Ganjar Muttaqin, 2015 A Descriptive Analysis of Teacher Talk in Leading The Teaching Learning Activities through
the Stages of Scientific Approach A Case Study in A Junior High School in Bandung Universitas Pendidikan Indonesia
| \.upi.edu perpustakaan.upi.edu
4 This research aims to describe teacher talk used in the actual practice of
English teaching learning activities in the implementation of the 2013 curriculum following the scientific approach. The source of the analysis is the teacher talk
that leads the students to go through stages of scientific approach and the corpora were analyzed based on the principles of Systemic Functional Linguistics and
focused on the first order or regulative register and the second order or instructional register of the teacher talk. The principles of Systemic Functional
Linguistics are deployed to describe how the analysis of its metafunctions can explain the connection between text teacher talk and its context which is based
on situation and culture classroom setting Gerrot and Wignell, 1994; Halliday and Hassan, 1976, as cited in Halliday and Matthiessen, 2004.
1.2 Scope of the Study
This study involved the observations and the analysis of teacher talk of a teacher as the subject of the study. The school selected was the school where the
teacher actually teaches to give the sense of actuality in this research Liamputtong, 2009. In relation to the length of the study, three sessions were
observed and the teacher talk as the focus of the study during the sessions was transcribed. The three sessions covered a Materi Pokok in the 2013 curriculum in
a class 7 in a junior high school in Bandung. The object of the research, the teacher talk, after being transcribed, became the object of the research and was to
be analyzed in relation to the operation of two registers, a first order or regulative register, and a second order or instructional register
1.3 Research Question
The research question is: How does the teacher lead the teaching learning activities through the
stages of scientific approach with teacher talk?
Ganjar Muttaqin, 2015 A Descriptive Analysis of Teacher Talk in Leading The Teaching Learning Activities through
the Stages of Scientific Approach A Case Study in A Junior High School in Bandung Universitas Pendidikan Indonesia
| \.upi.edu perpustakaan.upi.edu
5
1.4 Purpose of the Study
This study aims to describe how the teacher leads the teaching learning activities through the stages of scientific approach with teacher talk.
1.5 Significance of the Study
Research on teacher talk has been plenty and focuses on many aspects, such as language switch, patterns of interaction, etc. This study offers a new
hybrid of research that involves an analysis with the use of Systemic Functional Linguistics as the tool of analysis. This research, therefore, may add to the
richness of theoretical accounts of discourse analysis, educational research and linguistics altogether.
In terms of practical significance, this study can be a big help for those teachers needing a practice to look to when they apply the approach themselves.
An analysis of the practice of teaching focusing on the talk of a teacher is useful in that other teachers can adopt and adapt the way of the exemplary teacher leads
the students through the scientific approach. It is hoped that other fellow teachers may learn from the practice.
1.6 Organization of the Paper
