THE IMPACT OF TEACHER TALK TOWARDS STUDENTS’ PARTICIPATION : A Case Study of a Public Senior High School in Cimahi.

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THE IMPACT OF TEACHER TALK TOWARDS STUDENTS’

PARTICIPATION

(A Case Study of a Public Senior High School in Cimahi)

A Research Paper

Submitted as a Partial Fulfillment of the Requirement of

Bachelor’s Degree in English Education Study Program

By

ANINDITA PRIMADANI

(1006392)

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

2014

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THE IMPACT OF TEACHER TALK TOWARDS STUDENTS’

PARTICIPATION

(A Case Study of a Public Senior High School in Cimahi)

Oleh

Anindita Primadani

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar

Sarjana pada Fakultas Pendidikan Bahasa dan Seni

©Anindita Primadani 2014

Universitas Pendidikan Indonesia

Oktober 2014

Hak Cipta dilindungi undang-undang

Skripsi ini tidak boleh diperbanyak seluruhnya atau sebagian, dengan dicetak

ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis

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PAGE OF APPROVAL

ANINDITA PRIMADANI (1006392)

THE IMPACT OF TEACHER TALK TOWARDS STUDENTS’

PARTICIPATION

(A Case Study of a Public Senior High School in Cimahi)

Approved by: Supervisor

Prof. Dr. H. Didi Suherdi, M.Ed. NIP. 196211011987121001

Head of Department of English Education Faculty of Language and Arts Education

Indonesia University of Education

Prof. Dr. H. DidiSuherdi, M.Ed. NIP. 196211011987121001

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Anindita Primadani, 2014

The Impact Of Teacher Talk Towards Students’ Participation

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu TABLE OF CONTENTS

PAGE OF APPROVAL

STATEMENT OF AUTHORIZATION ... i

PREFACE ... ii

ACKNOWLEDGEMENT ... iii

ABSTRACT ... v

TABLE OF CONTENTS ... vi

LIST OF TABLES ... x

LIST OF FIGURES ... xi

CHAPTER I INTRODUCTION 1.1 Background of the Study ... 1

1.2 Statement of the Problem... 3

1.3 Aims of the Study ... 4

1.4 Scope of the Study ... 4

1.5 Significance of the Study ... 5

1.6 Clarification of Related Terms ... 6

1.7 Organization of the Paper ... 6

CHAPTER II LITERATURE REVIEW 2.1 Classroom Interaction ... 8

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The Impact Of Teacher Talk Towards Students’ Participation

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2.1.1 The Definition of Classroom Interaction ... 8

2.1.2 Types of Classroom Interaction ... 10

2.1.2.1 Small-Group Interaction ... 10

2.1.2.2 Entire Classroom Interaction ... 11

2.1.3 Verbal Classroom Interaction... 12

2.2 Classroom Language ... 13

2.2.1 Definition of Classroom Language ... 13

2.2.2 Teacher Talk ... 14

2.2.3 Learner Talk ... 16

2.3 Classroom Interaction Analysis ... 18

2.3.1 Teacher Talk Categories... 20

2.3.1.1 Indirect Influence ... 20

2.3.1.2 Direct Influence ... 22

2.3.2 Learner Talk Categories ... 24

2.3.3 Silence or Confusion ... 24

2.4 The Amount of Teacher Talk ... 25

2.5 Students’ Classroom Participation ... 26

2.6 Related Studies ... 28

CHAPTER III RESEARCH METHODOLOGY 3.1 Statement of the Problem... 30

3.2 Aims of the Study ... 30

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The Impact Of Teacher Talk Towards Students’ Participation

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3.4 Research Procedures ... 31

3.4.1 Data Collection Techniques ... 32

3.4.1.1Video-taping ... 32

3.4.1.2Interview ... 33

3.4.2 Data Analysis Technique ... 34

3.4.2.1Transcribing ... 34

3.4.2.2Coding and Analyzing the Data ... 34

3.4.2.3Calculating ... 35

3.4.2.4Interpreting the Data ... 36

3.5 Establishing Rapport ... 36

3.6 Establishing Validity and Reliability ... 37

3.6.1 Triangulation ... 37

3.6.2 Member Checking ... 38

3.6.3 Feedback... 38

CHAPTER IV FINDINGS AND DISCUSSIONS 4.1 Findings and Discussions ... 39

4.1.1 Findings and Discussions of Video-taping Data ... 39

4.1.1.1Teacher Talk in the 1st Meeting ... 40

4.1.1.2Learner Talk in the 1st Meeting ... 46

4.1.1.3Teacher Talk in the 2nd Meeting ... 48

4.1.1.4Learner Talk in the 2nd Meeting ... 53

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The Impact Of Teacher Talk Towards Students’ Participation

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4.1.1.6Learner Talk in the 3rd Meeting ... 59

4.1.1.7Teacher Talk in the 4th Meeting ... 61

4.1.1.8Learner Talk in the 4th Meeting ... 64

4.1.1.9Findings and Discussion of

the Four-Meeting Observation ... 65

4.1.2 Findings and Discussion of Interview Data ... 70

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions ... 75

5.2 Suggestions ... 77

BIBLIOGRAPHY ... 79 APPENDICES

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Anindita Primadani, 2014

The Impact Of Teacher Talk Towards Students’ Participation

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu ABSTRAK

Penelitian ini bertujuan untuk mencari tahu kategori dari bahasa guru yang paling sering digunakan di salah satu kelas bahasa Inggris di salah satu Sekolah Menengah Atas di Cimahi. Penelitian ini berfokus pada implikasi bahasa yang digunakan guru terhadap bahasa yang diproduksi siswadi kelas, sebagai salah satu bentuk partisipasi siswa, yang dianalisis berdasarkan Flanders Interaction Analysis Categories System (FIACS). Sebuah studi kasus kualitatif digunakan untuk mendapatkan hasil penelitian. Data diperoleh melalui observasi kelas dalam bentuk rekaman video yang dilakukan di empat pertemuan kelas bahasa Inggris dan wawancara yang dilakukan dengan guru yang bersangkutan, sebagai responden. Wawancara ini dilakukan untuk mencari tahu persepsi guru mengeani jumlah dan kategori bahasa guru yang digunakan, juga kepentingnya dalam meningkatkan partisipasi siswa di kelas, berdasarkan pengalaman mengajar guru tersebut. Penelitian ini menemukan bahwa kategori bahasa guru yang paling sering digunakan di kelas adalah kategori “bertanya”, dimana kategori ini memberikan banyak pengaruh terhadap kategori bahasa siswa yang paling banyak

muncul di kelas, yaitu kategori “respon siswa”. Selain itu, kategori “diam atau kebingungan” juga ditemukan ketika topik yang dibicarakan tidak familiar dengan siswa, atau mereka tidak mengerti perkataan guru. Penemuan-penemuan ini mengarah kepada pengaruh bahasa guru terhadap kemunculan bahasa siswa di kelas, khususnya berkaitan dengan kualitas respon yang diberikan siswa, sebagai hasil dari pertanyaan-pertanyaan yang diajukan oleh guru. Penelitian ini diharapkan dapat memberikan informasi kepada guru pada umunya dalam memilih dan menggunakan bahasa di dalam kelas, dengan tujuan meningkatkan partisipasi siswa.

Kata kunci: Interaksi kelas, bahasa di kelas, bahasa guru di kelas, partisipasi siswa.

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Anindita Primadani, 2014

The Impact Of Teacher Talk Towards Students’ Participation

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu ABSTRACT

This research paper was intended to investigate the category of teacher talk that was mostly found in a class of second grade students in a Senior High School in Cimahi. This research focused on the implication of teacher talk on learner talk,

as a part of students’ classroom participation, based on Flanders Interaction Analysis Categories System (FIACS). A qualitative case study was employed to gain the results of the study. The data were gathered from video-record of four meetings of classroom observation and interview with the teacher as the respondent. The interview was intended to investigate the teacher’s perception of the amount and categories of teacher talk she used, and the importance of teacher

talk in gaining students’ classroom participation, based on her teaching experience. This study found that the most used categories of teacher talk was

“asking question” category, which gave much influence on the category of learner

talk that was mostly found, which was “student talk-response”. On the other hand,

“silence or confusion” category was also found when the topic was not familiar or

the students did not understand what the teacher said. These findings lead to the

influence of teacher talk on learner talk, particularly the quality of students’

responses as the result of the types of questions proposed by the teacher. This study is expected to be a reference, by which teachers could consider what kinds of teacher talk they should use in gaining more students’ participation.

Keywords: Classroom interaction, classroom language, teacher talk, students’

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Anindita Primadani, 2014

The Impact Of Teacher Talk Towards Students’ Participation

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu CHAPTER I

INTRODUCTION

This chapter presents the introduction of the research. It will also provide background of the study, statements of the problem, aims of the study, significance of the study, clarification of the key terms, and the organization of the paper.

1. 1Background of the Study

In teaching English as a foreign language, classroom interaction is an effective way to accommodate the learners to use the language in communicating with others in classroom context. In other words, through classroom interaction language learners could take part of classroom participation by sharing ideas, giving suggestions or opinion, and expressing all their posses of the language in real life exchanges (Rivers, as cited in Brown, 2001, p. 165). However, a previous research by Goodlad (as cited in Warren, 2003) shows that mostly, teachers take more portion in talking more than the students do in classroom, which takes up 60-75% of the whole talking time. This situation means that classroom interaction is not effectively built, since there is no two-sides communication by teacher and students, so that the learners could not have opportunities to practice the language in classroom, as the device of communication.

In language teaching and learning processes, communication is the key to the effectiveness of classroom interaction, by which the goals of the teaching process can be achieved. As stated by Brown (2001, p. 165) that through communication we can send and receive information and interpret them in a context, negotiate meaning, and also collaborate to accomplish certain purposes. In the context of teaching English as a foreign language, communication is considered as an important thing, since the primary goal of communicative classroom is student development of communicative competence in English

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The Impact Of Teacher Talk Towards Students’ Participation

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(Gebhard, 2006). Therefore, to achieve that goal, an interactive classroom should be built, in which the students could explore themselves in the way they communicate by using English as the target language.

In creating an interactive foreign language classroom, it is important to pay attention to the language that is used by teacher and the categories of teacher talk in particular. In terms of teacher talk, as what has been highlighted before, a previous research by Goodlad (as cited in Warren, 2003) shows that the percentage of teacher talk in classroom is excessively higher than learners talk, which is about 60-75%. It is also supported by Xiao (2002), whose research shows that teacher talk occupied a greater amount of class time. This situation could reduce student talking time, by which they have opportunities to practice talking in target language. According to Setiyadi (2006), when a language teacher is very dominant, language learners will be less dominant in learning teaching interaction. He also elaborates that language learners will be more active in learning when a language teacher can be less silent in the classroom.

The problem is that the great amount of teacher talk that is shown in previous research does not indicate an interactive classroom, in which students could use all they poses of the language in real life exchanges (Rivers, as cited in Brown, 2001, p. 165). This is because the teacher is the one who takes major portion in talking and could not give enough time for students to participate and involve in learning activities. As the result, the students do not have enough time to practice using English as the target language in classroom context, which further resulted on the level of students’ language proficiency that could not be developed.

From the problems above, it is important to know the teacher’s preference

of words in talking and delivering learning material, particularly the categories of teacher talk that are used in classroom. It is also important to discover the information about whether or not those types of teacher talk could stimulate the

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The Impact Of Teacher Talk Towards Students’ Participation

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could be identified by the category of learner talk that is mostly found as the follow-up of particular type of teacher talk.

Overall, the concerns of the study could be considered as the important things with regard to the effectiveness of classroom interaction, through which the lesson could be delivered, and also the learners are facilitated to practice the target language to share ideas, or at least to communicate with others. Those are intended to achieve the goals of the language teaching in general is to get the learners acquire the target language, by using it as a device of communication in educational context.

1. 2Statement of the Problem

This study is intended to describe the categories of teacher talk that are mostly used by the teacher, and its influence on learners talk. According to the background above, this research will attempt to answer these several questions:

1. What are the categories of teacher talk used in the classroom?

2. What is the implication of teacher talk on learner talk, as a part of

students’ classroom participation?

1. 3 Aims of the Study

The problems stated above bring this research into several purposes. The main purpose is to describe the teacher talk categories that are found in classroom activities. Moreover, the study is also intended to discover the implication of teacher talk to learner talk, as a part of the classroom contribution and participation. It means that the findings give information about which type of teacher talk is typically responded by particular type of learner talk. Furthermore, it is also expected that this research could provide beneficial information for

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teachers with regard to how they should gain students’ participation and effective classroom interaction by providing particular categories of teacher talk in order to make the learning process meaningful.

1. 4 Scope of the Study

There are several limitations of this study that the researcher is aware of regarding the teacher talk categories and how it influences the learner talk, as a

part of students’ classroom participation. The first one is that this research focuses

only on the categories of teacher talk and learner talk that are used in classroom based on the Flanders Interaction Analysis Categories System (FIACS) that is elaborated in Chapter II.

Another thing is that the main focus of this study is the teacher talk, so the techniques used in gathering the data are video-recording and interview. The classroom observation by video-recording is done in only four meetings of English classroom. Meanwhile, the interview is conducted in order to investigate

the teacher’s perspective of the importance of teacher talk in classroom and how it

impacts on the learner talk based on her teaching experience, without figuring out

the information regarding the students’ perspectives of how they see the

importance of teacher talk for their language learning development.

The findings of the study will only present the data that have been analyzed based on the categories of FIACS; the frequency and the percentage of the most uses categories. The elaboration will only cover the classroom interaction of four meetings of English class from two sides, which are teacher talk and learner talk. Furthermore, the result of video-record analysis is compared with the result of interview data, whether there is conformity in the data gathered.

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The Impact Of Teacher Talk Towards Students’ Participation

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu 1. 5 Significance of the Study

The findings of the study are expected to provide information in three perspectives, theoretical, practical and professional.

From theoretical perspective, the research could enrich the literature on verbal interaction between teacher and students and also give beneficial information about how teacher talk impacts on learner talk. Furthermore, this research provides the frequency of teacher talk categories that are found in classroom, and particular categories of learner talk which come up as the response of the teacher talk.

Moreover, practically, the findings of the research hopefully could give benefits for teachers in their practice of teaching, in order to make it meaningful by delivering materials in appropriate ways. Particularly, in conducting effective learning activities teachers could consider the preference of teacher talk categories that is suitable with learning competence that is being implemented, as well as how much they should talk in classroom based on the learning objectives. It could also be beneficial in designing lesson plan and activities that is suitable for students.

Furthermore, professionally, this research is expected to give contribution to education in general, and also specifically for teachers in doing their job.

1. 6 Clarification of Related Terms

 Classroom interaction: all types of interaction that goes on in the classroom between student-student and teacher-student (Karter: 2012).

 Classroom language: the routine language that is used on a regular

basis in classroom like giving instructions of praise, for example “Take

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 Teacher talk: the language in the classroom that takes up a major portion of class time employed to give directions, explain activities

and check students’ understanding (Sinclair and Brazil, 1982 as cited

in Yanfen & Yuqin, 2010).

 Learner talk: sort of language which comes from the learner, sometimes as a form of response toward teacher talk.

 Students’ classroom participation: the amount of physical and

psychological energy that the student devotes to the academic experience (Astin, 1999).

1. 7 Organization of the Paper

This paper is divided into five chapters as follows:

Chapter I: INTRODUCTION

This chapter provides background, statements of the problems, aims of the study, scope of the study, research method, significance of the study, and organization of the paper.

Chapter II: LITERATURE REVIEW

This chapter presents the literature review related to the basic framework of the study. This chapter consists of the definition, theories and previous research related to teacher talk, learner talk as well as students’ classroom participation as a part of classroom interaction in EFL class.

Chapter III: RESEARCH METHODOLOGY

This chapter describes the methodology and procedures used in this research in order to answer the research questions in Chapter I. This chapter is divided

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into five sub sections, which are research questions, aims of the study, research design, the data collection and the data analysis.

Chapter IV: FINDINGS AND DISCUSSIONS

This chapter presents the results of the study, in which the data analysis based on the data collection and theoretical framework is included.

Chapter V: CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions based on the results of the study, as well as the suggestions for future research related to the main topic of the study.

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Anindita Primadani, 2014

The Impact Of Teacher Talk Towards Students’ Participation

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu CHAPTER III

RESEACRH METHODOLOGY

This chapter deals with the methodology that is used in this research and the description of the research procedures in order to answer the research questions stated in Chapter I. This chapter provides the statement of problem, aims of the study, research design, the data collection, and finally the data analysis.

3.1Statement of the Problem

This study is intended to describe the categories of teacher talk that are mostly used by the teacher, and its influence on learners talk. This research attempt to answer these several questions:

1. What are the categories of teacher talk used in the classroom?

2. What is the implication of teacher talk on learner talk, as a part of

students’ participation? 3.2 Aims of the Study

The problems stated above bring this research into several purposes. The main purpose is to describe the teacher talk categories that are found in classroom activities. Moreover, this research is also intended to discover the implication of teacher talk to learner talk, as a part of the classroom contribution and participation. It means that the findings give information about which type of teacher talk is typically responded by particular type of learner talk. Furthermore, it is also expected that this research could present beneficial information for

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Anindita Primadani, 2014

The Impact Of Teacher Talk Towards Students’ Participation

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

classroom interaction by providing particular categories of teacher talk in order to make the learning process meaningful.

3.3. Research Design

This research is carried out by descriptive qualitative case study research design, through which the researcher focuses on in depth study of smaller samples. According to Dougherty (as cited in Baum, 2002) qualitative methodology is a method in which the researchers do not involve measurements

or statistic but focused on is people’s own thought, feelings, opinion, beliefs and perception. The purpose of this method is to describe some important qualities of complex social phenomenon. As stated in Chapter 1, this study is aimed to describe teacher talk categories that are found in classroom based on Flanders Interaction Analysis Categories System (FIACS), and its implication on learner talk. Based on the purpose, to analyze classroom interaction, qualitative research method is considered as the appropriate one to use in this study, since qualitative research is based on the principle that social life is inherently complex. This is in line with the characteristics of qualitative research, which are situational, interpretive, and its contexts are described in detail (Stake, 2010, p. 15). Moreover, according to Baxter and Jack (2008), qualitative case study is an approach to research that facilitates exploration of a phenomenon within its context using a variety of data sources. They also argued that it ensures that the issue is not explored through one lens, but rather a variety of lenses which allows for multiple facets of the phenomenon to be revealed and understood. It becomes a valuable method to develop theory, evaluate programs, and develop interventions (Baxter & Jack, 2008).

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This part is divided into two sections, the first one is the section in which the data collection techniques will be elaborated, and the second one explains the data analysis.

3.4.1 Data Collection Techniques

As a descriptive qualitative research, a depth description and explanation of the object of the study are the most important that is needed, because this type of case study is used to describe an intervention or phenomenon and the real-life context in which it occurred (Yin, as cited in Baxter, 2008). Therefore, the data collection techniques conducted in this study is observation and interview.

3.4.1.1 Video-taping

This study is purposed to analyze and describe the influence of teacher talk categories that is mostly used in classroom, on learner talk, as a part of classroom interaction. Regarding qualitative research design, it is suitable to use video record, since qualitative methods focus primarily on the evidences, such as what people tell you or what people do, so they can lead to the understanding of what is going on (Gillham, 2000, p. 10). Additionally, the researcher uses this technique because through observation data the researcher could see, hear or feel about who, what, when, where and why particular phenomenon happen, and relate them to the research questions (Stake, 2010, p. 90). The primary intent of this observation is to investigate how actually teacher delivers the lessons through her language, and which categories of teacher talk it is included. In this case, observation is conducted in order to know every single part of the learning process, particularly when the teacher interacts with the students in the learning activities. Furthermore, it is also expected that every activity, especially classroom interaction and

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The observation itself was conducted in a class of second grade students in a senior high school in Cimahi. The class was observed in four meetings of English lesson, started on April 21th, 2014. The reason why this observation was conducted in only one class is because in case study the researcher deliberately trying to isolate a small study group, one individual case or one particular population (Shuttleworth, 2008). Each meeting of English lesson is approximately about 90 minutes long, except the last record that only 15 minutes long because of the test that should be done by the class. The first and the second meeting of the record focused on direct and indirect sentences, in which grammar was the main concern of the lesson. In addition, continuing the previous meetings, the third one still focused on direct and indirect sentences, and conditional sentences. Meanwhile, in the last meeting the students learned about error recognition. Over all, the students’ behavior in classroom, however, did not disturbed by the presence of the observer during the learning process.

3.4.1.2 Interview

In order to gather more information related to teacher talk in classroom, the researcher conducted an interview with the teacher who is being observed, as the respondent. The researcher uses interview as a tool of data collection in this study because qualitative research it provides the personal detail information from the respondent. In doing interview, the researcher has a better control over the types of information received by asking specific questions (Creswell, 2012, p. 218). Moreover, Jensen and Jankowski support the idea that interview can lead the study to further research using other methodologies, such as observation and experiments (Jensen & Jankowski, as cited in Oatey, 1999). It is also mentioned a number of the purpose of interview for qualitative researcher are:

a. To obtain unique information held by the person interviewed. b. To collect a numerical unit of information from many persons

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c. To find out about a thing that the researchers were unable to observe themselves. (Stake, 2010, p. 95)

In this study, the questions of the interview were mainly related to the

teacher’s perspective of the role of teacher talk in classroom and how it impacts

the learner talk, based on her experience in teaching. Besides, the interview attempts to provide information about the respondent’s opinion related to the importance of learner talk as a part of students’ participation in creating an effective classroom interaction.

3.4.2 Data Analysis Technique 3.4.2.1 Transcribing

The data gathered will be transcribed first, and then interpreted and analyzed descriptively further. The first step of the analysis is transcribing the data of video-taping. Burns (1996) believes that transcription provides opportunity to

review a “live” interaction and the luxury of being able to analyze: (1) the style of

interaction, (2) the result of interaction, (3) the relationship of the interactants, (3) the purpose of the interaction and whether it was achieved, (4) the development of the interaction, (5) the strategies adopted by the interactants, (6) the turn taking and turn type patterns, and (7) the sociocultural values which informed the interaction.

Based on the advantages of data transcription, the researcher considered to do transcribing as the first thing to do before analyzing the data. In this part teacher talk and learner talk based on the video is written down word by word.

The teacher talk is labeled as “T”, and the learners’ is “Ss”, and individual learner’s is “S1”, “S2”, “S3” and so on. The transcribing process is done to analyze the classroom interaction by looking at the language used in classroom by both, the teacher and the students.

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Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu 3.4.2.2 Coding and Analyzing the Data

After the data of video-taping is completely transcribed, it was encoded into the categories of teacher talk and learner talk based on FIACS that has been elaborated in chapter II. Coding and analyzing the data help the researcher in: (1) identifying a phenomenon, (2) counting the frequency of a phenomenon, (3) showing the relation of code frequence with inclination of findings, (4) arranging the categorization and sub-categorization (Alwasilah, 2002, p. 159). Every statement of teacher and students, then, should be classified based on the number of the teacher talk and learner talk characteristics as follows:

a. Accept feelings b. Praises or encourages

c. Accept or uses idea of students d. Ask question

e. Lecture

f. Gives direction

g. Criticizes of justifies authority h. Learner talk response

i. Learner talk initiation j. Silence or confusion

3.4.2.3 Calculating

After the data was transcribed and coded into several categories, the next step is calculating the amount and the percentage of each category. Although this research uses qualitative research design, a quantitative analysis is also needed in order to help revealing the answer of the first research question. As Chaudron (1988) believes that interaction analysis has not pursued quantitative analysis, although measurement of the frequency of specific behaviors implied a quantitative focus. It means that in qualitative research, quantitative analysis is also needed, in this case, to calculate the percentage of teacher talk and learner

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talk categories based on Flanders Interaction Analysis Categories System (FIACS). Then, it will be described by some tables that describe the frequency of the phenomena occurred. This step of analysis attempts to answer the first research question which is related to the amount of teacher talk categories that are used in class. The result of quantitative analysis will also lead to the information about the amount of learner talk, which category appears as the response to particular category of teacher talk, and also which one dominates another.

3.4.2.4 Interpreting the Data

The last step of data analysis process is interpreting the data, in which the researcher describes what have been found in the analysis. This step attempts to answer the research questions proposed in Chapter I. In this part, the researcher helped by some tables, reveal the appearance of each teacher talk category in each meeting of English class descriptively, and the appearance the learner talk category as well. Then, a deep discussion of the findings is also presented, which cover all the phenomenon appear in the findings and the factor that might give influence on it. The interpretation includes the description of what have been found, an analysis of the themes or categories, and the conclusions of those interpretations based on personal points of view and theories underlying it. Additionally, the researcher also compares the result of the video-taping and the

interview data, whether the teacher’s perspective of some points are suitable with the data shown by the transcription. This is in line with what Baxter said, that in case study, data from multiple sources are then converged in the analysis process, rather than handled individually. Each data source is one piece of the puzzle, with

each piece contributing to the researcher’s understanding of the whole phenomenon (Baxter & Jack, 2008).

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The Impact Of Teacher Talk Towards Students’ Participation

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One of the important things that should be considered in conducting a research is establishing rapport, by which the researchers have negotiation with the objects or participants that are being researched. This step is important since in qualitative research, the researcher needs a greater access to the site in which the researcher will typically observe and interview the participants (Creswell, 2012, p. 205). Having a good relationship with the institution and the teacher in which the researcher take the data is important even before the data is gathered. This could be done by asking for permission formally by using letter to the school, to the class as well as the teacher that is going to be observed. The letter consists of the information related to study, such as the title of the research, the time that is required by the researcher to gather the data, and how the researcher involve the participant in the research. Furthermore, the researcher can maintain the relationship with the participants by meeting them and talking personally.

3.6 Establishing Validity and Reliability

In conducting a research, establishing validity and reliability can not be neglected. Consequently, the result of the study should be consistent. Therefore, the researcher must concern on the quality control of the result of this study. Validity refers to the truth and certainty of a research findings. In addition, it also means a truth of a research in description, conclusion, explanation, interpretation, and all kind of reports (Alwasilah, 2002). Meanwhile, reliability is a technical term for consistency in the data collection and data analysis. In order to maintain validity and reliability in this present study, some techniques are used as follows:

3.6.1 Triangulation

Triangulation refers to the use of two or more methods in a study in order to check the results. It also helps the researcher in decreasing the risks of limited conclusion of certain method and sources, and increasing the validity of conclusion (Alwasilah, 2002). In gathering the data this research uses some

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Anindita Primadani, 2014

The Impact Of Teacher Talk Towards Students’ Participation

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methods, which are video-taping in four meetings of English class, and interview. Those methods are, then, triangulated in the way of drawing the results of the research, by interpreting the analysis of video-taping data, and comparing the result of the video-taping findings with the interview data.

3.6.2 Member Checking

This technique is important to do in establishing validity of the research data which is given by the respondents of the research. In addition, Alwasilah (2002) also mention some of the benefits of using this technique, such as:

(1) Preventing misinterpretation of respondents’ answer from the interview. (2) Preventing misinterpretation of respondents’ behavior in the observation. (3) Confirming respondents’ perspectives of ongoing process.

In this research, the researcher asks the teacher that is also the respondent of this research, to check the data transcription and also the interpretation, as the way to achieve validity of the research.

3.6.3 Feedback

The last thing to do in collecting the data is feedback. Feedback prevents the invalidity, bias dan researcher’s assumption, and debilities of research logic of ongoing research. It can be asked from some individuals that already familar with the topic of the research or not (Alwasilah, 2002). In order to maintain the validity of the data collected, while doing the research the researcher asked for feedback from the supervisor and also some friends whose research has the same focus.

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Anindita Primadani, 2014

The Impact Of Teacher Talk Towards Students’ Participation

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter is intended to draw the conclusions and suggestions from the elaboration of findings and discussions in Chapter IV in reference to the research questions proposed in Chapter I.

5.1 Conclusions

This study was aimed at investigating the categories of teacher talk that are found in teaching and learning process and its implication on learner talk as a part

of students’ classroom participation. From the findings and discussions that have been elaborated in Chapter IV, this study has found some conclusions related to teacher talk in classroom, based on the research questions proposed in Chapter I.

Firstly, from the data transcription, it is found that “asking question” is the major event in the teacher’s ways of conducting learning activities. This is proven by the percentage of this category that takes up 56.2% over all teacher talk categories, which are accepting feeling, praising or encouraging, accepting or using ideas of students, asking question, lecturing, giving direction, and justifying or criticizing authority. Most of the questions found, however, are not considered as effective questions based on Tan (2007), who proposed that questions have to be given based on its purposes in each step of teaching process. The findings show that from four meetings of classroom observation, in the three of them, the teacher did not use any questions at the beginning to motivate and discover what makes the students interested in learning. Instead, she directly talked about what was being learned. For instance, the teacher asked about the students’ understanding of direct and indirect speech, without telling the activities they were going to be done in the meeting or discovering their interest in learning the lesson. On the other hand, in the process of the activity of all meetings, the teacher

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Anindita Primadani, 2014

The Impact Of Teacher Talk Towards Students’ Participation

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did questioning to manage the class, invite students’ contribution and participation

and also to check the students’ understanding of the lessons which is being

delivered, which is in line with what had been stated by Tan (2007). At the end of the class, the teacher did not use any question at all, whether to give reinforcement of what have been learned or to make the students pay attention to the task given. This situation could not be considered as a good way of teaching related to

“asking question” category, because there should be questions asked at the end, in order to assure that the students get what had been taught and also understand to the tasks given.

Revealing the impact of teacher talk categories on learner talk in classroom could be done by investigating the most used category in both, teacher talk and learner talk. The great number of “asking question” category in teacher talk has given much influence on the appearance of learner talk category that was mostly found, which was “student talk-response” category. Logically, questions

will be responded by “responses” instead of “initiation”. This situation is also found in the findings of this study, which show that “student talk-response” category got 95.6% from the learner talk categories, which are “student talk-

response” and “student talk- initiation”. It means that the use of questions by the teacher has successfully stimulated the students to get involved in the learning activities, specifically in initiating the knowledge negotiation. However, the responses found in the findings could not indicate the students’ level of language competence because the answers were mostly in short form, not in a complete one. This condition might be influenced by the type of teacher’s questions that were mostly leading questions or yes/no question, by which the students could not show higher level of cognitive skill as well as their ability in using the target language. On the other hand, the great number of “asking question” and “student talk-response” might be caused by the learning competence that was implemented in the class. All of the meetings of English class that have been observed focused on sentence structure that require much attention on grammatical rules, in which

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The Impact Of Teacher Talk Towards Students’ Participation

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the teacher took more time in talking and explaining the concept. In this situation,

“asking question” might be considered as the appropriate strategy in involving the students to participate, and also in checking their understanding of the lesson as

well. As the result, the percentage of “student talk- response” was found bigger

that “student talk- initiation” in all meetings.

The great number of “asking question” category, as well, resulted on the amount of teacher talk that is bigger than learner talk in classroom, which is about 65.27%. Regarding the interview data about the teacher’s perspectives of the roles of teacher talk in classroom, she claimed that her students in this year are 70% active participating in classroom by using English.This situation is not suitable with the findings of the video-taping data that show the different situation, which was proven by the calculation of the amount of teacher talk and learner talk. In the data gathered by video-taping, the amount of learner talk in classroom were only 29.2% over the whole talking time in classroom, which indicated that the teacher was very dominant and the language learners were less active in learning teaching interaction (Setiyadi, 2006).

In regard with teacher talk category that is mostly used, the teacher believes that the use “asking question” category should be based on the learning competence that is being implemented. She also claimed that this category is usually used for a number of purposes, such as to check students’ understanding of particular concepts, to check students’ pronunciation in answering the questions, or even to check whether they understand what the question is about. This is in line with what was found in the findings of video-taping data, in which

the teacher’s questions were purposed to check students’ understanding of the

lesson, and also to get them involved in the learning activities.

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The Impact Of Teacher Talk Towards Students’ Participation

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In relation to the practice of language teaching and learning, several suggestions are drawn to teachers in general, as well as to the future research related to classroom interaction. The suggestions are elaborated in the following:

1. The future research is expected to conduct the observation in more meetings of English class, in order to assure that the data gathered could provide more information about the pattern of teacher talk categories that appear in classroom.

2. It is also expected that the future research could involve more participants, in order to give more perspectives, from which the study will be conducted. For instance, by involving the students as the participant in interview to investigate the implication of teacher talk on learner talk from their point of view, based on what they really feel. 3. In terms of teacher talk categories, particularly in asking question,

which is the major event of teacher talk, teachers should pay more attention to the questions that are going to be proposed. Because it gives much influence on how the students’ responses will be. It would be better if the questions are higher level questions that require not

only students’ comprehension of some particular concepts, but also their cognitive skill and critical thinking.

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Anindita Primadani, 2014

The Impact Of Teacher Talk Towards Students’ Participation

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu BIBLIOGRAPHY

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only students’ comprehension of some particular concepts, but also

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The Impact Of Teacher Talk Towards Students’ Participation

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BIBLIOGRAPHY

Abura, J.A. (1998). Verbal communication in the classroom: What christian educators can do to help their students. Retrieved from: http://ict.aiias.edu/vol_23/23cc_001-011.htm

Alwasilah, A. Chaedar. (2002). Pokoknya kualitatif. Dasar-dasar merancang dan melakukan penelitian kualitatif. Jakarta. Pustaka Jaya.

Astin, A. W., (1999). Student Involvement: A developmental theory for higher education. Journal of College Student Development, 38, 518-529.

Retrieved from:

https://www.middlesex.mass.edu/ace/downloads/astininv.pdf

Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report,

13(4), 544-559. Retrieved from http://www.nova.edu/ssss/QR/QR13-4/baxter.pdf

Bilash, O. (2009). Let’s talk: Teacher support. Classroom language. Retrieved from: http://www.cambridge.org/us/ESL/letstalk/support/language.htm Brown, H. D. (2001). Teaching by principles: An interactive approach to

language pedagogy (2nd ed.). New York: Longman.

Burnett, P,C., Mandel, V. (2010). Praise and feedback in the primary classroom: Teacher’s and students’ perpectives. Australian Journal of Educational & Developmental Psychology, 10, 145-154.Retrieved from: www.newcastle.edu.au/journal/ajedp/