THE FEATURES
OF TEACHER’S TALK OF
FRESH GRADUATED TEACHERIN ENGLISH
INTENSIVE CLASSAT UIN SUNAN AMPEL
SURABAYA
THESIS
Submitted in partial fulfillment of the requirement for the
degree of Sarjana Pendidikan (S.Pd) in Teaching English
by:
Aniwijayanti
D05209052
ENGLISH EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING
STATEISLAMIC UNIVERSITY OF SUNAN AMPEL
ABSTRACT
Wijayanti, Ani. (2016). The Feature of Teacher’s talk of Fresh Graduated Teacher in
English Intensive Class at UIN Sunan Ampel Surabaya. A Thesis. English
Departement, faculty of Tarbiyah, UIN Sunan Ampel, Advisor: Rakhmawati. M.Pd Key Words: Teacher’s talk, Feature of teacher’s talk, and English intensive class.
TABLE OF CONTENTS
TITLE SHEET ... ii
ADVISOR APPROVAL SHEET ... iii
APPROVAL SHEET ... iv
ABSTRACT ... vii
PERNYATAAN KEASLIAN TULISAN ... ix
TABLE OF CONTENTS...x
LIST OF TABLE...xiii
CHAPTER 1 : INTRODUCTION ... 1
A. Background of The Study...1
B. Research question...7
C. Objevtive of The Study...7
D. Significance of The Study...7
E. Scope and Limitation of The Study...8
F. Definition of Key Terms...8
CHAPTER II : REVIEW OF RELATED LITERATURE ... 11
A. Review of Related Literature and Previous Study...11
A. Review of Related Literature...11
2.Lecturer and Student Interaction...12
3.Teacher’s Talk...13
4.The Role of Teacher’s Talk In Foreign Language Learning...17
5.The Feature of Teacher’s talk...18
6.Self Evaluation Of Teacher’s talk...18
7. Intensive English Program (IEP) UIN Sunan Ampel Surabaya...21
B. Previous Study...22
CHAPTER III : RESEARCH METHOD ... 26
A. Research Design...26
B. Research Setting... 26
C. The Subject of The Study...27
D. Source of Data...27
E. Research Instrument...27
F. Data Collection Technique...28
G. Research Procedure...29
H. Data Analysis Technique...29
CHAPTER IV: FINDING AND DISCUSSION ... 32
A. Research Findings...33
CHAPTER V : CONCLUSION AND SUGGESTION...62 A. Conclusion...62 B. Suggestion...63 REFERENCES
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Communication has an important part to make class more interactive. As stated by Brown, interaction is the central part of communicative language teaching.1 It is clear that teaching language should have a good interaction between teachers and students to make the class success. Interaction between teacher and students in learning cannot be ignored because it will help to explain the student’s achievement. It can be seen whether the teaching learning process is successful or not through the students achievement. If the student’s interest in the target language that teacher taught, they will get good result. If the student achievement is bad, the teachers must change their approach.
Teachers and students interaction including speech and writing communication in classroom is called classroom discourse. According to Marcer, discourse is language in social context, as it is used to carry out the social and intellectual life of a community.2 It means that discourse is the importance of language in context and it also involves an analysis of spoken and written language. Classroom discourse has verbal and non verbal forms. Lynch explains that the verbal communication used by the teachers of EFL (English as a Foreign
1
H.D. Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy . (New York: Prentice Hall Inc,1994),p.23
2
2
Language) classroom is called teacher talk.3 Meanwhile Nunan mentioned that language which is used by the student of EFL (English Foreign Language) classroom is called student talk.4 Teacher’s talk influences the success of class interaction. Walsh stated that all about language teachers use in order to control, organize, and motivate the class which cause interaction between teacher and students called teacher talk.5 Teacher’s talk is considered a key of classroom interaction to be successful.
Teacher’s talk is a part of classroom interaction that also related with the
student’s learning activity. By performing the appropriate teacher talk, teacher
can motivate students to be actively in the classrom. Therefore, as a role model in
the classroom, teacher must know how to improve students’ participation and
activeness in learning process.
Many learners considered that teacher is the center of learning process and some of them always talk too much. Teacher talks too much is not an ideal method for teaching, because languange is important part of communication. Two ways communication between speakers is better than one way communication, student should be given more time to practice communicating in English. The best efficiency in teaching English probably comes from an effective cooperation between teacher and students.
3
T, Lynch, Communication in Languange Classroom. (New York: Oxford University Press,1996),58
4
David Nunan, Understanding Language Classroom: A Guide for Teacher Initiation Action. ( UK Prentice Hall, 1989,p.46
5
3
Another phenomena, many teachers did not care about their talk. Teacher talk just monotone and unclear, it makes students bored. The fact, in teaching learning process, teacher has a vital role in reaching the goals. Teacher will lead students to the goal through the interaction of the class. The interaction is manifested in the form of talk-interaction.6 In short, the key point here is the interaction produced by the teacher to make an initiation to the students so important part in the classroom context. To solve the problem, the teachers are demanded to be creative and interactive.
From above statement, it shows that teachers often feel as leader in class, lack of knowledge about teacher’s talk and it will make student afraid to make mistake to speak English. Those factors are the general phenomena that happened in English class. It can make students uninterested in English classroom and teachers are frequently decrease student’s speaking improvement. For this reason, the teacher needs to make evaluation on how the talks-interaction can effective.
Sinclair and Brazil said that an analysis of the Teacher’s talk in second language in the classroom that takes up a major portion of class time employed to give directions, explain activities and check students’ understanding.7 Therefore, a teacher, especially an English Foreign Language (EFL) teacher, should notice her or his talk whether it is appropriate in term of vocabulary or language
6
James Paul Gee, An introduction to discourse analysis: theory and method 3rd edition (USA and Canada: Routledge, 2011)
7
4
structures. One of the guidelines to analyze the teacher’s talk is by using The SETT (Self Evaluation Of Teacher’s Talk) framework designed by Walsh which is used to identify the features of teacher talk occurs during the learning process.
Self Evaluation of Teacher Talk framework is designed to help teachers both in describing the classroom interaction of their lessons and fostering an understanding of interactional processes. The researcher also use SETT (Self
Evaluation of Teacher’s talk) to identify the features of teacher’s talk. Self
Evaluation of Teachr’s Talk is also used to portray the relationship between pedagogic goals and language use, which acknowledged that meanings and actions are constructed through the interaction of the participants, and which facilitated the description of interactional features, especially of teacher language.
Self Evaluation of Teacher Talk has fourteen features, those are: scaffolding, direct repair, content feedback, extended wait-time, referential questions, seeking clarification, confirmation checks, extended learner turn, teacher echo, teacher interruptions, extended teacher turn, turn completion, display questions and form-focused feedback. That feature of teacher’s talk is
very important to give teacher knowledge and can improve their teacher’s talk to
facilitate in teaching English, and also optimize learner contribution as follow : 1. To examine more closely the link between pedagogic purpose and
language use.
5
3. To raise their awareness of their language use in the classroom.
4. Devoting more time by education programs to provide the most beneficial ways of language use in the classroom.
5. To understand more fully the aspect and future of teachers talk use in order to come up with a set of guidelines which constitute good practice in language use in the classroom.
Related with this research, there was similar research first, Huan proved
in her research used the dealing with Self Evaluation of Teacher’s Talk (SETT)
in teaching grammar.8 He investigates the relationship between languange use and pedagogic purpose from analysis of a lesson transcript of a grammar lesson,
and evaluates the quality of the teacher’s talk based on Self Evaluation of
Teacher Talk (SETT) grid. As result, he found that the extended teachers turns and teacher echo were conducted with the aim producing correct forms and giving corective feedback. Furthermore, Shamsipour used teacher self-evaluation
to investigate the ways through which teacher’s talk can create oportunities for
learning in an English Foreign Languange classroom.9 She identified how the
teacher’s talk can aplay more efective. As a result, she found that teacher language-use have significant role for classroom practice in learning foreign language.
8Fang Huan, “A Self Evaluation Of Classroom Languange Used When Teaching Grammar”,
International Education Journal Vol. 4, No4, 2011.
9
Anahita Shamsipour,Teacher Talk and Learner Involvement in EFL Classroom: The case of Iranian
6
Similarly, Walsh wrote about “Developing interactional awareness in the second language classroom through teacher self-evaluation”. Walsh assumed that
teacher’s interactional awareness will lead the teacher to the development of
teaching interaction since the teacher will overview himself about how his language used in teaching learning process. Based on the previous research finding above, researcher may conclude that interaction in the classroom which is performed by teacher and students holds important role in teaching and learning
process. It means that to know evaluation of the teacher’s talk be interest to
research.
7
After all, it is important to find the study used SETT as a mean to analyze the classroom discourse, especialy in English Intensive class UIN Sunan Ampel Surabaya. Probably this means of teacher’s talk analysis is interesting to search, and to know the feature that used by Instructure in the class.
B. Research Question
Based on background above, the research problems of the study are: 1. What is the feature of teacher’s talk used by the instructure?
2. What is the most frequently feature of teacher’s talk that used by the instructure?
C. Objective of the Study
Based on research question, the researcher wants to:
1. To find out the feature of teacher’s talk used by instructure in English Intensive class.
2. To find the most frequently feature of teacher’s talk that used by the instructure.
D. Significance of the Study
8
this analysis give information about self evaluation of the teacher’s talk to make the classroom interaction better than before. While for the students themselves, this study is wished to be able to encourage their participation to be active in the English classroom.
E. Scope and Limitation
This research is conducted in English Intensive Class of Tarbiyah faculty at UIN Sunan Ampel Surabaya. The researcher takes one instructures from M classes as sample. This sample to be easier to organize and analyze the research. The classes is selected, based on the result of preliminary study that done by the teachers is fresh graduated.
This study is limited to find out the feature of teacher’s talk used by English Intensive teacher and describing the frequency of teacher talk used by English Intensive teacher on the classroom interaction. The teacher’s talk in this
research is about all of the teacher’s talk that recorded by the researcher,and then
the researcher will clasyfy in to the diagnostic instrument of feature of teacher’s talk.
F. Definitions of Key Terms
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1. Teacher talk :Krashen and Terrel assume that teacher’s talk maybe regarded in a sense, as a speech or foreigner talk in the
second languange classroom, they argue that teacher’s
talk is a vital source of comprehensible input in the second languange classroom.10 The researcher consider that teacher talk is all about languange that teacher used in order to control, organize, and motivate the class which cause of interaction between teacher and student in the class. In this case, the researcher gets the teacher talks transcript that occur in the class by recording directly in learning process, by transcript of the teacher talk, the researcher can analyze the feature used by the teacher.
2. Feature of Teacher Talk : Content of the Self Evaluation Of Teacher Talk
which analyze of how the teacher’s interaction in the
class. It refers to know Teacher Talk offered by Steve
Walsh as a means to evaluate the teacher’s
interaction11. In this research, feature of teacher talk as
a guide to evaluate how the teacher’s talk.
10
Krashen,S.D, & Terrel, T.D, The natural approach: Languange acquisition in the classroom ( Oxford: Pergamon, 1983)
11
10
3. English Intensive class : English Intensive Class is one of program in Foreign Languange Competence Program (P2KBA) handled by Language Development Center at UIN Sunan Ampel Surabaya.12 This program created for first and second semester students of UIN Sunan Ampel for all faculties. From that statement Intensive English Program as a object of research in this thesis.
12
Pusat Pengembangan Bahasa (P2B). Pedoman Program Kompetensi Berbahasa Asing
classroom, including linguistic and non-linguistic elements of the discourse.1 It means that the former is the teacher-student interaction in classroom. There are many definitions purposed by some definition dealing with discourse and also classroom discourse, according to Marcer Discourse as „language in its social context, as it is used to carry out the
social and intellectual life of a community.2 This meaning of discourse is the importance to know the language in context and usually involves an analysis of spoken and written language.
According to Cazden, study of classroom discourse is a kind of applied linguistics, the study of situated language use in one social setting.3 Mercer notes that about 65% of the time the teacher talks and about 70% of teacher talk consists of lecturing or asking questions. In other words, in the classroom usualy teacher’s talk is more dominant than
1
A. Tsui, 25 th International Confrence of English Teaching and Learning:Boundary-Crossing in Classroon Discourse Research. (The University of Hongkong, 2008).
2
N. Mercer, The Guided Construction of Knowledge: talk amongst teachers and learners,
(Clevedon, Multilingual Matters,1995), p.79
3
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the student. For this purpose, the teacher will have an overview about what he is saying and how the students response.
2. Lecturer-Students Interaction
The communicative process involves interaction between at least two people (lecturer-student or student-student) who share a list of signs and semiotic rules.4 Therefore, interactions occur when the are two objects that influence each other through giving and receiving message in order to achieve communication. In classroo, lecterur-students interaction is communication between teacher and students that make effect in learning process. Though interaction with their lecturer, students can increase their language as they listen to or read authentic linguistic material, or even the output of their follow students in discussions skits, joint problem-solving task, or dialogues.5
In the classroom it is considered as important for the lecturer to manage who should talk, to whom, on what topic, in what language and so on. One set of theories, presented by Tyson and Carrol, looks teaching process as a process of interaction.6 As the result, if the interpersonal is good, it means that the learning will occur. On the contrary, if it is bad, the process of learning is not occur. From the definition above, it means that
4
Ilknur ISTIFCI –Ugur DEMIRAY,” Role and function of meta communication consept as nonverbal communication in teaching EFL”. International Journal on New Trends in Education and Their Implications. October,November,December 2011 Vol:2 Issue:4 Article 10 ISNN 1309-6249,97
5
Wilga M.Rivers, Interactive Language Teaching. (Cambridge University Press,1987),
6
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interaction has many influences to the learning process to achieve the goal of learning.
3. Teacher’s Talk
a. Definition of Teacher’s Talk
Teacher’s talk and English Foreign Languange classroom have a special relationship. According to Lynch, teacher’s talk is language typically used by the teacher of foreign language classrooms.7 The goal is to communicate with students and to develop students’ foreign language proficiency. The success of conducting teacher’s talk depends on the teacher’s strategies to manage interaction in the classroom. Some teachers give a change for the students to contribute and participate in learning process. According to Bailey, one of the four principles of teaching speaking is that the teacher should provide opportunities for the students to talk and limit his own talk.8 However, some teachers uncare with the student’s talk to participate in learning process.
Walsh assumed that participants’ awareness of interactional resources available in the classroom environment can promote the creation of learning opportunities. To create good atmosphere for learning’ through such things as: Direct eerror correction, content feedback, checking for confirmation, extended wait time, and scaffolding. Obstruction meant
7
T. Lynch, Communication in Languange Classroom. (New York: Oxford University Press,1996),p. 15
8
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“reducing learning potential” which can be done through Turn
Completion, Teacher Echo, and Teacher Interruptions. b. Type of Teacher’s Talk
Type of teacher talk only devided in two categories, Cited in Kryspin, teacher’s talk has two branches of type they are direct and indirect teacher’s talk.9 He explained that teacher’s talk is considered to be direct; the verbal responses of the students might be greatly limited. From that statement, it can be said that the direct teacher’s talk will minimize and restrict students to give response intentionally. The example,
Teacher: Close your book!
From that example, the teacher does not need the student’s responses in spoken the teacher, the teacher need is only give instruction to the students.
On the other hand indirect teacher’s talk is different from direct teacher talk. The purpose is to maximize or stimulate students to give responses to the teacher. Hughes and Moate give an example:
Teacher: Any Improvement?
From that statement, it can be seen that the students are invited to give response toward the teacher’s utterance. It will also help the teacher to get the students’ attention.
1) Direct Teacher talk 9
16
As Flanders cited in Kryspin, direct teacher is the use of straight forward, explicit teaching techniques and it represent the teacher’s
direct talk can be categorized into three.10 The first category is explaining or informing. It is also called self explanatory. The teacher takes the whole communication by explaining a certain material. Kryspin explained that the use of explaining or informing is to give the student important facts, opinion, concepts, or generalization.
The second category is giving direction or command that is used when the teacher asks his or her student to do something in the classroom. The teacher can also give a clear direction to guide the student’s understanding his or her command, especially if the students are confused about the teacher talk.
Scolding or defending authority is the third category, according to Nunan, this category is used if the students are bad in behaviours during the classroom activity.11 Example, Teacher:“why don’t you do
your homework?”
2) Indirect Teacher Talk
Flanders cited in kryspin, the indirect teacher talk is divided into four categories, the four categories represent the teacher’s indirect influence. The first category is called acceptance of feeling or deals with. It is delivered by the teacher whenever expresses his or her
10
N.A. Flanders, Analyzing Teacher Behavior.Reading. (MA: Addison-Wesley, 1974),p. 7
11
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understanding about the students emotional behaviour or when the teacher ask the student to express their feeling.12
The second and the third category are praise and encouragement. Praise and encouragement are different each other. Praise represent that the student who have good participation in teaching learning process and doing what is expected.
Fourth category provides how the teacher shows agreement about what the student are saying or doing. Nunan say that the ideas given by the student must be rephrased.13
4. The role of Teacher’s Talk in Foreign Language Learning
There is no leraning without teaching. As a tool of implementing teaching plans and achieving teaching goals, teacher talk plays a vital important role in language learning. As Nunan said “
Teacher’s talk is of crucial importance, not only for the organization of the classroom but also for the proces acquisition. It is important for organazing of the classroom because it is through language that teachers either succeed or fail in implementing their teaching plans. In terms of acquisition, teacher’s talk is important because it is probably the major source of comprehensible target language input the learner
12
N.A. Flanders, Analyzing Teacher Behavior.Reading. (MA: Addison-Wesley, 1974),p. 9
13
lesson, successfuloutcomes may dependon the type of language used by the teacher and the type of interactions occuring in the classroom.15 It can be conclude that teacher’s talk in the english foreign learner
classroom serve as at least two function. Firstly, it serve as variable input of language exposure. Secondly, it is used in different ways to generate the interaction, to make the input comrehensibleand consequentlymake the learning take place.
5. The Fiture of Teacher Talk
Teacher’s talk has many kind of features, according to some
scholars, Hu Xuuewen,Dai Weidong and Li Ming, teacher’s talk is
regardedas a special simplified code with double features. The first one refers to the form of teacher’s talk, such as the speed, pause,
repetition, modifications of teacher’s talk. The second one, which
refers to the features of the language that teachers use to organize and control classses, include the following aspect : the quality and the quantity of teacher’s talk, the questions of teachers use, interactional
modificationand teacher’s feedback.
14
David Nunan, Language Teaching Methodology : a textbook for Teachers (Cambridge : Cambridge University Press, 1991)
15
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6. Self-Evaluation of Teacher’s Talk (SETT)
As stated in Walsh SETT is designed to help teachers in describing the classroom interaction of their lesson.16 Moreover, Self evaluation of Teacher’s talk is used to hold the idea that teacher’s communication in classroom activities are must be checked.
Self Evaluation Of Teacher’s Talk framework is designed to be applied to a number of different educational contexts, which help to build up the teacher’s competence at the second language classroom. Walsh on this study gives more specific feature of teacher talk according to Self Evaluation of Teacher Talk frame work.
Table 2.1 Self Evaluation of Teacher Talk
Feature of
Teacher Talk
Definition
Scaffolding This future is divided into three categories :
a. Reformulation, rephrasing a student’s contribution. sometimes, the way students deliver their thoughts are unclear. Therefore, teacher is allowed to repeat student contribution by using the clearer words or sentences
b. Extension, extending a student’s contribution. When the student gives an incomplete answer, teacher is allowed to extend the student’s contribution to make it more clear. c. Modelling, correcting a student’s contribution. Mistakes
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classroom, this is the teacher’s duty to correct a student’s
wrong contribution and to give the right utterance by modelling.
Direct Repair Correcting an error quickly and directly. Direct repair is needed when a teacher speech is wrong, a good teacher should not allow his or her students having a wrong understanding about the material.
Content feedback Giving feedback to the message rather than the words used Extended wait –
time
Allowing sufficient time (several seconds) for students to respond or formulate a response
a. Teacher ask student to clarify something the student has said b. Student ask teacher to clarify something the teacher has said Confirmation
checks
Making sure that teacher has correctly understood learner’s
contribution
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turn
Teacher echo a. Teacher repeat a previous utterance b. Teacher repeat a learner’s contribution Teacher
interruptions
Interrupting a learner’s contribution
Extended teacher turn
Teacher turn of more than one clause
Turn completion Completing a learner’s contribution for the learner Display questions Asking questions to which teacher knows the answer
Form-focused feedback
Giving feedback on the words used, not the massage
Based on the SETT frame work proposed by Steve Walsh.17
7. Intensive English Program (IEP) UIN Sunan Ampel Surabaya
Intensive English Program (IEP) is one of program in Foreign Language Competence Development Program (P2KBA) handled by Language Development Center at UIN Sunan Ampel Surabaya. This program created for first year students of UIN Sunan Ampel for all faculties (Faculty of Tarbiyah and Teaching Training, Faculty of Adab and Humanities, Faculty of Da’wah and Communication, Faculty of
Ushuluddin and Islamic Thought, Faculty of Sharia and Law, Faculty of
17
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Social Science and Political Sciences, Faculty of Economy and Islamic Business, Facultyof Psycology and Health, and Faculty of Science and Technology) that concern on psycomotor, cognitive and affective aspects.18 IEP is held every Tuesday and Thursday morning at 6 a.m.- 7.30 a.m.
IEP or English Intensive Class held for two semester in first year study. In the first semester, IEP is focused on Feneral English but the material emphasized on speaking while in the second semester, studens are taught specifically in TOEFL. All students are obligated to attend these clases and are expected to pass the minimum score of 400-both for TOEFL in the end of the second semester. Students who can pass IEP, they will get certificate. The certificate of IEP becomes a requirement for students who will take a thesis.
B. Review of Previous Studies
There are several studies that has been conducted by researchers concerning to the teacher’s talk. One of them is a thesis by Rona Ayu Putri Surya entitled “Madurese Interference in an English Teacher’s Talk in Senior High School Bangkalan.” Her study is discused about the variety of first language interference. The result is the Madurese interference was found in some utterances used in some teacher’s talk. The types of interference which mostly appeared are grammatical interferences and
18
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phonological interference. The grammatical interference occurred when the teacher adopted the grammar structure of Madurese language to English, while the phonological interference is shown in the teacher’s pronunciation and intonation of Madurese language. In brief, Rona Ayu’s is investigated focuses on Madurese interference only. 19
A thesis written by Nurma Aini in title “Teachers Talks and Students Talks in Advance Speaking Class Of The Third Semester Students of English Education Department of Teacher Training and Education Faculty of Muria Kudus University in Academic Year 2011/2012.” She observed about the move of teacher’s talks and student’s talks in advance speaking class of third semester in English education department. In the end of the thesis, she concluded that move of teachers talks and students talks are 65,6% of initiation, 9,4% of responds, 19,08% of feedback on teacher’s talks, and 23,55% of initiation, 75,5% of Responds, and 6,86% of feedback in student’s talks. In short, Aini focused
on analyze the move such as initiation, responds and feedback (IRF) of teacher’s talks and student’s talks. On his study the researcher will focus on features that use by teacher in teacher’s talks. 20
Yulianti on her thesis “A Descriptive Analysis of Students’ Perceptions towards Teacher’s Talk in English Classroom.” Investigates
19
Rona Ayu Putri Surya,Madurese Interference In An English Teacher’s Talk In A Senior High
School In Bangkalan, S1 Thesis ( State University of Surabaya, 2013).
20
Nurma Aini, Teachers Talks and Students Talks in Advance Speaking Class Of The Third Semester Students of English Education Department of Teacher Training and Education Faculty of Muria Kudus University in Academic Year 2011/2012, S1 Thesis, ( Muria Kudus
24
the students’ perception toward English teacher’s talk. It also aims to
know what the kinds and the impacts of teacher’s talk used by English
teacher to English teaching learning process. Then, the students’
expectation of an ideal English teacher’s talk is also important to be
investigated in order to conduct a better in the future. The result of this research is presented descriptively in order to reveal the students’
perception comprehensively about the teacher talk. 21
Norisma Alif Fujiyanti on her thesis “A study of Teacher’s
Reaction to the Students Responses in Term of Initiating Talk in The Speaking Class at The Junior High School.” Investigates how the teacher
react to the student responses in order to initiate talk in the speaking class. The research also aim to know which feature of teacher talk do construct the student to talk. From 14 feature talk of teacher talk, the researcher found the used of feature of teacher’s talk, are extend-wait, time obstructed, student talk, scafolding, referential question, teacher interuption and extended teacher-turn. 22
Alfan Hariri on His Thesis, “The Analysis of Teacher’s interaction
during the Implementation of Curriculum 2013(k-13) by Using Self-evaluation Teacher Talk (SETT) in SMPN 13 Surabaya.” Hariri find out about how the teacher interaction in the implementation of K-13 in SMPN 13 Surabaya. Also about what the teacher interaction in the
21
Yulianti, A Descriptive Analysis of Students’ Perceptions Towards Teacher’s Talk in English
Classroom, S1 Thesis (STAIN Salatiga,2013).
22
Norisma Alif Fujiyanti, A Study Of Initiating talk in Speaking Class at The Junior High School,
25
implementation of K-13 in SMPN 13 Surabaya fit to SETT Frame Work. In result, the teacher’s interaction in the implementation of K-13 is in the form of IRF pattern that mostly uses close question as initiation. In addition, the teacher’s interactional features that often occur is teacher
echo, display question and confirmation request. From Hariri thesis the teacher’s interaction used in implementing k-13 is suitable with the interactional feature in each mode of SETT frame work. 23
Considering those studies, the researcher assumes that it is important to make teacher be aware in their talking, how the way they talk and how they can evaluate their talk in the advance class. That is by using another means of classroom discourse analysis and focusing on the teacher’s talk. For this purpose, the researcher will use SETT (self-evaluation of teacher talk) as a means of analysis which focused on how teacher talk during the class. Furthermore, the researcher will analyze the evectivities of teacher talk based on Self Evaluation of Teacher talk frame work it self. As a result, this research will help the teachers in evaluate their talk to make the class more efective and interactive and also to get an anlysis of featurer of the teacher talk that used by the teachers during the classroom activities.
23Alfan Hariri, “The Analysis of Teacher’s interaction
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CHAPTER III
RESEARCH METHODE
A. Research Design
In this research the researcher will use descriptive qualitative method. The description is about the discourse analysis of classroom interaction of the teacher talk at English Intensive Class at UIN Sunan Ampel Surabaya. Arikunto stated that descriptive research is not meant to test a certain hypothesis, but it is only describes the phenomena, situation and condition that occur during the study.1 Descriptive research is used to describe characteristics of a population or phenomenon being studied by the researcher. In this research, the researcher chooses descriptive qualitative method because the researcher will describe the feature that used by teacher. The researcher will analyze the teacher talk by using Self Evaluation of Teacher Talk (SETT) approach to know how the teacher-talk in learning process at English Intensive Class.
B. Research Setting
The study will be conducted at UIN Sunan Ampel Surabaya which is located on Jl. A.Yani 117 Surabaya. UIN Sunan Ampel Surabaya is chosen as the field of study because. UIN Sunan Ampel Surabaya is one of many universities that have English Intensive Class which must be
1
26
joined by all new students, but many of the teachers are fresh graduate. In fact, English teacher must have many experiences in teaching but for fresh graduate, teacher is need to learn and adapt in classroom situation to handle the class. The researcher want to analyze the teacher talks that occur in the class to know the interaction in there.
C. The Subject of The Study
This study will involve of English Intensive class with fresh graduate instructure in the Tarbiyah faculty and Teachers Training in UIN Sunan Ampel 2015-2016 academic year. The instructure chosen based on the result of preliminary study, the instructure are fresh graduated and they have been taught in English Intensive for a year after graduation.
D. Source of Data
The data that the researcher will use is from the transcription of
teacher’s talk. The researcher will do the research in English Intensive Class at UIN Sunan Ampel Surabaya. The object of the research is the teacher’s talk as long as classroom interaction. The data that the researcher gets are from observation and transcript of teacher’s talk.
E. Research Instrument
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1. Video recorder
To view clearly about what is happening in the classroom activity, the researcher will use mobile phone that has 3,5-5 pixels camera to record the data.
2. Voice recorder
To get more detailed data about the classroom interaction. The researcher will record the data from teacher’s dialogue. For the instrument the researcher will use mobile phone that has good quality of voice.
F. Data Collection Technique
To gather the information, the researcher will observes the class,then documentation (recording), and transcription.
1. Observation
The researcher will observe the teaching learning techniques to
know the way teacher’s communication in the class and also to get
information that happen in the classroom.
2. Documentation
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G. Research Procedure
The process of teacher talk in the classroom is already used in English Intensive Class at UIN Sunan Ampel Surabaya. The researcher will do observation, take field note, record and transcript the teacher’s talk. The procedure of the research will follow the following steps:
a) In the first step, the researcher does observation about the way to communicate in the classroom and also teacher talk that occurs in the teaching-learning process.
b) The researcher makes field note to know the description of the situation in the class.
c) The researcher records the student and teacher communication during the learning process
d) Then the researcher makes transcription from the record
e) The last the researcher will analyze the transcription with use the SETT frame work.
H. Data Analysis Technique
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English. The researcher will analyze the teacher talk transcript with use Self Evaluation of teacher talk theory by Walsh to know the feature that use by teacher in communication.
Table 3.1 Table of data analysis technique
a. Observe
In observation, the researcher will observe the teaching-learning process in the class. The researcher will take a note for the classroom
Observe
Record
Transcript
Clasify
Analyze
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interaction, teacher talk activity and the students responds for the teaching-learning process. The researcher will do an observation like:
1. Understanding what is really happening in classroom talk 2. How the teacher interaction in managed the classroom b. Record
In the record, the researcher will record the teacher talks that
occur in the classroom activity. It’s about what the teacher said what it is
made up of the 14 interactional features. The teacher will use 14 SETT frameworks by Walsh 2006, there are 14 interactional features. In the table, the researcher will match the features with the descriptions given. And it will take on teacher talk transcript.
c. Transcript
The resourcher will make transcription based on the recording in the class.
d. Clasyfy
The resourcher will clasyfy the teacher talk based on SETT frame work.
e. Analyze
The researcher anlyze the data transcrption of the teacher’s talk.
f. Conclusion
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CAPTER IV
RESEARCH FINDING AND DISCUSSION
In this chapter, the researcher explains the result of her research. SETT frame work is used as a tool to analyze the teacher’s talk. First, after transcribing the teacher’s talk in M class, the researcher codes the transcription of teacher’s interaction based on the 14 fiture in SETT. Then the researcher anlyzed of the frequenlty fiture that used by the teacher. As a result, the researcher sees the appropriateness between the interactional features used.
In this case, the teacher’s talk analyzed is in English Intensive Class at UIN Sunan Ampel Surabaya. The teacher that has been observed is Mrs. Qori’ah, the instructure in English intensive class at tarbiyah and education faculty of UIN Sunan Ampel Surabaya. She is 23 years old and has joined as long 1 year as instructure. The students in M class consist of 25, 3 males and 22 females. The seating arrangement is traditional which the students seat in rows. This is 90 minutes lesson time. Furthermore, According to the teacher in the interview, most of the students’ ability
in this class is adequate especially in English. The teacher was using power point as a media in presenting the lesson and white board for writing the explanation. The atmosphere in that class so comfortable and clean.
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Second, the researcher want to know the particulars fiture that frequenly used by the teacher.
A. Research Finding
Fiture of Teacher’s Talks is the content of Self Evaluation Of Teacher’s talks. Teacher’s talk mainly focused on features and teacher’s talk has many kinds of features. According to some scholar Hu Xuewen, Dai Weidong and Li Ming, teacher’s talks is regarded as a special simplified code with double features. The
first one refers to the form of teacher’s talk, such as the speed, pause, repetition, modifications of teacher’s talks. The second one, which refers to the features of
the languange that teachers use to organize and control classes, includes the following aspect : the quality and quantity of teacher’s talk, the question of teacher’s use, interactional and modification and teacher’s feedback.
Based on SETT (Self Evaluation of Teacher’s Talk) by Walsh frame
work, the researcher found that the teacher or instructure in English intensive class at UIN Sunan Ampel especially in M Class only performed eleven features of teacher’s talk, they were scaffolding, direct repair, content feedback, extended
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a. Feature of teacher’s talk that used by the teachers.
The research finding of this research aim to know what the features of teacher’s talk that used by teacher in English intensive class especially for fresh
graduated teacher. In order for teacher how to use a language to communication and the main focus is consider the ways to optimize foreign language learning process.
1. Observation 1
This is observation session, the researcher became a non participant observer and teacher became the object who observed by the researcher. The table below help to easier anlyse the data based on every obserevation.
Observation 1 Topic : Skiming and Scaning
Class : M
Time : 06.00 am
Table 4.1
Descriptive feature of teacher’s talk in the first observation
Feature of techer’s talk Found
1. Scaffolding 1
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3. Content feedbak 2
4. Extended wait-time -
5. Seeking clarification 1
6. Confirmation checks 4
7. Teacher echo 1
8. Teacher interuption 1
9. Extended teacher turn 2
10. Extended learner turn 1
11. Display question 3
Table above show the feature of teacher’s talk in the class in first
observation. The first coloumn is feature of teacher’s talk and the second coloumn is the feature of teacher’s talk that found in observation 1.
2. Observation 2.
This is observation session, the writer still became a nonparticipant observer and teacher became the object who observed by the researcher.
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Time : 06.00am
Observation 2 Table 4.2
Descriptive feature of teacher’s talk in the second observation
Interactional Feature Found
1. Scaffolding -
2. Direct repair 1
3. Content feedbak 2
4. Extended wait-time 2
5. Seeking clarification 4
6. Confirmation checks 8
7. Teacher echo 2
8. Teacher interuption 4
9. Extended teacher turn 4
10. Extended learner turn 6
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Table above show the feature of teacher’s talk in the class in second
observation. The first coloumn is feature of teacher’s talk and the second
coloumn is the feature of teacher’s talk that found in observation 2.
3. Observation 3 .
This is observation session, the writer became a nonparticipant observer and teacher became the object who observed by the researcher.
Topic : TOEFL Exam Class : M
Time : 06.00am
Observation 3 Table 4.3
Descriptive feature of teacher’s talk in the third observation
Interactional Feature Found
1. Scaffolding -
2. Direct repair -
3. Content feedbak -
4. Extended wait-time -
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6. Confirmation checks 2
7. Teacher echo 1
8. Teacher interuption -
9. Extended teacher turn 1
10. Extended learner turn -
11. Display question 1
Table above show the feature of teacher’s talk in the class in third
observation. The first coloumn is feature of teacher’s talk and the second
coloumn is the feature of teacher’s talk that found in observation 3.
1. Persentation of data feature of teacher’s talk
The table below can help to easier analyse the data of the reseach. The first coloumn is feature of techer’s talk, the second coloumn is feature of
Tally Feature of teacher’s talk
For the complete analysis see on appendix 2
b. The most frequently feature of teacher’s talk
After the researcher clasify the feature of teacher’s talk, the next step is arranging the the frequently of feature of teacher’s talk. To get the most frequently feature of teacher’s talk used by the teacher. The score are divided in every observation. This makes analysis of the feature of teacher’s talk easier.
Table 4.5
Feature of teacher’s talk for three meeting in the English Intensive class.
No. Interactional feature Frequency Percent
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Chart of Frequency Feature aof Teacher talk
Figure 4.1
The chart above shows that there are eleven items of teacher’s talk. there are scaffolding, direct repair, content feedback, extended wait time, seeking clarification, confirmation checks, teacher echo, teacher interuption, extended teacher turn, extended learner turn, and display question. And the most frequently feature of teacher’s talk used by the teacher is confirmation checks.
0 5 10 15 20
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B. Discussion
1. The Feature of teacher’s talk used by the teacher
1. Scaffolding
This feature is divided into three categories:
a. Reformulation, rephrasing a student’s contribution. Sometimes, the way students deliver their thoughts are unclear. Therefore, teacher is allowed to repeat student contribution by using the clearer words or sentences.
b. Extension, extending a student’s contribution. When the student gives an incomplete answer, teacher is allowed to extend the student’s contribution to
make it clearer.
c. Modelling, correcting a student’s contribution. Mistakes are normal things made by learners. Especially in classroom, this is the teacher’s duty to
correct a student’s wrong contribution and to give the right utterance by
modelling.
The first features of teacher’s talk found in data of teacher transcription scaffolding. It happened in the extract below:
Extract 1
505.T : Skiming or scaning? 503.S1 : Scaning
504.S10: Skiming
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507. T : Ya, kita harus menyimpulkan tidak mencari eee.... what is that detail information?
Through scaffolding, the teacher can helping learners to really articulate what they mean. In the extract above, the instructure use teacher-learner interaction from that was used for conversation at the beginning of the lesson or for leading students into a less guided activity. This category includes the scaffolding because, the teacher stimulate the student to gave complete uterance or their idea.
The second strategy in scaffolding is extension, but it did not found in this research. And the last strategy of scaffolding is modelling was also not found in this research.
2. Direct Repair
Besides scaffolding, the researcher identify that the direct repair (correction an error quickly and directly) was used by the teacher during the teaching process. Moreover, although the error correction is not central concern in the teaching process, but from the direct repair he teacher can decrease the student’s mistake. From the finding the researcher was found direct repair like exract below :
Extract 2
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397.T : Sixteen? Sixteen 16
398.S13 : sixty... (menjelaskan materi)
It can be seen in the transcript that the simple word was used by the teacher like extract above the teacher just replay the sudent utterance when correcting errors. Acording to Walsh there is certain logic in keeping error correction to a minimum in oral fluency practice activities in ordr to reduce interuption and maintain the flow of interaction.1 It is clear that with use direct repair it can reduce the student falsh without distrub the interaction of teacher and student in learning process.
3. Content Feedback
In the teaching process, feedback from teacher needs for students’
achievement. One form of feedback in the teacher’s talks feature that design
by Walsh is content feedback. Content feedback in which the teacher gave feedback to the massage used was shown in the extract below.
Extract 3
35.T : Ya, apa khusus? What is khusus? 36.S2 : spesifik
37.T : Spesifik information
38.T : Nah, jadi beda cara untuk menemukan general information sama spesifik
1Walsh. “Construction or Obstruction: Teacher Talk and Learner Improvement in the EFL classroom.
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information, kalau general information, we use?? We use... what will we use to find general information? Skiming.. kalau sepesifik information.. apa??
39.S4 : Scaning
Moreover, in extract 5 above, the instructure responded in an almost conversation way of the learner's turn. The instructure offer no evaluation or repair of learner contributions. Instead, instructure assumed an almost of the student’s answered just as personal reason in the discourse.
In the teaching English, teacher needs to elicit student’s response. As
Arsham stated that the function of communication included transaction and interaction, therefore students response can be used to determine their participation in the learning process. 2 From that statement it clear that the teacher’s feedback so imporant to determaine the process of learning successful.
2. Extended Wait Time
In the extract below, the instructure pause of several seconds which allowed learners time to think, formulated and gave a response. Those attitudes were in the field of extended wait time in the features of teacher’s talks which explained by Walsh as allowing sufficient time (several second) for students to respond. And the extended wait time in this research was found in the extract below :
2
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Extract 4
345.T : Sofia
346.Sofia : (read the question on the book) 347.T : ok, what the answer Sofia? 348.Sofia : (15)emm... four until five
349.T : Four until five, what do you think everyone, is it the correct answer?
350.T : Pink one in corner, what do you think about the answer of Sofia?
In the extract above, the instructure asked the student a question, the student can not answer directly because she still tried to find the answer from the text. And the instructure let her to find it and waited for several seconds (indicated by mark(15) in transcript) to get the answer.
As seen in extract above, the student could produce response after the instructure provided wait time in that moment. It lend strong support to Walsh that the time allowed by the teacher to answer a question not only increase the number of learner response but also it frequently results in more complex answer and leads to an increase in learner interaction.3 Related to the resourcher that the exended wait time by the teacher to answer the question can help the student to give detail answer or information.
3
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3. Seeking Clarification
How the teacher performed this seeking clarification can be seen in the conversation below. This extract was found in this research :
Extract 5
2. S2 : A
3. T : Is it pulau yang besar? 4. S2 : yes
5. T : Jawabanya A? Berarti Jawabanya A
Another conversation Extract 6
502.T : Skiming or scaning? Skiming or scaning? 503.S2 : Hayo..
504.T : Skiming or scaning? 505.S1 : Scaning
506.S10 : Skiming
507.T : Gimana bisa skiming, kenapa koq bisa skiming? 508.S10 : Kita mampu menyimpulkan bacaan tersebut 509.T : Ya, kita harus menyimpulkan tidak mencari eee....
what is that detail information?
On the extract 6 and 7 above, the researcher found that the teacher used seeking clarification as the features of teacher’s talk performed. S2 used
statement such as “ A” and “ Skiming” it was not clear for the teacher so she tried clarify it by asking “ Is it pulau yang besar?”. It showed that the
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The English teacher used seeking clarification toward student’s idea
that was vague to understand to help her elaborate idea with more comprehensible utterance. It was evidenced in extract that the teacher’s
unwilingness to accept the student’s first contribution can promote leaarner speech and help them to express more clear explanation. As Walsh stated that the teachers who seeks clarification can maximize learning potential than those who do not.4 It is clear that by using the seeking clarification can maximize learning process and it also help the sudents understanding in the class.
6. Confirmation checks
Another feature of teacher’s talk was found by the resercher shown on
the extract 7 below. The instructure used confirmation check to make sure that instructure has correctly understood leraner’s contribution. In the learning
process, instructure tried to confirms whether the teacher understanding about students’ contribution response. Teacher confirmation helped to avoid misunderstanding between the teacher and students.
Extract 7
399.T : You get the point? 400.Ss : Yes..
401.T : So, dlomir, kata ganti,huwa apa something like that..he,
4
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she, it apalagi him, them, himself itu merujuk pada apa itu yang dicari paham?
402.Ss : Ya
It was found in extract above, the teacher attempted to confirm that all of information can be understood by thestudents. According to Walsh confirmation check is confirming understanding of the student’s or teacher’s
contribution.5 In this case, confirmation checks were very important to help the teacher in getting student’s understanding about what he has conveyed in
the classroom. It was important to know that there was not any unclear explanation for the students so that the teacher can continue the next activity.
7. Teacher Echo
This feature was performed by the teacher in the opening of the class by giving some information about something. It can be seen in conversation below that was found in this research :
Extract 8
676.T : Ok, I’am sorry that the question will not be printed, so you may see the slide
677.T : Can you see clearly? Can you see clearly? 678.Ss : Yes
679.T : Sudah siap? 680.Ss : InsyaAllah..!
5
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In this conversation the instructure give an information to the student before doing the test. The teacher or the instructure said “ Ok, I’am sorry that the question will not be printed, so you may see the slide” it inform that the student have to see the slide to do the test accuratly and clearly. The teacher achieved the information because the students can understand the sentence and catch the information clearly so that there is not any question from the student about it.
8. Teacher interruption
Often teachers interrupt and close down space when learners were attemping to articulate something quite complicated. However, during the student’s task activity teacher did the opposite and allowed the students
space in the interaction to make useful contribution.
Extract 9.
161.S2 : Ide pokok biasanya di TOEFL itu, di reading, bacaan,
ditanyakan main idea, biasanya pertanyaannya itu, ini di hal 149.. what is main idea of the passage, what is the topic, what is the passage mainly, the passage about, biasanya pertanyaan-pertanyaan itu.. emmm.. main ideanya biasanya kita disuruh mencari ide pokok dari paragraf.
162.S3 : Ide pokok biasanya bisa berada di awal paragraf,tengah dan
bisa berada diakhir,kalian masih ingat pelajaran SMA, paragraf ada berapa?
163.S7 : ada 2
164.S3 : Paragaraf itu ada 2, deduktif dan induktif 165.S9 : Imperatif di tengah
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167.S1 : What is the main idea?
168.T : What is the main idea, what else? 169.S5 : What is the topic
170.T : What is the topic
It can be seen that the student want to explain about main idea but suddenly the instructure interrupted his talk that indicated by his utterance
“Ok, coba diulangi pertanyaan-pertanyaan untuk menanyakan ide pokok apa
aja?”. However, the teacher was aware of his interruption would breackdown student’s explanation so she pleased the student to continue his explanation by saying “ Please go on” but it did not do by the teacher after she interrupted his
students.
In this case, teacher interruption is unhelpful for the student. it was suggested that the teacher should reduce interruption because it would be a pause of student’s explanation. The teacher can give or increase information
in the end of the student’s explanation. As Walsh stated that interruption
causes the learner to lose the thread of what their was saying. So, it was good if the teacher can delay his question for a very short time until the student finished his utterance.6 It is explain that teacher’s interuption can distrub the learning process, the teacher should wait until the student finished the explanation then ask the question.
9. Extended Teacher Turn
6
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Exended teacher turn is teacher turn of more than one clause. This feature was found in the research like in the extract below.
Extract 10.
244.T : Ndak perlu ngoyo, ngoyo itu, itu ya?.. ndak perlu ngoyo
to...to.. What is that,...to much strugle, ndak perlu berusaha terlalu keras to find main ide, you just have to see first paragraf, awal paragraf or the end of paragraf akhir paragraf and you can find main idea. Kalau kalian ndak bisa temukan diawal you just go to the end of the paragraf, get it.. so ndak perlu spent much time disiyu, di main idea langsung saja.. oh.. ide pokoknya ini..ini..ini.,bener katanya tadi dibaca dulu ininya,opsinya, pertanyaan dan opsinya kira-kra yang ndak sesuai langsung di omit aza, dihilangkan, you get what I mean? 245.Ss : Yes..
The Instructure used a long explanation to share information in the classroom in this conversation. In this case, extended teacher turn was important point in teaching lerning process because teacher played important role in the classroom. As Walsh stated, extended teacher-turn was when the teacher turn was more than one clause.
In extract above seemed long in terms of the interaction with the students, but it was necessry to spend sufficient time on clarifying the new knowledge before the learners took turns to practice it.
10. Extended Learner Turn
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must be performed. Based on the research, instructure had given big opportunity for extended learners turn. The extended leraner turn was mostly happened during the practice as learners’ activity. It was illustrated in conversation below :
Extract 11
256.S4 : Pada kesempatan ini kami akan menjelaskan vocabulary 257.T : Are you hear,dengar?
258.S7 : Ndak miss..
259.S5 : Nah disini itu intinya itu pertanyaan yang dicari
vocabularynya yaitu dicari persamaan katanya, jadi pertanyaan ini untuk menentukan makna dari sebuah kata seperti contohnya di halaman 150, yang pertama.. bla..bla.. itu salah bukan line 2 line 1
260.S6 : Oiy baris ke 2 dari sini kan harus dicari artinya dulu, vocabularynya apa, sinonim..
In this extract, the instructure gave interactional space for the student in expressing themselves. It was indicated by long utterance of S5 like “Nah disini itu intinya itu pertanyaan yang dicari vocabularynya yaitu dicari persamaan katanya, jadi pertanyaan ini untuk menentukan makna dari sebuah kata seperti contohnya di halaman 150, yang pertama.. bla..bla.. itu salah bukan line 2 line “. It can be seen that S4 has controlled the topic and is able to produce long turn.
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Teacher and students as participants in a classroom, they have same opportunities to talk in the class.
11. Display Question
During the activity the instructure also used display question to the students. In this type of question, the instructure asked question to which the instructure knows the answer. The extract below showed that the teachers use display question to ask the sudent.
Extrac 12
17.T : Tri lestari, what is skiming? Guess it,,say something about that.. Tri lestari, what is skiming? Ehemm..
18.Tri : menyaring informasi
19.T : what is sss.., iya menyelidiki, menyaring ide,
On the extract above, the instructure asked display question just to elicit the students’ response although the instructure already knew the answer.
By using display question, the teacher could know what student understand.
However, in this case the student’s response was simple and short. This result lent strong support to Walsh. Walsh stated that display question typically produces shorter answer or simple responses from learner. 7 So the display question by the teacher important to know the student understanding.
7
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There were there features of teacher’s talk which were not performed
by the instructure. They were referential question, turn completion and form-focused feedback. Referential question was not used by the instructure because the activity conducted in the class was discussion about the topic of reading so the instructure used display question to elicit student’s
understanding about material. Form-focused feedback and turn completion were not performed in classroom interaction because the teacher’s concern focused on the discussion not on student’s speaking accurracy.
Based on the analysis data transcript of teacher’s talk the researcher
found eleven interactional feature, there are scaffolding, direct repair, content feedback, extended wait time, seeking clarification, confirmation checks, teacher echo, teacher interuption, extended teacher turn, extended learner turn, and display question. And the most frequently feature of teacher’s talk that
used by the instructure are confirmation checks.
Responding to the first research question concerning to the feature of teacher’s talk that used by English intensive class is shaping a contribution by
