Judul Skripsi: Students' Perception of Teacher's Talk in English Classroom (A Descriptive Study in Grade Eleven of SMA Muhammadiyah Limbung Kab. Gowa. Judul Skripsi: Students' Perception of Teacher's Talk in English Writing Study Class in A Class e eleven of SMA Muhammadiyah Limbung Kab. Gowa).
The research aimed to find out the students' perception of the teacher's speech in eleventh grade English classroom in SMA Muhammadiyah Limbung.
INTRODUCTION
- Background
- Problem Statements
- Objective of research
- Significance of the research
- Scope of the Study
Feedback on students' responses also increases their active participation in the classroom. To determine whether students understand, teachers sometimes ask for information that he or she already knows, such as asking questions based on the text. The aim of the research was to find out how students perceive the English teacher's speech.
In this study titled: Students' Perception of Teacher's Speech in English Classroom (A Descriptive Study in Eleventh Grade SMA Muhammadiyah Limbung Kab. Gowa) the researcher focused on two types of teacher's speech; the first type is the question used by the English teacher and the second type is the feedback from the eleventh grade English teacher at SMA Muhammadiyah Limbung.
REVIEW OF RELATED LITERATURE
Previous Research Finding
Some pertinent ideas
- Concept of Teacher‟s Talk
- Style of Teacher Talk
Conversation with the teacher is the main source of understandable target language input that students can receive in the foreign language classroom. The conversation with the teacher is very important both for the organization of classroom teaching and for the students' language learning in the foreign language learning process, because the teacher's conversation is an instrument of the implementation of the lesson plan. As an indispensable part of foreign language teaching, the teacher's talk has its own characteristics in that both the content and the medium are the target language.
According to Harrel quoted in Yulianti in the journal, Teacher Talk in the Cooperative Learning Classroom, a crucial aspect of teaching English as a second language is the nature of teacher talk.
Conceptual Framework
RESEARCH METHODOLOGY
- Research Design
- Population and sample
- Research instrument
- Procedure of Collecting Data
- Technique of Data Analysis
The finding of the research represented the result of the students' perception of the teacher's speech; are the questions used by the English teacher and the feedback used by the English teacher. When the teacher gives positive feedback, students will no longer be afraid to answer the teacher's questions. Regarding the second claim, students' perceptions of their feelings when the teacher asks a simple question.
The answer to the questionnaire statement, statement three “Explains how the results of the questions are assessed” and statement four “The teacher asks a referential question at the end of the learning process” is positive. This is evident from the third statement in the questionnaire: the perception of the students about their feelings, like that of the teacher, explains how the results of the questions will be judged. Based on the type of question used by the researcher, the researcher used the teacher during the teaching-learning process.
The five statements in the questionnaire reflect students' perceptions of their feelings when the teacher provides feedback on tests and assignments. As for positive feedback, when the teacher gives positive feedback, the students are no longer afraid to answer the teacher's questions. The answer to the questionnaire statement, statement seven “The teacher provides support through feedback is very good” and statement eight “The teacher provides guidance, is just right”.
The students' perception towards teacher's talk in English class (The Study of The Eleventh Graders of SMAN 7 Banjarmasin Academic Year 2015/2016. The teacher gives a reference question at the end of the learning process. utsama tanpa jawaban pasti) di akhir proses pelebahan .) .
FINDINGS AND DISCUSSION
Findings
In this section, the researcher describes the result of the data analysis based on the problem statement. Total score of the questionnaire obtained from the calculation by adding the total number of students who choose alternative answers. This means that most students think that teachers should give their questions with the level of language they understand so that students understand the questions given by their English teacher, because then the students will be easy to understand the questions given by the English teacher given, to answer.
This means that most of the students think in learning English in class and teachers always provide easy questions that helped them in learning English because with an easy question it did not make them feel scared to answer questions given by their English teacher. This means that most students agree if the teacher explains each result they get from answering the questions asked by the English teacher during the teaching-learning process, because then the students were aware of the shortcomings where and how much value they gain, with students who knew how. much they earn, then this can increase their motivation to study more to get the value they want. It means that there are some students who agree and there is also a neutral in this statement, because they assume that together with the teacher they ask questions using "reference questions".
This means that students agree if the teacher always gives feedback on every assignment given by their teacher. This means that most students think that by giving positive feedback when teachers explain, they can help them understand well what their English teacher explains in the classroom about the learning process in progress. It means that the students think that if the teacher gives feedback, it is a good idea, because the teacher's talk in the feedback movement is relatively important, as it is not only a summary of the interaction, but also affects the students' interest in it. interact in the next interaction.
This means that most students will be introduced to the teaching and learning process to help the student better understand the material that will be taught by their English teachers. This means that most of the students think that the given learning plan will help them a lot in learning English because the students will know the purpose of their learning through the learning plan given to the students.
Discussion
The response to the statement on the questionnaire, statement one "Teachers should always ask questions using a language level I can understand" and statement two "Teacher's should provide an easy question" is positive. The positive response seen from the first statement comes from students' perceptions of their feelings when they receive questions from English teachers who use the level of language they understand, as it will make them feel easy to answer every question their English teacher asks, to answer. Students are very enthusiastic to answer questions given by the teacher if they think the question is easy because then they will feel proud to answer the questions given by their English teachers.
The answer to the statement on the questionnaire, statement five “Teachers should always provide feedback on tests and assignments within a reasonable time” and statement six “Positive feedback from the teacher helps me understand the lessons better” is positive. Students say that the impulse they feel is most effective in getting them motivated is teacher feedback. Students' perceptions of their feelings about the teacher's support and direction during the teaching-learning process are constant, with student support being very important to students once the teacher gives directions.
The answer to the statement on the questionnaire, statement nine and statement ten 'Teaching is easy to understand' questionnaire and. The teacher's lecture brought many benefits to the students, such as making them feel easy to understand, more serious and more active in class. Therefore, in teaching, the teacher should ask questions more often and give feedback to students.
Students are thus motivated to learn and teachers pay more attention to their students in the classroom. The findings show that all students agree that the teacher's role in asking questions and providing feedback during teaching is very important.
Conclusion
Suggestions
Misalnya bagaimana ketika guru memberikan pertanyaan di kelas dan juga bagaimana ketika guru memberikan feedback atau umpan balik di kelas. Bagaimana persepsi A2 terhadap feedback atau umpan balik yang digunakan oleh guru bahasa Inggris A2 selama kelas berlangsung. B2.8 Jika guru bertanya dalam bahasa yang saya mengerti, saya menjawab pertanyaan tersebut, tetapi jika saya tidak mengerti, saya diam.
B1.11 Bagaimana persepsi B2 terhadap umpan balik atau feedback yang digunakan oleh guru bahasa Inggris B2 selama kelas. C1.1 Oke C2, saya ingin bertanya tentang pelajaran bahasa inggris terutama tentang gurunya sendiri, namun sebelumnya C2 menyukai pelajaran bahasa inggris. Oke selanjutnya tentang C2 sendiri, apa yang dia pikirkan ketika guru bahasa Inggris memintanya menggunakan bahasa Inggris.
Lantas bagaimana pendapat C2 ketika guru bahasa Inggris mengajukan pertanyaan yang sudah diketahui jawabannya secara pasti seperti yang sudah ada di teks atau materi. C1.11 Bagaimana persepsi C2 terhadap umpan balik atau feedback yang digunakan oleh guru bahasa Inggris B2 selama kelas berlangsung. Umpan balik positif, jika umpan balik positif dimanfaatkan guru kita sebagai siswa jika salah menjawab maka mereka tidak akan takut lagi.
Oke, pertanyaan pertama, D2 sendiri ketika guru bahasa Inggris menanyakan pendapatnya dalam bahasa Inggris. F2.4 Menurut saya sebaiknya guru terlebih dahulu mengajukan pertanyaan-pertanyaan yang mudah kepada siswa agar mereka dapat memahami apa yang dijelaskan oleh guru. F2.8 Menurut saya feedback mempunyai efek positif, karena kita bisa mengetahui kesalahan apa saja yang kita lakukan saat mengerjakan tugas.
G2.4 Guru hendaknya selalu mengajukan pertanyaan dengan menggunakan bahasa yang baik dan dapat dipahami siswa.
