35 The English teaching and learning lesson therefore should involve those four
skills.
B. Related Studies
In this part the researcher reviews some related studies in the same field concerning teacher talk. It can be studied in a variety of contexs across the age
range from primary school to higher level of education. It investigated in a variety of subject learned, or in the methodology used.
Shim Hwang J. 2010 conducted a study on teacher talk as strategies in the classroom. This was aimed to identify the interaction patterns between teacher
and students and teacher skills in the real classroom lesson. The result of the study shows that teacher utterances are quite dominant in every pattern of tasks
during the class, while students responses or other attributes are relatively low in volume in a teacher-focused classroom. The analysis also shows that elicitation,
response, and feedback are used systematically by teacher, and students are part of the structure of classroom discourse activities. The pattern, however, can be
changed depending on the teacher intention or the periods of lesson that students learn.
Setiawati Liani 2012 conducted a research to find out how teachers make use of their talk naturally in classroom setting. The research finding shows
that despite the teacher talk capability to be good model for young learner, most students found the class more motivating, interesting, and challenging when the
teachers minimized their talk and made use not only more constructive teacher talk but also interesting activities. Therefore since teacher talk serves not only as a
medium for young learners to achieve the learning objectives but also as a tool to
36 build better dynamic interaction between teacher and students in classroom
setting, it is advisable for all EFL teachers to improve their effective constructive talk towards their students.
In 2010 Sigit Hartanto conducted a study on teacher perception of classroom talk in English learning at the vocational school. The study attempt to
describe and interpret the role of classroom talk obtained from reflection. It attempts to address the research question „What is the teacher perception of
classroom talk in English learning process at the vocational scho ol?‟ It describes
to what extent the role of classroom talks plays in the classroom situation based on the teacher reflection. The finding of the study shows that the teacher regarded
classroom talk as any talk occured in the classroom during teaching-learning practices. Since the teacher taught English subject, she was aware that she should
use English in delivering their teaching-learning practices. Besides, her students were also aware of the intention of being taught using English.
Having reviewed the previous studies done by some researchers above, this research however can come to an account. The researcher focuses this study
on the language used by the teacher in Elementary school English class. To find out and describe the function of the language used by the teacher in supporting
students learn the target language in the classroom. In categorizing the teacher talk, the researcher used Foreign Language Interaction FLINT Analysis System
adopted from Brown 2007: 217.
37
C. Theoretical Framework
Kategori