17 the role of the target and native language and the use of the mother tongue by the
teacher.
d. The Categories of Teacher Talk
Brown in Malamah-Thomas 1987: 25 states there are some categories of teacher talk. Those are: 1 responding, i.e. any acts directly sought by the
utterance of another speaker; 2 socializing, i.e, any acts to establishment or maintenance of interpersonal relationship; 3 organizing, i.e. any acts which
serves to structure the learning task or environment without contributing to the teaching-learning task itself; 4 directing, i.e. any acts encouraging non-verbal
activity as an integral part of the teaching-learning task; 5 presenting, i.e. any acts presenting information of direct relevance to the learning; 6 evaluating, i.e.
any acts with rates another verbal act positively or negatively; and 7 eliciting, i.e. any acts designed to produce a verbal response from another person.
Hughes 1978 also mentions some various language functions, especially related to the classroom management. In his categories, he spells out the various
language functions that are explained by some proponents. These categories include: a organization, b interrogation, c explanation, and d interaction.
Organization consists of giving instruction, sequencing, and supervision. In giving instruction, the teacher can give an appropriate instructions related to recurrent
classroom activities, control the stude nt‟s behavior by means of commands,
requests, and suggestions, vary the form of instructions in order to show the range of possibilities in the foreign language, and offer the student alternatives.
Flanders 1970: 34 uses the term Flanders‟ Interaction Analysis
Categories FIAC to describe the categories of teacher talk. He devides the
18 teacher talk into seven categories see appendix 11. The first four concern with
how the teacher responds to the students by accepting feeling and clarifies attitudes ex
pressed by the students, praising or encouraging students‟ action or behavior, clarifying, building or developing students‟ ideas and use those ideas in
problem solving, and asking questions. These four categories expand students‟
participation and express the authority of the teacher indirectly through their support of selected patterns of the student‟s behavior. The teacher assumes a less
dominant acts, and the proportion of student talk increases. These behaviours are sometimes called indirect influence. The other three categories are used by the
teacher to exert direct control. Those categories are lecturing, giving direction, and critizing or justifying outhority. The teacher is directive in order to achieve
compliance or to correct misbehavior. In order for the teachers to do this, he should talk more and take a dominant role in the classroom activity. These
behaviors are sometimes called direct influence. Meanwhile, Moskowitz 1971 in Brown 2007: 217 modified the
interaction analysis in more specific for foreign language teaching. Moskowitz called this modified version as
“Foreign Language Interaction FLINT analysis system” as could be seen in table 2.1.
19
Table 2.1 Foreign Language Interaction Analysis FLINT System adapted from
Brown 2007: 217 Concerning Teacher Talk
TEACHER TALK Indirect Influence
Direct Influence 1.
Deals with feelings:
In a non-threatening way, accepting,discussing, referring to, or
communicating understanding of past, present, or future feeling of students.
2. Praises or encourages:
Kategori