10 not be revealed from the interview section. One instance was the studen
t’s responses when their teachers corrected their mistakes during student talk activity.
Data collection procedures There were some procedures that I followed in order to get the permission to do the interview
and the observations. First of all, I asked the faculty to make a request letter to get permission from SMPN7 Salatiga to conduct some observations and interview in the school. After that, I
made an appointment with the SMP N7 Salatiga’s principal to get the permission to collect my
research data through interview and observations. The request was accepted and I contacted the participants and started the data collection.
Data Analysis Procedures
I transcribed my interview data first and analysed it by grouping the data into similar themes that were related to my data. Then, I described every theme and important notes that I had
written in the form of good sentences and searched for the related theories.
FINDINGS AND DISCUSSION
In this part several explanations were used to address the research question related to the use of student talk to teach pronunciation. All teachers were interviewed and observed three
times when they were teaching pronunciation using student talk activity.
A. Teachers’ Understanding of Student Talk
This part shows teachers’ perception about student talk activity that they use in their school. Two teachers Mr. Riki and Mr. Riko stated that student talk activity was seen as an
11 activity where the students could talk to each other to practice English. It could be in pairs or in
groups to express new language that is English. These were the teachers’ answers toward the question related to teachers’ understanding
of student talk. For me, student talk is a chance for students to talk. It could be done in pairs or in groups
to express language that they have learnt or expressions that were given by the teachers
…Riki, 2016, my translation. It was confirmed in the observation that, the teacher asked the students to work with a
friend who sat next to them or the teacher asked the students to count to make the group. …Student Talk is an activity where students can speak freely without any pressure using
English to talk with others or at least with their pair Riko, 2016, my translation.
Mrs. Ratih added that related to its context to teach pronunciation, student talk was an activity in which students have to practice words or sentences with correct pronunciation.
As she mentioned in the interview she stated that:
Student talk is students’ activity where students can practice using English with the right
pronunciation to pronounce words or sentences Ratih, 2016, my translation.
The interview and the observation data revealed that the teachers defined student talk as the pair or group activity in where students were given a chance to practice speaking in English
with correct pronunciation. This was in line with the idea of student talk proposed by Griffith 2004. She stated that student talk needs interaction therefore it has to be done in a group or
minimal with their pair. Since, it is a speaking activity it means that it can help students with their English pronunciation. Furthermore, it works not only to develop student’s spoken fluency
but also students’ accuracy toward word or sentences through the correction of students’ mistakes as proposed by Griffith 2004. In addition, Griffith 2004 stated that student talk is a
12 freer speaking activity that can be done in a group or in a pair and it can be used to correct
students’ mistakes in pronouncing words or sentences in English.
B. The Similarities in the Application of Student Talk in Class
