THE FEATURES OF TEACHER’S TALK OF FRESH GRADUATED TEACHERIN ENGLISH INTENSIVE CLASS AT UIN SUNAN AMPEL SURABAYA.
THE FEATURES OF TEACHER’S TALK OF
FRESH GRADUATED TEACHERIN ENGLISH
INTENSIVE CLASSAT UIN SUNAN AMPEL
SURABAYA
THESIS
Submitted in partial fulfillment of the requirement for the
degree of Sarjana Pendidikan (S.Pd) in Teaching English
by:
Aniwijayanti
D05209052
ENGLISH EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING
STATEISLAMIC UNIVERSITY OF SUNAN AMPEL
SURABAYA
2016
ABSTRACT
Wijayanti, Ani. (2016). The Feature of Teacher’s talk of Fresh Graduated Teacher in
English Intensive Class at UIN Sunan Ampel Surabaya. A Thesis. English
Departement, faculty of Tarbiyah, UIN Sunan Ampel, Advisor: Rakhmawati. M.Pd
Key Words: Teacher’s talk, Feature of teacher’s talk, and English intensive class.
Teacher’s talks are related to a teaching process. Teacher’s talk is used by the
teacher to communicate with the student in the class. This study investigated
interactional features performed by English teacher during teaching learning process.
It has important role for measure the teacher communication. This study is conducted
to know the quality of the fresh graduated teacher at English intensive Class UIN
Sunan Ampel Surabaya to handle the class through their talk. It aims to know the
feature of teacher talk that used by the teachers. Based on the explanation of the
problem, it is “what is the feature of teacher’s talk used by English Intensive
Instructure and what is the most frequently feature of teacher’s talk do by the
instructure? The thesis uses descriptive qualitative method. The data was collected by
using audio-vidio recording and field notes in English Intensive class UIN Sunan
Ampel Surabaya. And then analyzed based on the interactional features proposed by
Self Evaluation of teacher’s talk (SETT) framework. The result showed that the
Instructure performed eleven interactional features out of fourteen in the classroom,
those are scaffolding, direct repair, content feedback, extended wait-time, seeking
clarification, confirmation check, teacher echo, teacher interuption, extended teacher
turn, display question and extended learner turn. And the most frequently feature of
teacher’s talk used by the teacher are confirmation checks
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TABLE OF CONTENTS
TITLE SHEET ........................................................................................................................ ii
ADVISOR APPROVAL SHEET ....................................................................................... iii
APPROVAL SHEET ............................................................................................................ iv
ABSTRACT .......................................................................................................................... vii
PERNYATAAN KEASLIAN TULISAN ......................................................................... ix
TABLE OF CONTENTS..............................................................................................x
LIST OF TABLE........................................................................................................xiii
CHAPTER 1 : INTRODUCTION ....................................................................................... 1
A.
Background of The Study.................................................................................1
B.
Research question.............................................................................................7
C.
Objevtive of The Study......................................................................................7
D.
Significance of The Study.................................................................................7
E.
Scope and Limitation of The Study...................................................................8
F.
Definition of Key Terms...................................................................................8
CHAPTER II : REVIEW OF RELATED LITERATURE ............................................. 11
A.
Review of Related Literature and Previous Study...........................................11
A. Review of Related Literature.............................................................................11
1. Classroom Discourse...................................................................................11
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2.Lecturer and Student Interaction..................................................................12
3.Teacher’s Talk..............................................................................................13
4. The Role of Teacher’s Talk In Foreign Language Learning.......................17
5.The Feature of Teacher’s talk.......................................................................18
6.Self Evaluation Of Teacher’s talk................................................................18
7. Intensive English Program (IEP) UIN Sunan Ampel Surabaya..................21
B. Previous Study............................................................................................22
CHAPTER III : RESEARCH METHOD ................................................................... 26
A.
Research Design..............................................................................................26
B. Research Setting............................................................................................. 26
C.
The Subject of The Study................................................................................27
D. Source of Data.................................................................................................27
E. Research Instrument........................................................................................27
F.
Data Collection Technique..............................................................................28
G. Research Procedure.........................................................................................29
H. Data Analysis Technique................................................................................29
CHAPTER IV: FINDING AND DISCUSSION ........................................................ 32
A.
Research Findings...........................................................................................33
B. Discussion...................................................................................................... 48
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CHAPTER V : CONCLUSION AND SUGGESTION..............................................62
A. Conclusion.......................................................................................................62
B. Suggestion........................................................................................................63
REFERENCES
APPENDIX
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CHAPTER I
INTRODUCTION
A. Background of the Study
Communication has an important part to make class more interactive. As
stated by Brown, interaction is the central part of communicative language
teaching.1 It is clear that teaching language should have a good interaction
between teachers and students to make the class success. Interaction between
teacher and students in learning cannot be ignored because it will help to explain
the student’s achievement. It can be seen whether the teaching learning process is
successful or not through the students achievement. If the student’s interest in the
target language that teacher taught, they will get good result. If the student
achievement is bad, the teachers must change their approach.
Teachers and students interaction including speech and writing
communication in classroom is called classroom discourse. According to Marcer,
discourse is language in social context, as it is used to carry out the social and
intellectual life of a community.2 It means that discourse is the importance of
language in context and it also involves an analysis of spoken and written
language. Classroom discourse has verbal and non verbal forms. Lynch explains
that the verbal communication used by the teachers of EFL (English as a Foreign
1
H.D. Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy . (New York:
Prentice Hall Inc,1994),p.23
2
N, Mercer. The Guided Construction of Knowledge: talk amongst teachers and learners. (Clevedon,
Multilingual Matters,1995), p.79
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Language) classroom is called teacher talk.3 Meanwhile Nunan mentioned that
language which is used by the student of EFL (English Foreign Language)
classroom is called student talk.4 Teacher’s talk influences the success of class
interaction. Walsh stated that all about language teachers use in order to control,
organize, and motivate the class which cause interaction between teacher and
students called teacher talk.5 Teacher’s talk is considered a key of classroom
interaction to be successful.
Teacher’s talk is a part of classroom interaction that also related with the
student’s learning activity. By performing the appropriate teacher talk, teacher
can motivate students to be actively in the classrom. Therefore, as a role model in
the classroom, teacher must know how to improve students’ participation and
activeness in learning process.
Many learners considered that teacher is the center of learning process
and some of them always talk too much. Teacher talks too much is not an ideal
method for teaching, because languange is important part of communication.
Two ways communication between speakers is better than one way
communication, student should be given more time to practice communicating in
English. The best efficiency in teaching English probably comes from an
effective cooperation between teacher and students.
3
T, Lynch, Communication in Languange Classroom. (New York: Oxford University Press,1996),58
4
David Nunan, Understanding Language Classroom: A Guide for Teacher Initiation Action. ( UK
Prentice Hall, 1989,p.46
5
Stave Walsh, Investigating Classroom Discourse, (London : Routledge, Taylor and Francis group
2006),p. 13
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Another phenomena, many teachers did not care about their talk. Teacher
talk just monotone and unclear, it makes students bored. The fact, in teaching
learning process, teacher has a vital role in reaching the goals. Teacher will lead
students to the goal through the interaction of the class. The interaction is
manifested in the form of talk-interaction.6 In short, the key point here is the
interaction produced by the teacher to make an initiation to the students so
important part in the classroom context. To solve the problem, the teachers are
demanded to be creative and interactive.
From above statement, it shows that teachers often feel as leader in class,
lack of knowledge about teacher’s talk and it will make student afraid to make
mistake to speak English. Those factors are the general phenomena that
happened in English class. It
can make students uninterested in English
classroom and teachers are frequently decrease student’s speaking improvement.
For this reason, the teacher needs to make evaluation on how the talks-interaction
can effective.
Sinclair and Brazil said that an analysis of the Teacher’s talk in second
language in the classroom that takes up a major portion of class time employed to
give directions, explain activities and check students’ understanding.7 Therefore,
a teacher, especially an English Foreign Language (EFL) teacher, should notice
her or his talk whether it is appropriate in term of vocabulary or language
6
James Paul Gee, An introduction to discourse analysis: theory and method 3rd edition (USA and
Canada: Routledge, 2011)
7
Sinclair & D, Brazil . Teacher Talk, (London : Oxford University Press, 1982), p. 28
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structures. One of the guidelines to analyze the teacher’s talk is by using The
SETT (Self Evaluation Of Teacher’s Talk) framework designed by Walsh which
is used to identify the features of teacher talk occurs during the learning process.
Self Evaluation of Teacher Talk framework is designed to help teachers
both in describing the classroom interaction of their lessons and fostering an
understanding of interactional processes. The researcher also use SETT (Self
Evaluation of Teacher’s talk) to identify the features of teacher’s talk. Self
Evaluation of Teachr’s Talk is also used to portray the relationship between
pedagogic goals and language use, which acknowledged that meanings and
actions are constructed through the interaction of the participants, and which
facilitated the description of interactional features, especially of teacher
language.
Self Evaluation of Teacher Talk has fourteen features, those are:
scaffolding, direct repair, content feedback, extended wait-time, referential
questions, seeking clarification, confirmation checks, extended learner turn,
teacher echo, teacher interruptions, extended teacher turn, turn completion,
display questions and form-focused feedback. That feature of teacher’s talk is
very important to give teacher knowledge and can improve their teacher’s talk to
facilitate in teaching English, and also optimize learner contribution as follow :
1. To examine more closely the link between pedagogic purpose and
language use.
2. To avoid filling in the gaps in the classroom.
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3. To raise their awareness of their language use in the classroom.
4. Devoting more time by education programs to provide the most
beneficial ways of language use in the classroom.
5. To understand more fully the aspect and future of teachers talk use in
order to come up with a set of guidelines which constitute good practice
in language use in the classroom.
Related with this research, there was similar research first, Huan proved
in her research used the dealing with Self Evaluation of Teacher’s Talk (SETT)
in teaching grammar.8 He investigates the relationship between languange use
and pedagogic purpose from analysis of a lesson transcript of a grammar lesson,
and evaluates the quality of the teacher’s talk based on Self Evaluation of
Teacher Talk (SETT) grid. As result, he found that the extended teachers turns
and teacher echo were conducted with the aim producing correct forms and
giving corective feedback. Furthermore, Shamsipour used teacher self-evaluation
to investigate the ways through which teacher’s talk can create oportunities for
learning in an English Foreign Languange classroom.9 She identified how the
teacher’s talk can aplay more efective.
As a result, she found that teacher
language-use have significant role for classroom practice in learning foreign
language.
Fang Huan, “A Self Evaluation Of Classroom Languange Used When Teaching Grammar”,
International Education Journal Vol. 4, No4, 2011.
9
Anahita Shamsipour,Teacher Talk and Learner Involvement in EFL Classroom: The case of Iranian
setting” Academic Journal Vol.2 issue, 11, 2012.
8
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Similarly, Walsh wrote about “Developing interactional awareness in the
second language classroom through teacher self-evaluation”. Walsh assumed that
teacher’s interactional awareness will lead the teacher to the development of
teaching interaction since the teacher will overview himself about how his
language used in teaching learning process. Based on the previous research
finding above, researcher may conclude that interaction in the classroom which is
performed by teacher and students holds important role in teaching and learning
process. It means that to know evaluation of the teacher’s talk be interest to
research.
In this case, the researcher chooses English intensive class at UIN Sunan
Ampel Surabaya as the object. English Intensive program is an intensive class for
learning English held by UIN Sunan Ampel Surabaya to all first year students up
to the second semester. The program is arranged for two semesters and is
expected to be able to seed students with English materials. The researcher will
search in two diferences clases. There are three considerations to chose UIN
Sunan Ampel: First, the UIN Sunan Ampel Surabaya have special class program
to reach students skills in English. Second, many of teacher who teach in English
intensive class at UIN Sunan Ampel Surabaya are fresh graduates who are fresh
graduated in teaching. The teachers who teach in English intensive class at UIN
Sunan Ampel Surabaya is called by Instructure. Third, the students from diferent
program have diferent proficiency with the English teaching.
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After all, it is important to find the study used SETT as a mean to analyze
the classroom discourse, especialy in English Intensive class UIN Sunan Ampel
Surabaya. Probably this means of teacher’s talk analysis is interesting to search,
and to know the feature that used by Instructure in the class.
B. Research Question
Based on background above, the research problems of the study are:
1.
What is the feature of teacher’s talk used by the instructure?
2. What is the most frequently feature of teacher’s talk that used by the
instructure?
C. Objective of the Study
Based on research question, the researcher wants to:
1. To find out the feature of teacher’s talk used by instructure in English
Intensive class.
2. To find the most frequently feature of teacher’s talk that used by the
instructure.
D. Significance of the Study
The result of this study is important to give benefit for teachers, students
and readers. For teachers, it can be used as a reference to the following teaching
process to improve their professionalism as an educator. The researcher expects
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this analysis give information about self evaluation of the teacher’s talk to make
the classroom interaction better than before. While for the students themselves,
this study is wished to be able to encourage their participation to be active in the
English classroom.
E. Scope and Limitation
This research is conducted in English Intensive Class of Tarbiyah faculty
at UIN Sunan Ampel Surabaya. The researcher takes one instructures from M
classes as sample. This sample to be easier to organize and analyze the research.
The classes is selected, based on the result of preliminary study that done by the
teachers is fresh graduated.
This study is limited to find out the feature of teacher’s talk used by
English Intensive teacher and describing the frequency of teacher talk used by
English Intensive teacher on the classroom interaction. The teacher’s talk in this
research is about all of the teacher’s talk that recorded by the researcher,and then
the researcher will clasyfy in to the diagnostic instrument of feature of teacher’s
talk.
F. Definitions of Key Terms
There are several terms as the key of the study to refer to certain concept.
The terms are defined to avoid any ambiguous and misinterpretation. The
researchers try to give clear definition about the terms. Those terms are presented
as follows:
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1. Teacher talk
:Krashen and Terrel assume that teacher’s talk maybe
regarded in a sense, as a speech or foreigner talk in the
second languange classroom, they argue that teacher’s
talk is a vital source of comprehensible input in the
second
languange
classroom.10
The
researcher
consider that teacher talk is all about languange that
teacher used in order to control, organize, and
motivate the class which cause of interaction between
teacher and student in the class. In this case, the
researcher gets the teacher talks transcript that occur in
the class by recording directly in learning process, by
transcript of the teacher talk, the researcher can
analyze the feature used by the teacher.
2. Feature of Teacher Talk : Content of the Self Evaluation Of Teacher Talk
which analyze of how the teacher’s interaction in the
class. It refers to know Teacher Talk offered by Steve
Walsh as a means to evaluate the teacher’s
interaction11. In this research, feature of teacher talk as
a guide to evaluate how the teacher’s talk.
10
Krashen,S.D, & Terrel, T.D, The natural approach: Languange acquisition in the classroom (
Oxford: Pergamon, 1983)
11
Steve Walsh, “Exploring classroom discourse: language in action”( USA and Canada:
Routledge,2011)
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3. English Intensive class : English Intensive Class is one of program in Foreign
Languange Competence Program (P2KBA) handled
by Language Development Center at UIN Sunan
Ampel Surabaya.12 This program created for first
and second semester students of UIN Sunan Ampel
for all faculties. From that statement Intensive
English Program as a object of research in this
thesis.
12
Pusat Pengembangan Bahasa (P2B). Pedoman Program Kompetensi Berbahasa Asing
(P2KBA).(Surabaya: Pusat Pengembangan Bahasa (P2B) IAIN Sunan Ampel Surabaya,2012)1-25
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CHAPTER II
REVIEW OF RELATED LITERATURE
A.
Review of Related Literature
1.
Classroom Discourse
a. Definition of classroom discourse
Classroom discourse is all form of activities that take place in the
classroom, including linguistic and non-linguistic elements of the
discourse.1 It means that the former is the teacher-student interaction in
classroom. There are many definitions purposed by some definition
dealing with discourse and also classroom discourse, according to Marcer
Discourse as „language in its social context, as it is used to carry out the
social and intellectual life of a community.2 This meaning of discourse is
the importance to know the language in context and usually involves an
analysis of spoken and written language.
According to Cazden, study of classroom discourse is a kind of
applied linguistics, the study of situated language use in one social
setting.3 Mercer notes that about 65% of the time the teacher talks and
about 70% of teacher talk consists of lecturing or asking questions. In
other words, in the classroom usualy teacher’s talk is more dominant than
1
A. Tsui, 25 th International Confrence of English Teaching and Learning:Boundary-Crossing in
Classroon Discourse Research. (The University of Hongkong, 2008).
2
N. Mercer, The Guided Construction of Knowledge: talk amongst teachers and learners,
(Clevedon, Multilingual Matters,1995), p.79
3
Courtney Cazden, The Languange of Learning and Teaching (Portsmouth, NH: Heinemann,
Harvard Eucation Publishing Group 2001)
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the student. For this purpose, the teacher will have an overview about what
he is saying and how the students response.
2.
Lecturer-Students Interaction
The communicative process involves interaction between at least
two people (lecturer-student or student-student) who share a list of signs
and semiotic rules.4 Therefore, interactions occur when the are two objects
that influence each other through giving and receiving message in order to
achieve communication. In classroo, lecterur-students interaction is
communication between teacher and students that make effect in learning
process. Though interaction with their lecturer, students can increase their
language as they listen to or read authentic linguistic material, or even the
output of their follow students in discussions skits, joint problem-solving
task, or dialogues.5
In the classroom it is considered as important for the lecturer to
manage who should talk, to whom, on what topic, in what language and so
on. One set of theories, presented by Tyson and Carrol, looks teaching
process as a process of interaction.6 As the result, if the interpersonal is
good, it means that the learning will occur. On the contrary, if it is bad, the
process of learning is not occur. From the definition above, it means that
Ilknur ISTIFCI – Ugur DEMIRAY,” Role and function of meta communication consept as
nonverbal communication in teaching EFL”. International Journal on New Trends in Education
and Their Implications. October,November,December 2011 Vol:2 Issue:4 Article 10 ISNN 13096249,97
5
Wilga M.Rivers, Interactive Language Teaching. (Cambridge University Press,1987),
6
James C. Tyson – Marry Carroll, Conceptual tools for teaching in secondary schools. (Boston:
Houghton Mifflin Company, 1970),6.
4
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interaction has many influences to the learning process to achieve the goal
of learning.
3.
Teacher’s Talk
a. Definition of Teacher’s Talk
Teacher’s talk and English Foreign Languange classroom have a
special relationship. According to Lynch, teacher’s talk is language
typically used by the teacher of foreign language classrooms. 7 The goal is
to communicate with students and to develop students’ foreign language
proficiency. The success of conducting teacher’s talk depends on the
teacher’s strategies to manage interaction in the classroom. Some teachers
give a change for the students to contribute and participate in learning
process. According to Bailey, one of the four principles of teaching
speaking is that the teacher should provide opportunities for the students to
talk and limit his own talk.8 However, some teachers uncare with the
student’s talk to participate in learning process.
Walsh assumed that participants’ awareness of interactional
resources available in the classroom environment can promote the creation
of learning opportunities. To create good atmosphere for learning’ through
such things as: Direct eerror correction, content feedback, checking for
confirmation, extended wait time, and scaffolding. Obstruction meant
7
T. Lynch, Communication in Languange Classroom. (New York: Oxford University
Press,1996),p. 15
8
K. M. Bailey, Speaking. In David Nunan (ED). Practical English Language Teaching. (New
York: McGraw Hill,2003), p.54-56.
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“reducing learning potential” which can be done through Turn
Completion, Teacher Echo, and Teacher Interruptions.
b. Type of Teacher’s Talk
Type of teacher talk only devided in two categories, Cited in
Kryspin, teacher’s talk has two branches of type they are direct and
indirect teacher’s talk.9 He explained that teacher’s talk is considered to be
direct; the verbal responses of the students might be greatly limited. From
that statement, it can be said that the direct teacher’s talk will minimize
and restrict students to give response intentionally. The example,
Teacher: Close your book!
From that example, the teacher does not need the student’s
responses in spoken the teacher, the teacher need is only give instruction
to the students.
On the other hand indirect teacher’s talk is different from direct
teacher talk. The purpose is to maximize or stimulate students to give
responses to the teacher. Hughes and Moate give an example:
Teacher: Any Improvement?
From that statement, it can be seen that the students are invited to
give response toward the teacher’s utterance. It will also help the teacher
to get the students’ attention.
1) Direct Teacher talk
9
W.J. Kryspin & J.F. Feldhusen, Analyzing Verbal Classroom Interaction, (Minneapolis: Burgess
Publishing Company, 1974),p. 27
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As Flanders cited in Kryspin, direct teacher is the use of straight
forward, explicit teaching techniques and it represent the teacher’s
direct
talk can be categorized into three.10 The first category is
explaining or informing. It is also called self explanatory. The teacher
takes the whole communication by explaining a certain material.
Kryspin explained that the use of explaining or informing is to give the
student important facts, opinion, concepts, or generalization.
The second category is giving direction or command that is used
when the teacher asks his or her student to do something in the
classroom. The teacher can also give a clear direction to guide the
student’s understanding his or her command, especially if the students
are confused about the teacher talk.
Scolding or defending authority is the third category, according
to Nunan, this category is used if the students are bad in behaviours
during the classroom activity.11 Example, Teacher:“why don’t you do
your homework?”
2) Indirect Teacher Talk
Flanders cited in kryspin, the indirect teacher talk is divided into
four categories, the four categories represent the teacher’s indirect
influence. The first category is called acceptance of feeling or deals
with. It is delivered by the teacher whenever expresses his or her
10
N.A. Flanders, Analyzing Teacher Behavior.Reading. (MA: Addison-Wesley, 1974),p. 7
David .Nunan, Understanding Language Classroom : A Guide for Teacher Initiated
Action,(UK:Prentice Hall, 1989),p. 25
11
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understanding about the students emotional behaviour or when the
teacher ask the student to express their feeling.12
The second and the third category are
praise and
encouragement. Praise and encouragement are different each other.
Praise represent that the student who have good participation in
teaching learning process and doing what is expected.
Fourth category provides how the teacher shows agreement
about what the student are saying or doing. Nunan say that the ideas
given by the student must be rephrased.13
4.
The role of Teacher’s Talk in Foreign Language Learning
There is no leraning without teaching. As a tool of
implementing teaching plans and achieving teaching goals, teacher
talk plays a vital important role in language learning. As Nunan said “
Teacher’s talk is of crucial importance, not only for the organization
of the classroom but also for the proces acquisition. It is important for
organazing of the classroom because it is through language that
teachers either succeed or fail in implementing their teaching plans. In
terms of acquisition, teacher’s talk is important because it is probably
the major source of comprehensible target language input the learner
12
N.A. Flanders, Analyzing Teacher Behavior.Reading. (MA: Addison-Wesley, 1974),p. 9
David .Nunan, Understanding Language Classroom : A Guide for Teacher Initiated
Action,(UK:Prentice Hall, 1989)
13
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is likely to receive.”14 It clear that the rolr of teacher’s talk is so
important to input knowledge to the student to get the best output
students’ understanding.
Ellis also point out : whether it is subject lesson or a language
lesson, successfuloutcomes may dependon the type of language used
by the teacher and the type of interactions occuring in the classroom.15
It can be conclude that teacher’s talk in the english foreign learner
classroom serve as at least two function. Firstly, it serve as variable
input of language exposure. Secondly, it is used in different ways to
generate the interaction, to make the input comrehensibleand
consequentlymake the learning take place.
5.
The Fiture of Teacher Talk
Teacher’s talk has many kind of features, according to some
scholars, Hu Xuuewen,Dai Weidong and Li Ming, teacher’s talk is
regardedas a special simplified code with double features. The first
one refers to the form of teacher’s talk, such as the speed, pause,
repetition, modifications of teacher’s talk. The second one, which
refers to the features of the language that teachers use to organize and
control classses, include the following aspect : the quality and the
quantity of teacher’s talk, the questions of teachers use, interactional
modificationand teacher’s feedback.
14
David Nunan, Language Teaching Methodology : a textbook for Teachers (Cambridge :
Cambridge University Press, 1991)
15
Ellis, Understanding of Languge Acquisition. (Sanghai : Sanghai Foreign Language Education
Press,1985) p.143
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6.
Self-Evaluation of Teacher’s Talk (SETT)
As stated in Walsh SETT is designed to help teachers in
describing the classroom interaction of their lesson.16 Moreover, Self
evaluation of Teacher’s talk is used to hold the idea that teacher’s
communication in classroom activities are must be checked.
Self Evaluation Of Teacher’s Talk framework is designed to
be applied to a number of different educational contexts, which help to
build up the teacher’s competence at the second language classroom.
Walsh on this study gives more specific feature of teacher talk
according to Self Evaluation of Teacher Talk frame work.
Table 2.1 Self Evaluation of Teacher Talk
Feature of
Definition
Teacher Talk
Scaffolding
This future is divided into three categories :
a.
Reformulation,
rephrasing
a
student’s
contribution.
sometimes, the way students deliver their thoughts are
unclear. Therefore, teacher is allowed to repeat student
contribution by using the clearer words or sentences
b. Extension, extending a student’s contribution. When the
student gives an incomplete answer, teacher is allowed to
extend the student’s contribution to make it more clear.
c. Modelling, correcting a student’s contribution. Mistakes
16
S. Walsh, Investigting Classroom Discourse. (New York: Routledge,2006)
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Feature of
Definition
Teacher Talk
are normal things made by learners. Especially in
classroom, this is the teacher’s duty to correct a student’s
wrong contribution and to give the right utterance by
modelling.
Direct Repair
Correcting an error quickly and directly. Direct repair is needed
when a teacher speech is wrong, a good teacher should not
allow his or her students having a wrong understanding about
the material.
Content feedback
Giving feedback to the message rather than the words used
Extended wait –
Allowing sufficient time (several seconds) for students to
time
Referential
respond or formulate a response
Genuine questions to which the teacher does not know the
questions
answer
Seeking
a. Teacher ask student to clarify something the student has said
clarification
b. Student ask teacher to clarify something the teacher has said
Confirmation
Making sure that teacher has correctly understood learner’s
checks
Extended learner
contribution
Learner turn of more than clause
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turn
Teacher echo
a. Teacher repeat a previous utterance
b. Teacher repeat a learner’s contribution
Teacher
Interrupting a learner’s contribution
interruptions
Extended teacher
Teacher turn of more than one clause
turn
Turn completion
Completing a learner’s contribution for the learner
Display questions
Asking questions to which teacher knows the answer
Form-focused
Giving feedback on the words used, not the massage
feedback
Based on the SETT frame work proposed by Steve Walsh.17
7.
Intensive English Program (IEP) UIN Sunan Ampel Surabaya
Intensive English Program (IEP) is one of program in Foreign
Language Competence Development Program (P2KBA) handled by
Language Development Center at UIN Sunan Ampel Surabaya. This
program created for first year students of UIN Sunan Ampel for all
faculties (Faculty of Tarbiyah and Teaching Training, Faculty of Adab and
Humanities, Faculty of Da’wah and Communication, Faculty of
Ushuluddin and Islamic Thought, Faculty of Sharia and Law, Faculty of
17
Steve Walsh,. Exploring Language Discourse(new york and London: Routledge Taylor and
Francis group, 2006)
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Social Science and Political Sciences, Faculty of Economy and Islamic
Business, Facultyof Psycology and Health, and Faculty of Science and
Technology) that concern on psycomotor, cognitive and affective
aspects.18 IEP is held every Tuesday and Thursday morning at 6 a.m.- 7.30
a.m.
IEP or English Intensive Class held for two semester in first year
study. In the first semester, IEP is focused on Feneral English but the
material emphasized on speaking while in the second semester, studens are
taught specifically in TOEFL. All students are obligated to attend these
clases and are expected to pass the minimum score of 400-both for TOEFL
in the end of the second semester. Students who can pass IEP, they will get
certificate. The certificate of IEP becomes a requirement for students who
will take a thesis.
B. Review of Previous Studies
There are several studies that has been conducted by researchers
concerning to the teacher’s talk. One of them is a thesis by Rona Ayu Putri
Surya entitled “Madurese Interference in an English Teacher’s Talk in
Senior High School Bangkalan.” Her study is discused about the variety of
first language interference. The result is the Madurese interference was
found in some utterances used in some teacher’s talk. The types of
interference which mostly appeared are grammatical interferences and
18
Pusat Pengembangan Bahasa (P2B). Pedoman Program Kompetensi Berbahasa Asing
(P2KBA). (Surabaya: Pusat Pengembangan B ahasa (P2B) UIN Sunan Ampel Surabaya,2012),125
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phonological interference. The grammatical interference occurred when
the teacher adopted the grammar structure of Madurese language to
English, while the phonological interference is shown in the teacher’s
pronunciation and intonation of Madurese language. In brief, Rona Ayu’s
is investigated focuses on Madurese interference only. 19
A thesis written by Nurma Aini in title “Teachers Talks and
Students Talks in Advance Speaking Class Of The Third Semester
Students of English Education Department of Teacher Training and
Education Faculty of Muria Kudus University in Academic Year
2011/2012.” She observed about the move of teacher’s talks and student’s
talks in advance speaking class of third semester in English education
department. In the end of the thesis, she concluded that move of teachers
talks and students talks are 65,6% of initiation, 9,4% of responds, 19,08%
of feedback on teacher’s talks, and 23,55% of initiation, 75,5% of
Responds, and 6,86% of feedback in student’s talks. In short, Aini focused
on analyze the move such as initiation, responds and feedback (IRF) of
teacher’s talks and student’s talks. On his study the researcher will focus
on features that use by teacher in teacher’s talks. 20
Yulianti on her thesis “A Descriptive Analysis of Students’
Perceptions towards Teacher’s Talk in English Classroom.” Investigates
Rona Ayu Putri Surya, Madurese Interference In An English Teacher’s Talk In A Senior High
School In Bangkalan, S1 Thesis ( State University of Surabaya, 2013).
20
Nurma Aini, Teachers Talks and Students Talks in Advance Speaking Class Of The Third
Semester Students of English Education Department of Teacher Training and Education Faculty
of Muria Kudus University in Academic Year 2011/2012, S1 Thesis, ( Muria Kudus
University,2012).
19
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the students’ perception toward English teacher’s talk. It also aims to
know what the kinds and the impacts of teacher’s talk used by English
teacher to English teaching learning process. Then, the students’
expectation of an ideal English teacher’s talk is also important to be
investigated in order to conduct a better in the future. The result of this
research is presented descriptively in order to reveal the students’
perception comprehensively about the teacher talk. 21
Norisma Alif Fujiyanti on her thesis “A study of Teacher’s
Reaction to the Students Responses in Term of Initiating Talk in The
Speaking Class at The Junior High School.” Investigates how the teacher
react to the student responses in order to initiate talk in the speaking class.
The research also aim to know which feature of teacher talk do construct
the student to talk. From 14 feature talk of teacher talk, the researcher
found the used of feature of teacher’s talk, are extend-wait, time
obstructed, student talk, scafolding, referential question, teacher
interuption and extended teacher-turn. 22
Alfan Hariri on His Thesis, “The Analysis of Teacher’s interaction
during the Implementation of Curriculum 2013(k-13) by Using Selfevaluation Teacher Talk (SETT) in SMPN 13 Surabaya.” Hariri find out
about how the teacher interaction in the implementation of K-13 in SMPN
13 Surabaya. Also about what the teacher interaction in the
Yulianti, A Descriptive Analysis of Students’ Perceptions Towards Teacher’s Talk in English
Classroom, S1 Thesis (STAIN Salatiga,2013).
22
Norisma Alif Fujiyanti, A Study Of Initiating talk in Speaking Class at The Junior High School,
S1 (Thesis State University of Surabaya,2014).
21
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implementation of K-13 in SMPN 13 Surabaya fit to SETT Frame Work.
In result, the teacher’s interaction in the implementation of K-13 is in the
form of IRF pattern that mostly uses close question as initiation. In
addition, the teacher’s interactional features that often occur is teacher
echo, display question and confirmation request. From Hariri thesis the
teacher’s interaction used in implementing k-13 is suitable with the
interactional feature in each mode of SETT frame work. 23
Considering those studies, the researcher assumes that it is
important to make teacher be aware in their talking, how the way they talk
and how they can evaluate their talk in the advance class. That is by using
another means of classroom discourse analysis and focusing on the
teacher’s talk. For this purpose, the researcher will use SETT (selfevaluation of teacher talk) as a means of analysis which focused on how
teacher talk during the class. Furthermore, the researcher will analyze the
evectivities of teacher talk based on Self Evaluation of Teacher talk frame
work it self. As a result, this research will help the teachers in evaluate
their talk to make the class more efective and interactive and also to get an
anlysis of featurer of the teacher talk that used by the teachers during the
classroom activities.
Alfan Hariri, “The Analysis of Teacher’s interaction during the Implementation of Curriculum
2013(k-13) by Using Self-evaluation Teacher Talk (SETT) in SMPN 13 Surabaya” S1 Thesis (UIN
Sunan Ampel Surabaya, 2015).
23
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CHAPTER III
RESEARCH METHODE
A. Research Design
In this research the researcher will use descriptive qualitative
method. The description is about the discourse analysis of classroom
interaction of the teacher talk at English Intensive Class at UIN Sunan
Ampel Surabaya. Arikunto stated that descriptive research is not meant to
test a certain hypothesis, but it is only describes the phenomena, situation
and condition that occur during the study.1 Descriptive research is used to
describe characteristics of a population or phenomenon being studied by
the researcher. In this research, the researcher chooses descriptive
qualitative method because the researcher will describe the feature that
used by teacher. The researcher will analyze the teacher talk by using Self
Evaluation of Teacher Talk (SETT) approach to know how the teachertalk in learning process at English Intensive Class.
B. Research Setting
The study will be conducted at UIN Sunan Ampel Surabaya which
is located on Jl. A.Yani 117 Surabaya. UIN Sunan Ampel Surabaya is
chosen as the field of study because. UIN Sunan Ampel Surabaya is one
of many universities that have English Intensive Class which must be
1
Suharsimi arikunto, Dasar – Dasar Evaluasi, (Jakarta, 1986), p.212
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joined by all new students, but many of the teachers are fresh graduate. In
fact, English teacher must have many experiences in teaching but for
fresh graduate, teacher is need to learn and adapt in classroom situation to
handle the class. The researcher want to analyze the teacher talks that
occur in the class to know the interaction in there.
C. The Subject of The Study
This study will involve of English Intensive class with fresh
graduate instructure in the Tarbiyah faculty and Teachers Training in UIN
Sunan Ampel 2015-2016 academic year. The instructure chosen based on
the result of preliminary study, the instructure are fresh graduated and
they have been taught in English Intensive for a year after graduation.
D. Source of Data
The data that the researcher will use is from the transcription of
teacher’s talk. The researcher will do the research in English Intensive
Class at UIN Sunan Ampel Surabaya. The object of the research is the
teacher’s talk as long as classroom interaction. The data that the
researcher gets are from observation and transcript of teacher’s talk.
E. Research Instrument
In this research the researcher will do the research at UIN Sunan
Ampel Surabaya. To help the researcher in collecting the data, the
researcher uses two instruments for documentation, they are video recorder
and voice recorder.
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1.
Video recorder
To view clearly about what is happening in the classroom
activity, the researcher will use mobile phone that has 3,5-5 pixels
camera to record the data.
2.
Voice recorder
To get more detailed data about the classroom interaction. The
researcher will record the data from teacher’s dialogue. For the
instrument the researcher will use mobile phone that has good
quality of voice.
F. Data Collection Technique
To gather the information, the researcher will observes the
class,then documentation (recording), and transcription.
1. Observation
The researcher will observe the teaching learning techniques to
know the way teacher’s communication in the class and also to get
information that happen in the classroom.
2. Documentation
The researcher notes some important parts of the class that might
be cannot be recorded. It is to make sure in getting the real classroom
context.
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G.
Research Procedure
The process of teacher talk in the classroom is already used in
English Intensive Class at UIN Sunan Ampel Surabaya. The researcher
will do observation, take field note, record and transcript the teacher’s
talk. The procedure of the research will follow t
FRESH GRADUATED TEACHERIN ENGLISH
INTENSIVE CLASSAT UIN SUNAN AMPEL
SURABAYA
THESIS
Submitted in partial fulfillment of the requirement for the
degree of Sarjana Pendidikan (S.Pd) in Teaching English
by:
Aniwijayanti
D05209052
ENGLISH EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING
STATEISLAMIC UNIVERSITY OF SUNAN AMPEL
SURABAYA
2016
ABSTRACT
Wijayanti, Ani. (2016). The Feature of Teacher’s talk of Fresh Graduated Teacher in
English Intensive Class at UIN Sunan Ampel Surabaya. A Thesis. English
Departement, faculty of Tarbiyah, UIN Sunan Ampel, Advisor: Rakhmawati. M.Pd
Key Words: Teacher’s talk, Feature of teacher’s talk, and English intensive class.
Teacher’s talks are related to a teaching process. Teacher’s talk is used by the
teacher to communicate with the student in the class. This study investigated
interactional features performed by English teacher during teaching learning process.
It has important role for measure the teacher communication. This study is conducted
to know the quality of the fresh graduated teacher at English intensive Class UIN
Sunan Ampel Surabaya to handle the class through their talk. It aims to know the
feature of teacher talk that used by the teachers. Based on the explanation of the
problem, it is “what is the feature of teacher’s talk used by English Intensive
Instructure and what is the most frequently feature of teacher’s talk do by the
instructure? The thesis uses descriptive qualitative method. The data was collected by
using audio-vidio recording and field notes in English Intensive class UIN Sunan
Ampel Surabaya. And then analyzed based on the interactional features proposed by
Self Evaluation of teacher’s talk (SETT) framework. The result showed that the
Instructure performed eleven interactional features out of fourteen in the classroom,
those are scaffolding, direct repair, content feedback, extended wait-time, seeking
clarification, confirmation check, teacher echo, teacher interuption, extended teacher
turn, display question and extended learner turn. And the most frequently feature of
teacher’s talk used by the teacher are confirmation checks
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TABLE OF CONTENTS
TITLE SHEET ........................................................................................................................ ii
ADVISOR APPROVAL SHEET ....................................................................................... iii
APPROVAL SHEET ............................................................................................................ iv
ABSTRACT .......................................................................................................................... vii
PERNYATAAN KEASLIAN TULISAN ......................................................................... ix
TABLE OF CONTENTS..............................................................................................x
LIST OF TABLE........................................................................................................xiii
CHAPTER 1 : INTRODUCTION ....................................................................................... 1
A.
Background of The Study.................................................................................1
B.
Research question.............................................................................................7
C.
Objevtive of The Study......................................................................................7
D.
Significance of The Study.................................................................................7
E.
Scope and Limitation of The Study...................................................................8
F.
Definition of Key Terms...................................................................................8
CHAPTER II : REVIEW OF RELATED LITERATURE ............................................. 11
A.
Review of Related Literature and Previous Study...........................................11
A. Review of Related Literature.............................................................................11
1. Classroom Discourse...................................................................................11
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2.Lecturer and Student Interaction..................................................................12
3.Teacher’s Talk..............................................................................................13
4. The Role of Teacher’s Talk In Foreign Language Learning.......................17
5.The Feature of Teacher’s talk.......................................................................18
6.Self Evaluation Of Teacher’s talk................................................................18
7. Intensive English Program (IEP) UIN Sunan Ampel Surabaya..................21
B. Previous Study............................................................................................22
CHAPTER III : RESEARCH METHOD ................................................................... 26
A.
Research Design..............................................................................................26
B. Research Setting............................................................................................. 26
C.
The Subject of The Study................................................................................27
D. Source of Data.................................................................................................27
E. Research Instrument........................................................................................27
F.
Data Collection Technique..............................................................................28
G. Research Procedure.........................................................................................29
H. Data Analysis Technique................................................................................29
CHAPTER IV: FINDING AND DISCUSSION ........................................................ 32
A.
Research Findings...........................................................................................33
B. Discussion...................................................................................................... 48
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CHAPTER V : CONCLUSION AND SUGGESTION..............................................62
A. Conclusion.......................................................................................................62
B. Suggestion........................................................................................................63
REFERENCES
APPENDIX
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1
CHAPTER I
INTRODUCTION
A. Background of the Study
Communication has an important part to make class more interactive. As
stated by Brown, interaction is the central part of communicative language
teaching.1 It is clear that teaching language should have a good interaction
between teachers and students to make the class success. Interaction between
teacher and students in learning cannot be ignored because it will help to explain
the student’s achievement. It can be seen whether the teaching learning process is
successful or not through the students achievement. If the student’s interest in the
target language that teacher taught, they will get good result. If the student
achievement is bad, the teachers must change their approach.
Teachers and students interaction including speech and writing
communication in classroom is called classroom discourse. According to Marcer,
discourse is language in social context, as it is used to carry out the social and
intellectual life of a community.2 It means that discourse is the importance of
language in context and it also involves an analysis of spoken and written
language. Classroom discourse has verbal and non verbal forms. Lynch explains
that the verbal communication used by the teachers of EFL (English as a Foreign
1
H.D. Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy . (New York:
Prentice Hall Inc,1994),p.23
2
N, Mercer. The Guided Construction of Knowledge: talk amongst teachers and learners. (Clevedon,
Multilingual Matters,1995), p.79
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2
Language) classroom is called teacher talk.3 Meanwhile Nunan mentioned that
language which is used by the student of EFL (English Foreign Language)
classroom is called student talk.4 Teacher’s talk influences the success of class
interaction. Walsh stated that all about language teachers use in order to control,
organize, and motivate the class which cause interaction between teacher and
students called teacher talk.5 Teacher’s talk is considered a key of classroom
interaction to be successful.
Teacher’s talk is a part of classroom interaction that also related with the
student’s learning activity. By performing the appropriate teacher talk, teacher
can motivate students to be actively in the classrom. Therefore, as a role model in
the classroom, teacher must know how to improve students’ participation and
activeness in learning process.
Many learners considered that teacher is the center of learning process
and some of them always talk too much. Teacher talks too much is not an ideal
method for teaching, because languange is important part of communication.
Two ways communication between speakers is better than one way
communication, student should be given more time to practice communicating in
English. The best efficiency in teaching English probably comes from an
effective cooperation between teacher and students.
3
T, Lynch, Communication in Languange Classroom. (New York: Oxford University Press,1996),58
4
David Nunan, Understanding Language Classroom: A Guide for Teacher Initiation Action. ( UK
Prentice Hall, 1989,p.46
5
Stave Walsh, Investigating Classroom Discourse, (London : Routledge, Taylor and Francis group
2006),p. 13
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Another phenomena, many teachers did not care about their talk. Teacher
talk just monotone and unclear, it makes students bored. The fact, in teaching
learning process, teacher has a vital role in reaching the goals. Teacher will lead
students to the goal through the interaction of the class. The interaction is
manifested in the form of talk-interaction.6 In short, the key point here is the
interaction produced by the teacher to make an initiation to the students so
important part in the classroom context. To solve the problem, the teachers are
demanded to be creative and interactive.
From above statement, it shows that teachers often feel as leader in class,
lack of knowledge about teacher’s talk and it will make student afraid to make
mistake to speak English. Those factors are the general phenomena that
happened in English class. It
can make students uninterested in English
classroom and teachers are frequently decrease student’s speaking improvement.
For this reason, the teacher needs to make evaluation on how the talks-interaction
can effective.
Sinclair and Brazil said that an analysis of the Teacher’s talk in second
language in the classroom that takes up a major portion of class time employed to
give directions, explain activities and check students’ understanding.7 Therefore,
a teacher, especially an English Foreign Language (EFL) teacher, should notice
her or his talk whether it is appropriate in term of vocabulary or language
6
James Paul Gee, An introduction to discourse analysis: theory and method 3rd edition (USA and
Canada: Routledge, 2011)
7
Sinclair & D, Brazil . Teacher Talk, (London : Oxford University Press, 1982), p. 28
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4
structures. One of the guidelines to analyze the teacher’s talk is by using The
SETT (Self Evaluation Of Teacher’s Talk) framework designed by Walsh which
is used to identify the features of teacher talk occurs during the learning process.
Self Evaluation of Teacher Talk framework is designed to help teachers
both in describing the classroom interaction of their lessons and fostering an
understanding of interactional processes. The researcher also use SETT (Self
Evaluation of Teacher’s talk) to identify the features of teacher’s talk. Self
Evaluation of Teachr’s Talk is also used to portray the relationship between
pedagogic goals and language use, which acknowledged that meanings and
actions are constructed through the interaction of the participants, and which
facilitated the description of interactional features, especially of teacher
language.
Self Evaluation of Teacher Talk has fourteen features, those are:
scaffolding, direct repair, content feedback, extended wait-time, referential
questions, seeking clarification, confirmation checks, extended learner turn,
teacher echo, teacher interruptions, extended teacher turn, turn completion,
display questions and form-focused feedback. That feature of teacher’s talk is
very important to give teacher knowledge and can improve their teacher’s talk to
facilitate in teaching English, and also optimize learner contribution as follow :
1. To examine more closely the link between pedagogic purpose and
language use.
2. To avoid filling in the gaps in the classroom.
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5
3. To raise their awareness of their language use in the classroom.
4. Devoting more time by education programs to provide the most
beneficial ways of language use in the classroom.
5. To understand more fully the aspect and future of teachers talk use in
order to come up with a set of guidelines which constitute good practice
in language use in the classroom.
Related with this research, there was similar research first, Huan proved
in her research used the dealing with Self Evaluation of Teacher’s Talk (SETT)
in teaching grammar.8 He investigates the relationship between languange use
and pedagogic purpose from analysis of a lesson transcript of a grammar lesson,
and evaluates the quality of the teacher’s talk based on Self Evaluation of
Teacher Talk (SETT) grid. As result, he found that the extended teachers turns
and teacher echo were conducted with the aim producing correct forms and
giving corective feedback. Furthermore, Shamsipour used teacher self-evaluation
to investigate the ways through which teacher’s talk can create oportunities for
learning in an English Foreign Languange classroom.9 She identified how the
teacher’s talk can aplay more efective.
As a result, she found that teacher
language-use have significant role for classroom practice in learning foreign
language.
Fang Huan, “A Self Evaluation Of Classroom Languange Used When Teaching Grammar”,
International Education Journal Vol. 4, No4, 2011.
9
Anahita Shamsipour,Teacher Talk and Learner Involvement in EFL Classroom: The case of Iranian
setting” Academic Journal Vol.2 issue, 11, 2012.
8
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Similarly, Walsh wrote about “Developing interactional awareness in the
second language classroom through teacher self-evaluation”. Walsh assumed that
teacher’s interactional awareness will lead the teacher to the development of
teaching interaction since the teacher will overview himself about how his
language used in teaching learning process. Based on the previous research
finding above, researcher may conclude that interaction in the classroom which is
performed by teacher and students holds important role in teaching and learning
process. It means that to know evaluation of the teacher’s talk be interest to
research.
In this case, the researcher chooses English intensive class at UIN Sunan
Ampel Surabaya as the object. English Intensive program is an intensive class for
learning English held by UIN Sunan Ampel Surabaya to all first year students up
to the second semester. The program is arranged for two semesters and is
expected to be able to seed students with English materials. The researcher will
search in two diferences clases. There are three considerations to chose UIN
Sunan Ampel: First, the UIN Sunan Ampel Surabaya have special class program
to reach students skills in English. Second, many of teacher who teach in English
intensive class at UIN Sunan Ampel Surabaya are fresh graduates who are fresh
graduated in teaching. The teachers who teach in English intensive class at UIN
Sunan Ampel Surabaya is called by Instructure. Third, the students from diferent
program have diferent proficiency with the English teaching.
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After all, it is important to find the study used SETT as a mean to analyze
the classroom discourse, especialy in English Intensive class UIN Sunan Ampel
Surabaya. Probably this means of teacher’s talk analysis is interesting to search,
and to know the feature that used by Instructure in the class.
B. Research Question
Based on background above, the research problems of the study are:
1.
What is the feature of teacher’s talk used by the instructure?
2. What is the most frequently feature of teacher’s talk that used by the
instructure?
C. Objective of the Study
Based on research question, the researcher wants to:
1. To find out the feature of teacher’s talk used by instructure in English
Intensive class.
2. To find the most frequently feature of teacher’s talk that used by the
instructure.
D. Significance of the Study
The result of this study is important to give benefit for teachers, students
and readers. For teachers, it can be used as a reference to the following teaching
process to improve their professionalism as an educator. The researcher expects
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this analysis give information about self evaluation of the teacher’s talk to make
the classroom interaction better than before. While for the students themselves,
this study is wished to be able to encourage their participation to be active in the
English classroom.
E. Scope and Limitation
This research is conducted in English Intensive Class of Tarbiyah faculty
at UIN Sunan Ampel Surabaya. The researcher takes one instructures from M
classes as sample. This sample to be easier to organize and analyze the research.
The classes is selected, based on the result of preliminary study that done by the
teachers is fresh graduated.
This study is limited to find out the feature of teacher’s talk used by
English Intensive teacher and describing the frequency of teacher talk used by
English Intensive teacher on the classroom interaction. The teacher’s talk in this
research is about all of the teacher’s talk that recorded by the researcher,and then
the researcher will clasyfy in to the diagnostic instrument of feature of teacher’s
talk.
F. Definitions of Key Terms
There are several terms as the key of the study to refer to certain concept.
The terms are defined to avoid any ambiguous and misinterpretation. The
researchers try to give clear definition about the terms. Those terms are presented
as follows:
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1. Teacher talk
:Krashen and Terrel assume that teacher’s talk maybe
regarded in a sense, as a speech or foreigner talk in the
second languange classroom, they argue that teacher’s
talk is a vital source of comprehensible input in the
second
languange
classroom.10
The
researcher
consider that teacher talk is all about languange that
teacher used in order to control, organize, and
motivate the class which cause of interaction between
teacher and student in the class. In this case, the
researcher gets the teacher talks transcript that occur in
the class by recording directly in learning process, by
transcript of the teacher talk, the researcher can
analyze the feature used by the teacher.
2. Feature of Teacher Talk : Content of the Self Evaluation Of Teacher Talk
which analyze of how the teacher’s interaction in the
class. It refers to know Teacher Talk offered by Steve
Walsh as a means to evaluate the teacher’s
interaction11. In this research, feature of teacher talk as
a guide to evaluate how the teacher’s talk.
10
Krashen,S.D, & Terrel, T.D, The natural approach: Languange acquisition in the classroom (
Oxford: Pergamon, 1983)
11
Steve Walsh, “Exploring classroom discourse: language in action”( USA and Canada:
Routledge,2011)
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3. English Intensive class : English Intensive Class is one of program in Foreign
Languange Competence Program (P2KBA) handled
by Language Development Center at UIN Sunan
Ampel Surabaya.12 This program created for first
and second semester students of UIN Sunan Ampel
for all faculties. From that statement Intensive
English Program as a object of research in this
thesis.
12
Pusat Pengembangan Bahasa (P2B). Pedoman Program Kompetensi Berbahasa Asing
(P2KBA).(Surabaya: Pusat Pengembangan Bahasa (P2B) IAIN Sunan Ampel Surabaya,2012)1-25
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CHAPTER II
REVIEW OF RELATED LITERATURE
A.
Review of Related Literature
1.
Classroom Discourse
a. Definition of classroom discourse
Classroom discourse is all form of activities that take place in the
classroom, including linguistic and non-linguistic elements of the
discourse.1 It means that the former is the teacher-student interaction in
classroom. There are many definitions purposed by some definition
dealing with discourse and also classroom discourse, according to Marcer
Discourse as „language in its social context, as it is used to carry out the
social and intellectual life of a community.2 This meaning of discourse is
the importance to know the language in context and usually involves an
analysis of spoken and written language.
According to Cazden, study of classroom discourse is a kind of
applied linguistics, the study of situated language use in one social
setting.3 Mercer notes that about 65% of the time the teacher talks and
about 70% of teacher talk consists of lecturing or asking questions. In
other words, in the classroom usualy teacher’s talk is more dominant than
1
A. Tsui, 25 th International Confrence of English Teaching and Learning:Boundary-Crossing in
Classroon Discourse Research. (The University of Hongkong, 2008).
2
N. Mercer, The Guided Construction of Knowledge: talk amongst teachers and learners,
(Clevedon, Multilingual Matters,1995), p.79
3
Courtney Cazden, The Languange of Learning and Teaching (Portsmouth, NH: Heinemann,
Harvard Eucation Publishing Group 2001)
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the student. For this purpose, the teacher will have an overview about what
he is saying and how the students response.
2.
Lecturer-Students Interaction
The communicative process involves interaction between at least
two people (lecturer-student or student-student) who share a list of signs
and semiotic rules.4 Therefore, interactions occur when the are two objects
that influence each other through giving and receiving message in order to
achieve communication. In classroo, lecterur-students interaction is
communication between teacher and students that make effect in learning
process. Though interaction with their lecturer, students can increase their
language as they listen to or read authentic linguistic material, or even the
output of their follow students in discussions skits, joint problem-solving
task, or dialogues.5
In the classroom it is considered as important for the lecturer to
manage who should talk, to whom, on what topic, in what language and so
on. One set of theories, presented by Tyson and Carrol, looks teaching
process as a process of interaction.6 As the result, if the interpersonal is
good, it means that the learning will occur. On the contrary, if it is bad, the
process of learning is not occur. From the definition above, it means that
Ilknur ISTIFCI – Ugur DEMIRAY,” Role and function of meta communication consept as
nonverbal communication in teaching EFL”. International Journal on New Trends in Education
and Their Implications. October,November,December 2011 Vol:2 Issue:4 Article 10 ISNN 13096249,97
5
Wilga M.Rivers, Interactive Language Teaching. (Cambridge University Press,1987),
6
James C. Tyson – Marry Carroll, Conceptual tools for teaching in secondary schools. (Boston:
Houghton Mifflin Company, 1970),6.
4
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interaction has many influences to the learning process to achieve the goal
of learning.
3.
Teacher’s Talk
a. Definition of Teacher’s Talk
Teacher’s talk and English Foreign Languange classroom have a
special relationship. According to Lynch, teacher’s talk is language
typically used by the teacher of foreign language classrooms. 7 The goal is
to communicate with students and to develop students’ foreign language
proficiency. The success of conducting teacher’s talk depends on the
teacher’s strategies to manage interaction in the classroom. Some teachers
give a change for the students to contribute and participate in learning
process. According to Bailey, one of the four principles of teaching
speaking is that the teacher should provide opportunities for the students to
talk and limit his own talk.8 However, some teachers uncare with the
student’s talk to participate in learning process.
Walsh assumed that participants’ awareness of interactional
resources available in the classroom environment can promote the creation
of learning opportunities. To create good atmosphere for learning’ through
such things as: Direct eerror correction, content feedback, checking for
confirmation, extended wait time, and scaffolding. Obstruction meant
7
T. Lynch, Communication in Languange Classroom. (New York: Oxford University
Press,1996),p. 15
8
K. M. Bailey, Speaking. In David Nunan (ED). Practical English Language Teaching. (New
York: McGraw Hill,2003), p.54-56.
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“reducing learning potential” which can be done through Turn
Completion, Teacher Echo, and Teacher Interruptions.
b. Type of Teacher’s Talk
Type of teacher talk only devided in two categories, Cited in
Kryspin, teacher’s talk has two branches of type they are direct and
indirect teacher’s talk.9 He explained that teacher’s talk is considered to be
direct; the verbal responses of the students might be greatly limited. From
that statement, it can be said that the direct teacher’s talk will minimize
and restrict students to give response intentionally. The example,
Teacher: Close your book!
From that example, the teacher does not need the student’s
responses in spoken the teacher, the teacher need is only give instruction
to the students.
On the other hand indirect teacher’s talk is different from direct
teacher talk. The purpose is to maximize or stimulate students to give
responses to the teacher. Hughes and Moate give an example:
Teacher: Any Improvement?
From that statement, it can be seen that the students are invited to
give response toward the teacher’s utterance. It will also help the teacher
to get the students’ attention.
1) Direct Teacher talk
9
W.J. Kryspin & J.F. Feldhusen, Analyzing Verbal Classroom Interaction, (Minneapolis: Burgess
Publishing Company, 1974),p. 27
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As Flanders cited in Kryspin, direct teacher is the use of straight
forward, explicit teaching techniques and it represent the teacher’s
direct
talk can be categorized into three.10 The first category is
explaining or informing. It is also called self explanatory. The teacher
takes the whole communication by explaining a certain material.
Kryspin explained that the use of explaining or informing is to give the
student important facts, opinion, concepts, or generalization.
The second category is giving direction or command that is used
when the teacher asks his or her student to do something in the
classroom. The teacher can also give a clear direction to guide the
student’s understanding his or her command, especially if the students
are confused about the teacher talk.
Scolding or defending authority is the third category, according
to Nunan, this category is used if the students are bad in behaviours
during the classroom activity.11 Example, Teacher:“why don’t you do
your homework?”
2) Indirect Teacher Talk
Flanders cited in kryspin, the indirect teacher talk is divided into
four categories, the four categories represent the teacher’s indirect
influence. The first category is called acceptance of feeling or deals
with. It is delivered by the teacher whenever expresses his or her
10
N.A. Flanders, Analyzing Teacher Behavior.Reading. (MA: Addison-Wesley, 1974),p. 7
David .Nunan, Understanding Language Classroom : A Guide for Teacher Initiated
Action,(UK:Prentice Hall, 1989),p. 25
11
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understanding about the students emotional behaviour or when the
teacher ask the student to express their feeling.12
The second and the third category are
praise and
encouragement. Praise and encouragement are different each other.
Praise represent that the student who have good participation in
teaching learning process and doing what is expected.
Fourth category provides how the teacher shows agreement
about what the student are saying or doing. Nunan say that the ideas
given by the student must be rephrased.13
4.
The role of Teacher’s Talk in Foreign Language Learning
There is no leraning without teaching. As a tool of
implementing teaching plans and achieving teaching goals, teacher
talk plays a vital important role in language learning. As Nunan said “
Teacher’s talk is of crucial importance, not only for the organization
of the classroom but also for the proces acquisition. It is important for
organazing of the classroom because it is through language that
teachers either succeed or fail in implementing their teaching plans. In
terms of acquisition, teacher’s talk is important because it is probably
the major source of comprehensible target language input the learner
12
N.A. Flanders, Analyzing Teacher Behavior.Reading. (MA: Addison-Wesley, 1974),p. 9
David .Nunan, Understanding Language Classroom : A Guide for Teacher Initiated
Action,(UK:Prentice Hall, 1989)
13
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is likely to receive.”14 It clear that the rolr of teacher’s talk is so
important to input knowledge to the student to get the best output
students’ understanding.
Ellis also point out : whether it is subject lesson or a language
lesson, successfuloutcomes may dependon the type of language used
by the teacher and the type of interactions occuring in the classroom.15
It can be conclude that teacher’s talk in the english foreign learner
classroom serve as at least two function. Firstly, it serve as variable
input of language exposure. Secondly, it is used in different ways to
generate the interaction, to make the input comrehensibleand
consequentlymake the learning take place.
5.
The Fiture of Teacher Talk
Teacher’s talk has many kind of features, according to some
scholars, Hu Xuuewen,Dai Weidong and Li Ming, teacher’s talk is
regardedas a special simplified code with double features. The first
one refers to the form of teacher’s talk, such as the speed, pause,
repetition, modifications of teacher’s talk. The second one, which
refers to the features of the language that teachers use to organize and
control classses, include the following aspect : the quality and the
quantity of teacher’s talk, the questions of teachers use, interactional
modificationand teacher’s feedback.
14
David Nunan, Language Teaching Methodology : a textbook for Teachers (Cambridge :
Cambridge University Press, 1991)
15
Ellis, Understanding of Languge Acquisition. (Sanghai : Sanghai Foreign Language Education
Press,1985) p.143
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6.
Self-Evaluation of Teacher’s Talk (SETT)
As stated in Walsh SETT is designed to help teachers in
describing the classroom interaction of their lesson.16 Moreover, Self
evaluation of Teacher’s talk is used to hold the idea that teacher’s
communication in classroom activities are must be checked.
Self Evaluation Of Teacher’s Talk framework is designed to
be applied to a number of different educational contexts, which help to
build up the teacher’s competence at the second language classroom.
Walsh on this study gives more specific feature of teacher talk
according to Self Evaluation of Teacher Talk frame work.
Table 2.1 Self Evaluation of Teacher Talk
Feature of
Definition
Teacher Talk
Scaffolding
This future is divided into three categories :
a.
Reformulation,
rephrasing
a
student’s
contribution.
sometimes, the way students deliver their thoughts are
unclear. Therefore, teacher is allowed to repeat student
contribution by using the clearer words or sentences
b. Extension, extending a student’s contribution. When the
student gives an incomplete answer, teacher is allowed to
extend the student’s contribution to make it more clear.
c. Modelling, correcting a student’s contribution. Mistakes
16
S. Walsh, Investigting Classroom Discourse. (New York: Routledge,2006)
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Feature of
Definition
Teacher Talk
are normal things made by learners. Especially in
classroom, this is the teacher’s duty to correct a student’s
wrong contribution and to give the right utterance by
modelling.
Direct Repair
Correcting an error quickly and directly. Direct repair is needed
when a teacher speech is wrong, a good teacher should not
allow his or her students having a wrong understanding about
the material.
Content feedback
Giving feedback to the message rather than the words used
Extended wait –
Allowing sufficient time (several seconds) for students to
time
Referential
respond or formulate a response
Genuine questions to which the teacher does not know the
questions
answer
Seeking
a. Teacher ask student to clarify something the student has said
clarification
b. Student ask teacher to clarify something the teacher has said
Confirmation
Making sure that teacher has correctly understood learner’s
checks
Extended learner
contribution
Learner turn of more than clause
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turn
Teacher echo
a. Teacher repeat a previous utterance
b. Teacher repeat a learner’s contribution
Teacher
Interrupting a learner’s contribution
interruptions
Extended teacher
Teacher turn of more than one clause
turn
Turn completion
Completing a learner’s contribution for the learner
Display questions
Asking questions to which teacher knows the answer
Form-focused
Giving feedback on the words used, not the massage
feedback
Based on the SETT frame work proposed by Steve Walsh.17
7.
Intensive English Program (IEP) UIN Sunan Ampel Surabaya
Intensive English Program (IEP) is one of program in Foreign
Language Competence Development Program (P2KBA) handled by
Language Development Center at UIN Sunan Ampel Surabaya. This
program created for first year students of UIN Sunan Ampel for all
faculties (Faculty of Tarbiyah and Teaching Training, Faculty of Adab and
Humanities, Faculty of Da’wah and Communication, Faculty of
Ushuluddin and Islamic Thought, Faculty of Sharia and Law, Faculty of
17
Steve Walsh,. Exploring Language Discourse(new york and London: Routledge Taylor and
Francis group, 2006)
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Social Science and Political Sciences, Faculty of Economy and Islamic
Business, Facultyof Psycology and Health, and Faculty of Science and
Technology) that concern on psycomotor, cognitive and affective
aspects.18 IEP is held every Tuesday and Thursday morning at 6 a.m.- 7.30
a.m.
IEP or English Intensive Class held for two semester in first year
study. In the first semester, IEP is focused on Feneral English but the
material emphasized on speaking while in the second semester, studens are
taught specifically in TOEFL. All students are obligated to attend these
clases and are expected to pass the minimum score of 400-both for TOEFL
in the end of the second semester. Students who can pass IEP, they will get
certificate. The certificate of IEP becomes a requirement for students who
will take a thesis.
B. Review of Previous Studies
There are several studies that has been conducted by researchers
concerning to the teacher’s talk. One of them is a thesis by Rona Ayu Putri
Surya entitled “Madurese Interference in an English Teacher’s Talk in
Senior High School Bangkalan.” Her study is discused about the variety of
first language interference. The result is the Madurese interference was
found in some utterances used in some teacher’s talk. The types of
interference which mostly appeared are grammatical interferences and
18
Pusat Pengembangan Bahasa (P2B). Pedoman Program Kompetensi Berbahasa Asing
(P2KBA). (Surabaya: Pusat Pengembangan B ahasa (P2B) UIN Sunan Ampel Surabaya,2012),125
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phonological interference. The grammatical interference occurred when
the teacher adopted the grammar structure of Madurese language to
English, while the phonological interference is shown in the teacher’s
pronunciation and intonation of Madurese language. In brief, Rona Ayu’s
is investigated focuses on Madurese interference only. 19
A thesis written by Nurma Aini in title “Teachers Talks and
Students Talks in Advance Speaking Class Of The Third Semester
Students of English Education Department of Teacher Training and
Education Faculty of Muria Kudus University in Academic Year
2011/2012.” She observed about the move of teacher’s talks and student’s
talks in advance speaking class of third semester in English education
department. In the end of the thesis, she concluded that move of teachers
talks and students talks are 65,6% of initiation, 9,4% of responds, 19,08%
of feedback on teacher’s talks, and 23,55% of initiation, 75,5% of
Responds, and 6,86% of feedback in student’s talks. In short, Aini focused
on analyze the move such as initiation, responds and feedback (IRF) of
teacher’s talks and student’s talks. On his study the researcher will focus
on features that use by teacher in teacher’s talks. 20
Yulianti on her thesis “A Descriptive Analysis of Students’
Perceptions towards Teacher’s Talk in English Classroom.” Investigates
Rona Ayu Putri Surya, Madurese Interference In An English Teacher’s Talk In A Senior High
School In Bangkalan, S1 Thesis ( State University of Surabaya, 2013).
20
Nurma Aini, Teachers Talks and Students Talks in Advance Speaking Class Of The Third
Semester Students of English Education Department of Teacher Training and Education Faculty
of Muria Kudus University in Academic Year 2011/2012, S1 Thesis, ( Muria Kudus
University,2012).
19
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the students’ perception toward English teacher’s talk. It also aims to
know what the kinds and the impacts of teacher’s talk used by English
teacher to English teaching learning process. Then, the students’
expectation of an ideal English teacher’s talk is also important to be
investigated in order to conduct a better in the future. The result of this
research is presented descriptively in order to reveal the students’
perception comprehensively about the teacher talk. 21
Norisma Alif Fujiyanti on her thesis “A study of Teacher’s
Reaction to the Students Responses in Term of Initiating Talk in The
Speaking Class at The Junior High School.” Investigates how the teacher
react to the student responses in order to initiate talk in the speaking class.
The research also aim to know which feature of teacher talk do construct
the student to talk. From 14 feature talk of teacher talk, the researcher
found the used of feature of teacher’s talk, are extend-wait, time
obstructed, student talk, scafolding, referential question, teacher
interuption and extended teacher-turn. 22
Alfan Hariri on His Thesis, “The Analysis of Teacher’s interaction
during the Implementation of Curriculum 2013(k-13) by Using Selfevaluation Teacher Talk (SETT) in SMPN 13 Surabaya.” Hariri find out
about how the teacher interaction in the implementation of K-13 in SMPN
13 Surabaya. Also about what the teacher interaction in the
Yulianti, A Descriptive Analysis of Students’ Perceptions Towards Teacher’s Talk in English
Classroom, S1 Thesis (STAIN Salatiga,2013).
22
Norisma Alif Fujiyanti, A Study Of Initiating talk in Speaking Class at The Junior High School,
S1 (Thesis State University of Surabaya,2014).
21
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implementation of K-13 in SMPN 13 Surabaya fit to SETT Frame Work.
In result, the teacher’s interaction in the implementation of K-13 is in the
form of IRF pattern that mostly uses close question as initiation. In
addition, the teacher’s interactional features that often occur is teacher
echo, display question and confirmation request. From Hariri thesis the
teacher’s interaction used in implementing k-13 is suitable with the
interactional feature in each mode of SETT frame work. 23
Considering those studies, the researcher assumes that it is
important to make teacher be aware in their talking, how the way they talk
and how they can evaluate their talk in the advance class. That is by using
another means of classroom discourse analysis and focusing on the
teacher’s talk. For this purpose, the researcher will use SETT (selfevaluation of teacher talk) as a means of analysis which focused on how
teacher talk during the class. Furthermore, the researcher will analyze the
evectivities of teacher talk based on Self Evaluation of Teacher talk frame
work it self. As a result, this research will help the teachers in evaluate
their talk to make the class more efective and interactive and also to get an
anlysis of featurer of the teacher talk that used by the teachers during the
classroom activities.
Alfan Hariri, “The Analysis of Teacher’s interaction during the Implementation of Curriculum
2013(k-13) by Using Self-evaluation Teacher Talk (SETT) in SMPN 13 Surabaya” S1 Thesis (UIN
Sunan Ampel Surabaya, 2015).
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CHAPTER III
RESEARCH METHODE
A. Research Design
In this research the researcher will use descriptive qualitative
method. The description is about the discourse analysis of classroom
interaction of the teacher talk at English Intensive Class at UIN Sunan
Ampel Surabaya. Arikunto stated that descriptive research is not meant to
test a certain hypothesis, but it is only describes the phenomena, situation
and condition that occur during the study.1 Descriptive research is used to
describe characteristics of a population or phenomenon being studied by
the researcher. In this research, the researcher chooses descriptive
qualitative method because the researcher will describe the feature that
used by teacher. The researcher will analyze the teacher talk by using Self
Evaluation of Teacher Talk (SETT) approach to know how the teachertalk in learning process at English Intensive Class.
B. Research Setting
The study will be conducted at UIN Sunan Ampel Surabaya which
is located on Jl. A.Yani 117 Surabaya. UIN Sunan Ampel Surabaya is
chosen as the field of study because. UIN Sunan Ampel Surabaya is one
of many universities that have English Intensive Class which must be
1
Suharsimi arikunto, Dasar – Dasar Evaluasi, (Jakarta, 1986), p.212
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joined by all new students, but many of the teachers are fresh graduate. In
fact, English teacher must have many experiences in teaching but for
fresh graduate, teacher is need to learn and adapt in classroom situation to
handle the class. The researcher want to analyze the teacher talks that
occur in the class to know the interaction in there.
C. The Subject of The Study
This study will involve of English Intensive class with fresh
graduate instructure in the Tarbiyah faculty and Teachers Training in UIN
Sunan Ampel 2015-2016 academic year. The instructure chosen based on
the result of preliminary study, the instructure are fresh graduated and
they have been taught in English Intensive for a year after graduation.
D. Source of Data
The data that the researcher will use is from the transcription of
teacher’s talk. The researcher will do the research in English Intensive
Class at UIN Sunan Ampel Surabaya. The object of the research is the
teacher’s talk as long as classroom interaction. The data that the
researcher gets are from observation and transcript of teacher’s talk.
E. Research Instrument
In this research the researcher will do the research at UIN Sunan
Ampel Surabaya. To help the researcher in collecting the data, the
researcher uses two instruments for documentation, they are video recorder
and voice recorder.
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1.
Video recorder
To view clearly about what is happening in the classroom
activity, the researcher will use mobile phone that has 3,5-5 pixels
camera to record the data.
2.
Voice recorder
To get more detailed data about the classroom interaction. The
researcher will record the data from teacher’s dialogue. For the
instrument the researcher will use mobile phone that has good
quality of voice.
F. Data Collection Technique
To gather the information, the researcher will observes the
class,then documentation (recording), and transcription.
1. Observation
The researcher will observe the teaching learning techniques to
know the way teacher’s communication in the class and also to get
information that happen in the classroom.
2. Documentation
The researcher notes some important parts of the class that might
be cannot be recorded. It is to make sure in getting the real classroom
context.
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G.
Research Procedure
The process of teacher talk in the classroom is already used in
English Intensive Class at UIN Sunan Ampel Surabaya. The researcher
will do observation, take field note, record and transcript the teacher’s
talk. The procedure of the research will follow t