THE IMPACT OF TEACHER’S TALK TIME ON STUDENT MOTIVATION TO PRACTICE SPEAKING IN THE CLASSROOM

The Impact of Teacher’s Talk Time on Student Motivation to Practice
Speaking in the Classroom

A Skripsi
Submitted to the Faculty of Language Education in Partial Fulfillment of the
Requirements for the Degree of SarjanaPendidikan

Oka HanumPratiwi
20120540058

English Education Department
Faculty of Language Education
UniversitasMuhammadiyah Yogyakarta
2016

The Impact of Teacher’s Talk Time on Student Motivation to Practice
Speaking in the Classroom

A Skripsi
Submitted to the Faculty of Language Education in Partial Fulfillment of the
Requirements for the Degree of SarjanaPendidikan

Oka HanumPratiwi
20120540058

English Education Department
Faculty of Language Education
UniversitasMuhammadiyah Yogyakarta
2016

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MOTTO

***Doing a little work consistently more useful than nothing to do***
***Better do a movement than waiting to uncertain things***

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ACKNOWLEDGEMENT
Alhamdulillahirobil’alaminalhamdulillahirobilaminalhamdulilahirobilalam
in. I never tired to say alhamdulilahirobilalamin many times and also say that I do
proud to the only one my Lord Allah SWT who always gives me his grace such as
strength, healthy, happiness also sadness to face this undergraduate thesis. He give
me everything and I do being grateful to know that you are tremendous, enormous
also the almighty. I cannot finish this undergraduate thesis without Allah blessing.
Thank My Lord, Allah SWT. Hereby, I would like to appreciate thanking to:
My beloved supervisor. My wise, my busy, my best supervisor to Miss
Darcy (Sri Sudarsi, S.S., M.InT.), I love you so much ma’am! Nothing to say that
I do appreciate your intention to guide me finished this thesis patiently. You are
wonder women (who manage this department and many students patiently). You
have to always amanahand stay strong Ma’am. Thank for your support, your
advice, your valuable feedback also your encouragement ma’am.
My patiently examiners. Another support comes from my patient
examiner Miss Maryam Sorohiti, S.S.,M.H.Sc. I do be thankful for your
suggestion in helping me to complete my undergraduate thesis. Miss Mariska
Intansari, S.S.,MA.thank you ma’am your advice very valuable for me.
My Perfect Family.I would like to say that I do proud being your child
mom dad! Thank you very much, always being supporter in every condition. I still

survive to finish this thesis until the end. My papa Moh.OsaHaryanto, I love you
my king! I am sorry, I am still being your spoiled child, but you see now I can do
it pah!. My Mama EkaKomalasari, you always keep my mood by telephone or
text me everyday mom. I am sorry, sometimes I do emotional if you ask me about
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my thesis. I know that you want me to finish soon and got the best score. Now, I
can provide them to you mom! My best sister AdelliaAudryPramesti, thank you
Lha! You give me opportunity that I can be your guide sister. You trust me If I do
best to make you happy also my parents. Thank you that you caring our parents
and our brother when I was not at home. I love you dek! For my one and only
brother Muhammad BaariqHafidz, thank you very much you always show your
happiness, your laughness and your cuteness. I got more spirit when I am with
you dekapiz! Thank you for always entertain me, it worked to fresh my thinking.
My Future.Best Partner also annoying person in doing everything,
FahmiNafisArifinS.Pd. Thanks for always accompany me, guide me, encourage
me in every single things. Your advices inspire me to finish this thesis well.
Success for us, darl, I love you and always beside me.
My Sisters.This thesis cannot finish without Mbejotdot community. I am
happy to have you all guys.TyasAyuPuspaDewi (Incess) and AnisAstriani

(Juchak). We have trough every single destination together. Thank you for being
my source of energy during learning in this department guys. You introduce me
good things also bad thing. You guide me to be independence women too. Thanks
for the whole time, your happiness, your sadness might make me miss you! Thank
you for coloring my day’s guys. Loveyou! haha
My B’rilliant Class. English Education Department Student 2012.All of
member Brilliant Class, Thank you for being my extraordinary classmate ever in
this Department. Thank for the learning experience with you all. I did learn many
this all about friendship, loving, togetherness and everything. Thank you for

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motivate me in finishing this thesis. I wish, Brilliant Class element always
extraordinary!
Pak Nanto’s Boarding House Member. I am glad to be acquainted with
you. Thank you for being my family in Yogyakarta. Thank you for the joyful and
for the best quality time. You guys filled my day becomes meaningful. Thank you
for always listening my feeling during finishing this thesis. Erik, Nti (Putri),
OjanSan,MbakCa (Sanda Aginza), MbakViksi, Etak (Syafa), Karfintul (Carvina).
Every moment with you is the sweetest things ever. I LOVE YOU!

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TABLE OF CONTENT
COVER ............................................................................................................i
APPROVAL SHEET ...................................................................................... ii
STATEMENT OF AUTHENTICITY ............................................................iii
MOTTO ..........................................................................................................iv
ACKNOWLEDGEMENT .............................................................................. v
TABLE OF CONTENT .................................................................................viii
ABSTRACT .................................................................................................... x
Chapter One Introduction................................................................................ 1
Background of the study ..................................................................... 1
Identification of the problem ............................................................... 5
Formulation of the problem................................................................. 6
Purpose of the study ............................................................................ 6
Significance of the study ..................................................................... 7
Outline of the study ............................................................................. 8
Chapter Two Literature Review ..................................................................... 10
Teacher’s Instruction .......................................................................... 10

Teacher’s Talk .................................................................................... 13
Teaching across Proficiency Level .................................................... 16
Motivation .......................................................................................... 18
Speaking Class ................................................................................... 22
Review of Related Studies ................................................................. 24
Conceptual Framework ...................................................................... 25
Chapter Three Methodology .......................................................................... 29
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Research Design ................................................................................. 28
Research Setting ................................................................................. 30
Research Participant ........................................................................... 31
Research Instrument ........................................................................... 33
Data Collection Method ..................................................................... 34
Data Analysis ..................................................................................... 36
Chapter Four Finding and Discussion ............................................................ 37
Chapter Five Conclusion and Recommendation ............................................ 58
Conclusion .......................................................................................... 59
Recommendation ................................................................................ 61
References ...................................................................................................... 62

Appendix 1. Interview Guideline
Appendix 2. Axial Coding
Appendix 3: Selective Coding

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IMPACT OF TEACHER’S TALK TIME ON STUDENT MOTIVATION
Abstract
Teacher’s Talk is often discussed in educational setting especially in
teaching and learning process. This study’s aim is to find out the impacts of
teacher’s talk time on student motivation to practice speaking in the classroom.
This research involves student at English Education Department of UMY (EED
UMY) who attended Listening and Speaking for Academic Purpose Class. They
shared their individual opinion concerning on Teacher’s Talk Time in the
classroom. This study uses qualitative research design and provides descriptive
qualitative research. The researcher used interview in collecting the data. There
were four participants in this research and they were all student of 2015. The
researcher used random sampling to choose participant in every classes. To
analyze participants’ answer the researcher used three steps in qualitative research
namely open coding, axial coding and selective coding.

Research showed that EED UMY student perceived that they belonged to
intermediate level. Teacher’s proportion talk time was around 50-60 % and
student talk time was around 25-40%. This research also revealed that Teacher’s
Talk offered some advantages and disadvantages which had influenced student
motivation in learning. These advantages were student had many inputs, student
had a model and student had a better comprehension of material. This study
presented some disadvantages about the effect of teacher talk in the classroom.
These were student felt bored, lack of concentration, lack of motivation, lack of
opportunity to speak, lack of self-confidence, and lack of student independence.
Based on the research findings, some recommendations were finally presented.
Keywords: teacher’s talk time, student motivation
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Chapter One
Introduction
This chapter presents the problems and reasons of conducting the study.
This chapter is arranged as follows: background of the study, identification and
limitation of the problem, formulation of the study, purposes of the study, the

significance of the study and the outline of study.
Background of the study
Teacher’s Talk (TT) is one of interesting issues to be discussed in
educational setting. It is one of teaching instruction which is used by teacher in
teaching and learning process. According to Yan, (2006, p.6) Teacher’s Talk is
defined as “the kind of language used by the teacher for instruction in the
classroom”. Teacher’s Talk is useful for the learner since it helped the learners to
understand the material that explain by the teacher. The students acquire foreign
language by Teacher’s Talk in the classroom. Teacher considers their kinds of
language to talk with target language such as to talk with beginner, advance and
intermediate students. However, the kind of language used by the teacher is able
to influence target language to accomplish their goal (Brown, 2000). It means that,
when the teacher taught advance level, the teacher need to consider the language
used. The teacher uses kind of language that is able to accomplish their goal in
order to increase students’ capability.
The important thing in the language learning process is students practice
the target language in the classroom. It is supported by Tsegaye and Davidson
(2014, p.2) who stated that “in communicative EFL classes students need much

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opportunity to practice the target language so that the teacher should reduce the
amount of their talk to 20% to 30% of the class time, and students’ talk time
should be around 70% to 80% during the lesson time”. Language learner need
more time to acquire and absorb the material in their course. The advantages of
teacher’s talk were based on the balancing percentage that it is used between
teacher and students. If the teacher reduce the percentage of his/her talks time in
the classroom, it enhanced the students’ capability in speaking. There was an
argument that too much teacher’s talk time can even decrease student motivation
in speaking (Setiawati, 2012).
Motivation plays an important role in improving speaking skill. Harmer
(2011, p.51) defines that “motivation is some kind of internal drive which pushes
someone to do things in order to achieve something”. When students need
something and have desire in order to do things, then the motivation followed
their willingness to reach their goal. For example, the student practices speaking
in the classroom well so student motivation appears, then they achieve their goal.
However, when the motivation does not appear, the students do not want to
practice. It is because their goal does not clear enough.
In addition, the role of motivation does not only talk about the students
and their peers but also the students with the teacher. Teacher’s contribution in the

learning process is to make the students speak up in the classroom and make a
positive learning classroom environment. Positive learning appears when the
students interact with the teacher in the classroom so the students were motivated
to improve their speaking skill unconsciously (Vargaz & Duenz, 2013). This is the

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reason why the teacher plays important role in motivating students and creating
positive learning environment.
The challenge of student motivation is affected by two factors. These
factors were known as extrinsic and intrinsic motivation. Brown (2000, p.59)
investigated that “the most powerful rewards are those that are intrinsically
motivated within the learner. Because the behavior stems from need, wants or
desire within oneself, the behavior itself is self-rewarding; therefore, no externally
administered rewards is necessary”. Actually, when the students think that
speaking was not important for them, the students’ desire could not appear
because speaking was not their necessity. Extrinsic motivations come from
outside such as teacher’s explanation, rewards, possibility future travel or
teacher’s feedback (Harmer, 2011). It shows when the students express their
opinion without teacher’s reward or teacher’s feedback. It makes student
motivation does not appear in the learning process.
There are several reasons why students do not want to practice speaking.
The reasons as follow; students worry if they make a mistake. The mistake usually
come from their pronunciation, vocabulary limitation and also lack of
concentration to the material in the classroom. Harmer (2011) has reasons why the
students did not practice speaking in the classroom. First, the students do not
understand what the teacher said. Second, the students have different opinion with
the teacher. Hence, the students and the teacher have known the reasons why the
students do not want to speak in the classroom. The students do not feel excited to
speak in the class because there are no reward and positive feedback from the

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teacher (Vargaz and Duenz, 2013). It means that teacher should give something
which can build student motivation in speaking skill.
Based on the researcher’s experience, this condition also happened at
English Education Department of University Muhammadiyah Yogyakarta (EED
UMY). In the English Education Department there were many students who did
not want to speak up in the classroom. It was influenced by many reasons. First,
the students were not confident with their knowledge. The students thought that
their knowledge was in low level. Second, the students were not confident how
they pronounce the word. The students were worried when the students make
misunderstanding in their classroom by their false pronunciation. Third, students
did not want to speak up in the classroom because the lesson did not interest them.
Fourth, the teacher always talked more during learning process. The teacher did
not talk about the material anymore but also an important thing like teacher’s
family which did not become an interest topic for the students.
Those are the problems encountered by the students in practice speaking
which is one part of learning English. The problems came from both teacher and
students. Actually, there were three major problems faced by students in the
classroom such as students’ problem with the teacher, students’ problem with the
other students and students’ problem with their own self (Moore, 1990). However,
these problems are always related to each other.
This research focuses on discussing students’ problem in relation to the
teacher. When the teacher talked more in the classroom, it could affect student
motivation to learn in the classroom. Teacher’s Talk could decrease student
motivation in speaking in the classroom. The students had no time to speak up and

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being active in the classroom because the teacher spend more time to talk in the
classroom. The teacher and the students should have balance talk turn in the
classroom. If one of them talked more it can decrease student motivation in
learning. More specifically, this research focused on how teacher’s talk time
affects student motivation to practice speaking in the classroom.
Identification of the Problem
There were areas that teacher and students relation in the classroom such
as communication, reward and punishment, and misbehavior which is able to be
researched. However, the researcher only focused on the Teacher’s Talk Time
which is in line with student motivation in their learning. Teacher’s Talk is
teacher instruction which is important in teaching and learning process in the
classroom. Teacher’s Talk is important for the teacher in delivering the material.
However, if the teacher talks more than the students, it will decrease student
motivation to learn in the classroom. The student does not have opportunity to
speak up in the classroom.
Successful teaching and learning process in the classroom is influenced by
both teacher and students role in speaking. If the students’ and Teacher’s Talk
balanced, it relates to the effective teaching and learning process. The teacher and
the students knew the goal of learning in the classroom. If they really know their
goal, students and teacher get effective teaching and learning process. Afterwards,
the students and the teacher are able to have motivation in order to reach their goal
especially for the students during teaching and learning process conducted.
Motivation is crucial in the learning process. Motivation helps students to
learn effectively in the classroom. The effectiveness of students learn in the

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classroom is able to motivate the students practice speaking in the classroom.
Motivation always helps the students to be responsible with their own
achievement. Student motivation will increase if the Teacher’s Talk time in the
classroom decreased. For example, the students do not want to practice speaking
in the classroom because the teacher talked more. The students had no desire to
speak up in the classroom. Hence, the researcher is interested in to investigate
how Teacher’s Talk time is able to influence student motivation.
Formulation of the Problem
The researcher formulates the research question as follow:
What are the impacts of Teacher’s Talk Time on student motivation to
practice speaking in the classroom?
Purpose of the Study
This research is intended to find out:
The impact of Teacher’s Talk Time on student motivation to practice
speaking in the classroom.
The Significance of the Study:
This study is expected to give valuable contribution to the teacher, the students,
the researcher and next researchers about the impact of Teacher’s Talk Time.

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Teacher. This study is useful for the teacher in the following ways.
First, the study give contribution to the EED lecturers in UMY, in considering
their Talk Time in the classroom activity. Second, this study is useful for English
lecturers in getting information about how to motivate their students in practice
speaking in the classroom activity. Third, this research reminded the lectures that
Teacher Talk Time is able to be useful in the class but classroom environment and
students’ characteristics should be considered.
Students. The results of this study have several advantages for the
students. It can be used for the students to acquire teacher explanation by his talk
time. Students had a role model that motivates them in practicing the language in
the classroom. Furthermore, students get better comprehension of the material by
the teacher talk in the classroom.
The researcher. This study is useful for the researcher in the following
ways. First, this study gives useful information about using “Teacher’s Talk” and
motivating the students to practice speaking in the classroom. Second, because the
researcher will become a future teacher so that the researcher have to consider her
Talk Time in the classroom. The last, the study is the real the researcher creation
so it would give stronger confidence to the researcher to carry out other researches
in the future.
Other researchers. This study is useful for other researchers in the
following ways. First, these researchers give more valuable information about the
impact of teacher’s talk time. Second, this study might become a resource for the
others to complete researchers’ creation.

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Outline of the Study
This research consists of five chapters. Chapter one talks about
introduction. Introduction has five parts namely background of the study,
identification and limitation of the problem, formulation of the study, purposes of
the study, significance of the study and outline of the study.
Chapter two discusses some academic literatures, conceptual framework
and previous studies. Furthermore, there are sub topics in the theories such as
teacher’s instruction in the classroom, definition of Teacher’s Talk, the
advantages and the disadvantages of Teacher’s Talk, teaching across proficiency
level, definition of motivation, types of motivation, definition of speaking,
classroom speaking activity and listening and speaking for academic purpose.
Chapter three explains the way the researcher conduct the data such as the
design of the study, research setting, research participant, instruments of the study,
data collection method and data analysis.
Chapter four reports the finding and discussion. In this chapter, the
researcher found out six parts. First finding talks about students’ individual
perception on their proficiency level. Second, talks about teacher’s and students’
proportion talk’s time in the classroom. Third finding discusses about the
advantages of teacher’s talk time in the classroom. Fourth, this chapter provided
the disadvantages of teacher students’ talk, teacher talk time. Fifth finding talks
about teacher talk and student motivation in the classroom. Sixth finding talks
about students’ effort in their learning.
Chapter five explains about conclusion and recommendation. The
researcher provides advantages and disadvantages of teacher’s talk time in the

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classroom. Beside that, the researcher presents some suggestions about the impact
of teacher’s talk time on student motivation to practice speaking. Therefore, it
uses to the teacher in considering their talk time in the classroom.

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Chapter Two
Literature Review
This chapter presents some related information of the study. It intends to
provide some theoretical concept which supports this study. First, this chapter
explains about teacher’s instruction in the classroom. Second, the researcher talks
about Teacher’s Talk Time which consists of definition, and advantages and the
disadvantages of Teacher’s Talk time. Third, it explains about teaching across
proficiency level. Fourth, it explains about the definition of motivation and the
types of motivation. The last this study talks about speaking class which consists
of practice speaking, speaking activity in class, and listening and speaking for
academic purpose.
Teacher’s Instruction
Definition of Teacher’s Instruction. Teacher’s instruction is direct
communication which is used by the teacher in learning process. According to
Reigeluth (1999) as cited in (Hueet, Moneti, Hummel, 2009) they said that in the
teacher instruction, the teacher should provide students’ opportunity to practice
and give information on how the intended audience learns and develops.
According to Rosenshine (2012,p.18) “the teacher might have students engage in
an activity that could be done more efficiently once the new content or skills have
been mastered”. Teacher’s instruction includes the way teacher explain the
material, the way teacher manage the classroom, the way teacher motivate
students to acquire and being active in the learning process and the way the
teacher help students to increase English skill in the learning process. Teacher’s

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instruction is valuable for the teacher and students because both of them always
relate to each other in order to gain successful learning process in the classroom.
Without teacher’s instruction, the students do not know what they should do in the
classroom. Likewise, without students, the teacher does not know how far the
teacher’s instruction is able to help students in improving skills in their learning
process.
Effective teacher’s instruction is applied to help students if the teacher
provides principle instruction in the classroom. There are three teacher’s principle
instructions. According to Rosenshine (2012) who stated that there are three
teacher’s principle instructions such as cognitive science, master teacher and
cognitive support. First, cognitive instruction is defined as an instruction which
focuses on how our brains acquire information and when the brains limit their
working memory. Second, master teacher is defined as an instruction which
focuses on the way the teacher presents the lesson, examines students’
understanding and many other teacher’s instructional in the classroom which is
related to the teacher’s instruction. The last, cognitive support is defined as an
instruction which focuses on somebody being a model to help the students learn
effectively and support the students to think aloud.
Based on the explanation above, the researcher concluded that in the
instruction, both of the students and the teacher need to work together. Working
together was able to make the students has responsibility in their own learning.
Instruction was useful to gain student motivation in learning in the classroom.
Furthermore, teacher’s instructional choices can make a positive impact on
student motivation. Teacher needs to work together with students so that students

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can see the connections in what they are asked to learn. If the teacher and the
students do not work together it can decrease student motivation in learning
process. Brenda (2000, p.5) investigates “students may become passive and lose
motivation if teacher-directed learning is overused”. Yuqin and Yanven (2010,
p.76) pointed out that “the success of teaching depends to a large extent on the
way Teacher’s Talk and interactions that occur between teacher and students”.
Teacher’s instruction in the classroom. The teacher recalls students’
previous knowledge or learning in the classroom. It will make the students review
the material that teacher explain in previous meeting. Recalling the students is
used to know how students master the teacher’s material. The teacher uses five up
to ten minute to recall the entire students’ material. The teacher be able to know
students’ outcome from the teacher’s input. Rosenshine (2012, p.13) argued that
helping students to recall their memory about the previous material is needed
because students working memory is limited.
The teacher does not explain or present the material too much in the
classroom in one time. The teacher teaches in the small time then asks the students
to practice. The teacher makes sure that to measure students’ understanding by ask
them to practice before learn new material. Before the students are able to
practice, the teacher should be a model for the students. Rosenshine (2012, p.14)
investigates that “some successful teacher teaches by giving a series of short
presentation using many examples”.
The teacher gives students opportunity to ask some questions. One way to
make learning successful in the classroom are the teacher encouragement or
influencement students to ask question. By giving opportunity for the students, the

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teacher knows whether the students understand the material or not. The teacher
makes students brave to ask question and make the students has big confidence
and improve students’ independence (Rosenshine, 2012).
Teacher’s Talk
Definition of Teacher’s Talk. Teacher’s Talk is useful to support
teaching and learning process in the classroom. This is the way teacher explains
some material to the students. They are able to interact in the classroom to gain
learning process goal. When the teacher explains, the students will be able to
acquire knowledge from the teacher. Furthermore, Teacher’s Talk is used to
motivate the students’ to be active in learning process in the classroom.
Many researchers investigate the definition of Teacher’s Talk. Yan (2006)
investigates the definition of Teacher’s Talk into some opinions. First, the kind of
language used by the teacher for instruction in the classroom is known as
Teacher’s Talk (TT). Second, Teacher’s Talk is special communication that has
own goal. The goal develops students’ foreign language proficiency. Third, Qican
(1999) as cited in Yan (2006) asserts that Teacher’s Talk is teacher’s instruction
and teacher managing classroom activities. The last, Nunan (1991) as quoted by
Zue and Liu (2012) Teacher’s Talk is not only important for managing classroom
but also in the process of acquisition.
Teacher’s Talk and Students’ Talk should be balance. If there is no
balancing between the teacher’s and students’ talk, so it makes teaching and
learning process is not successful. The balancing of teacher’s and students’ talk

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considers the subject that teacher’s explains in the classroom. Furthermre, the
students will get nothing during classroom activity.
The researcher concludes that Teacher’s Talk has important part in every
teaching and learning process in the classroom. It means that the role of Teacher’s
Talk should be considered to the target learners and the teacher need. Considering
that there are different students’ and teacher’s goal in the teaching and learning
process.
The Advantages of Teacher’s Talk Time. The advantages of Teacher’s
Talk Time are useful for the learner if Teacher’s Talk time is not dominant in the
classroom. The researcher’s experience find that Teacher’s Talk time in the
classroom has some benefits. The students got much knowledge from the
teacher’s explanation. The knowledge does not only talk about the subject
anymore but it also talks about everything which is able to improve students’
knowledge. The students have clear instruction when the teacher explains the
material in front of the classroom. The students are easy to communicate with the
teacher in the classroom environment.
Advantages of Teacher’s Talk Time may influence the students to be
active in the classroom. It is supported by English Teaching Journal (2007), there
are advantages of Teacher’s Talk Time in the following ways. First, listening to
the Teacher’s Talk about real issues is more motivating than listening to or
reading about. Students need to pick up knowledge which is in the content rather
than language based by listening something by record. Second, natural

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conversation without using anecdotes and jokes may also stimulate interest during
a lesson. Last, storytelling can improve students’ second language acquisition.
The Disadvantages of Teacher’s Talk Time. Despite the advantages of
Teacher’s Talk Time, there are some disadvantages of Teacher’s Talk Time. The
disadvantage of Teacher’s Talk Time is affecting the students learning in the
classroom. Some disadvantages of Teacher’s Talk Time are discussed below.
The students cannot be an autonomous learning and being active in the
classroom. Teacher’s Talk is always explaining the material in the classroom, so
that the students cannot be active in the classroom. In addition, teacher has big
turn in speaking than the students. It is supported by Zu and Liu (2012) states that
“teacher’s talk time dominants most of the class time, vary from 36%to 58%, and
the students talk time is less”. Further, teacher’s in Indonesia thought that
teacher’s are the only source of knowledge. Fitriana (2014) investigates that
“Indonesian teacher is big source of knowledge, so that they have to speak much
in the classroom.”
Many researchers extend the disadvantages of Teacher’s Talk Time in
different opinion. Davies (2011) stated that there are four disadvantages related
with Teacher’s Talk time namely Teacher’s Talk time do not work effectively in
the classroom, it does not enhance students’ listening comprehension and
communication skills, reduce students’ occasion to practice L2 in a classroom and
decrease students’ concentration. Dan (2007) as cited in Davidson (2014) points
out there are five points of it such as Teacher’s Talk be able to minimize students’
talk time in the classroom, decreasing students’ concentration, the students will

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become passive and dimmed interaction in the classroom, the students are getting
bored in the classroom, and detract students autonomous learner in the classroom.
Teaching Across Proficiency Level
Defining Proficiency Levels. Teacher helps students to achieve their goal
by understanding their proficiency. There are three levels of proficiency namely
beginner, intermediate and advance (Brown, 2000). These three levels help
teacher in understanding about different way to achieve goal in each level. There
are four proficiency levels which is had by students such as speaking, listening,
reading and writing.
Teacher considers instruction in the classroom based on each level. It is in
line with Brown (2000, p.98) which stated that “since students at this level have
little or no prior knowledge of the target language the teacher’s (and
accompanying techniques and materials) becomes a central determiner in whether
students accomplish their goal.” This indicates that teacher’s instruction determine
how students achieve their goal.
Teacher’s’ Talk for Beginner Level. The students who are in beginner
level have different ability with students who are either intermediate or advance
level. Students need more input toward material from teacher’s explanation or
teacher’s talk for beginner level. The advantage in teaching for beginner level is
students have big enthusiasm in the learning activities. The students pay attention
to the teacher’s instruction or Teacher’s Talk so that the Teacher’s Talk should be
slow in explaining the material. It gives students’ comprehension input in the
classroom (Brown, 2000). Students in beginner level need more input from the

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teacher, the teacher talk should be around 70-80% during the lesson time (Tsegaye
and Davidson, 2014). There will be no learning without input (Yan, 2006).
Teacher’s’ Talk for Intermediate Level. This level is higher level than the
beginner level. In this level, the teacher should have different way in teaching in
order to give challenge for students in intermediate level. In this level, teacher is
not allowed to talks more in order to make students speak in the classroom.
Teacher is allowed to explain the material when students do not get clear
explanation about the material. (Brown, 2000). The teacher should give
opportunity to the students to talk in the classroom.
In addition, the teacher should expect how many time the teacher talks in
the classroom. It helps teacher to influence students in practicing the language.
Actually, based on Waren (2003), he has expected his talk time in the classroom
around 20-40% during the lesson time, but his expectation is more than the target.
The fact, in the intermediate level based on Waren (2003) percentage of Teacher
Talk time around 40-60 % during the lesson time.
Teacher’s’ Talk for Advance Level. This is the highest level than two
previous levels. This level shows that the students have higher ability in receiving
material from the teacher’s. The students’ challenge is Teacher’s Talk in choosing
the vocabulary, idioms, structures and the other languages (Brown, 2000).
Teacher and Students talk should be commensurate and having natural speed in
every situation (Brown, 2000). For this level, teacher’s role either becomes
provider or giving feedback for students’ performance. Tsegaye and Davidson
(2014, p.2) investigates that, “ in communicative EFL classes, students need more

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opportunity to practice the target language so that the teacher should reduce the
amount of their talk from 20% to 30% of the class time, and Students’ Talk Time
should be around 70% to 80% during the lesson time”.
In conclusion, teacher need consider and expect their talk time before they
teach in the classroom in order to give students e opportunity to speak and help
the students to improve their achievement in the classroom.
Motivation
Definition of Motivation. Motivation is supporting someone to do
something. The words “motive” supports which is related with someone interest
and attitude (Lestari and Alice, 1989). Motivation is ability to make someone
reach achievement both in the classroom and outside the classroom. Every
students has own motivation. It depends on their struggle and their willingness to
do it. Supporting someone to do something is influenced by two factors such as
motivation which either comes from inside or outside the students. Motivation
which comes from students self is called by intrinsic motivation. Extrinsic
motivation is motivation which does not come from students self. This can be
from the students’ environment. Motivation is including some steps that should be
kept in order to reach the goal. Pintrich and Schunk (2002) as cited in Miller and
Reynold (2003) “the term motivation comes from the Latin verb movere, which
means to move. Motivation is occurred to explain what gets people going, keeps
them going, and helps them finish tasks. As the students, the students need
motivation which occurs from their self. For example, the students should master
speaking skill during learning process from the first semester until the last
semester. Unconsciously, the students have what they need in the learning

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process. The next students should keep going to speak in the classroom. Further,
the students are able to finish their task in every process. The students are
developing their speaking during their learning process in the colleague. It is
called by motivation which has “movere” meaning.
Types of Motivation. Different researchers investigated different types of
motivation in educational psychology. The different types have one goal which
gains student motivation in learning. The students have different way in achieving
their ability so that they need to know what will make them keep going to achieve
that goal. Type of motivation which appears in educational psychology affects
either students’ success or failure to acquire the second language. Success or
failure students acquiring the second language depends on the types motivation
(Lightbrown and Spada 2001) as cited in (Mahadi and Jafari 2012) .
Types of motivation are useful both for students and teacher to know how
far they are able to achieve their goal in the classroom. There are some researchers
who classify types of motivation in different view Mahadi and Jafari (2012). He
mentions type of motivation which is able to affect and control the procedure and
outcome of the learning. Mun (2011, p.1) investigates that, “principally, there are
four distinct types of motivation concerned with second language learning such as
intrinsic motivation, extrinsic motivation, instrumental motivation and integrative
motivation.”
Intrinsic motivation. It comes from students’ desire in order to achieve
their goal in learning process. Intrinsic motivation does not need any reward to do
something. The most powerful rewards are those that intrinsically motivated
within the learner because the behavior stems for need, desire, want within

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oneself, the behavior itself is self rewarding; therefore, no externally administered
is necessary (Brown, 2000, p.7).” (Brewster & Fager, 2000; Dev, 1997; Lumsden,
1994; Lepper, 1988) as cited in Blazer (2010, p.2) emphasize that “intrinsically
motivated students also tend to employ learning strategies that demand more
effort, prefer more challenging tasks, feel more confident about their ability to
learn new materials, and retain information and concepts longer”.
Extrinsic motivation. It comes from other people who are able to make
target learners have motivation to do something. Extrinsic motivation needs
reward to make target learner motivated. Appearing students’ extrinsic motivation
is challenging because extrinsic motivation can be up or down when somebody
ask the target learner to have motivation (Weller, 2005; Baldes et al., 2000; Kohn,
1999). Kohn (1999) as cited in Blazer (2010) states that “studies found that
extrinsic rewards can actually have negative effect on student motivation and
they argues that teacher actually the decline of student motivation by thinking it is
necessary to reward students to do something.”
Extrinsic motivation is influenced by teacher and students interaction in
order to achieve their goal in educational setting. Extrinsic motivation can be
influenced by some factors in the classroom setting namely teacher’s feedback,
rewards, punishment and Teacher’s Talk time. Those are effective way to improve
Student motivation to be active in the classroom activity. The students and the
teacher should work together.
Integrative motivation. It is the motivation that appears to gain somebody
goal. According to Garden and Lambert (1972) as cited in Ahmadi (2011)
integrative motivation is learning the language out of interest in or desire to

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identify with the target culture. Base on Holt (2011) as cited in Yin (2011) argues
that the learners which have integrative motivation usually integrate the culture of
SLA to enclose learner target. It means that, the students has desire to speak or to
gain their goal in order to full fill their cultural goal. According to Rehman, et al
(2014, p.256) “an integrative orientation means that the learner is learning second
language both for social and cultural goals”.
Instrumental motivation. The students need to have instrumental
motivation if they have to get higher career in the social environment.
Instrumental motivation is learning the language as an instrument to achieve
practical goal (Garden and Lambert, 1972 as cited in Ahmadi, 2011). Someone
who focused on their educational setting and carrier area can be said as somebody
who has instrumental motivation (Ahmadi, 2011). The purpose of instrumental
motivation is useful for the learners who apply a job and translation work. It
means that, instrumental motivation belong to gain advance social status rather
than gain cultural setting (Yin, 2011). It means that, the students who has practical
reason such us the students want to get salary or getting a job.
From these examples above, the researcher concluded that these types
have different way to reach students’ goal. Instrumental motivation inclines with
somebody who fulfills social function. Beside, integrative is used for somebody to
join the other group community. Intrinsic motivation is motivation that appears
without compulsion and comes from students self. Further, extrinsic motivation is
influenced by other people.

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Motivation and Language Learning
The Relation between Motivation and Language Learning. English
Education students should have motivation to learn and acquire English. For the
Indonesian people who learn foreign language they have to posses big desire
motivation in order to acquire the foreign language.
Speaking Class
Practice Speaking. English has four skills that should be mastered by
students’ namely speaking, reading, writing and listening. Speaking and Writing
are the productive skill then Reading and Listening are receptive skill in English
subject. Fattah (2006, p.13) investigates that “speaking is one of the four language
skills (reading, writing, listening and speaking)”.These skills are able to represent
students’ expression, speaking is productive skill that is useful in order to get
much knowledge and exchange other opinions. The students have to practice these
skills in order to get master English skill. The students cannot master and
understand these skills without practice.
Speaking Classroom Activity. Nowadays, speaking is important ways to
transfer message from the students and the teacher’s, from the teacher’s to the
students and from the students and other students in the classroom. It might help
them to create good environment because it influences Students to speak up and
being active in the classroom speaking activity. They should have good relation in
the classroom activity, if there is miscommunication or misunderstanding about
the lesson so that speaking is useful for them to clarify about that conversation.
However, there are teacher’s problems in line with students’ speaking skill
in the classroom. Improving Student motivation to practice speaking in the

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classroom is one problem (McBain, 2011). The students have no motivation if the
Teacher’s Talks more in the classroom. This is caused by it decrease students’
confidence to speak up in the classroom. The students might be felt uncomfortable
with that problem.
The researcher concludes that speaking skill especially speaking for
second language is not easy for the students. The teacher should help the students
increase their motivation to express, share and speak up in the classroom by
knowing the Teacher’s Talk in the speaking classroom activity.
Listening and Speaking for Academic Purpose. This is one example
subjects that English Education Department forces the students to always practice
the skill in the classroom. The teacher should encourage the students to practice
speaking skill in the classroom. Considering that learning without practice is
nothing.
Practice speaking in the classroom is important. The students will be easier
to remind the words or the material if the students practice it. For example, the
teacher gives explanation to the students then they imitate the teacher’s’ words,
pronunciation and teacher’s explanation. Furthermore, the teacher will be able to
know students’ understanding about teacher’s explanation.
From the explanation above, the researcher concludes that speaking is the
way teacher and students interact in the classroom. The students and the teacher
need to have interaction in the classroom activity to practice English speaking
skill.

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Review of Related Studies
Many researchers investigate many studies that is to find out the impact of
Teacher’s Talk time on student motivation to practice speaking in the classroom.
Firstly, Davidson and Tsegaye (2014) reported study with the title “The
Ratio of Teacher Talking Time to Students Talking Time in Efl Classroom: A
Case In Six Partner Preparatory Schools Of Haramaya University, Ethiopia. This
study discussed about the proportion between Teacher’s Talk to students’ talk
time in Language classroom Ethiopian context. This study took six teacher’s
preparatory from Haramaya University to be participants. This study used
observation in the classroom activity. The result of the study showed that
preparatory teacher used 83, 4% talk than the students 16, 6 % in the classroom
activity. It proved that teacher’s talk time dominated in the classroom and the
teacher should reduce their talk. The students did not have opportunity to interact
and communicate with the teacher and the other students in the classroom. This
research recommended that teacher should minimize their talk and give the
students opportunity to talk in the classroom.
Secondly, a study from Rehman, A , et al (2014) with the title “The Role
of Motivation in Learning English Language for Pakistani Learners”. This study
explored motivation’s role in learning English for Pakistani learners. This study
found that motivation played an important role in every activity. Actually, there
are some types of motivation but this study only focus on two types of motivation.
This study wanted to know student motivation to learn English which is
influenced by instrument and integrative motivation. This study used quantitative

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research then questioner as the data collection. There are fifty (50) Pakistan
students as the participant in this study. That participant included twenty five (25)
female and twenty five (25) male. Instrument of this study used Likert scale. The
research dividing the question into two, ten (10) questions talk about integrative
motivation and ten (10) question talk about instrumental motivation. From the
result, it can be conc