FLANDERS’ INTERACTION ANALYSIS CATEGORIES (FIAC) IN ENGLISH FOREIGN LANGUAGE CLASSROOM

Abstract

This study aims to find out which teacher talk or student talk is more dominant. This study employed a qualitative methodology, in which the researcher presented the findings in a table and explained them. Researchers analyzed all types of classroom interaction using Flanders' Interaction Analysis Categories (FIAC) namely teacher and student talk. In the Teacher talk there is direct influence (lectures, giving directions, criticizing or justifying authority) and indirect influence (accepting feelings, appraising or encouraging, accepting or using students' ideas, and asking questions). Meanwhile in student talk there is student talk response, initiation, and silence or confusion. The data were taken from the observations of researchers of tenth grade at MA Sunan Bonang Jombang. The finding showed that the researchers found 56% of the teacher talk and what dominated was asking questions of indirect influence by 36%. In student talk, the data obtained was 44% and the one with the highest percentage, namely student talk response, was 23%. This demonstrates the students’ active engagement with the teacher’s discourse. The results of this study show that teacher talk is more dominant than student talk. The research findings indicate that during English classes at MA Sunan Bonang, when utilizing FIAC (Flanders Interaction Analysis Categories), the teacher frequently engages the students by posing questions. Moreover, the students actively participate and provide responses to each of these questions posed by the teacher.