TEACHER TALK IN ENGLISH TEACHING AND LEARNING PROCESS AT SMK BATIK 1 SURAKARTA IN 2015/ 2016 ACADEMIC YEAR Teacher Talk In English Teaching And Learning Process AT SMK Batik 1 Surakarta In 2015/ 2016 Academic Year.
TEACHER TALK IN ENGLISH TEACHING AND LEARNING PROCESS
AT SMK BATIK 1 SURAKARTA IN 2015/ 2016 ACADEMIC YEAR
RESEARCH PAPER
Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of English Education
by
DWI PANGESTI
A320120251
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2016
TESTIMONY
I am the researcher, signed on the statement below:
Name
:DWI PANGESTI
NIM
: A320120251
Study/ Program : Department of English Education
Title
: Teacher Talk in English Teaching and Learning Process at SMK
Batik 1 Surakarta
Herewith, I testify that in this research paper there is no plagiarism of the
previous literary work which has been raised to obtained bacelor degrees of
university, nor there are opionions or masterpieces which have been written or
published by otherss, expect those in which writing are referred in the manuscript
and mentioned in the literary review and bibliography.
If later,the results of this this researchis proven as plagiarism, I willbe fully
responsible and willing to accept sanctions in accordance with applicable regulations.
Surakarta, June 10th 2016
The writer
Dwi Pangesti
A320120251
ii
APPROVAL
TEACHER TALK IN ENGLISH TEACHING AND LEARNING PROCESS
AT SMK BATIK 1 SURAKARTA IN 2015/ 2016 ACADEMIC YEAR
RESEARCH PAPER
by
Dwi Pangesti
A320120251
Approved by Consultants
Consultant I
Consultant II
Prof. Endang Fauziyati, M.Hum.
NIP:274
Hepy Adityarini, Ph.D.
NIP: 846
iii
ACCEPTANCE
TEACHER TALK IN ENGLISH TEACHING AND LEARNING PROCESS
AT SMK BATIK 1 SURAKARTA IN 2015/ 2016 ACADEMIC YEAR
RESEARCH PAPER
by
Dwi Pangesti
A320120251
Accepted and Approved by Board of Examiners
School of Teacher Training and Education
Muhammadiyah University of Surakarta on June 10th, 2016
Team of Examiners:
1. Prof. Dr. Endang Fauziyati, M.Hum.
(
)
(
)
(
)
(Chair Person)
2. Hepy Adityarini, Ph.D.
(Member I)
3. Drs. Djoko Srijono, M.Hum.
(Member II)
Dean,
Prof. Dr. Harun Joko Prayitno, M.Hum.
NIP. 19650428 199303 1 001
iv
MOTTO
“Shoot for the moon. Even if you miss, you will land among the stars.”
(Norman Vincent Peale)
“Hope is a good thing. Maybe the best of thing. And no good thing ever dies”
(Stephen Hawking)
v
DEDICATION
This reserach paper is specially dedicated to:
1. My beloved father, Rismadi,
2. My irreplacable mother, Rukini,
3. My beloved husband, DwiFebriyanto, S. Kom., and
4. My brother, M. Sholeh.
vi
ACKNOWLEDGEMENT
In the name of Alloh, theMost Powerful and Merciful. His blessing can never be
calculated or measured, so that the researcher can finish this research paper entitled
“TEACHER TALK IN ENGLISH TEACHING AND LEARNING PROCESS
AT SMK BATIK 1 SURAKARTA IN 2015/ 2016 ACADEMIC YEAR”. This
research paper is one of the requirements to finish study in English Department of
Muhammadiyah University of Surakarta.
This research paper cannot be finished without much helps and supports from
several people. Therefore, the researcher would like to express her gratitute to:
1. Prof. Dr. H. Bambang Setiaji, Rector of Muhammadiyah University of Surakarta,
2. Prof. Dr. Harun Joko Prayitno, Dean of Muhammadiyah University of Surakarta,
3. Mauly Halwat Hikmat, Ph.D.,Head of English Department of Muhammadiyah
University of Surakarta,
4. Prof. Dr. Endang Fauziati,M. Hum., as the first consultant, who has given her
time to guide, advice, and share much knowledge to the researcher until this
research paper completed,
5. Hepy Adityarini, Ph.D., as the second consultant, who has given her time to
correct the the research paper from the progress until the end,
6. All lecturers in English Education Department of Muhammadiyah University of
Surakarta for all the beneficial knowledge,
7. Her beloved parents, for always giving attention, advice, and support,
8. Her beloved husband, for always giving so much love and support,
9. The Head Master and the English teachers of SMK Batik 1 Surakarta,
10. The students of SMK Batik 1 Surakarta especially class X-DKV, XII-TN, XTKJ1, X-TKJ2, and XI-AK1.
11. Her partners in crime: Dita, Inge, Ranisa, Yunita, Cyntia, Denis and Nurul,
12. Her best friends in class F, thanks for the friendship and togetherness, and
13. All of staffs who help the researcher in assisting the administration process.
vii
Thanks for all suggestion, help, support, enlightenment, and other
experiences that havebeen given. The writer hopes that this research will bring the
benefit for everyone.
Surakarta, June 10th 2016
The Writer
Dwi Pangesti
A320120251
viii
SUMMARY
This study was descriptive qualitative study concerning with Teacher Talk.
The objectives of this study were to identify the categories of Teacher Talk found in
Engish teaching and learning process and to identify the dominant category of
Teacher Talk found in English teaching and learning process. The data used in this
study were the transcripts of teaching and learning process in English classroom.
The technique of collecting data in this study was observation. There were
two male teachers and one female teacher who were observed in thi study. There
were four steps in analyzing data namely rereading, coding, tabulating and drawing
conclusion. The data were analyzed by using Foreign Language Interaction (FLINT)
theory proposed by (Moskowitz, 1976).
The results of the study showed that there were only 9 categories from 11
categories of Teacher Talk found in English teaching and learning process, category
2 (praising or encouraging), 2a (making joke), 3 (using idea of the student), 3a
(repeating student response verbatim), 4 (asking question), 5 (giving information), 5a
(correcting without rejection), 6 (giving directions) and 7 (criticizing student’s
behavior). Nevertheless, there were also some utterances that cannot be classified
into FLINT theory, these being: assalamualaikum, good morning, and good
afternoon. The dominant category of Teacher Talk found in English teaching and
learning process were asking question (category 4) and giving information (category
5). In this study, both male teachers articulated category 4 more than other
categories. On the other hand, the female teacher tended to use category 5 (giving
information).
Key words: Teacher Talk, FLINT theory, category of Teacher Talk
ix
ABSTRAK
DWI PANGESTI/A320120251.TEACHER TALK IN ENGLISH TEACHING
AND LEARNING PROCESS AT SMK BATIK 1 SURAKARTA IN 2015/ 2016
ACADEMIC YEAR. Research Paper. School of Teacher Training and Education
Faculty, Muhammadiyah University of Surakarta. Juni, 2016.
Penelitian ini adalah penelitian deskriptif kualitatif mengenai Tuturan Guru.
Tujuan dari penelitian ini adalah untuk mengidentifikasi kategori-kategori Tuturan
Guru yang ditemukan dalam proses belajar-mengajar bahasa Inggris dan untuk
mengidentifikasi kategori yang dominan dari Tututuran Guru yang ditemukan dalam
proses belajar-mengajar bahasa Inggris. Data yang digunakan dalam penelitian ini
adalah transkrip dari hasil observasi kegiatan belajar mengajar di kelas bahasa
Inggris.
Teknik pengumpulan data yang digunakan dalam penelitian ini adalah
observasi. Ada 2 guru laki-laki dan 1 guru perempuan yang diobservasi dalam
penelitian ini. Ada empat langkah yang dipakai untuk menganalisis data yakni:
membaca kembali, mengkode, membuat tabel, dan menarik kesimpulan. Data dalam
penelitian ini dianalisis menggunakan Foreign Language Interation (FLINT) teori
yang dicetuskan oleh Moskowizt (1976).
Hasil dari penelitian ini menunjukkan hanya ada 9 dari 11 kategori Tuturan
Guru yang ditemukan dalam proses belajar-mengajar di kelas bahasa Inggris yang
meliputi: kategori 2 (memuji atau mengarahkan), 2a (memberikan candaan), 3
(menggunakan gagasan siswa), 3a (mengulang kata-kata tertentu dari siswa) 4
(memberikan pertanyaan), 5 (memberikan informasi), 5a (mengoreksi tanpa
penolakan), 6 (memberikan perintah) dan 7 (mengkritik perilaku siswa). Namun
demikian, ada juga beberapa dari Tuturan Guru yang tidak bisa diklasifikasin
berdasarkan teori FLINT seperti kata: assalamualaikum, selamat pagi dan selamat
siang. Kategori yang dominan dari Tuturan Guru yang ditemukan dalam proses
belajar-mengajar bahasa Inggris adalah kategori 4 (memberikan pertanyaan) dan
kategori 5 (memberikan informasi). Dalam penelitian ini, kedua guru laki-laki lebih
sering menggunakan Tuturan Guru kategori 4 dari pada kategori-kategori yang lain.
Di sisi lain, guru perempuan cenderung untuk menggunakan kategori 5 yaitu
memberikan informasi.
Kata kunci: tuturan guru, teori FLINT, kategori tuturan guru
x
TABLE OF CONTENT
page
TITLE .............................................................................................................. i
TESTIMONY................................................................................................. ii
APPROVAL.................................................................................................. iii
ACCEPTANCE ............................................................................................ iv
MOTTO ......................................................................................................... v
DEDICATION .............................................................................................. vi
ACKNOWLEDGEMENT ........................................................................... vii
SUMMARY .................................................................................................. ix
ABSTRAK ..................................................................................................... x
TABLE OF CONTENT ................................................................................ xi
LIST OF TABLE ........................................................................................ xiii
CHAPTER 1: INTRODUCTION .................................................................. 1
1.1 Background of the Study.................................................. 1
1.2 Problem Statement ........................................................... 4
1.3 Objective of the Study..................................................... 4
1.4 Limitation of the Study .................................................... 4
1.5 Significance of the Study ................................................. 5
1.6 Research Paper Organization .......................................... 5
CHAPTER 2: LITERATURE REVIEW ....................................................... 6
2.1 Notion of Teacher Talk .................................................... 6
2.2 The Features of Teacher Talk ........................................ 8
2.2.1 Formal Feature of Teacher Talk ................................. 8
2.2.2 Functional Feature of Teacher Talk ......................... 10
2.2.2.1 Communicative Function of Teacher Talk ........ 10
2.2.2.2 Pedagogical Function of Teacher Talk .............. 10
2.3 Flanders’ Interaction Analysis Categories (FIAC) ........ 15
2.4 Foreign Language Interaction (FLINT) System ............ 17
2.5 Previous Study ............................................................... 20
xi
CHAPTER 3: RESEARCH METHOD ....................................................... 26
3.1 Type of the Study ........................................................... 26
3.2 Object of the Study......................................................... 28
3.3 Setting ............................................................................ 28
3.4 Data and Data Source ..................................................... 28
3.5 Method for Collecting Data .......................................... 28
3.6 Technique for Analyzing Data ....................................... 29
3.7 Trustworthiness .............................................................. 30
CHAPTER 4: RESEARCH FINDING AND DISCUSSION ..................... 32
4.1 Research Finding ............................................................ 32
4.1.1 The Categories of Teacher Talk ............................... 32
4.1.2 The Dominant Category of Teacher Talk ................ 40
4.2 Discussion ...................................................................... 43
CHAPTER 5: CONCLUSION, PEDAGOGICAL IMPLICATION, AND
SUGGESTION ..................................................................... 47
5.1 Conclusion...................................................................... 47
5.2 Pedagogical Implication ................................................. 48
5.3 Suggestion ...................................................................... 48
BIBLIOGRAPHY ........................................................................................ 50
APPENDIX .................................................................................................. 54
xii
LIST OF TABLES
Table
page
4.1 .......................................................................................................... 32
4.2 .......................................................................................................... 39
xiii
AT SMK BATIK 1 SURAKARTA IN 2015/ 2016 ACADEMIC YEAR
RESEARCH PAPER
Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of English Education
by
DWI PANGESTI
A320120251
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2016
TESTIMONY
I am the researcher, signed on the statement below:
Name
:DWI PANGESTI
NIM
: A320120251
Study/ Program : Department of English Education
Title
: Teacher Talk in English Teaching and Learning Process at SMK
Batik 1 Surakarta
Herewith, I testify that in this research paper there is no plagiarism of the
previous literary work which has been raised to obtained bacelor degrees of
university, nor there are opionions or masterpieces which have been written or
published by otherss, expect those in which writing are referred in the manuscript
and mentioned in the literary review and bibliography.
If later,the results of this this researchis proven as plagiarism, I willbe fully
responsible and willing to accept sanctions in accordance with applicable regulations.
Surakarta, June 10th 2016
The writer
Dwi Pangesti
A320120251
ii
APPROVAL
TEACHER TALK IN ENGLISH TEACHING AND LEARNING PROCESS
AT SMK BATIK 1 SURAKARTA IN 2015/ 2016 ACADEMIC YEAR
RESEARCH PAPER
by
Dwi Pangesti
A320120251
Approved by Consultants
Consultant I
Consultant II
Prof. Endang Fauziyati, M.Hum.
NIP:274
Hepy Adityarini, Ph.D.
NIP: 846
iii
ACCEPTANCE
TEACHER TALK IN ENGLISH TEACHING AND LEARNING PROCESS
AT SMK BATIK 1 SURAKARTA IN 2015/ 2016 ACADEMIC YEAR
RESEARCH PAPER
by
Dwi Pangesti
A320120251
Accepted and Approved by Board of Examiners
School of Teacher Training and Education
Muhammadiyah University of Surakarta on June 10th, 2016
Team of Examiners:
1. Prof. Dr. Endang Fauziyati, M.Hum.
(
)
(
)
(
)
(Chair Person)
2. Hepy Adityarini, Ph.D.
(Member I)
3. Drs. Djoko Srijono, M.Hum.
(Member II)
Dean,
Prof. Dr. Harun Joko Prayitno, M.Hum.
NIP. 19650428 199303 1 001
iv
MOTTO
“Shoot for the moon. Even if you miss, you will land among the stars.”
(Norman Vincent Peale)
“Hope is a good thing. Maybe the best of thing. And no good thing ever dies”
(Stephen Hawking)
v
DEDICATION
This reserach paper is specially dedicated to:
1. My beloved father, Rismadi,
2. My irreplacable mother, Rukini,
3. My beloved husband, DwiFebriyanto, S. Kom., and
4. My brother, M. Sholeh.
vi
ACKNOWLEDGEMENT
In the name of Alloh, theMost Powerful and Merciful. His blessing can never be
calculated or measured, so that the researcher can finish this research paper entitled
“TEACHER TALK IN ENGLISH TEACHING AND LEARNING PROCESS
AT SMK BATIK 1 SURAKARTA IN 2015/ 2016 ACADEMIC YEAR”. This
research paper is one of the requirements to finish study in English Department of
Muhammadiyah University of Surakarta.
This research paper cannot be finished without much helps and supports from
several people. Therefore, the researcher would like to express her gratitute to:
1. Prof. Dr. H. Bambang Setiaji, Rector of Muhammadiyah University of Surakarta,
2. Prof. Dr. Harun Joko Prayitno, Dean of Muhammadiyah University of Surakarta,
3. Mauly Halwat Hikmat, Ph.D.,Head of English Department of Muhammadiyah
University of Surakarta,
4. Prof. Dr. Endang Fauziati,M. Hum., as the first consultant, who has given her
time to guide, advice, and share much knowledge to the researcher until this
research paper completed,
5. Hepy Adityarini, Ph.D., as the second consultant, who has given her time to
correct the the research paper from the progress until the end,
6. All lecturers in English Education Department of Muhammadiyah University of
Surakarta for all the beneficial knowledge,
7. Her beloved parents, for always giving attention, advice, and support,
8. Her beloved husband, for always giving so much love and support,
9. The Head Master and the English teachers of SMK Batik 1 Surakarta,
10. The students of SMK Batik 1 Surakarta especially class X-DKV, XII-TN, XTKJ1, X-TKJ2, and XI-AK1.
11. Her partners in crime: Dita, Inge, Ranisa, Yunita, Cyntia, Denis and Nurul,
12. Her best friends in class F, thanks for the friendship and togetherness, and
13. All of staffs who help the researcher in assisting the administration process.
vii
Thanks for all suggestion, help, support, enlightenment, and other
experiences that havebeen given. The writer hopes that this research will bring the
benefit for everyone.
Surakarta, June 10th 2016
The Writer
Dwi Pangesti
A320120251
viii
SUMMARY
This study was descriptive qualitative study concerning with Teacher Talk.
The objectives of this study were to identify the categories of Teacher Talk found in
Engish teaching and learning process and to identify the dominant category of
Teacher Talk found in English teaching and learning process. The data used in this
study were the transcripts of teaching and learning process in English classroom.
The technique of collecting data in this study was observation. There were
two male teachers and one female teacher who were observed in thi study. There
were four steps in analyzing data namely rereading, coding, tabulating and drawing
conclusion. The data were analyzed by using Foreign Language Interaction (FLINT)
theory proposed by (Moskowitz, 1976).
The results of the study showed that there were only 9 categories from 11
categories of Teacher Talk found in English teaching and learning process, category
2 (praising or encouraging), 2a (making joke), 3 (using idea of the student), 3a
(repeating student response verbatim), 4 (asking question), 5 (giving information), 5a
(correcting without rejection), 6 (giving directions) and 7 (criticizing student’s
behavior). Nevertheless, there were also some utterances that cannot be classified
into FLINT theory, these being: assalamualaikum, good morning, and good
afternoon. The dominant category of Teacher Talk found in English teaching and
learning process were asking question (category 4) and giving information (category
5). In this study, both male teachers articulated category 4 more than other
categories. On the other hand, the female teacher tended to use category 5 (giving
information).
Key words: Teacher Talk, FLINT theory, category of Teacher Talk
ix
ABSTRAK
DWI PANGESTI/A320120251.TEACHER TALK IN ENGLISH TEACHING
AND LEARNING PROCESS AT SMK BATIK 1 SURAKARTA IN 2015/ 2016
ACADEMIC YEAR. Research Paper. School of Teacher Training and Education
Faculty, Muhammadiyah University of Surakarta. Juni, 2016.
Penelitian ini adalah penelitian deskriptif kualitatif mengenai Tuturan Guru.
Tujuan dari penelitian ini adalah untuk mengidentifikasi kategori-kategori Tuturan
Guru yang ditemukan dalam proses belajar-mengajar bahasa Inggris dan untuk
mengidentifikasi kategori yang dominan dari Tututuran Guru yang ditemukan dalam
proses belajar-mengajar bahasa Inggris. Data yang digunakan dalam penelitian ini
adalah transkrip dari hasil observasi kegiatan belajar mengajar di kelas bahasa
Inggris.
Teknik pengumpulan data yang digunakan dalam penelitian ini adalah
observasi. Ada 2 guru laki-laki dan 1 guru perempuan yang diobservasi dalam
penelitian ini. Ada empat langkah yang dipakai untuk menganalisis data yakni:
membaca kembali, mengkode, membuat tabel, dan menarik kesimpulan. Data dalam
penelitian ini dianalisis menggunakan Foreign Language Interation (FLINT) teori
yang dicetuskan oleh Moskowizt (1976).
Hasil dari penelitian ini menunjukkan hanya ada 9 dari 11 kategori Tuturan
Guru yang ditemukan dalam proses belajar-mengajar di kelas bahasa Inggris yang
meliputi: kategori 2 (memuji atau mengarahkan), 2a (memberikan candaan), 3
(menggunakan gagasan siswa), 3a (mengulang kata-kata tertentu dari siswa) 4
(memberikan pertanyaan), 5 (memberikan informasi), 5a (mengoreksi tanpa
penolakan), 6 (memberikan perintah) dan 7 (mengkritik perilaku siswa). Namun
demikian, ada juga beberapa dari Tuturan Guru yang tidak bisa diklasifikasin
berdasarkan teori FLINT seperti kata: assalamualaikum, selamat pagi dan selamat
siang. Kategori yang dominan dari Tuturan Guru yang ditemukan dalam proses
belajar-mengajar bahasa Inggris adalah kategori 4 (memberikan pertanyaan) dan
kategori 5 (memberikan informasi). Dalam penelitian ini, kedua guru laki-laki lebih
sering menggunakan Tuturan Guru kategori 4 dari pada kategori-kategori yang lain.
Di sisi lain, guru perempuan cenderung untuk menggunakan kategori 5 yaitu
memberikan informasi.
Kata kunci: tuturan guru, teori FLINT, kategori tuturan guru
x
TABLE OF CONTENT
page
TITLE .............................................................................................................. i
TESTIMONY................................................................................................. ii
APPROVAL.................................................................................................. iii
ACCEPTANCE ............................................................................................ iv
MOTTO ......................................................................................................... v
DEDICATION .............................................................................................. vi
ACKNOWLEDGEMENT ........................................................................... vii
SUMMARY .................................................................................................. ix
ABSTRAK ..................................................................................................... x
TABLE OF CONTENT ................................................................................ xi
LIST OF TABLE ........................................................................................ xiii
CHAPTER 1: INTRODUCTION .................................................................. 1
1.1 Background of the Study.................................................. 1
1.2 Problem Statement ........................................................... 4
1.3 Objective of the Study..................................................... 4
1.4 Limitation of the Study .................................................... 4
1.5 Significance of the Study ................................................. 5
1.6 Research Paper Organization .......................................... 5
CHAPTER 2: LITERATURE REVIEW ....................................................... 6
2.1 Notion of Teacher Talk .................................................... 6
2.2 The Features of Teacher Talk ........................................ 8
2.2.1 Formal Feature of Teacher Talk ................................. 8
2.2.2 Functional Feature of Teacher Talk ......................... 10
2.2.2.1 Communicative Function of Teacher Talk ........ 10
2.2.2.2 Pedagogical Function of Teacher Talk .............. 10
2.3 Flanders’ Interaction Analysis Categories (FIAC) ........ 15
2.4 Foreign Language Interaction (FLINT) System ............ 17
2.5 Previous Study ............................................................... 20
xi
CHAPTER 3: RESEARCH METHOD ....................................................... 26
3.1 Type of the Study ........................................................... 26
3.2 Object of the Study......................................................... 28
3.3 Setting ............................................................................ 28
3.4 Data and Data Source ..................................................... 28
3.5 Method for Collecting Data .......................................... 28
3.6 Technique for Analyzing Data ....................................... 29
3.7 Trustworthiness .............................................................. 30
CHAPTER 4: RESEARCH FINDING AND DISCUSSION ..................... 32
4.1 Research Finding ............................................................ 32
4.1.1 The Categories of Teacher Talk ............................... 32
4.1.2 The Dominant Category of Teacher Talk ................ 40
4.2 Discussion ...................................................................... 43
CHAPTER 5: CONCLUSION, PEDAGOGICAL IMPLICATION, AND
SUGGESTION ..................................................................... 47
5.1 Conclusion...................................................................... 47
5.2 Pedagogical Implication ................................................. 48
5.3 Suggestion ...................................................................... 48
BIBLIOGRAPHY ........................................................................................ 50
APPENDIX .................................................................................................. 54
xii
LIST OF TABLES
Table
page
4.1 .......................................................................................................... 32
4.2 .......................................................................................................... 39
xiii