Reasons behind Students' Silence to Teacher's Directive Utterances: A Case Study on A Lower Secondary School in Yogyakarta
Keywords:classroom interaction, directive utterances, reasons, students' responses
Classroom interaction is identified to reach students’ participation in responding and interacting with teacher and other students. However, one problem that usually interferes teacher-student interaction is unpredictable students’ reactions in interpreting teacher’s utterances. The students’ reactions are influenced by some variables which contribute to their reasons in responding to teacher’s utterances. The present research aimed to investigate several reasons of students’ responses to teacher’s directive utterances. To reach the objective, a case study was applied. Three eight-grade students in a Yogyakarta lower secondary school were selected purposively to participate in this study. The data were collected through observation and interviews. Meanwhile, the data analysis was based on Miles’ interactive model. The results of this study show that internal and external variables affect the students’ responses during English classes. Having a lack of vocabulary and use of guessing are the internal variables to understand the teacher’s intention. Meanwhile, unfavorable classroom atmospheres resulted from noisy students, noisy next-door class, and noisy vehicles outside are the external variables that disturbed the students’ attention and understanding of the teacher’s directive utterances. The results of this research reveal significant implications on students’ attitudes, as they rarely develop their interaction due to internal and external factors. Thus, the condition requires teacher’s role as active language users.
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