Vol. 2 No. 5, 2022
Teachers’ Language Use in Classroom Interaction at Vocational High School in Makassar
Penggunaan Bahasa Pengajaran Guru dalam Interaksi Kelas pada Sekolah Menengah Kejuruan di Makassar
Rahmi Ikawati Lestari*, Syarifuddin Dollah, Haryanto Atmowardoyo English Education Study Program, Universitas Negeri Makassar, Makassar, Indonesia
*Corresponding authors : [email protected]
ABSTRACT
The objectives of this research were to explore the teachers’ language use. This research applied qualitative method.
The participants of this research were two English teacher and two classes of tenth grades students at SMKN 10 Makassar. The data of this research were collected by observation. The obtained data were analyzed in four major phases namely data collection, data display, data condensation and drawing conclusion. The results of this research revealed that teachers used first language, target language, local language, code mixing and code switching in classroom interactions. Teachers used Bahasa Indonesia more than English in instructional talk and management talk.
Keywords: language use, classroom interaction.
ABSTRAK
Tujuan penelitian ini adalah untuk mengeksplor penggunaan Bahasa guru. Peneletian ini menggunakan metode deskriptif kualitatif. Partisipan penelitian ini adalah 2 guru Bahasa Inggris kelas 10 di SMKN 10 Makassar. Dalam penelitian ini, data diperoleh melalui observasi. Data yang diperoleh dianalisis dalam 4 tahap utama yaitu pengumpulan data, penyajian data, kondensasi data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru menggunakan Bahasa Indonesia, Bahasa Inggris, Bahasa daerah, code mixing dan code switching dalam interaksi kelas. Dalam penggunaan Bahasa sebagai Bahasa instruksi dan Bahasa menejemen kelas guru lebih banyak menggunakan Bahasa Indonesia daripada Bahasa inggris.
Kata kunci: penggunaan Bahasa, interaksi kelas.
1. INTRODUCTION
In Indonesia, English is chosen as a foreign language or EFL (English as a Foreign Language). As a foreign language, teachers should use English in classroom interactions because learning a foreign language is a process that highly depends on the context in which it occurs. The most effective and efficient way to learn a foreign language is through practice. The more students practice, the more fluent their language becomes. For students to acquire foreign language skills, it is necessary to surround them with the target language and be in a situation where they need to use it. To place students in this situation, teachers can create an English-language interaction space in the classroom where students are surrounded by the target language. So they have more time to practice and can also bring more benefits to the students.
Students need comprehensible input as a theory of Krashen (1982), comprehensible input refers to the way the learner acquires the language by hearing and understanding the message that is slightly above their current English level. Students can develop their speaking skills by listening to teachers engage in more foreign language input in the target language in classroom interactions, and practice them when they have the opportunity to communicate. In terms of acquisition, the teacher's use of language is important as it may be the most important source of understandable input in the target language that students may receive.
Not all teachers are devoted to using the target language for instruction, interaction, and activity in the classroom during the teaching and learning process.
Teachers rarely speak in English because they are concerned that the students will not understand the instruction or material if the teacher does so.
Furthermore, if the teacher fails to include target language into classroom activities, the teaching process will be ineffective. Aside from that, the necessity for intelligible teachers' language is critical because if students do not comprehend what the teacher delivers or explains about the target language, they will not receive any information from the teacher during the learning process and may thus fail the course.
Therefore, some of the teachers assume that the use of the learners' First Language (L1) or Bahasa Indonesia has a crucial and facilitating role in the language classroom. Brown (2001) argues that using students' first language in a foreign language classroom setting
is a reasonable choice as long as it is controlled by the necessity for the first language and provides great advantages in learning the target language.
Interaction in the language classroom has advantages to the students' speaking performance, therefore the study of classroom interaction is considerably important and worth to be analyzed. One of the aspects to be analyzed during interaction is the teacher's language use. Teachers' language in EFL classroom refers to the use of language in teaching English in the classroom (Zulfah, Rasyid, Rahman, & Rahman, 2015).
Teacher language use is defined as any words or sentences said by the teacher during the interaction in the teaching-learning process. She divided the use of language relates to language position (first, second, and foreign language), language function (instructional and management talk), and use the extent of language use (frequency of language use).
Thus, the purpose of this research was to describe the teachers' language use in terms of instructional and management talk. By conducting this research, the researcher hoped can gradually enable and empower the teachers and also the students to understand, interact, and communicate more in classroom interaction. So, English learning goals can be achieved.
2. LITERATURE REVIEW
2.1. Teachers’ Language Use
According to British Council, language use refers to the communicative meaning of language, it deals with the language that the teacher uses in the classroom.
According to Ellis (1985), interest in language in the classroom has continuously increased, owing to the realization that successful outcomes may be influenced by the teacher's language and the type of interactions that occur in the classroom, whether it is a subject or a language instruction.
Teachers’ language use refers to the language used by the teacher in teaching English in classroom, either first language or English. It refers to all that teacher say and read. Teachers' language, according to Xiao-Yan (2006), is not only the subject of the course, but also the tools by which the teaching purpose is achieved. The teacher's use of language helps to organize the classroom and achieve the purpose of teaching.
2.2. Kinds of Language Use
Teacher language use as explaining in background divided in three parts as introduced by (Zulfah, Rasyid, Rahman, & Rahman, 2015).
1) The use of language relates to language position (first, second, and foreign language).
2) Language use relates to language function (instructional and management talk).
3) Language use relates to the use extent of language use (frequency of language use).
Relating to teacher language function and the frequency language use, Kaneko (1992) divides the purposes of teacher’s language use into 4 goals:
1) Language used for core goals: the language used for course organization needs (eg, instructor guidance, addressing student behavior, and student questions about course organization needs).
2) Language used for framework goals: language used for the organization requirements for the lesson (e.g. teacher’s instruction, managing students’
behavior, and students’ questions on organization requirements of the lesson).
3) Language used for social goals: language used for personal information (eg, greetings, conversations about personal experiences unrelated to the teaching purpose of the course)
The language functions of instructional talk and management talk are related to the teacher's job as a teacher and a manager in the classroom (Brown, 2001).
A competent teacher possesses both educational and management skills. Management skills involve providing effective instruction and controlling student discipline and behavior, such as: presence, condemnation, reward, encouragement, and promotion of interaction. Instructional skill involves the teacher's interpretation of topics, questioning and answering of students' questions and answers, while leadership competencies involve effective instruction and control of student discipline and behavior, such as:
encouragement and encouragement of attendance, blame, reward, interaction.
As the purpose of this research which is specially investigating the teachers’ language use relates to its function, they are instructional talk and management talk used by the teacher in classroom interaction, the ideas and concept stated by some expert conclude by (Zulfah, Rasyid, Rahman, & Rahman, 2015):
1) Instructional Talk
Instructional talk is used to present teaching or language content. Language is used in teaching the lesson. There are five contexts in instructional talk.
a) Giving explanation b) Giving direction c) Giving Correction d) Asking a question e) Answering the question
2) Management Talk
Management talk is utilized to handle classroom activities Language is used for ongoing activities within the classroom that are not inherently part of the classroom. It can be concluded that management talk is the utterances or transactional expressions used to guide teacher and student interactions in the classroom from start to finish. There are fifteen contexts in management talk.
a) Greeting
b) Checking presence c) Giving instruction d) Giving Direction e) Giving announcement f) Giving advice
g) Encouraging students h) Giving reprimanding i) Giving Praise
j) Giving punishment k) Giving thanks l) Making humor m) Asking question n) Answering question o) Closing activity
2.3. Classroom Interaction
Classroom activities require interaction. It facilitates the smooth teaching and learning process and can improve learners' communication skills, especially when learning English as a foreign language. It is accrued every day in the classroom activities between the teacher and the students. The interaction between teacher and students in the classroom is called classroom interaction.
Classroom interactions initially focused on the language used by teachers, in particular teacher's questions and students' responses triggered teacher feedback and behavior for sequential matching.
interaction between teachers and students, which can
be either teacher-student interaction or student- student interaction (Tsui, 2001).
Classroom interaction is the interaction between teachers and students in the classroom. Classroom interaction stimulates students' interest in classroom communication. Goronga (2013) asserts that classroom interaction engages students in the teaching and learning process. This means that interactions in the classroom can encourage students to get involved.
Classroom interactions help students share with each other the information they gain from the material.
Radford (2011) claims that it is through interactions in the classroom that the learning process between students occurs as they share knowledge or understand each other. This means that interaction in the classroom encourages students to share with each other what they know and learn.
Students will learn how much they participate in class through classroom interaction, and the teacher will learn how well they take time to talk. Aside from that, classroom interaction is critical for the teacher to evaluate their teaching method and make changes if necessary. It signifies that the teacher's teaching style will shift from teacher-centered to student-centered, which is critical for a communicative approach.
Teachers' teaching styles are linked to classroom interaction. According to Creemers and Kyriakides (2006), classroom interaction is strongly influenced by the teacher's personality. The connection appears at the more varied teaching styles a teacher employs, the more the teacher know how to engage students in classroom interaction. It means that the teacher is the one who will ensure that students participate actively and meaningfully in classroom interactions.
Classroom interaction involves the teacher and students as interaction in using target language. In the classroom, communication is mostly initiated and maintained by the teachers. They are as the key holder of classroom communication, play prominent roles to manage the classroom participant and stimulate students’ language production, as a result, the teacher is responsible for managing classroom interaction. If the teacher is unable to manage the classroom interaction, the students will become chaotic and loud.
It will result in the failure of the teaching and learning process. A good classroom interaction also depends on how the teacher allows students to interact with one
another. According to Khan (2009), classroom interaction encourages students to participate actively in the learning process. It indicates that if the teacher provides students the opportunity to speak, they will be eager to engage in the learning process. Classroom interaction, as defined above, is every interaction that occurs during the teaching and learning process and must be maintained by the teacher.
2.4. Typical Phases of Classroom Activities
Teacher should manage their teaching activity start from open to end the class in order to make teaching and learning activity systematically. Rasyid (2013) divided the phases that the EFL teacher does in classroom, which are beginning, running and closing the class. The phases of teaching activity are mentioned below.
1) Beginning the class 2) Running the class 3) Ending/closing the class
3. METHOD
The research employed descriptive qualitative method, which attempted to describe the teacher's language use in classroom interaction. This study was carried out at SMK Negeri 10 Makassar. This study used purposive sampling in defining the sample of the research. The participants were two English teachers who have been certified and two classes of tenth grade student at SMK Negeri 10 Makassar. The data of this research were collected by observation, and documentation by recorded the teaching and learning process then analyzed through interactive model of Miles & Huberman (2014).
4. FINDINGS AND DISCUSSION
4.1. Findings
1) Teachers’ language use in classroom interaction Instructional talk to present lesson or language content.
In other words, language is used for teaching. In this language function, most of the utterances which the teacher used were about the pedagogical talk, which is related to teaching, displaying knowledge of what one has learned or understand, and/or knowledge construction. There are five contexts in instructional talk. They are giving direction, giving correction, giving explanation, asking question, and answering question. By analyzing the transcripts of the video
recordings, the researchers discovered all five types of this feature in classroom interactions, as shown below.
2) Giving explanation
This language feature provides detailed information about teaching material. At the core of the teaching process is interpreting the material. In this part, the teacher explains the material to the students in the first language and the target language.
Extract 1, teacher 1. Study about memo, menu, sign and symbol, schedule
The following conversation was taken place in teacher 1 first meeting when he explained the material.
T : Jadi memo ini dia kaya’ sms atau WA. Okay before, sebelum ada WA atau sms ini sangat penting ya. Okay itu yang pertama. Kalau ada yang Tanya what memo is? memo is similar with sms or whatsapp.
(so memo is like a massage or whatsapp. Memo is important before there is a whatsapp or massage.)
Extract 1 above shows the way the teacher explained the material of the day. Firstly, the teacher informed the students about what they are going to study. After that, he asked a question to the students about their prior knowledge of the material of the day. The extract above shows that the teacher used first language and target language (code mixing) in explaining material to make students understand about the materials given.
3) Giving Direction
In this language function the teacher instructed the students to do something related to the material which was discussed that day.
Extract 2, teacher 2: Asking the students to do the task The following teacher’s language use was taken place in teacher 2 first meeting when she was giving the students a task to be done at the time.
Ss : <xwordsx>
T : okay sekarang, semuanya tulis dibukunya. Tulis kata kerja ini, verb one dan verb two. Disini ada 35 kata, jadi semuanya nanti mam periksa. Jadi jam 12.50 semua sudah harus ada 35 dibukunya verb one and verb two. Jadi kita tinggal belajar narrative text
(So now, all of you write this on your book.
Write the verb, verb one and verb two. Here there are 35 words, so later I will check it…)
Extract 2 above shows the teacher instructed the students about next activity and the way they should do their task at the time. She used first language in giving instruction to them by saying “okay sekarang, semuanya tulis dibukunya. Tulis kata kerja ini, verb one dan verb two. Disini ada 35 kata, jadi semuanya nanti mam periksa. Jadi jam 12.50 semua sudah harus ada 35 dibukunya verb one and verb two” Which in English means “okay, now all of you write in your book. Write this verb in verb one and verb two. Here, there are 35 of verb, so later I will check your task. So at 12.50 all of you must have already wrote it in your book”. The teacher used code mixing in form of word like okay, verb one and verb two. For the other form the teacher used first language. The teacher used first language to make sure the students understand the way they should do their ask.
4) Giving correction
This language function takes place as the way the teacher correcting the students’ answer, whether the students’ answer is correct or wrong and giving explanation or direction about the mistakes and how to correct it.
Extract 3, teacher 1: Asking about the price
T : okay, harga. How to say in English Rp. 10.000 perbotol?
S27 : ten thousand rupiah
T : okay ten thousand rupiah for one bottle.
Extract 3 above shows the way teacher 1 corrected the students’ answer. At the time, the teacher asked the students what does the price mean, after the students answered then the teacher asked again how to say Rp.
10.000/bottle. Then, the other student just mentioned the nominal not in complete sentence. The teacher then corrected students’ answer in form of sentence. He used target language in correcting the student answer when a student mentioned only the nominal. He used target language in form of sentences because he corrected the students’ answer to be perfect as a sentence. When the student mentioned the price, it was
“ten thousand rupiah” then he corrected it by saying
“ten thousand rupiah for one bottle”. The teacher used target language in form of sentence to show the students about how the correct way to saying it.
5) Asking question
Asking question was used to check students’
comprehension toward teaching material. During the
teaching and learning process, the teacher used target language and first language to ask the question to the students as described in the extract below.
Extract 4, teacher 1: Study about memo, menu, schedule, sign and symbol
This following conversation was taken place in the beginning of teaching process after the teacher informed the students what they were going to study.
T :Do you have listen or do you know what memo is?
Adakah yang pernah mendengar apa itu memo?
(Anyone has heard about what memo is?) S6 : catatan sir
T : okay, catatan. What else? Apalagi?
S18 : pesan singkat sir T : Pesan singkat, good.
Extract 4 above shows that the teacher used target language and first language in giving questions to the students. At the time, teacher informed students about the material of the day and then he asked some questions to know students’ prior knowledge about the material. He used target language in asking question by saying “Do you have listen or do you know what memo is?” then he used code switching, he translated it in first language. There was a student who answered his question. He responded the student’s answer by mentioning again the student answer. Then he asked again to get more information from the other students.
He gave the students a question by asking “What else?”. Then there were some students answer his question. As usually, he responded the students answer by mentioning again their answer and give praise to those students. He used code switching in asking question to make students understand the questions and to enhance students’ enthusiasm in answering his question.
6) Answering Question
Answering question was given response to the students’ question which related to teaching material.
Extract 5. teacher 1: The difference of food court and restaurant
The following conversation was happened in the middle of teaching process when the teacher mention food court after he explained where the menu can be found.
S10 : sir what the different between food court and restaurant?
T : commonly restaurant is bigger than food court ya. Jadi biasanya restoran lebih besar
Extract 5 above shows that the teacher used target language and first language in answering student’s question. At the time, the teacher mentioned “warung”
in English is food court so one of the students asked the difference of food court and restaurant. Then, the teacher answered the student’s question using target language first then followed with first language by saying “commonly restaurant is bigger than food court ya. Jadi biasanya restoran lebih besar”. The teacher used target language first then followed with Bahasa Indonesia to make the students could understand the explanation.
In this language function, most of the utterances which is the teacher used was to manage classroom activity.
Language is used for ongoing activities within the lesson which are not inherently part of teaching. The researcher found thirteen kinds of language function in this category as explained below;
This language function of management talk happened when the teacher entered the classroom then started the learning process and before living the classroom in ending process.
Extract 6. teacher 2: Opening the class
The following conversation was taken place at the beginning of the classroom activity in teacher 2 first meeting.
T : wahyu siapkan, yok.
S6 : stand up please. Say greeting to our teacher.
SS : assalamualaykum warahmatullahi wabarakatuh T : waalaikumsalam warahmatullahi
wabarakatuh. Good morning everyone how are you today?
Ss : fine, and you?
T : I am good, thanks S : sit down please.
Extract 6 above shows the routine activity in opening the English subject class. Before starting the class, the teacher asked the students to greet her in order to make the students ready to study. There was a student then led the class to greet the teacher. The students greeted also used Islamic greetings by saying “waalaikumsalam warahmatullahi wabarakatuh” then the teacher continued by saying
“good morning, everyone, how are you today?”. The
same opening process also occurred in different class section. The following extract is another example of greeting in closing activity.
This language function of management talk was to know the students’ presence in the classroom, whether the students present, absent, or sick.
Extract 7, teacher 1: Calling the students’ name The following extract was taken place in the beginning of teaching process in teacher 1 first meeting before they start the lesson.
T : I am good, thank you. Okay before we start, okay please listen to your name ya. Hadir, where is Hadir?
S5 : absent sir.
T : absent? Okay. Ainun.
S5 : absent sir
T : oh my god! Akbar S3 : yes, sir!
Extract 7 above shows the way teacher checked the students’ presence. At the time, before they started the lesson, the teacher called their name. firstly, the teacher asked the students to keep attention in hearing their name. he used target language to get students’ attention by saying “okay please listen to your name”. He used target language in form of sentences without translated it in first language. It was because all students could understand the meaning. Then the teacher called the students name one by one like “Hadir”, “Ainun”,” Akbar” and so on.
7) Giving instruction
This language function of management talk was asking students to do something now or soon which no related with teaching material.
Extract 8, teacher 2: Opening the class
The following extract was taken place in teacher 2 first meeting at the beginning of classroom activity before the teaching process started.
T : wahyu siapkan, yok.
(Wahyu, prepare the class)
S6 : stand up please. Say greeting to our teacher
Extract 8 above shows the way of giving instruction from teacher 2. At the time, the teacher instructed the student to led the class to greet her. She instructed the student by saying “wahyu siapkan yok”. The teacher
used first language because she just made conversation with the students.
8) Giving direction
This language function of management talk was giving information about procedure or how to do activity in classroom.
Extract 9, teacher 2: Doing the game
T : okay. Aturannya ya, baca, kemudian kasih saya verb two nya kemudian kasih saya apasih bahasa indonesianya. Do you follow me?
(The rule is, read and then tell me the verb two then tell me the meaning)
Ss : yes
Extract 9 above shows the way teacher in giving direction to the students. At the time, the students were playing the game. Then the teacher gave the direction to the students about the rule of the game.
The teacher used first language by saying “Aturannya ya, baca, kemudian kasih saya verb two nya kemudian kasih saya apasih bahasa indonesianya” which in English means “The rule is, read and then tell me the verb two then tell me the meaning”. The teacher used code mixing in term of word like “verb two” then continued using first language again. She used first language to make the students understand about the rule of the game of the day.
9) Giving announcement
This language function of management talk was giving information to the students.
Extract 10, teacher 2: Doing the game
The following conversation was taken place in teacher 2 first meeting, when the students were playing the game.
T : sudah lewat waktunya. Mam kasih saja tiga poin. Thank you nasrul, sit down. Ayok siapa lagi kelompok selanjutnya? Ayo cepat-cepat.
(Time is up, I will give you 3 points) Sss :<xwordsx>
Extract 10 above shows the teacher used first language in giving information to the students. At the time, the students were playing a game and the time is up. So, the teacher informed the students’ the time is up and they just get 3 points. She used first language to informed the students so the students could get the information clearly
11) Encouraging students
Encouraging is one of the teacher utterances that used to boost up students’ spirit during the teaching and learning process. The teacher encouraging students by challenging them and trying to make them to do the task in the classroom.
Extract 11, teacher 2: Doing the task
This following extract was taken place in teacher 2’s first meeting.
T : hei, kamu tinggal menulis saja ini, sudah tidak usah berpikir. Kasihkan saja, biar dia tulis. Yang menebak yang disini.
(Just write this and don’t think. Let her write it and the other one guess it)
Ss : cook, cooked
Extract 11 above shows the way of the teacher in encouraging her students. At the time, the material was about narrative text. Firstly, the teacher asked the students to write the verb in past form, but there was a student did not want to write because she afraid that her answered was wrong. Then, the teacher encouraged that student using first language by saying
“kamu tinggal menulis saja ini, sudah tidak usah berpikir.
Kasihkan saja, biar dia tulis.” Which in English means
“Just write this and don’t think. Let her write it and the other one guess it”. The teacher used first language to make the student understand easily and also by using first language would be touched the student itself. The teacher tried to make the students realize that it was no problem in making mistake in learning process because they were still learner.
12) Giving Reprimanding
Giving reprimanding was the teacher criticize students’ negative behavior by telling that the students’ behavior was not acceptable or correct and communicating anger, criticism, displeasure, annoyance, and rejection.
Extract 12, teacher 2: Opening the lesson
The following conversation was taken place in teacher 2 first meeting, when the teacher was opening the lesson while other students were talking to another student.
T : all right. Siapa yang bicara?
Ss : mam ely
T : berarti kalau ada yang bicara dan bukan mam, you go out. Do you understand me?
(so, if someone talk and not mam, you go out)
Ss : yes
Extract 12 above shows the way the teacher in giving reprimanding to the students. At the time, the teacher was opening the lesson by standing in front of the class.
The class was crowded. There were some students who were not pay attention to her. They were talking to each other. At first, the teacher was asking the students who was talking right now, after the students answered then the teacher warned the students that they should go out if the other one talked other than her. She used first language and target language in reprimanding the students by saying “berarti kalau ada yang bicara dan bukan mam, you go out”. Which in English means “so if someone talks and not mam, you go out”. The teacher said that statement using first language first to emphasize her statement easily to be understood by the students, so they realized what they did was wrong, then she used target language in term of sentence by saying “you go out” because she believed that the sentence was easily to be understood.
13) Giving Praise
In the middle of the teaching and learning process, during the interaction with students, the teacher praised the students for the achievement that they made.
Extract 13, teacher 2: Answering a question T : What narrative text is?
S10 : narrative text adalah text yang berisi cerita khayalan
T : good, great.
Extract 13 above shows the way teacher in giving praise to the students. At the time, the teacher asked the students about their previous lesson about narrative text. Then there was a student answered the meaning of narrative text, the teacher gave a praise to the student using target language by saying “good, great”. The teacher used target language because the word was easily to be understood.
14) Giving thanks
Giving thanks was expressing grateful or telling thank.
The teacher gives thanks if students do teachers’
instruction or request.
Extract 14, teacher 1: Checking students’ presence The following conversation was taken in in teacher 1 first meeting when the teacher asking students’
condition.
T : okay how are you this morning?
SS : fine, thank you. Kalau kita sir bagaimana?
T : I am good, thank you.
Extract 14 above shows that the teacher used target language in giving thanks. At the time, the teacher asked students’ condition at the day, after the students answered then the students asked the teacher about his condition too . So he said thanks to the students. He thanks the students by saying “ I am good, thank you”.
The teacher used target language in form of phrase, because that expression was familiar with all the students.
15) Making Humor
Making humor was telling jokes and kissing or telling funny utterance to make students laugh. This kind of language use can help or create a more positive learning environment by breaking down barriers to communication between the teacher and the students.
So, the students could speak more and feel more confident.
Extract 15, teacher 1: Explaining material
T : ok in English, the first one we called positive, positive degree. The second one, comparative degree and the last is superlative degree
S : superlative
T : bukan superman yah, tapi superlative. Ok jadi yang pertama perbandingan positive, yang kedua perbandingan lebih and the last is perbandingan paling. Ok, positive
(not superman, but superlative, okay…) SS : positive lebih dan paling
Extract 15 above shows the way teacher in making humor. At the time, the material was about comparison or degree. When the teacher mentioned the types of degree of comparison, then there was a student mentioned 1 types of degree of comparison which was superlative. Then, the teacher made humor using first language by saying “bukan superman yah, tapi superlative” whis in English means “not superman but superlative, okay) this statement indicates that the pronoun of superlative is almost same with superman, so the teacher made a humor like that. The teacher used first language in making humor because using the first language the funny of the humor could be understood easily by the students.
16) Asking question
Asking question of language function in management talk was the teacher used to asking information to the students. This kind of questions were no relation to teaching material.
Extract 16. teacher 1: Beginning the teaching activity The following conversation was taken place in the beginning of teaching activity in teacher 1 first meeting.
T : okay how are you this morning?
SS : fine, thank you. Kalau kita sir bagaimana?
T : I am good, thank you.
Extract 16 above shows the teacher asked a question which no relation with teaching material. The teacher asked about the students’ condition as usually question in opening classroom section in English subject class. The teacher used target language in asking question by saying “okay, how are you today?”. The teacher used target language because that question was familiar question for the students.
So, all the students were already known the meaning of that question.
17) Answering question
Answering question was giving response to students’
question which no relation to teaching material.
Extract 17, teacher 1: Usually question in the opening section
The following conversation was taken place in the beginning of teacher 1 first meeting.
T : okay how are you this morning?
SS : fine, thank you. Kalau kita sir bagaimana?
T : I am good, thank you.
Extract 17 above shows the way of the teacher in answering the students’ question. That answering question occurred in opening section. As the usually question in opening section, the teacher asked the students question about their condition. After the students answered that question, they asked back about their teacher condition too. The teacher then answered that question used target language by saying
“I am good”. The teacher used target language because the sentence was familiar with the students.
18) Closing activity
This was the part when the teacher wants to end the teaching and learning process. This language function
was giving information to students that learning activity was ended.
Extract 18. teacher 2: Ending the class
The following conversation was taken place at the end of second meeting in teacher 2 teaching activity.
T : oke, time is up. Cukup untuk pelajarannya hari ini. Oke see you, thank you.
(oke, time is up. Enough for today’s lesson…) Ss : Thank you mam
Extract 18 above shows the way of closing activity in English class subject classroom. Before leaved the class, the teacher informed that the time was end by saying “oke, time is up” then followed by first langauge “Cukup untuk pelajarannya hari ini” which in English means “oke, time is up. Enough for today’s lesson”. The teacher used code switching, he used target language then followed by first language to emphasize that information.
4.2. Discussion
Connected with findings, the data reveal that the teacher used English, Bahasa Indonesia, code mixing and code switching in classroom interaction. There are eighteen kinds of language function that the teachers used in classroom interaction. Based on Zulfah (2015), language function divided into two parts namely instructional talk and management talk.
In explaining material teacher 1 and teacher 2 used first language to make the material easily to be understood by the students. Khati (2011), claims that most students felt that mother tongue should be used to understand the difficult concept better, in the other words, it is used to enhance students’ comprehension about the concept in target language. In line with Cook (2001), first language could be used to teach explicit grammar rules to students to help them get a better understanding of these grammar rules.
In giving direction, both teachers used first language to explain how students should do their task. The teachers used first language to make the students understand easily. Khati (2011), assumes that in order to carry out the task, the students, must understand what they have to do. The teachers used target language then translated into the first language or directly using first language to make the students understand about what they have should do.
In giving correction and answering question only occurred in teacher 1 classroom activity. In giving correction the teacher used target language. The teacher used target language in term of sentences because the teacher showed ow the correct sentences actually. In answering question, the teacher used target language because the student also asked in target language.
In asking question, both teachers used target language and first language. Teacher 1 checked students’
comprehension by asking question used target language then he translated it in first language. It was the same way with the teacher 2 in asking question to the students.
In management talk, language is used to manage classroom activities. The teachers used language for the ongoing activities within lesson which are not inherently part of teaching the lesson. It was about greeting, checking presence, giving instruction, giving direction, giving announcement, giving advice, encouraging students, giving reprimanding, giving praise, giving punishment, giving thanks, making humor, asking question, answering question, and closing activity. From the fifteen-language function in management talk, the researcher found thirteen language function occurred in teacher 1 and teacher 2 classroom interaction. They are greeting, checking presence, giving instruction, giving direction, giving announcement, encouraging students, giving praise, giving thanks, making humor, asking question, answering question, and closing activity. There were two language function in management talk which not occurred in teacher 1 and teacher 2 classroom activities, they were giving advice and giving punishment.
In greetings, the way the opening and closing section in teacher 1 and teacher 2 almost the same. There was student led the class to greet their teacher, then the teacher just answered the students’ greeting. In teacher 1 and teacher 2 classroom, they used Islamic religion greetings and the teachers also greeted the students using English greetings.
In checking presence, teacher 1 only used target language in catching students’ attention before calling students’ name while teacher 2 used target language and also, she used target language and directly translate it in first language when asking who is absent.
In giving instruction, giving direction, and giving announcement both teachers used target language and first language. They used that language to make sure the students understand what they instructed.
In encouraging students both teachers also used first language and mixed it with English in form of words or sentences where the teachers believed the words or sentences that they used were easy to be understood by the students.
In giving reprimanding, in teacher 1’s classroom activity did not occur. In teacher 2’s classroom activity, she used first language and mixed it with English in form of word, phrase or sentence to critize the students’ activity at the time.
In giving praise and thanks, both teachers used target language because this expression is familiar using in classroom activity. In making humor, teacher 1 used first language. The kind of language use can help to create a more positive learning environment by breaking down barriers to communication between teacher and students. So the students could speak more and feel more confident. In making joke, the teacher used first language to make the students understand the joke. So, the joke was perceived by the students.
While in teacher 2’s classroom activity, making humor was nothing.
Asking question and answering question occurred in teacher 1 and teacher 2 classroom activity. The question and the answer were no relation to teaching material.
The teachers used target language to ask and to answer the question.
In closing activity, the teachers also used target language. The teachers closed the class by informing the time is up and informing the homework or instructing what the students should do.
The data revealed that both instructional talk and management talk, the teacher used more for first language than target language. The teachers used code switching by using target language and followed by first language. The teachers repeated the same utterances in target language into first language and vice versa. The findings of the present study are consistent with Frohm (2009), he found that translation use was a helping way in learning the new language.
In addition, mother tongue in the classroom was to
enhance the quality of interaction and it would not be restricted or banned in the classroom language process.
The teachers also used code mixing, the used target language in term of word or phrase for some familiar vocabulary. The differences between this study and previous study was sometimes the teacher use local language to make the class atmosphere less tense so the students can enjoy the learning process
.
5. CONCLUSION
From the result of this study, in classroom interaction the teachers used Bahasa Indonesia, English, local language, code-mixing and code switching. Related with teachers' language use in terms of instructional talk, it was found that all of the language function were uttered by all teachers in classroom interaction. Related with teachers' language use in terms of management talk, it was found that from fifteen language function only two language function was not uttered by the teacher 2. It was giving advice and giving punishment.
In teacher 1 classroom interaction there were three language functions were not uttered. They were giving advice, giving reprimanding, and giving punishment, while in teacher 2 classroom interaction there were five language function were not uttered. They were giving correction, and answering question in instructional talk and also giving advice, giving punishment and making humor. In classroom interaction the teachers use first language, target language, code switching and code mixing. All teachers in language function and management talk used more for first language than target language. The teachers use more for target language in management talk than instructional talk.
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