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AN ANALYSIS OF TEACHERS’ TALK IN ENGLISH TEACHING PROCESS AT SMAN 12 ENREKANG
A THESIS
Submitted at the Fulfillment to Accomplish Sarjana Degree at Faculty of Teacher Training and Education
Makassar Muhammadiyah University
NURHAMIMI 10535639215
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR
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UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
SURAT PERNYATAAN
Saya yang bertandatangan di bawahini:
Nama : NURHAMIMI
NIM : 10535 6392 15
Jurusan : Pendidikan Bahasa Inggris
JudulSkripsi : An Analysis of Teachers’ Talk in English Teaching Process at SMAN 12 Enrekang.
Dengan ini menyatakan bahwa skripsi yang saya buat di depan Tim pengujia dalah hasil karya saya sendiri bukan hasil ciptaan orang lain dan dibuatkan oleh siapapun.
Demikianlah pernyataaan ini saya buat dengan sebenar-benarnya dan saya bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, 2020 Yang Membuat Pernyataan
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UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
SURAT PERJANJIAN
Saya yang bertandatangan di bawahini:
Nama : NURHAMIMI
NIM : 10535 6392 15
Jurusan : Pendidikan Bahasa Inggris Fakultas : Keguruan dan Ilmu Pendidikan Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulaidari penyusunan proposal sampai dengan selesainya skripsi saya, saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun.
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi ini.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2 dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, 2020 Yang Membuat Perjanjian
vi MOTTO
“
Boleh jadi kamu membenci sesuatu, padahal ia amat baik bagimu,
dan boleh jadi (pula) kamu menyukai sesuatu, padahal ia amat
buruk bagimu; Allah mengetahui, sedang kamu tidak mengetahui.
Q.S Al-Baqarah 216
DEDICATION
Thanks to Allah SWT, the ruler of heaven and earth and all its
contents. Our messenger, Muhammad SAW who has bring us from
the darkness to the brightness. For all the achievement that I have
now and specially of this thesis I dedicated for my beloved parents,
my family, my friends and all the people who love and pray for me.
vii
ABSTRACT
Nurhamimi,2020. An Analysis of Teachers‟ Talk in English Teaching Process at SMAN 12 Enrekang (A descriptive research of SMAN 12 Enrekang). Supervised by Syamsiarna Nappu and Amar Ma‟ruf.
The objective of the research was to find out kinds of theachers talk at SMAN 12 EnrekangThis research used qualitative research design.the instrument which was used to collect the data was observation checklist and video recording. The data were collected from two English teachers who is different classes at SMAN 12 Enrekang.
The result of the research showed that there were two kinds of teachers‟ talk used by the Teacher A and Teacher B in learning process There were two kinds of teachers‟ talk that used by the teacher A and Teacher B in teaching process such as instructional talk and management talk.The kinds of management talk used by English teacher A in X MIA, classified into some categories namely:everyday greeting, taking the register, making things clear,checking progress, stopping work, saying good bye, clearing the class.The kinds of Instructional talk used by English teacher B at XII MIA,classified into some categories namely, giving explanation,giving correction, asking question.The kinds of management talk used by English teacher B in XII MIA, classified into some categories namely:everyday greeting, taking the register, saying good bye, clearing the class.The kinds of management talk used by the English teacher A in X MIA classified into same categories namely: giving explanation, giving feedback, asking question, and giving correction.
viii ABSTRAK
Nurhamimi, 2020. Analisis Tututr Guru dalam Proses Pengajaran Bahasa Inggris di SMAN 12 Enrekang (Penelitian deskriptif SMAN 12 Enrekang). Dibimbing oleh Syamsiarna Nappu dan Amar Ma'ruf.
Tujuan dari penelitian ini adalah untuk mengetahui jenis tutur para guru di SMAN 12 Enrekang. Penelitian ini menggunakan desain penelitian kualitatif. Instrumen yang digunakan untuk mengumpulkan data adalah checklist observasi dan rekaman video. Data dikumpulkan dari dua guru bahasa Inggris yang berbeda kelas di SMAN 12 Enrekang.
Hasil penelitian menunjukkan bahwa ada dua jenis ceramah guru yang digunakan oleh Guru A dan Guru B dalam proses pembelajaran. Ada dua jenis ceramah guru yang digunakan oleh guru A dan Guru B dalam proses pengajaran seperti tutur perintah dan tutur menejemen. Jenis tutur manajemen yang digunakan oleh guru bahasa Inggris A di X MIA, diklasifikasikan ke dalam beberapa kategori yaitu: salam sehari-hari, mengisi daftar hadir, memperjelas hal-hal, memeriksa kemajuan, menghentikan pekerjaan, mengucapkan selamat tinggal, menyelesaikan kelas. jenis tutur perintah yang digunakan oleh guru bahasa Inggris B di XII MIA, diklasifikasikan ke dalam beberapa kategori yaitu, memberikan penjelasan, memberikan koreksi, mengajukan pertanyaan, mengisi daftar hadir, mengucapkan selamat tinggal, membereskan kelas. Jenis tutur manajemen yang digunakan oleh guru bahasa Inggris A di X MIA diklasifikasikan ke dalam kategori yang sama yaitu: memberikan penjelasan, memberi umpan balik, mengajukan pertanyaan, dan memberikan koreksi.
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LIST OF CONTENT
Pages
COVER ... i
APPROVAL SHEET ... ii
COUNSELLING SHEET ... iii
SURAT PERNYATAAN ... iv SURAT PERJANJIAN ... vi MOTTO ... vii ABSTRACT ... viii ABSTRAK ... ix ACKNOWLEDGEMENT ... x LIST OF CONTENT ... xi
LIST OF APPENDICES... xii
CHAPTER I INTRODUCTION ... 1
A. Background ... 1
B. Problem of Statement ... 3
C. Objective of the Research ... 3
D. Significant of the Research ... 4
E. Scope of the Research ... 4
CHAPTER II REVIEW OF RELATED LITERATURE ... 5
A. Previous Research Findings ... 5
x CHAPTER III
RESEARCH METHOD ... 22
A. Research Design ... 22
B. Research variable ... 22
C. participant of The Research ... 23
D. Procedure of Collecting data ... 23
E.Technique of Data Analysis... 24
CHAPTER IV A. Research Findings ... 25 B. Discuccion ... 35 CHAPTER V A. Conclusion... 38 B. Suggestion ... 38 BIBLIOGRAPHY ... 41 APPENDICES ... 52 CURRICULUM VITAE ... 52
xi
ACKNOWLEDGEMENTS
In the name of Allah, Most Gracious, Most Merciful
Alhamdulillah, the researcher expressed thank you very much for the
gratitude Allah SWT for blessing and mercy on the writer during the process until
the finished writing this thesis. Shalawat and salam are addressed to the final
chosen religious messenger, the Prophet Muhammad SAW, who has bring us
from the darkness to the brightness.
In writing this thesis the researher found many difficulties, so the researher
realized that the thesis has a lot of mistakes and weakness. In order to become
perfect, the researcher needs correction and suggestion. The researcher would like
to say thank you so much for the people who gave spirit, advice, suggestion, and
helping to write as follows:
1. The researcher highest appreciation and deepest thankful to my beloved
parents, Alimuddin and Hasnah who always be my best parents. And all
of my family for their attention, support and theirlove.
2. The researcher highest appreciation for the Rector of Makassar
Muhammadiyah University, Prof. Dr H. Abd. Rahman Rahim, SE., MM.
3. The researcher highest appreciation and deepest thankful are due to Dr.
Syamsiarna Nappu,M.Pd., as my first consultant and Amar Ma‟ruf,
S.Pd., M.Hum., Ph.D. as my second consultant who had guided me very
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4. My highest appreciation also is due to UmmiKhaeratiSyam, S.Pd.,M.Pd
as the Head of English Department.
5. My deeply and most great full to Erwin Akib, M.Pd., Ph.D as the Dean
of FKIP Muhammadiyah University of Makassar.
6. The next gratitude also goes to all my family from Alisna big fams
(Linda, Ronal, jumi, Malik, Jannah, Ima and Hamdi) and My cousin
Sarinah Buhari always support my research especially for E class
(Edelweiss Class) in 2015 that cannot mention one by one.
7. The last thankful the researcher present to all of members of Anak kos
Dillah Alauddin 3.Thank you so bad for an amazing experiences,
knowledges, and a great moments in my life. I love you more than 3000.
The words were not enough to say many appreciation for their help and
contribution in finishing this thesis. May Allah SWT guides and give them the
happiness throughout your life. Finally the researcher realizes that this “thesis”
was far from being perfect. So, it was a pleasure for him to accept constructive
critiques and suggestions for improving this thesis.
May Allah, The Almighty, bless them all.
Makassar, January 2020
1 CHAPTER I INTRODUCTION A. Background of the research
English is one of international languages, it has important role in the
world. Most of people use English to communicate with other people from others
countris. Science, technology, art and culture devolopment also cannot be
sepparated to the role of the language, for those reason English has been thought
at every level of education in Indonesia as a foreign language (Ramelan, 1992).
Language is built by some skills, there are listening, speaking, reading, and
writing. All of te language skills, each other, listening for detail, speaking to
making interaction, reading for general understanding, writing to make a note.
In education system, improving language needs teaching and learning
process. The result to teaching is affected by some factors, such a learners, the
teacher, time alotment, material, the use visual aid, methodology, teaching
material and interaction between the teacher and student in the classroom
(Harmer, 2001). The interaction between the teacher and student in the classrom
becomes an esential part of teaching learning process.
Interaction is key of in teaching language for communication classroom
interaction describes the from and the content of behaivor or social interaction in
the classroom. Interaction in classrom which aims at teaching the target language,
including in speaking class, come variuosly.
Educator and teacher practuculary nglish not giving attention to the
teaching. It is suggested that interaction adjustment were made by teacher to make
comperhension checks, repetition of student stetments, and use of mother tongue.
Among a number of profesionals in the fields of second language
acquestion, there appears to be an increasing conviction that teacher talk is
neccassary as facilitations in the English teaching process. In the recent years, many researchers are only focus on the teacher‟s techniques on teaching trough many kinds of methods, somehow teachers‟ language is much more important to be focus on, but it is rarely found. Teacher‟s language has become an important issue to investigate and discuss. Chaudron (1988) says the teacher talk is one of
major issues in second language classroom research. This is quite true with which many of the classroom language research deal with teacher‟s language (Ellis, 1990; in Allwright and Bailay, 1991).
Based on the explanation above, the researcher chooses SMAN 12
Enrekang because the teachers here used teacher talk. So, the reseacher can
analyze teacher talk that use by English Teachers in SMAN 12 Enrekang.
Concering to the facts identification previously, the researcher is interested in
conducting a research under the title “ An Analysis of Teachers‟ Talk in English
Teaching process at SMAN 12 Enrekang (A Descriptive Research at SMAN 12
Enrekang)”
B. Problem statement
The problem that investigated in this research was formulated as follow: “ What kinds of teachers‟ talk used in English teaching process at SMAN 12 Enrekang ?”
C. Objective the research
The objective of this research was to find out:
“The kinds of teachers‟ talk used in English teaching process at SMAN 12 Enrekang.”
D. Significance of the research
Theoritically, the result of this research was expected to provided adequate information about the teachers‟ talk used by English teachers in SMAN 12 Enrekang. This research was also expected to give a clear reference for English teachers about the use of teachers‟ talk inside the classroom. It may serve as a reflection for English teachers to enhance their teaching experiences for the
purpose of maintaining the quality of English language teaching inside the
classroom. The results also give more information about the kinds of activities
that used teacher talk in English teaching process.
Practically, the result of this research was expected to serve as references
that are useful and benefical for next researcher in conducting furthere research
about this study.
E. Scope of the research
The scope of the research was to analyze the kinds of the teachers‟ talk
that the English teachers used in English teaching and learning process at SMAN 12 Enrekang. These kinds‟ reveals kinds of instructional talk and kinds of management talk in the use of teachers‟ talk in the classroom.
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter deals with some previous related findings consisting of theories
and concepts related to this research, partinent ideas mainly focuses on teacher
talk and English teaching process, resume and conseptual framework.
A. Some Previous Related Findings
In order to make the teaching and learning process more effective, many
researchers have been analyzed. The related research has been analyzed and
oserved by the researcher. Some of related researches are mention below:
Rasyid,(2015) on they research entitle “Teachers‟ Instructional and
Management Talk in English Foreign Language Classroom” this study was
conducted to find out the contexts and frequency of instructional and management
talks use and the frequency of native and target language use for instructional and
management talks. The subjects of this study were four Indonesian English
teachers. The data was collected by observation. The finding showed that teachers
use instructional talk in 5 contexts and management talk in 15 contexts. Teachers
talk more for management talk than instructional talk. Teachers used target
language more for management talk than for instructional talk.
Nurpahmi, et al. (2017) on their research entitle “Teacher Talk in Classroom
Interaction” this article explains about the types of teachers‟ talk in classroom
interaction. This research was case study. In this research, the writer applied
Descriptive Research Design which applied observation method. It aimed to gain
the data that were observed during Teaching and learning process. The data were
The source of data was the lecturer of ICP FMIPA UNM Makassar. The
instrument of this study was observation where the writer used video cam to
record and shoot the speech of the lecturer and also transcribing it. This research
instrument was applied to acquire the data about teacher talk and speech act used
by the lecturer at ICP FMIPA UNM Makassar. The result of the research shows that there are some types of teachers‟ talk performed by the lecturer during classroom interaction, they are greeting student, reviewing the previous material,
introducing the new material, giving direction and instruction, encouraging and
motivating, giving advice and closing the class.
Ade Nurul Aulia (2018) on her research “An Analysis of Teacher Talk use by
the Teacher at SMAN YAPIP Sungguhminasa” this study was conducted kinds of
teachers‟ talk used by the teacher in English teaching process this study use qualitative research by observation and video recording, the result of the research
show instructional talk and management talk. Teacher A XI the types is giving
explanation, giving correction,giving direction.
All of the previous researchers have similarity in this study that was the use of
teachers talk as the main focus on the research. However, all of the previous
research and this study have some differencess, those where the setting. The
previous research analyzed the kind of teacher talk features, categories of teacher
talk, and investigated ways of the teacher talk. Besides, the researcher investigated he kinds of teachers‟ talk in English teaching process.
B. Some Partinent Ideas
1. Theory of teaching and lerning
Teaching-Learning of English The term “teaching-learning” rests on two words, “teaching”, and “learning”. These words are interconnected to each other and they are involved with human beings. According to Richard and Lockhart
(1994: 29), teaching is a complex process which can be conceptualized in a
number of different ways. Brown (1987: 6) says that teaching can be defined as
showing or helping someone to learn how to do something, giving knowledge,
and causing to know or understand. Kimble and Garmezy in Brown (2000: 7)
insist that learning is a relatively permanent change in a behavioral tendency and
is the result of reinforced practice. In order to be easier to understand, this
definition is then clarified by Brown (2000: 7) into following issues :
a. Learning is acquisition or „getting‟
b. Learning is retention of information or skill
c. Retention applies storage system, memory cognitive organization
d. Learning involves active, conscious focus on and acting upon events outside
or inside the organism
e. Learning is relatively permanent but subject to forgetting
f. Learning involves some form of practice, perhaps reinforced practice
g. Learning is a change in behavior.The teaching and learning are two
inseparable things. Therefore, in the English teaching learning process there
should be a good relationship between the teacher and the students; both
Teaching and learning process is an activity involving teachers and pupils
in learning activity. Teaching learning process is difined as instructional process
trought the organazition and direct instruction of the teaher,learners and material
in the classroom (Richard and Rodgers, 13 1998:22). So the teaching learning is
an activity involving teachers and pupils who aim to understand the English
language material including four skills then practice it and develop it.
Based on Crawford (2005: 10) teaching is more than a set of methods.
Teaching means addressing a set of objectives, for particular group of students, at
a certain point in the school year, with certain resources, within particular time
frame, in a particular school and community setting. It means finding a
balancebetween direct instructions and orchestrating the activities of individuals
and groups of students. Itmeans developing students‟ skills and strategies for
learning, at the same time they learn the content of the curriculum. 11 12
According to Stren in Johnson (1991: 10) English language teaching is defined
broadly as creating situation that promote second language and learning. It
involves organizing learning environment, language use and language learning
activities that are intended to facilited students language development.
2. Theory of Teacher Talk
Nunan (1992; 189) states teacher talk is of crucial importance, not only the
organization of the classroom but also for the processes of acquisition.even
though the student in this setting do not have the similar exposure of the
languages they follows second language setting, some achievement are similar,
English the motives behind the teacher talk is to make the interaction in class
comprehensible.
Xiaou-yan (2006) express to opinions about teacher talk.The first is that
we can see that one variation of language can be said to be special if the teacher
talk is used in the English class, so that the teacher can have its own distinctive
characteristics that are different from the others, because of the limititation of
physical arrangement. The second we can see that the teacher talk is a
communicative activity that aims to to communicate with students and can develop students‟ abilities in foreign languanges.
Dong-lin (2018) defines teacher talk as a special variety or register of
language especially marked by a special set of vocabulary associated with a
profession or occupation.it is the oral from of teacher talk instead of written from
that is under the investigation. Teacher talk is used in class when teachers are
teaching students linguistic knowledge, cultivating their intellectual ability and
managing classroom activities. The other statement about teacher talk comes from Osborne‟s (1999:10) teacher talk is defines as speech used by teacher that is characteristically modified in four area: phonology, lexis (consisting of
morphology and vocabulary), syntax, and discourse.
Krashen in Zaidah (2014:10) defines that teacher is foreigner talk in the
classroom, the language of classroom management and explanantion, when it is in
the second language. He explains that the interlanguage talk as a simple code and
one of them is that they get their second language from what their teacher says. In
this case the teacher probably will not talk often. however, teachers can find other
This method is believed to be very useful in helping them to understand. In
addition to experiencing the changes in linguistics, they can also increase their
knowledge of the world. So, as more teachers explain using their second
language, this will help the students in increasing their knowledge of English.
Nunan (1991) state the teacher talk in second language teaching is a direct
input that the students can competence. This can achieved if the teacher talk has
two following characteristic: Clear
Teacher talk is says to be clear if the students do not find any difficulties
to understand it. It should be simple language and should not contain
ambiguity.
Effective Efficient
Teacher talk is says to be effective and efficient if the students can use it
actively, fluently and correctly after listening to it. Appropriate
Teacher talk is says to be appropriate if it is used according to the desired
situation and condition.
The kind of the language used by the teacher for instruction in the
classroom is known as teacher talk. For this term, Longman Dictionaryof
Language Teaching and Aapplied Linguistics, define it as “ that variety of
language sometimes used by the teacher when they are in the process of teahing,
in trying communicate wth learners, teacher o learner simplfy their speech, giving
it many of the characteristic of foreigner talk an other simplified styls of speech addressed to language learners” (Richards, 1992:471).
Ellis (2003) has formulated his own view about teacher talk: “Teacher talk is the special language that teacher use when addressing L2 learners in the classroom.
Studies of teacher talk can be divided into those that investigate the type of
language that teachers use in language classrooms and those that investigate in the
type of language they use in subject lessons. Teacher talk is used in class when
teachers are conducting instructions, cultivating their intellectual ability and
managing classroom activities (Qican, 1999) cited from Yan.
Teachers adopt the target language to promote their communication with
learners. In this way, learners practice the language by responding to what
theirteacher says. Besides, teachers use the language to encourage the
communication between learners and themselves. Therefore we can say teacher
talk is a kind of communication-based or interaction-based talk.
Allwright and Bailey claim that “ talk is one of the major ways that techers convey information to learners‟ and it is also “ one of th primary means of controling learner behaivor ” ( 1991, 139 ). Teacher talk also determines the succes or the failure of teaching and learning activity, so teachers have to adopt
the level of the language they use when talking to the student.
The definition Gos with Ellis‟ (1994: 26) define to teacher talk as the
porocess trought the teacher address classroom language learners. They make
adjustments to both language from on language function in oder tofacilitate
communication. The adjustments are referred to ask teacher talk.
Marzano (2010:1) states that teacher talk is a common language provides a
framework for a way to talk about instruction that is shared by everyone in a
feedback, collect and act upon data to monitor growth regarding thereasoned of
the stategies identified in the framework, and ajust proffesional development
needs againt the framework.
In addition, Cook (1991) assumed that teacher supplies more speech rather
than student in the classroom interaction. It is obsviously reasoable since the
teaching under the teacher overall guidance takes, not surpisingly,70persen
of the utterances in most classroom. This can be clearly ilustrared in he
following three main parts of the exchange of turn in classroom interaction :
1. Initiation, the teacher takes the intiative by requaring something of the
student trough a question. The move starts of the exchange, the teacher
acts as a leader.
2. Respond, the student answer the question whatever is required, so the move responds to teacher‟s initiation, the student acts a leader.
3. Feedback, the teaher does not directly take another intiation, but she or he gives feeback to the student‟s response, and feedback to the student‟s response wether it is acceptable or not.
The three srutures of inition, response, and feedback are very frequent to take
place in teaching which means that teacher talk is assumed to be highly contrubutive to students‟ foreign language competence and performance development.
Based on the concepts and the characteristics mentioned above, it can be said
that teacher talk the language produced by teachers addresse to the students in
classroom interaction and it is one of the important aspects in the teaching and
3. The Kinds of Management Talk
Language functions in term of instructional talk and management talk relate to teachers‟ role in the classroom as a teacher and a maneger (Brown, 2011). Instructional skills relates to teacher‟s explanantion about the subject matter the students, questions and respondses to students‟ questions and answers;
while management skill relates to giving effective direction and controlling students‟ discipline and behavior such as presence, reprimend, reward, encouraging and facilitating interaction.
Doff in Muhayyang (2010:31) devides two types of teacher talk,
instructional and management, instructional is employed to present the lesson or
language content. Instructional talk devided into 5 parts such as giving
explanation, giving direction, giving correction, asking question, and question.
Management talk is used to manage classroom activities. Management talk
divided into 20 parts such as entering the classroom, everyday greetings, meeting
a new class, talking the register, dealing with lateness, getting down to work,
starting something new, making things clear, sequencing activities,checking
progress, giving/taking turn, control and discipline,stopping,ending the class,
checking the time,setting homework,stopping work,making announcement,saying
goodbye, and clearing the classroom.
The management talk deals with the enforcement of classroom activities, such as entering the class, greeting students, arranging the students‟ seats, calling the rolls or checking the students‟ presence, dealing with lateness, starting something new, telling the objectives, checking the progress, stopping work,
transactional expressions that are used to manage the interaction in the class from
the very beginning to the very end of the class session (Rasyid, 2012: 1).
Doff (1993) in Rasyid (2012:14) divides classroom management talks into
fifteen language functions as follows: (1) Greeting, (2) Instruction, (3) Asking for
information, (4)Talk/chatting to students, (5)Checking attendance, (6)
Grouping/telling students where to sit, (7) Encouraging, (8) Giving turn,
(9)Thanking, (10) Apologizing, (11) Advising, (12) Acknowledging, (13) Asking
to do something, (14) Marker, and (15) Ending lesson/topic.
Then, Rasyid (2012:18-19) exposes some typical phases of classroom
activities (activitybased) that can be managed as the management talk are: (a)
Starting or beginning the lesson that can cover the activities as follows: (1)
Entering the classroom, (2) Everyday greeting, (3) Meeting a new class, (4)Taking
the Register, (5) Being late and dealing with the lateness, and (6) Getting down to
start; (b) Running the class which covers the activities as follows: (1) Beginning
with revision, (2) Starting something new, (3) Telling the objectives, (4) Making things clear/Checking students‟ understanding, (5) Sequencing activities, (6) Checking progress, and (7) Taking Turns; (c) Ending or closing the lesson which
consists of some stages f language function as follows: (1) Checking the time, (2)
Setting taking home assignment, (3) Stopping work, (4) Making announcement,
(5) Ending the lesson, (6) Saying good bye, and (7) Clearing the class.
It can be concluded that Management talk is the utterances or transactional
expressions that are used to manage the classroom interaction between teacher and
pupils in the class from the very beginning to the very end of the class session.
begining the class namely entering the classoom, everyday greeting,
meeting new class, takig the register, being late and dealing with lateness, gettin
down to start.
b. running the class
Running the class There are seven classroom activities in this phase,
namely beginning with revision, starting something new, telling the objectives,
making things clear/checking students‟ understanding, sequencing activities,
checking progress, taking turns.
c. Ending/ closing
This phase covers seven classroom activities, namely checking the time,
setting taking home assignment, stopping work, making announcement, ending
the lesson, saying good bye, clearing the class.
Teacher Talk as the time when the teacher is speaking. The kind of
language used by the teacher for manage in the classroom is known as teacher
talk. It is used to manage classroom activities. In manage the classroom activities;
the teacher needs to use language that understandable for students in order to get
the learning goals. The way teacher talk can affects students attitude in learning
4. Instructional Talk
The types of teacher talk which can be found in the classroom in context
of the teaching and learning, according to Nunan (1995: 189) are divided into
some areas covering explanation, questions, feedback and correction.
a. Giving explanation
Explanatin is a componentof teacher talk in which teachers introduce
information or new concepts to students. Nunan (1989: 27) says that the main
function of teacher talk is to provide explanation. Providing explanation is one of
the mainly pedagogic functions of teacher talk. During the classroom interaction,
teacher need to explain the lesson to have students understand the learning
material. They try to explain as clearly as possible so that the input that they
expose will be as much as possible taken by the students.
It is important for the teacher to speak effectively in eplaining the lesson
since the main purpose of theexplanation is to make student understand on what
the teaacher explanations. According to Wragg and Brown (1996) that an
explanation should help others to understand concept, cause-effects, procedures,
purposes, relationship, and process.
Giving explanation was giving detail information about teaching materials such as Who did…? What is…? When does…? Where is…? How does…? Why is…? (Brown, 1979). The untterances of giving detail information were shown below:
1. Aliyah is introduced hero (Who)
2. Everybody, Everyone, ladies and gentleman,is used to greet to others
3. They are used to greet others when you meet to one or many people,
(When).
4. They are used in meeting. (Where).
b. Asking question
Asking question is crucial component for devoloping interactive language
in teaching and learning process question need to distributed across participants in a way which allows for collaborative exploration of idea. Teachers‟, questions have been the focus of research attention it both content classroom and language
classroom for many years (Gerot as cited in Nunan 1999: 192). Most of the
findings show that teacher ask many question during the classroom interaction.
This indicates that a teacher should have a good skill of questioning to get more benefits as to give chance for the students speaking in English and check students‟ understanding on the lesson.
Some researchers also show that certain types of questioning behaivor
persisted over many years. Borg et. al., (1970) in Nunan (1999: 192) point of the
factual questions to determine wether or not students know basic information are
more frequent than higer-order questions which encourage students to reflect on
their knowledge, attitudes and beliefs, or which requeire them to follow trought
and justify a particular line of reasoning.
In relation to the question ask by teachers in the classroom ask by teachers
in the classroom, there are five kinds of questions that are frequently ask as their
purposes, namely, display question, clarification cheek, Gebhard (2000).
Display question in which the teacher already knows the answer and wants
related to narrative text many include : who is the participant in the story?, where
did the story take place?, other examples : when a teacher stand in of a student and ask, “what time is it?” the teacher asking the students to show their the knowledge on telling the time. Like wise, if the teacher asks, “what color is it?”
the teacher wants to see if the students know the English for the color.
Referential question is a question in which the teacher does not know the answer. For example, when a teacher stand in of a student and ask, “what yours favorite sport?” the teacher really does not know what is the favorite sport of the
student.
Coomperhension check is a question that a teacher uses to know wether a
student understands. The questions is a pose to ensure that a student follows what
is being explained. The general question for checking understanding is “do you understand?”.
Confirmation question is a type of question which is meant to verify what was said for example, “you said you got at five o‟clock?”.
Clarification check is a question to further define or clarify. For example, “did you say you want to write the answer on the board?”.
On the five question types, it has been observe that, in contast with
interaction is characteristic by the use of display uestion to the almost total
exlusion or referential questions. For example, Long and Sato (in Nunan,
1993.29) compare the types ofquestions asking by the teachers in class with
second-language speakers in non-classroom contexts, while is class the opposite
Asking question was used to check students‟ comprehension toward
teaching materials.
1. Who has not understanding?
2. Are you ready?
3. Is it finish?
4. What happen?
5. Where is your work?
6. Where is your book?
7. Where is (Ilyas)?
8. Anymore?
9. Where is your seat?
10. What group you are?
11. Where is your homework?
c. Giving corrections
According advanced Learner‟s Dictionary, correction is a change made to something in order to correct or imroved it. Futhemore, harmer (1981: 61) stated
the correction is indicating to the students that something is wrong or indicating to
the students that an error has been made and to give the students a change to
(know how to) get the new language.
Normally student will make mistakes in the process of learning and it is
vital part of the teacher‟s role to point out students‟ mistakes and provide
correction. In correcton, some spesific information is provided on aspects of the learners‟, performance, trough explanation, or previous of better or other
alternatives, or trough explanation, or provision of better or other alternativies, or
trough elicitation of these from the students (Brown, 2000: 205).
The question is now how to correction is expressing? According to Krashen‟s hypotheses that eror correction will work effectively if it is done according to the principles below :
Second language theory implies that when the goal is learning, error
should indeed be correct but not all times, and not all rules, even the goal is
learning. The theory maintains however, that error correction is not of use
acquisition occurs, according to the input for its meaning, not when they produce
output and focus on form.
The implications of second language acquestion theory are similar. If error
corection aims at leaning, it is logical to suppose tht the condition for error
corrections should be identical to the conditions for untilizing learning. We should
focus our student on form, and correct their errors, only when they have time and
such diversion of attention does not interfere with communication.
We should correct global error, error tat interfer with communication or
impede intelligility of a massage. Error that are the most stigmataze, that cause the
most unfavorale reactions, are the most important to correct. Error that occur most
frequently should be given t priority.
Second language acquisition theory predicts that error corroections will
show positive result only if the following condition aremeet : error correct are
limite to learnable and fortable, error are correct under condition that allow
monitor use. This will give the learner time to reconsider the rule that was
condition that allow monitor use, the allow the learner time to refer to his or her
consious knowledge, subject are “monitor user” example, they are not under users
of the monitor.
Furthemore, Ur (1991: 248) points out teacher should go for encouraging,
tactfull correction. The atudent has reliable intuitive knowladge about what kind
of correction helps most, that is student preferences do it in an insensitive way, the
student will feel upset and lose their confidance. In oder to the decide what kind
correction teachers think is bes and usefull for students, a good deal of sensitivy is
need. Therefore, teachers have to define what type of correction is suitable for
learning purposes.
According to the Hendrickson in Haryanto (1990) in Rahma (1995) that
there are two types of bassic correction, namely, dirrect correction and indirect
correction. Direct correction refers to the strategy, where by the teacher indicate
the location of errors using symbols or codes and provide the correct forms, on the other hand indirect correction refers to the strategy of treating student‟s error where by the location of errors are indicated by a variety of symbol or codes,
teachers do not provide the correct answer.
Generally the teachers always adopt the following techniques to correct students‟ errors (Ur, 1991 :249), the teachers does not react at all, the teacher indicates there is a mistakes, but does not provide any furthere informations about
what is wrong, the teacher says what was wrong and provides a model of the
acceptable version. That is explicit correction, the teacher indicates something
was wrong, elicits acceptable version from another member of the class, the
version, the teacher provides or elicits an explanantion of why to mistake, was
made and how to ovoid it.
d. giving feedback
Feedback is often uses to response to what a students has a performance
during the teaching and learning process. There are some ways in which feedback
can be classfications, but one of the most frequent and simplest distinctions is
beetween positive and negative feedback. For many years, behaivorist-inspired
research has found that positive feedback is much more effective than negative
feedback in changing tudent behaivor. Positive feedback has two principle
functions: to let students know that they have perfome correctly, and two icrreas
motivation trought praise (Nunan, 1999).
Furthermore, Ricards and Lockhart (1996:m 187) state that in language classroom, feedback on student‟s spoken language may be a response either to the content of what a student has produce or the from of on utterance. The provide
some strategies of giving feedback on content and feedback on from as follows:
the strategies to give feedback on content are, (1) acknowledging the correct answer by saying for the example, „Good‟, „Alright‟, (2) indicating an incorect answer by saying for example, „No, thats not quite right‟. (3) praising or giving complement for correct nswer by saying for example, „yes, an exelent answer‟. (4) expending or modifying a student‟s answer, the teacher can provide more information. (5) repiating, the teacher can repeat the same answer, (6) summarizing, the teacher can summarize the student‟s answer, (7) critizing, the teacher can critize the student‟s answer.
The following are some strategies to give feedback, on form (1) asking the
students to repeat what he/she said, (2) pointing out the error and asking the
student to self-correct, (3) commenting on an eror and explaining why it is wrong,
without having the students repeat the correct form, (4) asking another student to
correct the error form, (5) using a gesture to indicate than an error has been made.
In this functional analysis feedback, Boropy (1981), citied in (1999)
provides 12 guidelines for effective praises, namely, (1) it is delived contingenly,
(2) it spesifies the particulars of accomplishment, (3) it shows spontaneously,
variety, and other signs of credibility, suggest clear attention to the student‟s
accomplishment, (4) it rewards atainment of specified performance criteria, (5) it
provides information to students about their competence or the value of their
accomplishments, (6) it orients students toword better appretiation of their own
task related behaivor and thinking about problem solving, (7) it uses students own
prior accomplishments as the context for describing present accomplishment, (8)
it attributes to effortand ability, implying that similar succes can be expect in the
fiture, (9) it is fosters indigenous attribition (student believe that they expen effort
on the task because they enjoy the task/or want to develop task-relevant skills),
(10) it is foster appreciation of desirable atribution about, task-relevant behaivor
a. The Kinds Of Management Talk Conceptual Framework
The conseptual framework underlying is research in the following
diagram:
d. 1111
Figure 2.1 Conceptual framework
The conceptual framework will show the situation of English teaching
process. English language teaching for English as foreign language students in
process teacher talk usually combined between English and native language to English Teaching process
Instructional talk
Teacher talk
Management talk
1.Begining the class 2.Running the class 3.Ending/closing the class 1.Giving explanation 2.Giving question 3.Giving feedback 4.Giving correction. 4
make English teaching process more comperhensible, teacher talk also usually
used to do some activities in the classroom. Based on the conceptual framework
above, the researcher will analyzed management talk that teachers use in teaching
process.
This research investigated the kinds of teacher talk in English teaching
process. The researcher focudsed his study on the kinds of teacher talk covering
CHAPTER III RESEARCH METHOD
This chapter consists of method of the research, variable and research
design, population and sample, instrument of the rsearch, procedure of collecting
data and technique of data analysis.
A.Research Design
This researh used descriptive Qualitative Method. To give description
obout the use of teacher talk in teaching process. Observed its kinds of the teacher
talk used by the teacher in the classroom.
B.Variable of the research
This research has one variable, which was the instructional and
management talk used by the teachers in the classroom.
C. Participants
The participants of this research were two English teachers in SMAN 12
Enrekang who teach in different classes. The first participant was RS S,Pd. 27
years old, upgraduate Muhammadiyah University of Makassar, English education
Departement, English Education Department AS Teacher A. Furthemore the next
participant was SGM,Pd. 57 years old, undergraduate degree from IKIP Ujung
Pandang, English education Departement as Teacher B.
D. Instrument of the research
The instruments of the research were observation checlist and recorder. It
was intended to know the kinds of activities in teaching and learning English at
sructure of classroom discourse (Mehan, 1979; sinclair & Brazil, 1982) cited in
Yanfen and Yuqin (2010).
This research employed two kinds instruments, namely observation
checklist and video recording aimed to gain the data factually based on the
observation checklist by looking at classroom situation, the researcher gave code
to the observation checklist to obtain that teacher used management talk and
instructional talk in theclassroom. video recording supported the data from
checklist recording furthered instrument in this research, it aimed to record all the
classroom activities and teachers talk used in the classroom, furhemore recording
helped the researcher to avoid mistakes in taking the data.
E. Procedure of collecting data
In collecting data, observation of the classroom conducted in naturalistic
setting. The researcher came into the class where the teaching and learning
process of English subject take place. The researcher observed the whole session
of the lesson to English teachers. Using vedeo record how and for what purpose
these teachers used instructional talk and management talk in their teaching
process.
The researcher fills out the observation checlist about the teacher activities
use of language instructional talk and management talk in English classroom.The
researcher went into one time meeting for each teacher.
F. Data Analysis
To analyze the data, the researcher employed the following steps:
1. The first step in analyzed the data, the researcher listen to the record for many
about all the field notes then put the code on the kinds of management talk and
instructional talk used by the teacher that occurred in the teaching process to
manage the data.
2.The second step, after transcribing in form of written language, this data sources
will be analyzed and identified based on that the management and instructional
used by the teachers use in the teaching process that could be form the result of
observation and video record.
3. The next step is classification of the data. the researcher classified the data
according to the kinds of management talk and instructional talk used by the
CHAPTER IV
FINDINGS AND DISCUSSION
The chapter presents and discusses the findings of the research based on the
data obtained from the teachers in teaching process trough obsevation checlist and
video recording. Based on the obsevation, researcher could present sevent extract
that can be analyzed.
A. Research Findings
The findings consist of the dada obtained through classroom observation
checklist and transcript of the video recording. The findings explained the kinds of teachers‟ talk in English teaching process at SMAN 12 Enrekang.
1. Kinds of Teachers’ Talk a. Instructional talk 1. Giving explanation
Giving explanation was giving detail information about teaching
materials when the learning process.
Extract 1(Teacher A):
Teacher : Jadi hari ni yang kita pelajari adalah pengumman bahasa Inggris
dari pengumuman adalah announcement. (write the material about
announcement).Pengumuman adalah penyampaian imbauan,
untuk memberikan informasi, ada beberapa cara untuk
menympaikan informasi yaitu, secara tertulis dan secara lisan
bahasa inggrisnya written and spoken. Jadi, pengumuman adalah
In extract 1, which is taken from first observation, the teacher explained the material about announcement by saying “Pengumuman adalah”. The expression was classified as giving explanation.
Extract 2 (teacher B):
Teacher : ya benar itu bagian bagiannnya nanti kita jelaskan lebih detail,
sebelum di jelaskan saya tulis dulu structure surat di papan tulis!
Jangan ribut dan tetap tenang.
Student : yes sir!
Teacher : okey student, perhatikan parts of English letter jadi di sni ada beberapa
bagian surat atau dalam bahasa Inggris purpose of letter, okey student
yang pertama adalah the letter head ada yang tau apa itu the leeter
head?
Student : kepala surat.
Teacher : ya benar, kepala surat setelah kepala surat yaitu the date line yang
menunjukan waktu dan tanggal.
Based on the exstract the kind teacher‟ talk the teacher‟ performed are giving explanation the lesson, giving material about the parts of Englis letter.
2. Giving feedback
Giving Feedback is often uses to response to what a students has a
performance during the teaching and learning process
Extract 3 (Teacher A):
Teacher : Good, okey benar,so what about te picture this one, ada yang
pernah liat?
Student : toa mom..!
Teacher : iya benar toa, kalau bahasa Inggrisya speaker atau amplifire.
Okey semuaya ikuti saya! „‟Emplifire‟‟.
The extract show discussion between the teacher and the students about the picture, the centences in the extract like “Good” and “Iya benar” the teacher giving feedback acknowledging for students the correct answer.
3. Asking question
Asking question was distinguished not only by the exmalation mark but
also when teacher was waiting for students‟ response which indicated the teacher
giving a question.
Extract: 4 (teacher A):
Teacher : nah..! sekarang, question number one, perhatikan teksnya!
What does the teks talk about? Aulia..! its about? Student : its about the celebrate of anniversary school.
Teacher : the second question is, what is the fungtion about the text?
Silahkan groupnya Siska! Fungsi dari teks adalah?
Student : supaya semua siswa berpartisipasi dalam, in competition singing
and decoration room.
In extract 4, which is taken from the first observation, he teacher gives
the assignments the group does after that the teacher and students discuss about
the group assignments whose material is announced after that the teacher asks the
about?”, “its about?”,“what is the fungtion about the text?”, and“Fungsi dari teks adalah?” the question supported classroom interaction and routines that was differentthose concerning the content of teaching.
Extract 5(teacher B):
Teacher : kalau malam jangan begadang makannya di sekolah mengantuk dan
tidak bisa menerima pembelajaran! Okey student jadi sampai di sini
sudah paham apa itu English letter? Sutudent : yess sir!
Teacher : jadi itu tadi gambaran sedikit tentang English letter jadi sekarang kita
pindah di bagian bagian surat atau purpose of English letter ada
beberapa bagian bagian surat, ada yang tau tau apa saja bagiannya? Student : pembuka, isi dan penutup.
Based from the exstract the kinds teacher‟ talk the teacher performed asking question for students.
3. giving correction
Giving correction was giving clarification whether the students‟ work
was correct or wrong and giving explanation or direction about the mistakes and
how to correct it.
Extract 6 (teacher A):
Teacher : No..! bukan itu. Kalian harus menganalisa kira-kira kalau
pengumuman seperti siapa yang membuat? Yang membuat
comitte, and than pertanyaan selanjutnya next question, how is
the annaouncement for?
Based on the extract the teacher giving correction about the student‟
answer the question about the announcement she saying “No..! bukan itu”.
Extract 7 (teacher B):
Teacher : okey student, perhatikan parts of English letter jadi di sni ada beberapa
bagian surat atau dalam bahasa Inggris purpose of letter, okey student
yang pertama adalah the letter head ada yang tau apa itu the leeter
head?
Student : pembuka surat sir.
Teacher :jawabannya kurang tepat yang benar adalah kepala surat setelah kepala
surat yaitu the date line yang menunjukan waktu dan tanggal.
the annaouncement for?
Based on the extract the teacher giving correction about the student‟ answer the question about the announcement she saying “jawabannya kurang tepat”.
b. Management talk 1. Everyday greeting
In beginning the lesson, the teacher entered in the classroom and saying “everyday greetings” before the teacher started the lesson.
Extract 8 (teacher A):
Teacher : good moorning students how are you today?
Based on the extract teacher A started the class by saying “good moorning”. The expression was classified as everyday greeting. It is the part of the management talk in beginning the lesson.
Extract 9 (teacher B):
Before study students reading Alqur‟An.
Teacher : baik, setelah membaca kitab suci Alqur‟An, silahkan di persiapkan
kelasnya. Good moorning student how are you today?
Student : moorning..! Iam fine, thank you, and you?
Based on the extract teacher A started the class by saying “moorning”. The expression was classified as everyday greeting. It is the part of the
management talk in beginning the lesson.
2. Taking the register
The teacher taking the register to if the whole of class is present or not.
Extract 10 (teacher A):
Teacher : iam very happy because today we are going to learn English
again but before start our lesson listen your name, jadi
sebelum kita belajar di absen dulu. Dengarkan namanya
baik-baik! Aisyah Fitri..!
Based on extract 10 the teacher saying”listen your name” mean that the
teacher want to know who were present or not befor studied.
Extract 11(teacher B):
Teacher: Who is absent today? Ada yang tidak hadir hari ini?
Based on extract 11 the teacher saying” Who is absent today? Ada yang
tidak hadir hari ini?” mean that the teacher want to know who were present or not befor studied.
3. Making things clear
Making things clear was used by the teacher to check sudents‟ understanding or make sure anything was clear.
Extract 12 (teacher A):
Teacher : Itu tadi penjelasannya maka Jadi dapat di simpulkan fungsi dari
descriptive text itu adalah menggambarkan, mendiskripsikan objek
tertentu seperti tmpt, benda atau orang, fungsinya agar pembaca
dapat menggambarkan atau membayangkan wujud dari benda
atau tempat dari benda yang di deskripsikan.
Based on extract 12 the teacher performed the expression “Itu tadi
penjelasannya maka Jadi dapat di simpulkan”, the teachers want to giving students making clear.
3. Checking progress
Checking progresswas used by the teacher to know the progress that the students found.
Extract 13 (teacher A):
Teacher : okey, sekarang sebelum kita masuk pembelajaran do you
remember? siapa yang masi ingat apa yang kita pelajari di
pembelajaran sebelumnya? Ada yang tau? Ada yang masi
ingat? Its about? De..descriptive text, what is descriptive text?, Aisyah fitri! what is descriptive text?.
Student : Is text about definition and description something.
The extract 13 shows that teacher A wanted to know the progress that the students found.The expression “Ada yang tau? Ada yang masi ingat? Its about?” means the teacher check the progress.
4. Stopping work
Stopping work was used by the teacher to stop the lesson because the time is over.
Extract 14 (teacher A):
Teacher : waktunya sudah habis..!nah!karena waktunya sudah habis
maka kita akan bahas! sekarang, question number one,
perhatikan teksnya! What does the teks talk about? Aulia..! its
about?
Extract 14 was stopping work used by the teacher by saying “waktunya
sudah habis..! to stop the learning processed because the time was over. 5. Saying good bye
Saying goodbye was used by the teacher when time was over and wanted
to end the lesson.
Extract 15(teacher A):
Teacher : baiklah karena tidak ada pertanyaan, okey student..! i think
enough for today, see you next time, minggu depan dan pelajari
lagi di rumah materinya,assalamualaikum warahmatullahi
wabarakatu.
Extract 15 was about saying goodbye used by the teacher the teacher
closed the lesson by saying “see you next time”.
Extract 16 (teacher B):
Teacher: okey student, thanksfull for today sampai ketemu lagi di minggu depan,
insyaAllah silahkan di pelajari materinya tetap semangat,
assalamualaikum warahmatullahi wabarakatu.
Student: walaikumsalam warahmatullahi wabarakatu.
Extract 15 was about saying goodbye used by the teacher the teacher closed
the lesson by saying “sampai ketemu lagi di minggu depan”.
B. DISCUSSION
It has been presented in findings the question was “what kinds of teachers‟ talk in English teaching process at SMAN 12 Enrekang?” could be answered through observation checklist and video recording. Observation done by the
researcher to see and observed the learning situation in the class. Therefore, after
analyzed the observation checklist and the transcript of video recording, it was found the kinds of teachers‟ talk used both of the teacher.
1. Kinds of teachers’ talk b. Instructional talk
These sessions were the parts of instructional talk used by the English
teacher A and Teacher B and showed the Teacher A and Teacher B giving
explanation was giving detail information about teaching material when the learning process. Teacher A was used the expression “Pengumuman adalah penyampaian imbauan, untuk memberikan informasi, ada beberapa cara untuk
written and spoken. Jadi, pengumuman adalah penyampaian informasi secara
tertulis dan secara lisan”. And teacher B “okey student, perhatikan parts of
English letter jadi di sni ada beberapa bagian surat atau dalam bahasa Inggris
purpose of letter, okey student yang pertama adalah the letter head ada yang tau
apa itu the leeter head?” The expression was classified as giving explanation.
Extract 3 were about giving feedback used by the teacher A, it was
provided to giving students feedback “Good, okey benar so what about te picture
this one, ada yang pernah liat?” Giving Feedback is often uses to response to
what a students has a performance during the teaching and learning process.
Extract 4 and 5 was about giving correction used by teacher A and teacher B it was giving clarification whether the students‟ work was correct or wrong and giving explanation or direction about the mistakes and how to correct it. The expression “No..! bukan itu”. Kalian harus menganalisa kira-kira kalau pengumuman seperti siapa yang membuat? Yang membuat adalah OSIS, panitia,
dan bahasa Inggrisnya panitia adalah comitte, and than pertanyaan selanjutnya
next question, how is the annaouncement for?” was used by teacher A indicate
that teacher shows students if their answer was wrong by repeating students answer” jawabannya kurang tepat yang benar adalah kepala surat setelah kepala surat yaitu the date line yang menunjukan waktu dan tanggal.the annaouncement
for?”
Extract the teacher 5 and 6 teacher A and teacher B was asking question
distinguished not only by the exclamation mark but also when teacher was waiting for students‟ response which indicated the teacher giving a question. The
