Classroom Interaction In Intensive Course (IC) At The English Education Study Program Of Widya Mandala Catholic University Surabaya  

Oleh:

Taloko, Johanes Leonardi

Jenis: Article from Proceeding
Dalam koleksi: 57th TEFLIN International Conference: Revitaziling professionalis in ELT as a response to the globlazed world, Bandung, 1-3 November 2010
Topik: Classroom Practices; Intensive Course; teacher-talk; student-talk; classroom interaction.
Fulltext: Johanes Leonardi Taloko.pdf (13.16KB)

Isi artikel

In an English study program in a university, the first semester students usually take a subject which serves as a foundation of their English in order to be able to follow other English-medium subjects. In a university in Surabaya which possesses an English Education Study Program (EESP), this subject is named Intensive Course (IC). This subject is intended to provide a strong foundation for the students to be able to join English-medium subjects during their study in the EESP. The subject covers English language skills - listening, speaking, reading, and writing as well as English language components – grammar vocabulary and pronunciation. According to Tsui Bik-may (1985), since the classroom is the place where comprehensible input and modified interaction are available, what goes on inside the language classroom is very important. Considering this claim, no research has been conducted to see what actually happens in IC classrooms, even though IC has been considered as a very important subject. Providing objective and beneficial information for the EESP about IC subject, this study is trying to find out the kinds and the amount of teacher-talk and student-talk as well as the forms and patterns of classroom interaction found in IC classrooms of 2010/2011 academic year. This qualitative study will use the Seventeen-Category System by Tsui Bik-may (1985) to analyze the teacher-talk and student-talk. The forms and patterns of classroom interaction proposed by Ur (1991) are used to analyze the interaction in IC classrooms. There will be three classes which are going to be observed and video-taped. Each class is taught by two to three teachers. There will be eight teachers altogether who teach IC. Each teacher will be observed twice. Thus, sixteen observations will be made. The classroom observations will run in August and September 2010. The results of this research will be presented in the upcoming 57th TEFLIN International Conference.

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