44
Table 3.1 Teacher Talk Categories and Coding Brown 2007: 217
Teacher Talk Indirect Influence
Direct Influence Functions
Coding Functions
Coding
1 accepting Acpt.
1 giving information Giv.Inf
2 discussing Disc.
2 correcting Corrt.
3 praising Pra.
3 requestcommands Req.
4 encouraging En.
4 giving direction Giv. Dirc
5 confirming Con.
5 directing drill Dirc. Drl.
6 joking Jok.
6 criticizing Crt.
7 making fun Mak.Fn.
7 rejection Rejc.
8 explaining Exp.
8 translating Trans.Csw.
9 clarifying Cla.
code-switching 10 repeating words
Rep.Wrd. 11 display question
Dis. Qst. 12 referential question Ref. Qst.
The result of class observation data analysis were examined to construct some questions for the interview. The interview was done for all of the
participants. The interview was designed to investigate the reasons and opinions from the participants on using teacher talk in the classrom during the of process
teaching and learning. What the purpose of using that utterances were.
7. Trustworthiness
The result of a qualitative research needs to be measured, to be ensured and to be enhanced for the validity of the research findings. To do this, the
researcher has to triangle the data sources. Triangulation is typically perceived to be a strategy for improving the validity of research finding. Denzin 1970 states
tringulation is the combination of two or more data sources, investigators, mothodologic approaches, theoretical perspectives or analytical methods within
the same study. This qualitative research adopted one of the triangulation types proposed
by Denzin, that is, data sources triangulation. Data sources can vary based on the
45 times the data were collected, the place, or setting and from whom the data were
obtained Denzin, 1970. There were two participants in this research. The data used in this study were obtained from two different sources and two data
collections technique i.e. observation and interview as well as the time and the place where the data were taken from.
The process of triangulate the data began from collecting the data in the form audio-visual recording by doing some class observations. The result of class
observation data analysis needs to be clarified with the participants understanding. Therefore, the researcher had to interview the participants to investigate their
reasons and opinions on using the teacher talk functions. The interview questions were constructed based on the class observation data analysis. By doing so, the
researcher ensured that the trustworthiness was preserved.
B. Actualization of the Research Problem
This section presents the step of processing and analysing the data to describe how the process in collecting the data and analysis. This process was a
crucial part of this study.
1. Conducting Classroom Observation In this qualitative research, class observation was used as a technique to
collect data about teacher talk. To get the audio-visual data needed, the researcher had to observe the process of teaching and learning activity in the classroom.
Before the researcher did the classroom observation, firstly the researcher met the school’s principal to get a permission and informed her that the researcher would
like to do some classroom observations at the school. After the researcher got a
