CLASSROOM INTERACTION

I.

Definition Classroom interaction is a process of passing down vital information from the professional teacher who has a good training to the learners in the classroom. It include to all interaction that take place between the teacher and the leaner in an organize classroom. To avoid over use the theory and memorization of the material presented in class, teachers employ classroom interaction to give students the ability to think critically, focus on specific details and practice what they have learned. Before deciding on what type of classroom interaction you want to use for a particular lesson activity, think about whether the goal of the activity is fluency or accuracy. In fluency-oriented activities, you will want the students to be able to speak without much interruption. The point of fluency activities is to encourage the students to use as much language as they know in order to communicate fluidly without halting. The point of accuracy-oriented activities is the opposite. You want students to focus on a particular point, usually grammar or vocabulary, and focus on getting it right. In accuracy exercises, the flow is not as important as pronouncing or saying the target vocabulary or grammar correctly.

II.

Objective and Purpose Classroom Interaction purposed to improve students'

communication skills as learning objectives in the language learning process. Communication itself is highly dependent on the interaction in which everything that happens in the classroom through the interaction process for improving students' communication skills. Students will be skilled if they are able to communicate verbally developed through speaking. Therefore, the interaction in the classroom teaching, especially in speaking so deserves to be held.

There are some objectives to held classroom interaction well: This type of interaction helps the learners to identify their own learning methods. This interaction will guide the learners to communicate with their peers easily. It will help the learner to come face to face with the various types of interaction that can take place inside the classroom. Classroom Interaction aims at meaningful communication among the students in their target language. It also aims at probing into the learners prior learning ability and his way of conceptualizing facts and ideas. This practice will help the teacher to have a detailed study of the nature and the frequency of student interaction inside the classroom.

III.

Kinds and Types A. Kinds of Classroom interaction a. Student-Teacher Interaction Theories behind student and teacher interaction state that this type of interaction is vital for students because it compares to the relationships they'll have in their lives, such as the relationship with a boss or superior. Students must learn to interact respectfully, but must also learn how to be assertive without being rude, so that their points and opinions are heard without disruption.

b. Student-Student Interaction One-on-one student interaction is important because it allows students to understand what it means to work with a partner. Theories of this type of interaction say that it prepares students for one-on-one relationships they will have with work associates, friends and even their spouses. Students must learn to rely on one other person and must be able to evaluate what their own strengths and weaknesses are as they try to complete a task.

c. Small-Group Interaction Theories behind small-group interaction speculate that this is one of the best ways for students to learn from others. In groups of three to six people, students have equal time to talk and learn to perform a role that they are assigned. They learn to depend on the other members of the group to do their own parts. They also learn that a small group must have a leader and how to incorporate different learning and working styles into a group in harmony.

d. Entire Classroom Interaction Entire classroom interaction allows all students to interact with all of the other students in the classroom. This is important in several different ways, according to different theories. Students learn how it feels to be only a small part of a very large group. They need to learn to wait their turn to talk and be prepared to do much more listening than talking. Students also gain insight about different types of people and how all will react. This is the interaction that is most closely related to the real world, where students will need to interact with people of all types.

B. Types of Classroom Interaction There are different types of classroom interaction you can use to vary your teaching learning process. For example:

a. Reading Aloud Reading aloud is a classroom activity in which one person is reading while others listen. Reading aloud may be performed by the teacher or student. Reading aloud may be performed by a single person or by a group taking turns. This form of highly structured classroom interaction allows all students to be focused at exactly the same point in a reading. This allows students to easily focus on vocabulary and pronunciation.

b. Conversation Classroom conversation is a form of classroom interaction in which students in the class discuss a given topic. The conversation may be held across the whole class or in smaller groups. Conversation is an important form of classroom interaction because it helps students develop their language skills. In a conversation, students may apply the skills and knowledge they have acquired in the class, making classroom conversation a practical form of interaction.

c. Role-Play Role-playing is an activity in which students take on given or chosen roles and act out a scene with others. This form of interaction lends itself to almost any situation, and the only restriction is a student's imagination. Role-playing allows students to demonstrate their creativity and knowledge about their roles, and it allows students to think outside of the constraints of the classroom and consider how they might apply the learned material to the real world. This form of interaction can integrate different subjects into one activity. Role-play is learning how to best handle a situation by practicing interactions and trying out different approaches. Students may act out situations, problems, and issues in a safe setting and develop skills that promote sexual health. While role-play is a very effective instructional method proven to impact student behavior, it requires careful preparation to ensure a structure emphasizing healthy sexuality through practicing basic learning's such as abstinence negotiation. As one type of classroom interaction, role play has some advantages and disadvantages, there are: Provides opportunity for students to assume roles of others, therefore appreciating another person's point of view. Allows for a safe exploration of solutions and an opportunity to practice sexual health skills. Tends to motivate students to learn.

Promotes and develops critical and creative thinking, attitudes, values, and interpersonal and social skills.

d. Discussion (small group and whole class) Begin by allowing players to communicate feelings experienced during the role-play. Have students identify sexual health skills that were demonstrated during the role-play. Determine actions that strengthen or weaken these skills (i.e. body language). Discuss how this role-play is or isnt similar to real life. Identify ways of using identified sexual health skills in real life situations.

e. Question-and-Answer Question-and-answer is a traditional form of classroom interaction in which a teacher or student explains and poses a question for the other. Questions asked by the teacher are usually for the purpose of assessment, while questions asked by the students are usually for obtaining new information. The Socratic Method is also a form of question-and-answer interaction. The Socratic Method is a form of asking questions with the intent of leading students to discover the answer themselves. Questionand-answer as a form of interactive learning allows students to have a large influence on the agenda of the classroom, because it allows them to freely express their thoughts and feelings.

IV.

Principles of classroom interaction followed by some benefits and advantages a. Student and teacher It is very important in the teaching learning process, because the interaction can be delivered well. The teachers can find out how

students respond to lessons. Delivery of content becomes more apparent if the interaction between students and teachers well.

b. Student and student

It is also important, because the students can understand how to give and to receive opinion, how to work together, how to arrange the idea into one conclusion. They also can evaluate their own strength and weakness. c. Small group Student trained how to work together, realize their role and duty in a group, how they arrange and lead the group to be the good group. d. Entire It give a chance to students to explore their learning experience in a large group of people. Instruction in a large people can train them and they can get acquainted with the various characters of people.

V.

Design an activity using one of the kind of classroom interaction Using Role-play Role-play is any speaking activity when you either put yourself into somebody else's shoes, or when you stay in your own shoes but put yourself into an imaginary situation. The joy of role-play is that students can 'become' anyone they like for a short time. The President, the Queen, a millionaire, a pop star, etc the choice is endless. Students can also take on the opinions of someone else. 'For and Against' debates can be used and the class can be split into those who are expressing views in favor and those who are against the theme. Functional language for a multitude of scenarios can be activated and practiced through role-play. 'At the restaurant', 'Checking in at the airport', 'Looking for lost property' are all possible role-plays.

The following are steps that can be used by the teacher to teach speaking by using role-play :

e.

Prepare class for role-play Present an artificial problem, situation or event that represents some aspect of reality. Define the problem, situation and roles clearly.

f. Give clear instructions Determine whether role-plays will be carried out using student volunteers in front of the class (the teacher may or may not play a role), in partnerships/small groups with every student playing a role, or in small groups with role-players and observers. Divide students into groups, if appropriate. Model the skill with a scripted role-play. g. Act out role-plays Students follow the procedure outlined by the teacher to act out role-plays. Unless the teacher is playing a role, it is helpful to walk around the room and observe how students are experiencing the role-play and offer coaching to students who are stuck.