A Classroom Interaction Analysis of Teacher and Students by Using FIACS

Authors

  • Paulus Sainyakit STKIP Terang Bangsa
  • Yan Imam Santoso Universitas Muhammadiyah Kendal Batang

DOI:

https://doi.org/10.30650/ajte.v6i1.3825

Keywords:

Analysis, Classroom Interaction, FIACS

Abstract

Classroom interaction plays an important role in the teaching and learning process. It is because it involves the interaction between teacher, student and student-student in which they influence each other in the classroom interaction. It is also said that classroom interaction gives a chance to ask, to guess, to think even to the course material in order to make interaction between the teacher and students their selves in the classroom. This research is aimed to analyze the classroom interaction by using FIACS. This research is included as a quantitative content analysis design. This research involves a teacher and the 2nd semester students of STKIP Terang Bangsa. The observation is employed in this research as the method of collecting data. After that, the data would be calculated by using a formula. The results show that the Teacher Initiated category is the highest dominant in the classroom interaction. It has 3.422 or 95,50% out of 3.583 interactions in the classroom. Then, the Student-Initiated category has 161 or 4,50% of the total. Lastly, the Student-student initiated category has no interactions. Due to the limitations of the research, the researcher suggests that future research on this topic should involve more participants in interacting not only teacher to student but student to student, so the conclusion can be drawn more valid.

Downloads

Download data is not yet available.

References

Bui, T. X. T., Ha, Y. N., Nguyen, T. B. U., Nguyen, V. U. T., & Ngo, T. C. T. (2021). A study on collaborative online learning among EFL students in Van Lang University (VLU). AsiaCALL Online Journal, 12(3), 9–21.
Flanders, N. A. (1970). Analyzing Teaching Behavior. Addision-Wesley. Reading, Massachusetts.
Huriyah, S., & Agustiani, M. (2018). An analysis of English teacher and learner talk in the classroom interaction. Linguistic, English Education and Art (LEEA) Journal, 2(1), 60–71.
Khusnaini, N. (2019). The analysis of teacher talk and the characteristic of classroom Interaction in English for young learner. ELT FORUM: Journal of English Language Teaching, 8(2), 166–174.
Liu, M., & Yuan, R. (2021). Changes in and effects of foreign language classroom anxiety and listening anxiety on Chinese undergraduate students’ English proficiency in the COVID-19 context. Frontiers in Psychology, 12, 670824.
Martin, J. R., & Matruglio, E. (2019). Revisiting mode: Context in/dependency in Ancient History classroom discourse. In Accessing academic discourse (pp. 89–113). Routledge.
Mwangi, N. I., Nyagah, G. M., & Mugambi, M. M. (2021). Teachers’ use of class talk interaction as a predictor of learning outcomes in chemistry. SN Social Sciences, 1, 1–24.
Pd, M. S., Wasino, W., & Priyanto, A. S. (2020). The impact of distance learning on students’ interaction changes of junior high school 2 Kaliwiro. Journal of Educational Social Studies, 9(2), 62–70.
Rohmah, H., & Anggraini, R. (2021). The interactions pattern teacher and student in online learning study of Fiqih curriculum. SCHOOLAR: Social and Literature Study in Education, 1(1), 37–40.
Santoso, Y. I., & Sugiharto, P. A. (2022). THE ANALYSIS OF DIRECTIVE SPEECH ACT DURING DISTANCE LEARNING. Jurnal Ilmiah Spectral, 8(1), 30–40.
Scherzinger, M., & Wettstein, A. (2019). Classroom disruptions, the teacher–student relationship and classroom management from the perspective of teachers, students and external observers: a multimethod approach. Learning Environments Research, 22(1), 101–116.



Sumanasekera, W., Turner, C., Ly, K., Hoang, P., Jent, T., & Sumanasekera, T. (2020). Evaluation of multiple active learning strategies in a pharmacology course. Currents in Pharmacy Teaching and Learning, 12(1), 88–94.
Taghizadeh, M., & Hajhosseini, F. (2021). Investigating a blended learning environment: Contribution of attitude, interaction, and quality of teaching to satisfaction of graduate students of TEFL. The Asia-Pacific Education Researcher, 30, 459–469.
Torralba, K. D., & Doo, L. (2020). Active learning strategies to improve progression from knowledge to action. Rheumatic Disease Clinics, 46(1), 1–19.
Tsegaw, S. A. (2019). An Analysis of Classrom Interaction in Speaking Class by Using FIAC System: Teachers Questioning and Feedback (Grade Seven Students in Focus). Malaysian Journal of Social Sciences and Humanities (MJSSH), 4(7), 41–61.
Vattøy, K.-D., & Gamlem, S. M. (2020). Teacher–student interactions and feedback in English as a foreign language classrooms. Cambridge Journal of Education, 50(3), 371–389.
Woods, A. J., Cohen, R., Marsiske, M., Alexander, G. E., Czaja, S. J., & Wu, S. (2018). Augmenting cognitive training in older adults (The ACT Study): Design and Methods of a Phase III tDCS and cognitive training trial. Contemporary Clinical Trials, 65, 19–32.
Zeng, S. (2018). English Learning in the Digital Age. Springer.
Zou, D. (2020). Gamified flipped EFL classroom for primary education: Student and teacher perceptions. Journal of Computers in Education, 7(2), 213–228.

Downloads

Published

2024-01-23

How to Cite

Sainyakit, P., & Santoso, Y. I. (2024). A Classroom Interaction Analysis of Teacher and Students by Using FIACS. Acitya: Journal of Teaching and Education, 6(1), 157–167. https://doi.org/10.30650/ajte.v6i1.3825

Issue

Vol. 6 No. 1 (2024): ACITYA Journal of Teaching and Education

Section

Teacher-Student Interaction

License

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution 4.0 International (CC BY 4.0) that allows others to share — copy and redistribute the material in any medium or format and adapt — remix, transform, and build upon the material for any purpose, even commercially with an acknowledgment of the work's authorship and initial publication in this journal.