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CHAPTER II REVIEW OF THE RELATED LITERATURE
This chapter includes the review of the literatures, which has a relation with the present study. It presents three types of literature reviews: review of the previous
study, review of the theoretical study, and the theoretical framework.
2.1 Review of the Previous Study
There are some studies, which have done before the present study. This review can be used as the reference in present study.
One of the previous studies entitled ―The Teacher and Learner Talk in the Classroom Interaction of Grade VIII.A SMP N 2 Cepi
ring Kendal‖. The purposes of the study were firstly, to describe the speech strategies used by the teacher and
learners in the classroom; secondly, to identify languages used most of the time by the teacher and students in the classroom interaction and the reason. Based on the
result of this study, it can be concluded that there are mutual dependence of roles between the participants. Functionally, the teacher and the learners complemented
to each other. However, the most often initiator is the teacher, because she was accustomed to using English Nafrina 2007.
A similar research was conducted in SMA N 3 Semarang in the academic year 20082009. The researcher observed two teachers during they teach the
students. The learning process was recorded, transcribed and then analyzed based on the elicitation categories of Coulthard 1975 and Slatery and Willis 2001.
The results of the study indicate that the lessons were well organized. The teachers presented them in systematic way. The interaction between the teachers
and the students was good. The teachers‘ question and students‘ answer run smoothly. The conclusion shows that the types of students‘ response were in the
form of acknowledgement, affirmative clauses, denial, and some extension answers. The researcher suggested that elicitation techniques used by teacher
succeeded in encouraging students talk. English teachers should be creative in delivering questions. The teachers can use the combination of elicitations, which
affect student‘ responses Nurokhmah 2009. There was also a research, which was conducted at the SMP N 2 Gubug.
The purpose of the study was to get a description of how English is taught in a junior high school. By using Flanders‘ interaction analysis system, the data were
analyzed and concluded that the patterns of interaction were mostly teacher initiated, with a very few exceptions in which students ask question, or propose an
idea Karseno 2008. A research that was focused on modifying questioning and giving
feedback of teacher had been conducted in 1998. The subject was an English teacher of a private high school in Western Japan and also the second year boys
students. The aim of the research was to investigate teachers‘ questions, questions modification, students‘ production generated by questions, and feedback as the
aspects of interaction through class observation. The conclusion of the research was the teacher modified the questions mostly by rephrasing or adding questions
for clarification. The wait time was rather short, and the reason seems to be that
most of the questions were asked to the whole class rather than to individual students. When the teacher asked one question, she circulated the class and asked
the same one or modified one individually to get students‘ attention and to make sure that every student understood what was asked. This indicates one of the
difficulties in big classes with more than 40 students. It means even when 20 students understand what the teacher says, there are still left 20 students who do
not. Based on the studies above the teacher is still being the one who takes
control of the class. Teacher‘s initiation is the main tool to create interactive situation. Those events lead to the fact that the teacher needs to manage their talk
in order to use it maximally. Moreover, the unresponsive behavior or less active of the students also still occurred, so improving teacher talk will be considered as
a solution to get the best learning situation for the students. The present study is going to use Flint Foreign Language Interaction
Analysis to analyze the classroom interaction. Since the focus is to improve teacher talk, an action research is also conducted. In order to decrease the
unresponsive students and creating interactive learning situation, the research focuses on three points which are mentioned in the Flint; asking questions, giving
information, and giving directions, because, based on my opinion by improving those aspects it can elicit students participation and the unresponsive behavior of
the students can be omitted. Those aspects also relate with the language input, so there is a chance for the students to learn more by listening to the teacher talk.
2.2 Review of the Theoretical Study
Kategori