CHAPTER V CONCLUSION AND RECOMMENDATION
A. Conclusion
This chapter presents the final conclusion of the research. The writer presents the conclusions in a brief statement in order to facilitate the readers who
want to study this piece of writing. The teacher talk time is longer that students talk time. This can be seen
from the classroom interaction which is still dominated by the teacher. As my research finding has shown, the teacher’s talk takes 62.3 of the time available
within one hour of teaching-learning process, while the students’ talk takes only 22.3. The rest is no all talk. It includes silence, confusion and laughter which
have the percentage of the talk time 15.3. The teacher’s talk mostly used are asking question category 4, giving
information category 5, giving direction category 6, and praising or encouraging category 2a. The 15.3 of students’ talk is used largely for
responding to the teachers’ question or lecture category 8, but the amount of them are quite same with the students’ initiation category 9.
Dealing with the pattern of the interaction, here the writer says that the teacher is very active, students are only receptive. The teachers’ talk is dominant
in the classroom, so the interaction goes unbalance. Open-ended teacher questioning and collaboration are probably the useful solution. It is a good idea to
let the learners prepare their answers or tasks in advance individually, or in pairs, or through a full-class brainstorm of ideas.
In the research, the writer finds there are some factors which become a problem in realizing a good interaction. The problems are: 1 the students do not
want to take a risk; 2 problem in vocabulary mastery; and 3 problem in grammar mastery.
Not so surprisingly, the classroom observation has revealed that the teacher tends to do most talking. About the teacher domination, whether this is
good or not, will depend on what one believes about the role of language input in acquisition. If one believes that learners learn best by actually practicing in the
target language; one will probably try to structure classroom activities so that the amount of learner talk increases at the expense of teacher talk. If one, on the other
hand, believes that teacher talk is valuable source of comprehensive input, one will be much less worried by teacher domination.
B. Implication
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