AN ANALYSIS OF CLASSROOM INTERACTION USING FOREIGN LANGUAGE INTERACTION ANALYSIS (FLINT) SYSTEM IN AURA SUKMA INSANI BILINGUAL KINDERGARTEN

Abstract

Penelitian ini bertujuan untuk mengetahui kategori interaksi kelas yang terjadi di kelas B1 di TK Bilingual Aura Sukma Insani berdasarkan sistem Foreign Language Interaction Analysis (FLINT), kategori yang paling sering dan jarang terjadi, dan fungsi instruksional kategori interaksi kelas. Subjek penelitian yaitu guru dan 26 siswa. Penelitian ini menggunakan pendekatan kuaitatif dalam bentuk observasi non-partisipan. Hasil penelitian menunjukkan bahwa: (1) hubungan antara perasaan terjadi 50 kali, memuji atau mendorong terjadi 41 kali, lelucon terjadi 12 kali, menggunakan pendapat siswa terjadi 22 kali, mengulang respon siswa harafiah terjadi 47 kali, memberi pertanyaan terjadi 96 kali, memberikan informasi terjadi 25 kali, membenarkan tanpa penolakan terjadi 10 kali, memberikan arahan terjadi 198 kali, mengkritisi prilaku siswa terjadi 54 kali, mengkritisi respon siswa terjadi 19 kali, respon siswa-spesifik terjadi 227 kali, respon siswa terbuka-tertutup atau inisiasi-siswa terjadi 114 kali, keheningan terjadi 12 kali, keheningan-audiovisual (AV) terjadi 4 kali, kekacauan berorientasi-kerja terjadi 29 kali, kekacauan tidak berorientasi-kerja terjadi 17 kali, gelak tawa terjadi 27 kali, menggunakan bahasa asli terjadi 101 kali, dan non-verbal terjadi 19 kali, (2) kategori pembicaraan guru yang paling sering terjadi yaitu memberikan arahan, sedangkan yang paling jarang terjadi yaitu mengkoreksi tanpa penolakan; kategori pembicaraan siswa yang paling sering muncul respon siswa spesifik, sedangkan kategori yang paling jarang terjadi yaitu keheningan-AV, dan (3) fungsi insruksional kategori interaksi kelas secara umum yaitu untuk membuat atmosfer kelas yang nyaman dan meningkatkan keinginan sswa untuk belajar.
Kata Kunci : interaksi, interaksi kelas, sistem Foreign Language Interaction Analysis (FLINT), TK Bilingual

This study aimed at finding the classroom interaction categories occurred in class B1 of Aura Sukma Insani Bilingual Kindergarten based on Foreign Language Interaction Analysis (FLINT) System, category which most and least frequently occurred, and the instructional functions of the classroom interaction categories. The subjects of the study were a teacher and 26 students. This study employed qualitative approach in forms of nonparticipant observation. The result showed that: (1) deals with feelings occurred 50 times, praises or encourages occurred 41 times, jokes occurred 12 times, uses ideas of students occurred 22 times, repeats student response verbatim occurred 47 times, asks questions occurred 96 times, gives information occurred 25 times, corrects without rejection occurred 10 times, gives directions occurred 198 times, criticizes student behavior occurred 54 times, criticizes student response occurred 19 times, student response-specific occurred 227 times, student response open-ended or student-initiated occurred 114 times, silence occurred 12 times, silence-audiovisual (AV) occurred 4 times, confusion work-oriented occurred 29 times, confusion non-work oriented occurred 17 times, laughter occurred 27 times, uses the native language occurred 101 times, and nonverbal occurred 19 times, (2) the teacher talk category that mostly occurred was giving direction, while the least frequently occurred was correcting without rejection; student talk category that mostly appeared was student response specific, while the category that least frequently occurred was silence-AV, and (3) the instructional function of the classroom interaction categories in general was that to make comfortable classroom atmosphere and improve students’ willingness to study.
keyword : interaction, classroom interaction, Foreign Language Interaction Analysis (FLINT) System, Bilingual Kindergarten