A STUDY ON TEACHERÂ’S TALK ROLE IN TEACHING SPEAKING
A STUDY ON TEACHER’S TALK ROLE
IN TEACHING SPEAKING
THESIS
By
ELIS SUMINAR
09360100
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2014
A STUDY ON TEACHER’S TALK ROLE
IN TEACHING SPEAKING
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By
ELIS SUMINAR
09360100
UNIVERSITY OF MUHAMMADIYAH MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH DEPARTMENT
JANUARY 2014
MOTTO AND DEDICATION
أوﺗﻮا ا ﻌ درﺟﺎت
وا ﺬ
( )ا ﺮأن ا ﺮ
أ ﻮا
ﺮﻓﻊ اﷲ ا ﺬ
“ Allah akan mengangkat derajat orang-orang yang beriman dan berilmu pengetahuan
diantara kalian dengan beberapa tingkatan”
ﺎن ﻮ ﮫ ﺧ ﺮ أ ﺴﮫ ﻓﮭﻮ را ﺢ
"
ﺎن ﻮ ﮫ ﺜ أ ﺴﮫ ﻓﮭﻮ ﻐ ﻮن
و
(ﺷﺮ أ ﺴﮫ ﻓﮭﻮ ﻌﻮن " )ا ﺤﺪ ﺚ
ﺎن ﻮ ﮫ ﱞ
و
“Barang siapa hari ini lebih baik dari hari kemarin, termasuk orang yang beruntung.
Barang siapa hari ini sama dengan hari kemarin, maka dia termasuk orang yang
merugi, dan barang siapa hari ini lebih jelek dari hari kemarin, maka dia termasuk
orang yang dilaknat” – al-hadist
" ﺎل
" أ ﻈﺮ إ ﻰ ﺎ ﺎل وﻻ ﺗ ﻈﺮ إ ﻰ
“Lihatlah apa yang dikatakan, jangan melihat siapa yang mengatakan”
“A good friend will always stab you in the front.” – Oscar Wilde
Dedication:
I dedicate this thesis to:
My beloved Mom and Dad
My little sister and brothers
All friends
ACKNOWLEDGEMENTS
Alhamdulillah. In the name of Allah, the most Beneficent and the most
Merciful. First of all, I would like to express my deepest thanks to Allah for His
mercy of knowledge, health and time, so I can finish this thesis.
I would like to express my deepest gratitude to my advisors Mr. Bayu Hendro
Wicaksono, Ph.D and Ms. Riza Elfana, M.A for their constant encouragement and
guidance as well as invaluable suggestions and feedback in the process of conducting
and writing up this thesis.
Special thanks go to the speaking lecturer of F class of third semester of
English Department of UMM who allowed me to observe F class and offered me any
help that I needed. To the students who participated in the study, I also owe a debt of
gratitude. This thesis would never been completed without their participatory.
My heartfelt thanks go to my beloved father (Achmad Husen) and my mother
(Eri) for their everlasting support throughout my education years. My thanks also go
to my classmates, best friends, and all friends. They inspired me in the writing of this
thesis. Their encouragement also greatly supported me during the period I worked on
my thesis.
The Researcher
Elis Suminar
TABLE OF CONTENTS
HARD COVER ..........................................................................................
i
SOFT COVER ............................................................................................
ii
APPROVAL 1 ..............................................................................................
iii
APPROVAL 2 ..............................................................................................
iv
MOTTO AND DEDICATION ....................................................................
v
ACKNOWLEDGEMENTS ........................................................................
vi
ABSTRACT ...............................................................................................
vii
TABLE OF CONTENTS ............................................................................
viii
LIST OF TABLE ........................................................................................
xi
LIST OF APPENDICES .............................................................................
xii
CHAPTER I
CHAPTER II
INTRODUCTION ............................................................
1
1.1 Background of Study ...................................................
1
1.2 Statement of Problems .................................................
4
1.3 Objectives of the Study ................................................
5
1.4 Significances of the Study............................................
5
1.5 Scope and Limitation ...................................................
5
1.6 Definition of Key Term ................................................
6
REVIEW OF LITERATURE .............................................
7
2.1 Nature of Language .....................................................
7
2.2 Language Teaching and Learning .................................
8
2.2.1 Listening ..........................................................
8
2.2.2 Speaking ..........................................................
9
2.2.3 Reading ............................................................
10
CHAPTER III
CHAPTER IV
CHAPTER V
2.2.4 Listening ..........................................................
10
2.3 Speaking Skill..............................................................
10
2.3.1 The Function of Speaking ................................
11
2.4 Teacher’s Talk in Teaching Speaking ...........................
18
2.4.1 Types of Teacher’s Talk ....................................
22
2.4.2 The Elements of Teacher’s Talk ........................
24
2.4.3 The Benefits of Teacher’s Talk .........................
26
2.5 Previous Study.............................................................
27
RESEARCH METHODOLOGY .......................................
29
3.1 Research Design ..........................................................
29
3.2 Research Subject .........................................................
30
3.3 Research Instruments ...................................................
31
3.3.1 Observation (Observation Note) ......................
31
3.3.2 Interview (Open-ended Questions) ..................
33
3.4 Data Collection ............................................................
33
3.5 Data Analysis ...............................................................
34
FINDING AND DISCUSSION .........................................
36
1.1 Research Findings........................................................
36
1.1.1 The Teacher’s Talk ...........................................
37
1.1.2 The Element of Teacher’s Talk .........................
41
1.1.3 The Teacher’s Reason of Using the Element of
Teacher’s Talk ..................................................
49
1.2 Discussion ...................................................................
49
CONCLUSION AND SUGGESTIONS .............................
51
5.1 Conclusions .................................................................
51
5.2 Suggestions .................................................................
52
5.2.1 English Teachers ..............................................
52
5.2.2 Further Researcher ...........................................
52
BIBLIOGRAPHY
.....................................................................................
53
LIST OF TABLE
Table 3.1
The Procedure of Data Collection ............................................
34
Table 3.2
Narrative Analysis ...................................................................
35
LIST OF APPENDICES
Appendix 1 Consent Form ...........................................................................
55
Appendix 2 List of Teacher’s Talk ................................................................
56
Appendix 3 The Script of 1st Observation .....................................................
64
Appendix 4 The Script of 2nd Observation .....................................................
67
Appendix 5 The Script of 3rd Observation .....................................................
72
Appendix 6 The Script of 4th Observation .....................................................
73
Appendix 7 Interview Questions ...................................................................
75
Appendix 8 Interview Answers .....................................................................
76
Appendix 9 The Script of Interview ..............................................................
77
BIBLIOGRAPHY
Alhayuningtias (2009). A Study on the Teachers Talk in English Teaching and
Learning for Young Learner at TK-KB Fadjar. Malang: Unpublished Thesis.
Ary, Donal. (2006). Introduction to Research in Education. United State: Wadsworth
Cengage.
Astuti, S. (2007)."Elements of Speaking."
Retrieved September 5, 2013, from
http://www.shvoong.com/writing-and-speaking/2217133-elementsspeaking/#ixzz2dz7tenLQ.
Belhajjame, K. (2013). "Wf4Ever Research Object."
Brown, H. D. (2001). Teaching by Principles an Interactive Approach to Language
Pedagogy. New York: Pearson Education Company.
Brown, H. D. (2000). Principles of Language Learning and Teaching. New York:
Addison Wesley Longman, Inc.
Burkart, G. S. (2007). "Teaching Speaking."
Retrieved May 31, 2013, from
http://www.nclrc.org/essentials/speaking/spindex.htm.
Creswell, J. W. (2012). Educational Research Planning, Conducting and Evaluating
Quantitative and Qualitative Research. Boylston Street, Boston: Pearson
Education, Inc.
Farrel, K. (1983). The Natural Approach. New Jersey-London: Prentice- Hall
International.
Fulcher, G. (2003). Testing Second Language Speaking. Great Britain: Person
Longman.
Hariyanti, A. D. (2005). A Study on Teacher’s Communication Strategies in Teaching
English to Young Learners at SD Muhammadiyah IX in Malang. Unpublished
Thesis
Jendra, M. (2012). The Study of Societies' Language. Yogyakarta: GrahaIlmu.
Kayi, H. (2007). "Teaching Speaking: Activities to Promote Speaking in a Second
Language." from http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html.
Lichtman. (2013). from http://sagepub.com/upm-data/48453_ch_1.pdf.
Mas'udi (2004). Microteaching (Praktek
Muhammadiyah Malang.
Pengajaran).
Malang:
Universitas
Raharjo, A. (2007). Developing the Materials of Listening Instruction For EYL
Classroom From English "FUN" Magazine. Malang: University of
Muhammadiyah Malang.
Richards, J. C. (2008). Teaching Listening and Speaking From Theory to
Practice.New York: Cambridge University Press.
Sugiyana (2001). A Study on Teaching Techniques of Language Skill at the Second
Year Students At SMUN 9 Malang. Malang.
Xiao-yan (2006).Teacher Talk and EFL in University Classroom. China. Unpublished
Thesis
1
CHAPTER I
INTRODUCTION
In this chapter, the researcher discusses some topics such as: background of
study, statement of problems, purposes of the study, significance of the study, scope
and limitation, and definition of key terms. Each topic will be presented below:
1.1 Background of Study
Nowadays, we are facing what we call as globalization era, an era in which
competitions appear in every aspect in our environment in which we are forced to
have special skills to support us. One of the dominant aspects needed is education.
Education can be found in everywhere, such as, family, society, school and so on. It
is very important for us to be a well-educated person to compete in this era. The best
way to do that is by learning language.
Language is a tool of communication from which people cannot be separated.
By using a language people can communicate with each other. Language is also used
as tool to identify people characteristics. In order to communicate well, the senders
and the receivers of the language have to master the language well. In order to master
the language itself, people must learn about it. On the other hand, learning language
will not be easy for some people due to many grammatical rules it requires.
In our education system, learning English tends to be a need because it has
become an International language and it has become a compulsory subject in final
examination.
2
In the teaching learning process, we need to consider so many things. The two
biggest things we need to consider are students and teachers. Teachers should
encourage students to study and determine the best way to teach them to accomplish
the goal of learning process. but, sometime they rarely consider whether what they
say in class is able to encourage the students to be active to speak or not.
Teachers who teach speaking skill is highly required to have many strategies
in teaching this course not only to deliver the material to students effectively, but also
to encourage them to be talkative in teaching and learning speaking process. One of
the strategies that can influence the students’ speaking ability is teacher’s talk.
Based on the preliminary observation done by the researcher in speaking
classed of third semester students of English Department in University of
Muhammadiyah Malang, it was found that the way the teacher instruct the students
using several way, including the way the teacher ask the students, stimulate students
to actively speak in the class. From this condition, it makes the researcher interested
in studying and observing further about this phenomenon. The researcher wants to
investigate whether the way how the teacher speaks to the students actively stimulates
students to be active in the class of speaking. The way how teachers give instruction
to the students can be called as Teacher’s Talk.
Xiao-yan (2012) defined teacher talk (TT) as the kind of language used by the
teacher for instruction in the classroom. She explains that teacher talk in English
classroom is as one special variety of English language, so it has its own specific
features which other varieties do not share. Teacher talk (TT) is a special
communicative activity in which its goal is to communicate with students and
3
develop students’ foreign language proficiency. As Krashen and Farrel (1983) stated
that in English teaching and learning, when a teacher just talks to their students and if
their students understand, they are not only giving the lesson about the subject, but
also may be giving the best language lesson.
Based on the phenomenon that happens in our environment of teaching and
learning, and the theory coming from expert stated above, they become the
foundation for the researcher to conduct a study and take the teacher’s talk as the
topic of this study. Besides, there is also a study which is still related to this study. A
study that was conducted by Alhayuningtias (2009) investigated the teacher’s talk in
English teaching and learning for young learners at TK-KB Noor Fadjar Malang. She
found that the way the teacher explained and stimulated students by asking them
incomplete question given has significantly stimulated students of young English
learners to speak English. In accordance to the previous study, the researcher wants to
analyse the kind of matter in different degree of students that is in university level and
in different subject. The different is that in kindergarten level, the teacher’s talk was
applied in English subject in general, but now the researcher tries to analyse the
teacher’s talk in speaking subject. Moreover, for those who already mastered the
good way to speak English fluently means that they have understood the major skills
of English. Those could happen due to the person’s fluency in speaking is highly
supported with the knowledge of others and it is impossible for English learners who
speak English fluency without having a background in other skill.
4
The researcher chooses the lecturer of speaking III as the participant of this
study because the lecturer teaches students who are expected to be more active to talk
and comprehend to what the teacher says. Furthermore, the students have attended
speaking I and speaking II in which students have already had the basic knowledge
how to respond the teacher’s instruction. Then to specify the subject of the research,
the researcher chooses class F due to the result of preliminary observation which
shows that this class was the active class in which most students in the class were
more actively speaking compared to other classes when teacher interacted with them.
Moreover, those matters indicates that it is accordance with the research problem in
this study that it is to find teacher’s talk role in the class of speaking to encourage
students actively speaking.
1.2
Statement of Problem
Based on the background above, the researcher formulates the problems as
below:
1. What teacher talk does the teacher use in speaking class in the English
Department of UMM?
2. What is the most dominant teacher talk element that appears in speaking class
in the English Department of UMM?
3. What is the reason of the teachers to use teacher talk element dominantly in
speaking class in the English Department of UMM?
5
1.3
Objectives of the Study
In this present study the researcher composes the objectives to describe the
problem as follow:
1. To investigate whether teacher talk exists in speaking class in English Department
of UMM or not.
2. To analyse the most dominant teacher talk element that appears in speaking class
in the English Department of UMM, and
3. To know the teachers’ reason to use teacher talk element dominantly.
1.4
Significances of the Study
This present study has significances as follows:
1. The results will be beneficial for English lecturers by giving the information of
the importance the role of teacher talk in teaching and learning speaking in class.
2. The result will be beneficial for the students. It is expected that the result of this
present study will be beneficial for them who want to improve their speaking by
being more active to speak in teaching and learning speaking.
3. This present study is also aimed to give contribution for other researchers to do
the same related research topic in deeper, further and better techniques.
1.5
Scope and Limitation
This present study is restricted on the teacher talk toward students in speaking
subject of third semester. This research is conducted at University of Muhammadiyah
6
Malang, and the participants of this research is lecturer of speaking III class F
academic year 2013/2014 in English Department of University of Muhammadiyah
Malang and the students in that course.
1.6
Definitions of Key Term
To avoid ambiguity, it is important to present the definition of some key term
as follows:
1. Teachers talk is the language used by the teacher addressed to language learners
(Krashen and Farell in Hariyanti 2005:15)
2. Speaking ability is the verbal use of language to communicate with each other
(Fulcher 2003).
3. Teaching speaking is teaching activities to improve the oral production of
learning language particularly speaking ability of the students. Therefore,language
teaching activities in the classroom should be aimed at maximizing individual
language use (Sugiyana, 2001:16)
To give more understanding about the present study, the researcher adds some
theories in the next chapter. Chapter II, review of related literature, consists of
language, language teaching (listening, speaking, reading, writing), speaking,
teacher’s talk in teaching speaking, and the previous study.
IN TEACHING SPEAKING
THESIS
By
ELIS SUMINAR
09360100
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2014
A STUDY ON TEACHER’S TALK ROLE
IN TEACHING SPEAKING
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By
ELIS SUMINAR
09360100
UNIVERSITY OF MUHAMMADIYAH MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH DEPARTMENT
JANUARY 2014
MOTTO AND DEDICATION
أوﺗﻮا ا ﻌ درﺟﺎت
وا ﺬ
( )ا ﺮأن ا ﺮ
أ ﻮا
ﺮﻓﻊ اﷲ ا ﺬ
“ Allah akan mengangkat derajat orang-orang yang beriman dan berilmu pengetahuan
diantara kalian dengan beberapa tingkatan”
ﺎن ﻮ ﮫ ﺧ ﺮ أ ﺴﮫ ﻓﮭﻮ را ﺢ
"
ﺎن ﻮ ﮫ ﺜ أ ﺴﮫ ﻓﮭﻮ ﻐ ﻮن
و
(ﺷﺮ أ ﺴﮫ ﻓﮭﻮ ﻌﻮن " )ا ﺤﺪ ﺚ
ﺎن ﻮ ﮫ ﱞ
و
“Barang siapa hari ini lebih baik dari hari kemarin, termasuk orang yang beruntung.
Barang siapa hari ini sama dengan hari kemarin, maka dia termasuk orang yang
merugi, dan barang siapa hari ini lebih jelek dari hari kemarin, maka dia termasuk
orang yang dilaknat” – al-hadist
" ﺎل
" أ ﻈﺮ إ ﻰ ﺎ ﺎل وﻻ ﺗ ﻈﺮ إ ﻰ
“Lihatlah apa yang dikatakan, jangan melihat siapa yang mengatakan”
“A good friend will always stab you in the front.” – Oscar Wilde
Dedication:
I dedicate this thesis to:
My beloved Mom and Dad
My little sister and brothers
All friends
ACKNOWLEDGEMENTS
Alhamdulillah. In the name of Allah, the most Beneficent and the most
Merciful. First of all, I would like to express my deepest thanks to Allah for His
mercy of knowledge, health and time, so I can finish this thesis.
I would like to express my deepest gratitude to my advisors Mr. Bayu Hendro
Wicaksono, Ph.D and Ms. Riza Elfana, M.A for their constant encouragement and
guidance as well as invaluable suggestions and feedback in the process of conducting
and writing up this thesis.
Special thanks go to the speaking lecturer of F class of third semester of
English Department of UMM who allowed me to observe F class and offered me any
help that I needed. To the students who participated in the study, I also owe a debt of
gratitude. This thesis would never been completed without their participatory.
My heartfelt thanks go to my beloved father (Achmad Husen) and my mother
(Eri) for their everlasting support throughout my education years. My thanks also go
to my classmates, best friends, and all friends. They inspired me in the writing of this
thesis. Their encouragement also greatly supported me during the period I worked on
my thesis.
The Researcher
Elis Suminar
TABLE OF CONTENTS
HARD COVER ..........................................................................................
i
SOFT COVER ............................................................................................
ii
APPROVAL 1 ..............................................................................................
iii
APPROVAL 2 ..............................................................................................
iv
MOTTO AND DEDICATION ....................................................................
v
ACKNOWLEDGEMENTS ........................................................................
vi
ABSTRACT ...............................................................................................
vii
TABLE OF CONTENTS ............................................................................
viii
LIST OF TABLE ........................................................................................
xi
LIST OF APPENDICES .............................................................................
xii
CHAPTER I
CHAPTER II
INTRODUCTION ............................................................
1
1.1 Background of Study ...................................................
1
1.2 Statement of Problems .................................................
4
1.3 Objectives of the Study ................................................
5
1.4 Significances of the Study............................................
5
1.5 Scope and Limitation ...................................................
5
1.6 Definition of Key Term ................................................
6
REVIEW OF LITERATURE .............................................
7
2.1 Nature of Language .....................................................
7
2.2 Language Teaching and Learning .................................
8
2.2.1 Listening ..........................................................
8
2.2.2 Speaking ..........................................................
9
2.2.3 Reading ............................................................
10
CHAPTER III
CHAPTER IV
CHAPTER V
2.2.4 Listening ..........................................................
10
2.3 Speaking Skill..............................................................
10
2.3.1 The Function of Speaking ................................
11
2.4 Teacher’s Talk in Teaching Speaking ...........................
18
2.4.1 Types of Teacher’s Talk ....................................
22
2.4.2 The Elements of Teacher’s Talk ........................
24
2.4.3 The Benefits of Teacher’s Talk .........................
26
2.5 Previous Study.............................................................
27
RESEARCH METHODOLOGY .......................................
29
3.1 Research Design ..........................................................
29
3.2 Research Subject .........................................................
30
3.3 Research Instruments ...................................................
31
3.3.1 Observation (Observation Note) ......................
31
3.3.2 Interview (Open-ended Questions) ..................
33
3.4 Data Collection ............................................................
33
3.5 Data Analysis ...............................................................
34
FINDING AND DISCUSSION .........................................
36
1.1 Research Findings........................................................
36
1.1.1 The Teacher’s Talk ...........................................
37
1.1.2 The Element of Teacher’s Talk .........................
41
1.1.3 The Teacher’s Reason of Using the Element of
Teacher’s Talk ..................................................
49
1.2 Discussion ...................................................................
49
CONCLUSION AND SUGGESTIONS .............................
51
5.1 Conclusions .................................................................
51
5.2 Suggestions .................................................................
52
5.2.1 English Teachers ..............................................
52
5.2.2 Further Researcher ...........................................
52
BIBLIOGRAPHY
.....................................................................................
53
LIST OF TABLE
Table 3.1
The Procedure of Data Collection ............................................
34
Table 3.2
Narrative Analysis ...................................................................
35
LIST OF APPENDICES
Appendix 1 Consent Form ...........................................................................
55
Appendix 2 List of Teacher’s Talk ................................................................
56
Appendix 3 The Script of 1st Observation .....................................................
64
Appendix 4 The Script of 2nd Observation .....................................................
67
Appendix 5 The Script of 3rd Observation .....................................................
72
Appendix 6 The Script of 4th Observation .....................................................
73
Appendix 7 Interview Questions ...................................................................
75
Appendix 8 Interview Answers .....................................................................
76
Appendix 9 The Script of Interview ..............................................................
77
BIBLIOGRAPHY
Alhayuningtias (2009). A Study on the Teachers Talk in English Teaching and
Learning for Young Learner at TK-KB Fadjar. Malang: Unpublished Thesis.
Ary, Donal. (2006). Introduction to Research in Education. United State: Wadsworth
Cengage.
Astuti, S. (2007)."Elements of Speaking."
Retrieved September 5, 2013, from
http://www.shvoong.com/writing-and-speaking/2217133-elementsspeaking/#ixzz2dz7tenLQ.
Belhajjame, K. (2013). "Wf4Ever Research Object."
Brown, H. D. (2001). Teaching by Principles an Interactive Approach to Language
Pedagogy. New York: Pearson Education Company.
Brown, H. D. (2000). Principles of Language Learning and Teaching. New York:
Addison Wesley Longman, Inc.
Burkart, G. S. (2007). "Teaching Speaking."
Retrieved May 31, 2013, from
http://www.nclrc.org/essentials/speaking/spindex.htm.
Creswell, J. W. (2012). Educational Research Planning, Conducting and Evaluating
Quantitative and Qualitative Research. Boylston Street, Boston: Pearson
Education, Inc.
Farrel, K. (1983). The Natural Approach. New Jersey-London: Prentice- Hall
International.
Fulcher, G. (2003). Testing Second Language Speaking. Great Britain: Person
Longman.
Hariyanti, A. D. (2005). A Study on Teacher’s Communication Strategies in Teaching
English to Young Learners at SD Muhammadiyah IX in Malang. Unpublished
Thesis
Jendra, M. (2012). The Study of Societies' Language. Yogyakarta: GrahaIlmu.
Kayi, H. (2007). "Teaching Speaking: Activities to Promote Speaking in a Second
Language." from http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html.
Lichtman. (2013). from http://sagepub.com/upm-data/48453_ch_1.pdf.
Mas'udi (2004). Microteaching (Praktek
Muhammadiyah Malang.
Pengajaran).
Malang:
Universitas
Raharjo, A. (2007). Developing the Materials of Listening Instruction For EYL
Classroom From English "FUN" Magazine. Malang: University of
Muhammadiyah Malang.
Richards, J. C. (2008). Teaching Listening and Speaking From Theory to
Practice.New York: Cambridge University Press.
Sugiyana (2001). A Study on Teaching Techniques of Language Skill at the Second
Year Students At SMUN 9 Malang. Malang.
Xiao-yan (2006).Teacher Talk and EFL in University Classroom. China. Unpublished
Thesis
1
CHAPTER I
INTRODUCTION
In this chapter, the researcher discusses some topics such as: background of
study, statement of problems, purposes of the study, significance of the study, scope
and limitation, and definition of key terms. Each topic will be presented below:
1.1 Background of Study
Nowadays, we are facing what we call as globalization era, an era in which
competitions appear in every aspect in our environment in which we are forced to
have special skills to support us. One of the dominant aspects needed is education.
Education can be found in everywhere, such as, family, society, school and so on. It
is very important for us to be a well-educated person to compete in this era. The best
way to do that is by learning language.
Language is a tool of communication from which people cannot be separated.
By using a language people can communicate with each other. Language is also used
as tool to identify people characteristics. In order to communicate well, the senders
and the receivers of the language have to master the language well. In order to master
the language itself, people must learn about it. On the other hand, learning language
will not be easy for some people due to many grammatical rules it requires.
In our education system, learning English tends to be a need because it has
become an International language and it has become a compulsory subject in final
examination.
2
In the teaching learning process, we need to consider so many things. The two
biggest things we need to consider are students and teachers. Teachers should
encourage students to study and determine the best way to teach them to accomplish
the goal of learning process. but, sometime they rarely consider whether what they
say in class is able to encourage the students to be active to speak or not.
Teachers who teach speaking skill is highly required to have many strategies
in teaching this course not only to deliver the material to students effectively, but also
to encourage them to be talkative in teaching and learning speaking process. One of
the strategies that can influence the students’ speaking ability is teacher’s talk.
Based on the preliminary observation done by the researcher in speaking
classed of third semester students of English Department in University of
Muhammadiyah Malang, it was found that the way the teacher instruct the students
using several way, including the way the teacher ask the students, stimulate students
to actively speak in the class. From this condition, it makes the researcher interested
in studying and observing further about this phenomenon. The researcher wants to
investigate whether the way how the teacher speaks to the students actively stimulates
students to be active in the class of speaking. The way how teachers give instruction
to the students can be called as Teacher’s Talk.
Xiao-yan (2012) defined teacher talk (TT) as the kind of language used by the
teacher for instruction in the classroom. She explains that teacher talk in English
classroom is as one special variety of English language, so it has its own specific
features which other varieties do not share. Teacher talk (TT) is a special
communicative activity in which its goal is to communicate with students and
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develop students’ foreign language proficiency. As Krashen and Farrel (1983) stated
that in English teaching and learning, when a teacher just talks to their students and if
their students understand, they are not only giving the lesson about the subject, but
also may be giving the best language lesson.
Based on the phenomenon that happens in our environment of teaching and
learning, and the theory coming from expert stated above, they become the
foundation for the researcher to conduct a study and take the teacher’s talk as the
topic of this study. Besides, there is also a study which is still related to this study. A
study that was conducted by Alhayuningtias (2009) investigated the teacher’s talk in
English teaching and learning for young learners at TK-KB Noor Fadjar Malang. She
found that the way the teacher explained and stimulated students by asking them
incomplete question given has significantly stimulated students of young English
learners to speak English. In accordance to the previous study, the researcher wants to
analyse the kind of matter in different degree of students that is in university level and
in different subject. The different is that in kindergarten level, the teacher’s talk was
applied in English subject in general, but now the researcher tries to analyse the
teacher’s talk in speaking subject. Moreover, for those who already mastered the
good way to speak English fluently means that they have understood the major skills
of English. Those could happen due to the person’s fluency in speaking is highly
supported with the knowledge of others and it is impossible for English learners who
speak English fluency without having a background in other skill.
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The researcher chooses the lecturer of speaking III as the participant of this
study because the lecturer teaches students who are expected to be more active to talk
and comprehend to what the teacher says. Furthermore, the students have attended
speaking I and speaking II in which students have already had the basic knowledge
how to respond the teacher’s instruction. Then to specify the subject of the research,
the researcher chooses class F due to the result of preliminary observation which
shows that this class was the active class in which most students in the class were
more actively speaking compared to other classes when teacher interacted with them.
Moreover, those matters indicates that it is accordance with the research problem in
this study that it is to find teacher’s talk role in the class of speaking to encourage
students actively speaking.
1.2
Statement of Problem
Based on the background above, the researcher formulates the problems as
below:
1. What teacher talk does the teacher use in speaking class in the English
Department of UMM?
2. What is the most dominant teacher talk element that appears in speaking class
in the English Department of UMM?
3. What is the reason of the teachers to use teacher talk element dominantly in
speaking class in the English Department of UMM?
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1.3
Objectives of the Study
In this present study the researcher composes the objectives to describe the
problem as follow:
1. To investigate whether teacher talk exists in speaking class in English Department
of UMM or not.
2. To analyse the most dominant teacher talk element that appears in speaking class
in the English Department of UMM, and
3. To know the teachers’ reason to use teacher talk element dominantly.
1.4
Significances of the Study
This present study has significances as follows:
1. The results will be beneficial for English lecturers by giving the information of
the importance the role of teacher talk in teaching and learning speaking in class.
2. The result will be beneficial for the students. It is expected that the result of this
present study will be beneficial for them who want to improve their speaking by
being more active to speak in teaching and learning speaking.
3. This present study is also aimed to give contribution for other researchers to do
the same related research topic in deeper, further and better techniques.
1.5
Scope and Limitation
This present study is restricted on the teacher talk toward students in speaking
subject of third semester. This research is conducted at University of Muhammadiyah
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Malang, and the participants of this research is lecturer of speaking III class F
academic year 2013/2014 in English Department of University of Muhammadiyah
Malang and the students in that course.
1.6
Definitions of Key Term
To avoid ambiguity, it is important to present the definition of some key term
as follows:
1. Teachers talk is the language used by the teacher addressed to language learners
(Krashen and Farell in Hariyanti 2005:15)
2. Speaking ability is the verbal use of language to communicate with each other
(Fulcher 2003).
3. Teaching speaking is teaching activities to improve the oral production of
learning language particularly speaking ability of the students. Therefore,language
teaching activities in the classroom should be aimed at maximizing individual
language use (Sugiyana, 2001:16)
To give more understanding about the present study, the researcher adds some
theories in the next chapter. Chapter II, review of related literature, consists of
language, language teaching (listening, speaking, reading, writing), speaking,
teacher’s talk in teaching speaking, and the previous study.