TEACHER PERCEPTION OF CLASSROOM TALK IN ENGLISH LEARNING AT THE VOCATIONAL SCHOOL A THESIS
TEACHER PERCEPTION OF CLASSROOM TALK
A THESIS
Presented as a Partial Fulfillment of the Requirements
to Obtain the Degree of Magister Humaniora (M. Hum.)
in English Language Studies
by
Sigit Hartanto
056332017
THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2010
LWords from me to teachers,… Sorrow and happiness accompany your life Inevitable consequences of your profession
Greatly impact upon your students
It is important for you To be proud of your job Here you can transfer your knowledgeAnd attitudes to your students by
Recognizing their needsTeaching is the work of a teacher
Award will come later Never hope too much Think positively! Okay? vi
ACKNOWLEDGMENTS
Praise the Lord God Almighty for blessing me with health and chance to accomplish this study.I would like to express my deepest thanks to my advisor Dra. Novita
Dewi, M.S., M.A (Hons)., Ph.D. for the invaluable support, guidance, and timely
encouragement she gave me while I was doing this research. I am truly grateful to
her for her advice and suggestions right from the beginning when this study I was
only in its formative stage. Many thanks are also addressed to F.X. Mukarto,
Ph.D., Dr. J. Bismoko, Dr. B.B. Dwijatmoko, M.A. in two years of lecturing as
well as in always encouraging me to finish this thesis, and to Dr. Fr. B. Alip,
M.Pd., M.A. for his suggestion to improve this thesis.. Lots of thankfulness is also addressed to Mbak Lely, the administrative
staff of the English Language Studies for giving me the information I needed to
know concerning the schedules and other arrangements.My special thanks go to Drs. Aruji Siswanto, the school principal of SMK
Negeri 3 Yogyakarta for allowing me to do this research in the institution and his
willingness to participate in doing direct interviews. I would like also to send my
sincere thanks to Dra. Sri Hartayani and her students in Class 3EL , especially
4 Susilo, Wahyu Triasih, and Yohanes. Their help in providing the time and
allowing me to observe her class during her teaching-learning practices, and
answering the interviews mean a great deal to me.I owe a great depth of gratitude to my wife, Murni, my son, Harel, and my daughter, Ria, who have given me freedom to spend the time to finish this study. I would like to express my great honor and thankfulness to LPMP DIY and
Pemerintah Kota Yogyakarta for giving me the scholarship to take the graduate
program in the English Language Studies in Sanata Dharma. I was lucky to be
one of the thirty vocational school English teachers to achieve this great
opportunity of which I have never dreamt before.Last, but by no means least, I wish to thank my readers for their interests in and comments on this thesis. May God bless us always! Yogyakarta, August 28, 2010
vii
TABLE OF CONTENTS
TITLE PAGE ……………………………………………………………………..i
APROVAL PAGE ………………………………………………………………..ii
ACCEPTANCE ………………………………………………………………….iii
STATEMENT OF ORIGINALITY ……………………………………………...iv
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAHUNTUK KEPENTINGAN AKADEMIS ………………………………………...v
WORDS FROM ME TO TEACHERS …………………………………………..vi
ACKNOWLEDGEMENTS ……………………………………………………..vii
TABLE OF CONTENTS ……………………………………………………… viii
LIST OF TABLES ………………………………………………………………xii
LIST OF FIGURES …………………………………………………………….xiii
LIST OF ABBREVIATIONS …………………………………………………..xiv
ABSTRACT ……………………………………………………………………..xv
ABSTRAK ……………………………………………………………………...xvi
CHAPTER I INTRODUCTION A. Background of the Study ………………………………………………………1
B. Problem Identification …………………………………………………………1
C. Problem Limitation …………………………………………………………….2
D. Research Question ……………………………………………………………..4
E. Research Goal .....................................................................................................4
F. Research Benefits ………………………………………………………………5
1. Theoretical Benefits ………………………………………………………..5
2. Practical Benefits …………………………………………………………..6
CHAPTER II LITERATURE REVIEW A. Theoretical Review ……………………………………………………………7
1. Perception …………………………………………………………………..7
2. Classroom, Classroom Talk, and Teacher Talk …………………………..12
3. Learning, English Learning, and Acquisition……………………………..17
4. Vocational School ………………………………………………………...20
viii
CHAPTER III RESEARCH METHODOLOGY A. Nature of Data ………………………………………………………………. 33 B. Research Method ……………………………………………………………. 35 C. Data Sources ………………………………………………………………… 35
E. Data Triangulation ……………………………………………………………44
CHAPTER IV DESCRIPTION AND INTERPRETATION A. Source of Text Data ………………………………………………..45
B. Instrumentation …………………………………………………….47
D. Description and Interpretation …………………………………….58
b. The Result of the Observation ………………………………55
a. The Result of the Interview …………………………………52
2. Presentation of Text Data ………………………………………52
1. Interview and Observation ……………………………………...49
C. Text Data Acquisition ……………………………………………...49
2. Instrument Trustworthiness …………………………………….48
1. Instrument Building …………………………………………….47
ix
5. Lived-experience in Progressive Qualitative Research ……………...........24
4 …………………………………46
2. English learning in Class 3EL
1. The Vocational and Classroom Setting ………………………..45
D. Data Interpretation …………………………………………………………... 42
3. Instruments, Data Gathering, and Data Presentation …………………… 37
2. Participants ……………………………………………………………… 36
1. Setting …………………………………………………………………… 36
C. Theoretical Framework ………………………………………………………29
B. Related Studies ……………………………………………………………….27
b. Meaningful Understanding ……………………………………………..26
a. Features of Progressive Qualitative Research ………………………….24
3. Participants of the Study ………………………………………..46
1. Teacher’s Belief about Classroom Talk ………………………..58
2. Teacher’s Intention in Using Her Talk in the Classroom ……..59
3. Teacher’s Action in the Classroom …………………………….60
4. Students’ Understanding about Classroom Talk ………………63
5. Students’ Experience with the Teacher in the Classroom …….63
6. School Principal’s Understanding about Classroom Talk …….64
7. School Principal’s Expectation …………………………….......65
8. School Principal’s Experience in Mastering English ………….66
CHAPTER V CONCLUSION, IMPLICATION, AND RECOMMENDATION A. Conclusion ……………………………………………………………………69
B. Implication ……………………………………………………………………70
C. Recommendation ……………………………………………………………..71
REFERENCES …………………………………………………………………. 72
INTERNET SOURCES …………………………………………………………74
APPENDICES ………………………………………………………………….. 75
Appendix 1 Blueprint for Interview Guide ….………………………………75
Appendix 2 Observation Guide ……………………………………………...76 Appendix 3 Questionnaire …………………………………………………...81Appendix 4 Interview Report Sheet 1 ………………………………….........82
Appendix 5 Interview Report Sheet 2 ………………………………….........84
Appendix 6 Interview Report Sheet 3………………………………………..88
Appendix 7 Interview Report Sheet 4………………………………………..90
Appendix 8 Interview Report Sheet 5………………………………………..93
Appendix 9 Interview Report Sheet 6………………………………………..97
Appendix 10 Interview Report Sheet 7..……………………………………100
Appendix 11 Interview Report Sheet 8 ……………………………………103
Appendix 12 Interview Report Sheet 9 ……………………………………106
Appendix 13 Observation Report Sheet 1…………………………………..109 Appendix 14 Observation Report Sheet 2…………………………………..117 xAppendix 15 Summary of the Interview with the Teacher ………………...123 Appendix 16 Summary of the Interview with Students ………………..........127
Appendix 17 Summary of the Interview with the School Principal ………...128
Appendix 18 Classroom Talk Categorization Showing Teacher Talkon the Observation …………………………………………………………130
Appendix 19 Classroom Talk Categorization Showing Student Talkon the Observation …………………………………………………………135
xi
LIST OF TABLES
Table 2.1.a. FLINT System Concerning Teacher Talk……………..……………14
Table 2.1.b. FLINT System Concerning Student Talk ……………….…………15
Table 2.2 Research Construct Mapping …………………………………………30Table 3.1 Type of Data and Source of Data ……………………………………..34Table 3.2 Observation Guide Modified from FLINT Model …………………….39Table 4.1 Sample of Blueprint Interview for Interview with the Teacher ..……..47Table 4.2 Sample of Blueprint Interview for Interview with the Students .……..48Table 4.3 Sample of Preliminary Interview 1 ………....………………………...49Table 4.4 Sample of First Observation Text Data ………………………………50Table 4.5 Sample of Data Gained from a Questionnaire ………………………..51Table 4.6 Sample of the Summary of the Interview with the Teacher ………….53Table 4.7 Sample of the Summary of the Interview with the Students ………….53Table 4.8 Sample of the Summary of the Interview with the School Principal …54Table 4.9 Sample of Classroom Talk Categorization Showing Teacher Talk on the Observation ……………………………………………………56Table 4.10 Sample of Classroom Talk Categorization Showing Student Talk on the Observation ……………………………………………………57
xii
LIST OF FIGURES
Figure 2.1. Primary Loop of Projection and Introjections …………………….… 8Figure 2.2 The Complete Sequence of Perception …………………………….... 9Figure 3.1 From Data to Text …………………………………………………....45
xiii
LIST OF ABBREVIATIONS
3EL : Class of Third Year Students of Electric Study Program
4 IRF : Initiate Response Feedback
KTSP : Kurikulum Tingkat Satuan Pendidikan (School Based Curriculum) SMK : Sekolah Menengah Kejuruan (Vocational School)
xiv
ABSTRACT Sigit Hartanto. 2010. Teacher Perception of Classroom Talk in English Learning at the Vocational School. Yogyakarta: English Language Studies, Graduate Program, Sanata Dharma University.
The process of English language teaching and learning in the classroom is
very complicated. Teachers play decisive roles in the process of teaching-learning
practices. Classroom talk, as the main aspect of teachers and students’ behavior,
has a great impact on the students’ language learning.The study attempts to describe and interpret the role of classroom talk
obtained from reflection. It attempts to address the research question ‘What is the
teacher perception of classroom talk in English learning process at the vocational
school?’ It describes to what extent the role of classroom talk plays in the
classroom situation based on the teacher reflection. To answer the research
question, this study describes the content or message in the classroom talk, who
articulated the content, or the message, how the content or message was
articulated, and why such expression was articulated by the participants. In
conducting the study, the researcher used progressive qualitative approach. The
data collected were in the form of texts. In collecting the texts, field notes,
observations, and open-ended interviews were done. One English teacher was
chosen as a participant in this study. To ensure the trustworthiness of the text data,
interviews were also conducted to three students of the same class. To verify the
data school principal was also interviewed. To dig data out from the students, a
questionnaire was done to the class. To construct classroom talk in English
learning, the teacher-participant of the study was observed prior to and during their
teaching-learning practices. She was also interviewed to follow the
observations. The observations were focused on the classroom talk articulated
during the English teaching-learning process in the classroom. Since it is a
qualitative study, the data are presented in the descriptive and narrative form.The result of this study shows that the teacher regarded classroom talk
as any talk occurred in the classroom during teaching-learning practices. Since
the teacher taught English subject, she was aware that she should communicate
in English with students prior to her teaching-learning practices until the end
of her class activities. It was verified by her school principal who also had the
same understanding that English teachers should use English in delivering
their teaching-learning practices. Besides, her students were also aware of the
intention of being taught using English. xvABSTRAK Sigit Hartanto. 2010. Teacher Perception of Classroom Talk in English Learning at the Vocational School. Yogyakarta: English Language Studies, Graduate Program, Sanata Dharma University.
Proses pengajaran dan pembelajaran bahasa Inggris di dalam kelas sangat
kompleks. Guru mempunyai peran yang sangat penting dalam kegiatan belajar-
mengajar. Percakapan kelas, sebagai perilaku utama guru dan siswa, mempunyai
kekuatan yang besar pada pembelajaran bahasa.Penelitian ini berusaha untuk menjelaskan dan menginterpretasikan peran
percakapan kelas yang diperoleh dari refleksi. Penelitian ini berusaha untuk
menjawab pertanyaan ‘Apakah persepsi guru tentang percakapan kelas di dalam
proses pembelajaran bahasa Inggris di sekolah menengah kejuruan?’ . Penelitian
ini akan menjelaskan sampai sejauh mana percakapan kelas berperan di dalam
kelas berdasarkan refleksi guru. Untuk mendapatkan jawaban pertanyaan
penelitian tersebut, studi ini akan menjelaskan isi atau pesan yang terdapat di
dalam percakapan kelas, siapa yang berbicara , bagaimana pesan itu disampaikan,
dan mengapa ungkapan itu diucapkan oleh partisipan. Dalam melakukan
penelitian ini, peneliti menggunakan pendekatan kualitatif progresif . Data yang
dikumpulkan berupa teks. Untuk mengumpulkan teks dilakukan pencatatan di
lapangan, observasi, dan wawancara. Satu orang guru bahasa Inggris dipilih
sebagai partisipan di dalam penelitian ini. Untuk memperoleh validasi teks, juga
dilakukan wawancara terhadap tiga orang siswa di kelas yang sama. Untuk
menggali data dari seluruh siswa dalam kelas tersebut juga dilakukan kuesioner.
Untuk mengetahui bentuk percakapan kelas dalam pembelajaran bahasa
Inggris, partisipan-guru penelitian ini diobservasi sebelum dan selama proses
belajar-mengajar berlangsung. Partisipan tersebut juga diwawancarai setelah
diadakan observasi. Observasi difokuskan pada percakapan kelas yang diucapkan
selama proses belajar-mengajar di dalam kelas. Sebagaimana penelitian kualitatif,
maka data dipaparkan dalam bentuk deskripsi dan narasi.Hasil penelitian ini menunjukkan bahwa guru beranggapan bahwa
percakapan kelas adalah semua percakapan yang muncul di dalam kelas selama
kegiatan belajar-mengajar berlangsung. Oleh karena dia adalah guru yang
mengajar mata-pelajaran bahasa Inggris dia menyadari sepenuhnya bahwa dia
harus berkomunikasi dalam bahasa Inggris dengan para siswanya sejak
sebelum kegiatan belajar-mengajar sampai dengan akhir kegiatan kelasnya.
Hal ini dibenarkan oleh kepala sekolahnya yang juga mempunyai pengertian
yang sama bahwa guru bahasa Inggris harus menggunakan bahasa Inggris
dalam kegiatan belajar-mengajarnya. Tambahan pula para siswanya juga sadar
akan tujuan bahwa mereka harus diajar dengan menggunakan bahasa Inggris.xvi
CHAPTER I INTRODUCTION The aim of this chapter is to define a case of classroom talk in the English
teaching-learning processes at the vocational school. In this chapter the researcher tries to describe the orientation of the study and by so doing, attempt to orient the reader about it.
A. Background of the study
It has been noticed that teachers often talk about their teaching-learning practice and their students in particular, whenever they meet their colleagues, for example about problematic classroom situation, negative attitudes or some difficulties students have in their learning process. Some teachers often regard their students‘ motivation is low while students feel bored with the way their teacher is teaching. Classroom talk is considered to be one of the matters causing the problematic classroom situation.
B. Problem Identification
Classroom talk in English learning is considered to be a problematic area for language teachers. On the one hand, teachers should not talk too much when conducting teaching-learning in class, since the more teacher talk therein, it will deprive the students from having the opportunities to speak. Besides, the quality should be considered to be more important than the quantity of teacher talk. The quality of teacher talk here means the effectiveness of the teacher talk. It should be able to facilitate the teaching-learning process as well as to promote communicative interaction in the classroom. The teacher talk that can promote classroom interaction is therefore called communicative. The teacher talk includes, for example, the kind of questions they ask, the speech, modifications they make when talking to learners, and the way they react to students ‘ errors.
This research focuses on the classroom talk that occurs in the English classroom at the vocational school. What is the narrative of the teacher in using her classroom talk based on her lived-experience in the English teaching-learning practices in the classroom? What are the teacher
‘s personal reasons in using her classroom talk during her teaching-learning practices? How does the teacher actualize classroom talk in her classroom?
Four main sources, e.g.; class observations, interviews, a questionnaire, and research documentation were done to gain the information concerning the classroom talk in the English classroom at the vocational school. Since this study conveys the qualitative research, it uses natural series of activities including observations and interviews. Hopefully, it will be able to help teachers to contextualize their understanding in using classroom talk effectively in the English learning at the vocational school. Teachers of English at vocational schools are hoped to be able to contextualize the goals and objectives in teaching English.
Eventually, they are capable as to how to choose, organize, sequence and use classroom talk effectively to support their teaching-learning process.
C. Problem Limitation
Conventionally, a teacher is usually regarded as an organizer as well as a controller over the implementation of classroom activities, and an evaluator of students‘ performances of the activities. So, a teacher plays a dominant role over the expert who would transfer his or her knowledge or expertise to the unknowing students, who in turn would be assessed by evaluation instruments intended to measure the a mount of ―transferred knowledge‖ or ―transferred expertise.‖
Recently, students cannot be regarded as passive recipients but they have to play a much more active role in the learning process. In actualizing such a learning process, the classroom talk is considered to play an important role. Classroom talk should be dominantly expressed to increase student talk and decrease teacher talk. Thus, the students have the opportunity to use the new language in simulated real-life situations.
On the discussion of the background of the study and the problem identification, it has been mentioned that classroom talk in the English teaching- learning process is considered to be a problematic area for language teachers. The delimitation is based on both the conceptual considerations and the practical considerations. Classroom talk conveys some probable coverage, as some of them are mentioned in the previous problem limitation. The discussion of classroom talk will become the dynamic lived-experience for teachers and students as well. As decision makers in conducting the English teaching-learning process at the vocational school, the teacher‘s belief and their action will become rich sources of this study. The limitation of the study is expected to open the other possibilities of any further studies conducting on the issue and other aspects of classroom talk.
The research is limited only to focus on the discussion of classroom talk in one vocational school with one teacher, three students as participants, and to support trustworthiness the school principal is involved. It is expected to be possible to capture a clear picture about the issue. It is hoped that the text data collected in this research can interpret the teacher‘s perception of classroom talk at the vocational school. The limitation of the study, the size and nature of the samples, is hoped to draw more attention for the next studies concerning classroom talk and any factors concerni ng with the teacher‘s actual involvement in conducting teaching-learning process for the betterment of the further English education.
Being a teacher with hectic schedule and a multitude of responsibilities, I found a lot of difficulties in managing the time to conduct this research. There are fourteen English teachers teaching at the vocational school. This study is limited only to one English language teacher, three students, and the school principal of the vocational school as participants.
D. Research Question
The research question is formulated as follows: What is the teacher perception of classroom talk in English learning process at the vocational school?
E. Research Goal
Referring to the research question, the goal of this study is: To discover the teacher perception of classroom talk in the context of English teaching-learning process at the vocational school.
By exploring how the teacher contextualizes her classroom talk, self actualization, belief and intention in uttering their teacher talk in the English classroom at the vocational school; the following processes show the procedural
1. To describe the narrative of the teacher participant in using her classroom talk based on her lived-experience in the English teaching-learning process in a classroom setting.
2. To interpret the English teacher ‘s personal reasons in using her talk during teaching-learning practices.
3. To identify the ways the teacher uses her talk in conducting teaching-learning process at the vocational school.
F. Research Benefits
. When the research goal is obtained, it is expected that this research can contribute theoretically and practically as to how classroom teacher talk can be used effectively in the teaching-learning process in the English classroom. Thus, the research benefits of the study cover the theoretical benefit to add to the literature on the area of classroom talk and the practical benefits presented as follows:
1. Theoretical Benefits
Theoretically, the study attempts to provide scientific information in education in general, especially in encouraging teachers to make effective use of their classroom talk to focus on the topics they are delivering in class and situation most relevant to the students‘ needs. It may function as comprehensible input in developing education in general, and especially in English learning at the vocational school.
2. Practical Benefits
Practically, the study will be useful for the researcher, teacher participant, and the English teachers of vocational schools. The better understanding of classroom talk can help them to be more empowered, autonomous, and self- fulfilling. What is meant by empowered is that they understand about classroom talk in English learning, and know how to use effectively in their teaching- learning practices in classrooms. Autonomous here means that they can decide whether the classroom talk is effective or not in their classroom situation by their own right. While self-fulfilling means they can do their own best to meet the needs of their students. It is also hoped that English teaching-learning practices using classroom talk effectively can increase the students‘ interest and motivation with which eventually they will learn better.
CHAPTER II LITERATURE REVIEW In this chapter, the researcher attempts to take the discussion in the
previous chapter further forward, exploring some theoretical review and framework of thinking. It focuses on the issues related to classroom talk and the factors involved in teachers‘ function at the vocational school especially in the important role of teachers in creating dynamic activities during teaching learning process in English classes. Furthermore in this chapter, the researcher tries to build up the theoretical framework of the study to explain the construct and concepts used in this research to answer of the research question.
A. Theoretical Review
The theoretical review in this section discusses relevant theories in accordance with the research. The current literature on related topics in this section covers the review on (1) perception, (2) classroom, classroom talk, and teacher talk, (3) learning, and English learning, (3) vocational school, and (5) lived- experience in progressive qualitative research.
1. Perception
This study explored the teacher perception on classroom talk used in class during their teaching-learning practice. Before coming to the ‗field‘, it is important for the researcher to understand the meaning of perception viewed from different sources.
According to Heat (2003), ordinary perception is passive. In this situation his/her attention to something, this switch is the act. The passive observation leads to the interest in the situation, which then leads to the act of attention, etc.
For example, two people, Jim and Tom, walk down the high street in town. They see a mother slap a child and make it cry. The first part of perception can be seen in this sequence:
a) Passive observation Interest Act of close attention Jim takes the child‘s side and mentally criticizes the mother for her violence; the incident arouses the feeling of displeasure in him. Tom sides with the mother, and mentally criticizes the child; he feels pleasure at the correction of unruly behavior. So, there is one image, and two different interpretations, two different feelings. The second part of perception makes this sequence:
b) Act of close attention Foreground content or image Heat then says that the close observation of the foreground image is followed by a judgment on that image. Then the judgment allows the person to generate the requisite feeling towards the image. The third part of perception makes this sequence: c) Foreground content Judgment Feeling He continues arguing that having arrived at feeling, there is the loop of projection and introjections.
Feeling
Desire Belief
Will
Figure 2.1 Primary loop of projection and introjections What is meant by projection is an image built by the feeling, while introjection is the insertion of attitude or idea into oneself unconsciously.The act of perception has led us to this loop. Therefore the complete sequence of perception is as given in figure 2.2. The arrows indicate the change from one stage to the next one. The sequence ends in the loop of projection and introjections.
Passive observation Interest Act Content Judgment
Feeling Desire Belief Will
Figure 2.2 Complete sequence of perceptionThe sequence in Figure 2.2 is the psychological view of perception because it involves a judgment which then leads to psychological states of desire and emotion. However, if one stops short of making any judgment, then the sequence of perception ends with the foreground content. Therefore, the process of perception has two parts to it. The sequence from passive observation to foreground content is the unconscious part. Then the continuation, from judgment to the loop of projection and introjections, is the subconscious part since it deals with the hidden intentions and expectations of the person. Within this process, the most important section is part (c), the links between foreground content, judgment and feeling.
Russell (2006) defines a perception as a process of collecting together all those that are aspects of on things. What a person can perceive is associated with what s/he does.
Vernon (1987) points out three dimensions of perception. They are the understanding about the object, the view and the action toward the object. While, Sadli (1986) defines perception as active processes in which an individual views some stimuli together with her/his experiences, motivation and attitude. The knowledge of the identity of objects and features in the environment is obviously valuable. In the process of viewing the objects of stimuli, needless to say, an individual always tries to compare with what s/he has in his prior knowledge.
The concern of this study is an attempt to capture the English teacher‘s understanding, opinions, and experience based on the practical use of classroom talk in teaching-learning practice at vocational school.
Perception of course involves experience which does not only refer to sets of past events but also refers to what human beings are constantly at work trying to make meaning of what is going on around and within them, a process that mixes memory including understanding, desire, intention or expectation, anticipation, relations with others, cultural patterns, feelings, belief or sights, behaviors, smells, sounds, etc. (Murphy, 1960, p.13 in Bradley, 2002).
Based on the elaboration above, the researcher can see that perception
is what people notice, understand, intend, and act through out their own life.
It is the interpretation or the responses of people toward the phenomenon occur in their lived-experience. It is reflected on their past experience, understanding, intention or expectation, anticipation, interaction with others.
As stated in the limitation of the problems this study focuses only on the three aspects of the teacher perception based on experience, namely beliefs, action and intention toward the classroom talk . Therefore, the operational definition of the teacher perception based on the experience becomes what the teacher believes about, does with and intends to use the classroom talk in her teaching learning practices at school. The classroom talk, as explained in the limitation of the problems, refers to the goal, process and resources.
It is reflected on the teacher‘s teaching-learning practices in the classroom.