TEACHER TALK IN ENGLISH TEACHING AND LEARNING PROCESS AT SMK BATIK 1 SURAKARTA IN 2015/ 2016 ACADEMIC YEAR
RESEARCH PAPER
Submitted as a Partial Fulfillment of the Requirements for Getting Bachelor Degree of English Education
by
DWI PANGESTI A320120251
SCHOOL OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF SURAKARTA
ii TESTIMONY
I am the researcher, signed on the statement below: Name :DWI PANGESTI
NIM : A320120251
Study/ Program : Department of English Education
Title : Teacher Talk in English Teaching and Learning Process at SMK Batik 1 Surakarta
Herewith, I testify that in this research paper there is no plagiarism of the previous literary work which has been raised to obtained bacelor degrees of university, nor there are opionions or masterpieces which have been written or published by otherss, expect those in which writing are referred in the manuscript and mentioned in the literary review and bibliography.
If later,the results of this this researchis proven as plagiarism, I willbe fully responsible and willing to accept sanctions in accordance with applicable regulations.
Surakarta, June 10th 2016 The writer
iii APPROVAL
TEACHER TALK IN ENGLISH TEACHING AND LEARNING PROCESS AT SMK BATIK 1 SURAKARTA IN 2015/ 2016 ACADEMIC YEAR
RESEARCH PAPER
by
Dwi Pangesti A320120251
Approved by Consultants
Consultant I Consultant II
Prof. Endang Fauziyati, M.Hum. Hepy Adityarini, Ph.D.
iv
ACCEPTANCE
TEACHER TALK IN ENGLISH TEACHING AND LEARNING PROCESS AT SMK BATIK 1 SURAKARTA IN 2015/ 2016 ACADEMIC YEAR
RESEARCH PAPER
by
Dwi Pangesti A320120251
Accepted and Approved by Board of Examiners School of Teacher Training and Education
Muhammadiyah University of Surakarta on June 10th, 2016
Team of Examiners:
1. Prof. Dr. Endang Fauziyati, M.Hum. ( )
(Chair Person)
2. Hepy Adityarini, Ph.D. ( )
(Member I)
3. Drs. Djoko Srijono, M.Hum. ( )
(Member II)
Dean,
v MOTTO
“Shoot for the moon. Even if you miss, you will land among the stars.” (Norman Vincent Peale)
vi
DEDICATION
This reserach paper is specially dedicated to: 1. My beloved father, Rismadi,
2. My irreplacable mother, Rukini,
vii
ACKNOWLEDGEMENT
In the name of Alloh, theMost Powerful and Merciful. His blessing can never be calculated or measured, so that the researcher can finish this research paper entitled “TEACHER TALK IN ENGLISH TEACHING AND LEARNING PROCESS AT SMK BATIK 1 SURAKARTA IN 2015/ 2016 ACADEMIC YEAR”. This research paper is one of the requirements to finish study in English Department of Muhammadiyah University of Surakarta.
This research paper cannot be finished without much helps and supports from several people. Therefore, the researcher would like to express her gratitute to: 1. Prof. Dr. H. Bambang Setiaji, Rector of Muhammadiyah University of Surakarta, 2. Prof. Dr. Harun Joko Prayitno, Dean of Muhammadiyah University of Surakarta, 3. Mauly Halwat Hikmat, Ph.D.,Head of English Department of Muhammadiyah
University of Surakarta,
4. Prof. Dr. Endang Fauziati,M. Hum., as the first consultant, who has given her time to guide, advice, and share much knowledge to the researcher until this research paper completed,
5. Hepy Adityarini, Ph.D., as the second consultant, who has given her time to correct the the research paper from the progress until the end,
6. All lecturers in English Education Department of Muhammadiyah University of Surakarta for all the beneficial knowledge,
7. Her beloved parents, for always giving attention, advice, and support, 8. Her beloved husband, for always giving so much love and support, 9. The Head Master and the English teachers of SMK Batik 1 Surakarta,
10.The students of SMK Batik 1 Surakarta especially class DKV, XII-TN, X-TKJ1, X-TKJ2, and XI-AK1.
viii
Thanks for all suggestion, help, support, enlightenment, and other experiences that havebeen given. The writer hopes that this research will bring the benefit for everyone.
Surakarta, June 10th 2016 The Writer
ix SUMMARY
This study was descriptive qualitative study concerning with Teacher Talk. The objectives of this study were to identify the categories of Teacher Talk found in Engish teaching and learning process and to identify the dominant category of Teacher Talk found in English teaching and learning process. The data used in this study were the transcripts of teaching and learning process in English classroom.
The technique of collecting data in this study was observation. There were two male teachers and one female teacher who were observed in thi study. There were four steps in analyzing data namely rereading, coding, tabulating and drawing conclusion. The data were analyzed by using Foreign Language Interaction (FLINT) theory proposed by (Moskowitz, 1976).
The results of the study showed that there were only 9 categories from 11 categories of Teacher Talk found in English teaching and learning process, category 2 (praising or encouraging), 2a (making joke), 3 (using idea of the student), 3a (repeating student response verbatim), 4 (asking question), 5 (giving information), 5a
(correcting without rejection), 6 (giving directions) and 7 (criticizing student’s
behavior). Nevertheless, there were also some utterances that cannot be classified into FLINT theory, these being: assalamualaikum, good morning, and good afternoon. The dominant category of Teacher Talk found in English teaching and learning process were asking question (category 4) and giving information (category 5). In this study, both male teachers articulated category 4 more than other categories. On the other hand, the female teacher tended to use category 5 (giving information).
x
ABSTRAK
DWI PANGESTI/A320120251.TEACHER TALK IN ENGLISH TEACHING AND LEARNING PROCESS AT SMK BATIK 1 SURAKARTA IN 2015/ 2016 ACADEMIC YEAR. Research Paper. School of Teacher Training and Education Faculty, Muhammadiyah University of Surakarta. Juni, 2016.
Penelitian ini adalah penelitian deskriptif kualitatif mengenai Tuturan Guru. Tujuan dari penelitian ini adalah untuk mengidentifikasi kategori-kategori Tuturan Guru yang ditemukan dalam proses belajar-mengajar bahasa Inggris dan untuk mengidentifikasi kategori yang dominan dari Tututuran Guru yang ditemukan dalam proses belajar-mengajar bahasa Inggris. Data yang digunakan dalam penelitian ini adalah transkrip dari hasil observasi kegiatan belajar mengajar di kelas bahasa Inggris.
Teknik pengumpulan data yang digunakan dalam penelitian ini adalah observasi. Ada 2 guru laki-laki dan 1 guru perempuan yang diobservasi dalam penelitian ini. Ada empat langkah yang dipakai untuk menganalisis data yakni: membaca kembali, mengkode, membuat tabel, dan menarik kesimpulan. Data dalam penelitian ini dianalisis menggunakan Foreign Language Interation (FLINT) teori yang dicetuskan oleh Moskowizt (1976).
Hasil dari penelitian ini menunjukkan hanya ada 9 dari 11 kategori Tuturan Guru yang ditemukan dalam proses belajar-mengajar di kelas bahasa Inggris yang meliputi: kategori 2 (memuji atau mengarahkan), 2a (memberikan candaan), 3 (menggunakan gagasan siswa), 3a (mengulang kata-kata tertentu dari siswa) 4 (memberikan pertanyaan), 5 (memberikan informasi), 5a (mengoreksi tanpa penolakan), 6 (memberikan perintah) dan 7 (mengkritik perilaku siswa). Namun demikian, ada juga beberapa dari Tuturan Guru yang tidak bisa diklasifikasin berdasarkan teori FLINT seperti kata: assalamualaikum, selamat pagi dan selamat siang. Kategori yang dominan dari Tuturan Guru yang ditemukan dalam proses belajar-mengajar bahasa Inggris adalah kategori 4 (memberikan pertanyaan) dan kategori 5 (memberikan informasi). Dalam penelitian ini, kedua guru laki-laki lebih sering menggunakan Tuturan Guru kategori 4 dari pada kategori-kategori yang lain. Di sisi lain, guru perempuan cenderung untuk menggunakan kategori 5 yaitu memberikan informasi.
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TABLE OF CONTENT
page
TITLE ... i
TESTIMONY ... ii
APPROVAL ... iii
ACCEPTANCE ... iv
MOTTO ... v
DEDICATION ... vi
ACKNOWLEDGEMENT ... vii
SUMMARY ... ix
ABSTRAK ... x
TABLE OF CONTENT ... xi
LIST OF TABLE ... xiii
CHAPTER 1: INTRODUCTION ... 1
1.1Background of the Study ... 1
1.2Problem Statement ... 4
1.3Objective of the Study ... 4
1.4Limitation of the Study ... 4
1.5Significance of the Study ... 5
1.6Research Paper Organization ... 5
CHAPTER 2: LITERATURE REVIEW ... 6
2.1Notion of Teacher Talk ... 6
2.2 The Features of Teacher Talk ... 8
2.2.1Formal Feature of Teacher Talk ... 8
2.2.2Functional Feature of Teacher Talk ... 10
2.2.2.1Communicative Function of Teacher Talk ... 10
2.2.2.2Pedagogical Function of Teacher Talk ... 10
2.3Flanders’ Interaction Analysis Categories (FIAC) ... 15
2.4Foreign Language Interaction (FLINT) System ... 17
xii
CHAPTER 3: RESEARCH METHOD ... 26
3.1Type of the Study ... 26
3.2Object of the Study ... 28
3.3Setting ... 28
3.4Data and Data Source ... 28
3.5Method for Collecting Data ... 28
3.6Technique for Analyzing Data ... 29
3.7Trustworthiness ... 30
CHAPTER 4: RESEARCH FINDING AND DISCUSSION ... 32
4.1Research Finding ... 32
4.1.1The Categories of Teacher Talk ... 32
4.1.2The Dominant Category of Teacher Talk ... 40
4.2Discussion ... 43
CHAPTER 5: CONCLUSION, PEDAGOGICAL IMPLICATION, AND SUGGESTION ... 47
5.1Conclusion... 47
5.2Pedagogical Implication ... 48
5.3Suggestion ... 48
BIBLIOGRAPHY ... 50
xiii
LIST OF TABLES
Table page
