The analysis of Teacher Talk
The analysis of Teacher Talk
INTRODUCTION
A. Background
Teacher talk becomes an essential factors in English classroom since the behaviorsm
theory looks at learning process through imitation, practice, reinforcement, and habit-formation.
It can be drawn that students in language classroom will try to imitate what they listen, and they
will try to practice what they know if their teacher encourage them to speak English as a habit in
classroom. Therefore teacher becomes a model for them.
Krashen theory (1981) about language acquistion that learners need comprehensible input
has drawn more attention of scholars and researchers world wide, such as Lindholm-Leary
(2001), Seedhouse (2004), Berlin (2005), Ellis & Barkhuizen (2005), Wright (2005), Robinson
(2006) (Liu Yanfen & Zhao Yuqin 2010) to investigate teacher talk. The researchers has shown
how teachers use language to facilitate learning and promote interaction in their classroom.
There are some aspects of teacher talk which need to explore such as the characteristics
of teacher talk, functions of teacher talk, the effect of teacher talk on students motivation,
attitude, and achievement. In the era of communicative language teaching, analyses of teacher
talk typically focuses on the characteristics that fail to make such talk communicative (Richard
Cullen) further more XU Xiao-hui (2010) stated that teacher talk is usually viewed as one of the
decisive factors of success or failure in classroom teaching, and Liu Yanfen & Zhao Yuqin, 2010
argue that the success of teaching depends to a large extent on the way teachers talk and
interactions that occur between teachers and students.
In relation to explanation above, the observer interested in analyzing teacher talk in terms
of its characteristics and its function. This is a mini research which only recorded a teacher in
English classroom in a meeting.
B. Problem Statement
This observation intended to answer these following questions, which are listed as follows:
1. What types of language were used by teacher in English classroom?
2. How language was used by teacher in English classroom
3. Did the teacher use non verbal communication in English classroom?
REVIEW OF RELATED LITERATURE
A. Teacher Talk
1. Definition of teacher talk
Teacher talk is viewed from the the application of language that teacher used in classroom.
Every words of teacher in classroom can control student’s activities. Sinclair ＆ Brazil, 1982
stated that teacher talk is the language in the classroom that takes up a major portion of class
time employed to give directions, explain activities and check students’ understanding.
Ellis’s (1984) and Milal’s (1993) defined teacher talk as the language produced by teachers
addressed to the students in classroom interaction serving two functions that is pedagogical and
communicative. Pedagogical function refers to the language used byteachers that intentionally
becomes a model for students in learning the language and communicative function deals with
the language used by the students in their own interaction both inside and outside the classroom
as the result of language model
2. Characteristics of teacher talk
a.
b.
c.
d.
a.
b.
c.
There are some characteristics of teacher talk. Breines’ (2002) stated that the teacher talk
functioning as a language input for the students’ foreign language development should have the
following characteristics:
It is directive. The main function of directives is not only to instruct the students what to do but
also to get the attention of the students;
It is imperative. The teacher may employ humor and invite giggles and laughter to appreciate the
social affection;
It should be shorter, simpler, slower, and clearer speech; and
There should be repetition
Chaudron’s (1988) proposed that teacher talk contains linguistic modifications or adjustments
in terms of phonology, lexicon, syntax, and discourse.
In the phonology level, the adjustments of teacher talk usually take the form of slowing down
the rate of speech, separating words/syllables articulation, using more careful pronunciation by
giving heavier stress, and increasing volume on key words;
In the lexicon level, the modifications are in the forms of using restricted vocabulary size,
replacing the unfamiliar items with the more frequently used ones, and repeating words more
frequently.
In the syntax level, the modifications are usually in terms of using fewer contractions, shorter
utterances, making grammatical relationship more explicit, and using co-ordinations more than
subordinations, etc
3. Types of teacher talk
According to Doff (1993) there are two types of teacher talk instructional talk and
manegement talk.
a. Instructional talk.
Instructional talk is employed to present the lesson or language content. There are some
function of insrtructional talk which arelisted below:
1) Introduction,
2) Asking for information,
3) Explanation,
4) Encouraging,
5) Giving direction
6) Correcting,
7) Interrupting,
8) Introducing material,
9) Giving examples,
10) Attracting attention,
11) Reminding,
12) Consolidating,
13) Drilling,
14) Changing topic,
15) Reading students’ writing,
16) Asking to do something,
17) Interpreting,
18) Acknowledging,
19) Finding out about language,
20) Repeating,
21) Commenting,
22) Checking comprehension
23) Giving suggestion,
24) Dictating
b. Management talk.
Management talk is used to manage classroom activities. The function of teacher talk are
listed below:
1) Greeting
2) Instruction,
3) Asking for information,
4) Talk/chatting to students,
5) Checking attendance,
6) Grouping/telling students where to sit
7) Encouraging,
8) Giving turn,
9) Thankingg
10) Apologizing,
11) Advising,
12) Acknowledging,
13) Asking to do
something,
14) Marker, and
15) Ending lesson/topic
Celcia-Murcia (1989) also defined teacher talk into two types, inderect talk and direct talk.
a. Indirect talk may appear in such a way of accepting students’ feeling, stimulating students’
motivation and interest, using students’ perception, and offering questions, and
b. Direct talk may come out in terms of informing something, giving direction, and justifying
students’ authority.
B. Non verbal Communication
Non-verbal communication refers to body language. Sometimes people can’t express their
feeling, attitude, and opinion by using words, but they use body language. It can be seen from the
way of people place and move their body, for instance the way people move,the way of their
eyes are seeing, etc.
It seems that body languages convey certain meaning, so it is required the interpretation.
There is a certain meaning of expression which people can be catched from body language, for
instance the position of bodies, our closeness to and the space between us and other people
(proximity), and how this changes, our facial expressions, our eyes especially and how our eyes
move and focus, etc, how we touch ourselves and others, how our bodies connect with other nonbodily things, for instance, pens, cigarettes, spectacles and clothing, our breathing, and other less
noticeable physical effects, for example our heartbeat and perspiration. Body language also tends
to include the pace, pitch, and intonation, volume, variation, pauses, etc., of our voice.
Sometimes people interprate body language in a limited degree, but the subject is potentially
immensely complex. Perhaps infinitely so, given that the human body is said to be capable of
producing 700,000 different movements (Hartland and Tosh, 2001). Body language can be
interpreted different from different people. There are some ways in which body language may
vary in the their meaning. It may have a different because of context,culture, age,gender, etc.
Muhayyang, (2012) defined nonverbal communication as a multichannel-ed process
performed spontaneously in communication. It typically involves a set of non linguistic
behaviors that are enacted subconsciously in human communication and it is a part of
communication process when someone intentionally attempts to convey a message, whether or
not he/she intends to communicate a particular meaning.
THE ANALYSIS OF TEACHER TALK
In this research, the observer recorded a teacher in English language Center. He was
teaching for adult. There were 5 students in classroom. Teacher used 95% English and
Indonesian language (5%). Indonesian language was used as code switching. If his students did
not understand his English, he switched it to Indonesian language but he only translated it for
students. He said “How do you spell that?“ but his student felt confused to answer so he
switched his language to Indonesian by saying “bagaimana kamu mengejanya?”. The teacher
also used indonesian language to make it clear for his students. he compared indonesian
sentences and English sentences to show the differences between two languages.
“How do you do? Don’t try to translate one by one “ bagaimana yang kamu kerjakan”
“But we don’t ask about your hometown, because i know you’re from Takalar, but i want to know “tadi darimana
itu? Saya dari mall panakukang, darimana? Saya dari rumah sakit, so how do you ask the question about that.
Darimana.... where do you come from? Yea, this is different. Just say “where have you been”
Teacher tried to be a model for his students. He used English fully in teaching process. He
tried to customized his students to listen and speak English. He said to his students: “So first we are
going to customize our self how to apply English. Customize is the point here” .
The writer found some examples of teacher talk which refers to the way of teacher used
language in classroom. It was used in teaching lesson and managing classroom activities. It can
been by looking at its function.
1. Checking attendence
Teacher checked attendant list in the beginning of classroom.Teacher in this observation
meeting checked his students’ name and great his students. it was indicated that it was the first
meeting of the classroom..
so let me know first about you’re all
serly okey
Rejoice.... yaa, but not come today, i see
Ahmady, nice to see
Reza, nice to see you
Asriani,, oke momm Asriani
Indra Agus... doesn’t come, right
Alia also
Reva I have recognized her
2. Asking for information
It was a request, for information and it was the commonest and most straightforward way to get some
information about students. Teacher employed his questioning skills.
Asriani, could you please tell me about your self
Yes, could you please tell me about your self
I mean, please introduce yourself to me in order you aplly this programme
In English you call Local clinic, right
How long have you been here?
Nineteen ninety nine
What? Two tousand and nine,, mmm, i see, thirteen years, really?, nice working right, you love your job
Yaa, detective.....from Tv
I see
Where do you live, oh so far?
How do you come here
By car? To Makassar, well great
Mr. Reza, could you please tell me about yourself?
Yeah...yeah.....oh
Miss eva could you please tell me about yourself
Any other, okey right enough
Mr.Ahmady, could you please tell me about yourself
Yeah.....by bicycle...... yeah
3. Giving suggestion
Teacher gave suggestion to his students.
I think we have to be optimist in learning
The point is where ever and when ever we are, we can speak English by a litle information
Yea step by step
English is not our mother tongue, so you can combine with attention, just try to speak up
Don’t be shy
So what will you do in this class room?
Step by step this is not our mother tongue
God willing, insyaallah selama kita punya tekad, kita pasti bisah, this is my progress when the first time I learn
English: “ what you hear, you can’t forget, you hear you remember, what yo do you understand. You hear, you speak
and you do.
So you can combine, or mixing atau menggabung-gabung. For today 20% English, 8o% Indonesia, the next meeting
25% English, 75 % Indonesia, next time may be 50% English, 50 % Indonesia, until you get 100%
4. Instruction
Teacher told to students what to do in classroom.
Well talking about this class
So your target is to be able to customize you listening to the conversation every time coming here. If you have
difficult how to speak up, but in English you can combine with bahasa Indonesia
It’s the principle
5. Dictating
Teacher used language to dictate his students.
So have a look like this
This is my notebook
I’m bringing attendend list, I’m bringing a pen, i’m bringing a board marker, and also i have a book, I’m wearing
watch, I’m bringing mobile phone
6. Giving direction
Language was used to direct students
By that information, I want you all try to make one paragraph who i am
Let start to unit one, part one, page 2
7. Repeating
Teachers sometimes needed to repeat his words for a certain reason. In this context, teacher
repeated his words to make it clear for his students.
By the information, notebook, attendent list, book marker, watch, try to make one paragraph to describe who i am
Try to make paragraph related to information
Ya, ya, ya, by this information, i have tell you that
I’m bringing attendend list, I’m bringing a pen, i’m bringing a board marker, and also i have a book, I’m wearing
watch, I’m bringing mobile phone
One paragraph
One paragraph could be three or four line
From the information you can explain about it
One paragraph only
Okey? One paragraph enough. It’s only describe about me by given information
8. Interpreting
Teacher gave responds to his student opinion by interpreting it.
Yeah......
You think that i’m work holic, because you see, I’m bringing notebook, so you think i always do everything by
notebook
9. Advising
Teacher gave advising to his students.
You can also explain about what is the function of this for me, what is of function of this,and you can also explain
about what is the function of this for me, what is of function of this
10.
Introducing material
Teacher used language to introduce material.
So when you meet person for the firt time you’ll great by sayinghow do you do. It means that the same meaning with
how are you, but in this first meeting, i don’t know your name, you don’t know my name
I don’t know about your activity, we don’t know each other,
If we don’t recognize each other, we don’t know each other
For the first meeting, you have known me, i have known you, I just say how are you, and you give me respond “ i’m
fine, i’m okay, or as usual (as usual seperti biasanya)
11.
Giving Examples
Teacher gave example to his students in relation to material.
How are you (teacher is asking to some students)
How do you do?
And then after that you just may tell your name (Mr.Ahmad nice to see you)
12.
Explanation
Teacher gave explanation to his students about material.
Am.is,are, what do you call that?
To be, alright
What is to be?
Mr.Ahmady, yea, Express how to apply “to be” in conversation
What is to be, Miss....yeah
Mr.Revan, what is to be?
To be “she is, I am, we are
So we apply before the convesation
It does not have a certain meaning, tidak ada artinya, nanti ada artinya kalau dia digunakan dalam kalimat
We apply for adjective, for example. What is adjective? For example I am a teacher, you are diligent.
What is in English of “dia perempuan”
She is smart, She is not smart, Is she smart?
We apply in positive, in negative, and interrogative
We put it in the beginning of sentence for interrogative
I think you get the point from this conversation “to be” also apply for noun, noun is not only things (benda-benda)
tetapi juga your job also
13.
Acknowledgement
It referred to the very brief feedback from the teacher in response to correct answers.
Okay great
Wa great conversation
14.
Ending lesson
Teacher closed his class.
I think enough for today. Thank you for your coming, thank you for your attention. See you next meeting
Language functions for instructional talk that found from this observation are asking for
information, giving suggestion, dictating, giving direction, repeating, interpreting, introducing
material, giving example, giving example, explanation, and acknowledgement, and languge
function for management talk are checking attendence, advising, instruction, advising, and
ending lesson.
The teacher spoke slowly and made it clear to his students by saying every words in the
right stress and intonation. He tried to pronounce words in the right way, for instance he said
“you think that i’m work holic” He gaveheavier stress and increasing volume on think and work
holic.
In the lexicon level, teacher tried to used familiar word such as recognized, Customize,
apply, etc.and he repeat his words more frequently if his student did not understand for example:
“I have told you that I’m bringing attendend list, I’m bringing a pen, i’m bringing a board marker, and also i have a
book, I’m wearing watch, I’m bringing mobile phone”
In the syntax level, teacher tried to arrange his words into good sentences (It can be seen
in the transcript data), for example when he saidthese follwowing sentences:
where are you from? I’m from Palopo
You also can ask where do you come from? I come from
He tried to arrange his words into a good sentences because he also explain about
grammar and its used in sentences, but there is evident where he made mistake in his talk, for
example: “Rejoice.... yaa, but not come today, i see” he did not use auxilary ‘does’. His wrong sentences
can be found in this expression: “Okey let pay attention and listen carefully” This sentences need a
subject between let and pay attention.
Teacher also used non verbal communication to facilitate learning and promote
interaction in his classroom. he used language to interact with their students but sometimes he
used his body movement. He sometimes rose his voice , or he sometimes changed his intonation
in a certain expression. For example in this expression “I mean, please introduce yourself to me
in order you apply this programme” He gave a greater degree of loudness in his
words mean and please introduce yourself.
Conclusion
Teacher employed two types of language. He used language to deliver material
(instructional talk) such as asking for information, giving suggestion, dictating, giving direction,
repeating, interpreting, introducing material, giving example, giving example, explanation, and
acknowledgement, and he also use language to manage classroom (management talk) such as
checking attendance, advising, instruction, advising, and ending lesson. His talk can be
categorized into a good characteristic. He spoke clearly, used familiar words for his students,
repeated his words or sentences, and arrange his words into a good sentence, although in some
parts he made mistake. He sometimes used body language to communicate his thought.
REFERENCES
Cullen, R. 1997. Teacher talk and the classroom context
Hartland, D and Tosh, C. 2001. Guide to Body Language. Caxton
Muhayyang, Maemmuna. 2012. Teacher talk.
Krashen, S. 1981. Second Language Acquisition and Second Language Learning. Oxford: Pergamon.
Xiao-hui, X. 2010. Analysis of Teacher Talk on the Basis of RelevanceTheory. Canadian Social
Science Vol. 6, No. 3, 2010, pp. 45-50.
Yanfen, L & Yuqin, Z. 2010. A Study of Teacher Talk in Interactions in English Classes. Chinese
Journal of Applied Linguistics (Bimonthly) Vol. 33 No. 2
INTRODUCTION
A. Background
Teacher talk becomes an essential factors in English classroom since the behaviorsm
theory looks at learning process through imitation, practice, reinforcement, and habit-formation.
It can be drawn that students in language classroom will try to imitate what they listen, and they
will try to practice what they know if their teacher encourage them to speak English as a habit in
classroom. Therefore teacher becomes a model for them.
Krashen theory (1981) about language acquistion that learners need comprehensible input
has drawn more attention of scholars and researchers world wide, such as Lindholm-Leary
(2001), Seedhouse (2004), Berlin (2005), Ellis & Barkhuizen (2005), Wright (2005), Robinson
(2006) (Liu Yanfen & Zhao Yuqin 2010) to investigate teacher talk. The researchers has shown
how teachers use language to facilitate learning and promote interaction in their classroom.
There are some aspects of teacher talk which need to explore such as the characteristics
of teacher talk, functions of teacher talk, the effect of teacher talk on students motivation,
attitude, and achievement. In the era of communicative language teaching, analyses of teacher
talk typically focuses on the characteristics that fail to make such talk communicative (Richard
Cullen) further more XU Xiao-hui (2010) stated that teacher talk is usually viewed as one of the
decisive factors of success or failure in classroom teaching, and Liu Yanfen & Zhao Yuqin, 2010
argue that the success of teaching depends to a large extent on the way teachers talk and
interactions that occur between teachers and students.
In relation to explanation above, the observer interested in analyzing teacher talk in terms
of its characteristics and its function. This is a mini research which only recorded a teacher in
English classroom in a meeting.
B. Problem Statement
This observation intended to answer these following questions, which are listed as follows:
1. What types of language were used by teacher in English classroom?
2. How language was used by teacher in English classroom
3. Did the teacher use non verbal communication in English classroom?
REVIEW OF RELATED LITERATURE
A. Teacher Talk
1. Definition of teacher talk
Teacher talk is viewed from the the application of language that teacher used in classroom.
Every words of teacher in classroom can control student’s activities. Sinclair ＆ Brazil, 1982
stated that teacher talk is the language in the classroom that takes up a major portion of class
time employed to give directions, explain activities and check students’ understanding.
Ellis’s (1984) and Milal’s (1993) defined teacher talk as the language produced by teachers
addressed to the students in classroom interaction serving two functions that is pedagogical and
communicative. Pedagogical function refers to the language used byteachers that intentionally
becomes a model for students in learning the language and communicative function deals with
the language used by the students in their own interaction both inside and outside the classroom
as the result of language model
2. Characteristics of teacher talk
a.
b.
c.
d.
a.
b.
c.
There are some characteristics of teacher talk. Breines’ (2002) stated that the teacher talk
functioning as a language input for the students’ foreign language development should have the
following characteristics:
It is directive. The main function of directives is not only to instruct the students what to do but
also to get the attention of the students;
It is imperative. The teacher may employ humor and invite giggles and laughter to appreciate the
social affection;
It should be shorter, simpler, slower, and clearer speech; and
There should be repetition
Chaudron’s (1988) proposed that teacher talk contains linguistic modifications or adjustments
in terms of phonology, lexicon, syntax, and discourse.
In the phonology level, the adjustments of teacher talk usually take the form of slowing down
the rate of speech, separating words/syllables articulation, using more careful pronunciation by
giving heavier stress, and increasing volume on key words;
In the lexicon level, the modifications are in the forms of using restricted vocabulary size,
replacing the unfamiliar items with the more frequently used ones, and repeating words more
frequently.
In the syntax level, the modifications are usually in terms of using fewer contractions, shorter
utterances, making grammatical relationship more explicit, and using co-ordinations more than
subordinations, etc
3. Types of teacher talk
According to Doff (1993) there are two types of teacher talk instructional talk and
manegement talk.
a. Instructional talk.
Instructional talk is employed to present the lesson or language content. There are some
function of insrtructional talk which arelisted below:
1) Introduction,
2) Asking for information,
3) Explanation,
4) Encouraging,
5) Giving direction
6) Correcting,
7) Interrupting,
8) Introducing material,
9) Giving examples,
10) Attracting attention,
11) Reminding,
12) Consolidating,
13) Drilling,
14) Changing topic,
15) Reading students’ writing,
16) Asking to do something,
17) Interpreting,
18) Acknowledging,
19) Finding out about language,
20) Repeating,
21) Commenting,
22) Checking comprehension
23) Giving suggestion,
24) Dictating
b. Management talk.
Management talk is used to manage classroom activities. The function of teacher talk are
listed below:
1) Greeting
2) Instruction,
3) Asking for information,
4) Talk/chatting to students,
5) Checking attendance,
6) Grouping/telling students where to sit
7) Encouraging,
8) Giving turn,
9) Thankingg
10) Apologizing,
11) Advising,
12) Acknowledging,
13) Asking to do
something,
14) Marker, and
15) Ending lesson/topic
Celcia-Murcia (1989) also defined teacher talk into two types, inderect talk and direct talk.
a. Indirect talk may appear in such a way of accepting students’ feeling, stimulating students’
motivation and interest, using students’ perception, and offering questions, and
b. Direct talk may come out in terms of informing something, giving direction, and justifying
students’ authority.
B. Non verbal Communication
Non-verbal communication refers to body language. Sometimes people can’t express their
feeling, attitude, and opinion by using words, but they use body language. It can be seen from the
way of people place and move their body, for instance the way people move,the way of their
eyes are seeing, etc.
It seems that body languages convey certain meaning, so it is required the interpretation.
There is a certain meaning of expression which people can be catched from body language, for
instance the position of bodies, our closeness to and the space between us and other people
(proximity), and how this changes, our facial expressions, our eyes especially and how our eyes
move and focus, etc, how we touch ourselves and others, how our bodies connect with other nonbodily things, for instance, pens, cigarettes, spectacles and clothing, our breathing, and other less
noticeable physical effects, for example our heartbeat and perspiration. Body language also tends
to include the pace, pitch, and intonation, volume, variation, pauses, etc., of our voice.
Sometimes people interprate body language in a limited degree, but the subject is potentially
immensely complex. Perhaps infinitely so, given that the human body is said to be capable of
producing 700,000 different movements (Hartland and Tosh, 2001). Body language can be
interpreted different from different people. There are some ways in which body language may
vary in the their meaning. It may have a different because of context,culture, age,gender, etc.
Muhayyang, (2012) defined nonverbal communication as a multichannel-ed process
performed spontaneously in communication. It typically involves a set of non linguistic
behaviors that are enacted subconsciously in human communication and it is a part of
communication process when someone intentionally attempts to convey a message, whether or
not he/she intends to communicate a particular meaning.
THE ANALYSIS OF TEACHER TALK
In this research, the observer recorded a teacher in English language Center. He was
teaching for adult. There were 5 students in classroom. Teacher used 95% English and
Indonesian language (5%). Indonesian language was used as code switching. If his students did
not understand his English, he switched it to Indonesian language but he only translated it for
students. He said “How do you spell that?“ but his student felt confused to answer so he
switched his language to Indonesian by saying “bagaimana kamu mengejanya?”. The teacher
also used indonesian language to make it clear for his students. he compared indonesian
sentences and English sentences to show the differences between two languages.
“How do you do? Don’t try to translate one by one “ bagaimana yang kamu kerjakan”
“But we don’t ask about your hometown, because i know you’re from Takalar, but i want to know “tadi darimana
itu? Saya dari mall panakukang, darimana? Saya dari rumah sakit, so how do you ask the question about that.
Darimana.... where do you come from? Yea, this is different. Just say “where have you been”
Teacher tried to be a model for his students. He used English fully in teaching process. He
tried to customized his students to listen and speak English. He said to his students: “So first we are
going to customize our self how to apply English. Customize is the point here” .
The writer found some examples of teacher talk which refers to the way of teacher used
language in classroom. It was used in teaching lesson and managing classroom activities. It can
been by looking at its function.
1. Checking attendence
Teacher checked attendant list in the beginning of classroom.Teacher in this observation
meeting checked his students’ name and great his students. it was indicated that it was the first
meeting of the classroom..
so let me know first about you’re all
serly okey
Rejoice.... yaa, but not come today, i see
Ahmady, nice to see
Reza, nice to see you
Asriani,, oke momm Asriani
Indra Agus... doesn’t come, right
Alia also
Reva I have recognized her
2. Asking for information
It was a request, for information and it was the commonest and most straightforward way to get some
information about students. Teacher employed his questioning skills.
Asriani, could you please tell me about your self
Yes, could you please tell me about your self
I mean, please introduce yourself to me in order you aplly this programme
In English you call Local clinic, right
How long have you been here?
Nineteen ninety nine
What? Two tousand and nine,, mmm, i see, thirteen years, really?, nice working right, you love your job
Yaa, detective.....from Tv
I see
Where do you live, oh so far?
How do you come here
By car? To Makassar, well great
Mr. Reza, could you please tell me about yourself?
Yeah...yeah.....oh
Miss eva could you please tell me about yourself
Any other, okey right enough
Mr.Ahmady, could you please tell me about yourself
Yeah.....by bicycle...... yeah
3. Giving suggestion
Teacher gave suggestion to his students.
I think we have to be optimist in learning
The point is where ever and when ever we are, we can speak English by a litle information
Yea step by step
English is not our mother tongue, so you can combine with attention, just try to speak up
Don’t be shy
So what will you do in this class room?
Step by step this is not our mother tongue
God willing, insyaallah selama kita punya tekad, kita pasti bisah, this is my progress when the first time I learn
English: “ what you hear, you can’t forget, you hear you remember, what yo do you understand. You hear, you speak
and you do.
So you can combine, or mixing atau menggabung-gabung. For today 20% English, 8o% Indonesia, the next meeting
25% English, 75 % Indonesia, next time may be 50% English, 50 % Indonesia, until you get 100%
4. Instruction
Teacher told to students what to do in classroom.
Well talking about this class
So your target is to be able to customize you listening to the conversation every time coming here. If you have
difficult how to speak up, but in English you can combine with bahasa Indonesia
It’s the principle
5. Dictating
Teacher used language to dictate his students.
So have a look like this
This is my notebook
I’m bringing attendend list, I’m bringing a pen, i’m bringing a board marker, and also i have a book, I’m wearing
watch, I’m bringing mobile phone
6. Giving direction
Language was used to direct students
By that information, I want you all try to make one paragraph who i am
Let start to unit one, part one, page 2
7. Repeating
Teachers sometimes needed to repeat his words for a certain reason. In this context, teacher
repeated his words to make it clear for his students.
By the information, notebook, attendent list, book marker, watch, try to make one paragraph to describe who i am
Try to make paragraph related to information
Ya, ya, ya, by this information, i have tell you that
I’m bringing attendend list, I’m bringing a pen, i’m bringing a board marker, and also i have a book, I’m wearing
watch, I’m bringing mobile phone
One paragraph
One paragraph could be three or four line
From the information you can explain about it
One paragraph only
Okey? One paragraph enough. It’s only describe about me by given information
8. Interpreting
Teacher gave responds to his student opinion by interpreting it.
Yeah......
You think that i’m work holic, because you see, I’m bringing notebook, so you think i always do everything by
notebook
9. Advising
Teacher gave advising to his students.
You can also explain about what is the function of this for me, what is of function of this,and you can also explain
about what is the function of this for me, what is of function of this
10.
Introducing material
Teacher used language to introduce material.
So when you meet person for the firt time you’ll great by sayinghow do you do. It means that the same meaning with
how are you, but in this first meeting, i don’t know your name, you don’t know my name
I don’t know about your activity, we don’t know each other,
If we don’t recognize each other, we don’t know each other
For the first meeting, you have known me, i have known you, I just say how are you, and you give me respond “ i’m
fine, i’m okay, or as usual (as usual seperti biasanya)
11.
Giving Examples
Teacher gave example to his students in relation to material.
How are you (teacher is asking to some students)
How do you do?
And then after that you just may tell your name (Mr.Ahmad nice to see you)
12.
Explanation
Teacher gave explanation to his students about material.
Am.is,are, what do you call that?
To be, alright
What is to be?
Mr.Ahmady, yea, Express how to apply “to be” in conversation
What is to be, Miss....yeah
Mr.Revan, what is to be?
To be “she is, I am, we are
So we apply before the convesation
It does not have a certain meaning, tidak ada artinya, nanti ada artinya kalau dia digunakan dalam kalimat
We apply for adjective, for example. What is adjective? For example I am a teacher, you are diligent.
What is in English of “dia perempuan”
She is smart, She is not smart, Is she smart?
We apply in positive, in negative, and interrogative
We put it in the beginning of sentence for interrogative
I think you get the point from this conversation “to be” also apply for noun, noun is not only things (benda-benda)
tetapi juga your job also
13.
Acknowledgement
It referred to the very brief feedback from the teacher in response to correct answers.
Okay great
Wa great conversation
14.
Ending lesson
Teacher closed his class.
I think enough for today. Thank you for your coming, thank you for your attention. See you next meeting
Language functions for instructional talk that found from this observation are asking for
information, giving suggestion, dictating, giving direction, repeating, interpreting, introducing
material, giving example, giving example, explanation, and acknowledgement, and languge
function for management talk are checking attendence, advising, instruction, advising, and
ending lesson.
The teacher spoke slowly and made it clear to his students by saying every words in the
right stress and intonation. He tried to pronounce words in the right way, for instance he said
“you think that i’m work holic” He gaveheavier stress and increasing volume on think and work
holic.
In the lexicon level, teacher tried to used familiar word such as recognized, Customize,
apply, etc.and he repeat his words more frequently if his student did not understand for example:
“I have told you that I’m bringing attendend list, I’m bringing a pen, i’m bringing a board marker, and also i have a
book, I’m wearing watch, I’m bringing mobile phone”
In the syntax level, teacher tried to arrange his words into good sentences (It can be seen
in the transcript data), for example when he saidthese follwowing sentences:
where are you from? I’m from Palopo
You also can ask where do you come from? I come from
He tried to arrange his words into a good sentences because he also explain about
grammar and its used in sentences, but there is evident where he made mistake in his talk, for
example: “Rejoice.... yaa, but not come today, i see” he did not use auxilary ‘does’. His wrong sentences
can be found in this expression: “Okey let pay attention and listen carefully” This sentences need a
subject between let and pay attention.
Teacher also used non verbal communication to facilitate learning and promote
interaction in his classroom. he used language to interact with their students but sometimes he
used his body movement. He sometimes rose his voice , or he sometimes changed his intonation
in a certain expression. For example in this expression “I mean, please introduce yourself to me
in order you apply this programme” He gave a greater degree of loudness in his
words mean and please introduce yourself.
Conclusion
Teacher employed two types of language. He used language to deliver material
(instructional talk) such as asking for information, giving suggestion, dictating, giving direction,
repeating, interpreting, introducing material, giving example, giving example, explanation, and
acknowledgement, and he also use language to manage classroom (management talk) such as
checking attendance, advising, instruction, advising, and ending lesson. His talk can be
categorized into a good characteristic. He spoke clearly, used familiar words for his students,
repeated his words or sentences, and arrange his words into a good sentence, although in some
parts he made mistake. He sometimes used body language to communicate his thought.
REFERENCES
Cullen, R. 1997. Teacher talk and the classroom context
Hartland, D and Tosh, C. 2001. Guide to Body Language. Caxton
Muhayyang, Maemmuna. 2012. Teacher talk.
Krashen, S. 1981. Second Language Acquisition and Second Language Learning. Oxford: Pergamon.
Xiao-hui, X. 2010. Analysis of Teacher Talk on the Basis of RelevanceTheory. Canadian Social
Science Vol. 6, No. 3, 2010, pp. 45-50.
Yanfen, L & Yuqin, Z. 2010. A Study of Teacher Talk in Interactions in English Classes. Chinese
Journal of Applied Linguistics (Bimonthly) Vol. 33 No. 2