Discussion RESULTS AND DISCUSSION
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until the student answer. Techer really wants to know the answer. Both, display and referential questions are used by the teacher to encourage responses from
students. however, referential and display questions are not only asked by the teacher but also by the students. Thus, the display questions addressed to their
peers as in spelling bees game. The nature of this game required the students to think of a word and asks other students to guess the correct spelling of that word.
For example in question like “How do you spell „Center‟?”. This question will be answered by the student who rose up their hands quicker.
Another function of teacher talk which was found in teacher initiation is greeting.
In result of analysis, this function found but not really shows significant increases in indoor compare with outdoor category. Greeting in teacher talk
responses by responding greetings from students, like for example; “good
morning” will also be replied by saying “good morning” too. This function usually used to open a conversation. In the classroom context, teacher usually
greets the students before starting classroom activities. The purpose of greeting is not only to ask students‟ attention by saying “hallo, good morning everyone” in
the crowded class, or to know the students‟ condition like in „How are you today?‟ question. Another function of greeting is to establish relationship and
creating positive social environment among teacher and students Bodman and Besnier, 1989. When the students feel accepted and comfortable, it motivates
them to involve themselves in the learning process and to participate in the classroom activity. It makes them feel that they become as the important part as in
the learning activities.
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The function of asking for permission represents in student talk in very little amount. This function is used when the students willingness to get a grant
permission from teacher of their request. When the student says these: “Mister,
can I speak in bahasa?” “Mister can we open the book?” “Mister, may I?go to the
back side of the line”they are asking for permission. By consistently applying the rules in the classroom, students will aware when the time that they have to ask for
permission to do a certain act. Inviting
is one of the teacher initiation which is not really dominantly occur in teacher talk. This function represents in either indoor or outdoor. Even though
the total number is small, but then it has a big deal in students‟ learning process. Inviting students means the students are requested to do something. The examples
of invitation can be seen as follow: “Ok. I would like to please to invite the
operator to play the video.”, “Ok. Today, before we begin the activities, I would like to call
Peter to lead us in pray.”, “Ok. Imel please? Invite a student to spell a word.”.From the examples above, teacher uses imperative and interrogative
sentences to ask students to do some activities. Requesting, asking for attention, and summons
appear very little contributions to teacher and student talk. Physically response
is students‟ non-verbally response like: gesture, facial expression, eye movement, eye gaze, eye contact, posture, body movement, facial
direction, style of body movement, or body position Rymes, 2008. Students listen to teacher‟s instruction and they responding physically. For example: when
the teacher asked students to find the unfamiliar words in the dictionary, he instructed them to open it and the students did it. Physically response also can be
as the response of student‟s own initiative for example when a student asks
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permission to replace her friend job to open the dictionary and the teacher acknowledged. She directly does the instruction, for example:
S: Mister, can I change her? I will find MOLE
D1.S.Ask.Prmt.
T: ok.
D1.T.Ack.
S: a student runs in front of the class to replace her friend to find the word in the dictionary
The results show that, this function is the highest frequent number compare with students‟ verbally response. Asher 1977 states that, children, in learning a
language, appear to do a lot of listening before they speak, and that their listening is accompanied by physical responses. He added that, the TPR classroom was one
in which students did a great deal of listening and acting. Therefore, students in this level of age tendto be active.
The theories of IRF especially in follow up used to be the part of teacher. However, based on the results of this study, follow up was also initiated by
students. In the results, follow up can be in the positive and negative forms. Teacher provides positive follow up when a student answered correctly or done
something under expectation. Conversely, teacher provides negative follow up when the students contributes incorrect answer or showed or expressed
unexpected behavior. In another cases, even in the small numbers of occurrence, students also provided follow up to the other friends. These positive follow up
recurred mostly when the students are playing a game. They provide positive follow up to encourage or to congratulating their group members or to support
them in the competition such competition games. For example, they will encourage their friends to say the correct answer or to do things faster than the
opposite groups.
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As mentioned before that there are two categories in follow up move; positive and negative follow up. Positive follow up includes encouraging and
congratulating . These functions are used when the teacher accepts, acknowledges,
confirms, encourages, or congratulates student‟s ideas, behavior, or feeling. The purpose is to give confidence and make students more likely to continue or
improve their positive act. Praise or giving motivation is included here. Moreover, negative follow up includes disagreeing and criticizing. These
functions refer to a teacher‟s comment on a student‟s incorrect responses either
verbally or physically responses. The functions are used when the teacher refuses,
criticizes, ignores, or discourages student‟s ideas. However, some of these responses are stated in question form, but would be taken as criticism by the
students Amidon and Hunter, 1967. The purposes of these functions are to make the students learning from their mistakes and have an effort to find another
alternative in order to improve their performance. It can increase their motivation in learning. The examples of how teacher criticize student such as;
Figure 8: positive and negative criticizing
Positive Negative
Encouraging Congratulating
Disagreeng Criticizing
“Come on...you still have five
more minutes to finish
your topping pizza.”
“Ok. Very
good...clap hands
every one...” “No,
wrong. Sorry,
you should
sit there...”
“So, it‟s
„wardrobe‟. So, it is not „one drop‟”
“Don‟t worry, if you can give me
your correct
spelling, then,
you can go back there”
“Wow....one hundred
for you...you survive.”
“No. Minus one hundred point”
“I am so sorry, the time is over.
You should do it
faster.”
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Criticizing not always bring image as a negative response from the uncorrect answer. It is purposed to provide the information that the students should do better
or they need to change their mind or behaviour when they encouter with the same occasion.
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