1 English Education Study program – STKIP PGRI West Sumatera [2017]
CATEGORIES OF TEACHERS’ TALKS IN THE CLASSROOM INTERACTION
Hamidah 1), Syayid Sandi Sukandi 2), dan Edwar Kemal 3).
English Department Student, college of teaching training and education (PGRI) West sumatera.1 E-mail: [email protected]
English Department Lectures, college of teaching training and education (PGRI) West sumatera.2 E-mail: [email protected]
English Department Lectures, college of teaching training and education (PGRI) West sumatera.3 E-mail: [email protected]
Abstract
This research was qualitative research about the categories of teacher‟s talk in the classroom interaction at second grade class of SMPN I Mapattunggul Pasaman. For framework analyze the researcher use descriptive research to answer of the question. For technique of the data the researcher use observation, and field note. The data analysis with theory in this research. The researcher found the data from categories teacher‟s talk in classroom. The theory that the researcher use in proposal by Brown (2007). The result from analysis show many English teacher have categories teachers‟ talk in classroom, but not all teacher have categories teacher‟s talk in classroom. The English teacher has some categories talk. From 17 sub-indicator of categories teacher‟s talk, English teachers have 11 sub-indicators. From the first and the last observation, teacher A and teacher B have 11 sub-indicators. The result of this research was the researche found that from all categories teachers talks when she do observation. The result of the research the categories dominan used of teachers are give question to students. The researcher suggests to teacher to comprehending and having the category of teachers‟ talks.
Penelitian ini merupakan penelitian kualitatif bertujuan untuk menganalisa kategori bicara guru dalam proses belajar mengajar di SMPN 1 Mapattunggul Pasaman. Untuk karangka analisa peneliti pengunakan penelitian deskriptif untuk menjawab pertanyaan penelitian. Untuk pengumpulan data peneliti melakukan observasi ceklis, catatan dan merekam. Data tersebut dianalisa dengan menggunakan teori yang terdapat pada penelitian ini. Data yang diperoleh dari kategori bicara guru dalam pembelajaran, (Brown 2007). Hasil dari analisa ini menunjukkan bahwa kebayakan dari guru bahasa Inggris sudah mempunyi kategori bicara guru dalam proses belajar mengajar tetapi tidak semua guru mempunyai kategori bicara guru tersebut. Guru bahasa Inggris hanya mempunyai beberapa kategori saja. Dari tuhuh belas sub-indikator kategori bicara guru, guru bahasa Inggris paling banyak memiliki dua belas sub-indikator. Dari observasi pertama dan terakhir, guru A dan guru B hanya memeiliki dua belas sub-indikator. Untuk keseluruhan hasil penelitian, semua kategori dari perkataan guru ditemukan selama observasi walaupun dengan presentasi yang kecil. Sebagai hasil penelian, kategori yang paling dominan diaplikasikan oleh guru adalah memberi pertanyaan kepada siswa. Berdasarkan temuan tersebut dianjurkan kepada guru agar memahami dan mempunyai kategori bicara guru.
Keywords: Category; Interaction; and Teacher‟s Talks
2 ) first edvisor
3 ) second edvisor
2 INTRODUCTION
Teaching learning process is the act to achieve the goal of learning. The goal of learning is to make the students mastering the lesson and get a good achievement. In this process, teacher must speak to students with good in order to make students understand what the teacher teaches.
Teaching learning process is an activity in which the teacher can change the ability and students' perception of difficult to learn something become easier to learn.
Classroom is a real social place where the teacher and students can communicate in order to make social relationship each other. In the classroom, teacher and students use a language to communicate in learning process. Teacher and students use a language as communication for in overal process of classroom interaction. Classroom interaction is a communication that used by to teacher and students in classroom to improve the activities of learning in the classroom.
Teachers‟ talks is the language in the classroom to give motivation direction, explain activities and check students‟
understanding. Teacher and students use a language as communication for in all process of classroom interaction. Classroom interaction is a communication that used by to teacher and students in classroom to improve the activities of learning in the classroom.
The researcher noticed that the English teachers at SMPN I Mapattunggul Pasaman are good in teaching and some of them are certified teachers. Besides on the problems of the teacher in classroom about interaction with the students. When the teacher gave some motivations from to students such as, ketika berbicara dengan seseorang kita harus sopan, apalagi dengan orang yang lebih tua dari kita, teman sebaya, ataupun kepada anak yang berumur dibawah kita. Apabila kita berbicara dengan sopan kepada orang maka orang pasti lebih sopan kenapada kita. from the motivations, the students got a directive in they life.
Accordingly, intrested to analyse the problem above, because the English teacher in SMPN 1 Mapattunggul Pasaman have many category talks to students in teaching learning process. Why categories teacher‟s talks of teacher, cause teaching learning process the teacher role playing very need to the goal learning process.
Interaction is an activity in classroom between the teacher and students and communication has been jointly constructed between the teacher and learners. Interaction relation to communicate meaning between teacher to students in the classroom.
Interaction has important role in teaching learning process.
Moreover, interaction have feedback between teacher and students. The teacher has to plan what the teacher intends to teach (syllabus, method, and atmosphere). So, the classroom interaction has important role in teaching learning process”. It mean, the teacher in teaching learning process should not be too focus on the best method, the teacher should be looking for the most appropriate approach, design of materials, or set of procedures in a particular case.
Furthermore, in the classroom‟s interaction, the teacher will talk to the students and teaching learning process will be success. When it success, the teachers will be easier to interact with students and the teacher‟s material explain will be submitted.
In teaching learning process the act is very important because to achieve the goal of learning. In learning process teachers‟
talks make communication between teacher and students in classroom. In classroom teachers‟ talks used various language to make students active and understanding with the lesson.
Categories of teachers’ talks
In teachers‟ talks have categories the following are the teachers‟ talks categories as described by Brown (2007).
1. Deals With feeling
Teacher accepts the feelings of the students. She feels himself that the students should not be punished for exhibiting his feelings. Feelings may be positive or negative.
2. praises or encourages
When a student gives answer to the question asked by the teacher, the teacher gives positive reinforcement by saying words like good, very good, better, correct, excellent, carry on.
3. Uses Ideas of Students
The students ideas are accepted only and not his feelings. If student passes on some suggestions, then the teacher may repeat in nutshell in his own style or words.
3 4. Asking question
Based on the teacher ideas and expecting an answer from the pupil.
Sometimes, teacher asks the question but he carries on his lecture without receiving any answer.
5. Give Directions
The teacher gives directions, commands or orders or initiation with which a student is expected to comply with: Open your books, and Stand up on the benches.
6. Criticize Students‟ Behavior When the teacher asks the studrent not to interrupt with foolish questions.
Based on the explanation above the researcher concludes that the categories teacher‟s talk is a language use to teaching learning process in classroom interaction. At this point, the teachers can interact with students in class. Interaction between teacher to students or students to teacher is very important in class.
RESEARCH METHOD
The design of this research was descriptive research which described the phenomena in the field (SMPN1 Mapattunggul). It means that descriptive research is a research to analyze problem of the study that happens in learning, and all of the data are usually collected through observation checklist and field note. As a statement, the researcher had chosen the descriptive research because the researcher wanted to describe the categories of teachers‟ talk in classroom interaction. In addition, descriptive research has become useful research design in investigating many categories of teachers‟ talk in classroom interaction. Therefore, by adapting this descriptive research, the researcher described the fact about the categories of teachers‟ talk in the classroom interaction.
the researcher used teachers‟ talk in classroom interaction for informant. Oxford (2010) Informant is “a person who give information”. In this research, the researcher chose two English Teachers‟ Talk in Classroom Interaction at SMPN 1 Mapattunggul Pasaman.
In descriptive research, there were some instruments that can be used by researcher in order collect the data.
Instruments used the reseacher are observation checklist and field note.
Creswell (2013:201), say „‟obsevation is when the researcher takes field notes on the behavior and activities of individuals at the research site‟‟. Observation checklist was used to make sure that she get all of information during the respondent teaching in the classroom. Then, the researcher also used field note to got clear data during observation process.
The researcher did analysis of the data after collecting the data. According to Gay and Airasian (2000:239), there are four stages of analyze the data; reading/memoing, describing, classifying and interpreting.
They will be explained more detail as follow explanation.
In this research, the researcher was descriptive research which described the phenomena in SMPN 1 Mapattunggul Pasaman. The reseacrher used two teachers‟
talks in classroom interaction as informant.
In descriptive research, were some instruments can used by researcher in order collect the data. Instruments used the researcher are observation checklist and field note.
FINDING
The researcher described the finding of the research question as there were two teachers as informant who teach English SMPN 1 Mapattungul Pasaman after she is observation categories of teacher‟s talk the researcher analyzed that English teachers have many the categories of teacher‟s talk in the classroom interaction in teaching learning process.
The categories of teachers‟ talks in teaching learning process is very needed in teaching learning process. In this research, the researcher found two English teacher have many of categories teachers‟ talks in teaching learning process. In teaching learning process teachers‟ talks is very important because in process teaching the teacher is a role important to the goal learning process.
Observation checklist 1. Teacher A
In the observation section, the researcher observed the teacher A who taught in class VIII1. The researcher found that teacher A have many categories teachers‟
talks in teaching learning process.
At first observation, she found that teacher A, from six categories of
4 teachers‟ talks. Teacher A has
eleventh sub indicators Yes in categories teachers‟ talks. Sub indicators that are feeling, positive, negative, good, develop, clarify, fixed answer, display question, command, what, and comment.
Five sub indicators Neutral that are very good, carry, suggestion, order, and initiation. And one sub indicator No it is comment.
At second observation, she found that teacher A, from six categories of teachers‟ talks.
Teache A has twelve sub indicator Yes in categories teachers‟ talks.
Sub indicators that are feeling, positive, negative, good, very goodt, develops, clarify, fixed answer, display question, command, what, and comment.
Four sub indicator Neutral that are carry, suggestion, order, and initiation. And one sub indicator No it is comment. Thus, the researcher, found many categorie from teacher A in teaching learning process.
Thus, the researcher, found many of categories of teachers‟ talks of teacher A in teaching learning process.
2. Teacher B
The researcher did observation to the second teacher. The teacher B taught in the class VIII2. First, the researcher find that teacher B also have many of categories teacher‟s talk in classroom interaction in teaching learnig process. The firstly observation, she found that teacher B, from six categories of teachers‟
talks. Teache B has eleventh sub indicators Yes in categories teachers‟ talks. Sub indicators that are feeling, positive, negative, good, very good, develops, suggestion, clarify, fixed answer, disply question, and command.
Three sub indicators Neutral that are carry, order, and initiation. In this observation the reseacher does not found teacher B has Criticize Students Behavior. Sub indicators from it is difficulty, emotion, and solution.
The second observation, she found that teacher B, from six
categories of teachers‟ talks.
Teacher B has twelve sub indicator Yes in categories teachers‟ talks.
Sub indicator that are feeling, positive, negative, good, develops, clarify, fixed answer, display question, command, order, what, and comment. Found sub indicator Neutral that are very good, carry, suggestion, and initiation. And one sub indicator No it is why. Thus, the researcher, found many categories from teacher B in teaching learning process
.
Based on the finding above the reseacher conclued on the table below:
Table Observation checklist 4.5
Informant Class Observation Yes Neutral No Teacher
A
VIII1 First observation
11 5 1
Second observation
12 4 1
Teacher B
VIII2 First observation
11 3 0
Second observation
12 4 1
Based on table above in doing the observation, she is used observation checklist and field note. The researcher used checklist in observation the teacher in seventeen items.
CONCLUSION
Category of teachers‟ talks the reseacher found two teachers as informant who teach English SMPN 1 Mapattungul Pasaman after she is observation categories of teacher‟s talk the researcher analyzed that English teachers have many the categories of teacher‟s talk in the classroom interaction in teaching learning process.
In this research, the researcher used the theory H. Douglas Brown to show the result of teachers‟ talks in classroom interaction at SMPN 1 Mapattunggul Pasaman in teaching learning process.
Categories of teachers‟ talks according to Brown have six indicators that are deals with feeling, praises and encourage, uses ideas of students, asking question, give direction, and criticize students behavior. Indicator that all very need in classroom interaction.
In this research, the researcher found of English teachers at SMPN 1 Mapattunggul Pasaman have many
5 categories of teachers‟ talks in classroom
interaction in teaching learning process.
ACKNOWLEDMENT
The researcher would like to express her grateful to Allah, because of the blessing the researcher can finish thesis with entitle The Categories of Teachers’ Talk in the Classroom Interaction. The researcher would like to, express her deepest gratitude to Syayid Sandi Sukandi, S.S.,M.A. as the first advisor, for him time, guidance, and suggestions during the process of the writing this thesis. The researcher also would like to thank to Edwar Kemal, S.S., M.Hum as the second advisor for his very special support, guidance, and advice in completing this thesis.
The researcher realizes that this thesis is far from perfect and welcomes any comments and suggestions to make this thesis be better. The researcher hopes that this thesis will be valuable for education.
In this research, the researcher finds of English teachers at SMPN 1
Mapattunggul Pasaman have many categories of teachers‟ talks in classroom interaction in teaching learning process.
REFERENCES
Brown, H. Douglas (2007) Teacher Talk in Classroom Interaction: A Study at an English Department in Indonesia. Views.2,698.
Creswell, J.W. (2013). research Qualitative,Quantitative and Design. 4th. ED. Amerika: SAGE.
Gay, L. R and Peter Airasian. (2000).
Educational Research:
Competencies for Analysis and Application. New Jersey: Prentice- Hall Company.
Oxford. (2010). 8th Edition. Advanced Learner’s Dictionary. New York:
Oxford.
