B. The Problem of The Study
Based on the background of the study, the research problems can be formulated as follows:
1. What categories of teacher talk are used by teacher in classroom
interaction? 2.
How categories of teacher talk are realized in the teaching-learning process?
C. The Objectives of the Study
In relation to the problems of the study, the objectives of the study are formulated as follows:
1. To find out the categories of teacher talk which are used by teacher in
classroom interaction. 2.
To describe how those categories of teacher talk are realized by teacher in teaching-learning process.
D. The Scope of the Study
This study attempts to investigate the talks are used by teacher in English classroom interaction. This study focus on one of the English teacher
of SMA YP. Parulian 1 Medan especially as a teacher who taught in grade eleven. Flander’s Interaction Analysis Categories System will be used as the
theory of categorization of teacher talk in classroom interaction. In FIACS there are ten categories, seven are assigned to teacher talk, two to student talk
and the last category is silence. This research is only focused on the teacher Talk that contains 2 aspects, namely; indirect talk and direct talk. Indirect talk
divided into 4 categories, they are accept feelings, praise or encouragement, accepts or uses ideas of pupils, and asking question. Meanwhile direct talk
divided into 3 categories such as lecturing, giving direction and criticizing or justifying authority.
E. The Significance of the Study
The findings are expected to be significant
1 Theoretically
The research findings of this study are useful for enrichment of some new information or theories about teacher talk. So the
information would be a reference for the researchers who interest in conducting the further similar research of classroom interaction
analysis particularly in analyzing teacher talk. 2
Practically The findings are useful for the English teacher to improve or
develop her teaching ways to make the classroom interaction become effective, stimulating and interesting.
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CHAPTER V CONCLUSION AND SUGGESTION
A. The Conclusion
After analyzing the categories of teacher talk based on the research finding and discussion in the previous chapter, it could be drown the conclusion of the present study
which was designed to suit the objective study; to find out the categories of teacher talk used by teacher in classroom interaction in SMA YP. Parulian 1 Medan and to describe
the realization of teacher talk categories used in teaching learning process. The conclusion of the present study can be drawn as follows:
1. Dealing with the categories of teacher talk in classroom interaction of English class
at SMA YP. Parulian 1 Medan, it revealed that the teacher used all categories of teacher talk such as accept feelings, praises or encourages, accepts or uses the ideas
of student, and asks question which included to the Indirect Talk and lecturing, giving direction and criticizing or justifying authority which included to the Direct
Talk. Those categories used by teacher while teaching. The amount of indirect talk in classroom interaction dominated by the ask question category with the total
number of utterances were 126 and percentage was 68.48 meanwhile in the direct talk the category giving direction dominant used by teacher with 176 utterances and
the percentage was 50.14. The classroom interaction dominated by the teacher with the total number of the teacher talk was 59.45 where the direct talk took the
highest portion with percentage 39 and followed by indirect talk with the
percentage 20.45.
2. Dealing with the realization of teacher talk, firstly, the teacher realized the accepts
feeling category when the teacher clarified the feeling of the student through her utterances to make sure that the student okay during teaching learning process.
Secondly, the teacher realized the praises or encourages category while she praised the student who answered the question correctly or encouraged the student while
they were afraid in answering question. Encouragement given by teacher made the student motivated to speak in slassroom interaction. Thirdly, the teacher realized
the accepts or uses ideas of student category while she clarified, built, or developed the ideas suggested by the teacher. Fourthly, the teacher realized the category of
asks question while the teacher gave the student a question about the content or procedure related to the topic lesson. the questions given by teacher mostly could
be answered by student and sometimes the questions answered by teacher. Fifthly, the teacher realized the category of lecturing when he gave the fact, definition,
example, or opinion about content the topic lesson while teaching. Mostly the teacher realized this category by giving explanation whom students caught up the
meaning in Bahasa Indonesia rather than English. Sixthly, the teacher realized the category of giving directions when she gave the direction, command, or orders
which expected the student to obey it and mostly student followed what teacher ordered for them. And the last, the teacher realized the category of criticizing or
justifiying when the she gave the statement from unacceptable to acceptable such as
criticized the students when they answered the question incorrectly.
B. Suggestion
Based on the data findings and what the research intended to, it is suggested that: 1.
The teacher should pay attention to both of indirect talk and direct talk because it can determine the way student learn and motivate the student to be active and
involve to participate in teaching learning process. The teacher should decrease their talk time so that the students have a chance to speak up more in classroom
activities. Besides the teacher should still use the variation of teacher talk but most of all the teacher should increase the amount of indirect talk rather than
direct talk because from the categories of indirect talk the teacher can increase the talk time of the student by accepting the feeling of the student, giving praise
and encouragement to the student so that they can have bravery to talk, accepting or using the ideas of the student so that they feel that they get attention
from their teacher and ask them question so that they can increase their ability in thinking and speaking in classroom interaction.
2. Further research of classroom interaction, the teacher talk should be considered
as the important part of the strategies of teaching or teaching other skill to know the number and types of teacher talk, student talk, and silence which holds every
activities so that they are not paying attention too much in material only but also in language which can lead the interaction.