THE ANALYSIS OF TEACHER TALK AND LEARNER TALK IN THE CLASSROOM INTERACTION: A Descriptive Study at 1st Grade of Senior High School in Bandung.

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Nurhasanah, 2013

The Analysis of Teacher Talk and Learner Talk in the Classroom Interaction (A Descriptive Study at 1st Grade of Senior High School in Bandung)

Universitas Pendidikan Indonesia | repository.upi.edu

The Analysis of Teacher Talk and Learner Talk in the Classroom

Interaction

(A Descriptive Study at 1

st

Grade of Senior High School in Bandung)

A RESEARCH PAPER

Submitted to the English Education Department of FPBS Indonesia University of Education in Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree

By:

NURHASANAH

Std. No. 0609087

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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The Analysis of Teacher Talk and Learner Talk in the Classroom

Interaction

(A Descriptive Study at 1

st

Grade of Senior High School in Bandung)

Oleh

Nurhasanah

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan pada Fakultas Pendidikan Bahasa dan Seni

Universitas Pendidikan Indonesia

Agustus 2013

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,

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PAGE OF APPROVAL

The Analysis of Teacher Talk and Learner Talk in the Classroom Interaction

(A Descriptive Study at 1st Grade of Senior High School in Bandung)

by

Nurhasanah

0609087

Approved by

Main supervisor Co-Supervisor

Prof. Dr. H. Didi Suherdi, M.Ed Lulu Laela Amalia, M.Pd

196211011978121001 197504092007102001

Head of English Education Department

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

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ABSTRACT

The research entitled The Analysis of Teacher Talk and Learner Talk in the Classroom Interaction: A Descriptive Study at 1st

Grade of Senior High School in Bandung aims at describing types of teacher talk and learner talk occur in classroom interaction, and finding the advantages and disadvantages of teacher talk and learner talk. This research used descriptive qualitative design. It was at first grade of senior high school in Bandung. The research involves one class of first grade students of a senior high school in Bandung as participants. The data were obtained through video recorded and interview. The data were analyzed by applying Flander’s Interaction Analysis Categories (FIAC) focusing on types of teacher talk and learner talk. Findings were descriptive analyses with transcribing, coding, and analyzing. The result shows that all of teacher talk categories revealed that asking question and lecturing was found as the most frequently used. In terms of learner talk, learner talk response and initiation were revealed in this research. According to the results, it can be concluded that teacher talk and learners talk categories are important part in classroom interaction and there are found more advantages rather than the disadvantages. In addition, the factor that influenced types of teacher talk and learner talk was also supported by students’ response in the interviews. This research is expected to give a contribution to the teaching English especially in classroom interaction.

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ABSTRACT

Penelitian ini berjudul The Analysis of Teacher Talk and Learner Talk in the Classroom Interaction: A Descriptive Study at 1st Grade of Senior High School in Bandung. Tujuan penelitian ini adalah untuk mendeskripsikan tipe dari teacher talk dan learner talk dalam interaksi yang terjadi didalam kelas dan menemukan keuntungan dan kerugian dari teacher talk dan learner talk. Penelitian ini menggunakan design descriptive kualitative. Instrument dalam pengumpulan data menggunakan video recording dan interview. Partisipan dalam penelitian ini adalah satu kelas siswa SMA kelas X. Analisis data menggunakan teori Flander’s Interaction Analysis Categories (FIAC) focus terhadap jenis dari teacher talk dan

learner talk. Dalam menganalisis hasil penelitian menggunakan beberapa tahap, yaitu transcribing, coding, categorizing dan analyzing. Dalam hasil penelitian menunjukkan bahwa bahwa kategori dari teacher talk yang paling dominan digunakan oleh guru adalah asks question dan lecturing. Kategori dari learner talk

yang paling sering digunakan oleh siswa adalah learner talk-response. Dalam penelitian ini ditemukan bahwa lebih banyak keuntungan dibandingkan kerugiannya. Berdasarkan hasil dari penelitian ini dapat disimpulkan bahwa kategori dari teacher talk dan learner talk sangat penting dalam meningkatkan interaksi didalam kelas. Penelitian ini diharapkan untuk memberikan kontribusi dalam proses belajar mengajar bahasa Inggris khususnya pada interaksi di dalam kelas.

Kata kunci: teacher talk, learner talk, classroom interaction, teacher’s role, dan

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TABLE OF CONTENTS

1.4 Significance of the Research ... 6

1.5 Clarification of Terms ……….……….. 6

1.6 Organization of Paper ….………... 8

CHAPTER II THEORETICAL FOUNDATION ……….. 9

2.1 Classroom Interaction ……...……….. 9

3. Criticizing or justifying authority ……… 14

2.3 Learner Talk ………...………. 14

1. Learner talk-response.…... 14

2. Learner talk-initiation... 14

2.4 Teacher Talking Time (TTT) and Student Talking Time (STT) ……….………... 14

2.5 Teacher’s Role ………. 16

2.5.1 The Teacher as Resource ……….. 17

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CHAPTER III RESEARCH METHODOLOGY ……….... 22

3.1 Research Problems ………. 22

CHAPTER IV FINDINGS AND DISCUSSIONS ……….... 30

4.1 Data from Video Recording……… 30

4.1.1 Types of Teacher Talk in Classroom Interaction………... 30

4.1.1.1 Accepts Feeling ………... 30

4.1.1.2 Praises and Encouragement……… 31

4.1.1.3 Accepts or Uses Ideas of Students………. 32

4.1.1.4 Asks Questions ………... 32

4.1.1.5 Lecturing……… 33

4.1.1.6 Giving Direction……… 34

4.1.1.7 Criticizing or Justifying Authority ………… 34

4.1.2 Types of Learner Talk in Classroom Interaction………... 35

4.1.2.1 Learner-Response... 35

4.1.2.2 Learner-Initiation ... 36

4.1.3 Advantages and Disadvantages of Teacher Talk and Learner Talk in the Classroom Interaction………. 36

4.1.3.1. Advantages and Disadvantages of Teacher Talk……… 36

4.1.3.2. Advantages and Disadvantages of Learner Talk……….. 37

4.2 Data from Interviews ……….. 38

4.2.1 Types of Teacher Talk in Classroom Interaction……… 38

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4.1.1.2 Praises and Encouragement……… 39

4.1.1.3 Accepts or Uses Ideas of Students………. 39

4.1.1.4 Asks Questions ………... 40

4.1.1.5 Lecturing……….. 41

4.1.1.6 Giving Direction……… 42

4.1.1.7 Criticizing or Justifying Authority………… 43

4.2.2 Types of Learner Talk in Classroom Interaction……….. 44

4.2.2.1 Learner-Response... 44

4.2.2.2 Learner-Initiation ... 44

4.2.3. Advantages and Disadvantages of Teacher Talk and Learner Talk in the Classroom Interaction ……….. 45

4.2.3.1. Advantages and Disadvantages of Teacher Talk ……….. 45

4.2.3.2. Advantages and Disadvantages of Learner Talk……….. 46

CHAPTER V CONCLUSIONS ……….………... 47

5.1 Conclusions ………. 47

5.1.1 Teacher Talk……….. 47

5.1.2 Learner Talk……….. 48

5.1.3 Advantages of Teacher Talk and Learner Talk 49 5.2 Suggestions ……….. 50

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CHAPTER I

INTRODUCTION

This chapter consists of six issues, such as: Background, Statement

of Problems, Aims of the Study, Significance of the Research,

Clarification of Terms and Organization of the Paper.

1.1. Background

One of the most important parts in teaching and learning process in

the class is classroom interaction. Classroom interaction is essential for the

success of teaching and learning process. Classroom interaction analysis

refers to a technique consisting of objective and systematic observation of

the classroom events (Anand, 2011:03).

Based on the researcher previous experience as a learner in senior

high school, the researcher found out that classroom interaction is very

poor. The teacher gave many theories to learners, without complete

exposition.

Poor interaction between teacher and learners is a common failure

in learning English. Brock (1986, cited in Shomoosi, 2008) states that an

increase in the amount of classroom interaction will help (foreign)

language learner to learn the target language easily and quickly.

It is also supported by Ellis and Yamazaki (1994) who mentions

that teacher‟s talk, which has been hypothesized to be important for L2

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affects learners „comprehension. Therefore, teacher has the important role

in building successful classroom interaction.

Interaction is a collaborative exchange of thoughts, feelings or

ideas between a teacher and learners or a learner and other learners

resulting in reciprocal effect on each other (Brown, 1994:159). Thus,

interaction in a language classroom is a process of learning language.

Learning is the ability of using English (Azies and Alwasilah,

1996). While, the objective of language teaching is not limited to ability in

producing grammatical sentences, but also in terms of communicative

function (Huda, 1999:41). As the result, teacher as a manager in the class

should be imperative to motivate learners to get involved in the classroom

interaction.

In a classroom interaction, „talk‟ serves many important functions.

By using oral language the teacher and learners can exchange knowledge,

feelings, attitudes, and maintain social relationships. Beside, talk gives the

advantage for the teacher in gaining deeper understanding of pupils‟ skills

and motivation. In addition, talk also enables the teacher to investigate the

learning environment itself, for example, what kind of talk it fosters in the

pupils.

Talk has different types; Teacher Talking Time (TTT) and Student

Talking Time (STT). The more teacher talks, the less opportunity is for

learners. It means that TTT can decrease opportunity for Student Talking

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Accroding to the Allwright and Baileys‟ observations of many

different classes, both in content subject and in language instruction

consistently show that teachers typically do between one half and three

quarters of the talking in the classrooms (Allwright and Bailey, 1991).

In addition, Gibb (1999) says that teacher‟s talk is often viewed

suspiciously as Teacher Talking Time (TTT), rather than as valuable

“language modeling”.

For the reasons above, the researcher is interested to find out the

interactions, which take place between teacher and learners in a classroom

for getting real evidence about teacher‟s talk and learner‟s talk. In

conducting the observation, the researcher uses an observational

instrument that is called as interaction analysis. As Hitchcock and Hughes

(1984: 134) states that, “Interaction analysis as a technique used to

investigate classroom interaction grew up out of a concern with the

improvement of classroom teaching”. The best-known example of

interaction analysis is contained Ned Flanders‟ coding scheme known as

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Flanders categories are divided into teacher talk, learner talk, and

silence:

Table 1.1

Flanders Interaction Analysis Categories (FIAC)

Teacher Talk

Indirect Influence

1. Accepts Feeling: accepts and clarifies the feeling tone of the students in a non-threatening manner. Feelings may be positive or negative. Predicting or recalling feelings are included.

2. Praises or Encourages: praises or encourages student action or behavior. Joke that release tension, not at the expense of another individual, nodding head or saying, “um hm?” or “go on” are included.

3. Accepts or uses ideas of student: clarifying, building or developing ideas suggested by a student. As a teacher brings more of his own ideas into play, shift to category five. 4. Asks questions: asking a question about content or

procedure with the intent that a student answers.

Direct Influence

5. Lecturing: giving facts or opinions about content or procedure expressing own ideas, asking rhetorical questions. 6. Giving direction: directions, commands or orders to which

a student is expected to comply.

7. Criticizing or justifying authority: statements intended to change student behavior from non-acceptable to acceptable pattern; bawling someone out; stating why the teacher s doing what he is doing; extreme self-reference.

Learner Talk

8. Student talk-response: a student makes predictable response to teacher. Teacher initiates the contact or solicits student statement and sets limits to what the students says. 9. Student talk-initiation: talk by students which they initiate.

Unpredictable statements in response to teacher. Shift from 8 to 9 as student introduces own ideas.

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This research only focuses on the teacher talk and learner talk in

classroom interaction. Therefore, the title of this research is “Teacher Talk

and Learner Talk in Classroom Interaction (An Interaction Analysis to an

English Class)”. Hopefully, the result will be a practical value for

teachers, teacher-trainees and learners as well.

1.2. Statements of Problems

This research is conducted to answer the following questions:

1. What types of teacher talk occur in classroom interactions?

2. What types of learner talk occur in classroom interactions?

3. What are the advantages and disadvantages of teacher talk and

learner talk in classroom interaction?

1.3. Aims of the Research

Considering the background and the statements of the problem

above, the aims of this research are:

1. To describe what types of teacher talk occur in the classroom.

2. To describe what types of learner talk occur in the classroom.

3. To find the advantages and disadvantages of teacher talk and

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1.4. Significance of the Research

The result of the research, which is highlighted on teacher talk and

learner talk in classroom interactions, is expected to give benefits on:

1. To inform the proportion of teacher talk and learner talk in the

classroom to the teacher and learners.

2. Informing learners being more active in the classroom interaction.

3. Informing the teachers of how classroom interactions should be

managed to improve students‟ achievement in English.

1.5. Clarification of Terms

In order to give comprehensive understanding about this research,

the researcher tries to clarify the terms which is used in this research, as

follows:

 Teacher Talk

Teacher talk is the kind of language used by teacher for instruction

in classroom.

 Learner Talk

Learner talk is sort of talk that exists besides teacher talk. There are

two categories of learner talk, which are response and initiation.

 Classroom Interaction

Interaction is the collaborative exchange of thoughts, feelings, or

ideas between two or more people resulting in reciprocal effect on

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 Interaction Analysis

Interaction analysis is a process of encoding and decoding the study

pattern of teaching and learning.

 Teacher’s role

Teacher‟s role is the important part of the effectiveness and

efficiency of individual learning in school.

 Learner

Learner is someone who learns (as from a teacher) or takes up

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1.6. Organization of Paper

This research consists of five chapters. Chapter I, Introduction

which provides the information on the background of the study,

statement of problems, aim of the study, significance of the research,

clarification of term, and organization of the paper. Chapter II,

Theoretical Foundations, describes the relevant theories for the study.

Chapter III, Research Methodology, clarification of terms, argues the

research methodology to answer the research question including the

research design, population and sample, data collection including

research instruments and procedures as well data analysis. Chapter IV,

Findings and Discussion, explains the findings of the research and the

discussion. Chapter V, Conclusions and Suggestions are contains

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CHAPTER III

RESEARCH METHODOLOGY

This chapter is devoted to the description and account of the steps

that have been taken to conduct this study. The description and account

below involve: Research Problem, Research Design, Data Collection, and

Data Analysis.

3.1. Research Problems

This research is conducted to answer the following questions:

1. What types of teacher talk occur in classroom interactions?

2. What types of learner talk occur in classroom interactions?

3. What are the advantages and disadvantages of teacher talk and

learner talk in classroom interaction?

3.2. Research Design

Descriptive research provides an answer to the questions of how

something happened and who was involved, but not to answer the

question why something happened or why someone was involved

(explanatory research). Descriptive research provides a detailed profile of

an event, condition or situation using either quantitative, qualitative or a

combination of methods. Data gathering techniques such as field research

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Qualitative method in the form of descriptive design was employed

in this study. The design was used to describe the characteristics of

object-study (Alwasilah, 2002). In this case to describe, what types of

teacher talk and learner talk occur in classroom interaction, and to find

the advantages and disadvantages of teacher talk and learner talk in the

classroom interactions. In order to achieve these goals, the research was

conducted in some stages: transcribing, coding, categorizing, comparing

and analyzing.

3.3. Participants of the Research

There are eleven classes of the first grade of senior high school.

The researcher chose only one class as participant, namely X-8. When the

research began, the class was on the first semester in the academic year

2012-2013.

3.4. Data Collection Method

This research method made interaction analysis technique. In the

interaction analysis, the researcher adopted Flanders’ Interaction Analysis

Categories (FIAC). This system involves the identification of talk analysis

in the classroom in terms of the coding and categorizing the utterances into

nine pre-arranged categories as state in chapter 2. It enables the researcher

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3.4.1. Instruments

The data for this research was gathered through several instruments.

They were:

3.4.1.1. Video recording

In gaining the natural interaction between teacher and learners in

the classroom, the researcher used video recording as a technique. The

researcher considered this technique as a valuable source of accurate

information on patterns of turn-taking, in this case, teacher-student

interaction. The reason of using this technique is in line with Burns

(1999) who says that recording can be valuable in furnishing researchers

with objective first-hand data for analyzing data of teacher and students

behavior in the classroom.

Videotaping was conducted three times, on 09 October 2012, 10

October 2012, and 17 October 2012. Each lesson was recorded for 2-hour

lessons (90 minutes).

Nunan (1992) supports the use of recorded data that allows for

the preservation of the primary data, for example in the form of audio or

video recordings. This study used video recording as a technique for

capturing natural interaction used in classroom in detail. The researcher

recorded the process of teaching and learning English in gathering

accurate information about what the teacher’s talk and learner’s talk

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not bother the students. They naturally talked to each other although they

noticed that the observer was recording their activities.

3.4.1.2. Interviews

Besides collecting data through recording and observing the

classroom interaction, the researcher used interview to support both.

Alwasilah (2002) states that by interviewing the respondent, a researcher

can get in-depth information because of the following reasons:

1. The researcher can explain and paraphrase the questions which

cannot be understood by respondent.

2. The researcher can give follow-up of questions.

3. Respondents tend to answer the questions when they are asked.

4. Respondents can tell something in the past and the future.

According to Nunan (1989), interview can be relatively

structured and unstructured. A structured interview is orchestrated around

a set of predetermined questions, while an unstructured interview is more

like a free following conversation between the interviewer and

interviewee.

The researcher prepared ten questions for interview about

teaching and learning process in classroom interaction. From the reason

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In this research, the researcher applied an interview to the

teacher. The interview posed some questions concerning the following

reasons:

1. The classroom activities

2. The teaching methods

3. The teacher talk in classroom (how to accepts feeling, praises

or encourages, ask question, lecturing, giving directions, and

criticizing students)

4. The learner talk in the classroom (how the students response

and ask question)

5. The teacher’s efforts encouraging students’ communicative

competence

In addition, the researcher also conducted an interview to the

five low achiever students and five high achiever students. The

researcher chose those ten students, because they have different

comprehension to what the teacher conveyed in the classroom and have

different comprehension in learning and understanding of the lesson.

The interview posed some questions concerning with the

following reasons:

1. The classroom activities

2. The teacher talk in classroom

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4. Their comments about their teacher performance, and the used

data methodology

5. Their difficulties in doing the interaction

3.5. Data Analysis

This research focuses on what teacher and learner talks occur in the

classroom and also the advantages and disadvantages of teacher talk and

learner talk. In order to answer these questions, the researcher used some

steps as follows:

3.5.1. Transcribing

One way of handling data collected through recording is to

transcribe the result of recorded classroom interaction. This was done as

pre-analysis. The researcher used the transcriptions since those were the

main written source to be analyzed.

In transcribing the data, the researcher used some strategies from

Burns (1999), such as keeping the transcription as simple as possible,

labeling the speakers using the letters, numbering the lines or clauses,

inserting contextual information to explain essential aspects, e.g.

non-verbal interaction and using ordinary orthographic transcription, with

conventional punctuation when appropriate. Moreover, the researcher

labeled each utterance with ‘T’, ‘S’, and ‘Ss’. T refers to utterance

expressed by teacher; S refers to those from individual learner, and Ss

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3.5.2. Coding

Interaction analysis system involves the identification of analysis

of talk in the classroom in terms of the coding and categorization of

utterances according to nine pre-arranged categories. After completing

the transcription the observer coded each number of utterances into the

category based on Flanders’ Interaction Analysis Categories (FIAC). As

mentioned before, the coding process involved two coders besides the

observer. Each coder then independently coded the transcripts based on

the following procedures.

Table 3.2

Coding Procedure Flanders Interaction Analysis Categories (FIAC)

 Rare events should be coded whenever possible

 Categories 1, 2, 3 & 9 are expected much less than

5, 6, 7 & 8.

1: Accept Feelings This is a rare event the teacher must actually label the feeling to obtain this code.

2: Praises or Encourages

 Avoid using the code habitually routine superficial

exclamations of praise

 Code more than once if extended praise is given

3: Accepts or Uses Idea of Student

 Teacher can respond to pupil’s ideas in a number

of ways:

- Acknowledge-creating a number of ways

- Modify, rephrase

- Apply it to solve a problem or make

inference

- Compare it with other ideas

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4: Asks Question

 Teacher must act as if expects an answer (not

rhetorical question)

 If teacher talk bring others into discussion

5: Lecture

 Lecturing, expressing opinion, giving facts,

interjecting thoughts and off handed comments included

 In traditional teaching approaches category 5 will

be most common catchall category and incorrect

tally for this category unlikely to distort teacher’s

profile

compliance. To recognize during coding ask whether compliance will be result of statement

 Avoid confusion with announcements (code 5)

 Questions during teacher directed drill can be

coded 6

8&9: Student Response & Student Initiated

 Making a choice between code 8 & 9 should

related to the teachers preceding question

 Pupil response to a closed teacher question

 Pupil response to open teacher question

 Students response 8 can turn into 9 if the students

embellishes or adds voluntary information or made and independent judgment

 Used 8 in all cases where there is doubt about 9

 Category 9 also used for students making target

remarks (resistance to compliance)

10: Silence or Confusion  Pauses, short periods of silence, and periods of confusion in which communication cannot be understood by the researcher.

Taken from: (http://www.hebes.mdx.ac.uk/teaching/Research/PEBL/methpap6.pdf)

3.4.2. Analyzing

Finally, the results of coding or categorization were analyzed

based on the research questions. The coding was divided into main data,

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CHAPTER V

CONCLUSION

This chapter elaborates the research conclusions and suggestions

based on the research investigation. Basically this chapter is divided into

two sections, first is conclusion of teacher talk and learner talk in

classroom interaction and the second is suggestion of teacher talk and

learner talk in classroom interaction.

5.1. Conclusions

5.1.1. Teacher Talk

The findings of this research on teacher talk can be summed up as

follows:

1. Teacher accepts and clarifies an attitude or the feeling tone of the

learners in non-threatening manner.

2. Teachers realize that praises are powerful determinant behavior.

Therefore along the teaching and learning activities he provides

reward to encourage learners verbally and non-verbally.

3. Accepting and using the ideas of the students rarely used by

teachers. On this occasion, the learners were less initiated in

asking the question.

4. In asking questions, the teacher uses both referential and display

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teacher. This pattern is intended to make the learners attentive to

the subject of discussion.

5. The teacher usually uses lecturing as a method to deliver lessons.

He realized that the concept of communicative approach requires

the teacher as a negotiator rather than as a transmitter of

knowledge.

6. A teacher usually gives direction in every period of lesson. They

exist in form of directive sentences. In the beginning period, it is

done to inform what the learners will do with the lesson.

Whereas, in whilst activities directions are performed to fulfill

teacher’s intention.

7. Criticizing the behavior and response of learners is performed in

humorous way. The teacher’s intention is to make learners

comfortable in learning English. This way is sustained to make

the classroom atmosphere as friendly as possible.

5.1.2. Learner Talk

The result of this research on learner talk can be summed up as

follows:

1. The students always give response to every questions or

directions from the teacher.

2. The learner’s response can give good contribution in building the

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3. The quantity of learner-response is in proportion of teacher’s

questions. The more the teacher asks questions the more the

learners will responses.

4. The learners seldom initiate to talk during the classroom

interactions.

5. The more the teacher’s initiates the talk the less learners initiate

the interaction.

5.1.3. Advantages and Disadvantages of teacher talk and learner

talk

The result of this research on advantages and disadvantages can

be summed up as follows:

1. Teacher always giving praises in verbally to motivate the learners

be more active in classroom interaction.

2. Teachers figuring out the whole description of teaching learning

process.

3. More active learners is motivated the teacher in improving

capability in organizing and managing the learners.

4. Helping the learners in understanding the lessons.

5. Giving praises in verbally are motivated the learners being more

active in classroom interaction

6. The teacher speaks more than the learners; the teacher mostly used

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7. Interactive communication is motivated learners be active in the

classroom.

8. The proportion of teacher talk is more dominant than the learners.

9. Learner mostly response in Indonesia rather than English.

10.The learners seldom asking question to the teacher.

5.2. Suggestions

In line with conclusions stated above, the following suggestions

are proposed for better teaching and learning in classroom interaction:

1. The first principle, and the most important, to keep in mind is

that the learners want to speak English. The teacher’s role is as

a resource to manage them to speak in classroom interaction.

2. In order to encourage learner initiation, the teacher should give

rewards for them who ask question.

3. Use variety, the lesson should be interesting. Doing the same

thing for too long will be boring for learners.

4. The teacher should be creative. Textbook and lesson plans are

basically just a blue print or a building frame. Applying games

that related to the lesson is suggested.

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