giving explanations, asking questions, stating directions and clarifying confusion, ect As a consequence, the amount of pupil talk was comparatively small A picture

of teachers dominating the class, talking most of the time and students listening to them is depicted

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CHAPTER 2 METHODOLOGY 2.1 Participants

The research was undertaken over a period of four months The participant observation took place at the second semester of non-English major sophomores in Ho Chi Minh University of Industry (HUI) Three teachers (Teacher A,B,C) were teaching Basic English at three classes (class A, B, C) respectively and

non-150 non-English major sophomores were chosen as the participants in this study Teacher A was about twenty seven years old He was non-native speaker of English, graduated from Ho Chi Minh University of Industry with a major in English, and just got his M.A degree in TESOL from Victoria University He has been teaching English for 3 years.The age of teacher B was about twenty nine She was non-native speaker of English, graduating from Quy Nhon University a major of English, and got her M.A degree in TESOL from Ho Chi Minh City Open University She has been teaching English for 6 years.Teacher C was 50 years old She was non-native speaker of English, graduating from Vinh University a major of English, and got her M.A degree in Applied Linguistics from Canberra University She has been teaching English for 17 years The 150 students were from different faculties, non- English major and their average age was twenty The class A located on the fourth floor of the first building on the campus, there are 39 girls and 16 boys in class A The class B had 23 girls and 27 boys Teacher C’s class was composed 28 girls and

22 boys All of them were in the second year of non-English major learning The students in three classes had two English classes every week and spent 3 months learning this Basic English The researcher observed one lesson taught by each teacher The text book selected for these classes was American Headway 1B

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Language of instructions English English English

Academic Qualifications BA degree of

TESOL

MA degree of TESOL

MA degree

of Applied Linguistics

Student age (years old) 20 to 21 20 to 21 20 to 21

Levels (according to school’s curriculum) Pre-intermediate

intermediate

intermediate

Headway 1B

American Headway 1B

American Headway 1B

Length of the course 3 months 3 months 3 months

Table 1: Participants detailed information

2.2 Method of the research

This study is applied a qualitative research design Qualitative design was chosen in order to explore and understand the social phenomenon (Creswell 2009 22) The strategy applied was a case study since it explored in depth activity in one

or more individuals (Creswell 2009 30) In this research, the data was collected through naturalistic observation, document analysis and interview

According to Fraenkel and Wallen (2000 442), “naturalistic observation means observing individuals in their natural settings, simply observes and records what happens as things naturally occur” In this research, the researcher observed the classroom activities through video recording Observation has the following

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advantages: (1) researcher can record information as it occurs, (2) researcher has a first-hand experience with participants, (3) usual aspect can be noticed during observation, and (4) it is useful in exploring topics that may be uncomfortable for participants to discuss (Creswell 2009 167) Another method was document analysis Document analysis is defined as “a technique which enables a researcher

to study human behavior in indirect way through an analysis of their communication” (Fraenkel & Wallen 2009 472) Document analysis has advantanges, namely it is useful as a means of analyzing observation data and a researcher can delve into records and documents (Fraenkel & Wallen 2000 83) In this research, the document analyzed was video’s transcription of teaching-learning process Further, to investigate the classroom interaction appeared between teacher and students, this research employed Foreign Language Interaction (Flint) system developed by Moskowitz (1971), as cited in Brown (2001 170) This analysis system has several benefits; it is helpful in developing interactive language teaching since it gives the researcher a toxonomy for observing teachers, set a framework for evaluating and improving the teaching and helps to set a learning climate for interactive teaching (Brown 2001 168-169) While, to investigate types of classroom interaction in speaking class, the researcher used Malamah-Thomas’s (1987) framework about types of classroom interaction

In addition, interview was conducted for three observed teachers Interview

is defined as a “rich source of data which provide access to how people account for” (Silverman 2006 148) Interviews are also valuable because they permit researchers

to gain participants’ insider perspective on what they do and why they do it by asking focused questions and eliciting attitudes, beliefs, and perspectives (Bartels 2005) For this research, the purpose of interview is to find out the barriers when teacher employ the classroom interaction as well as teacher’s perception the importance of classroom interaction

2.3 Data collection procedures

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The data collection procedures involved five stages: (1) administrational coordination, (2) pre-observational preparation, (3) classroom observation, (4) interview and (5) implementing transcription Initially, during the pre-observation phase, the researcher first sought permission from the teacher participant as well as school administrators for classroom observation Then the researcher arranged appointments with the teacher participant to check the time available for observation After being permitted to observe the class, the researcher asked the teacher not to depart from their regular lesson plans or syllabuses so that what really happen in their classroom could be studied In order to avoid affecting the teacher’s natural behavior, this study does not expose the identity of teacher participant as well as the students Second, the researcher prepared the necessary instruments required: a video-camcorder, a digital voice recorder, a notebook and a tripod The video-camcorder, which was operated by the researcher herself in order to capture

as much verbal and non-verbal behavior as possible, was placed at the right back corner of the classroom to obtain the most excellent view In the third phase, the researcher conducted to observe three classes The classroom observation process lasted from May 28th to June 9th 2014 The researcher observed the classroom A was on May 28th, 2014 The next observation was on June 2nd 2014 The last one was on June 9th 2014 In this case, all of the results of the observation were taken notes and recorded by using tape recorder To keep the teacher-student interaction processing naturally, the lessons were observed in a non-participating way The main source for the data used in this study is three videotapes of classroom teaching recorded during classroom observation In order to obtain the whole classroom interaction and every movement of the participants, the class observation was taken

by the widest angle of view and occasionally by a long shot, with the mounted video camera located in the back of the classroom The audio data were recorded by a portable digital voice recorder, which was attached inconspicuously

tripod-to the teacher and students participants

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After three classroom observations, the researcher interviewed to the teacher

by using in-depth interviewing method According to Sutopo (2002 59), in-depth interviewing method is the most applicable in qualitative study This activity is not done strictly, but it is carried out closely by using the focused questions that are arranged based on the observations By using this technique, the researcher gets reliable information from the teacher honestly, especially that is related to the teacher’s perception about importance of classroom interaction and the problems in employing the classroom interaction The observed teacherswere selected to interview, because the interview would give the researcher the chance to raise questions from the classroom observation In addition to this, the questions in interview were constructed around: the classroom activities, how the teacher organized the classroom activities, comparing between pair work and group work, when the teacher organize or when not organize, the teacher succeeded or failed in organizing these activities,

The researcher held the first interview with the teacher on June 11th 2014 for about 20 minutes in the teacher’s room The researcher also took the second interview on June 13th 2014 also in the teacher’s room And the last interview was

on June 16th 2014 The researcher also used tape recorder Finally, the researcher transcribed videotapes with three teachers to check whether the transcriptions were exactly or not The researcher finished transcribing the 150 minutes of classroom observation in mid-June 2014, and completed coding at the end of June 2014

1st observation (class A) Teacher A and 50