A PORTRAIT OF TEACHER TALK IN EFL CLASSROOM INTERACTION A case study at the first grade of a senior high school in Pekanbaru.

A PORTRAIT OF TEACHER TALK IN EFL CLASSROOM

INTERACTION

A case study at the first grade of a senior high school in Pekanbaru

A Thesis

Submitted in partial fulfillment of the requirements for Masters Degree in English Education

By:

ARMIATI FAUZIAH

NIM. 029529

DEPARTMENT OF ENGLISH EDUCATION

SCHOOL OF POST GRADUATE STUDIES

INDONESIA UNIVERSITY OF EDUCATION

ii DECLARATION

I hereby certify that the thesis entitled A

is completely my own of work. I am full aware that I have quoted relevant statements and ideas from other sources. All quotations are properly acknowledged in the texts.

Bandung, August 2009 The writer

iii APPROVAL PAGE

This is to certify that the Board of Examiners has approved the thesis of Armiati Fauziah entitled “ A Portrait of Teacher Talk In EFL Classroom Interaction ” as the requirement

for Master’s degree in English Education.

Main Supervisor,

Iwa Lukmana, M.A., Ph.D.

Co-Supervisor,

iv PREFACE

By the grace of Allah SWT, finally I can accomplish this paper entitled "A Portrait of teacher’s talk in EFL Classroom Interaction: A case study at first grade of a senior high school in Pekanbaru.

I am hopeful that the study contributes to the wealth of English Education in Indonesia and triggers further research on similar topic as the findings suggest that there are many things to be done for the improvement of English teaching and learning in our country.

I am fully aware that this paper cannot fulfill all readers' expectations in the topic discussed. Therefore, I would be very grateful for any constructive criticism and correction expressed by my supervisors, the members of Board Examiners, as well as general readers who are willing to share their ideas for the improvement of the thesis.

Bandung, August 2009

v

ACKNOWLEDGEMENT

Alhamdulillahirabbil ‘alamin, I am very grateful to the following to make this Thesis entitled “A Portrait of EFL Classroom Interaction. A case study at the first grade of SMA N 8 Pekanbaru” completed.

I deeply realize that I would not be able to complete thesis without the great help of my supervisors, and the following people whom I would like to address my gratitude and appreciation.

Firstly, I would like to express my deepest thanks and appreciation Iwa Lukmana, MA.Ph.D. (First supervisor), Dr. H.Didi Suherdi,Med. MA. (second supervisor), Emi Emilia, MA, Ph.D. (head of English Education Department, School of Graduate Studies, UPI), Drs.Nurfaisal .MM.(the principal of 8 Senior High School), the students and teachers of 8.

Secondly, I would also to thanks to the headmaster and all teachers of SMKN 2 Pekanbaru, which have afford me to completed my study.

I would also thank to the following for their total supports and ideas: Hj.Mulyati (mother), Siska Fathia Azani,Rani Dwi Ardiani and Razi Muhammad Arman (children), Bang Rizal, Nita, Deni, Dona, Kang Asep Kusman, nephews and nieces (family and relatives), the 2002 Graders of English Education Department, School of Graduate Studies, UPI (classmates). I would thank to anybody that has contributed to the accomplishment of this paper. I am in debt to you all.

vi TABLE OF CONTENTS

Pages Declaration ... II Approval Sheet ... III

Preface ... iv

Acknowledgement ... v

Abstract ... vi

Table of Contents ... vii

CHAPTER I: INTRODUCTION ... 1

1.1 Background to the Study ... 1

1.2 The Research Questions ………. 2

1.3 The Objective of the Study ………. 3

1.4. The scope of the study………4

1.5 The Significance of the Study ... 4

1.6 Research methodology... 5

1.7 The definition of terms ... 5

1.8 Thesis Organization ... 7

CHAPTER II: REVIEW OF LITERATURE ... ..8

2.1 Teaching English in Secondary Schools ... 8

2.2 Interaction in EFL Class ... 12

2.3 Interactive Language Teaching ... 23

vii 2.3.2. Implementing Group Work in Interactive Learning

... 27

2.4 Classroom Management ... 29

2.4.1. The Physical Environment of the Classroom ... 29

2.4.2. Voice and Body Language ... 30

2.4.3. Teaching Under Adverse Circumstances ... 30

2.5. Problems and Solution in Classroom Interaction ... 31

CHAPTER III : RESEARCH METHODOLOGY ...36

3.1 Research Problem ...36

3.2 Research Design ...36

3.3 Data Collecting Techniques...37

3.3.1. Research Site ...38

3.3.2. Research Participants ...38

3.3.3. Research Procedure ...39

3.3.4. Observation Form ...39

3.3.5. Interview……….40

3.4. Data Analysis ...41

3.4.1. Methods of Data Analysis ...41

3.4.2. Validity Issues ...42

CHAPTER IV: FINDINGS AND DISCUSSIONS ...44

4.1. Development of Interaction in EFL Classroom ...44

viii

4.1.1.1 Use Ideas of Students Deals with Feelings ...48

4.1.1.2 Praises or Encouragement ...48

4.1.1.3 Jokes ...51

4.1.1.4 Use Idea of Students ...54

4.1.1.5 Repeating Student's Response ...58

4.1.1.6 Asking Questions ...60

4.1.2 Direct Influence ... 62

4.1.2.1 Giving Information ...62

4.1.2.2 Correcting Without Rejections ...64

4.1.2.3 Giving Directions ... 65

4.1.2.4 Criticizing Student's Behavior ...67

4.1.2.5 Criticizing Student's Response ...68

4.1.2.6 The Amount of Teacher Talk ...71

4.2. Problems Faced in Developing Interaction in the Classroom 72 4.2.1 Mixed Ability of the Students ...73

4.2.2 Large Classes ...75

4.2.3 Seating Arrangement ...77

4.2.4 Teacher's Voice and Body Language ...77

4.3. Ways of the Teacher Solve the Problems in Classroom Interaction ...79

4.3.1 Mixed Abilities ... 79

4.3.2. Large Classes ...81

ix

4.3.4. Teacher’s Voice and Body Language ...82

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ...83

5.1. Conclusions ...83

5.2. Suggestion ...86 References ... Appendices ... Appendices 1 ... Appendices 2 ... Appendices 3 ... Appendices 4 ...

1

CHAPTER I INTRODUCTION

This chapter introduces the present study. It begins with the background of the study, research problem, objectives of the study, significance of the study, research methodology, scope of the study, definition of the key terms used, and the reasons for conducting the study.

1.1 Background of the Study

Many factors can affect students’ success in learning English as a second or foreign language (EFL), i.e. curriculum, methods of teaching, national testing system, quality of teacher, authentic learning material, and cultural values (Musthafa, 2002). Besides, there is another factor that can affect the students’ success in EFL learning, i.e. the way in which teachers use their language in order to get things done (teacher talk).

Teacher talk offer, at least, two functions in EFL learning. First, it can become the main source of language input in EFL classroom in which there are no other sources of language input available. It becomes a good source of language input even though there are other sources of language input that can be used in EFL classroom such as cassette and video. Teacher talk can contain simplification and modification, things which are considered central to provide comprehensible language input (see Krashen, 1985).

2

Besides its function as language input and comprehensible input, teacher talk can become stimuli for students to use the target language. Problems arise because of lack understanding of teacher talk by teacher. Most students are found reluctant to use the target language, although they know what they have to say, because little opportunity given for them to use the target language or teacher’s domination. This condition had made students become passive and dependent on the teacher. This dependency had adverse effect on student attitude toward learning and student’s performance in EFL class.

For those reasons above, present study examines classroom interaction among the teacher and students, students and students, and circumstances in delivering material especially at senior high school in Pekanbaru, Therefore this study seek to see how the teacher develops interaction in delivering materials in EFL class, the problems faced, and the ways applied to overcome the problems.

1.2 Research Problems

Related to the background of the problem above, this research is intended to seek the answer of the following research problem:

1. How does the teacher develop classroom interaction in delivering material in EFL class?

2. What problems does the teacher face in developing interaction in delivering materials in EFL class?

3

Interaction between teacher and students is an essential part of teaching learning process. It is obvious that the teacher is a person who has a responsibility to facilitate and mediate the students in learning process. In other words, the teacher was required to be more creative in order be able to achieve the aims of teaching and to fulfill school’s curriculum. In this case competence and performance of teacher were also needed to enhance students’ achievement.

The quality of these interactions revealed to students how the teacher felt about them in teaching and learning process teacher not only enhances student’s motivation but also understand the students’ needs.

1.3 Objectives of the Study

The purpose of the research is to investigate on what happens in EFL class. Considering the problems that have been formulated above, the study specifically attempts to find how the teacher develops classroom interaction, the teacher’s problem and how to solve the problems.

1.4 Scope of the study

This research is intended to portray the EFL teaching process in secondary school and identify teaching behavior especially teacher talk which are used by teachers who teach English in the classroom interaction since the teacher is someone who precondition for achieving instructional goals, and who is responsible for facilitating and mediating the students in learning process.

4

1.5 Significance of the Study

This study is significant for the following reasons:

1. The result of this study is expected to be a contribution for English teachers about developing classroom interaction which can be applied in their EFL class. It is also expected to help English teachers to solve problems in their classroom interaction. In addition, this study is beneficial for the students to increase their communicative competence, so that the EFL class is interesting and enjoyable

2. By knowing the teachers’ problem on develop classroom interaction , the English teacher will be easier to encourage students’ participating in EFL class .Since the teacher will improve teachers’ teaching behavior in order to maximize classroom interaction..

1.6 Research Methodology

Relevant to the background, the purpose and the research questions above, this study employs a qualitative design. A case study approach was adopted in this study because only small number of lessons ( five meeting ) taught in which a teacher of English was used for analysis.

In collecting the data, some procedures were applied to answer the research questions, i.e. observation and interview. Classroom observation was used to find how the teacher developed interaction in the classroom. The researcher carried out the observation personally, sitting in the classes from beginning to the end of each session, and recording of teachers’ talk. After data collection, the observed patterns were

5

analyzed through identification and classification to find patterns in teachers’ talk and EFL classroom interaction. Meanwhile, the data from the interviews was analyzed using semi structured interview. Further elaboration of this study presented in chapter three. 1.7 Definition of the Terms

To avoid misunderstanding, misinterpretation, or ambiguity, the definition of the terms will be stated at the followings:

1. English as a Foreign Language (EFL) refers to “foreign language-contexts in which students do not have a ready-made context for communication beyond their classroom” (Brown, 2001)

2. Interaction is “a collaborative activity involving an establishment of the triangular relationship between sender, receiver and context of situation” (Wells, 1981) 3. Classroom Interaction is “an interaction focusing on the

language used by the teacher and the learners, and the structures and patterns of the interaction (Tsui, 1998: 1) including collaborative exchange of thought, feeling, or ideas between teacher-students, students-students, in-pair or group- work” (Allwright and Bailey, 1991)

4. Teacher talk is the way in which teachers use their language in order to get things done (Sinclair and Brazil,1982)

6

1.8. Thesis Organization

This thesis was organized into five chapters. Chapter one is a general introduction which relates to the backgrounds of the study. Chapter two discusses the theoretical framework underpinning the study. Chapter three delivers research problems, data collections and instruments used in conducting this study. Finally, Chapter five presents conclusions from the previous chapter and offers suggestions.

36

CHAPTER III

RESEARCH METHODOLOGY

This chapter provides the issues related to the research methodology of this study representatively. It presents the purpose of the study and research question, research site, data collection, methods of analysis, and considerations for trustworthiness. The explanation of which are presented in sub-heading

3.1 The Research Problems

This research is intended to explore the following research questions:

1. How does the teacher develop classroom interaction in delivering material in EFL class?

2. What problems does the teacher face in developing interaction in delivering materials in EFL class?

3. How does the teacher overcome the problems?

3.2 Research Design

In line with the aim of this study, to find the way or method of teaching that teacher used to develop classroom interaction in EFL class, the design used in this study is qualitative research design which is characterized by case study. McMillan (1992) points out some advantages of qualitative research. First, it is brought in natural settings. It means that behavior was studied as it occurs naturally, without manipulating data given by respondents.

37

Second, it provides rich narrative descriptions. Every detail is thought to contribute to a better understanding of behavior or to obtain a complete understanding of the setting.

Third, it is concerned with process. Qualitative method looks for the process through which behavior occurs.

Fourth, perspective of participants is important.

This study is also a case study because it focuses only on single instance, i.e. a senior high school in Pekanbaru. This strategy is expected to result in a depth understanding of the interaction under focus (see Merriam 1988)

1.3 Data collection.

This section discusses the components that are related to the data collection

needed in this study, including, research site, participants, and procedure of the

study.

3.3.1 Research Site

The present study examines an English teacher and the first year students at a senior high school in Pekanbaru. There are several reasons in which the researcher took that school as a place for conducting this study. First, the school is one of the favorite schools in Pekanbaru which is classified as an international school standard. The aims of international standard school are to prepare the teachers and the students

38

to teach and study overseas. More over this school uses ICT (International Communication Technology). The students are demanded to have life skill aspect that is cooperative, leadership, independent, and lifelong learners. Second, the researcher has a good access to the school.

The researcher carried out the research at class 10 (one of first year classes). There were 35 students in the class. The data collection started from March 13th to April 17th 2007.

3.3.2. Research Participants

The participants involved in this research are an English teacher and the first year students of SMA 8 Pekanbaru. The class consists of 35 students. This class is chosen due to the availability of the teacher to be observed and interviewed and recommendation from the headmaster as well.

3.3.3. Research Procedure

In collecting data, this study employs observation and interview. The data collection started from March 13th to April 17th 2007. Before conducting this research, the resercher did a pilot study. A pilot study was conducted on The third week of March 2007 by interviewing an English teacher and some students. This aims to gain initial understanding of the classroom interaction. As a point of departure, semi-structured interviews were conducted in this study.

39

The main procedure for collecting the data in this study is Observation. It is needed to obtain precise data from the sample. The point of this observation is to find what happens in the classroom from the teacher-students interaction. In doing the observation, the researcher recorded activities in the classroom and took note without influencing teaching and learning process. Some document such as teaching materials, and lesson plans were also used to complete the data.

Classroom observations are of great value to language education because classrooms are where actions take place (Nunan, 1989). By observing and recording the actions, we can have a richer understanding of language learning and teaching and how interaction between the teacher and students as well as among the students themselves goes through a lesson

The researcher observed one class of grade 10.for 5 weeks. In this class, English was taught for 4 hours a week. There were three unit of lessons in the semester. Because the researcher has limited time, she only took one unit which was taught for about one month.

The observation in teaching and learning process was focused on teaching behavior in EFL classroom. This observation was conducted to find out the interaction among teacher and students when the teacher was delivering the materials. The classroom interaction was videotape-recorded.

3.3.3.2 Interview

Interview is another of source of qualitative data which is needed for understanding the phenomenon under the study. The interview is used to obtain specific

40

information or data. Merriam (1988:85) suggests “interview is necessary when we cannot observe behaviors, feelings, or how people interpret the world around them.”

In this study, the semi-structured interview was adopted and questions were addressed to teachers and to several students. It was used to reveal their perceptions of the practice of using English in classroom interactions, problems in interaction, teacher’s effort in developing classroom interaction, and the solution to the problems faced.

3.4 Data Analysis

This section describes the issues that are related to the data analysis of this study. The explanation of data analysis method is presented in the following subheadings.

3.4.1 Methods of Data Analysis

There are two types of data in this study, i.e. data from observation and interview. Data

from observation is used to answer question 1 and 2 is used to answer research

question 1 and 2. Data from interview is used to answer research question 2 and 3.

Data from observation is analyzed through the following steps. First, the recorded

data were transcribed. Second, the transcribing were analyzed through identification

and classification by using Foreign Language Interaction Analysis (FLINT system

adopted from Moskowizt,1971).Third, the data were compared, contrasted, and

41

Data from interviews is analyzed through the following steps. First, the recorded data

were transcribed. Second the transcribing were analyzed based on data reduction and

interpretation. The data analysis was carried out trough sorting out similar information,

categorizing the information and interpreting the data. Third the data obtained from the

interviews were compared, and interpreted to answer the research question.

Furthermore, the data obtained from observation and interview is described as clearly

as possible.

3.4.2. Validity Issues

Validity of this research was ensured by triangulation, member checks, and describing the data clearly. Triangulation is collecting information from a deverse range of individuals and setting using variety of methods to establish validity in case studies (Maxwell, 1996). In this research, data were obtained through multiple sources of evidence (Yin, 2003).

Member checking involves having participants confirm or disconfirm data, analysis, and conclusions. Thick description requires a detailed description of the study context, so that readers can determine for themselves whether the results are applicable to another similar setting or context. Triangulation refers to the study of data from multiple perspectives. Different types of triangulation have been suggested, such as data triangulation, methodological triangulation, theory triangulation, and so on (Brown, 2001).

42

Furthermore, the researcher tried to describe the data from the interview and observation as clearly as possible. As Alwasilah (2002) states that rich and thick data refer to complete, detailed, and various data that reveal what really happened.

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter concludes of the presents study. It consists of two parts. The first part presents the conclusion, which is derived from the findings presented in the previous chapter. The second part provides suggestion and recommendation, which addressed to the teacher and the next researcher.

5.1 Conclusions

This study is about a portrait of teacher talk in classroom interaction in a senior high school in Pekanbaru. It portrayed the interaction in the classroom when the teacher was delivering material and investigated an English teacher and five students. The problems of the present study include (1) How does teacher develop classroom interaction in delivering material in EFL class? (2) What problems does the teacher face in developing interaction in delivering materials in EFL class? (3) How does the teacher overcome the problems?

With regard to the first question, It is found that the teacher developed interaction in the classroom mostly by asking questions, giving direction, and praising or encouraging. The teacher applied questioning strategies in initiating an interaction. In addition, she gave direction in implementing group work as one of main activities in sustaining interaction in classroom. Praises or encouragement was also given to the students to motivate them to interact in the classroom.

The second question concerns problems faced by the teacher in classroom interaction. This study found that the teacher faced some problems in developing

84

classroom interaction. The problems are: 1) mixed students abilities, the slow students tend to be inactive or prefer to be silent, 2) large class, the teacher finds that the large class was difficult to be handled, 3) seating arrangement, the teacher couldn’t arrange the seats as she wants due to the limited size of the class, 4) teacher’s voice, the teacher has the soft voice and tends to speak fast.

The last research question is teacher’s ways in overcoming the problems. Regarding the above problems, the teacher had tried to find the solutions. First, to solve the problems of mixed students abilities, the teacher treated the slow students by asking the simple question or simple task, if they were still unable to answer, the teacher help them to come to the correct answer. Another way is by approaching the slow students individually for asking what problems they have, and then helping them to solve the problem. Second, it is the way employ by the teacher to solve the problems dealing with large classes. To activate all of the students in large class, the teacher applied various methods, techniques, and activities which enable them to be active in interaction. For example by implementing group work can initiate interaction among students.Next problem is seating arrangement. There was no solution taken by the teacher to arrange the seats due to small size of the class. In addition, the teacher did not want to bother next classes by arranging the seats.

The last problems deal with teacher voice. The teacher had tried to speak slower and make her voice louder in order all of the students can hear her voice clearly. But it did not give the good result. Some students still had problem to catch what the teacher was saying. As mentioned by the teacher, this is because of the nature of her voice, and her habit to speak fast.

85

Based on the finding of this study, it can be said that the teacher develops interaction in the classroom through teacher talk as an interactive language classroom is created by initiation of interaction by the teacher. It means that the teacher must give the certain portion to each category of teacher talk. The teacher is expected to give much portion to some categories, which are dominant in initiating classroom interaction such as asking question or giving direction. Too much of giving information in teacher talk cannot create good interaction. It is speculated that an interactive language classroom will not be created if the teacher cannot control his/her talk in delivering the lesson.

5.2 Suggestions

Even though English teaching in senior high schools in Pekanbaru is still mostly teacher center, we believe that something can always be done to make some change for the better. Examining the existing situations through classroom observations is a feasible means to attain this goal. The current study, however, only spanned a few weeks and examined only the subjects in one class. Future studies can be conducted with longer time and focus on more subjects in different classes, for example, one with government school, the other going through classroom observations modern school by using innovative activities, to compare learners’ learning effectiveness and reactions to class interaction. Also, future research can focus on more specific points, such as how the teacher responds to the questions initiated by students. This would facilitate the teacher’s instruction and his/her interaction with students. Moreover, English teachers in a school can work together for sharing instructional techniques and ideas, thereby

86

promoting professional growth. It can also encourage the teachers to keep examining their givens and looking for alternatives to improve their teaching practices.

Based on the conclusion presented above, there are some general points to recommend regarding developing classroom interaction in practice of teaching EFL.

First, a teacher must maximize interaction in delivering material in EFL class, so that the students can achieve better result in learning English. Based on the observation, the teacher sometimes did not give the same chance to all students. It is suggested that the teacher must give the same chance to every student to interact in the classroom, beside that she could also select the passive students to ask question

Second, an EFL teacher is encouraged to record and review the practice of teaching in the classroom to see what an objective record of what he/she actually does, rather than what he/she think she does in classroom interaction.

Third, as an international standard school, the school must support and facilitate the teacher and the students in understanding lesson delivered 90 % in English. The school is suggested to provide a special classroom with facilities, which allow the teacher to do the activities which cannot be done in normal situation due to the small size of classroom. Hence, it can facilitate the teacher in developing interaction in the classroom.

88

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85 Based on the finding of this study, it can be said that the teacher develops

interaction in the classroom through teacher talk as an interactive language classroom

is created by initiation of interaction by the teacher. It means that the teacher must give

the certain portion to each category of teacher talk. The teacher is expected to give

much portion to some categories, which are dominant in initiating classroom interaction

such as asking question or giving direction. Too much of giving information in teacher

talk cannot create good interaction. It is speculated that an interactive language

classroom will not be created if the teacher cannot control his/her talk in delivering the

lesson.

5.2 Suggestions

Even though English teaching in senior high schools in Pekanbaru is still mostly

teacher center, we believe that something can always be done to make some change

for the better. Examining the existing situations through classroom observations is a

feasible means to attain this goal. The current study, however, only spanned a few

weeks and examined only the subjects in one class. Future studies can be conducted

with longer time and focus on more subjects in different classes, for example, one with

government school, the other going through classroom observations modern school by

using innovative activities, to compare learners’ learning effectiveness and reactions to

class interaction. Also, future research can focus on more specific points, such as how

the teacher responds to the questions initiated by students. This would facilitate the

teacher’s instruction and his/her interaction with students. Moreover, English teachers in

86 promoting professional growth. It can also encourage the teachers to keep examining

their givens and looking for alternatives to improve their teaching practices.

Based on the conclusion presented above, there are some general points to

recommend regarding developing classroom interaction in practice of teaching EFL.

First, a teacher must maximize interaction in delivering material in EFL class, so

that the students can achieve better result in learning English. Based on the

observation, the teacher sometimes did not give the same chance to all students. It is

suggested that the teacher must give the same chance to every student to interact in

the classroom, beside that she could also select the passive students to ask question

Second, an EFL teacher is encouraged to record and review the practice of

teaching in the classroom to see what an objective record of what he/she actually does,

rather than what he/she think she does in classroom interaction.

Third, as an international standard school, the school must support and facilitate

the teacher and the students in understanding lesson delivered 90 % in English. The

school is suggested to provide a special classroom with facilities, which allow the

teacher to do the activities which cannot be done in normal situation due to the small

size of classroom. Hence, it can facilitate the teacher in developing interaction in the

88 REFERENCES

Allwright, D. and Bailey, K.M. (1991). Focus an the Language Classroom: An Introduction to Classroom Research for Language Teachers. New York: Cambridge University Press.

Alwasilah, A. C. (2000). Perspektif Pendididikan Bahasa Inggris di Indonesia dalam Konteks Persaingan Global. Bandung: Andira.

Alwasilah, A.C.(2000). Language culture and Education : A portrait of contemporary Indonesia. Bandung Andira

Alwasilah, A. C (2005). Pokoknya kualitatif: Dasar-dasar Merancang dan Melakukan Penelitian Kualitatif. Bandung. Andira.

Brown, H. D. (2001). Teaching by Principle: An Introduction Approach to Language Pedagogy. New York: A Pearson Education Company.

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