The slides summarize a chapter of interaction analysis in the classroom research in Nunan's book.

1. Interaction
Analysis
Presented by:
Annisa Ratna
Nurrahma Reskia
Ayu Kurniawati
METODE PENELITIAN
BAHASA

2. Outline
Characteristics of interaction analysis
Components of interaction analysis
Non-classroom interaction (child-adult)
Classroom interaction (teacher-students)

3. What is interaction?
 Interaction in child-adult
 Interaction in student-teacher
It is claimed that second or foreign language
pedagogy should be guided by the conditions
under which first languages are acquired.

4. Characteristics of
interaction analysis
Method of Generating
Data
Elicited, naturalistic
Mode Spoken
Type of Analysis Interpretive
Units of Analysis Both Linguistic and
Non-linguistic
Interaction analysis are concerned with both linguistic and
non-linguistic aspects of spoken language and attempt to
articulate links between the linguistically focused
rhetorical routines and social aspects of interaction

5. Components of Interaction
Interaction
Input
Negotiation
Comprehensi
on

6. Interaction Process
1st Person’s speech
(input)
1st Person’s
reception
(comprehension)
Negotiation
2nd Person’s
speech (input)
2nd Person’s
reception
(comprehension)

7. Input
Every interaction process starts with
input.
An input does not always give
understandable speech.
An input should be able to continue the
interaction process

8. Negotiation
Interaction happens if the first person’s input
is responsed by the second person and vice
versa.
The input does not always easily received by
the second person.
The reason is noise, such as lack of
vocabulary, grammatical error, and unclear
speech.

9. How to Negotiate
Comprehension check: “Is it
clear?, Do you understand?”
Confirmation check: “Do you
mean X?”
Clarification check: “Would
you like to explain again?”

10. Comprehension
The result of
negotiation.
Negotiation
process
makes
compatibility
between the
input and the
reception.
A good input
is a
comprehensi-
ble one.

11. Non-classroom
Interaction
Child-adult
Adult-adult

12. Interaction analysis in non-
classroom interaction is
grounded on the premise
that language should not be
analysed in terms of
context-free linguistic but as
a whole package in social
interaction.
LINGUISTICS ANALYSIS + SOCIAL INTERACTION
ANALYSIS

13. How to collect the data
Result
Interpreting the data using the whole contextualized
term of social interaction
Identifying the data through transcript
Recording the data

14. Contextual Factors
Where the interaction takes place,
What is happening at that time,
The relationship between the
interlocutors.

15. Advantages
Flexibility:
There are no highly
formalized
procedures for
collecting and
analyzing data
Disadvantages
The lack of
explicit
guidelines may
cause the
researcher to
lose the way.

16. Example of the research:
CHILD-ADULT INTERACTION
Approach of the study:
Language Acquisition/ Second Language
Acquisition
Purpose:
To find out the human infants’ communicative
behaviours in the early age

17. Subject:
/Infant’s name/ Age
/Adult’s name/ Age
Procedure:
Natural sample of language/ non-elicited language
Types of data:
Transcript of interaction collected through recording
Type of analysis:
Interpretive : ‘Textual commentary’(To produce detail
analysis of the data as much potential meaning as possible)
Objectives:
1. Key aspect of interaction: Turn taking; negotiating,
speech acts,
2. Pragmatics language, etc.

18. ADULT-ADULT
INTERACTION
Interpersonal
encounters
Transactional
encounters
Cross-cultural
context

19. Interpersonal Encounters
Approach:
First/Second Language Acquisition
Characteristics of this type of research:
1. Elaborately detailed
2. Interpretive analysis
Example:
Objectives: Politeness
Purpose: To find out the respond of an invitation, offer,
request or proposal is rejected in a conversation

20. Transactional Encounters
Transactional means “content” or “the task in
hand” (Brown&Yule, 1976). It has purpose to
exchange goods and services (Meritt, 1976).
The context of this research:
1. Courts of law
2. Hospitals
3. Doctor’s and dentist’ consulting room, and
so on.

21. Objectives:
To investigate the interactional patterns between
both interlocutors, such as: How do the patients
delivering complaint to the doctors? How do the
doctor respond?
Type of data:
Transcript of conversation/recording

22. Cross-Cultural Context
Approach:
First/ Second Language Acquisition
Purpose:
To identify the patterns and regularities underlying
interpersonal interactions in particular context.
Objectives:
Communication in professional workplace: how to
elaborate communication trouble in both native and non-
native speaker.

23. Non-classroom
Interaction
Teacher-students

24. Classroom interaction is two way process
between the participants in the language
process, the teacher influences the learners and
vice versa (Dagarin, 2004: 128).
What is classroom interaction?

25. Classroom interaction analysis refer to a
technique consisting of objective and systematic
observation of the classroom event for the study
of the teacher’s classroom behavior and the
process of interaction going inside the
classroom.
Classroom Interaction Analysis

26. Classroom Interaction Analysis is helpful in
developing interactive language teaching
since it gives the researcher a taxonomy 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).

27. Classroom interaction
analysis may be
conveniently divided into two
parts:
a. verbal interaction
b. non- verbal interaction
(Dr. Satya Pal Ruhela)

28. Aspect of Classroom Interaction
(Moskovitz: 1971)
• - Indirect influence
• a. Deals with feelings
• b. Praises or encourages
• c. Uses ideas of students
• d. Asks questions
• - Direct influence
• e. Lecturing
• f. Giving Direction
• g. Criticizing or Justifying Authority
Teacher’s
talk

29. Aspect of Classroom Interaction
(Moskovitz: 1971)
• Student talk –
Response
• Student talk – Initiation
Students’
talk
• Work-oriented
• Non-work oriented
Silence or
confusion

30. Types of Classroom Interaction
Teacher speaking to the whole class
Teacher speaking to an individual student with the
rest of students of the class as hearers
Teacher speaking to a group of members
Student speaking to teacher
Student speaking to student
Student speaking to group members
Student speaking to the whole class

31. Procedure to Analysis
”Flanders interaction analysis category” system
(FIAC)
Encoding process is
used for recording
classroom events
and preparing
observation matrix by
encoding the number
of ten system.
Decoding process
is the process of
interpreting
observation
matrix.

32. Example of Matrix
1 2 3 4 5 6 7 8 9 10 ∑
1 I I 2
2 I 1
3 I I 2
4 I 1
5 0
6 I I 2
7 I 1
8 I II 3
9 0
10 I I 2
∑ 2 1 2 1 0 2 1 3 0 2 14

33. A Social Studies Lesson
 Teacher: Boys and girls, please open your social studies
book to page 5.
 (Observer classifies this as a 6, followed by a 10 because of
the period of silence and confusion as the children try to find
the page).
 Teacher: Ok, we are all waiting for you. Will you please
turn your book to page 5?
 (Observer records a 7 and a 6).
 Teacher: I know now that some of us had a little difficulty
with comprehending and were a little disturbed by the
study of this chapter yesterday. I think that today we are
going to find it more exciting and interesting.
 (Observer records two 1s, reacting to feeling).

34.  Teacher: Now has anyone had a chance to think about
what we discussed yesterday?
(Observer records a 4 for a question).
Student: I thought about it and it seems to me that the
reason we are in so much trouble in the Niger Delta region
is that we haven’t really had many opportunities to travel
out of the region in order to learn about values of respect
and hard work.
(Observer records three 8s)
Teacher: Good, I am glad that you suggested that Timi.
Now let me see if I understand your idea completely. You
have suggested that if we have be exposed to other
cultures that appreciate and esteem respect for elders,
authority and hard work, we might not be in the trouble
we are in today
(This is classified as a 2, followed by two 3s)
(Adopted with few modifications – Amidon,
E. & Flanders, N. 1963)

35. 10 6
6 10
10 7
7 6
6 1
1 1
1 4
4 8
8 8
8 8
8 2
2 3
3 3
3 10

36. 1 2 3 4 5 6 7 8 9 10 ∑
1 I I 2
2 I 1
3 I I 2
4 I 1
5 0
6 I I 2
7 I 1
8 I II 3
9 0
10 I I 2
∑ 2 1 2 1 0 2 1 3 0 2 14

37. Measures for analyzing patterns of interaction
TT = 100 X ∑ (cat 1+2+3+4+5+6+7)
total tallies
ST = 100 X ∑ (cat 8+9)
total tallies
Sl = 100 X ∑ (cat 10)
total tallies

38. Based on the interpreting of
matrix we can indicate:
The proportion of teacher talk, students talk, and
silence or confusion
The ratio between indirect influence and direct
influence.
The ratio between positive reinforcement and
negative reinforcement
Student’s participation ratio process.

39. THANK YOU