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.

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Ganjar Muttaqin, 2015

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)

Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu

TITLE PAGE

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)

A Thesis

Submitted in partial fulfillment of the requirements for master’s degree in English Education

Ganjar Muttaqin NIM. 1204669

ENGLISH EDUCATION PROGRAM SCHOOLS OF POSTGRADUATE STUDIES INDONESIA UNIVERSITY OF EDUCATION

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A Descriptive Analysis of Teacher Talk in Leading The Teaching Learning Activities through the Stages of Scientific Approach

Oleh

Ganjar Muttaqin

S.Pd Universitas Negeri Yogyakarta, 2001

Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd.) pada Fakultas Pendidikan Bahasa dan Seni

Universitas Pendidikan Indonesia

Oktober 2015

Hak Cipta dilindungi undang-undang.

Thesis ini tidak boleh diperbanyak seluruhya atau sebagian,

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A Descriptive Analysis of Teacher Talk in Leading the Teaching Learning Activities through the Stages of Scientific Approach

A Thesis

Ganjar Muttaqin NIM. 1204669

APPROVAL PAGE

Approved by:

Prof. Emi Emilia, Ph. D. NIP.196609161990012001

The Head of English Education Program Schools of Postgraduate Studies

Universitas Pendidikan Indonesia

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STATEMENT

I hereby certify this thesis titled 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) comprises only my

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ACKNOWLEDGEMENTS

During the making of this paper, I found so many obstacles and difficulties. However, thanks to all people’s help, all of those obstacles and difficulties could be overcome. Therefore, I would like to express my sincere gratitude to the following persons:

 Prof. Emi Emilia, Ph.D., my thesis supervisor, whose patience allowed me to

finish this thesis;

 Prof. Fuad Abdul Hamied, my academic supervisor, who gave me the precious

work of Frances Christie which becomes the backbone of my research;Iwa Lukmana, M.A., Ph. D., Prof. Dr. Didi Suherdi, M. Ed., Dr. Odo Fadloeli, M.A., my thesis examiners who have given me valuable input to this thesis;

 Dr. Ranbir Malik Singh, who had consistently reminded me that a teacher is also his/her students’ parent;

 My wife, Aan Marjani, who has never stopped giving me the boost to finish the thesis and also my son, Muhammad Raul Hakim Amr Ma’shum who has given me the strength to go through all the troubles just by being himself and by giving me his smiles;

 My families in Bandung and Majalengka for their patience during the hard times in the course of the study;

 All my classmates, Oceng, Gilang, Tuti, Kristoni, Bu Iis, Wiwit, Bu Lutfah, Hastia, Efrita, Okti, Rahayu Nengsih, Wulan, Endang Lovita, Deni, Kristoni, , Ade, Saepudin, Oceng, Mudasir, Bambang, Endang Komara and Titis who have been through so many things together;

 The headmasters of SMPN 7 Majalengka, Pak Dadang Hendya Jatnika and Pak Sugiono, who have given me the leniency and time that let me finish my study, and my co-workers in SMPN 7 Majalengka;

 All my students in Majalengka, who have given me the reason to finish my

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ABSTRACT

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.

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ABSTRAK

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.

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TABLE OF CONTENTS

TITLE PAGE ... Error! Bookmark not defined.

APPROVAL PAGE ... Error! Bookmark not defined. STATEMENT ... Error! Bookmark not defined. ACKNOWLEDGEMENTS ... Error! Bookmark not defined.

TABLE OF CONTENTS ... vi LIST OF TABLES ... ix LIST OF FIGURES ... x

ABSTRACT ... Error! Bookmark not defined. CHAPTER I INTRODUCTION ... Error! Bookmark not defined. 1.1 Background of the Problem ... Error! Bookmark not defined. 1.2 Scope of the Study ... Error! Bookmark not defined.

1.3 Research Question ... Error! Bookmark not defined. 1.4 Purpose of the Study ... Error! Bookmark not defined. 1.5 Significance of the Study ... Error! Bookmark not defined.

1.6 Organization of the Paper ... Error! Bookmark not defined. CHAPTER II LITERATURE REVIEW ... Error! Bookmark not defined. 2.1 Teacher Talk ... Error! Bookmark not defined.

2.1.1 Teacher talk as Classroom Interaction ... Error! Bookmark not defined.

2.1.2 The Nature of Teacher Talk ... Error! Bookmark not defined. 2.1.3 Roles of Teacher ... Error! Bookmark not defined. 2.1.4 Discourse Analysis as the Tool of Investigation .... Error! Bookmark

not defined.

2.2 Scientific Approach ... Error! Bookmark not defined.

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2.2.3 Experimenting/Collecting ... Error! Bookmark not defined.

2.2.4 Associating ... Error! Bookmark not defined. 2.2.5 Networking/Communicating ... Error! Bookmark not defined. 2.3 Systemic Functional Linguistics and Its Application of Teacher Talk

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2.3.1 Register ... Error! Bookmark not defined.

2.3.2. Metafunctions ... Error! Bookmark not defined. 2.3.3 The Notion of System ... Error! Bookmark not defined. 2.3.3.1 Transitivity ... Error! Bookmark not defined. 2.3.3.2 Mood choices and modality ... Error! Bookmark not defined.

2.3.3.3 Theme and theme progression ... Error! Bookmark not defined. 2.3.4 Genre, Curriculum Genre and Curriculum Macrogenre ... Error!

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2.4 Scientific Approach and Curriculum Macrogenre .. Error! Bookmark not defined.

2.5 Previous Studies ... Error! Bookmark not defined.

2.5.1 Teacher Talk ... Error! Bookmark not defined. 2.5.2 Scientific Approach in Teaching ... Error! Bookmark not defined. 2.5.3 Research with Systemic Functional Linguistics as Tool of

Analysis ... Error! Bookmark not defined.

2.5.4 Teacher Talk, Scientific Approach and Systemic Functional

Linguistics ... Error! Bookmark not defined.

2.6 Concluding Remarks ... Error! Bookmark not defined. CHAPTER III METHODOLOGY ... Error! Bookmark not defined. 3.1 Research Design ... Error! Bookmark not defined. 3.2 Setting… ... Error! Bookmark not defined.

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3.4.1 Observations ... Error! Bookmark not defined.

3.4.2 Interview ... Error! Bookmark not defined. 3.5 Data Analysis ... Error! Bookmark not defined. CHAPTER IV DATA PRESENTATION AND ANALYSIS .... Error! Bookmark not defined.

4.1 Pre-Teaching Activities (Curriculum Initiation) ... Error! Bookmark not defined.

4.2. Whilst-Teaching Activities ... Error! Bookmark not defined.

4.2.1 Observing/Task Specification I ... Error! Bookmark not defined. 4.2.1 Questioning/Task Specification II ... Error! Bookmark not defined.

4.2.3 Collecting/Experimenting/Task Specification III .. Error! Bookmark not defined.

4.2.4 Associating/Task Specification IV .... Error! Bookmark not defined.

4.3 Communicating (Curriculum Closure) ... Error! Bookmark not defined.

4.4 Conclusions ... Error! Bookmark not defined.

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS ... Error! Bookmark not defined.

5.1 Conclusions... ...106

5.1 Recommendations... ...107

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LIST OF TABLES

Table 1. Elaboration of Scientific Approach in The Formal Document … 18

Table 2. Speech Functions and Responses ………. 34

Table 3. Speech Functions and Typical Mood in Clause ……….. 35

Table 4. Modality: Types, Orientation, Value and Polarity ………. 36

Table 5. Examples of Topical Themes ………. 38

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LIST OF FIGURES

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CHAPTER I INTRODUCTION

This chapter presents the general issues related to the present study. The first section started with the background of the study that mainly deals with the issue for conducting this study. This section is followed by the scope of the study,

the research question, the purpose and significance of the study, and a brief discussion about the organization of the paper.

1.1 Background of the Problem

The 2013 Curriculum specifies that scientific approach becomes the main approach to teaching learning (Ministry of Education and Culture, 2013a, 2013b, 2013c, 2014). However scientific approach is not a popular term within the domain of English language teaching. This approach is generally used in various fields, such as literacy (Westby & Torres-Velásquez, 2000; Dorn, 1996), teacher training (Grigg, Kelly, Gamoran, & Borman, 2013), psychology (Halonen, et al., 2003; Gonzalez, 2013). Therefore, English teachers in Indonesia need to learn more about this implementation of this approach.

Trainings on how the curriculum, and scientific approach in particular, should be implemented have been conducted to help the teachers learn to implement them. However, learning from the actual practices should make the teachers understand more and eventually be able to apply the approach as they are hoped to do (Richards, 2001, p. 211).

Regarding how a teacher can learn from a practice, the interaction in the classroom setting between the teacher and the students can be a primary source. In

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2 becomes “interactional strategies, used consciously and deliberately to bring about intended learning outcomes” (Walsh, 2006, p. 13). Through their talk and dialogs with the students, teachers should be able to guide classroom dialogue “to most effectively scaffold students’ learning” (Van Es and Sherin, as cited in Geoghegan, O'Neill, and Pete, 2013, p. 120 ).

An analysis of teacher talk may provide a meaningful resource for teachers to learn from. The question now rests on how a practice of teaching can be analyzed so that it can be useful for those concerned. One way to analyze teacher talk is by conducting a discourse analysis. The interest in learning how a language in the classroom is used dated from the 1940s (Sinclair and Coulthard, as cited in Christie, 2002, p. 1). Many have proposed various accounts of discourse analysis, such as Coulthard (1985), Brown and Yule (1988), Gee (1999), Jørgensen & Phillips (2002) and Christie (2002). They proposed various ideas about discourse analysis. While Sinclair and Courthard’s study in 1975 focuses their discourse analysis on linguistic aspects, not educational aspects, Flanders in 1970 and Bellack in 1966 preceded them in focusing on the classroom activities and intended to improve classroom work (in Christie, 2002, p. 1).

Discourse analysis focusing on teacher talk have been conducted by researchers (Walsh, 2002; Kim and Elder 2005; Todd, Chaiyasuk, & Tantisawetrat, 2008; Forman, 2012; Strong, Gargani, & Hacifazliogl, 2011;

Jadallah, et al., 2011; Setiawati, 2012; Geoghegan, O'Neill, & Pete, 2013, among others). Those studies vary in terms of settings and focus of analysis. For example, Kim and Elder (2005) conducted a research on teacher talk of seven foreign language teachers teaching Japanese, Korean, German or French in New Zeland and they analyzed one lesson taught by each teacher. They focused on the teachers’ patterns of alternation between English and the target languages.

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3 series of teaching learning activities or an approach to teaching learning activities, such as scientific approach in the case of Indonesian 2013 Curriculum.

From the brief description above about teacher talk and scientific approach in teaching, a study combining the two domains is worth conducting. More importantly, such a study can help teachers in Indonesia, especially English teachers in this case, understand and learn the implementation of one facet of the 2013 Curriculum, which is the scientific approach. Such a study is expected to have benefit for those teachers.

This study uses the concepts of classroom discourse analysis from Systemic Functional Linguistics (Halliday & Matthiessen, 2004; Eggins, 2004; Christie, 2002; Gerot & Wignell, 1994; and Emilia, 2014) that are deemed to serve the need of examining the teacher talk following certain stages, such as those in a scientific approach. In relation to the discussion of teacher talk as the object of this study, it is said that classroom discourse is “to be analysed and understood in terms of the operation of two registers, a first order or regulative register and a second order or instructional register” (Christie, 2002, p. 3). The first order or regulative register is “to do with the overall goals, directions, pacing and sequencing of classroom activity” and the second order or instructional register is “to do with the particular 'content' being taught and learned” (p. 3) She believes that the analysis of the two registers can give a complete account of a

teaching-learning process since a subject matter (or Materi Pokok, in the case of the 2013 Curriculum) begins until it is concluded and an evaluation can be made.

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4 This research aims to describe teacher talk used in the actual practice of English teaching learning activities in the implementation of the 2013 curriculum

following the scientific approach. The source of the analysis is the teacher talk that leads the students to go through stages of scientific approach and the corpora were analyzed based on the principles of Systemic Functional Linguistics and focused on the first order or regulative register and the second order or instructional register of the teacher talk. The principles of Systemic Functional Linguistics are deployed to describe how the analysis of its metafunctions can explain the connection between text (teacher talk) and its context which is based on situation and culture (classroom setting) (Gerrot and Wignell, 1994; Halliday and Hassan, 1976, as cited in Halliday and Matthiessen, 2004).

1.2 Scope of the Study

This study involved the observations and the analysis of teacher talk of a teacher as the subject of the study. The school selected was the school where the teacher actually teaches to give the sense of actuality in this research (Liamputtong, 2009). In relation to the length of the study, three sessions were observed and the teacher talk as the focus of the study during the sessions was transcribed. The three sessions covered a Materi Pokok in the 2013 curriculum in a class 7 in a junior high school in Bandung. The object of the research, the

teacher talk, after being transcribed, became the object of the research and was to be analyzed in relation to the operation of two registers, a first order or regulative register, and a second order or instructional register

1.3 Research Question

The research question is:

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5 1.4 Purpose of the Study

This study aims to describe how the teacher leads the teaching learning

activities through the stages of scientific approach with teacher talk.

1.5 Significance of the Study

Research on teacher talk has been plenty and focuses on many aspects, such as language switch, patterns of interaction, etc. This study offers a new hybrid of research that involves an analysis with the use of Systemic Functional Linguistics as the tool of analysis. This research, therefore, may add to the richness of theoretical accounts of discourse analysis, educational research and linguistics altogether.

In terms of practical significance, this study can be a big help for those teachers needing a practice to look to when they apply the approach themselves. An analysis of the practice of teaching focusing on the talk of a teacher is useful in that other teachers can adopt and adapt the way of the exemplary teacher leads the students through the scientific approach. It is hoped that other fellow teachers may learn from the practice. research. Whether or not the research reported here is worth conducting should be presented in this chapter.

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6 the basis of analysis of data to be referred to in Chapter IV. This chapter informs the reader about the position of this research among all the studies or research

already conducted.

Chapter III discusses the method of the research. It covers the descriptions of the design, the setting, the ways the data are collected and analyzed and the triangulation of the data. The soundness of the research execution is to be justified in this chapter.

Chapter IV presents the data presentation and analysis. The findings of the data analysis and the discussion of the findings are encompassed in this chapter. The issue presented in Chapter I, the literature and theories elaborated in Chapter II, and the data collected through the stages described in Chapter III are intertwined to produce the best account of the phenomenon (a) involved in the research. In this chapter, the issue is addressed and the data regarding the issue are analyzed. The data analysis itself constantly refers to the theories mentioned in Chapter II in order to explain and discuss the main themes found during the analysis.

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CHAPTER III METHODOLOGY

This chapter discusses explanation of the method of the research. It covers the descriptions of the design, the setting, the ways the data are collected and analyzed and the triangulation of the data.

3.1 Research Design

This study is meant to make a description of a practice of teaching learning in one particular class conducted by a particular teacher. It uses a natural setting in which the participants do what they normally do in the place that they do belong. Considering those characteristics, this study may be categorized as a qualitative research because: 1) this research takes place in the natural world of a phenomenon; 2) it focuses on context; 3) it makes use of multiple methods; and

4) it is fundamentally interpretive (see Liamputtong, 2009, p. xii-xiii).

The study focuses on the teacher talk in the actual classroom setting with

the use of multiple methods of collecting data and the researcher makes the interpretation of the data. As subjective as the interpretation could be, the multiple methods of collecting data and the cooperation with another fellow researcher sharing the similar setting yet a different focus of investigation study are hoped to provide the credibility of the study.

In addition, this research is also a case study because it focuses on one particular practice of teaching learning activities in a certain setting. No generalization is attempted but it is used because it is “valuable for discovering new behaviours, processes, or anything we have little knowledge of” (Meyer, as cited in Liamputtong, 2009, p. 196). It focuses on finding out certain aspects of teacher talk in a certain setting and participants in order to learn more the phenomenon.

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The research was conducted in a junior high school in Bandung in November 2013. The reason the school was chosen because the teacher as the

subject of the research teaches there and the school is the natural setting for the teacher. Also the sense of actuality and naturalness as the features of a qualitative research can be achieved through this choice (Liamputtong, 2009).

3.3 Participants

The participants of this study were one teacher and 35 students. The sampling technique used was purposeful sampling. This choice of sampling method is relevant with what Cresswell (2008, p. 214) states that the researcher can intentionally choose the participants to learn and understand the phenomenon that happened in that particular setting. The aim of the study is to describe the teacher talk in the actual classroom setting and a classroom where she usually teaches is the best place to get the sense of actuality. The naturalness of the setting was also sought to fit the characteristics of the natural setting (Liamputtong, 2009).

The teacher is a national instructor of the 2013 Curriculum. She teaches in grade 7 and therefore the class observed used the 2013 Curriculum. The reason of choosing the teacher is because she is a national instructor and is expected to know more about the supposed implementation of the curriculum. This

expectation had lead to the choice of the teacher as the subject of the research because it can provide the best possible example of the implementation of the approach.

The class consisted of 35 students. The classroom was equipped with a set of LCD projector and audio set. There were a whiteboard and a blackboard. Each

student sat on their own desk. The ”Materi Pokok” involved in this study was the

fourth theme of the semester, so the students had experienced the process of scientific approach in learning English prior to the time of this research.

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In collecting the data, there were several methods employed in this study, namely observations, audio-video recordings and interviews. The three types of

data source were expected to give this study triangulation. The detailed descriptions about the methods are given in the following subsections.

3.4.1 Observations

The observations cover three sessions, each of which consists of two study hours. The duration of the study is justified because the sessions cover a “Materi Pokok” which resembles a Curriculum Macrogenre in that both follow a series of stages starting from an introduction (or Curriculum Initiation) of a topic, main activities comprising the stages of scientific approach (or Curriculum Collaboration/Negotiation), and a closing phase (or Curriculum Closure) (The more detailed account about this can be found in Chapter II.)

The object of the observations was the teacher talk in the sessions. The observations were conducted in the form of video-recording, audio-recording, and field note-making, altogether in each session. This combination of data collection method was done to achieve the triangulation of data. This triangulation is used

“to confirm and illustrate emerging themes of interest” (Liamputtong, 2009, p.

26). It is important to say here that the observations made in this research can be categorized into systematic observations as the researcher had presumed that there

are certain stages within which each talk was assumed to be in (Mercer, 2010). Yet, although Mercer includes this type of observation as one of the quantitative methods, in this research analyses and conclusions were not based on frequencies of those utterances.

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sessions in which a new topic/materi pokok (Things Around Us) was introduced were chosen. However, it should be noted here that the original lesson plan for the

materi pokok (attached in the appendix) states that the teaching learning activities

are to be conducted in two sessions. The third session was added because the characteristics of a qualitative research of being natural (Liamputtong, 2009).

The foci of the observations and fieldnotes are the teacher talk used and its functions to lead the students in the stages of scientific approach. The choices of expressions are selected based on whether they scaffold the students’ capabilities in scientific approach (Westby & Torres-Velásquez, 2000). More specifically, the observations and fieldnotes also focused on whether the expressions gave the students the scaffolding to improve such skills needed in the scientific approach to learning such as those elaborated by Halonen, et al (2003), Metz (as cited in Lee, 2008), Dyers, Gregersen, and Christensen (2009; Ministry of Education and Culture (2013b and 2013c).

The expressions made by the teacher in her talk were also observed to find

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talk could decide the success of the teaching learning objectives in the “Materi Pokok.”

The nature of interaction between the teacher and the students also varied with the choices of the teacher and consequently the discussion of mood and modality of Systemic Functional Linguistics (Eggins, 2004; Emilia, 2014;Gerot &Wignell, 1994; Halliday & Matthiessen, 2004)is relevant in describing the expressions.

3.4.2 Interview

Upon the completion of a session, the teacher and the researcher had a session of interview. The interview was meant to gather information having direct bearing on the research objective (Cohen, Manion, & Morrison, 2007). The topic of each interview was about things that caught the attention of the researcher as a non participant observer. Confirmations were made about things happening in the class. The interviews were also transcribed.

Each interview was started with one open-ended question so that the

interviewee “can best voice their experiences unconstrained by any perspectives

of the researcher or past research findings”(Creswell, 2008, p. 225). An

open-ended question is defined as “a type of question that researchers pose to research participants that allows them to select how they orient to the research topic” (Given, 2008, p. 582). This type of questions is chosen because it can elicit more information regarding the topic at hand while still maintaining the focus on the events previously observed in the class session. Also, this type of questions, in this study, put the interviewee as the key informant.

Open-ended questions can start with general questions followed with

probes for more detailed information (Given, 2008). General questions used are as follow:

1. What do you do in the stages of scientific approach?

2. In the stage of questioning, must the students make their own questions?

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1. So, one of the efforts the teacher does in the questioning stage is leading the students to make questions?

3.5 Data Analysis

There are three types of data in this research. They are those coming from:observations, audio records of teacher talk and interviews. How the data are analyzed is presented below.

The data from observations are used as reference to describe the physical activities carried out in the observed teaching learning sessions. It covers mainly

the visible activitities that the class have during the stages of scientific approach while the data of teacher talk and interviews need to be transcribed before they are ready for analysis. The stages of analysis are as follows:

1. First the data were examined carefully and each activity was categorized whether they were relevant with the teaching learning activities or not.

2. Those relevant activities were then further categorized into the stages of scientific approach, whether the activities belonged to one of the stages.

3. Last, the activities observed were further analyzed to see which part of teacher talk that was relevant with the activities.

In relation to the data from the recordings during the classroom sessions, a careful examination of the recording is needed so that a clear picture of what had happen during the recordings can be produced. Therefore, teacher talk and also

interviews need to be transcribed “verbatim, word by word, keeping all the

informal conversation style and emotional expressions” (Liamputtong, 2009, p.

57).

The next steps are unitizing an categorizing the data. These steps are

needed to allow an interpretation because an interpretation will be made on the data by the unitizing and categorizing the “raw data” (Emilia, 2008). The process of unitizing and categorizing is as follows:

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again.

2. Then, he transcribes the audio voices into a written form.

3. After finishing the transcription, he consults the subject of the research, the teacher concerned, to make sure what he hears is what is actually spoken by the teacher.

4. Upon getting the approval of the teacher, the next thing to do is to start excluding irrelevant expressions which are not related with the teaching learning activities.

5. The teacher talk is then screened into the regulative and instructional registers.

The teacher’s utterances that are related to the pacing and the management of activities are categorized as the regulative register and those dealing with the content taught belongs to the instructional register (Christie, 2002). The data may start from hundreds of excerpts or utterances. Those utterances will then be condensed into a limited number of excerpts that share similar characteristics. The similarities will become the basis of further codifications.

The last data were the interviews. Similar steps were taken as those in analyzing the data of teacher talk. They are:

1. First, the researcher listen carefully the audio records over and over again.

2. Then, he transcribes the audio voices into a written form.

3. After finishing the transcription, he consults the subject of the research, the teacher concerned, to make sure what he hears is what is actually spoken by the teacher.

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CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This concluding chapter summarizes the major findings of the research in addition to the contribution and some recommendations.

5.1 Conclusions

After discussing the findings, several conclusions can be made. They are as follows.

First, it can be seen that the teacher ssucceeded in leading the teaching learning activities. The teaching learning activities across the stages of scientific approach were complete and in each stage, the activities comform with the guidelines stipulated in the regulations. The activities also are relevant with the findings from other studies having teacher talk as the focus of attention.

Then, in relation to the curricuculum macrogenre as another important term in this study, the three sessions contain Curriculum Initiation, Curriculum Negotiation/Collaboration, and Curriculum Closure. It means that the teaching learning activities observed also show the similar sequence, such as reported by Christie (2002). Also, it is found out that the stages of scientific approach fit in the curriculum macrogenre. Four stages of scientific approach, namely, observing,

questioning, collecting, experimenting/collecting, and associating are covered in Curriculum Negotiation/Collaboration and networking/communicating belongs to Curriculum Closure.

Third, regarding the metafunctions of teacher talk and the regulative and instructional registers, the analysis of the metafunctions shows that the teacher use behavioral and material processes in the regulative register. Relational and existential processes are more dominant in the instructional register because it

may be related with the “materi pokok” “Things around us” that needs more

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flexible fashion to facilitate a less rigid communication with the students by using various pronouns to address herself and the students. Shifts across the stages were

also managed by using continuatives to produce a smooth flow of the teaching learning activities.

5.2 Recommendations

There are some recommendations that can be proposed to make research in this area more complete meaningful. They are as follows.

More complete descriptions of classroom dynamics can be achieved through a longer duration of time. The more time spent on observations, the better results and descriptions are expected. In addition, because the observations started after several meeting concerning descriptive text (genre), as suggested by the teacher in the interview, it is suggested to start the observations when a fresh genre begins to be taught to provide a more detailed step-by-step description of

scientific approach is applied to a really new “Materi Pokok.”

Teachers should also read more investigations on other practices of teaching learning process using scientific approach in various settings to make a sound understanding of how this approach unfolds across settings and participants.

Other researchers interested in this field that uses the key terms used in

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