TEACHERS’ PERCEPTION ON THE RATIO OF TEACHER
TALKING TIME (TTT) AND STUDENT TALKING TIME
(STT) IN ENGLISH CLASSROOM OF THREE JUNIOR
HIGH SCHOOLS IN PURWOKERTO
A THESIS
Submitted to English Education Department
as a Partial Fulfillment of the Requirement for S.Pd Degree
Arranged by:
AZMI NUR MAJDINA
1101050102
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITY OF MUHAMMADIYAH PURWOKERTO
TEACHERS’ PERCEPTION ON THE RATIO OF TEACHER TALKING
TIME (TTT) AND STUDENT TALKING TIME (STT) IN ENGLISH
CLASSROOM OF THREE JUNIOR HIGH SCHOOLS IN PURWOKERTO
Azmi Nur Majdina
1101050102
ABSTRACT
The aims of the research were to find out the ratio of Teacher Talk Time (TTT) and Students Talk Time (STT) in English classes at three Junior High Schools in Purwokerto and teachers‟ perception of it.The research was carried out in April and May 2015 at three Junior High Schools in Purwokerto: SMP N 1 Sokaraja, SMP N 2 Sokaraja, andSMP N 3 Purwokerto.The subjects of research were six English teachers from the three schools, or two English teachers of each. The research was qualitative research and instruments used in this research were
observation and interview. This research used FIAC (Flanders‟ Interaction
Analysis Categories) system as indicators in observation as well as interview.Based on the result, it revealed that all teachers being observed still dominated the classroom talk time. In general, the talk time which excluded pair/group work time took up to approximately 70 % of TTT while STT was only 30%. For the data including pair/group work time, the average ratio was 55% of TTT and 45% of STT. From 7 categories of Teacher Talk (TT), three categories dominated the TTwere lecturing that appeared at approximately one-third of the teacher talk, then followed by direction giving, and accepting students‟ feeling. As
for the students‟ talk, pair/group work took the longest time of STT (45%) followed by initiation, and the last was response.Meanwhile, the main data of
teachers‟ perception showed all teachers had different perception on the ideal ratio of TTT and STT. Two teachers believed that the ideal proportion for TTT and STT was 40:60, while three of them stated 30:70. On the other hand, one teacher believed that the ideal ratio was 60:40. Based on the explanation it could be
concluded that mostly the observation results were not the same with teachers‟
perception about ideal ratio of TTT and STT. However, for one teacher his observation result which included pair/work group time was in line with his perception of the ideal ratio of TTT and STT.
ACKNOWLEDGEMENT
Assalamu‟alaikum wr. wb.
First of all, Alhamdulillah, all thanks to Allah SWT who has given
blessing, mercy and also the strength both physically and spiritually so that the
thesis as partial fulfillment for requirement of S. Pd Degree of English
Department, Teacher Training and Educational Faculty, Muhammadiyah
University of Purwokerto could be finished.
Secondly, thanks to Drs. Ahmad, M. Pd as the dean of Teacher Training
and Educational Faculty of University of Muhammadiyah Purwokerto for
encouragement to do this thesis. Then, thanks to Drs. Pudiyono, M. Hum. as the
head of English Department of Muhammadiyah of Purwokerto. Next, the grateful
and respectful would like to express to Mrs. Lutfi Istikharah, M. Pd as the
academic supervisor and Dr. Furqanul Aziez, M.Pd as my supervisor, for the
patience in guiding and helping me to finish this thesis.
Furthermore, for Mrs. Tursinah and Mrs. Umi of SMP N 1 Sokaraja, Mrs.
Yuni and Mrs. Retno of SMP N 2 Sokaraja, and also Mr. Kasam and Mr. Sugiato
of SMP N 3 Purwokerto who had permitted me to conduct the research in their
schools. Beside that, thanks to the awesome lecturers of English Department
Muhammadiyah University of Purwokerto, Mrs. Listiani, Mrs. Nisa, Mrs. Diyah,
Mrs. Rina, Mrs. Lina, Mrs. Titi, Mr. Fei, Mr. Faisal, Mr. Dodi, Mr. Bambang, Mr.
Syaifurrahman, and Mr. Ton for the dedication in giving the knowledge during
dad, my brothers), who always pray and never stop giving me support, motivation,
and so much love. Big thank is also dedicated to my boarding house – matesin
Enjoy as well as the friendly workers there. The last for all my friends at
Muhammadiyah University of Purwokerto especially PBI C class for both happy
and unhappy stories remaining in our memories, as well as the supports, helps,
advices, and pray during our study time in this campus.
Last but not least, I would like to thank the readers who is willing to read
this thesis. In this thesis, I do realize that there are many weaknesses, so any
criticism and suggestion from the readers are highly appreciated and welcome to
make it better. It is expected that this thesis will give valuable contribution for
educational field and also those who are interested.
Wassalamu‟alaikum wr. wb.
Purwokerto, August 4TH , 2015
DEDICATION
From the deepest of my heart, this thesis is dedicated to:
Allah SWT as my everything - giver, my Prophet Muhammad SAW as the light -
carrier, and Islam as my religion.
My beloved mothers and father
–
Suparni, Anah Rohanah, and Kistori
–
who
have given glorious guidance, advices, and everything for me.
My precious yet frustrating (sometimes) brothers, Alif Fauzi, Azhar Mazaya, the
cuties Azizi Mumtaza, and Ahnaf Kaysa, I am so proud of having you all as
my brothers.
My neighborhood sisters, Mba Naeli, Mba Nauli, and the newcomer Mba Linda. I
have many happy memories because of you.
My beloved Enjoy boarding house
–
mates, Ayu Dhian, Septi, Ida, Cindy, Ela,
thanks for the great experiences we draw together.
My best and respectful friends, Desi Nur Komariyah, Ari Yulian, Leni Puji, thank
you for your support and your advices. You mean so much for me girls.
My friends in English Department 2011, especially PBI 2011 C class, Nastiti,
Kirana, Echa, Dwi, Desy, Inay, Lani, Nurul, Tri, Okti, Efiani, Evi Safitri, Yogi,
Nana, Eka Meina, Tiyas, Dewi, Eyre, Okvi, Gilang, Ucup, Yaomal, Zidni, Bayu,
Special thanks is also conveyed to Elsa Febrina Rahayu and Rizki Kurniawan
who had helped me in writing this thesis.
My friends and family members in somewhere who have prayed for me.
And you, and brothers,
Thank you for your endless support
Thank you for your great affection
MOTTO
In the name of Allah, The Most Gracious The Most Merciful
(Al
–
Fatihah: 1)
Beautiful people are not always good, but good people are always beautiful
(Ali bin Abi Thalib)
When you smile, you receive luck
Miracle is another word of hard work
Approval over understanding
You will do well since you’re you
TABLE OF CONTENT
CHAPTER I INTRODUCTION
A. Background of Research ... 1
B. The Reason of Research... ... 4
C. Research Question ... 4
D. The Purpose of Research ... 4
E. The Scope of Research ... 5
F. The Significance of Research... 5
3. The Importance of STT... ... 20
4. Sustaining STT Through Group Discussion... ... 22
D. Teacher Perception of Talk Time ... 25
1. The Nature of Perception... ... 25
2. Basic Principles of Perception... ... 26
3. Teacher Perception on Talk Time... 27
E. Relevant Research Findings ... 29
F. Basic Assumption... ... 30
CHAPTER III RESEARCH METHODOLOGY A. Method of the Research ... 31
B. Place and Time of the Research ... 31
C. Subject of the Research ... 32
D. Data Collection ... 32
E. Data Analysis ... 35
CHAPTER IV RESULT AND DISCUSSION A. Result ... 37
CHAPTER V CONCLUSION AND IMPLICATION A. Conclusion ... 74
B. Implication ... 75
REFERENCES
LIST OF APPENDICES
1. Appendix 1 : Indicators of Instruments
2. Appendix 2 : Instruments
3. Appendix 3 : Teachers‟ Code
4. Appendix 4 : Observation Sheet
5. Appendix 5 : Interview Transcript
