TEACHER TALK IN TEACHING WRITING INTERACTION OF TECHNICAL ENGINEERING STUDENTS IN SMK SWASTA TELADAN MEDAN.

TEACHER TALK IN TEACHING WRITING INTERACTION

OF TECHNICAL ENGINEERING STUDENTS

IN SMK SWASTA TELADAN MEDAN

A THESIS

Submitted as Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan

By:

SUTAR OKTAVIANA TAMPUBOLON

Registration Number : 2123321079

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

DECLARATION

Expect where appropriate acknowledgment, this thesis is my own work, has been

expressed in my own words, and has not previously been submitted for

publication. I understand that this paper may be screened electronically or

otherwise for plagiarism

.

Medan, Agustus 2016

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ABSTRACT

Tampubolon, Oktaviana Sutar, registration Number: 2123321079, Teacher Talk in Teaching Writing Interaction of Technical Engineering Students in Smk Teladan Medan. A thesis English Education Program, State University of Medan, 2016.

This present, study focuses on the teacher talk in teaching writing which conducted in a eleventh grade classroom of SMK Swasta Teladan Medan and to describe how the categories teacher talk affect the students’ learning process during the teaching writing to the eleventh grade of SMK Swasta Teladan Medan. In this research, the FLINT is used to identify the categories of teacher talk occur during the learning process. Moreover, this study is conducted on the form of descriptive qualitative research where the researcher as the non-participant observer on the classroom. The subject of this study is a vocational high school English teacher and the eleventh graders of SMK Swasta Teladan Medan.

From the data that has been taken, it is obtained that the categories of teacher talk used by the teacher in teaching writing interaction in the eleventh grader of SMK Swasta Teladan Medan are deals with feeling, praises or encourages, jokes, uses ideas of students, repeats students response verbatim, asks question, gives information, corrects without rejection, gives direction, and criticizes student behavior. Moreover the categories 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 writing in an eleventh grade classroom of SMK Swasta Teladan Medan has performed some categories of the teacher talk from FLINT.

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ACKNOWLEDGMENT

First of all, the writer is so grateful to God the Almighty who has granted His blessing and given the ability that the writer can complete her thesis as the partial fulfillment of the requirements for degree of Sarjana Pendidikan at the English Department of Faculty Language and Arts, State University of Medan.

This thesis would not have been possible without the guidance and the help of several individuals who always contributed and extended their valuable assistance in the participation and completion of this thesis. Thus, the writer would like to express her deepest gratitude and appreciation.

 Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of

Medan,

 Dr. Isda Pramuniati, M.Hum., the Dean Faculty of language and Arts,

State University of Medan,

 Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature

Department,

 Nora Ronita Dewi, S.Pd., S.S.,M.Hum., the Head of English Educational

Study Program,

 Dr. Anni Holila Pulungan, M.Hum., her Thesis Supervisor,

 Syamsul Bahri, S.S., M.Hum., her Academic Advisor,

 Prof. Dr. Berlin Sibarani, M.Pd., and Dra. Masitowarni, M.Ed., her

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 Tumpal Tampubolon and Donti Redina, her beloved parents who never

give up in supporting and loving her in any ways and her special thank to her lovely siblings her brother Robby Maleakhi Tampubolon, and her sister Fenny Chintya Tampubolon who had supported and motivated her during the accomplishing of this thesis,

 Eis Sri Wahyuningsih, M.Pd for all helps to finish this study program,

 All the writer’s classmates in EXT C 2012 for sharing their happiness,

togetherness, laughter, and support that they experience. I love youguys,

 The writer’s best friends in BOGERS gang: Elfridayani Purba,

Trynanda Modesta Perangin angin, Maria Diva Simamora, Endang Pratiwi Marbun, Vony De Maria Junior Sigiro, and Fani Maries Nasution. I love you guys,

 The writer’s best friend in senior high school STARS gang: Anita Ruth

Situmorang,Sylvia Uliartha Priscilla Hutapea, Rahmi Pratiwi Simatupang,Trifosa Natalie Christin Sirait and also her best sisters and brothersNaomi Simorangkir, Kartika Situmorang, Kasad Situmorang and Yohanes Firdaus thank you for support, time and caring, I miss you,

Medan, September 2016 The writer

TABLE OF CONTENTS

E. The Significance of the Study ... 9

CHAPTER II.REVIEW OF RELATED LITERATURE ... 10

A.Theoretical Framework ... 10

1. Definition of Teachers Talk ... 10

2. Characteristics of Teacher Talk... 12

3.Categories of Teacher Talk ... 14

4. Classroom Interaction ... 16

5. System of Interaction ... 17

6.The Role of Teacher Talk ... 19

7. Foreign Language INTeraction (FLINT) ... 22

8. Writing ... 23

9. Definition of Writing ... 23

B. Relevant Studies ... 24

CHAPTER III.RESEARCH METHODOLOGY ... 30

A. Research Design ... 30

B. Data and Source of Data ... 30

C. Technique of Collecting Data ... 31

D. Data Analysis ... 32

CHAPTER IV.FINDINGS AND DISCUSSION ... 34

A. The Findings ... 34

1. The Categories of Teacher Talk ... 35

2. Teacher Talk Effect on the Students’ Learning Process ... 46

B. The Discussion ... 48

CHAPTER V.CONCLUSION AND SUGGESTION ... 50

A. The Conclusion ... 50

B. The Suggestions ... 51

REFERENCES ... 52

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LIST OF TABLES

vii

LIST OF FIGURE

viii

LIST OF APPENDIXES

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CHAPTER I

INTRODUCTION

A.

The Background of the Study

Generally, teacher talk is a part a of classroom interaction that also related with the students’ learning activity. By performing the appropriate teacher instruction, teacher can motivate students to be actively involved in the speaking descriptive classroom since the speaking that has to be performed by students is in the form of monologue.

In teaching learning process, teacher actually has become an issue that has received attention from many researchers because it is a part of classroom interaction. Moreover, interaction is the collaborative exchange of thoughts, feelings or ideas, between two or more people (Dagarin, 2004: 128).Actually, for teacher and students, classroom is a place is used to organize teaching learning process. Classroom is a room in a school or college where groups of students are taught. Teaching learning process will creates if teachers and students have to establish a good interaction with others in Classroom. Brown (2000 : 165) said that Interaction is the collaborative exchange of thought, feelings, or ideas between two or more people, resulting in a reciprocal effect on each other. On interaction, people get feedback each other also.

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In learning English as a second language, students are able to produce four skills in English. Those are listening, speaking, reading and writing. Each skill is inseparable and supporting each other. For instance, someone’s writing ability is supported by his reading ability. Many people learn English in order to be able to speak. Mostly, they only learn English in an instant way. Many people think that being able to speak is the highest ability in learning foreign language. However, communication means not only spoken but also written language. Moreover, both spoken as well as written language are essential in creating a good communication.

On the other hand, writing is considered as a skill which is hard to be mastered. Learning to write is often more difficult than to speak. Abbot (1981: 140) states that writing is an essential skill for English learners as foreign language alongside listening, speaking, and reading. It is because in writing there are many elements which have to be acquired by the students.

When writing, students frequently have more time to think than they do in oral activities. They can go through what they know in their minds, and even consult dictionaries, grammar books, or other reference material to help them. Writing encourages students to focus on accurate language use and because they think as they write it may well provoke language development as they resolve problems which the writing put into their minds.

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styles, needs and students’ characteristics are very different. Vocational students demand stricter disciplines of senior high school students. The worlds that require of vocational graduated students, vocational has a readymade expertise in the world of work. Essentially, the teaching learning process has evident in student learning ability difference in the classroom. Therefore, it is vital that teachers focus more to the needs of their individual students. The teacher should not only focus on material achievement when teaching, they should also be able to treat the student individuals by the language used or “Teacher talk ”.

The success of education not only comes from students but also from the teacher as well. Teacher could be a facilitator to give the students can develop those beginning ideas based on the students’ own imagination and creativity. The teacher will be explaining or informing about the materials, thus the students can achieve the goals. Teacher explanation is including in the teacher talk. To be a good facilitator, the teacher should have good teacher instruction.Pintrich and Schunk (2007: 318) states that classroom are active places where teacher and students constantly interact one to another. Interaction in the classroom will not occur without teacher talk and student talk. Teacher with the teacher instruction is one component in the classroom, which can give the best input to the students.

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this study tries to carry out BIAS (Brown Interaction Analysis System) as the instrument to process the information and analyze the teacher talk happens in the classroom.

In this case, teacher talk especially in vocational school as we know that it’s different with senior high school. Vocational school is one options for students interest in practical post secondary education and job training. Vocational school typically offer relatively prepare graduates for the workforce. Vocational school generally focus on program in career fields that can be completed in two years or less. Vocational school focusing on a single field, such as automotive trades or health services may offer only one training program or give students a choice of several program in the same industry such as hair stylist, barber, nail technician or esthetician programs at a cosmetology school.

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The researcher had done an observation to the English teacher when teaching writing to the students of eleventh grade at SMK Swasta Teladan Medan . The following is the result of the observarion:

T : Good Morning students

T : Ok. Before we start our study please pray at the moment S : pray begin.

T : Ok students. Please open your book pages 147. In this chapters we will study about an idol. Everybody have an idol. I have an idol and I want to you, who is your idol? Now, I want to ask you another students. How about you Abil?

S : Profet Muhammad

T : why? Can you describe him?

S : Profet Muhammad he is a very perfect person in the world I choose him to be my idol because he has many behaviors like a his kindness, he is patient, he is intelligent and he is honestly after that he doesn’t arrogant and always look simple so, I think not wrongs to make him as an idol

T : Ok Good. thank you abil

Now, I choose the girl. How about you Datin? Who is your idol? S : Mahars

T : Can you describe him?

S : I like his song I like the way he deliver a message in to his song. Moreover, his handsome and he has beautiful voice

T : I choose one student again, how about you jean? S : hmm, I don’t understand maam

(some students didn’t know what is descriptive)

T : why you understand? You can just explain about your idol, describe him

S: I don’t know maam (student just silence) T : Ok I will explain about to describe people or idol.

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T : I will show you one picture. This is my idol. Do you know her? S : Yes

T : Who is she? S : Fatin Cintya Lubis

(but some students didn’t know her) T : She is from the x factor Indonesia.

Tania can you describe about Fatin? S : She has a good voice

T : Ok can you write?

S : ( student write in the blackboard) T : Ok Good Deni. describe in front of your friend.

Ok start

S : (Students discuss to his friend and talk about the friends idol) T : Ok students have you finish to ask your friend about her/his idol? S : yes maam.

T : Now, make a group one group consist of four or five students and then you work in group and please describe about your family and then you write after that presentation in front of the class. I give five minutes. Are you ready?

S :Not yet maam

T : Ok students I think finish. And I will give you homework on pages 146. Please choose one of this pictures for your home work and describe it. You can choose picture one is about the farm. So , we have finish and this chapter we have finish describe about idol and family like father mother and grandmother. ok don’t forget to do your homework.

Thank you for your attention. Good afternoon S : good afternoon.

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Because of that, the students tend to be passive and do not understand what the teacher explained and said. They cannot follow the lesson well because the teacherwas lack to consider her talk, which make it as meaningless talk. She couldn’t convey the proper teacher talk.

Many researchers have tried to analyze the teacher talk related to strategy, question, turn-taking, etc using various devices of analysis such as Flanders’ Interaction Analysis Categories (FIAC), Foreign Language INTeraction (FLINT), Brown Interaction Analysis System (BIAS). Among those famous devices of analysis this study tries to carry out the Foreign Language INTeraction (FLINT) as the instrument to process the information and analyze the teacher talk happens in the classroom.FLINT is an instrument, which is used to describe the verbal communication in the classroom. This theory is developed by Moskowitz. Moskowitz divided teacher talk into two categories, including indirect influence and direct influence. In each category, there are some points, which describe certain interaction event that we can find in the classroom.

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B.

The Problems of the Study

1.

What categories of teacher talk are found in teaching writing of technical engineering student in SMK Swasta Teladan Medan?

2. How do the categories of teacher talk affect the students in learning process?

C.

The Objectives of the Study

1.

To find out the categories of teacher talk in teaching writing of technical engineering student in SMK Swasta Teladan Medan

2. To describe how the categories of teacher talk affect the students in learning process.

D.

The Scope of the Study

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E.

The Significance of the Study

The findings of the research are expected to be beneficial and be able to give contribution to the improvement of the effective English teaching and learning processtheoretically and practically.

1. Theoretically

 To give some information about the types of the teacher instructionand

how to implement a proper teacher instruction. 2. Practically

 It can make the students more active and give the motivate in teaching

learning process and students also interest to write.

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CHAPTER V

CONCLUSION AND SUGGESTION

A.The Conclusion

The findings of the study lead to the following conclusion:

1. The categories of teacher talk in the English class at SMK Swasta Teladan Medan are the indirect teacher talk and direct teacher talk. The indirect influence consists of “deals with feelings, praises/encourages, jokes, uses ideas of student, repeats students response verbatim, and asks questions”. While direct influence consists of gives information, corrects without rejection, gives directions, criticizes students behavior, and criticizes or student response, it means that the teacher intentionally let the students to respond in their own way and encourage them to do so.

2. The ten categories of teacher talk that were employed by the teacher during the teaching learning process affected the students in learning paticularly asks question and praises/encourages (indirect influence) and gives information and gives directions (direct influence). It is shown from the observation result during the larning process all of students were well involved.

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B.

The Suggestions

Based on the data findings and what this research intended to, it issuggested that:

1.In teaching learning process, the teacher should be able to understand the condition of their class and the materials that will be taught. By understand about them, the teacher will know what categories of teacher talk that can be used, they also can consider with the aspects of teacher talk. When the teachers are able to apply their plan in choosing types of teacher talk and consider with the aspects, the goals of teaching and learning process can be achieved well. The teacher

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