TEACHER-STUDENT VERBAL INTERACTION PATTERN IN READING CLASSROOM SMP PARULIAN 2 MEDAN

Abstract

TEACHER-STUDENT VERBAL INTERACTION PATTERN IN
READING CLASSROOM SMP PARULIAN 2 MEDAN

*Nurcahaya Sinaga
** Dr. Siti Aisah Ginting M.Pd.
** Farida Hanim Saragih, S.Pd., M.Hum

ABSTRACT

Nurcahaya Sinaga. Registration Number: 2153321022. Teacher-Student
Verbal Interaction Pattern in Reading Classroom at SMP Parulian 2 Medan.
A Thesis. English and Literature Department. Faculty of Languages and
Arts. State University of Medan, 2020.
This research was intended to examine the verbal interaction features used by two
teachers in teaching reading comprehension through virtual classroom with zoom
application. This virtual class was chosen since the offline classroom was changed
into online classroom during the covid 19 pandemic. This research was conducted
to answer the research problems; 1. How are the teachers and the students verbal
interaction patterns used in reading classroom of SMP Parulian 2 Medan. 2 Why
do the teachers interact in the way they do? It covers the analysis on the
transcripts of teachers-student verbal interaction and the interview. The analysis
covers the steps of data condensation. In the process of data condensing, all
recorded utterances were selected to focus on the utterances used by the teachers
and students during the virtual classroom. Then, the utterances were simplified in
order to be easier to understand. The abstracting process was done to focus on the
intention of answering the research problems. The final step was transforming the
utterances and interview into transcription. The design of this research is a case
qualitative study. The subjects were two English teachers and twenty students of
Parulian Junior High School. The data to answer the problems were transcripts of
verbal interaction used by the teachers and students and interview to find the
reasons of the teachers to use certain patterns students during the virtual
classroom. The data were collected by using recording tools; smart phone
recording and observational notes. The findings show that the teachers’ verbal
classroom interaction did not cover all types of interactional features by Walsh.
The verbal interactions through zoom virtual classroom by the first teacher consist
of seven types of interactional features. They are Display questions (0,53%),
Seeking clarification (0,21%), Extended wait-time (0,125%), Scaffolding
(0,003%), Direct repair (0,003%), Confirmation checks (0,003%), Teacher echo
(0,003%). While. The verbal interactions through zoom virtual classroom by the
second teacher consist of seven types of interactional features. They are Display questions (0,29%), Scaffolding (0,023%), Extended wait-time (0,23%), Seeking

clarification(0,12%), Confirmation checks (0,032%), Teacher interruptions
(0,032%), Direct repair (0,016%), Content feedback ( 0,016%), Extended learner
turn (0,016%), Teacher echo (0,016 %). The most frequently used of interactional
feature is display questions. The reason to use display questions is material focus.
The teachers wanted the students to focus on the material.
Keywords: Classroom Verbal Interaction, Pedagogical goal, Reading
Classroom.