62 lesson and allow the students to display their own understanding or knowledge of
language.
Researcher: You intense to used display questions to asked your
students. Do you have any purpose with that?
TA: “Actually, I’m not always used that kind of questions display.
Because at the time the display questions were appropriated to used
related to the lessontopic
.” TB: “Iya, I guess we use display or
referential questions depending on the topic of the lesson was taught. If it is
better I use display question rather than referential one, so I used display
questions, depending on what the teacher wants to elicit from the
students
.”
In the language classroom, however, students are generaly expected to participate actively, since answering questions is often regarded as a way of
practicing the language Richards and Lockhart, 1996. It can see for example in transcript line 079 - 01 A and line 080 - 01 A.
2. Direct Influence
This category focusses on the functions of teacher talk in which giving direct influence to the
student’s performance. These functions were also used to encourage students
’ performance to participate actively toward the lesson.
a. Giving Informations
The teacher gives information as a direct way to help the students to realize their mistake. Giving information can be giving difinition, an example, an
explanation or by signaling the problem. Besides negotiation of form, inform here also includes negotiation of meaning. The expressions were used such as in the
following excerpt.
63 Excerpt 5
Line Sripts
Function 016 01 A
T : Kalau kalian beli sesuatu, if you want to buy something in the market or supermarket...kalian
pasti menanyakan harga...you will of course asking about the price.
DI.1 Giv. Inf.
017 01 A T : Harga dalam bahasa Inggris disebut price.
wriote on the board
016 02 A T : Pra...price iya...price...kalau menanyakan baru
menggunakan how much. How much is it...how much is the...
006 02 B T : Oke, repeat. Book shown picture of a book
Ss: Booooookkkkkk... DI.1
Giv. Inf. 007 02 B
T : Dengar iya, cara membacanya ndak panjang seperti...peeeeeeeeeennn...
T : Tetapi, pen. Ss: Pen.
066 01 B T ; Ok, example. What does Tina looks like?
Seperti apakah Tina? Jawabannya gemana? DI.1
Giv. Inf. 067 01 B
T : Jawabanya, dia perempuan berati menggunakan she is...
073 01 B T : Atau bisa juga di tambah, she also...apa...tall
and pretty. S10: Miss kalau lebih dari dua pakai apa miss?
DI.1 Giv. Inf.
074 01 B T : Kalau lebih dari dua, they are. Gampang iya,
mereka... they are...apa...
These expressions used by the teacher when heshe was not satisfied to the students
’ answer or idea. For example, the expression in transcipt line 016 – 2A used by the teacher when he gave a question to the students “Harga dalam bahasa
Inggris apa? ” then the students were answered “How much”.
Researcher: When do you think
you need to give an information to your students?
TA: “Sometime when they forgot about the lesson which I have given
them, I need to remind them by giving an extra explanation so that they will
remember it again. Also for something which is they have not learned before,
I need to give information about that
.” TB: “I give them an information, when
the students seem do not understand well about a certain topic they learn .
For example, we use they are if there
are more than one person or thing.”
64 Therefore, the teachers need to give an extra explanation or information to
their students about something they have not understood yet. It will also realize the students about their inappropriated response or answer.
b. Correcting
