A study of teacher talk in elementary school English class - USD Repository
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A STUDY OF TEACHER TALK
IN ELEMENTARY SCHOOL ENGLISH CLASS A THESIS
Presented in Partial Fulfillment of the Requirements
For the Degree of Magister Humaniora (M.Hum)
In English Language Studies
by
MAYLISIAS WAN Student Number: 116332019 THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY YOGYAKARTA 2013PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
v
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
First of all I would like to express my deepest gratitude to God, Jesus Christ, who has guided, helped, and given me an opportunity to continue my education at the graduate program in English Language Studies (ELS) Sanata Dharma University. I realized that, without Him, I cannot finish this thesis well. May He always be with all of us who seek and share our knowledge to others.
Second, I would like to express the deepest thank my beloved adviser, Drs. FX. Mukarto, M.Sc., Ph.D. for his guidance and constructive feedback throughout the various stages of this research. I also thank for his effort, love, supports, and guidance during my study in Sanata Dharma University. As my beloved lecturer, I also have got a lot of insights and knowledge from his lectureres during my study at the ELS Program.
Third, I would like to acknowledge the support and assistance of Dr. Bismoko, Dr. B.B. Dwijatmoko, M.A., and Dra. Novita Dewi, M.S., M.A. (Hons), Ph.D, who had facilitated me with conductive learning environment during my study and ecouraged me to finish this research. I also give my thank to mbak Lelyana, as the administrative staff of the ELS program for giving me the information I need to know concerning my study administrations.
Then, I would like to express my great honor and thankfulness to H. Drs. Budiman Arifin, M.Si (Bupati Kabupaten Bulungan) for giving me the opportunity to take my Magister Degree in ELS program at Sanata Dharma University Yogyakarta through the scholarship program supported by Pemerintah
Kabupaten Bulungan . It was a big surprise for me to be the first Elementary
school teacher in Bulungan Regency to take this great opportunity.Next, I would like to give my special thanks to Hj. Juariah, S.Pd.SD, as the school principal of SDN 010 Tanjung Selor, East Kalimantan for her good cooperation and allowing me to do my research in this school. I also would like to thank all of the participants who have participated in this research, for their time, cooperation, helps, and also allowing me to observe their teaching practices.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Finally, special thanks must goes to my beloved familly for their prayer, support,encouragement, and love. My wife, Deswati Panel, my sons Gilbert Immanuel and Gevin Sanata, and my daugther Grace Tiara who have given a great contribution for me to finish this very hard job and study.
Thanks, may God bless us always!
th
Yogyakarta, July 18 , 2013 Maylisias Wan
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
WISE WORDS
“Who dares to teach must never cease to learn” (John Cotton Dana)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
i TITLE PAGE ........................................................................................
APPROVAL SHEET ............................................................................ ii
THESIS DEFENSE APPROVAL PAGE ........................................... iii
STATEMENT OF ORIGINALITY .................................................... iv
LEMBAR PERNYATAAN ................................................................... v
vi ACKNOWLEDGEMENTS .................................................................
WISE WORDS ...................................................................................... viii
TABLE OF CONTENTS ..................................................................... ix
LIST OF TABLES ................................................................................ xiv
LIST OF FIGURES .............................................................................. xv
xvi LIST OF EXCERPTS ..........................................................................
CODING SYSTEM ............................................................................... xvii
ABSTRACT ........................................................................................... xviii
INTISARI .............................................................................................. xix
CHAPTER I: INTRODUCTION A. Background ........................................................................................
1 B. Problem Identification ........................................................................
5 C. Problem Limitation ............................................................................
6 D. Statement of Research Question ........................................................
6 E. Research Goal .....................................................................................
6 F. Research Benefits ...............................................................................
7
CHAPTER II: LITERATURE REVIEW A. Theoretical Review ............................................................................
30
16
17
20
22
23
25
25
27
30
32
11
33
33
34
35
37 CHAPTER III: RESEARCH METHODOLOGY A. Research Plan .....................................................................................
38 1. Research Method ...........................................................................
38 2. Nature of Data ................................................................................
38 3. Data Sources ..................................................................................
39 a. Research Participants .................................................................
39 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
11
1. Teacher talk ....................................................................................
b. Teacher’s Role in Teaching and Learning Process ....................
a. Difinition ....................................................................................
b. The Role of Teacher Talk in Foreign Language Learning ........
c. The Function of Teacher Talk .................................................... 1) Teacher’s Questions .............................................................. 2) Teacher’s Feedback ............................................................... 3) Translation (Code-switching) ................................................
d. The Categories of Teacher Talk .................................................
2. Krashen’s Input Theory .................................................................
3. Output Hypothesis .........................................................................
4. Paul Na tion’s Four Strands ............................................................
5. Classroom Interaction ....................................................................
a. Interaction in EFL Classes .........................................................
6. Elementary School .........................................................................
11
a. Difinition ....................................................................................
b. Characteristics of Elementary School Students .........................
7. Foreign Language Learning and Teaching ....................................
a. Foreign Language Learning .......................................................
b. Foreign Language Teaching ......................................................
B. Related Studies ...................................................................................
C. Theoretical Framework ......................................................................
8
8
8
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
b. Research Setting ........................................................................
62
e. Translating (code-switching) .....................................................
55
55
55
57
59
60
62
64
c. Giving directions ........................................................................
65
67
68 B. Discussion ..........................................................................................
1. Indirect Influence ...........................................................................
2. Direct Influence .............................................................................
70
71
72 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
d. Criticizing ..................................................................................
b. Correcting ..................................................................................
40 4. Research Instruments .....................................................................
49 3. Ensuring Trustworthines of the Research Result ...........................
41 5. Data Collection Technique ............................................................
42 a. Observation ................................................................................
42 b. Interview ....................................................................................
43 6. Data Analysis .................................................................................
43 7. Trustworthiness ..............................................................................
44 B. Actualization of the Research Problem ..............................................
45 1. Conducting Class Observation .......................................................
45 2. Analysing of Class Observation Data ............................................
51 a. Constructing the Interview Questions ........................................
a. Giving informations ...................................................................
51 b. Conducting the Interview ...........................................................
52 c. Analysing the Interview data .....................................................
54 CHAPTER IV: RESULT AND DISCUSSION A. Result of Data Analysis ....................................................................
1. Indirect Influence ...........................................................................
a. Dealing with feeling ...................................................................
b. Praising or encouraging..............................................................
c. Using idea of students ................................................................
d. Asking questions ........................................................................
2. Direct Influence .............................................................................
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS A. Conclusions.........................................................................................
73 1. Indirect Influence Category............................................................
74 2. Direct Influence Category ..............................................................
75 B. Recommendations...............................................................................
76 BIBLIOGRAPHY...................................................................................
80 APPENDICES Appendix 1: Transcript of Audio-Video 1 (participant A).....................
84 Appendix 2: Transcript of Audio-Video 2 (participant A).....................
95 Appendix 3: Transcript of Audio-Video 1 (participant B)..................... 104 Appendix 4: Transcript of Audio-Video 2 (participant B)..................... 108 Appendix 5: Photos of Teaching Learning Activity (teacher A)............. 111 Appendix 6: Photos of Teaching Learning Activity (teacher B)............. 113 Appendix 7: Language Function Categories and Coding........................ 115 Appendix 8: List of Interview Questions for the Participants................. 118 Appendix 9:
123 Flander’s Interaction Analysis Categories (FIAC)...........
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF TABLES
Table 2.1 Foreign Language Interaction Analysis (FLINT) System (adapted from Brown 2007: 217).....................................19 Table 3.1 Teacher Talk Categories and Coding...............................
44 Table 3.2 The Sample of Classroom Observation Data Transcript (Participant A)..................................................................
47 Table 3.3 Language Function Categorization (Brown 2007: 217) Concerning Teacher Talk.................................................
50 Table 3.4 The Blueprint of Interview Questions..............................
52 Table 3.5 Sample of Interview Result..............................................
53
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF FIGURES
Figure 2.1 Four Core Strands in Language Program (adopted from Nation, 2007)....................................................................25 Figure 2.2 The Relation between Plans and Outcomes (Allwright and Bailey, 1991)..............................................................
26
LIST OF EXCERPTS
Excerpt 1 (Video 01 A/02 A and Video 01 B)..................................55 Excerpt 2 (Video 01 A/02 A and Video 01 B)..................................
57 Excerpt 3 (Video 02 A/01 A and Video 01 B)..................................
59 Excerpt 4 (Video 01 A/02 A and Video 01 B)..................................
61 Excerpt 5 (Video 01 A/02 A and Video 02 B/01 B).........................
63 Excerpt 6 (Video 01 A/02 A and Video 02 B)..................................
65 Excerpt 7 (Video 02 A and Video 01 B/02 B)..................................
65 Excerpt 8 (Video 01 A/02 A and Video 02 B)..................................
67 Excerpt 9 (Video 01 A/02 A and Video 01 B)..................................
69 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
The coding used for the categorization of teacher talk as follow: Example: 1. II.1 (Acpt.)
II. : Indirect Influence 1 : Function 1 Acpt. : Accepting
2. DI.1 (Giv. Inf.) DI. : Direct Influence 1 : Function 1 Giv. Inf : Give Information
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Maylisias Wan (2013). A Study of Teacher Talk in Elementary School English
Class. Yogyakarta: The Graduate Program in English Language Studies, Sanata
Dharma University.Teacher talk (TT) is an essential part in a language teaching learning process. The sucess of language teaching learning is very much affected by how effective a teacher manages the class activity and the way a teacher talks as the main resource for the students to learn and get the target language input.
This study tries to describe and interpreted the functions of teacher talk in Elementary school English class. Thefore, this study is focussed on the language used by teacher to get the deeper understanding about the functions of the language used during teaching-learning process.
This study was a descriptive qualitative research which used classroom observation and interview as the main data collections. The data were collected from SDN 010 Tanjung Selor. The participants were two teachers of that school. There were two sessions of teaching practice in which each participant in different classes were audio-video recorded. The duration of each session was approximately 75 minutes. This study was conducted during the first two weeks of second semester of 2012/2013 academic year in January 2013. The audio recordings concerning teacher talk were transcribed in the form of transcriptions and categorized the transcripts according to the category of teacher talk. The transcripts were also analyzed in the process of coding. Then, the researcher analyzes the functions of each category. Based on the class observation data analysis then interview was conducted. The interview was designed to investigate the reasons and opinions of the participants about the utterances they used in the class during teaching-learning process.
The results show that the language used by the teacher in the elementary school English class were classified into two categories namely, indirect influence and direct influence. Indirect influent category has four subcategories consisting some functions. While direct influence category has five subcategories and some functions. Some of the findings revealed that, (1) the expression of greeting used by the teacher is both in Arabic and English. Teacher greeted the students to invite them to be ready participate in the teaching-learning process, (2) teacher praised the students to make them more confidence in expressing their ideas, (3) teacher used less English in the class considering of the students’ knowledge and ability. Thus, the interpretation of this study hopefully contribute to the Elementary school English teachers including the teacher participants and also the reseacher becoming more reflective, efficient, and commited in teaching English professionally.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
INTISARI
Maylisias Wan (2013). A Study of Teacher Talk in the Elementary School
English Class. Yogyakarta: The Graduate Program in English Language Studies,
Sanata Dharma University.Ungkapan guru merupakan suatu bagian yang sangat diperlukan di dalam suatu proses pembelajaran bahasa. Keberhasilan dari suatu aktivitas pembelajaran bahasa sangat dipengaruhi oleh bagai mana seorang guru mengatur aktivitas di kelas dan sebagai suatu sumber belajar utama bagi siswa, guru memanfaatkan sebaik-baiknya setiap ungkapan yang digunakan di dalam kelas.
Penelitian ini mencoba untuk mendiskripsikan dan menginterprestasikan fungsi-fungsi bahasa pada ungkapan guru di dalam kelas bahasa Inggris Sekolah Dasar. Oleh karena itu, penelitian ini difokuskan pada bahasa yang digunakan oleh guru guna memperoleh pengertian yang mendalam mengenai fungsi-fungsi bahasa yang digunakan selama proses belajar mengajar.
Penelitian ini merupakan penelitian deskriptif kualitatif yang memanfaatkan observasi kelas dan wawancara sebagai instrumen utama dalam pengumpulan data. Data diperoleh dari SDN 010 Tanjung Selor, Provinsi Kalimantan Timur. Partisipan dalam penelitian ini adalah dua orang guru pada sekolah tersebut. Dilaksanakan perekaman video dalam dua sesi kegiatan pembelajaran oleh masing-masing partisipan pada kelas yang berbeda. Lama waktu setiap sesi sekitar 70 menit. Penelitian ini dilaksanakan selama dua minggu pertama semester ke dua tahun pembelajaran 2012/2013 pada bulan Januari 2013. Kemudian suara dari rekaman yang diperoleh pada observasi kelas mengenai ungkapan guru ditranskripsikan ke dalam bentuk transkrip dan dikategorisasikan sesuai dengan kategori dari ungkapan guru. Transkrip tersebut juga dianalisa dalam proses pemberian kode. Kemudian, peneliti menganalisa fungsi-fungsi bahasa pada setiap kategory. Berdasarkan pada hasil analisa data observasi kelas, kemudian dilaksanakan tanya jawab. Tanya jawab dirancang untuk memperoleh alasan-alasan dan pendapat-pendapat yang benar dari kedua partisipan mengenai ungkapan-ungkapan yang mereka gunakan di dalam kelas selama proses belajar mengajar.
Temuan dari penelitian ini mengungkapkan bahwa bahasa yang digunakan oleh guru di dalam kelas bahasa Inggris Sekolah Dasar dapat diklafikasikan kedalam dua kategori yaitu indirect influence dan direct influence. Kategori yang pertama (indirect influence) memiliki empat sub kategori yang terdiri dari beberapa fungsi. Sedangkan kategori yang ke dua (direct influence) memiliki lima sub kategori dan beberapa fungsi. Beberapa temuan lain menunjukan bahwa (1) ungkapan sapaan yang digunakan oleh guru adalah sapaan dalam bahasa Arab maupun dalam bahasa Inggris. Guru menyapa para siswa bertujuan untuk mengajak mereka siap berpartisipasi dalam proses pembelajaran, (2) guru memberikan pujian kepada para siswa supaya mereka lebih percaya diri dalam mengekpresikan pendapat-pendapat mereka, (3) guru menggunakan bahasa Inggris dalam kapasitas yang masih kurang dengan alasan pertimbangan kemampuan dan pengetahuaan para siswa. Oleh karena itu, interpretasi dari hasil penelitian ini diharapkan dapat memberikan kontribusi kepada guru
- – guru bahasa Inggris di Sekolah Dasar termasuk para partisipan dan juga peneliti sendiri untuk
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
menjadi lebih reflektif, efisien, dan berkomitmen dalam pengajaran bahasa Inggris secara profesional.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER I INTRODUCTION This study is concerned with the teacher talk (TT) in the Elementary
school English class. It aims at describing the functions of the language used by the teacher in Elementary school English class. This chapter contains several sections: the background of study, problem identification, problem limitation, statement of research question, research goals, and research benefits.
A. Background
In the globalization era, it cannot be denied that English has been an international language, used by people all over the world to communicate to each other both in spoken and written interactions. Thus, it is not surprising that the teaching of English is carried out in many parts of the world including in Indonesia. Seeing the reality of English as an international language, our government has stipulated that English as the first foreign language in Indonesia.
Therefore, English has been given more special attention in many institutions including in educational field. Hence, English is not only taught at Junior High School, Senior High School, and Vocational School, but it has also been introduced early from the primary level of education like Kindergarten and Elementary school as a local content (Muatan Lokal). In the new curriculum of 2013, our government still allows the English language taught in the Elementary school as an extracurricular. Many schools, especially in the city, have stipulated English as a compulsory subject. The importance of English, therefore, does not only come from the government but it is also initiated by society who assumes that by mastering English they will have a good future. Some parents strongly
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
believe that by mastering English will benefit their children to have more opportunities to gain economic, cultural or educational advantages (Brewster et all, 2004).
Teaching English in Elementary school is very different from teaching English in higher levels. In terms of content materials or techniques, Elementary school students have different needs, related to their competences and cognitive development.
According to Piaget‟s cognitive development stage, children age 7- 11 are at concrete operational stage (Wood, 2001). Intelectual development in this stage related to the concrete objects. The way to teach English for children in this stage must be provided activity related to their cognitive development.
Besides, teaching English at Elementary school is also related to their characteristics. In this stage, they are very enthusiastic to play and use their imagination (Willis, 2001). The aim of teaching English in the Elementary school is also related to one of the most common beliefs about age and language learning. Young children seem to have a greater facility for understanding and imitating what they hear than secondary school pupils (Brewster et all, 2004). By introducing English early to the Elementary school students, they are expected to acquire the target language easily. By studying English, the students are expected to have a means to develop their knowledge of science, technology and culture. Thus, they can grow up with enough insight that can improve their live quality. The Basic Course Outline of English as a Local Content Course of Study at Elementary School 2004, explains that as a local content subject, English is taught to students of fourth grade to sixth grade (Depdiknas, 2004). Teaching English to Elementary school aims to develop the student‟s competence in verbal
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
communication limitedly to language accompanying action in the school context (Depdiknas, 2004).
In addition, teaching English in the elementary school can motivate students to be ready and be self-confidence in learning English at the next higher level of education. The material more or less contains about spelling, listening, vocabulary, writing, reading and functional skills as the basis to get a simple language skill. At the functional stage, students are able to use the language to support their daily needs such as reading newspaper, instructions, etc. (Depdiknas, 2004).
In Indonesia, English is learnt by the students as the foreign language because they already have their mother tongue and also native language (bahasa
Indonesia) . Most of the English learning activities take place in the language
classroom and in a non-supportive environment. Students usually do not use the target language when they talk to their friends outside the classroom or when they are at home. Therefore, the interaction (teacher talk) in the classroom is likely to be the major, or even the only one source of the target language input. Krashen (1985: 78
) with his SLA theory says “Teacher Talk determines successful language learning by providing plenty of and high quality input for the target language.” In terms of acquisition, teacher talk is important because it is very likely as the major source of comprehensible target language input for the langauge learners to recieve. Teacher talk is a crucial importance, not only for the organization of the classroom but also for the process of acquisition (Nunan, 1991).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Teaching the Elementary school students is very much different from teaching adult in a way that they often have more enthusiastic and give possitive response about learning. These lively learners usually find it easier to meet the target language than adult learners. These conditions are compulsing the teacher to be able to find the best ways to construct sucessfull lesson and activities which place students at the very heart of teaching and learning. Language becomes essential in provides young learners with a new tool, opening up a new opportunities for doing things, and for organizing information through the use of words and simbols. Constuctive talk is one of the most essential ingredients of a good lesson, a vital part to engage any student in their learning, an instrument to transform relationships (Coultas, 2009: 1).
However, lessons that encourage and organize students to talk about their learning are not easy to teach. Teachers should make use of their talk as a „central point‟ to gain effective teaching and learning process (Vygotsky, 1978). Wood as cited in Cameron (2001 pp.8-9) makes it clear that teacher talk is very effective in scaffolding young learners in various ways, thus, they have to manage their talk to become meaningful. It makes young learners are able to improve their skills in the target language. Nunan (1989) states that teachers always modify the language they use to make it easier to comprehend. This, in turn, help the learner to acquire the target language input.
Therefore, teacher talk is an indispensable part of foreign language teaching in organizing activities, and the way the teachers talk do not only determine how well they transfer the lessons, but also guarantee how well
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
students will learn. “Teacher talk is particularly important to language teaching” (Cook, 2000: 144).
B. Problem Identification
Learning a language is not an easy task even for those who learn their native language or L1. For language learners who learn English as a foreign language such as in Indonesia, most classroom is the main place where they are frequently exposed to the target language input. In the language classroom, therefore, teachers should be able to establish what the appropriate languages they use. It would be more efficient in creating an environment in which students feel more comfortable and more confidence to get involved in interactive activities in the language classroom. Appropriate teacher talk can create harmonious atmosphere and at the same time it promotes more friendly relationship between teachers and students. Consequently, it creates more opportunities between teachers and students to use the target language in their communication.
There are several problems identified. Those are: (1) Learning language is not easy, (2) Students in Indonesia learn English as a foreign language, and (3) Classroom is the main place for the learner to learn English. Seeing this reality, the teachers as the source and guide for the students to learn the target language, it is important for them to be able to provide the best way in scaffolding the student to learn. This is proposed the teachers make use their talk to provide the input during the process of teaching in the classroom. This study, however focuses on the teacher talk in elementary school English class. It aims to describe the functions of the language used by the teacher in English class.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
C. Problem Limitation
Based on the problem identification above, the researcher focuses this study primarily in exploring the teacher talk in Elementary school English class.
The crucial reason why the reseacher feels interested focusing this study in this topic, is that the researcher himself is a teacher who teaches English in the Elementary school. So, hopefully the findings of this study will contribute in improving the quality of teaching-learning English in the Elementary school.
English teachers are able to use the appropriate talk in the process of teaching- learning. Teacher can motivate, encourage, and improve the students‟ participation in teaching-learning language activities by using their appropriate talk, to help the students achieve the target language input. By doing so, the students are expected to build and develop their basic knowledge about English in the early stage of their study to prepare them to be ready learn it in the next level of education such as at secondary school.
D. Statement of Research Questions
From the identification and limitation of the problem, the question which should be answered is what are the functions of teacher talk in Elementary school
English class?
E. Research Goal
In line with the research questions, this study is conducted to find out and describe the fuctions of teacher talk in Elementary school English class.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
F. Research Benefits
The goal of the study is to find out and describe the functions of teacher talk in Elementary school English class. Theoretically, the research findings will contribute to teaching-learning English in Elementary school, particularly related to teacher talk in the English class. The Elementary school English teachers can use the research findings as a guidance to determine the appropriate uses of their talk in classroom. It can help students to achieve the target language input.
Practically, this research benefits the participants to be more aware about their talk to perform in the process of teaching-learning English in classroom. It can also serve as a reference for the teachers to improve their performances during the process of teaching-learning. Besides, it also serves to be the model of teacher talk in teaching-learning process. At least, other teachers can apply this teaching model in their own classroom. By doing so, it is expected to increase teacher talk productivity when they address the target language to their students.
Theoretically, the results of this study will provide scientific information and multiple advantages in education in general, especially in motivating teachers to make their talk more effective. The effective talk of the teacher will support the lessons in teaching-learning activity. It should relate to what the students want to achieve and need to improve in terms of the target language learning objective.
The result of this study is also usefull for teachers in preparing their students to enter the next higher education level. It can help teachers in developing the quality of teaching-learning process and enable them to motivate the students to use the target language accurately. The result of this research can
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
also be used as a reference for those who wants to conduct a study in English teaching-learning processs in term of teacher talk in language classroom.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II LITERATURE REVIEW This chapter deals with the review of related literature to the present study. The study was designed to find out and describe the functions of the language
used by the teacher in Elementary school English class at SDN 010 Tanjung Selor, East Kalimantan.
A. Theoretical Review
There are several major isues underlining in this study. They are teacher talk (TT), Krashen‟s input theory, output hypothesis, Paul‟s Nation four strands, classroom interaction, elementary school, and foreign language learning and teaching.
1. Teacher Talk (TT)
a. Definition
Many definitions of teacher talk (TT) have been given from different perspectives by some experts. Longman Dictionary of Language Teaching and
Applied Linguistics by Richards (1992) defines that TT is as a variety of language
sometimes used by teachers when they are in the process of teaching. Therefore in the framework of classroom talk, Jhonson (1995) states that there is a tendency for the teachers to control the pattern of communication. This control comes from their special status and from the way they use the language. That means they normally decide how, when, where, and with whom language is to be used in the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
classroom. For example, the teachers can control their speech in the classroom through the way they allocate speaking turns to students by either specifying who is to take it or by throwing it opens to the whole class. Teacher talk is the language a teacher uses to allow the various classroom prosesses to happen, that is the language of organizing the classroom. This includes the teacher‟s explanations, responses to questions, instructions, praises, corrections, etc. Ellis (1985: 145 ) formulates his own view about teacher talk: “Teacher talk is a special language that teachers use when addressing L2 learners in the classroom.” In other words, Ellis (1994) also states TT means that teachers address classroom language learners differently from the way that they address other kinds of classroom learners. Teacher talk is therefore very important for both classroom teaching organization and students‟ language learning in the process of foreign language learning and the second languge acquisition, because teacher talk is an instrument of implementating teaching plan. Teacher talk also defined as the kind of modifications in teachers‟ speech that can lead to a special type of discourse (Richards and Lockhart, 1996: 184). Richards and Lockhart explain that when teachers use teacher talk, they are trying to make themselves as easy as possible to understand and effective teacher talk may provide essential support to facilitate both language comprehension and learner production.
While, according to Sinclair and Brazil (1985) teacher talk is the language in the classroom that takes up a major portion of class time employed to give direction, explain activities and check students‟ understanding. As an indispensable part in foreign language teaching, teacher talk has its own features in that both the content and the medium are the target language. Sometimes
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
teacher talk can be called teachers‟ language, teachers‟ speech or teachers‟ utterances. In spite of these different shapes, they share the same characteristic, that is, they are all the words spoken by the teacher in class.
From the definitions above, firstly the researcher can see that teacher talk in English classroom is regarded as one special variety of the English language, so it has its own specific features which other varieties do not share. Because of the restrictions of the physical setting, special participants as well as the goal of teaching, teacher talk has its own special style. Secondly, teacher talk is a special communicative activity. Its goal is to communicate with students and develops stude nts‟ foreign language proficiency. Teacher talk is used in class when teachers are conducting instruction, cultivating their intellectual ability and managing classroom activities (Cullen, 2002). Teachers adopt the target language to promote their communication with learners. In this way, learners practice the language by responding to what their teacher says. Thirdly, teachers use the language to encourage communication between learners and themselves. Therefore we can say that TT is a kind of communication-based or interaction-based talk.
Studies of teacher talk can be divided into two types of language. One is the investigation of language that teachers use in their language classroom, and the other is the investigation of language that they use in subject matter lesson (Gaies, 1990) . In this study, the researcher will focus to describe the oral form of teacher talk instead of the writen form. It refers to the language that teachers use in English class rather than in other setting.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
b. The Role of Teacher Talk in Foreign Language Learning
As a tool of implementating teaching plans and achieving teaching goals, Teacher Talk (TT) plays a vital role in language learning. In Indonesia English is learnt as a foreign language and the students learn English mostly in a language class with a non-supportive environment, therefore TT is likely to be the major or even the only one source of the target language input. Krashen (1985) says TT determines successful language learning by providing plenty of high quality input for the language itself. In line with Nunan (1991), he points out that teacher talk is a crucial of importance, not only for the organization of the classroom but also for the process of acquisition. It is through language that teachers either succeed or fail in implementating their plans. In terms of acquisition, TT is important because it is probably the major source of comprehensible target language input the learner is likely to recieve.
c. The Functions of Teacher Talk
In this study the researcher focuses on the function of TT mostly used by the teachers when they address foreign language learning in the classroom. Hence, in this section the researcher discusses several functions of language used by the teacher.
1) Teacher’s questions
Question is one of the most common techniques used by teachers and serves as the principal way when they want to control the classroom interaction (Richards, 1996). As a technique used by the teacher in the classroom, questions can be explained by the specific functions they perform. These functions can be grouped into three broad areas according to Donal and Eggen (1989): First, as a
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
diagnostic tool, questions allow the teacher to glimpse into the minds of students to find out not only what they know or do not know and also how they think about the topic. Through strategic questioning, the teacher can assess the current knowledge of student in their mind, and identifying students‟ gaps and misconceptions (Donald and Eggen, 1989). Second, as an instructional function, questions provide an opportunity for students to learn new materials and integrate them with the old one, they provide the practice and feedback which esessential for the development, and they also alert students to the informations in a lesson.
, as a motivational function, questions allow teachers to engage students
Third
actively in the teaching and learning process, challenging their thinking and posing problem for them to consider. From a lesson perspective, a question at the beginning of the lesson can be used to capture students‟ attention and provide a focus for the lesson. In addition, frequent and periodic questions can encourage active participation and provide opportunities in the lesson for continuous student involvement.
According to Barnes (1969) the questions asked by the teacher can be classified into four types, (1) questions concerning factual matters and apparently ask for specific facts or data, that is the questions beginning with
„what‟, „when‟,
„who‟, and „where‟; (2) questions beginning with „how‟ and „why‟ which are
classified as reasoning question because they appreantly require some reasoning from students. Barnes further classifies the second type into, (3) closed question and (4) open question. The closed question has only one acceptable answer while open question has more than one acceptable answers.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Meanwhile, Richards and Lockhart (1996) classify the questions into three catagories in term of the purpose of question in the classroom. They are: