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AN ANALYSIS OF STUDENTS’ ATTITUDE TOWARD TEACHER TALK IN CLASSROOM INTERACTION
Wahyuni Alimah
*), Sesmiyanti
**), Hevriani Sevrika
**)*)Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat email: yunialimah54@gmail.com
**)Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat email: dises_09@yahoo.com
**)Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat email: sevrikariecha@gmail.com
Abstract
Teacher talk is language which is used by teacher to communicate with the students when teaching. Purpose of this researcher was to know students’ attitude toward teacher talk in classroom interaction. This researcher was conducted in order to know teacher talk in classroom interaction and how students’ attitude toward teacher talk are. This research was qualitative and research data was gotten from 27 second grade students whom choosen randomly from eight classes and two English teachers whom teach at second grade of SMPN 13 Padang. To collect the data, the researcher used observation and interview techniques. In observation, the researcher used field note and audio recorder. Meanwhile in interview, the researcher used interview guide and video recorder. When doing observation, the researcher listened teachers’ conversation during teaching and wrote it related to indicator of teacher talk in order to know teacher talk. in addition, to know students’ attitude toward teacher talk, the researcher interviewed the students. After analyzing data, the researcher found that teacher talk in classroom interaction were praise or encouragement, accepts students’ ideas, asks questions, lectutures, give directions, and criticizes or justifies authority. Then, students’ attitude toward indirect talk was positive. Meawhile students’
attitude toward direct talk was positive and negative.
Teacher talk adalah bahasa yang digunakan guru untuk berkomunikasi dengan siswa ketika mengajar. Penelitian ini bertujuan untuk mengetahui sikap siswa terhadap teacher talk dalam interaksi kelas. Pelaksanaan penelitian ini untuk mengetahui teacher talk yang ada dalam interaksi kelas dan bagaimana sikap siswa terhadap teacher talk tersebut. Penelitian ini adalah kualitatif dan data diperoleh dari 27 siswa kelas dua yang dipilih secara acak dari 8 kelas dan 2 guru bahasa Inggris yang mengajar kelas dua di SMPN 13 Padang. Untuk mengumpulkan data, peneliti menggunakan teknik observasi dan wawancara. Dalam observasi, peneliti menggunakan catatan lapangan dan perekam suara. Sedangkan dalam wawancara, peneliti menggunakan pedoman wawancara dan perekam video. Ketika melakukan observasi, peneliti mendengarkan percakapan guru selama mengajar dan mencatatnya sesuai dengan indikator dari teacher talk untuk mengetahui teacher talk yang ada. Sedangkan untuk mengetahui sikap siswa terhadap teacher talk, peneliti mewawancara siswa. Setelah menganalisa data yang didapat dari penggunaan instrumen tersebut, peneliti menemukan bahwa teacher talk yang ada yaitu praise or encouragement, accepts students’ ideas, asks questions, lectutures, give directions, dan criticizes or justifies authority.
Kemudian, sikap siswa terhadap indirect talk adalah positif, sedangkan sikap siswa terhadap direct talk ada positif dan negatif.
Keywords :classroom interaction; students’ attitude; teacher talk
*) Writer
**) Advisors
2 INTRODUCTION
Interaction is a communication between teacher and students in learning process to achieve the learning goals. It can occur face-to-face and it can occur as displaced activity. Interaction between teacher and students is a key condition for the continuity of the teaching learning process.
An attractive classroom communication is helpful during teachingand learning process. In attractive classroom, the students are motivated to learn, the teacher can manage the classroom, and teaching goal can be achieved. Whereas, a bad classroom communication creates passive class where the students are unresponsive and avoid interaction with the teacher. Students can often be very reluctant to give feedback or ask the teacher a question in the classroom.
These situations impact students’ interaction and students’ attitude in EFL class.
Students’ attitude are students’
thoughts, feelings, and action toward an object or a person. That attitude appears if there is an interaction with the object or person. For example, when students interact with teacher in classroom, they show their attitude.
Based on pre-observation at SMPN 13 Padang, researcher found some phenomenon related to teacher talk. Firstly, teacher criticized students when they discussed individual exercise with friend. For example, the teacher said “No discuss, you have dictionary so make that exercise by yourself’”. Some students listened that teacher but others ignore it. The students also felt annoying. However, some students told that they were agree with the teacher because it was good for themselves. Secondly, teacher accepted students’ feeling about his problem in learning. The teacher said “Nak,jika tidak tertarik dengan pelajaranbahasa inggris sekarang, usahakan tertarik selanjutnya.
Kamu bisa belajar dengan teman atau kakak”. The student felt comfort and happy because the teacher was respect with him.Lastly, when teacher accepted students’
idea and gave praise, student became happy and eunthusias. For example, teacher said“that’s good answer, give applause to your friend”. The students told that they would participate during teaching and learning activity because the teacher responded their answers or ideas. Also,
teacher’s praise improved their motivation in learning.
Considering to phenomenon above, it can be known that from teacher talk, students have different attitude. Some of students have positive attitude toward teacher talk. However, some of them have negative attitude toward teacher talk. These reasons make the researcher interested in looking for and find out more about students’ attitude toward teacher talk.
Teacher talk is language in classroom for communicating with students.
Lynch (1996, p. 6) states that teacher talk is the languange typically used by teachers in foreign language classroom. In other words, the teacher’s language affect students’
success in learning English as foreign language. The teacher talk not only to explain the lesson but also to praise her/him students for their achievement in study. Besides, teacher has to respond students’ ideas or answers.
Elis in Nizergorodcew (2007,p. 47) defines that teacher talk is the language used by teachers when addressing their students. In other words, teacher guides the students during teaching and learning activity through her/his talk. FurthermoreSinclair and Brazil (1995) in Yanfen and Yuqin (2010, p. 77) say that teacher talk is language in classroom that take up the major portion of class time employed to give direction, explain activities, and check students’ understanding. This definition shows teacher talk has essential role in teaching and learning process. It is useful in helping the students to understand the lesson.
It can be summarized that teacher talk is language that used by teachers to communicate with the students during teaching and learning process. Teacher talk is needed in organizing classroom and acquisition process that is a media for target language of students. Besides, teacher talk has educational purposes like motivate students, ask students’ contribution, and give direction. Teachers can use their talk as a tool to maximaze students’ performance and interaction and to promote positive students’
attitude toward the teachers.
Flanders’ Interaction Analysis Categories (FIAC) in O’leary (2014, p. 51) categorize teacher talk into indirect and direct. Firstly, the indirect talk is divided into accepts feeling, praises or encourages, accepts or uses ideas of pupils, and asks questions. Secondly, direct talk is divided
3 into lecturing, giving directions, and criticising or justifying authority.
1. Indirect talk
a. Accepts feeling : teacher accepts and clarifies an attitude or the feeling tone of pupil.
b. Praises or Encourages : teacher praises and encourages pupil action or behaviour.
c. Accepts or uses ideas of pupil : teacher clarifies, builds, or develops ideas suggested by a pupil.
d. Asks question : teacher asks questions about content or procedure, based on teacher ideas, with the intent that a pupil will answer
2. Direct talk
a. Lectures : teacher gives facts or opinions about content or procedures;
expressing his own ideas, giving his own explanation.
b. Gives direction : teacher gives directions, commands or orders to which a pupil is expected to comply c. Criticizes or justifies authority :
teacher’s statements intended to change pupil behaviour from non- acceptable to acceptable pattern.
Students’ attitude is students’
thought, feeling, and action in facing an object, a person, or an activity in classroom.
Mulyatiningsih, et al (2006, p. 21) state that positive attitude is a tendency to respond an object positively so that shows behavior that regard, love, and treat object well. While, a negative attitude is a tendency to respond negatively object that shows behavior that reject and do not like object. It can be understood that, people who have positive attitude toward the object, they will help, pay attention, do something good, received the things well. Otherwise, people who have negative attitude toward an object, they will denounce, reject, and do not like the object.
Furthermore, Back in Ahmadi (2007, p. 150) states that people who have positive attitude toward an object show their like and favorable attitude, whereas people who have negative attitude toward an object show their dislike and unfavorable attitude.
That attitude can influence future behavior.
So, development of positive attitude is crucial in classroom interaction.
In short, students’ attitude is students’ predisposition to respond the object,
person, thing or event. It is caused by their experience, so it can influence their act in the future. Then, the degree of positive or negative effect depends on students’
personality in looking it. In other word, experience that is happened in environment can influence howstudents look to an object or event.
Attitude has three basic components which are correlated each other. These components relate with students’ positive or negative attitude. Besides, positive or negative attitude will appear depend on how students perceive themselves in learning.
Some experts, McMillan (1997, p. 263), Hodgetts and Hegar (2008, p. 98), Pan et al (2009, p. 267), and Lantos (2011, p. 501) describe same components of attitude which are cognitive, affective, behavioral.
a. Cognitive component
The first component is cognitive.
Cognitive component is the set of values and beliefs that person has toward a person, an object, or an event. It means cognitive describes opinion, worth or value such as thinking something is valuable, useful, and wothless.
b. Affective component
Secondly, affective component is the emotion or feeling assosiated with an object or a person like good or bad feelings, enjoyment, like/ dislike, comfort or anxiety.
c. Behavioral component
The last is behavioral component which is tendency to act in a particular way toward a person, an object, or an event. It indicates a willingness or desire to engage in specific actions. It means behavioral is person’s action or reaction.
RESEARCH METHOD
This research was qualitative research. Ary et al (2010, p. 453) inform that qualitative study is seeks to understand a phenomenon, a process, or a particular point of view from the perpective of those involved. Related to the design of this research, the researcher wanted to know teacher talk in classroom interaction and how students’ attitude toward teacher talk are.
Related to the topic and purpose of this research, participants in this research
4 were 27 second grade students and two English teachers at SMPN 13 Padang. In this research, the researcher used observation and interview to facilitate researcher in collecting the data. To collect the data, the researcher used observation field note form, audio recorder, interview guide, and video recorder.
The data collection was conducted for three weeks.
FINDINGS AND DISCUSSION
After explaining the data specifically, researcher found teacher talk in classroom interaction. In indirect talk, the researcher found gives praise or encouragement, accepts students’ ideas, and asking questions. The researcher did not find accepts feeling because the teachers did not respect with students’ feeling. The teachers tended to focus in explaining the topic.
Moreover, in direct talk, the researcher found all of talk. They were lecturing, giving directions, and criticizing or justifying authority. From the finding, it could be known that the teacher almost used all of teacher talk based on the theory in chapter II.
Furthermore, from the interview data, the research knew students’ attitude toward teacher talk. The researcher explained students’ attitude toward teacher talk one by one based on indicators.
a. Indirect talk
1. Students’ attitude toward accepting students’ feeling was positive.
2. Students’ attitude toward giving praise or encouragement was positive 3. Students’ attitude toward accepting
students’ ideas was positive
4. Students’ attitude toward asking questions was positive
b. Direct talk
1. Students’ attitude toward lecturing was positive and negative
2. Students’ attitude toward giving directions was positive
3. Students’ attitude toward criticizing or justifying authority was positive CONCLUSION
After getting the data from observation and interview, the researcher analyzed them. From observation data, researcher found that teacher talk in classroom interaction were giving praise or
encouragement, accepting or using students’
ideas, asking questions, lecturing, giving direction, criticizing or justify authority.
However, the researcher did not found one of teacher talk from each teacher which was accepting students’ feeling.In addition, after analyzing interview data, the researcher knew that students’ attitude toward teacher talk.
Students’ attitude toward indirect talk was positive. Meanwhile, students’ attitude toward direct talk was positive and negative.
ACKNOWLEDGEMENT
The researcher expresses the deepest gratitude to her advisors Sesmiyanti, S.S, M.Pd and Hevriani Sevrika, M.Pd who have given their times, guidance patiently, suggestions, and supports in completing this thesis.
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