AN ANALYSIS OF STUDENTS PHATIC COMMUNION IN CLASSROOM INTERACTION

AN ANALYSIS OF STUDENTS PHATIC COMMUNION IN CLASSROOM INTERACTION (A Study at First Grade Academic Year 2014/2015 in English Department of STKIP PGRI Sumatera Barat) Oleh: Tri Kolipah *) **) Hervina Asty dan **) Handayani SB Staff Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat ABSTRAK Penelitian ini bertujuan untuk mengetahui tipe basa-basi yang digunakan siswa selama melakukan interaksi didalam kelas. Dalam penelitian ini, peneliti manganalisa tipe basa-basi siswa selama melakukan interaksi didalam kelas berdasarkan teori Taraglu dan Sifianov, Cruz, dan Al-Qinai. Ada lima tipe basa-basi yang dapat digunakan siswa didalam kelas yaitu: greeting, honorific, question answer, comment, dan remark. Greeting adalah kata sapa yang digunakan oleh siswa ketika pertama kali bertemu dengan teman ataupun dosen. Honorific adalah bagaimana kesopanan siswa ketika akan memanggil dosen mereka atau kesopanan siswa ketika akan memulai percakapan. Question answer adalah kata pembuka yang akan digunakan oleh siswa ketika akan bertanya atau menjawab pertanyaan dari dosen atau dari siswa yang lain. Comment adalah bagaimana cara siswa ketika akan memberikan pendapat. Peneliti ingin melihat kata apa saja yang akan siswa gunakan ketika inginmemberikan komentar dari objek yang akan diberikan komentar. Remark adalah pemberian apersepsi atau pujian ataupun penghargaan terhadap siswa yang talah tampil ke depan. Peneliti juga ingin mengetahui alasan mengapa siswa menggunakan ungkapan basa-basi di dalam kelas selama melakukan interaksi. Penelitian ini merupakan penelitian deskriptif. Partisipan pada penelitian ini adalah seluruh kelas yang ada pada tahun pertama jurusan bahasa Inggris di STKIP PGRI Sumatera Barat. Partisipan pada penelitian ini diambil dengan menggunakan teknik total sampling. Dalam pengambilan data, peneliti melakukan observasi ketika proses belajar mengajar di kelas. Kemudian, peneliti juga melakukan wawancara pada partisipan yang telah ditentukan sebagai sampel dari wawancara. Sampel wawancara diambil sebanyak 10% dari jumlah populasi penelitian yaitu 181 siswa, sehingga sampel untuk wawancara sebanyak 18 siswa. Dari data yang diperoleh pada saat setelah peneliti melakukan observasi, diketahui bahwa siswa menggunakan empat dari lima tipe basa-basi yaitu; greeting, honorific, question answer, dan remark. Dari data wawancara, siswa mengaku bahwa alasan menggunakan basa-basi selama berinteraksi didalam kelas adalah karena kebiasaan, ketertarikan, rasa hormat, mencairkan suasana, dan juga menguasai diri ketika akan berbicara didalam kelas. Keywords: Classroom Interaction, Phatic Communion *) Penulis **)pembimbing 1

INTRODUCTION Language has function as a tool of communication that is very important in community. Human can not communicate with other around them in social context without language. Because of that, language is very important to be learned the students begin elementary school, junior high school, senior high school, and collegue student. Language learning is wished to help students know themself, their cultures, foreign cultures, and give participation in society who uses language itself as a tool of communication. Communication is to express ideas, informations, and knowledges to others. Communication can be verbal and non verbal. It can run well if speakers use the good language, so the information which will inform to people will be easier to be understood by listener. The good laguage will be gotten by choosing the appropriate of language variation in context or situation. In social life, education and religion, human almost communicate with other by verbal communication than non verbal communication. By using the good language, information will be easier to be expressed and will be easier to be understood by others. Ussually, in social context, phatic is being first step to open the conversation between human. By using phatic, communication will run well. Because, the function of phatic is to keep relationship between human in social context. By using phatic communion, the conversation that happen between human in social life will be succes. Information that is given each other will be received easier. Thus, communication will be better. It is supported by Malinowsky in Hall, Smith, and Wicaksono (2011) phatic communion refers to communication which is not intended to convey information but which functions as a way of creating or maintaining social contact. Otherwise, the function of phatic in here is to keep relationship between human in social life, so it created the good communication. phatic function is not only to keep relationship between human but also to make the informations are expressed will be easy to be understood. Phatic communion is not only needed in social life but also in education world especially in classroom interaction. Because of that, in classroom interaction, phatic communion is very important to do. Furthemore, in classroom interaction, phatic communion has the important role when the students will communicate with other students or lecturers. Based on fenomena, students college of STKIP PGRI Sumatera Barat use phatic communion when they spoke to other. Ussually, when they meet each other. For example they will say hello or Hi, the words hello and hi in this context is phatic as greeting. Beside that, phatic is also used by students to ask something to the lecturer about some information which they do not understand. For example they will say I am sorry, Sir. my ask something. The word Sir is an example of phatic communion as honorific that is used by students college of STKIP PGRI Sumatra Barat. Based on researcher s unstructure interview to the students at first year in academic year 2014/2015 in loby BAAK at 4 th December 2014 on around 9 o clock. The students always use phatic communion in classroom interaction, such as when they speak with their friends and lecturers. For example: when they performed in front of the class to star the conversation by saying hello, hi, good morning and when they called the lecturer with saying miss. That were some example of phatic communion used by students in classroom interaction. REVIEW OF THE RELATED LITERATURE Definition of Classroom Interaction In teaching learning process, classroom interaction is one part that can not been lost. Because every teaching learning process, lecturer will interact with the students or students to lecturers. It means that, classroom interaction should be kept by lecturers and students. It is supported by Dagarin (2004:128) classroom interaction as a two-way process between the participants in the learning process. Participants in here are lecturer and students. To make a good classroom interaction, the lecturer and students should work together. They are key in the classroom interaction because without teacher and students, classroom interaction is impossible to happen. Moreover, classroom interaction is similar as classroom discourse. Classroom discourse is everything that happen in classroom orally. That statement is supported by Nunan in Benhan and Pouriran (2009:118) classroom discourse as the disticntive type of discourse that occurs in classroom. Discourse in language classroom is a matter of the oral use langguge in classrooms. In other word, classroom interaction is everything happen orally in the classroom, such as asking some question to teacher or other students and giving suggestions to other students during teaching learning process. Furthermore, according to Chang in Benhan and Pouriran (2009:119) discourse in a classroom can be divided into four structures as follows: 1. Initiation-Response-Feedback. IRF may have a traditional pattern of discourse, when the teacher asks a question, the student answers and the teacher evaluates. The teacher 2

continues to ask another question and so the sequence continues. 2. Instruction: Another type of discourse is giving instructions. The teacher gives directive or informative statements. The students do not answer verbally; however, they understand the statements as instructions by following them physically. 3. Probing Questions: The probing question is another discourse structure. The teacher asks Referential questions. and the students are encouraged to give longer answers through their thinking 4. Argumentation: Argumentation can be regarded as probing questions where the teacher involves the students in a challenging situation in order to make them to justify their reasons. Therefore, classroom interaction is process interaction between lecturer and students during do teaching learning process. According to Robinson in Dukmak (2010:39) classroom interaction is defined as the process of face to face actions. It means that classroom interaction can happen if the teacher and students do interaction in the classroom directly and orally. By doing interaction, teaching and learning process will be better. Without doing interaction, the purpose of the subject will not be accepted well by teacher and students. In conclusion, classroom interaction is activity in the classroom occurs directly and orally between teacher and students that involves initiation-responsefeedback, instruction, probing question and argumentation to achieve the purpose of subjects. Phatic Communion Carter and Simpson (2005:42) phatic communion is taken to mean the kind of ritualistic linguistic behavior which characteristizer the beginings and endings of conversations. Phatic can be called as greeting and leave taking in conversation because in the Carter and Simsons explanation phatic is the begining and ending of conversation. In communication, phatic has function to open and close of conversation, it can cause that phatic is the first point of communication whereever you are. Furthemore, the students always use phatic communion in classroom interaction. Because, when the students will open the conversation, the student will use phatic communion as opening of conversation and when the students will close the conversation, the students will use phatic communion as closing of conversation. Beside that, Phatic communion is a small conversation from one person to other person to express their idea, information, and make relationship between other people. According to Suleiman (2006:267), phatic communion as small talk seems to us to be an ideological interpretation of what is essentially an oral process interm of literacy that conceives of communication solely as acommodity called information. In other words, phatic communion likes a conversation or process of delivering information between people in social context to interpret their ideas or information directly in order to keep relationship between them. The statement above related to the students in doing classroom interaction, because in classroom interaction students will use phatic communion on their conversation. Example, when they give some information to their frieds, giving additional ideas, giving comments and so on. In other hands, Phatic communion is some way how the people want to communicate with other. According to Malinowski in Butler, Downing, and Lavid (2007:350) phatic communion is a term used for communicative acts that fulfill an exclusively social fuction, that is acts that serve to confirm such as more or less formal inquiry about one s health, remarks about the weather, or comments on trivial matters. It means that phatic is a tool of communication in social context and has function to serve and confirm ideas, giving remarks, and giving comments to others orally. Because of that, phatic communion is very usefull for the students in doing classroom interaction. In classroom interaction, phatic communion will be looked when the students greet other students, giving remark and many others. Next, there are some types of phatic communion. According to Taraglu and Sifianov (2001:245) phatic communion devided into two phases. They are greeting and remark. First, Greeting is informed by rules of conduct, and an inevitable part of everyday conversation.. Greeting will be happen in the first meeting. For example, the students will say hello to their friends at first meeting or the students will say may I sit beside you, it sentence can be greeting if it is happen in first meeting. Ussually, it is to show mental frame, frozen pairs, curiosity, interest and routinely. It is depend on sitution or context where and when the conversation happen. Second, remark is giving apperception when someone get lucky. For example, one students get presentation in front of the class, other students give remark by saying good job, it is an example of remark in classroom interaction. Ussually, it is to show routinely. Besides that, according to Cruz (2005:230) types of phatic communion is manifested a wide array of linguistic token such as greeting, comment or remark and question and answer. Phatic communion 3

is the first step to star conversation, giving comment or remark. It is supported by Al-Qinai (2011:26) defines that types of phatic communion are as honorific and greeting. Its mean, before communicating with other, people should use phatic communion firts to open the conversation, if do not use phatic, the communication will not successfull in delivering information. Furthermore, beside types of phatic communion, there are some function of phatic communion. Taroglu and Sifianov (2001) function of phatic communion seems to be to get the interaction under way. In other hand, phatic communion has function to communicate with other such as how to greet someone or how to say good bye to someone else. Because of that, phatic communion is also important to do or to aplly in classroom interaction According to Morkopoulos, Ruyter, and Mackay (2009:176) the phatic function endeavors to keep channels of communication open to maintain the physical and psychological contact between adresser and addresse. Its means that phatic has function to keep relation between people in opening communication, so the communication will run well and the information that will be expressed by adresser to adresse can be received well. Refering thet statements, classroom interction will run well if the students use phatic in their conversation during teaching and learning process or doing classroom interaction. Because phatic function in here is to give chanels between participant in classroom interaction itself. Thus, classroom interaction will be successful if all of participant use phatic communion in their conversation. To support the explantion above, Malinowski in Hall, Smith, and Wicaksono (2011) explains that phatic communion refers to communication which is not intended to convey information but which functions as a way of creating or maintaining social contact. Phatic is a way to keep relationship between human in social life. Besides that, phatic also a tool to communicate with others by expressing some information that the speakers have. Based on statement above, phatic communion also has similar function. In classroom interaction phatic functions is to give signals to the students when they want to speak up in the classroom, example the students to other students or the students to the lecturer. Meanwhile, in applying of phatic communion in communication, people always use some reason why they use phatic communion in their communion. According to Senft (1994) people use phatic communion in their communication or conversation because some reasons. It is to show routinely and politely. First routinely, ussually people will use phatic communion in their conversation beause they has a daily routine. Therefore, when they speek with other they will use phatic communion as opening conversation and to break up silent. Second politely, in here phatic will show how the way open the conversation with other. Ussually, by using phatic utterances conversation that occurs during conversation will be integrate.it is also for the students in doing classroom interaction, phatic is always used in every conversation. The opinion above, supported by Urbanova (2003) states that people use phatic because it will show politeness, interest, and curiosity. First politeness, by using phatic in opening and closing conversation will show politeness. Second interest, people use phatic communion in their daily conversation because they interest to communicate with others. Thus,they will use phatic communion as a tool to break up the silent between them. Last curiosity, in here why people use phatic communion in communication because people feel angered. Then, they use phatic communion to ask to their friend. Moreover, Cruz (2005) argues that the reason people use phatic communion are to show frozen pairs and mental frame. It means that, when people use phatic communion in their conversation they will show how the way they open the conversation in opening or closing phases not only frozen pairs but also phatic will show how far their skill in society to communicate with their friends to deliver some informations. RESEARCH METHOD This research was a type of descriptive qualitative reseach. According to Gay and Airasian (2000:275) A descriptive research determines and describes the way thing are. Descriptive research was chosen because the researcher wanted to describe and analyze the students phatic communion in classroom interaction at first years in academic year 2014/2015. Furthermore, descriptive research had been become very useful now a days in investigating many kinds of educational problems include classroom interaction. Then, by choosing this descriptive research, the researcher would describe deeply the fact about students phatic communion in classroom interaction at first years students of STKIP PGRI Sumatera Barat in academic year 2014/2015. In this research, the researcher used two instrument to collect the data. Those were observation field note and interview. RESEARCH FINDINGS After analyzing the data, the researcher has gotten the result of this research. Every research question had been answered by using two instrumentations. Those were observation and 4

interview. In observation, the researcher also used field note and recording. It is used to answer the first research question about what are types of phatic communion that is used by the students in classroom interaction. In interview, it is used to get the data about the reason about using phatic communion in classroom interaction. The result of first research question about what are types of phatic communion that is used by students in classroom interaction?. In answering this research question the research used observation as instrument to collect the data. By doing observation, the researcher found that were four types of phatic communion that is used by the students in classroom interaction. Those were greeting, honorific, question answer, and remark. The researcher did not find comment from all of the class during did observation, because all of the class did not do class presentation. The result of second research question why do the students at first year of STKIP PGRI Sumatera Barat used phatic communion in classroom interaction?. In answering this research question the research did interview to 18 participants. The researcher found the reason of using phatic communion that were used by the students in classroom interaction. Those were routinely, politeness, interest, frozen pairs, and mental frame. Since did the interview, the researcher did not find curiosity as the reason Of using phatic communion in classroom interaction. DISCUSSION Phatic communion is the way how the people communicate to others. In here, phatic communion can be divided into five types. Those are greeting, honorific, question answer, comment and remark. That is supported by three experts. They are Taraglu and Sifianov, Cruz, and al-qinai. According to three experts above, in communication, people always use phatic communion to open or close the conversation. It is to make the conversation will be better. After doing this research, the researcher found some types that has been stated by three experts above. Those are Greeting, Honorific, Question answer, and Remark. In this research, the researcher did not find Comment, because usually this type will be used in classroom presentation. Thus, during did research, the students did not do classroom presentation in the class. The students just make interaction with others students and the lecturer. Because of that, the researcher can not find this type in this research. Finally, the result of this research is unappropriate to the theory, because the research did not find all types of phatic communion in classroom interaction. In theory, types of phatic communion that always use by people in communication, there are five types (Greeting, Honorific, Question answer, Comment, and Remark), but after doing this research, the researcher did not find all types of phatic communion. The researcher only found four types of phatic communion. Those are Greeting, Honorific, Question answer, and Remark. CONCLUSION AND SUGGESTION Phatic communion is usefull in teaching learning process. By using phatic communion in classroom interaction, students can communicate to other students well, because the function of using phatic communion is to keep relationship between human in communication. In applying phatic communion, there are many types of phatic can be applied in the classroom interaction. Those are greeting, honorific, comment, question answer and remark. In this research, the researcher wanted to describe all of types of pahtic communion that is used by students in classroom interaction. This research conducted the descriptive research at first grade of STKIP PGRI Sumatera Barat in academic year 2014/2015. There were five classes as participant of observation and 18 students as participant in interview. Related to research finding, the researcher concluded into the result of observation and the result of interview. In observation, the researcher found four of types of phatic communion in classroom interaction. Then, the students used phatic communion in classroom interaction because of some reason. The reason of using phatic communion was taken by interviewing the participants. The result were routinely, interest, politeness, frozen pairs, and mental frame. After doing investigation of this research, the researcher wants insightful suggestion at this case. The students should apply phatic communion in classroom interaction to make the relationship between teacher-students and students-students. It is really important to make the students understand about materials because by using phatic the students can ask to lecturer or teacher politely. In addition, the students should apply phatic communion carefully. It to avoid unpolitely impression, because phatic communion is used to make the condition break up, so that the students should avoid the bad impression. Furthermore, in using phatic communion is to make the good relationship between participants in the classroom interaction. Beside that, the researcher suggests to the lecturer to use phatic communion in classroom interaction, because phatic communion has many advantages if it is used in classroom interaction. Last, 5

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