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Social interactions in EFL Classroom

Social interactions in EFL Classroom. A research By Yanti Wirza Presented by safiatur rokhmah. Outline. Introduction Objective Who, where, when Respondence Body Social interaction? Literatures Methodology Result Findings Conclusion. Research Objective.

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Social interactions in EFL Classroom

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  1. Social interactions in EFL Classroom A research By YantiWirza Presented by safiaturrokhmah

  2. Outline • Introduction • Objective • Who, where, when • Respondence • Body • Social interaction? • Literatures • Methodology • Result Findings • Conclusion

  3. Research Objective • This study is aimed to portrait the social interaction in three high schools which were purposely selected from the categories of good/favourite, middle/average, and low. The social interaction that naturally occurred in those classes under investigation is analyzed from the view point of vygotskian theory of “Social Constructivism”. • This study is conducted by YantiWirza in 3 senior high schools in Bandung in 2002-2003

  4. Respondence • SMU 6 • Middle • 40 Student • IKIP Bandung • 20 Year exp • 2nd Year Students • SMU 3 • “Good” • Language Lab • Audio Visual Room • 50 Student • IKIP Jakarta • 25 years exp SMU 15 • Low • 35 Student • 18 Years experience

  5. Social interaction

  6. Underlying Theories • Brown (1994) “Interaction as collaborative exchange of thoughts, feelings, and ideas between two or more people resulting in a reciprocal effect on each other” • Rivers (1987) “ Social Interaction can never be one way; the students need to exercise how to take initiative and participate imaginatively in task oriented, purposeful learning or cooperative learning” • Moll (1990) “social interaction rooted from Lev Vygotsky’s Social Constructivism theory which is claimed that knowledge is constructed through social interaction in social meaningful activities”

  7. Methodology • Multiple Study (miles and Huberman 1984 in Maxwell, 1996) • 3 Classes of 3 Schools • Conducted for 10 weeks with • Field notes • Questionnaires • Interview Good Average Low

  8. Result (1/3) • A. Teacher’s Role • SMU 6 • Communicative • Accomodative • Friendly personality • SMU 3 • not take the challenge • take for granted of students ability • SMU 15 • Applied “point System” • Immediate reward • Repeat answers

  9. Result (2/2) • B. The pattern of the social interaction • The Classroom under investigation in SMU 15 had livelier and more active interaction

  10. Result (3/3) • C. Students Learning Engagement • Each Classrooms develop its own culture that is shaped by the characteristics of its members, the teacher, the atmosphere, situation. • SMU 3 • Solid Knowledge of English • Less assistance • SMU 6 and 15 • Similar knowledge • Lower achiever • Need assistance

  11. Conclusion “ Knowledge is constructed through social interaction in social meaningful activities”

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