Indirect Talk and Direct Talk

4.3.1 Indirect Talk and Direct Talk

Indirect talk was talk done by the teacher that giving indirect influence toward the student’s performance. Indirect talks were used to encourage students to participate actively during interaction. It meant the teacher allowed the students to be active during the interaction. It can be called as student-centered model learning, based on the four observations the teacher only gives little explanation about the material only in presentation part. The students have discussion with their friend or with the teacher in all part presentation, discussion and exploration. The result of indirect influence can be seen in the graph 4.9 below: Graph 4.9 The results of Direct and Indirect Influence in Each Meeting The result indicated that the proportion of indirect influence in classroom interaction was lower than the direct influence. The amount of indirect talk 75 or 62 utterances was lower than and direct talk influence 25 or 184 utterances. According to Brown 2007 he stated that direct teaching is that type of talk which tended to minimize the freedom and variety of response that student can create in classroom interaction. The result showed the direct talk is not high, it means that the teacher leads students to give their opinion. It means, in direct teacher talk is Direct Talk 25 Indirect Talk 75 Percentage of Direct talk and Indirect talk Direct Talk Indirect Talk concerned on the teacher who dominated the interaction. The researcher found, teacher spent little time to use direct talk. Since, the goal in Ananda Mentari is communication and student enjoy the learning process. In other hand, the finding indicated that indirect talk has higher percentage 75 or 184 talk during the interaction. Brown 20 07” stated that indirect talk was type of talk which tended to allow the student maximal freedom in giving verbal response ”. The pattern found in Ananda Mentari kindergarten school also indicated the students had a significant better attitude in classroom. The reason was because the teacher applied flexible patterns as mother and kids. The students free to express what they thought about the topic discussed in class. It was kind of student-centered interaction, the condition when teacher stimulate student by questioning and lecturing. After that students usually had discussion with their friend and teacher. The researcher found that students tended to initiate their respond before the teacher asked them. This finding is in line to Hai Bee 2006 finding, that indirect talk were far more likely to provide flexibility of influence than were the direct. It can be concluded that indirect talk were delivered by teacher encouraged the condition of second language acquisition because indirect talk leaded the students to think creatively. The term of creative here mean teacher keep in monitoring or controlling of student utterances. The meaningful communication in this case, it was discussion based on the topic and avoid inappropriate words for students. It can be seen on the graph 4.9 about students’ talk and teachers’ ratio. It can be seen that student talk ratio was 47 or 226 utterances. While the teachers’ talk ratio about 50 or 236 utterances. In addition the graph also listed the ratio of silence or PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI confusion ratio was only 3. It indicated that the ratio between the teacher talk and student talk was not significantly different. It showed that the high amount of direct teachers’ talks affects the amount of student talks. Moreover, from this result can be seen that students were considered active in verbal communication. It can be seen from amount of silence or confusion was low. The researcher found the student suddenly silent when the teacher criticized their unappropriated behavior during the learning process. Graph 4.10 T eachers’ Talk and Student Talk Ratio Based on the teacher opinion in the interview, teacher did more asking questions rather than others three type of talk accepts feeling, encouragement and use students’ ideas. In order to stimulate student active they were able to produce target language. Because according to teacher, students will enjoy responding the questions.

4.3.2 Types Classroom Interaction