Teacher Talk and Learning Opportunities (a Case Study of a Pre-service Teacher in Efl Classroom)

The background of this research stemmed from the issue of significant role of teacher talk in promoting students' learning opportunities. It was found how teacher interruptions made students had fewer learning opportunities as the teacher became dominant and took over the discussion. Thus, this research was intended to investigate the types of teacher talk produced and its influence towards students' learning opportunities. The research was conducted in an EFL classroom of one public junior high school in Bandung by involving a pre-service teacher as the participant. The research employed a qualitative case study design in which the data were collected through video-taping, field notes, and teacher talk checklist. The analysis of the teacher talk employed the CA (Conversation Analysis) methodology while the influence of teacher talk was analyzed from field notes transcription. The research found that the most frequent type of teacher talk occurred was construction type which increased the learning opportunities for students. Further analysis on the influence of the teacher talk showed how teacher's ability to manage the classroom and develop a good relationship through controlling the teacher talk had successfully maintained the flow of interaction in the classroom

A DESCRIPTIVE ANALYSIS OF TEACHER TALK IN LEADING THE TEACHING LEARNING ACTIVITIES THROUGH THE STAGES OF SCIENTIFIC APPROACH: A Case Study in A Junior High School in Bandung

In the 2013 Curriculum, scientific approach which consists of observing, questioning, experimenting/collecting, associating and networking/ communicating is the compulsory approach to teaching learning activities. However despite trainings for teachers held by the government in relation to this approach, the teachers still need an example of its implementation which they can learn from. This study is aimed to describe how a teacher led the teaching learning activities following the stages of scientific approach. The study was conducted in a school in Bandung. Therefore this study is a descriptive case study. The object of the study is teacher talk of a teacher in three sessions. The raw data from teacher talk were collected through observations and interviews which were videotaped and audio-taped. The recordings were then transcribed. After being transcribed, the data of teacher talk and interviews were further codified so that the final data were those relevant with the implementation of scientific approach. Teacher talk was then analyzed using features of Systemic Functional Linguistics in terms of metafunctions implied in the register used in the classroom to describe how it could lead the teaching learning activities using scientific approach. The analysis shows that in the teaching learning activities, teacher talk can be analyzed in terms of regulative register with which how the pace of activities and students’ behavior were regulated and instructional register with which the content material was delivered. It is hoped that the description of teacher talk in this case study can give an illustration of how the scientific approach can be facilitated through teacher talk for fellow teachers and the analysis of teacher talk using the features of Systemic Functional Linguistics can enrich the literature of classroom discourse analysis. Keywords : teacher talk, scientific approach, systemic functional linguistics   Di dalam Kurikulum 2013, pendekatan ilmiah yang terdiri dari mengamati, mempertanyakan, mengumpulkan, menalar, dan mengkomunikasikan adalah pendekatan wajib untuk kegiatan belajar mengajar. Namun, terlepas dari banyaknya pelatihan untuk guru oleh pemerintah dalam kaitannya dengan pendekatan ini, para guru masih memerlukan suatu contoh implementasi yang bias mereka pelajari. Penelitian ini ditujukan untuk menjelaskan bagaimana seorang guru memandu kegiatan belajar mengajar dengan mengikuti tahap-tahap pendekatan ilmiah. Penelitian ini dilaksanakan di sebuah SMP di Bandung. Karena itu ini adalah penelitian studi kasus. Obyek penelitian adalah teacher talk dalam tiga pertemuan. Data mentah dari teacher talk dikumpulkan melalui observasi dan wawancana yang direkam video dan audionya. Rekaman tersebut kemudian ditranskripsikan. Setelahnya, data teacher talk dan wawancara dikodifikasi lebih lanjut sehingga data akhir adalah data yang relevan dengan penerapan pendekatan ilmiah. Teacher talk kemudian dianalisa dengan menggunakan fitur-fitur Systemic Functional Linguistics dalam hal metafunctions yang terkandung di dalam register yang digunakan di dalam kelas untuk menjelaskan bagaimana teacher talk ini bias memandu kegiatan belajar mengajar dengan menggunakan pendekatan ilmiah. Hasil analisa menunjukkan bahwa di dalam kegiatan belajar mengajar, teacher talk bisa dianalisa dari sisi regulative register yang menjadi alat mengatur laju aktivitas dan perilaku siswa dan instructional register yang menjadi sarana penyampaian materi pelajaran. Diharapkan bahwa penjelasan teacher talk dalam studi kasus ini bias memberikan ilustrasi bagaimana pendekatan ilmiah bisa difasilitasi melalui teacher talk untuk para rekan guru dan analisa teacher talk dengan menggunakan fitur-fitur Systemic Functional Linguistics bias memperkaya khasanah analisa wacana kelas. Keywords : teacher talk , pendekatan ilmiah, systemic functional linguistic

Certified Teacher Beliefs on The Use of Teacher Talk

Teachers' belief is becoming important to research as it reveals the decision made by the teachers in teaching learning process. It will also explain the way the teacher behave and talk with it. This research will explore 1) whether or not the certified English language teacher beliefs on the use of Teacher Talk (TT) show parallelism with their actual practices, and 2) the contribution of English language teachers' experiences to the construction of their beliefs regarding the use of Teacher Talk. Mixed research method was implemented to explore the quantitative and qualitative inside of the topic. This way was considered to be effective to meet with the expected answer for this research. Taking place at a suburb area, group of certified teachers became the subject for the research. The researcher utilized questionnaire, observation checklist, audio-video recording, interview guide and, document as the instruments. The result shows that the more the teachers beliefs on the TT, the more practices of TT in the teaching learning process. Another finding reveals that particular teachers experiences contribute a positive impacts on the the construction of teacher beliefs dealing with the management of TT in the class

TEACHER TALK AND LEARNING OPPORTUNITIES (A Case Study of a Pre-Service Teacher in EFL Classroom)

The background of this research stemmed from the issue of significant role of teacher talk in promoting students’ learning opportunities. It was found how teacher interruptions made students had fewer learning opportunities as the teacher became dominant and took over the discussion. Thus, this research was intended to investigate the types of teacher talk produced and its influence towards students’ learning opportunities. The research was conducted in an EFL classroom of one public junior high school in Bandung by involving a pre-service teacher as the participant. The research employed a qualitative case study design in which the data were collected through video-taping, field notes, and teacher talk checklist. The analysis of the teacher talk employed the CA (Conversation Analysis) methodology while the influence of teacher talk was analyzed from field notes transcription. The research found that the most frequent type of teacher talk occurred was construction type which increased the learning opportunities for students. Further analysis on the influence of the teacher talk showed how teacher’s ability to manage the classroom and develop a good relationship through controlling the teacher talk had successfully maintained the flow of interaction in the classroom.

A DESCRIPTIVE STUDY ON THE TEACHER TALK AT EYL CLASSROOM

Abstract: The use of constructive teacher talk (TT) is very important and effective in scaffolding young learners to improve their skill in target language. Nevertheless, there is an argument that too much teacher talk can even decrease students’ motivation. The present study tries to reveal the suitable amount and the students’ perception of teacher talk. Apart from that, there is an attempt to find out the features of teacher talk, the frequency of either display and referential questions or teachers’ assessments and ways in giving feedback. This descriptive study is conducted to find out how teachers make use of their teacher talk naturally in classroom settings. To gain deeper insight and understanding, both qualitative and quantitative research design were employed. The qualitative data were obtained through direct observation and teachers – students’ interview. Moreover, the teachers – students’ questionnaire, video recording and field notes also added significant value towards the findings of this study. Quantitative data, on the other hand, were gained from the calculation of students’ questionnaire scores which are represented in percentage. Both qualitative and quantitative data were coded, categorized, interpreted, descriptively described and finally displayed in the form of tables. The research findings show that despite the teacher talk’s capability to be good model for young learners,  most students found the class more motivating, interesting, and challenging when the teachers minimized their teacher talk  and made use not only more constructive teacher talk but also  interesting activities. In conclusion, since teacher talk serves not only as a medium to achieve young learners’s learning objectives but also as a tool to build better dynamic interaction between teacher and students in classroom settings, it is advisable for all EFL teachers to improve their effective constructive talk towards their students.   Key words: SLA, TT (Teacher Talk), TTT (Teacher Talk Time), discourse Analysis, code switching, conversational analysis, ST (Students Talk) , STT (Student Talk Time

TYPES OF TEACHER TALK TO SUPPORT STUDENTS’ ACTIVENESS IN ONLINE CLASSROOM

This study concerned with teacher talk in online classroom. The interaction between teacher and students are analyzed into types of teacher talk. The aim of this study is to find it types of teacher talk to support students’ activeness in online classroom. Descriptive qualitative design was used as research methodology. The researcher was as nonparticipant observer in online class. There were two teachers involved as research participants. The participants conducted online class by using Zoom Application. Video recording from Zoom was analyzed by applying three steps, which consisted of reading or memoing data, describing data, and classifying data. In analyzing the data, the researcher referred to types of teacher talk by Brown who classified teacher talk into seven types. The research findings found there were five types of teacher talk in online classroom. Those are praising and encouraging, accepting ideas of students, asking questions, lecturing, and giving direction. These types found are used to support the students’ activeness in online classroom. Therefore, active and passive students are related to teacher talk. This study is implied to be used as reference to be applied by the teachers to keep the students active in online classroom

AN ANALYSIS OF THE TEACHER TALK TO TEACH SPEAKING DESCRIPTIVE TEXT TO THE SEVENTH GRADERS OF SMPN 1 SIDOARJO

Penelitian in fokus tentang Teacher Talk dalam pengajaran kemampuan berbicara dalam bentuk deskriptif teks yang diaplikasikan pada siswa kelas tujuh di SMPN 1 Sidoarjo. Penelitian ini bertujuan untuk mengetahui bagian - bagian dari Teacher Talk yang digunakan oleh guru dalam mengajar kemampuan berbicara dengan bentuk deskriptif dan untuk mendeskripsikan bagaimana bagian - bagian dari Teacher Talk tersebut mempengaruhi proses belajar siswa kelas tujuh di SMPN 1 Sidoarjo. Selanjutnya, dalam penelitian ini, peneliti berpatok pada pemahaman bahwa Teacher Talk merupakan bahasa yang menjadi mayoritas untuk digunakan di dalam kelas. Teacher Talk ini termasuk member arahan, menjelaskan kegiatan belajar, dan mengkonfirmasi pemahaman siswa (Sinclair & Brazil, 1982). Dalam penelitian ini, SETT (Self-Evaluation of Teacher Talk) yang di desain oleh Walsh (2006) digunakan untuk mengidentifikasi bagian – bagian dari Teacher Talk yang muncul selama proses belajar mengajar. Selain itu, metode penelitian deskriptif kulatiatif digunakan dalam penelitian ini, dimana peneliti tidak sebagai partisipan langsung dalam proses observasi. Subjek penelitian ini adalah seorang guru bahasa Inggris dan siswa sebuah kelas tujuh di SMPN 1 Sidoarjo. Instrumen yang digunakan adalah observation checklist dan field notes.Berdasarkan data yang telah diambil, diketahui bahwa bagian – bagian dari Teacher Talk yang digunakan oleh guru selama proses belajar mengajar di kelas tujuh SMPN 1 Sidoarjo adalah scaffolding, direct repair, content feedback, extended wait-time, referential questions, seeking clarification, confirmation checks, extended learner turn, teacher echo, teacher interruptions, extended teacher turn, and display questions. Selanjutnya, peneliti juga menemukan bahwa bagian – bagian dari Teacher Talk yang digunakan oleh guru tersebut mampu membantu siswa dalam memahami materi yang dipelajari serta mampu meningkatkan keaktifan atau kontribusi siswa dalam proses belajar mengajar.Dapat disimpulkan bahwa guru yang mengajar kemampuan berbicara pada siswa kelas tujuh SMPN 1 Sidoarjo telah menggunakan bagian – bagian dari Teacher Talk dari SETT dengan baik. Selain itu, bagian – bagian dari Teacher Talk yang digunakan guru telah mampu meninngkatkan keaktifan siswa dalam proses belajar mengajar dan membantu penguasaan siswa tentang materi kemampuan berbicara dalam bentuk deskriptif teks.Kata Kunci: Pengajaran Bahasa Inggris, Kemampuan Berbicara, Teks Deskriptif, Teacher Talk.AbstractThis study focuses on the teacher talk in teaching speaking descriptive which conducted in a seventh grade classroom of SMPN 1 Sidoarjo. This research aims to find out the features of teacher talk occur in the speaking descriptive classroom in the seventh grade of SMPN 1 Sidoarjo and to describe how the features teacher talk affect the students’ learning process during the teaching of speaking descriptive to the seventh graders of SMPN 1 Sidoarjo. In this research, the researcher considers the teacher talk as thelanguage in the classroom that takes up a major portion of class time employed to give directions, explain activities and check students’ understanding (Sinclair & Brazil, 1982). The SETT framework designed by Walsh (2006) is used to identify the features of teacher talk occurs during the learning process. Moreover, this study is conducted in the form of descriptive qualitative research where the researcher as the non-participant observer on the classroom. The subject of this study is a junior high school English teacher and the seventh graders of SMPN 1 Sidoarjo. The instrument used were observation checklist and field notes.From the data that has been taken, it is obtained that the features of teacher talk used by the teacher in teaching speaking descriptive in the seventh grader of SMPN 1 Sidoarjo are scaffolding, direct repair, content feedback, extended wait-time, referential questions, seeking clarification, confirmation checks, extended learner turn, teacher echo, teacher interruptions, extended teacher turn, and display questions. Moreover, the features of teacher talk used also have been proven to help the students understand better about the subject and elicit students’ contribution during the learning process.In conclusion, the researcher has found that the teacher who teaches speaking descriptive in a seventh grade classroom of SMPN 1 Sidoarjo has performed some features of teacher talk from SETT framework. Those features of teacher talk used are found to be able to elicit students’ contribution and assist the students’ descriptive monologue skill development in the speaking descriptive learning process.Kata Kunci: English Teaching, Speaking, Descriptive Text, Teacher Talk

Teacher Talk in English Foreign Language Classroom

This research investigates teacher talk in SMAN 5 Kota Bengkulu, based on FLINT theory by Moskowitz (1971). This research analyzed teacher talk categories spoken and the high frequency teacher talk used by the teacher to see what the category was often used in classroom. The design of this research was descriptive mixed-method that involved two teachers who taught at the tenth-grade of SMAN 5 Kota Bengkulu academic years 2019-20. The data of this study were taken by video recording the teacher-students interaction in the classroom that contained eleven categories of teacher talk. The data of this research were analyzed qualitatively and quantitatively. The result of this study that all of teacher’s talk categories often used by the teacher who taught at tenth-grade of SMAN 5 Kota Bengkulu during classroom interaction. The high frequency of teacher talk categories was asking question around 55.6%, while the least of teacher talk categories were correcting without rejection and criticizes student behavior. It means that the teachers tended to use indirect influence rather than direct influence

Teacher talk of praises in English classroom interaction

This study was conducted at International Elementary School of Bunga Matahari to find out the type of teacher talk in English classroom interactions and the students’ responses on teacher talk of praises. The descriptive qualitative design was applied and aimed to analyze the types of talk employed by the teacher in the classroom interaction based on FIACSystem presented by Flanders (1970). The data were analyzed using an interaction model of Miles, Huberman, and Saldana (2013) et al. and focused on the teacher and student talk in ICP class. This research employed observation through video recording in order to reach the objectives of this study. The participant in this study were 45 students with 15 students in each class and 3 English teachers. The results showed that by analyzing responses of transcription from the observation, the teacher talk of giving praises is approximately less, giving direction dominates the teacher talk category that consists of direct influence of teacher talk. In addition, the students’ response was dominantly toward teacher talk of praises

The Little Words That Matter: Discourse Markers in Teacher Talk

Tujuan dari artikel ini adalah untuk membahas suatu aspek khusus dari interaksi kelas dan penggunaan bahasa di kelas bahasa yakni penanda wacana (DMs). Penelitian ini menggunakan metode studi kasus. Menggunakan data yang diperoleh dari dua guru mata pelajaran Bahasa Inggris yang mengajar di enam kelas Bahasa Inggris sebagai bahasa asing di salah satu SMA di Surakarta, penelitian ini mendeskripsikan kejadian dan fungsi tekstual dari DMs yang digunakan oleh guru. Analisis data menunjukkan bahwa terdapat 19 DMs baik dalam Bahasa Inggris, Bahasa Indonesia, atau Bahasa Jawa yang digunakan kedua guru dalam ujaran guru di kelas. Artikel ini juga menguraikan sejumlah fungsi tekstual DMs yang secara signifikan berkontribusi terhadap alur organisasi diskursus kelas yang koheren dan lancar dalam interaksi kelas. Fakta bahwa DMs adalah perangkat berharga untuk memudahkan struktur diskursus kelas menyarankan bahwa harus ada peningkatan kesadaran tentang penggunaan DMs dalam ujaran guru