Nurrizal, Ma'ruf (2011) CLASSROOM INTERACTION PATTERNS IN TEAM TEACHING MODEL IN AN EFL CLASSROOM :a qualitative study at an integrated Islamic elementary school. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
This thesis aims to study the patterns of classroom interaction that exists in team teaching model in an EFL classroom. Previous studies on classroom interaction revealed that classroom interaction influences the success of students’ learning and that classroom interaction consists of several patterns. These patterns of classroom interaction are varied which mostly depend on teachers’ belief toward the classroom itself. The present study tried to explore the patterns of classroom interaction that occur in team teaching model. The study also tried to find out the existence of particular patterns of classroom interaction in particular team teaching model. The study was done in an integrated Islamic elementary school in Bandung which has adopted team teaching model. The study involved one class of second graders and two classroom teachers as participants. It employed qualitative study in the perspective of pedagogical microscope in sistemiotic approach to analyze and to find out the patterns of classroom interaction in team teaching model in an EFL classroom. In order to obtain the necessary data the study used video recording, classroom observation and guided interview as instruments. The data which was analyzed by using pedagogical microscope was the transcription from the video recording. The study revealed that in general the classroom interaction is less interactive. It was supported by the research finding that proven the teachers’ belief toward the classroom as the place of knowledge transfer. Thus, the patterns of classroom interaction appeared in it were dominated by teacher =664; students one way of interaction. Other patterns appeared in less dominated form were students =664; students and teacher =664; teacher interaction patterns. The study also revealed that the classroom interaction patterns exist in monitoring model of team teaching. It was obtained based on the observation of teachers’ activity in the classroom and the interview transcription with the classroom’s teachers. The data showed that both teachers work together in the same class and at the same time, and that only one of them is more dominant in English teaching. Both teachers play different role in the classroom. Those characters lead to one model of team teaching which is monitoring model of team teaching. Based on the findings, it is recommended that further analysis by using pedagogical microscope as a research instrument is used. The instrument does not only reveal interactions’ patterns but also evaluates the teaching and learning process in getting further improvement in the innovation of teaching and learning process. Team teaching is also recommended to be implemented in most of EFL classes for its characters in maintaining classroom interactions especially for those who teach in big classes.
| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | T ING NUR c-201 |
| Uncontrolled Keywords: | CLASSROOM INTERACTION PATTERNS, TEAM TEACHING MODEL IN AN EFL CLASSROOM |
| Subjects: | L Education > LB Theory and practice of education |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Bahasa Inggris S-2 |
| Depositing User: | Mr. Tri Agung |
| Date Deposited: | 01 Jul 2014 07:29 |
| Last Modified: | 01 Jul 2014 07:29 |
| URI: | http://repository.upi.edu/id/eprint/8550 |
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