THE IMPACT OF TEACHER TALK TOWARDS STUDENTS’ PARTICIPATION : A Case Study of a Public Senior High School in Cimahi.

(1)

THE IMPACT OF TEACHER TALK TOWARDS STUDENTS’

PARTICIPATION

(A Case Study of a Public Senior High School in Cimahi)

A Research Paper

Submitted as a Partial Fulfillment of the Requirement of

Bachelor’s Degree in English Education Study Program

By

ANINDITA PRIMADANI

(1006392)

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

(2)

THE IMPACT OF TEACHER TALK TOWARDS STUDENTS’

PARTICIPATION

(A Case Study of a Public Senior High School in Cimahi)

Oleh

Anindita Primadani

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar

Sarjana pada Fakultas Pendidikan Bahasa dan Seni

©Anindita Primadani 2014

Universitas Pendidikan Indonesia

Oktober 2014

Hak Cipta dilindungi undang-undang

(3)

PAGE OF APPROVAL

ANINDITA PRIMADANI

(1006392)

THE IMPACT OF TEACHER TALK TOWARDS STUDENTS’

PARTICIPATION

(A Case Study of a Public Senior High School in Cimahi)

Approved by: Supervisor

Prof. Dr. H. Didi Suherdi, M.Ed. NIP. 196211011987121001

Head of Department of English Education Faculty of Language and Arts Education

Indonesia University of Education

(4)

Anindita Primadani, 2014

The Impact Of Teacher Talk Towards Students’ Participation

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu TABLE OF CONTENTS

PAGE OF APPROVAL

STATEMENT OF AUTHORIZATION ... i

PREFACE ... ii

ACKNOWLEDGEMENT ... iii

ABSTRACT ... v

TABLE OF CONTENTS ... vi

LIST OF TABLES ... x

LIST OF FIGURES ... xi

CHAPTER I INTRODUCTION 1.1 Background of the Study ... 1

1.2 Statement of the Problem... 3

1.3 Aims of the Study ... 4

1.4 Scope of the Study ... 4

1.5 Significance of the Study ... 5

1.6 Clarification of Related Terms ... 6

1.7 Organization of the Paper ... 6

(5)

vii

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

2.1.1 The Definition of Classroom Interaction ... 8

2.1.2 Types of Classroom Interaction ... 10

2.1.2.1 Small-Group Interaction ... 10

2.1.2.2 Entire Classroom Interaction ... 11

2.1.3 Verbal Classroom Interaction... 12

2.2 Classroom Language ... 13

2.2.1 Definition of Classroom Language ... 13

2.2.2 Teacher Talk ... 14

2.2.3 Learner Talk ... 16

2.3 Classroom Interaction Analysis ... 18

2.3.1 Teacher Talk Categories... 20

2.3.1.1 Indirect Influence ... 20

2.3.1.2 Direct Influence ... 22

2.3.2 Learner Talk Categories ... 24

2.3.3 Silence or Confusion ... 24

2.4 The Amount of Teacher Talk ... 25

2.5 Students’ Classroom Participation ... 26

2.6 Related Studies ... 28

CHAPTER III RESEARCH METHODOLOGY 3.1 Statement of the Problem... 30

3.2 Aims of the Study ... 30

(6)

viii

3.4 Research Procedures ... 31

3.4.1 Data Collection Techniques ... 32

3.4.1.1Video-taping ... 32

3.4.1.2Interview ... 33

3.4.2 Data Analysis Technique ... 34

3.4.2.1Transcribing ... 34

3.4.2.2Coding and Analyzing the Data ... 34

3.4.2.3Calculating ... 35

3.4.2.4Interpreting the Data ... 36

3.5 Establishing Rapport ... 36

3.6 Establishing Validity and Reliability ... 37

3.6.1 Triangulation ... 37

3.6.2 Member Checking ... 38

3.6.3 Feedback... 38

CHAPTER IV FINDINGS AND DISCUSSIONS 4.1 Findings and Discussions ... 39

4.1.1 Findings and Discussions of Video-taping Data ... 39

4.1.1.1Teacher Talk in the 1st Meeting ... 40

4.1.1.2Learner Talk in the 1st Meeting ... 46

4.1.1.3Teacher Talk in the 2nd Meeting ... 48

4.1.1.4Learner Talk in the 2nd Meeting ... 53

(7)

ix

4.1.1.6Learner Talk in the 3rd Meeting ... 59

4.1.1.7Teacher Talk in the 4th Meeting ... 61

4.1.1.8Learner Talk in the 4th Meeting ... 64

4.1.1.9Findings and Discussion of

the Four-Meeting Observation ... 65

4.1.2 Findings and Discussion of Interview Data ... 70

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions ... 75

5.2 Suggestions ... 77

BIBLIOGRAPHY ... 79

(8)

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu ABSTRAK

Penelitian ini bertujuan untuk mencari tahu kategori dari bahasa guru yang paling sering digunakan di salah satu kelas bahasa Inggris di salah satu Sekolah Menengah Atas di Cimahi. Penelitian ini berfokus pada implikasi bahasa yang digunakan guru terhadap bahasa yang diproduksi siswadi kelas, sebagai salah satu bentuk partisipasi siswa, yang dianalisis berdasarkan Flanders Interaction Analysis Categories System (FIACS). Sebuah studi kasus kualitatif digunakan untuk mendapatkan hasil penelitian. Data diperoleh melalui observasi kelas dalam bentuk rekaman video yang dilakukan di empat pertemuan kelas bahasa Inggris dan wawancara yang dilakukan dengan guru yang bersangkutan, sebagai responden. Wawancara ini dilakukan untuk mencari tahu persepsi guru mengeani jumlah dan kategori bahasa guru yang digunakan, juga kepentingnya dalam meningkatkan partisipasi siswa di kelas, berdasarkan pengalaman mengajar guru tersebut. Penelitian ini menemukan bahwa kategori bahasa guru yang paling sering digunakan di kelas adalah kategori “bertanya”, dimana kategori ini memberikan banyak pengaruh terhadap kategori bahasa siswa yang paling banyak

muncul di kelas, yaitu kategori “respon siswa”. Selain itu, kategori “diam atau kebingungan” juga ditemukan ketika topik yang dibicarakan tidak familiar dengan siswa, atau mereka tidak mengerti perkataan guru. Penemuan-penemuan ini mengarah kepada pengaruh bahasa guru terhadap kemunculan bahasa siswa di kelas, khususnya berkaitan dengan kualitas respon yang diberikan siswa, sebagai hasil dari pertanyaan-pertanyaan yang diajukan oleh guru. Penelitian ini diharapkan dapat memberikan informasi kepada guru pada umunya dalam memilih dan menggunakan bahasa di dalam kelas, dengan tujuan meningkatkan partisipasi siswa.

(9)

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu ABSTRACT

This research paper was intended to investigate the category of teacher talk that was mostly found in a class of second grade students in a Senior High School in Cimahi. This research focused on the implication of teacher talk on learner talk,

as a part of students’ classroom participation, based on Flanders Interaction Analysis Categories System (FIACS). A qualitative case study was employed to gain the results of the study. The data were gathered from video-record of four meetings of classroom observation and interview with the teacher as the respondent. The interview was intended to investigate the teacher’s perception of the amount and categories of teacher talk she used, and the importance of teacher

talk in gaining students’ classroom participation, based on her teaching experience. This study found that the most used categories of teacher talk was

“asking question” category, which gave much influence on the category of learner

talk that was mostly found, which was “student talk-response”. On the other hand,

“silence or confusion” category was also found when the topic was not familiar or

the students did not understand what the teacher said. These findings lead to the

influence of teacher talk on learner talk, particularly the quality of students’

responses as the result of the types of questions proposed by the teacher. This study is expected to be a reference, by which teachers could consider what kinds of teacher talk they should use in gaining more students’ participation.

Keywords: Classroom interaction, classroom language, teacher talk, students’

(10)

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu CHAPTER I

INTRODUCTION

This chapter presents the introduction of the research. It will also provide

background of the study, statements of the problem, aims of the study,

significance of the study, clarification of the key terms, and the organization of the

paper.

1. 1Background of the Study

In teaching English as a foreign language, classroom interaction is an

effective way to accommodate the learners to use the language in communicating

with others in classroom context. In other words, through classroom interaction

language learners could take part of classroom participation by sharing ideas,

giving suggestions or opinion, and expressing all their posses of the language in

real life exchanges (Rivers, as cited in Brown, 2001, p. 165). However, a previous

research by Goodlad (as cited in Warren, 2003) shows that mostly, teachers take

more portion in talking more than the students do in classroom, which takes up

60-75% of the whole talking time. This situation means that classroom interaction

is not effectively built, since there is no two-sides communication by teacher and

students, so that the learners could not have opportunities to practice the language

in classroom, as the device of communication.

In language teaching and learning processes, communication is the key to

the effectiveness of classroom interaction, by which the goals of the teaching

process can be achieved. As stated by Brown (2001, p. 165) that through

communication we can send and receive information and interpret them in a

context, negotiate meaning, and also collaborate to accomplish certain purposes.

In the context of teaching English as a foreign language, communication is

considered as an important thing, since the primary goal of communicative

(11)

2

(Gebhard, 2006). Therefore, to achieve that goal, an interactive classroom should

be built, in which the students could explore themselves in the way they

communicate by using English as the target language.

In creating an interactive foreign language classroom, it is important to

pay attention to the language that is used by teacher and the categories of teacher

talk in particular. In terms of teacher talk, as what has been highlighted before, a

previous research by Goodlad (as cited in Warren, 2003) shows that the

percentage of teacher talk in classroom is excessively higher than learners talk,

which is about 60-75%. It is also supported by Xiao (2002), whose research

shows that teacher talk occupied a greater amount of class time. This situation

could reduce student talking time, by which they have opportunities to practice

talking in target language. According to Setiyadi (2006), when a language teacher

is very dominant, language learners will be less dominant in learning teaching

interaction. He also elaborates that language learners will be more active in

learning when a language teacher can be less silent in the classroom.

The problem is that the great amount of teacher talk that is shown in

previous research does not indicate an interactive classroom, in which students

could use all they poses of the language in real life exchanges (Rivers, as cited in

Brown, 2001, p. 165). This is because the teacher is the one who takes major

portion in talking and could not give enough time for students to participate and

involve in learning activities. As the result, the students do not have enough time

to practice using English as the target language in classroom context, which

further resulted on the level of students’ language proficiency that could not be

developed.

From the problems above, it is important to know the teacher’s preference

of words in talking and delivering learning material, particularly the categories of

teacher talk that are used in classroom. It is also important to discover the

information about whether or not those types of teacher talk could stimulate the

(12)

3

could be identified by the category of learner talk that is mostly found as the

follow-up of particular type of teacher talk.

Overall, the concerns of the study could be considered as the important

things with regard to the effectiveness of classroom interaction, through which the

lesson could be delivered, and also the learners are facilitated to practice the target

language to share ideas, or at least to communicate with others. Those are

intended to achieve the goals of the language teaching in general is to get the

learners acquire the target language, by using it as a device of communication in

educational context.

1. 2Statement of the Problem

This study is intended to describe the categories of teacher talk that are

mostly used by the teacher, and its influence on learners talk. According to the

background above, this research will attempt to answer these several questions:

1. What are the categories of teacher talk used in the classroom?

2. What is the implication of teacher talk on learner talk, as a part of

students’ classroom participation?

1. 3 Aims of the Study

The problems stated above bring this research into several purposes. The

main purpose is to describe the teacher talk categories that are found in classroom

activities. Moreover, the study is also intended to discover the implication of

teacher talk to learner talk, as a part of the classroom contribution and

participation. It means that the findings give information about which type of

teacher talk is typically responded by particular type of learner talk. Furthermore,

(13)

4

teachers with regard to how they should gain students’ participation and effective

classroom interaction by providing particular categories of teacher talk in order to

make the learning process meaningful.

1. 4 Scope of the Study

There are several limitations of this study that the researcher is aware of

regarding the teacher talk categories and how it influences the learner talk, as a

part of students’ classroom participation. The first one is that this research focuses

only on the categories of teacher talk and learner talk that are used in classroom

based on the Flanders Interaction Analysis Categories System (FIACS) that is

elaborated in Chapter II.

Another thing is that the main focus of this study is the teacher talk, so the

techniques used in gathering the data are video-recording and interview. The

classroom observation by video-recording is done in only four meetings of

English classroom. Meanwhile, the interview is conducted in order to investigate

the teacher’s perspective of the importance of teacher talk in classroom and how it

impacts on the learner talk based on her teaching experience, without figuring out

the information regarding the students’ perspectives of how they see the

importance of teacher talk for their language learning development.

The findings of the study will only present the data that have been

analyzed based on the categories of FIACS; the frequency and the percentage of

the most uses categories. The elaboration will only cover the classroom

interaction of four meetings of English class from two sides, which are teacher

talk and learner talk. Furthermore, the result of video-record analysis is compared

(14)

5

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu 1. 5 Significance of the Study

The findings of the study are expected to provide information in three

perspectives, theoretical, practical and professional.

From theoretical perspective, the research could enrich the literature on

verbal interaction between teacher and students and also give beneficial

information about how teacher talk impacts on learner talk. Furthermore, this

research provides the frequency of teacher talk categories that are found in

classroom, and particular categories of learner talk which come up as the response

of the teacher talk.

Moreover, practically, the findings of the research hopefully could give

benefits for teachers in their practice of teaching, in order to make it meaningful

by delivering materials in appropriate ways. Particularly, in conducting effective

learning activities teachers could consider the preference of teacher talk categories

that is suitable with learning competence that is being implemented, as well as

how much they should talk in classroom based on the learning objectives. It could

also be beneficial in designing lesson plan and activities that is suitable for

students.

Furthermore, professionally, this research is expected to give contribution

to education in general, and also specifically for teachers in doing their job.

1. 6 Clarification of Related Terms

 Classroom interaction: all types of interaction that goes on in the

classroom between student-student and teacher-student (Karter: 2012).

 Classroom language: the routine language that is used on a regular

basis in classroom like giving instructions of praise, for example “Take

(15)

6

 Teacher talk: the language in the classroom that takes up a major

portion of class time employed to give directions, explain activities

and check students’ understanding (Sinclair and Brazil, 1982 as cited

in Yanfen & Yuqin, 2010).

 Learner talk: sort of language which comes from the learner,

sometimes as a form of response toward teacher talk.

 Students’ classroom participation: the amount of physical and

psychological energy that the student devotes to the academic

experience (Astin, 1999).

1. 7 Organization of the Paper

This paper is divided into five chapters as follows:

Chapter I: INTRODUCTION

This chapter provides background, statements of the problems, aims of the

study, scope of the study, research method, significance of the study, and

organization of the paper.

Chapter II: LITERATURE REVIEW

This chapter presents the literature review related to the basic framework of

the study. This chapter consists of the definition, theories and previous

research related to teacher talk, learner talk as well as students’ classroom

participation as a part of classroom interaction in EFL class.

Chapter III: RESEARCH METHODOLOGY

This chapter describes the methodology and procedures used in this research

(16)

7

into five sub sections, which are research questions, aims of the study,

research design, the data collection and the data analysis.

Chapter IV: FINDINGS AND DISCUSSIONS

This chapter presents the results of the study, in which the data analysis based

on the data collection and theoretical framework is included.

Chapter V: CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions based on the results of the study, as well

(17)

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu CHAPTER III

RESEACRH METHODOLOGY

This chapter deals with the methodology that is used in this research and

the description of the research procedures in order to answer the research

questions stated in Chapter I. This chapter provides the statement of problem,

aims of the study, research design, the data collection, and finally the data

analysis.

3.1Statement of the Problem

This study is intended to describe the categories of teacher talk that are

mostly used by the teacher, and its influence on learners talk. This research

attempt to answer these several questions:

1. What are the categories of teacher talk used in the classroom?

2. What is the implication of teacher talk on learner talk, as a part of

students’ participation?

3.2 Aims of the Study

The problems stated above bring this research into several purposes. The

main purpose is to describe the teacher talk categories that are found in classroom

activities. Moreover, this research is also intended to discover the implication of

teacher talk to learner talk, as a part of the classroom contribution and

participation. It means that the findings give information about which type of

teacher talk is typically responded by particular type of learner talk. Furthermore,

it is also expected that this research could present beneficial information for

(18)

31

classroom interaction by providing particular categories of teacher talk in order to

make the learning process meaningful.

3.3. Research Design

This research is carried out by descriptive qualitative case study research

design, through which the researcher focuses on in depth study of smaller

samples. According to Dougherty (as cited in Baum, 2002) qualitative

methodology is a method in which the researchers do not involve measurements

or statistic but focused on is people’s own thought, feelings, opinion, beliefs and perception. The purpose of this method is to describe some important qualities of

complex social phenomenon. As stated in Chapter 1, this study is aimed to

describe teacher talk categories that are found in classroom based on Flanders

Interaction Analysis Categories System (FIACS), and its implication on learner

talk. Based on the purpose, to analyze classroom interaction, qualitative research

method is considered as the appropriate one to use in this study, since qualitative

research is based on the principle that social life is inherently complex. This is in

line with the characteristics of qualitative research, which are situational,

interpretive, and its contexts are described in detail (Stake, 2010, p. 15).

Moreover, according to Baxter and Jack (2008), qualitative case study is an

approach to research that facilitates exploration of a phenomenon within its

context using a variety of data sources. They also argued that it ensures that the

issue is not explored through one lens, but rather a variety of lenses which allows

for multiple facets of the phenomenon to be revealed and understood. It becomes

a valuable method to develop theory, evaluate programs, and develop

interventions (Baxter & Jack, 2008).

(19)

32

This part is divided into two sections, the first one is the section in which

the data collection techniques will be elaborated, and the second one explains the

data analysis.

3.4.1 Data Collection Techniques

As a descriptive qualitative research, a depth description and explanation

of the object of the study are the most important that is needed, because this type

of case study is used to describe an intervention or phenomenon and the real-life

context in which it occurred (Yin, as cited in Baxter, 2008). Therefore, the data

collection techniques conducted in this study is observation and interview.

3.4.1.1 Video-taping

This study is purposed to analyze and describe the influence of teacher talk

categories that is mostly used in classroom, on learner talk, as a part of classroom

interaction. Regarding qualitative research design, it is suitable to use video

record, since qualitative methods focus primarily on the evidences, such as what

people tell you or what people do, so they can lead to the understanding of what is

going on (Gillham, 2000, p. 10). Additionally, the researcher uses this technique

because through observation data the researcher could see, hear or feel about who,

what, when, where and why particular phenomenon happen, and relate them to the

research questions (Stake, 2010, p. 90). The primary intent of this observation is

to investigate how actually teacher delivers the lessons through her language, and

which categories of teacher talk it is included. In this case, observation is

conducted in order to know every single part of the learning process, particularly

when the teacher interacts with the students in the learning activities. Furthermore,

it is also expected that every activity, especially classroom interaction and

(20)

33

The observation itself was conducted in a class of second grade students in

a senior high school in Cimahi. The class was observed in four meetings of

English lesson, started on April 21th, 2014. The reason why this observation was

conducted in only one class is because in case study the researcher deliberately

trying to isolate a small study group, one individual case or one particular

population (Shuttleworth, 2008). Each meeting of English lesson is approximately

about 90 minutes long, except the last record that only 15 minutes long because of

the test that should be done by the class. The first and the second meeting of the

record focused on direct and indirect sentences, in which grammar was the main

concern of the lesson. In addition, continuing the previous meetings, the third one

still focused on direct and indirect sentences, and conditional sentences.

Meanwhile, in the last meeting the students learned about error recognition. Over

all, the students’ behavior in classroom, however, did not disturbed by the

presence of the observer during the learning process.

3.4.1.2 Interview

In order to gather more information related to teacher talk in classroom,

the researcher conducted an interview with the teacher who is being observed, as

the respondent. The researcher uses interview as a tool of data collection in this

study because qualitative research it provides the personal detail information from

the respondent. In doing interview, the researcher has a better control over the

types of information received by asking specific questions (Creswell, 2012, p.

218). Moreover, Jensen and Jankowski support the idea that interview can lead the

study to further research using other methodologies, such as observation and

experiments (Jensen & Jankowski, as cited in Oatey, 1999). It is also mentioned a

number of the purpose of interview for qualitative researcher are:

a. To obtain unique information held by the person interviewed.

(21)

34

c. To find out about a thing that the researchers were unable to observe

themselves. (Stake, 2010, p. 95)

In this study, the questions of the interview were mainly related to the

teacher’s perspective of the role of teacher talk in classroom and how it impacts

the learner talk, based on her experience in teaching. Besides, the interview

attempts to provide information about the respondent’s opinion related to the

importance of learner talk as a part of students’ participation in creating an

effective classroom interaction.

3.4.2 Data Analysis Technique

3.4.2.1 Transcribing

The data gathered will be transcribed first, and then interpreted and

analyzed descriptively further. The first step of the analysis is transcribing the data

of video-taping. Burns (1996) believes that transcription provides opportunity to

review a “live” interaction and the luxury of being able to analyze: (1) the style of

interaction, (2) the result of interaction, (3) the relationship of the interactants, (3)

the purpose of the interaction and whether it was achieved, (4) the development of

the interaction, (5) the strategies adopted by the interactants, (6) the turn taking

and turn type patterns, and (7) the sociocultural values which informed the

interaction.

Based on the advantages of data transcription, the researcher considered to

do transcribing as the first thing to do before analyzing the data. In this part

teacher talk and learner talk based on the video is written down word by word.

The teacher talk is labeled as “T”, and the learners’ is “Ss”, and individual learner’s is “S1”, “S2”, “S3” and so on. The transcribing process is done to analyze the classroom interaction by looking at the language used in classroom by

(22)

35

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu 3.4.2.2 Coding and Analyzing the Data

After the data of video-taping is completely transcribed, it was encoded

into the categories of teacher talk and learner talk based on FIACS that has been

elaborated in chapter II. Coding and analyzing the data help the researcher in: (1)

identifying a phenomenon, (2) counting the frequency of a phenomenon, (3)

showing the relation of code frequence with inclination of findings, (4) arranging

the categorization and sub-categorization (Alwasilah, 2002, p. 159). Every

statement of teacher and students, then, should be classified based on the number

of the teacher talk and learner talk characteristics as follows:

a. Accept feelings

b. Praises or encourages

c. Accept or uses idea of students

d. Ask question

After the data was transcribed and coded into several categories, the next

step is calculating the amount and the percentage of each category. Although this

research uses qualitative research design, a quantitative analysis is also needed in

order to help revealing the answer of the first research question. As Chaudron

(1988) believes that interaction analysis has not pursued quantitative analysis,

although measurement of the frequency of specific behaviors implied a

quantitative focus. It means that in qualitative research, quantitative analysis is

(23)

36

talk categories based on Flanders Interaction Analysis Categories System

(FIACS). Then, it will be described by some tables that describe the frequency of

the phenomena occurred. This step of analysis attempts to answer the first

research question which is related to the amount of teacher talk categories that are

used in class. The result of quantitative analysis will also lead to the information

about the amount of learner talk, which category appears as the response to

particular category of teacher talk, and also which one dominates another.

3.4.2.4 Interpreting the Data

The last step of data analysis process is interpreting the data, in which the

researcher describes what have been found in the analysis. This step attempts to

answer the research questions proposed in Chapter I. In this part, the researcher

helped by some tables, reveal the appearance of each teacher talk category in each

meeting of English class descriptively, and the appearance the learner talk

category as well. Then, a deep discussion of the findings is also presented, which

cover all the phenomenon appear in the findings and the factor that might give

influence on it. The interpretation includes the description of what have been

found, an analysis of the themes or categories, and the conclusions of those

interpretations based on personal points of view and theories underlying it.

Additionally, the researcher also compares the result of the video-taping and the

interview data, whether the teacher’s perspective of some points are suitable with the data shown by the transcription. This is in line with what Baxter said, that in

case study, data from multiple sources are then converged in the analysis process,

rather than handled individually. Each data source is one piece of the puzzle, with

each piece contributing to the researcher’s understanding of the whole phenomenon (Baxter & Jack, 2008).

(24)

37

One of the important things that should be considered in conducting a

research is establishing rapport, by which the researchers have negotiation with

the objects or participants that are being researched. This step is important since in

qualitative research, the researcher needs a greater access to the site in which the

researcher will typically observe and interview the participants (Creswell, 2012, p.

205). Having a good relationship with the institution and the teacher in which the

researcher take the data is important even before the data is gathered. This could

be done by asking for permission formally by using letter to the school, to the

class as well as the teacher that is going to be observed. The letter consists of the

information related to study, such as the title of the research, the time that is

required by the researcher to gather the data, and how the researcher involve the

participant in the research. Furthermore, the researcher can maintain the

relationship with the participants by meeting them and talking personally.

3.6 Establishing Validity and Reliability

In conducting a research, establishing validity and reliability can not be

neglected. Consequently, the result of the study should be consistent. Therefore,

the researcher must concern on the quality control of the result of this study.

Validity refers to the truth and certainty of a research findings. In addition, it also

means a truth of a research in description, conclusion, explanation, interpretation,

and all kind of reports (Alwasilah, 2002). Meanwhile, reliability is a technical

term for consistency in the data collection and data analysis. In order to maintain

validity and reliability in this present study, some techniques are used as follows:

3.6.1 Triangulation

Triangulation refers to the use of two or more methods in a study in order

to check the results. It also helps the researcher in decreasing the risks of limited

conclusion of certain method and sources, and increasing the validity of

(25)

38

methods, which are video-taping in four meetings of English class, and interview.

Those methods are, then, triangulated in the way of drawing the results of the

research, by interpreting the analysis of video-taping data, and comparing the

result of the video-taping findings with the interview data.

3.6.2 Member Checking

This technique is important to do in establishing validity of the research

data which is given by the respondents of the research. In addition, Alwasilah

(2002) also mention some of the benefits of using this technique, such as:

(1) Preventing misinterpretation of respondents’ answer from the interview.

(2) Preventing misinterpretation of respondents’ behavior in the observation.

(3) Confirming respondents’ perspectives of ongoing process.

In this research, the researcher asks the teacher that is also the respondent

of this research, to check the data transcription and also the interpretation, as the

way to achieve validity of the research.

3.6.3 Feedback

The last thing to do in collecting the data is feedback. Feedback prevents

the invalidity, bias dan researcher’s assumption, and debilities of research logic of

ongoing research. It can be asked from some individuals that already familar with

the topic of the research or not (Alwasilah, 2002). In order to maintain the validity

of the data collected, while doing the research the researcher asked for feedback

(26)

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter is intended to draw the conclusions and suggestions from the

elaboration of findings and discussions in Chapter IV in reference to the research

questions proposed in Chapter I.

5.1 Conclusions

This study was aimed at investigating the categories of teacher talk that are

found in teaching and learning process and its implication on learner talk as a part

of students’ classroom participation. From the findings and discussions that have been elaborated in Chapter IV, this study has found some conclusions related to

teacher talk in classroom, based on the research questions proposed in Chapter I.

Firstly, from the data transcription, it is found that “asking question” is the

major event in the teacher’s ways of conducting learning activities. This is proven

by the percentage of this category that takes up 56.2% over all teacher talk

categories, which are accepting feeling, praising or encouraging, accepting or

using ideas of students, asking question, lecturing, giving direction, and justifying

or criticizing authority. Most of the questions found, however, are not considered

as effective questions based on Tan (2007), who proposed that questions have to

be given based on its purposes in each step of teaching process. The findings

show that from four meetings of classroom observation, in the three of them, the

teacher did not use any questions at the beginning to motivate and discover what

makes the students interested in learning. Instead, she directly talked about what

was being learned. For instance, the teacher asked about the students’

understanding of direct and indirect speech, without telling the activities they

were going to be done in the meeting or discovering their interest in learning the

(27)

76

did questioning to manage the class, invite students’ contribution and participation

and also to check the students’ understanding of the lessons which is being

delivered, which is in line with what had been stated by Tan (2007). At the end of

the class, the teacher did not use any question at all, whether to give reinforcement

of what have been learned or to make the students pay attention to the task given.

This situation could not be considered as a good way of teaching related to

“asking question” category, because there should be questions asked at the end, in order to assure that the students get what had been taught and also understand to

the tasks given.

Revealing the impact of teacher talk categories on learner talk in

classroom could be done by investigating the most used category in both, teacher

talk and learner talk. The great number of “asking question” category in teacher

talk has given much influence on the appearance of learner talk category that was

mostly found, which was “student talk-response” category. Logically, questions

will be responded by “responses” instead of “initiation”. This situation is also found in the findings of this study, which show that “student talk-response”

category got 95.6% from the learner talk categories, which are “student talk-

response” and “student talk- initiation”. It means that the use of questions by the teacher has successfully stimulated the students to get involved in the learning

activities, specifically in initiating the knowledge negotiation. However, the

responses found in the findings could not indicate the students’ level of language

competence because the answers were mostly in short form, not in a complete

one. This condition might be influenced by the type of teacher’s questions that

were mostly leading questions or yes/no question, by which the students could not

show higher level of cognitive skill as well as their ability in using the target

language. On the other hand, the great number of “asking question” and “student

talk-response” might be caused by the learning competence that was implemented

in the class. All of the meetings of English class that have been observed focused

(28)

77

the teacher took more time in talking and explaining the concept. In this situation,

“asking question” might be considered as the appropriate strategy in involving the students to participate, and also in checking their understanding of the lesson as

well. As the result, the percentage of “student talk- response” was found bigger

that “student talk- initiation” in all meetings.

The great number of “asking question” category, as well, resulted on the amount of teacher talk that is bigger than learner talk in classroom, which is about

65.27%. Regarding the interview data about the teacher’s perspectives of the roles

of teacher talk in classroom, she claimed that her students in this year are 70%

active participating in classroom by using English.This situation is not suitable

with the findings of the video-taping data that show the different situation, which

was proven by the calculation of the amount of teacher talk and learner talk. In the

data gathered by video-taping, the amount of learner talk in classroom were only

29.2% over the whole talking time in classroom, which indicated that the teacher

was very dominant and the language learners were less active in learning teaching

interaction (Setiyadi, 2006).

In regard with teacher talk category that is mostly used, the teacher

believes that the use “asking question” category should be based on the learning

competence that is being implemented. She also claimed that this category is

usually used for a number of purposes, such as to check students’ understanding

of particular concepts, to check students’ pronunciation in answering the

questions, or even to check whether they understand what the question is about.

This is in line with what was found in the findings of video-taping data, in which

the teacher’s questions were purposed to check students’ understanding of the

lesson, and also to get them involved in the learning activities.

(29)

78

In relation to the practice of language teaching and learning, several

suggestions are drawn to teachers in general, as well as to the future research

related to classroom interaction. The suggestions are elaborated in the following:

1. The future research is expected to conduct the observation in more

meetings of English class, in order to assure that the data gathered

could provide more information about the pattern of teacher talk

categories that appear in classroom.

2. It is also expected that the future research could involve more

participants, in order to give more perspectives, from which the study

will be conducted. For instance, by involving the students as the

participant in interview to investigate the implication of teacher talk on

learner talk from their point of view, based on what they really feel.

3. In terms of teacher talk categories, particularly in asking question,

which is the major event of teacher talk, teachers should pay more

attention to the questions that are going to be proposed. Because it

gives much influence on how the students’ responses will be. It would

be better if the questions are higher level questions that require not

(30)

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu BIBLIOGRAPHY

Abura, J.A. (1998). Verbal communication in the classroom: What christian

educators can do to help their students. Retrieved from:

http://ict.aiias.edu/vol_23/23cc_001-011.htm

Alwasilah, A. Chaedar. (2002). Pokoknya kualitatif. Dasar-dasar merancang

dan melakukan penelitian kualitatif. Jakarta. Pustaka Jaya.

Astin, A. W., (1999). Student Involvement: A developmental theory for higher

education. Journal of College Student Development, 38, 518-529.

Retrieved from:

https://www.middlesex.mass.edu/ace/downloads/astininv.pdf

Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design

and implementation for novice researchers. The Qualitative Report,

13(4), 544-559. Retrieved from

http://www.nova.edu/ssss/QR/QR13-4/baxter.pdf

Bilash, O. (2009). Let’s talk: Teacher support. Classroom language. Retrieved

from: http://www.cambridge.org/us/ESL/letstalk/support/language.htm

Brown, H. D. (2001). Teaching by principles: An interactive approach to

language pedagogy (2nd ed.). New York: Longman.

Burnett, P,C., Mandel, V. (2010). Praise and feedback in the primary classroom:

Teacher’s and students’ perpectives. Australian Journal of Educational & Developmental Psychology, 10, 145-154.Retrieved from:

(31)

80

Burns, A., Joyce, H., Gollin, S. (1996). I see what you mean: Using spoken

discourse in the classroom: A handbook for teachers. National Centre for

English Language Teaching and Research: Macquarie University.

Chaudron, C. (1988). Second language classroom: Research on teaching and

learning. Cambridge: Cambridge University Press.

Creswell, J. W. (2012). Educational research: Planning, conducting and

evaluating quantitative and qualitative research (4th Edition). Lincoln: Pearson.

Dagarin, M., (2004). Classroom interaction and communication strategies in

learning English as a foreign. Ljubljana: BirografikaBori.

Davis, B.G. (1993). Tools for teaching (1stedition). San Francisco: Jossey-Bass

Publisher.

Evans, T. P. (1970). Flanders system of interaction analysis and science teacher

effectiveness. Oregon: Oregon University.

Gebhard, J.G. (2006). Teaching English as a foreign or second language (2nd

ed.). USA: Michigan University Press.

Gillham, B. (2000). Case study research methods. London and New York:

Continuum.

Green, D. (2008). Class participation in a teacher training college: What is it and

what factors influence it? English Language Teacher Education and

Development, 11, 15-26. Retrieved from:

http://www.elted.net/issues/volume-11/3%20Green.pdf

Harmer, J. (2001). The practice of English language teaching (3rd ed). London:

Longman.

Hitotuzi, N. (2005). Teacher talking time in the EFL classroom. Retrieved from:

(32)

81

Karter, T. (2012). Theories on classroom interaction. Retrieved from:

http://www.ehow.com/info_7887420_theories-classroom-interaction.html

Li Li., Shouhui, Z., Xinying., C. (2011). Beyond research: Classroom interaction

analysis techniques for classroom teachers. Retrieved from:

https://repository.nie.edu.sg/handle/10497/6820

Linsin, M. (2011). How to give your students unforgettable directions. Retrieved

from

http://www.smartclassroommanagement.com/2011/12/17/how-to-give-students-directions/

Lucas, T., Villegas, M.A., Gonzalez, F. M. (2008). Linguistically responsive

teacher education. Retrieved from:

http://www.usc.edu/dept/education/CMMR/FullText/Lucas_Villegas.pdf

Nunan, D. (1991). Language teaching methodology: A textbook for teachers.

Cambridge: Cambridge University Press.

Nunan, D. (1999). Second language teaching and learning. USA: Heinle&Heinle

Publisher.

Oatey, A. (1999). The strengths and limitations of interviews as a research

technique for studying television viewers. Retrieved from

http://www.aber.ac.uk/media/Students/aeo9702.html

O’Neill, R. (1994). The myth of silence teacher. Retrieved from: http://www.tedpower.co.uk/esl0420.html

Selun, B. (2008). West end story: Teacher perspectives and student participation

in a London independent school. Retrieved from:

http://vrij-

(33)

82

Setiyadi, B. (2006). Teaching English as a foreign language. Yogyakarta:

GrahaIlmu.

Shamsipour, A., Allami, H. (2012). Teacher talk and learner involvement in EFL

classroom: The case of Iranian setting. Theory and Practice in Langugae

Studies, 2(11), 2262-2268. doi: 10.4304/tpls.2.11.2262-2268

Shuttleworth, M. (2008).Case study research design. Retrieved from

https://explorable.com/case-study-research-design

Stake, R. E. (2010). Qualitative research: Studying how things work. New York:

The Guilford Press.

Suherdi, Didi. (2009). Classroom discourse analysis: A systemiotic approach.

Bandung: Celtics Press.

Sutton, R.S., Precup, D., Singh, S. (1999). Between MDPs and semi-MDPs: A

framework for temporal abstraction in reinforcement learning. Retrieved

from: http://webdocs.cs.ualberta.ca/~sutton/papers/SPS-aij.pdf

Warren, T. (2003). Action research investigating the amount of teacher talk in my

classroom. Retrieved from:

http://www.birmingham.ac.uk/documents/college-artslaw/cels/essays/languageteaching/warren1.pdf

Weimer, M. (2011). 10 Benefits of getting students to participate in classroom

discussion. Retrieved June 26, 2014 from

http://www.facultyfocus.com/articles/teaching-and-learning/10-benefits-of-getting-students-to-participate-in-classroom-discussions/

Wilkinson, L.C., & Silliman, E.R. (2001). Classroom language and literacy

learning. Reading Online, 4(7). Retrieved from:

http://www.readingonline.org/articles/art_index.asp?HREF=/articles/han

(34)

83

Xiao, M. (2006). Teacher talk and EFL in university classroom. China:

Chongqing Normal University & Yangtze Normal University

Yanfen, L., &Yuqin, Z. (2010). A study of teacher talk in interactions in English

classes. Chinese Journal of Applied Linguistic (Bimonthly), 33(2),

76-86.Retrieved from: http://www.celea.org.cn/teic/90/10060806.pdf

Zakrzewski, V. (2012). Four ways teachers can show they care. Retrieved from:

http://greatergood.berkeley.edu/article/item/caring_teacher_student_relati