LANGUAGE FEATURES OF TEACHER’S TALK IN TEACHING PROCEDURE TEXT FOR THE TWELFTH GRADE OF SENIOR HIGH SCHOOL AT SMA SWASTA TUNAS PELITA BINJAI.
LANGUAGE FEATURES OF TEACHER’S TALK IN
TEACHING PROCEDURE TEXT FOR THE TWELFTH
GRADE OF SENIOR HIGH SCHOOL AT SMA SWASTA
TUNAS PELITA BINJAI
A THESIS
Submitted-in Partial Fulfillment of the Requirements
for the Degree of SarjanaPendidikan
By:
SISKA RAHAYU
Registration Number: 2122121039
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Rahayu, Siska. 2016. Registration Number: 2122121039. Language Features
of Teacher’s Talk in Teaching Procedure Text for the Twelfth Grade of
Senior High School at SMA Swasta Tunas Pelita Binjai . A Thesis. English
Educational Program, State University of Medan, 2016.
This study aims at analyzing features of teacher’s talk in teaching procedure text.
The data of the study were the script of utterances the teacher and students. The
source of data the twelfth grade of Senior High School at SMA Swasta Tunas
Pelita Binjai where the teacher taught 27 students in one class. This study was
used descriptive qualitative. SETT (Self Evaluation of Teacher Talk) framework
used to identify and classified features of teacher talk during learning process
which used video recording and field notes. The finding of the study showed that
the dominant feature of teacher talk was extended leaner-turn (41, 6%). This
feature effected on the students’ learning process because the teacher gave the
opportunity to the learners to deliver their ideas, it could improve the learners’
speaking skill.
Keywords : Procedure Text, Features of Teacher Talk, Learning Process.
i
ACKNOWLEDGEMENTS
Alhamdulillahirobbil ‘alamin, all praise be to the Almighty Allah SWT,
the Most Gracious and Most Merciful who always guides and protects the
researcher in every step in life. Because of His guidance, blessing, love, and
strength to the researcher can accomplish this thesis as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan at the English Department of
Faculty of Languages and Arts, State University of Medan (UNIMED). For which
the researcher would like to express her extremely grateful to the following:
-
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
-
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, States University of Medan.
-
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department.
-
Nora Ronita Dewi, S.S, M.Hum., the Head of English Educational Study
Program.
-
Prof. Amrin Saragih, M.A., Ph.D., her first thesis advisor for his
valuable advice, precious time, patient, suggestion and support as long as
the process of finishing thesis.
-
Isli Iriani Indiah Pane, S.Pd., M.Hum., her second thesis advisor for her
understanding, and willingness to share her valuable time especially for
comments, corrections and suggestions.
-
Prof. Busmin Gurning, M.Pd., her first thesis examiner for his kindness,
knowledge, support and information to improve her writing.
-
Dra. Meisuri, M.A., her second thesis examiner for her kindness,
suggestion, and information to improve her writing.
-
All the lecturers of English Department of English Teaching
Department.
ii
-
Euis Sriwahyuningsih, M.Pd and Sir Pantes, the administration staff of
English and Literature Department for giving information in completing
her thesis.
-
Raswin and Suliani, her lovely parents for the supports, pray, love,
struggle and every other things they have given that can make the
researcher finished her study program. The researcher’s sincere gratitude
also goes to her beloved sister Wiwik Sundari, her brothers Shidhiq
Zuandha and Hermawan for the supports.
-
Ahmad Khairul Badri, M.Pdi., the Headmaster of SMA Swasta Tunas
Pelita Binjai for allowing her to do the research there.
-
Her best friends, Dwi Handayani, CGF includes Zeny Chaira Magribi,
Jamila Saragih, Nurul Wulanda, Dianita Putri Pratama and Sere
Nidya Damanik for their prays, supports, love and motivations to finish
this study program.
-
All PPL friends, for unforgettable experience while being an apprentice
teacher in SMP Negeri 1 Kuala.
-
My beloved class Reg.A 2012 who regularly or suddenly had interaction
and helped the researcher in finishing all requirements for achieving
Bachelor Degree in English Education Program.
The last, but no the least, the researcher hopes this thesis will be useful and
give positive impact for those who read it. Especially for the students of State
University of Medan.
Medan, Februari 2017
The Researcher
Siska Rahayu
iii
TABLE OF CONTENTS
Pages
ABSTRACT ………………………………………………………..... i
ACKNOWLEDGEMENTS ………………………………………... ii
TABLE OF CONTENTS …………………………………………... iv
LIST OF TABLE ……………………………………..…………….. vi
LIST OF APPENDICES ……………………………………………. vii
CHAPTER I INTRODUCTION ......................................................... 1
A. The Background of the Study ...................................... 1
B. The Problem of the Study ............................................ 5
C. The Objective of the Study .......................................... 6
D. The Scope of the Study ................................................ 6
E. The Significance of the Study ...................................... 6
CHAPTER II REVIEW OF RELATED LITERATURE ................ 8
A. Theoretical Framework ................................................ 8
1. Language Skills ........................................................ 8
a. Speaking ............................................................. 8
b. Speaking Skill is Important .............................. 10
2. Types of Talks .......................................................... 11
a. Mothers’ Talks/Motherese ............................... 11
b. Foreigners’ Talk ............................................... 12
c. Teachers’ Talk .................................................. 13
d. Students’ Talk .................................................. 15
3. Classroom Interaction .............................................. 15
a. Teachers’ Role in Teaching Process ................ 16
4. SETT ......................................................................... 18
5. Procedure Text ....................................................... 23
iv
B. Relevant Studies ……………………………………... 25
C. Conceptual Framework ………………………………. 26
CHAPTER III RESEARCH METHODOLOGY ............................. 28
A. The Research Design ................................................... 28
B. The Data of the Study .................................................. 29
C. The Technique of Collecting Data ............................... 29
D. The Technique of Data Analysis .................................. 29
CHAPTER IV THE DATA AND DATA ANALYSIS ...................... 32
A. Data Analysis ................................................................. 32
B. Research Findings ......................................................... 33
C. Discussions ................................................................... 47
CHAPTER V CONCLUSIONS AND SUGGESTIONS .................. 49
A. Conclusions .................................................................... 49
B. Suggestions ..................................................................... 49
REFERENCES ..................................................................................... 51
APPENDICES …………………………………………………………... 52
v
LIST OF TABLE
Page
Table 2.1 Features of Teacher Talk …………………………………. 18
Table 3.1 Analysis of Features of Teacher Talk ……………………... 31
Table 4.1 Features of Teacher Talk ………………………………….. 32
vi
LIST OF APPENDICES
Appendix A. Transcribe Video Recording ............................................ 52
Appendix B. Field Notes ....................................................................... 67
vii
CHAPTER 1
INTRODUCTION
A. Background of the Study
In the process of teaching English, teacher plays various pivotal roles.
Harmer (2007: 25) states that the roles teacher performs includes: (1) controller to
pupils, especially in grammar exercises and presentation/explanation, (2)
prompter/motivator who encourages pupils, pushes them to achieve more, feeds in
a bit of information or language to help them proceed, (3) assessor who tells the
pupils how well they have done or gives them grades, etc., (4) resource whom
pupils consult for difficult language items, etc. Therefore, when the teacher is able
to master the roles, the students get success in learning process.
A major proportion of class time is taken up by teachers talking in front of
the classroom (Nunan & Bailey, 2009). No matter what teaching strategies or
methods a teacher uses, it is necessary to give directions, explain activities and
check students’ understanding (Richards & Schimdt, 1985). This clearly
emphasizes the importance of teacher talk in language classrooms. Walsh (2011)
claims that teacher talk is more important in language classroom than any other
classroom since in this context the language being used by teacher is not only the
means of acquiring new knowledge; it is also the goal of the study.
Walsh (2011) also claims that in language classrooms, teachers control
patterns of communication, they are able to interrupt whenever they like, take the
floor, hand over a turn, direct the discussion, and switch topics. All these
functions are achieved through teacher talk. Teachers obtain their power and
1
2
authority through effective language use. In fact, by the language they speak and
the words they choose teachers not only manage their classrooms but also
dominate and control learners' opportunities for language learning. Teachers take
the floor and lead the class whenever they like through their speech. As Breen
(1998) puts it, it is the teacher who orchestrates the interaction (Walsh, 2011).
Arguably, a teacher’s ability to orchestrate the interaction not only determines
who may participate and when, it also influences opportunities for learning. The
consequence of this is that the teachers clearly talk more and occupy more of the
interactional space of the classroom and learners’ opportunities for classroom
participation are largely controlled by the teachers. Yet, no matter how natural the
dominance of teacher talk in language classrooms seems, for years, excessive
teacher talk has been the source of criticism for restricting learners' opportunities
of language production and classroom participation. Harmer (2007) claims that
learners will have less opportunity for class participation if teacher talks and talks.
CLT (Communicative Language Teaching) methodology emphasizes the
importance of learners’ production and verbal participations in language
classroom. According to (Larsen-Freeman, 2000) in CLT classrooms, learner has
a choice not only about what to say, but also how to say it. If teachers talk almost
two-third of the class time, the question arises whether any choice is left to the
learners at all. Teachers' dominance on language processes will logically reduce
learners' choices. One of the basic principles of CLT methodology is that students
should be given opportunities to use the language and communicate with others.
The problem is that if teacher talks too much, learners’ opportunities for language
3
production will be deduced. Harmer (2007) claims if learners are not engaged in
the discourse actively, they will have little opportunity to try out and learn a new
language, test their hypotheses or develop strategies for dealing with unknown
language. According to Yanfen and Zhao (2010), the interaction between teacher
and students constitutes a most important part in all classroom activities.
Appropriate teacher talk can create harmonious atmosphere and at the same time
promotes a more friendly relationship between teacher and students, and
consequently creates more opportunities for interactions between teachers and
students.
As Mulyadi (2011) mentioned that the students in Indonesia still have
some troubles in expressing themselves. It was indicated by their lack of
vocabulary, poor communication, and limited grammar. The main interest in
classroom interaction was to encourage teachers to better use of their language
and communication skill. The interactive choices made the teachers have a strong
impact on the type of learning which takes place. During the process of teaching
and learning, the teachers were supposed to use English as a medium transferring
the knowledge to the students.
Matsumoto (2010) indicated that the students want the teacher to use
mother tongue as much as possible in classroom even they are studying English.
However, the results of study indicated all the students allowed some classroom
using English was only when it was hard for students to understand, only when
grammar and difficult concepts were taught, or only when two languages were
compared or only the meanings of difficult words are explained.
4
In the other hand, Rohmah (2011) investigated features of teacher talk
using SETT framework. The result showed that features of teacher talk used by
the teacher had been used to elicit students’ contribution and assisted the students
to build their speaking skill in learning process.
Based on the phenomenon in teaching practice, many of students were
difficult when studying English especially in speaking. Speaking was one
productive skill of language learning. It involved communicative performance,
and other important elements, such as, pronunciation, intonation, grammar,
vocabulary, etc. Teacher should be taught in any language learning to make the
learners able to communicate. Speaking was the skill that the learners will be
judged upon most in real-life situation. It was an important part of everyday
interaction and most often the first impression of a person was based on his/her
ability to speak fluently and comprehensibly. Giving the text was one of strategy
to improve students’ ability especially in speaking.
Based on issues above, the researcher wanted to find out the features of
teacher talk used by the teacher in learning process and the effect of features of
teacher talk on the students’ learning process twelfth grade of SMA Swasta Tunas
Pelita Binjai.
B. The Problems of the Study
Based on the background of the study above, the researcher make the
identification study as:
5
1. What are the dominant features of teacher’s talk that occur in teaching
learning process for the twelfth grade of SMA Swasta Tunas Pelita
Binjai?
2. How does the teacher talk affect the students’ learning process in
teaching learning process for the twelfth grade of SMA Swasta Pelita
Binjai?
C. The Objectives of the Study
The objectives of the study are:
1. To investigate the dominant features of teachers’ talk occur in teaching
procedure text for the twelfth grade of SMA Swasta Tunas Pelita
Binjai.
2. To describe how the features of teacher’s talk affect on the students’
learning process during teaching procedure text for the twelfth grade of
SMA Swasta Pelita Binjai.
D. The Scope of the Study
The scope of the study is to find out the dominant features of teachers’ talk
in teaching procedure text and to describe how the features of teachers’ talk affect
on the students’ learning. It is conducted for the twelfth grade of Senior High
School of SMA Swasta Pelita Binjai.
6
E. The Significance of the Study
Findings of this study expected to provide information which may have
theoretical as well as practical advantages for teaching English speaking.
Theoretically, the findings of the dominant features of teacher talk used and how
the effect of features of teacher talk on students’ learning later will be practice in
teaching process.
Meanwhile practically, the findings become source of theory for the
English teachers especially in Senior High School in their attempt to develop their
teaching process or transferring the materials as well. The activities used by the
English teachers from this study are also expected to enrich the students’
motivation in learning English. Briefly, this investigation cam increase the
teachers’ view regarding the current issues, especially to affect students’ learning
process using the features’ of teachers’ talk.
BAB V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
After analyzing data, conclusions were drawn of the following:
1. Extended learner-turn as the dominant feature of teacher talk with the total
was 85 (41,6%) that occurred in teaching procedure text for the twelfth
grade of Senior High School at SMA Swasta Tunas Pelita Binjai.
2. Teacher talk effected on the students’ learning process because each of
feature of teacher talk played important thing in classroom. Teacher
contributed learners to deliver their information during learning process. It
helped learners to improve their speaking skill.
B. Suggestions
In this occasion, this study would like to give some suggestions that might
be useful for the teachers, the students, and everyone who read this study:
1. The teachers should keep training learners to contribute in classroom
especially improving their speaking skill because we know that learners’
speaking ability were lack and limited grammar.
2. For other researchers should conduct further studies on teacher talk, which
has a very close reference to the students’ needs.
42
REFERENCES
Agustien, H. I. R. (2002). Teacher’s Scaffolding Talk : A Resource for Shaping
Classroom Discourse. Forum on English Language Study. A Journal. Sanata
Dharma University. Yogyakarta.
Astiti, N. W. (2011). An Analysis of Teacher Talk in English Classes in SMK
PGRI 4 Denpasar. A Journal. Denpasar.
Boutellier, R. (2011). What is the Differences between Social and Natural
Sciences? A Journal. Universitat St. Gallen.
Brown, H. D. (2007). Principles of Language Learning and Teaching.Fifth
Edition. United States of America: Person Education, Inc.
Cazden, B. C. (2009). The Language of Teaching and Learning.Classroom
Discourse.Harvard Graduate School of Education. New York.
Celce, M. M. (2001). Teaching English as a Second or Foreign Language.
London: Heinle&Heinle Thompson Learning.
Darsini, N. W. (20012). Improving Speaking Skill Through Cooperative Learning
Method of the Eight Grade Students. A Journal. Mahasaraswati Denpasar
University. Denpasar.
Ellis, R. (1985). Second Language Acquisition. Oxford : Oxford University
Press.
Eggin,
S.
&
S,
D.
(1997).
Analyzing
Casual
Conversation.
Great
Britain : Creative Print and Design Wales.
Harmer, J. (2007). How to Teach English. Harlow: Pearson Education Limited
43
44
Kiasi, M.A. & H, F. (2013). The Importance of Teacher Talk in Teaching EFL
Writing. A Journal. Payame University. Iran.
Lehman, F & P, Jr. (2005). Research in Applied Linguistics. London. Lawrence
Erlbaum Associates.
Liu, J. and L, T. (2012). A Case Study on College English .Three Georges
University & University of Tasmania.
Locke . (2007). Composing Qualitative Research : New York: Sage Publication,
Inc.
Long, M. (1996). The Role of the Linguistics Environment in Second Language
Acquisition. Handbook of Research on Second Language Acquisition. New York:
Pearson Education.
Mujhidah. (2011). The Descriptive Study on the Classroom Interaction During the
English-Teaching Learning Process at the Eighth Grade of SMPN 1 Banjarmasin.
A Journal. Universitas Lambung Mangkurat. Banjarmasin.
Sari, F.M. (2015). An Analysis of Classroom Interaction in the English Language
Teaching Process. A Journal. Universitas Sebelas Maret. Surakarta.
Nunan,
D.
(1991).
Language
Teaching
Methodology.
Cambridge:
Cambridge University Press.
. (1993). Introducing Discourse Analysis. London: The Pinguin Group.
. (2009). Exploring second language classroom research: A
comprehensible guide.Boston: Heinle, Cengage Learning.
Pardiyono. (2007). .Pasti Bisa: Teaching Genre- Based Writing. Yogyakarta: C.V
Andi.
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Richards, J. C. (2008). Teaching Listening and Speaking From Theory to
Practice. New York: Cambridge University Press.
, J. C., & Schmidt, R.
(1985). Longman Dictionary of Language
Teaching& Applied Linguistics. London: Pearson Education.
Rohmah, D. W. M. (2011). An Analysis of Teacher Talk to Teach Speaking
Descriptive Text to the Seventh Graders of SMPN 1 Sidoarjo. A Journal. State
University of Surabaya. Surabaya.
Sinclair, J. McH & B, D. (1982). Teacher Talk. London: Oxford University Press.
Surtiati. (2008). Teacher’s Scaffolding Talk in English Class at Senior High
School. A Journal. State University of Semarang. Semarang.
Turk, C. (2003). Effecting Speaking: Communicating in Speech. London: Spon
Press.
Tsui, A.B.M. (1987). Analyzing Different Types of Interaction in Second
Language Classroom. International Review of Applied Linguistics.
Willig, C. (2008). Introducing Qualitative Research in Psychology. London. Open
University Press.
Walsh, S. (2006). Investigating Classroom Discourse. New York: Routledge.
. (2011). Exploring classroom discourse: Language in action. London:
Routledge.
Yan, X. (2006). Teacher Talk and EFL in University Classroom. Chongqing
Normal University & Yangtze Normal University.
TEACHING PROCEDURE TEXT FOR THE TWELFTH
GRADE OF SENIOR HIGH SCHOOL AT SMA SWASTA
TUNAS PELITA BINJAI
A THESIS
Submitted-in Partial Fulfillment of the Requirements
for the Degree of SarjanaPendidikan
By:
SISKA RAHAYU
Registration Number: 2122121039
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Rahayu, Siska. 2016. Registration Number: 2122121039. Language Features
of Teacher’s Talk in Teaching Procedure Text for the Twelfth Grade of
Senior High School at SMA Swasta Tunas Pelita Binjai . A Thesis. English
Educational Program, State University of Medan, 2016.
This study aims at analyzing features of teacher’s talk in teaching procedure text.
The data of the study were the script of utterances the teacher and students. The
source of data the twelfth grade of Senior High School at SMA Swasta Tunas
Pelita Binjai where the teacher taught 27 students in one class. This study was
used descriptive qualitative. SETT (Self Evaluation of Teacher Talk) framework
used to identify and classified features of teacher talk during learning process
which used video recording and field notes. The finding of the study showed that
the dominant feature of teacher talk was extended leaner-turn (41, 6%). This
feature effected on the students’ learning process because the teacher gave the
opportunity to the learners to deliver their ideas, it could improve the learners’
speaking skill.
Keywords : Procedure Text, Features of Teacher Talk, Learning Process.
i
ACKNOWLEDGEMENTS
Alhamdulillahirobbil ‘alamin, all praise be to the Almighty Allah SWT,
the Most Gracious and Most Merciful who always guides and protects the
researcher in every step in life. Because of His guidance, blessing, love, and
strength to the researcher can accomplish this thesis as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan at the English Department of
Faculty of Languages and Arts, State University of Medan (UNIMED). For which
the researcher would like to express her extremely grateful to the following:
-
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
-
Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and
Arts, States University of Medan.
-
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department.
-
Nora Ronita Dewi, S.S, M.Hum., the Head of English Educational Study
Program.
-
Prof. Amrin Saragih, M.A., Ph.D., her first thesis advisor for his
valuable advice, precious time, patient, suggestion and support as long as
the process of finishing thesis.
-
Isli Iriani Indiah Pane, S.Pd., M.Hum., her second thesis advisor for her
understanding, and willingness to share her valuable time especially for
comments, corrections and suggestions.
-
Prof. Busmin Gurning, M.Pd., her first thesis examiner for his kindness,
knowledge, support and information to improve her writing.
-
Dra. Meisuri, M.A., her second thesis examiner for her kindness,
suggestion, and information to improve her writing.
-
All the lecturers of English Department of English Teaching
Department.
ii
-
Euis Sriwahyuningsih, M.Pd and Sir Pantes, the administration staff of
English and Literature Department for giving information in completing
her thesis.
-
Raswin and Suliani, her lovely parents for the supports, pray, love,
struggle and every other things they have given that can make the
researcher finished her study program. The researcher’s sincere gratitude
also goes to her beloved sister Wiwik Sundari, her brothers Shidhiq
Zuandha and Hermawan for the supports.
-
Ahmad Khairul Badri, M.Pdi., the Headmaster of SMA Swasta Tunas
Pelita Binjai for allowing her to do the research there.
-
Her best friends, Dwi Handayani, CGF includes Zeny Chaira Magribi,
Jamila Saragih, Nurul Wulanda, Dianita Putri Pratama and Sere
Nidya Damanik for their prays, supports, love and motivations to finish
this study program.
-
All PPL friends, for unforgettable experience while being an apprentice
teacher in SMP Negeri 1 Kuala.
-
My beloved class Reg.A 2012 who regularly or suddenly had interaction
and helped the researcher in finishing all requirements for achieving
Bachelor Degree in English Education Program.
The last, but no the least, the researcher hopes this thesis will be useful and
give positive impact for those who read it. Especially for the students of State
University of Medan.
Medan, Februari 2017
The Researcher
Siska Rahayu
iii
TABLE OF CONTENTS
Pages
ABSTRACT ………………………………………………………..... i
ACKNOWLEDGEMENTS ………………………………………... ii
TABLE OF CONTENTS …………………………………………... iv
LIST OF TABLE ……………………………………..…………….. vi
LIST OF APPENDICES ……………………………………………. vii
CHAPTER I INTRODUCTION ......................................................... 1
A. The Background of the Study ...................................... 1
B. The Problem of the Study ............................................ 5
C. The Objective of the Study .......................................... 6
D. The Scope of the Study ................................................ 6
E. The Significance of the Study ...................................... 6
CHAPTER II REVIEW OF RELATED LITERATURE ................ 8
A. Theoretical Framework ................................................ 8
1. Language Skills ........................................................ 8
a. Speaking ............................................................. 8
b. Speaking Skill is Important .............................. 10
2. Types of Talks .......................................................... 11
a. Mothers’ Talks/Motherese ............................... 11
b. Foreigners’ Talk ............................................... 12
c. Teachers’ Talk .................................................. 13
d. Students’ Talk .................................................. 15
3. Classroom Interaction .............................................. 15
a. Teachers’ Role in Teaching Process ................ 16
4. SETT ......................................................................... 18
5. Procedure Text ....................................................... 23
iv
B. Relevant Studies ……………………………………... 25
C. Conceptual Framework ………………………………. 26
CHAPTER III RESEARCH METHODOLOGY ............................. 28
A. The Research Design ................................................... 28
B. The Data of the Study .................................................. 29
C. The Technique of Collecting Data ............................... 29
D. The Technique of Data Analysis .................................. 29
CHAPTER IV THE DATA AND DATA ANALYSIS ...................... 32
A. Data Analysis ................................................................. 32
B. Research Findings ......................................................... 33
C. Discussions ................................................................... 47
CHAPTER V CONCLUSIONS AND SUGGESTIONS .................. 49
A. Conclusions .................................................................... 49
B. Suggestions ..................................................................... 49
REFERENCES ..................................................................................... 51
APPENDICES …………………………………………………………... 52
v
LIST OF TABLE
Page
Table 2.1 Features of Teacher Talk …………………………………. 18
Table 3.1 Analysis of Features of Teacher Talk ……………………... 31
Table 4.1 Features of Teacher Talk ………………………………….. 32
vi
LIST OF APPENDICES
Appendix A. Transcribe Video Recording ............................................ 52
Appendix B. Field Notes ....................................................................... 67
vii
CHAPTER 1
INTRODUCTION
A. Background of the Study
In the process of teaching English, teacher plays various pivotal roles.
Harmer (2007: 25) states that the roles teacher performs includes: (1) controller to
pupils, especially in grammar exercises and presentation/explanation, (2)
prompter/motivator who encourages pupils, pushes them to achieve more, feeds in
a bit of information or language to help them proceed, (3) assessor who tells the
pupils how well they have done or gives them grades, etc., (4) resource whom
pupils consult for difficult language items, etc. Therefore, when the teacher is able
to master the roles, the students get success in learning process.
A major proportion of class time is taken up by teachers talking in front of
the classroom (Nunan & Bailey, 2009). No matter what teaching strategies or
methods a teacher uses, it is necessary to give directions, explain activities and
check students’ understanding (Richards & Schimdt, 1985). This clearly
emphasizes the importance of teacher talk in language classrooms. Walsh (2011)
claims that teacher talk is more important in language classroom than any other
classroom since in this context the language being used by teacher is not only the
means of acquiring new knowledge; it is also the goal of the study.
Walsh (2011) also claims that in language classrooms, teachers control
patterns of communication, they are able to interrupt whenever they like, take the
floor, hand over a turn, direct the discussion, and switch topics. All these
functions are achieved through teacher talk. Teachers obtain their power and
1
2
authority through effective language use. In fact, by the language they speak and
the words they choose teachers not only manage their classrooms but also
dominate and control learners' opportunities for language learning. Teachers take
the floor and lead the class whenever they like through their speech. As Breen
(1998) puts it, it is the teacher who orchestrates the interaction (Walsh, 2011).
Arguably, a teacher’s ability to orchestrate the interaction not only determines
who may participate and when, it also influences opportunities for learning. The
consequence of this is that the teachers clearly talk more and occupy more of the
interactional space of the classroom and learners’ opportunities for classroom
participation are largely controlled by the teachers. Yet, no matter how natural the
dominance of teacher talk in language classrooms seems, for years, excessive
teacher talk has been the source of criticism for restricting learners' opportunities
of language production and classroom participation. Harmer (2007) claims that
learners will have less opportunity for class participation if teacher talks and talks.
CLT (Communicative Language Teaching) methodology emphasizes the
importance of learners’ production and verbal participations in language
classroom. According to (Larsen-Freeman, 2000) in CLT classrooms, learner has
a choice not only about what to say, but also how to say it. If teachers talk almost
two-third of the class time, the question arises whether any choice is left to the
learners at all. Teachers' dominance on language processes will logically reduce
learners' choices. One of the basic principles of CLT methodology is that students
should be given opportunities to use the language and communicate with others.
The problem is that if teacher talks too much, learners’ opportunities for language
3
production will be deduced. Harmer (2007) claims if learners are not engaged in
the discourse actively, they will have little opportunity to try out and learn a new
language, test their hypotheses or develop strategies for dealing with unknown
language. According to Yanfen and Zhao (2010), the interaction between teacher
and students constitutes a most important part in all classroom activities.
Appropriate teacher talk can create harmonious atmosphere and at the same time
promotes a more friendly relationship between teacher and students, and
consequently creates more opportunities for interactions between teachers and
students.
As Mulyadi (2011) mentioned that the students in Indonesia still have
some troubles in expressing themselves. It was indicated by their lack of
vocabulary, poor communication, and limited grammar. The main interest in
classroom interaction was to encourage teachers to better use of their language
and communication skill. The interactive choices made the teachers have a strong
impact on the type of learning which takes place. During the process of teaching
and learning, the teachers were supposed to use English as a medium transferring
the knowledge to the students.
Matsumoto (2010) indicated that the students want the teacher to use
mother tongue as much as possible in classroom even they are studying English.
However, the results of study indicated all the students allowed some classroom
using English was only when it was hard for students to understand, only when
grammar and difficult concepts were taught, or only when two languages were
compared or only the meanings of difficult words are explained.
4
In the other hand, Rohmah (2011) investigated features of teacher talk
using SETT framework. The result showed that features of teacher talk used by
the teacher had been used to elicit students’ contribution and assisted the students
to build their speaking skill in learning process.
Based on the phenomenon in teaching practice, many of students were
difficult when studying English especially in speaking. Speaking was one
productive skill of language learning. It involved communicative performance,
and other important elements, such as, pronunciation, intonation, grammar,
vocabulary, etc. Teacher should be taught in any language learning to make the
learners able to communicate. Speaking was the skill that the learners will be
judged upon most in real-life situation. It was an important part of everyday
interaction and most often the first impression of a person was based on his/her
ability to speak fluently and comprehensibly. Giving the text was one of strategy
to improve students’ ability especially in speaking.
Based on issues above, the researcher wanted to find out the features of
teacher talk used by the teacher in learning process and the effect of features of
teacher talk on the students’ learning process twelfth grade of SMA Swasta Tunas
Pelita Binjai.
B. The Problems of the Study
Based on the background of the study above, the researcher make the
identification study as:
5
1. What are the dominant features of teacher’s talk that occur in teaching
learning process for the twelfth grade of SMA Swasta Tunas Pelita
Binjai?
2. How does the teacher talk affect the students’ learning process in
teaching learning process for the twelfth grade of SMA Swasta Pelita
Binjai?
C. The Objectives of the Study
The objectives of the study are:
1. To investigate the dominant features of teachers’ talk occur in teaching
procedure text for the twelfth grade of SMA Swasta Tunas Pelita
Binjai.
2. To describe how the features of teacher’s talk affect on the students’
learning process during teaching procedure text for the twelfth grade of
SMA Swasta Pelita Binjai.
D. The Scope of the Study
The scope of the study is to find out the dominant features of teachers’ talk
in teaching procedure text and to describe how the features of teachers’ talk affect
on the students’ learning. It is conducted for the twelfth grade of Senior High
School of SMA Swasta Pelita Binjai.
6
E. The Significance of the Study
Findings of this study expected to provide information which may have
theoretical as well as practical advantages for teaching English speaking.
Theoretically, the findings of the dominant features of teacher talk used and how
the effect of features of teacher talk on students’ learning later will be practice in
teaching process.
Meanwhile practically, the findings become source of theory for the
English teachers especially in Senior High School in their attempt to develop their
teaching process or transferring the materials as well. The activities used by the
English teachers from this study are also expected to enrich the students’
motivation in learning English. Briefly, this investigation cam increase the
teachers’ view regarding the current issues, especially to affect students’ learning
process using the features’ of teachers’ talk.
BAB V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
After analyzing data, conclusions were drawn of the following:
1. Extended learner-turn as the dominant feature of teacher talk with the total
was 85 (41,6%) that occurred in teaching procedure text for the twelfth
grade of Senior High School at SMA Swasta Tunas Pelita Binjai.
2. Teacher talk effected on the students’ learning process because each of
feature of teacher talk played important thing in classroom. Teacher
contributed learners to deliver their information during learning process. It
helped learners to improve their speaking skill.
B. Suggestions
In this occasion, this study would like to give some suggestions that might
be useful for the teachers, the students, and everyone who read this study:
1. The teachers should keep training learners to contribute in classroom
especially improving their speaking skill because we know that learners’
speaking ability were lack and limited grammar.
2. For other researchers should conduct further studies on teacher talk, which
has a very close reference to the students’ needs.
42
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