TEACHER TALK IN TEACHING WRITING INTERACTION OF TECHNICAL ENGINEERING STUDENTS IN SMK SWASTA TELADAN MEDAN.
TEACHER TALK IN TEACHING WRITING INTERACTION
OF TECHNICAL ENGINEERING STUDENTS
IN SMK SWASTA TELADAN MEDAN
A THESIS
Submitted as Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
By:
SUTAR OKTAVIANA TAMPUBOLON
Registration Number : 2123321079
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
DECLARATION
Expect where appropriate acknowledgment, this thesis is my own work, has been
expressed in my own words, and has not previously been submitted for
publication. I understand that this paper may be screened electronically or
otherwise for plagiarism.
Medan, Agustus 2016
Sutar Oktaviana Tampubolon
Reg. No 212332079
ABSTRACT
Tampubolon, Oktaviana Sutar, registration Number: 2123321079, Teacher
Talk in Teaching Writing Interaction of Technical Engineering Students in
Smk Teladan Medan. A thesis English Education Program, State University
of Medan, 2016.
This present, study focuses on the teacher talk in teaching writing which
conducted in a eleventh grade classroom of SMK Swasta Teladan Medan and to
describe how the categories teacher talk affect the students’ learning process
during the teaching writing to the eleventh grade of SMK Swasta Teladan Medan.
In this research, the FLINT is used to identify the categories of teacher talk occur
during the learning process. Moreover, this study is conducted on the form of
descriptive qualitative research where the researcher as the non-participant
observer on the classroom. The subject of this study is a vocational high school
English teacher and the eleventh graders of SMK Swasta Teladan Medan.
From the data that has been taken, it is obtained that the categories of
teacher talk used by the teacher in teaching writing interaction in the eleventh
grader of SMK Swasta Teladan Medan are deals with feeling, praises or
encourages, jokes, uses ideas of students, repeats students response verbatim, asks
question, gives information, corrects without rejection, gives direction, and
criticizes student behavior. Moreover the categories of teacher talk used also have
been proven to help the students understand better about the subject and elicit
students’ contribution during the learning process.
In conclusion, the researcher has found that the teacher who teaches
writing in an eleventh grade classroom of SMK Swasta Teladan Medan has
performed some categories of the teacher talk from FLINT.
Keywords: Teacher Talk, Writing, Flint
i
ACKNOWLEDGMENT
First of all, the writer is so grateful to God the Almighty who has granted
His blessing and given the ability that the writer can complete her thesis as the
partial fulfillment of the requirements for degree of Sarjana Pendidikan at the
English Department of Faculty Language and Arts, State University of Medan.
This thesis would not have been possible without the guidance and the
help of several individuals who always contributed and extended their valuable
assistance in the participation and completion of this thesis. Thus, the writer
would like to express her deepest gratitude and appreciation.
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan,
Dr. Isda Pramuniati, M.Hum., the Dean Faculty of language and Arts,
State University of Medan,
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department,
Nora Ronita Dewi, S.Pd., S.S.,M.Hum., the Head of English Educational
Study Program,
Dr. Anni Holila Pulungan, M.Hum., her Thesis Supervisor,
Syamsul Bahri, S.S., M.Hum., her Academic Advisor,
Prof. Dr. Berlin Sibarani, M.Pd., and Dra. Masitowarni, M.Ed., her
Thesis Reviewers,
ii
Tumpal Tampubolon and Donti Redina, her beloved parents who never
give up in supporting and loving her in any ways and her special thank to
her lovely siblings her brother Robby Maleakhi Tampubolon, and her
sister Fenny Chintya Tampubolon who had supported and motivated her
during the accomplishing of this thesis,
Eis Sri Wahyuningsih, M.Pd for all helps to finish this study program,
All the writer’s classmates in EXT C 2012 for sharing their happiness,
togetherness, laughter, and support that they experience. I love youguys,
The writer’s best friends in BOGERS gang: Elfridayani Purba,
Trynanda Modesta Perangin angin, Maria Diva Simamora, Endang
Pratiwi Marbun, Vony De Maria Junior Sigiro, and Fani Maries
Nasution. I love you guys,
The writer’s best friend in senior high school STARS gang: Anita Ruth
Situmorang,Sylvia
Uliartha
Priscilla
Hutapea,
Rahmi
Pratiwi
Simatupang,Trifosa Natalie Christin Sirait and also her best sisters and
brothersNaomi Simorangkir, Kartika Situmorang, Kasad Situmorang
and Yohanes Firdaus thank you for support, time and caring, I miss you,
Medan,
September 2016
The writer
Sutar Oktaviana Tampubolon
iii
TABLE OF CONTENTS
Pages
ABSTRACT ......................................................................................................... i
ACKNOWLEDGMENT ...................................................................................... ii
TABLE OF CONTENTS ..................................................................................... iv
LIST OF TABLE ................................................................................................. vi
LIST OF FIGURE ............................................................................................... vii
LIST OF APPENDIXES ...................................................................................... viii
CHAPTER I. INTRODUCTION ........................................................................ 1
A.
The Background of the Study ......................................................... 1
B.
The Problems of the Study .............................................................. 8
C.
The Objectives of the Study ............................................................ 8
D.
The Scope of the Study ................................................................... 8
E.
The Significance of the Study ......................................................... 9
CHAPTER II.REVIEW OF RELATED LITERATURE .................................. 10
A.Theoretical Framework ................................................................................... 10
1. Definition of Teachers Talk .................................................................... 10
2. Characteristics of Teacher Talk............................................................... 12
3.Categories of Teacher Talk ...................................................................... 14
4. Classroom Interaction ............................................................................. 16
5. System of Interaction .............................................................................. 17
6.The Role of Teacher Talk ........................................................................ 19
7. Foreign Language INTeraction (FLINT) ................................................. 22
8. Writing ................................................................................................... 23
9. Definition of Writing .............................................................................. 23
B. Relevant Studies ............................................................................................. 24
C. Conceptual Framework ................................................................................... 27
CHAPTER III.RESEARCH METHODOLOGY ............................................... 30
A.
B.
C.
D.
Research Design ......................................................................................... 30
Data and Source of Data ............................................................................ 30
Technique of Collecting Data .................................................................... 31
Data Analysis ............................................................................................ 32
CHAPTER IV.FINDINGS AND DISCUSSION ................................................. 34
A. The Findings .............................................................................................. 34
1. The Categories of Teacher Talk ...................................................... 35
2. Teacher Talk Effect on the Students’ Learning Process ................... 46
B. The Discussion ........................................................................................... 48
CHAPTER V.CONCLUSION AND SUGGESTION ......................................... 50
A. The Conclusion .......................................................................................... 50
B. The Suggestions ......................................................................................... 51
REFERENCES .................................................................................................... 52
APPENDIXES ...................................................................................................... 55
LIST OF TABLES
Table 2.1 Foreign Language Interaction (FLINT).................................................18
Table 4.1 The result of indirect influence of teacher talk………………………..35
Table 4.2 The result of direct influence of teacher talk………………………….42
vi
LIST OF FIGURE
Figure 2.1 Chart of Conceptual Framework..........................................................29
vii
LIST OF APPENDIXES
Observation .................................................................................................. 55
Transcription................................................................................................. 56
viii
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Generally, teacher talk is a part a of classroom interaction that also related
with the students’ learning activity. By performing the appropriate teacher
instruction, teacher can motivate students to be actively involved in the speaking
descriptive classroom since the speaking that has to be performed by students is in
the form of monologue.
In teaching learning process, teacher actually has become an issue that has
received attention from many researchers because it is a part of classroom
interaction. Moreover, interaction is the collaborative exchange of thoughts,
feelings or ideas, between two or more people (Dagarin, 2004: 128).Actually, for
teacher and students, classroom is a place is used to organize teaching learning
process. Classroom is a room in a school or college where groups of students are
taught. Teaching learning process will creates if teachers and students have to
establish a good interaction with others in Classroom. Brown (2000 : 165) said
that Interaction is the collaborative exchange of thought, feelings, or ideas
between two or more people, resulting in a reciprocal effect on each other. On
interaction, people get feedback each other also.
1
2
In learning English as a second language, students are able to produce four
skills in English. Those are listening, speaking, reading and writing. Each skill is
inseparable and supporting each other. For instance, someone’s writing ability is
supported by his reading ability. Many people learn English in order to be able to
speak. Mostly, they only learn English in an instant way. Many people think that
being able to speak is the highest ability in learning foreign language. However,
communication means not only spoken but also written language. Moreover, both
spoken as well as written language are essential in creating a good
communication.
On the other hand, writing is considered as a skill which is hard to be
mastered. Learning to write is often more difficult than to speak. Abbot (1981:
140) states that writing is an essential skill for English learners as foreign
language alongside listening, speaking, and reading. It is because in writing there
are many elements which have to be acquired by the students.
When writing, students frequently have more time to think than they do in
oral activities. They can go through what they know in their minds, and even
consult dictionaries, grammar books, or other reference material to help them.
Writing encourages students to focus on accurate language use and because they
think as they write it may well provoke language development as they resolve
problems which the writing put into their minds.
English in vocational is relatively unexplored, especially from the view
point of the teachers who are ultimately responsible for the student’s learning. In
general vocational school cannot be the same as senior high school. Learning
3
styles, needs and students’ characteristics are very different. Vocational
students demand stricter disciplines of senior high school students. The worlds
that require of vocational graduated students, vocational
has a readymade
expertise in the world of work. Essentially, the teaching learning process has
evident in student learning ability difference in the classroom. Therefore, it is vital
that teachers focus more to the needs of their individual students. The teacher
should not only focus on material achievement when teaching, they should also be
able to treat the student individuals by the language used or “Teacher talk ”.
The success of education not only comes from students but also from the
teacher as well. Teacher could be a facilitator to give the students can develop
those beginning ideas based on the students’ own imagination and creativity. The
teacher will be explaining or informing about the materials, thus the students can
achieve the goals. Teacher explanation is including in the teacher talk. To be a
good facilitator, the teacher should have good teacher instruction.Pintrich and
Schunk (2007: 318) states that classroom are active places where teacher and
students constantly interact one to another. Interaction in the classroom will not
occur without teacher talk and student talk. Teacher with the teacher instruction is
one component in the classroom, which can give the best input to the students.
Many researchers have tried to analyze the teacher talk in years before2000s
namely Flanders’ Interaction Analysis Categories (FIAC) (Flander:1970 and
Foreign Language INTeraction (FLINT) (Markowitz:1971)until after 200s namely
Brown Interaction Analysis System(BIAS) (Brown:2001) and Self-Evaluation of
Teacher Talk (SETT) (Walsh:2006). Among those famous analysis
4
this study tries to carry out BIAS (Brown Interaction Analysis System) as
the instrument to process the information and analyze the teacher talk happens in
the classroom.
In this case, teacher talk especially in vocational school as we know that
it’s different with senior high school. Vocational school is one options for
students interest in practical post secondary education and job training. Vocational
school typically offer relatively prepare graduates for the workforce. Vocational
school generally focus on program in career fields that can be completed in two
years or less. Vocational school focusing on a single field, such as automotive
trades or health services may offer only one training program or give students a
choice of several program in the same industry such as hair stylist, barber, nail
technician or esthetician programs at a cosmetology school.
Actually, there are many Vocational Schools in Medan which are appropriate
to be chosen as a setting to conduct the study, especially school that emphasize to
use English in their daily activity. The researcher chooses SMK Swasta Teladan
Medan as the subject for conducting this study. It is one of favorite senior high
schools in Medan. This school consists of general classes. Many researches had
been done in this school, but the researcher has not found any research focusing
on analyzing teacher talk in this school. That is why the researcher is interested to
conduct a study about teacher talk used by the English teacher in SMK Swasta
Teladan Medan.
5
The researcher had done an observation to the English teacher when teaching
writing to the students of eleventh grade at SMK Swasta Teladan Medan . The
following is the result of the observarion:
T : Good Morning students
S : Good Morning
T : How are you today?
S : I’m fine. Thank you, and you?
T : I’m fine too. Thanks.
Ok. Who is absent today?
S : Randy maam.
T : Why is Randy absent?
S : because he is sick.
T : ok. Are ready for study?
S : Yes.
T : Ok. Before we start our study please pray at the moment
S : pray begin.
T : Ok students. Please open your book pages 147. In this chapters we will
study about an idol. Everybody have an idol. I have an idol and I want
to you, who is your idol? Now, I want to ask you another students.
How about you Abil?
S : Profet Muhammad
T : why? Can you describe him?
S : Profet Muhammad he is a very perfect person in the world I choose him
to be my idol because he has many behaviors like a his kindness, he is
patient, he is intelligent and he is honestly after that he doesn’t
arrogant and always look simple so, I think not wrongs to make him as
an idol
T : Ok Good. thank you abil
Now, I choose the girl. How about you Datin? Who is your idol?
S : Mahars
T : Can you describe him?
S : I like his song I like the way he deliver a message in to his song.
Moreover, his handsome and he has beautiful voice
T : I choose one student again, how about you jean?
S : hmm, I don’t understand maam
(some students didn’t know what is descriptive)
T : why you understand? You can just explain about your idol, describe
him
S: I don’t know maam (student just silence)
T : Ok I will explain about to describe people or idol.
Same with you I have an idol too
Do you want to know who is my idol?
S : Yes
6
T : I will show you one picture. This is my idol. Do you know her?
S : Yes
T : Who is she?
S : Fatin Cintya Lubis
(but some students didn’t know her)
T : She is from the x factor Indonesia.
Tania can you describe about Fatin?
S : She has a good voice
T : Ok can you write?
S : ( student write in the blackboard)
T : Ok Good Deni.
Who wants to try?
Caisar can you describe her?
S :No mam. I don’t know about her
T : ok no problem
Well, now I want to each other talk about your friends idol and
describe in front of your friend.
Ok start
S : (Students discuss to his friend and talk about the friends idol)
T : Ok students have you finish to ask your friend about her/his idol?
S : yes maam.
T : Now, make a group one group consist of four or five students and then
you work in group and please describe about your family and then you
write after that presentation in front of the class. I give five minutes.
Are you ready?
S :Not yet maam
T : Ok students I think finish. And I will give you homework on pages
146. Please choose one of this pictures for your home work and
describe it. You can choose picture one is about the farm. So , we have
finish and this chapter we have finish describe about idol and family
like father mother and grandmother. ok don’t forget to do your
homework.
Thank you for your attention. Good afternoon
S : good afternoon.
The interaction between English teacher and students in the classroom
didn’t run smoothly. The teacher found that some problems of students in writing
when the teacher give instruction. There are several students who are not able to
speak English. It caused by lack of vocabularies, low motivation, and haven’t
partner to speak English. Actually, Teacher and student need to communicate
totally during the learning process..
7
Because of that, the students tend to be passive and do not understand what
the teacher explained and said. They cannot follow the lesson well because the
teacherwas lack to consider her talk, which make it as meaningless talk. She
couldn’t convey the proper teacher talk.
Many researchers have tried to analyze the teacher talk related to strategy,
question, turn-taking, etc using various devices of analysis such as Flanders’
Interaction Analysis Categories (FIAC), Foreign Language INTeraction (FLINT),
Brown Interaction Analysis System (BIAS). Among those famous devices of
analysis this study tries to carry out the Foreign Language INTeraction (FLINT)
as the instrument to process the information and analyze the teacher talk happens
in the classroom.FLINT is an instrument, which is used to describe the verbal
communication in the classroom. This theory is developed by Moskowitz.
Moskowitz divided teacher talk into two categories, including indirect influence
and direct influence. In each category, there are some points, which describe
certain interaction event that we can find in the classroom.
Regarding the importance of teacher talk in teaching learning process, this
study is intended to analyze the teacher talk in teaching writing interaction of
technical engineering students in Smk Swasta Teladan Medan.
8
B. The Problems of the Study
1. What categories of teacher talk are found in teaching writing of technical
engineering student in SMK Swasta Teladan Medan?
2. How do the categories of teacher talk affect the students in learning
process?
C. The Objectives of the Study
1. To find out the categories of teacher talk in teaching writing of technical
engineering student in SMK Swasta Teladan Medan
2. To describe how the categories of teacher talk affect the students in
learning process.
D. The Scope of the Study
The scope in this study is the male teacher and also the students in tenth grade
for vocational school who study English as a foreign language as the subject of
the researcherSince this study wants to observe the teacher talk in teaching
writingthe points of observation are also limited to those which are done by the
teacher in the classroom. This study will limit and focus on the investigation on
one English teacherwho teaches for the eleventh grader at SMK Swasta Teladan
Medan. As the consequence, the result of this study cannot be generalized for all
English teachers. The limitation also comes from the language skill.
9
E. The Significance of the Study
The findings of the research are expected to be beneficial and be able to give
contribution to the improvement of the effective English teaching and learning
processtheoretically and practically.
1. Theoretically
To give some information about the types of the teacher instructionand
how to implement a proper teacher instruction.
2. Practically
It can make the students more active and give the motivate in teaching
learning process and students also interest to write.
They have more opportunities to practice their target language skill when they are
in the classroom also outside the classroom, and also get useful and meaningful
feedback from their teacher.
50
CHAPTER V
CONCLUSION AND SUGGESTION
A.The Conclusion
The findings of the study lead to the following conclusion:
1. The categories of teacher talk in the English class at SMK Swasta Teladan
Medan are the indirect teacher talk and direct teacher talk. The indirect influence
consists of “deals with feelings, praises/encourages, jokes, uses ideas of student,
repeats students response verbatim, and asks questions”. While direct influence
consists of gives information, corrects without rejection, gives directions,
criticizes students behavior, and criticizes or student response, it means that the
teacher intentionally let the students to respond in their own way and encourage
them to do so.
2. The ten categories of teacher talk that were employed by the teacher
during the teaching learning process affected the students in learning paticularly
asks question and praises/encourages (indirect influence) and gives information
and gives directions (direct influence). It is shown from the observation result
during the larning process all of students were well involved.
50
51
B. The Suggestions
Based on the data findings and what this research intended to, it
issuggested that:
1.In teaching learning process, the teacher should be able to understand the
condition of their class and the materials that will be taught. By understand about
them, the teacher will know what categories of teacher talk that can be used, they
also can consider with the aspects of teacher talk. When the teachers are able to
apply their plan in choosing types of teacher talk and consider with the aspects,
the goals of teaching and learning process can be achieved well. The teacher
should increase their talk it is amount of indirect influence or direct influence,
which includes acceptance of students’ feeling, praises and encouragement, and
acceptance or uses of the students’ ideas. This is important because such talk has
strong motivational impact on the students. They need to be encouraged, paid
attention to, and tolerated, but also criticized and reminded. In that way, their
learning will be more effective.
52
REFERENCES
Batko, A. 2004. When Bad Grammar Happens to Good People: How to Avoid
Common Errors in English. Franklin Lakes, NJ: Career Press.
Brown, H. D. 2007. Principles of Language Learning and Teaching(5th edition).
USA: Pearson Education, Inc.
Burns. A and Claire, S. 2003. Clearly Speaking: Pronunciation in Action for
Teachers. Sydney: Macquarie University.
Byrne, D. 1999. Teaching Oral English (New Edition). Mishawaka: Longman
Publish Group.
Cameron, L. 2001. Teaching Language to Young Learners. Cambridge:
Cambridge University Press.
Chaudron, C. 1998. Second Language Classroom: Research on Teaching and
Learning. Cambridge: Cambridge University Press.
Cook, V. 2000. Second Language Learning and Language Teaching (2nd
Edition). Beijing: Foreign Language Teaching and search Press.
Creswell. 2009. Educational Research: Planning, Conducting, Evaluating
Quantitative and Qualitative Research (3rd edition). New Jersey: Pearson
Education International.
Harmer, J. 2000. How To Teach English. Beijing: Foreign Language Teaching
and Research Press.
Harmer, J. 2001. The Practice of English Language Teaching (3rd Edition).
London: Longman.
Kayi, Hayriye, Teaching Speaking: Activities to Promote Speaking in a Second
Language. The Internet TESL Journal, Vol. XII, No. 11, May 2016.
Kiasi, M. A & Fatemeh, H. The Importance of ‘Teacher Talk’ in Teaching EFL
Writing. Porta Linguarum. Iran: Payame Noor University.
Long, M. & Sato, C. 1983. Classroom Foreigner Talk Discourse: Forms and
Functions of Teachers questions. In Seliger and Long (eds). Classroom
Oriented research in Second Language Acquisition. Newbury House.
52
53
Luoma, S. 2004. Assessing Speaking. Cambridge: Cambridge University Press.
Lynch,T.1996. Communication in Language Classroom.New York: Oxford
University Press.
Lyster, R. 2007. Learning and Teaching Languages through Content.
Amesterdam: John Benjamin Publishing Company.
Muhayyang, Maemuna. 2010.Lecturer and Student Talk in ClassroomInteraction:
A Classroom Management Scheme. UnpublishedDissertation.Makassar:
Hasanuddin University.
Navrina, A. 2007. The Teacher and Learner Talk in the Classroom Interaction of
GradeVIII.A SMP N 2 Cepiring Kendal. Thesis. Semarang: Semarang
State University.
Nilasari, 2007. Teacher Talk in the Holistic English Class of Young Learners at
Wima Kids Surabaya. Undergraduate Thesis. Surabaya: Widya Mandala
Catholic University.
Nunan, D.1991. Language Teaching Methodology: A Textbook for Teachers.
Cambridge: Cambridge University Press.
Nunan, D.1992. Research Methods in Language Learning. Cambridge:
Cambridge University Press.
Nurhasanah, 2013. TheAnalysis of Teacher Talk and Learner Talk in Classroom
Interaction (A Descriptive Study at 1 st Grade of Senior High School in
Bandung). Undergraduate Thesis. Bandung: Education Univesitu of
Indonesia.
Purwanigara. 2016. Teacher and Student Talk in English Classroom Interaction of
Vocational High School (A Naturalistic Study at SMK Negeri 2 Salatiga,
Academic Year 2015/2016). Master Thesis. Semarang: Sebelas Maret
University.
Rohmah, D. W. M. 2013. An Analysis of the Teacher Talk to Teach Speaking
Descriptive Text to the Seventh Graders of SMPN 1 Sidoarjo. Thesis.
Surabaya: State University of Surabaya.
Spratt, Mary, Alan P, and Melanie W. 2005. TKT Course. Cambridge: Cambridge
University Press.
Stern, H.H.1983. Fundamental Concepts of Language Teaching. Shanghai:
Shanghai Foreign Language Education press.
54
Ur, P. 2000. A Course in Language Teaching: Practice and Theory. Beijing:
Foreign Language Teaching and Research.
Turk, C. 2003. Effective Speaking: Communicating in Speech. London: Spon
Press.
Walsh, S. 2011. Exploring classroom discourse: Language in action. London:
Routledge.
Xiaohui, Xu. 2010. Analysis of Teacher Talk on the Basis of Relevance Theory.
Canadian Social Science. Vol. 6, No. 3, 2010, pp. 45 – 50.
Xiaoyan, Ma. 2006. A Dissertation of Teacher Talk and EFL in University
Classrooms. School of Foreign Languages and Literature. Chongqing
Normal University & Yangtze Normal University, China.
Yanfen, L. & Zhao Yuqin. (2010). A Study of Teacher Talk in Interactions in
English Classes. Chinese Journal of Applied Linguistics (Bimonthly) Vol.
33 No. 2. Harbin Institute of Technology.
Yu, R. 2008. Interaction in EFL classes. Asian social science,(4),4.
OF TECHNICAL ENGINEERING STUDENTS
IN SMK SWASTA TELADAN MEDAN
A THESIS
Submitted as Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
By:
SUTAR OKTAVIANA TAMPUBOLON
Registration Number : 2123321079
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
DECLARATION
Expect where appropriate acknowledgment, this thesis is my own work, has been
expressed in my own words, and has not previously been submitted for
publication. I understand that this paper may be screened electronically or
otherwise for plagiarism.
Medan, Agustus 2016
Sutar Oktaviana Tampubolon
Reg. No 212332079
ABSTRACT
Tampubolon, Oktaviana Sutar, registration Number: 2123321079, Teacher
Talk in Teaching Writing Interaction of Technical Engineering Students in
Smk Teladan Medan. A thesis English Education Program, State University
of Medan, 2016.
This present, study focuses on the teacher talk in teaching writing which
conducted in a eleventh grade classroom of SMK Swasta Teladan Medan and to
describe how the categories teacher talk affect the students’ learning process
during the teaching writing to the eleventh grade of SMK Swasta Teladan Medan.
In this research, the FLINT is used to identify the categories of teacher talk occur
during the learning process. Moreover, this study is conducted on the form of
descriptive qualitative research where the researcher as the non-participant
observer on the classroom. The subject of this study is a vocational high school
English teacher and the eleventh graders of SMK Swasta Teladan Medan.
From the data that has been taken, it is obtained that the categories of
teacher talk used by the teacher in teaching writing interaction in the eleventh
grader of SMK Swasta Teladan Medan are deals with feeling, praises or
encourages, jokes, uses ideas of students, repeats students response verbatim, asks
question, gives information, corrects without rejection, gives direction, and
criticizes student behavior. Moreover the categories of teacher talk used also have
been proven to help the students understand better about the subject and elicit
students’ contribution during the learning process.
In conclusion, the researcher has found that the teacher who teaches
writing in an eleventh grade classroom of SMK Swasta Teladan Medan has
performed some categories of the teacher talk from FLINT.
Keywords: Teacher Talk, Writing, Flint
i
ACKNOWLEDGMENT
First of all, the writer is so grateful to God the Almighty who has granted
His blessing and given the ability that the writer can complete her thesis as the
partial fulfillment of the requirements for degree of Sarjana Pendidikan at the
English Department of Faculty Language and Arts, State University of Medan.
This thesis would not have been possible without the guidance and the
help of several individuals who always contributed and extended their valuable
assistance in the participation and completion of this thesis. Thus, the writer
would like to express her deepest gratitude and appreciation.
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan,
Dr. Isda Pramuniati, M.Hum., the Dean Faculty of language and Arts,
State University of Medan,
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department,
Nora Ronita Dewi, S.Pd., S.S.,M.Hum., the Head of English Educational
Study Program,
Dr. Anni Holila Pulungan, M.Hum., her Thesis Supervisor,
Syamsul Bahri, S.S., M.Hum., her Academic Advisor,
Prof. Dr. Berlin Sibarani, M.Pd., and Dra. Masitowarni, M.Ed., her
Thesis Reviewers,
ii
Tumpal Tampubolon and Donti Redina, her beloved parents who never
give up in supporting and loving her in any ways and her special thank to
her lovely siblings her brother Robby Maleakhi Tampubolon, and her
sister Fenny Chintya Tampubolon who had supported and motivated her
during the accomplishing of this thesis,
Eis Sri Wahyuningsih, M.Pd for all helps to finish this study program,
All the writer’s classmates in EXT C 2012 for sharing their happiness,
togetherness, laughter, and support that they experience. I love youguys,
The writer’s best friends in BOGERS gang: Elfridayani Purba,
Trynanda Modesta Perangin angin, Maria Diva Simamora, Endang
Pratiwi Marbun, Vony De Maria Junior Sigiro, and Fani Maries
Nasution. I love you guys,
The writer’s best friend in senior high school STARS gang: Anita Ruth
Situmorang,Sylvia
Uliartha
Priscilla
Hutapea,
Rahmi
Pratiwi
Simatupang,Trifosa Natalie Christin Sirait and also her best sisters and
brothersNaomi Simorangkir, Kartika Situmorang, Kasad Situmorang
and Yohanes Firdaus thank you for support, time and caring, I miss you,
Medan,
September 2016
The writer
Sutar Oktaviana Tampubolon
iii
TABLE OF CONTENTS
Pages
ABSTRACT ......................................................................................................... i
ACKNOWLEDGMENT ...................................................................................... ii
TABLE OF CONTENTS ..................................................................................... iv
LIST OF TABLE ................................................................................................. vi
LIST OF FIGURE ............................................................................................... vii
LIST OF APPENDIXES ...................................................................................... viii
CHAPTER I. INTRODUCTION ........................................................................ 1
A.
The Background of the Study ......................................................... 1
B.
The Problems of the Study .............................................................. 8
C.
The Objectives of the Study ............................................................ 8
D.
The Scope of the Study ................................................................... 8
E.
The Significance of the Study ......................................................... 9
CHAPTER II.REVIEW OF RELATED LITERATURE .................................. 10
A.Theoretical Framework ................................................................................... 10
1. Definition of Teachers Talk .................................................................... 10
2. Characteristics of Teacher Talk............................................................... 12
3.Categories of Teacher Talk ...................................................................... 14
4. Classroom Interaction ............................................................................. 16
5. System of Interaction .............................................................................. 17
6.The Role of Teacher Talk ........................................................................ 19
7. Foreign Language INTeraction (FLINT) ................................................. 22
8. Writing ................................................................................................... 23
9. Definition of Writing .............................................................................. 23
B. Relevant Studies ............................................................................................. 24
C. Conceptual Framework ................................................................................... 27
CHAPTER III.RESEARCH METHODOLOGY ............................................... 30
A.
B.
C.
D.
Research Design ......................................................................................... 30
Data and Source of Data ............................................................................ 30
Technique of Collecting Data .................................................................... 31
Data Analysis ............................................................................................ 32
CHAPTER IV.FINDINGS AND DISCUSSION ................................................. 34
A. The Findings .............................................................................................. 34
1. The Categories of Teacher Talk ...................................................... 35
2. Teacher Talk Effect on the Students’ Learning Process ................... 46
B. The Discussion ........................................................................................... 48
CHAPTER V.CONCLUSION AND SUGGESTION ......................................... 50
A. The Conclusion .......................................................................................... 50
B. The Suggestions ......................................................................................... 51
REFERENCES .................................................................................................... 52
APPENDIXES ...................................................................................................... 55
LIST OF TABLES
Table 2.1 Foreign Language Interaction (FLINT).................................................18
Table 4.1 The result of indirect influence of teacher talk………………………..35
Table 4.2 The result of direct influence of teacher talk………………………….42
vi
LIST OF FIGURE
Figure 2.1 Chart of Conceptual Framework..........................................................29
vii
LIST OF APPENDIXES
Observation .................................................................................................. 55
Transcription................................................................................................. 56
viii
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Generally, teacher talk is a part a of classroom interaction that also related
with the students’ learning activity. By performing the appropriate teacher
instruction, teacher can motivate students to be actively involved in the speaking
descriptive classroom since the speaking that has to be performed by students is in
the form of monologue.
In teaching learning process, teacher actually has become an issue that has
received attention from many researchers because it is a part of classroom
interaction. Moreover, interaction is the collaborative exchange of thoughts,
feelings or ideas, between two or more people (Dagarin, 2004: 128).Actually, for
teacher and students, classroom is a place is used to organize teaching learning
process. Classroom is a room in a school or college where groups of students are
taught. Teaching learning process will creates if teachers and students have to
establish a good interaction with others in Classroom. Brown (2000 : 165) said
that Interaction is the collaborative exchange of thought, feelings, or ideas
between two or more people, resulting in a reciprocal effect on each other. On
interaction, people get feedback each other also.
1
2
In learning English as a second language, students are able to produce four
skills in English. Those are listening, speaking, reading and writing. Each skill is
inseparable and supporting each other. For instance, someone’s writing ability is
supported by his reading ability. Many people learn English in order to be able to
speak. Mostly, they only learn English in an instant way. Many people think that
being able to speak is the highest ability in learning foreign language. However,
communication means not only spoken but also written language. Moreover, both
spoken as well as written language are essential in creating a good
communication.
On the other hand, writing is considered as a skill which is hard to be
mastered. Learning to write is often more difficult than to speak. Abbot (1981:
140) states that writing is an essential skill for English learners as foreign
language alongside listening, speaking, and reading. It is because in writing there
are many elements which have to be acquired by the students.
When writing, students frequently have more time to think than they do in
oral activities. They can go through what they know in their minds, and even
consult dictionaries, grammar books, or other reference material to help them.
Writing encourages students to focus on accurate language use and because they
think as they write it may well provoke language development as they resolve
problems which the writing put into their minds.
English in vocational is relatively unexplored, especially from the view
point of the teachers who are ultimately responsible for the student’s learning. In
general vocational school cannot be the same as senior high school. Learning
3
styles, needs and students’ characteristics are very different. Vocational
students demand stricter disciplines of senior high school students. The worlds
that require of vocational graduated students, vocational
has a readymade
expertise in the world of work. Essentially, the teaching learning process has
evident in student learning ability difference in the classroom. Therefore, it is vital
that teachers focus more to the needs of their individual students. The teacher
should not only focus on material achievement when teaching, they should also be
able to treat the student individuals by the language used or “Teacher talk ”.
The success of education not only comes from students but also from the
teacher as well. Teacher could be a facilitator to give the students can develop
those beginning ideas based on the students’ own imagination and creativity. The
teacher will be explaining or informing about the materials, thus the students can
achieve the goals. Teacher explanation is including in the teacher talk. To be a
good facilitator, the teacher should have good teacher instruction.Pintrich and
Schunk (2007: 318) states that classroom are active places where teacher and
students constantly interact one to another. Interaction in the classroom will not
occur without teacher talk and student talk. Teacher with the teacher instruction is
one component in the classroom, which can give the best input to the students.
Many researchers have tried to analyze the teacher talk in years before2000s
namely Flanders’ Interaction Analysis Categories (FIAC) (Flander:1970 and
Foreign Language INTeraction (FLINT) (Markowitz:1971)until after 200s namely
Brown Interaction Analysis System(BIAS) (Brown:2001) and Self-Evaluation of
Teacher Talk (SETT) (Walsh:2006). Among those famous analysis
4
this study tries to carry out BIAS (Brown Interaction Analysis System) as
the instrument to process the information and analyze the teacher talk happens in
the classroom.
In this case, teacher talk especially in vocational school as we know that
it’s different with senior high school. Vocational school is one options for
students interest in practical post secondary education and job training. Vocational
school typically offer relatively prepare graduates for the workforce. Vocational
school generally focus on program in career fields that can be completed in two
years or less. Vocational school focusing on a single field, such as automotive
trades or health services may offer only one training program or give students a
choice of several program in the same industry such as hair stylist, barber, nail
technician or esthetician programs at a cosmetology school.
Actually, there are many Vocational Schools in Medan which are appropriate
to be chosen as a setting to conduct the study, especially school that emphasize to
use English in their daily activity. The researcher chooses SMK Swasta Teladan
Medan as the subject for conducting this study. It is one of favorite senior high
schools in Medan. This school consists of general classes. Many researches had
been done in this school, but the researcher has not found any research focusing
on analyzing teacher talk in this school. That is why the researcher is interested to
conduct a study about teacher talk used by the English teacher in SMK Swasta
Teladan Medan.
5
The researcher had done an observation to the English teacher when teaching
writing to the students of eleventh grade at SMK Swasta Teladan Medan . The
following is the result of the observarion:
T : Good Morning students
S : Good Morning
T : How are you today?
S : I’m fine. Thank you, and you?
T : I’m fine too. Thanks.
Ok. Who is absent today?
S : Randy maam.
T : Why is Randy absent?
S : because he is sick.
T : ok. Are ready for study?
S : Yes.
T : Ok. Before we start our study please pray at the moment
S : pray begin.
T : Ok students. Please open your book pages 147. In this chapters we will
study about an idol. Everybody have an idol. I have an idol and I want
to you, who is your idol? Now, I want to ask you another students.
How about you Abil?
S : Profet Muhammad
T : why? Can you describe him?
S : Profet Muhammad he is a very perfect person in the world I choose him
to be my idol because he has many behaviors like a his kindness, he is
patient, he is intelligent and he is honestly after that he doesn’t
arrogant and always look simple so, I think not wrongs to make him as
an idol
T : Ok Good. thank you abil
Now, I choose the girl. How about you Datin? Who is your idol?
S : Mahars
T : Can you describe him?
S : I like his song I like the way he deliver a message in to his song.
Moreover, his handsome and he has beautiful voice
T : I choose one student again, how about you jean?
S : hmm, I don’t understand maam
(some students didn’t know what is descriptive)
T : why you understand? You can just explain about your idol, describe
him
S: I don’t know maam (student just silence)
T : Ok I will explain about to describe people or idol.
Same with you I have an idol too
Do you want to know who is my idol?
S : Yes
6
T : I will show you one picture. This is my idol. Do you know her?
S : Yes
T : Who is she?
S : Fatin Cintya Lubis
(but some students didn’t know her)
T : She is from the x factor Indonesia.
Tania can you describe about Fatin?
S : She has a good voice
T : Ok can you write?
S : ( student write in the blackboard)
T : Ok Good Deni.
Who wants to try?
Caisar can you describe her?
S :No mam. I don’t know about her
T : ok no problem
Well, now I want to each other talk about your friends idol and
describe in front of your friend.
Ok start
S : (Students discuss to his friend and talk about the friends idol)
T : Ok students have you finish to ask your friend about her/his idol?
S : yes maam.
T : Now, make a group one group consist of four or five students and then
you work in group and please describe about your family and then you
write after that presentation in front of the class. I give five minutes.
Are you ready?
S :Not yet maam
T : Ok students I think finish. And I will give you homework on pages
146. Please choose one of this pictures for your home work and
describe it. You can choose picture one is about the farm. So , we have
finish and this chapter we have finish describe about idol and family
like father mother and grandmother. ok don’t forget to do your
homework.
Thank you for your attention. Good afternoon
S : good afternoon.
The interaction between English teacher and students in the classroom
didn’t run smoothly. The teacher found that some problems of students in writing
when the teacher give instruction. There are several students who are not able to
speak English. It caused by lack of vocabularies, low motivation, and haven’t
partner to speak English. Actually, Teacher and student need to communicate
totally during the learning process..
7
Because of that, the students tend to be passive and do not understand what
the teacher explained and said. They cannot follow the lesson well because the
teacherwas lack to consider her talk, which make it as meaningless talk. She
couldn’t convey the proper teacher talk.
Many researchers have tried to analyze the teacher talk related to strategy,
question, turn-taking, etc using various devices of analysis such as Flanders’
Interaction Analysis Categories (FIAC), Foreign Language INTeraction (FLINT),
Brown Interaction Analysis System (BIAS). Among those famous devices of
analysis this study tries to carry out the Foreign Language INTeraction (FLINT)
as the instrument to process the information and analyze the teacher talk happens
in the classroom.FLINT is an instrument, which is used to describe the verbal
communication in the classroom. This theory is developed by Moskowitz.
Moskowitz divided teacher talk into two categories, including indirect influence
and direct influence. In each category, there are some points, which describe
certain interaction event that we can find in the classroom.
Regarding the importance of teacher talk in teaching learning process, this
study is intended to analyze the teacher talk in teaching writing interaction of
technical engineering students in Smk Swasta Teladan Medan.
8
B. The Problems of the Study
1. What categories of teacher talk are found in teaching writing of technical
engineering student in SMK Swasta Teladan Medan?
2. How do the categories of teacher talk affect the students in learning
process?
C. The Objectives of the Study
1. To find out the categories of teacher talk in teaching writing of technical
engineering student in SMK Swasta Teladan Medan
2. To describe how the categories of teacher talk affect the students in
learning process.
D. The Scope of the Study
The scope in this study is the male teacher and also the students in tenth grade
for vocational school who study English as a foreign language as the subject of
the researcherSince this study wants to observe the teacher talk in teaching
writingthe points of observation are also limited to those which are done by the
teacher in the classroom. This study will limit and focus on the investigation on
one English teacherwho teaches for the eleventh grader at SMK Swasta Teladan
Medan. As the consequence, the result of this study cannot be generalized for all
English teachers. The limitation also comes from the language skill.
9
E. The Significance of the Study
The findings of the research are expected to be beneficial and be able to give
contribution to the improvement of the effective English teaching and learning
processtheoretically and practically.
1. Theoretically
To give some information about the types of the teacher instructionand
how to implement a proper teacher instruction.
2. Practically
It can make the students more active and give the motivate in teaching
learning process and students also interest to write.
They have more opportunities to practice their target language skill when they are
in the classroom also outside the classroom, and also get useful and meaningful
feedback from their teacher.
50
CHAPTER V
CONCLUSION AND SUGGESTION
A.The Conclusion
The findings of the study lead to the following conclusion:
1. The categories of teacher talk in the English class at SMK Swasta Teladan
Medan are the indirect teacher talk and direct teacher talk. The indirect influence
consists of “deals with feelings, praises/encourages, jokes, uses ideas of student,
repeats students response verbatim, and asks questions”. While direct influence
consists of gives information, corrects without rejection, gives directions,
criticizes students behavior, and criticizes or student response, it means that the
teacher intentionally let the students to respond in their own way and encourage
them to do so.
2. The ten categories of teacher talk that were employed by the teacher
during the teaching learning process affected the students in learning paticularly
asks question and praises/encourages (indirect influence) and gives information
and gives directions (direct influence). It is shown from the observation result
during the larning process all of students were well involved.
50
51
B. The Suggestions
Based on the data findings and what this research intended to, it
issuggested that:
1.In teaching learning process, the teacher should be able to understand the
condition of their class and the materials that will be taught. By understand about
them, the teacher will know what categories of teacher talk that can be used, they
also can consider with the aspects of teacher talk. When the teachers are able to
apply their plan in choosing types of teacher talk and consider with the aspects,
the goals of teaching and learning process can be achieved well. The teacher
should increase their talk it is amount of indirect influence or direct influence,
which includes acceptance of students’ feeling, praises and encouragement, and
acceptance or uses of the students’ ideas. This is important because such talk has
strong motivational impact on the students. They need to be encouraged, paid
attention to, and tolerated, but also criticized and reminded. In that way, their
learning will be more effective.
52
REFERENCES
Batko, A. 2004. When Bad Grammar Happens to Good People: How to Avoid
Common Errors in English. Franklin Lakes, NJ: Career Press.
Brown, H. D. 2007. Principles of Language Learning and Teaching(5th edition).
USA: Pearson Education, Inc.
Burns. A and Claire, S. 2003. Clearly Speaking: Pronunciation in Action for
Teachers. Sydney: Macquarie University.
Byrne, D. 1999. Teaching Oral English (New Edition). Mishawaka: Longman
Publish Group.
Cameron, L. 2001. Teaching Language to Young Learners. Cambridge:
Cambridge University Press.
Chaudron, C. 1998. Second Language Classroom: Research on Teaching and
Learning. Cambridge: Cambridge University Press.
Cook, V. 2000. Second Language Learning and Language Teaching (2nd
Edition). Beijing: Foreign Language Teaching and search Press.
Creswell. 2009. Educational Research: Planning, Conducting, Evaluating
Quantitative and Qualitative Research (3rd edition). New Jersey: Pearson
Education International.
Harmer, J. 2000. How To Teach English. Beijing: Foreign Language Teaching
and Research Press.
Harmer, J. 2001. The Practice of English Language Teaching (3rd Edition).
London: Longman.
Kayi, Hayriye, Teaching Speaking: Activities to Promote Speaking in a Second
Language. The Internet TESL Journal, Vol. XII, No. 11, May 2016.
Kiasi, M. A & Fatemeh, H. The Importance of ‘Teacher Talk’ in Teaching EFL
Writing. Porta Linguarum. Iran: Payame Noor University.
Long, M. & Sato, C. 1983. Classroom Foreigner Talk Discourse: Forms and
Functions of Teachers questions. In Seliger and Long (eds). Classroom
Oriented research in Second Language Acquisition. Newbury House.
52
53
Luoma, S. 2004. Assessing Speaking. Cambridge: Cambridge University Press.
Lynch,T.1996. Communication in Language Classroom.New York: Oxford
University Press.
Lyster, R. 2007. Learning and Teaching Languages through Content.
Amesterdam: John Benjamin Publishing Company.
Muhayyang, Maemuna. 2010.Lecturer and Student Talk in ClassroomInteraction:
A Classroom Management Scheme. UnpublishedDissertation.Makassar:
Hasanuddin University.
Navrina, A. 2007. The Teacher and Learner Talk in the Classroom Interaction of
GradeVIII.A SMP N 2 Cepiring Kendal. Thesis. Semarang: Semarang
State University.
Nilasari, 2007. Teacher Talk in the Holistic English Class of Young Learners at
Wima Kids Surabaya. Undergraduate Thesis. Surabaya: Widya Mandala
Catholic University.
Nunan, D.1991. Language Teaching Methodology: A Textbook for Teachers.
Cambridge: Cambridge University Press.
Nunan, D.1992. Research Methods in Language Learning. Cambridge:
Cambridge University Press.
Nurhasanah, 2013. TheAnalysis of Teacher Talk and Learner Talk in Classroom
Interaction (A Descriptive Study at 1 st Grade of Senior High School in
Bandung). Undergraduate Thesis. Bandung: Education Univesitu of
Indonesia.
Purwanigara. 2016. Teacher and Student Talk in English Classroom Interaction of
Vocational High School (A Naturalistic Study at SMK Negeri 2 Salatiga,
Academic Year 2015/2016). Master Thesis. Semarang: Sebelas Maret
University.
Rohmah, D. W. M. 2013. An Analysis of the Teacher Talk to Teach Speaking
Descriptive Text to the Seventh Graders of SMPN 1 Sidoarjo. Thesis.
Surabaya: State University of Surabaya.
Spratt, Mary, Alan P, and Melanie W. 2005. TKT Course. Cambridge: Cambridge
University Press.
Stern, H.H.1983. Fundamental Concepts of Language Teaching. Shanghai:
Shanghai Foreign Language Education press.
54
Ur, P. 2000. A Course in Language Teaching: Practice and Theory. Beijing:
Foreign Language Teaching and Research.
Turk, C. 2003. Effective Speaking: Communicating in Speech. London: Spon
Press.
Walsh, S. 2011. Exploring classroom discourse: Language in action. London:
Routledge.
Xiaohui, Xu. 2010. Analysis of Teacher Talk on the Basis of Relevance Theory.
Canadian Social Science. Vol. 6, No. 3, 2010, pp. 45 – 50.
Xiaoyan, Ma. 2006. A Dissertation of Teacher Talk and EFL in University
Classrooms. School of Foreign Languages and Literature. Chongqing
Normal University & Yangtze Normal University, China.
Yanfen, L. & Zhao Yuqin. (2010). A Study of Teacher Talk in Interactions in
English Classes. Chinese Journal of Applied Linguistics (Bimonthly) Vol.
33 No. 2. Harbin Institute of Technology.
Yu, R. 2008. Interaction in EFL classes. Asian social science,(4),4.