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A qualitative study of teacher talk in an EFL classroom interaction in Aceh Tengah, Indonesia
Indonesian Journal of Applied Linguistics, 2019
Teacher talk plays an essential role in classroom interaction since it can facilitate students to enhance their levels of comprehension toward the learning materials and further encourage them to be more active during the learning process. This qualitative study is aimed to analyze the types of talk employed by the teacher in the classroom interaction based on the framework of Flanders Interaction Analysis Category System (FIACS) promoted by Flanders (1970). The data were collected through audio recording and observation for three class meetings, and interview with the teacher at the second grade of a senior high school in Aceh Tengah, Indonesia. The results showed that all of the seven types of teacher talk were found. Among them, giving directions took place as the most applied interaction by the teacher. It indicates that the teacher mostly controlled and provided the students with directions, commands, or orders in the learning process. Meanwhile, the least used were accepting o...
The purpose of this research was to know what teacher talk constitute in classroom interaction, what learner talk constitute in classroom interaction and what percentages of the teacher and learner talk in classroom interaction. The methodology of research used in this research is interaction analysis. An English teacher and whole learners of VII A grade class at SMP N 2 Sindang were chosen as the sample in this research. The class is in the second semester in academic year 2009-2010. In this research the writer applied interview questions for teacher and learners and FIAC (Flanders Interaction Analysis Category). The result of this research showed that teacher more active than learner in the interaction. The teacher generally did most of talking during the lesson. In the available data showed that the teacher used more in indirect influence of FIAC category, they are; accepting feeling, encouragement, accepting or using idea of the learner, and asking question) rather than direct influence (lecturing, giving direction, and criticizing). It is about 49.6% / 16.4 %. Thus the total of teacher talk is 56.4% of the class time. Meanwhile the learners did more response rather than initiation with percentage 30.4% / 12.4% from the total learner talk is 42.8%. INTRODUCTION Teaching and learning process is an essential communication process between teacher and learner. For the massage, like information or material to be accepted well by learner, the use of effective approach is suggested. The approach must involving teacher and learner interaction. Based on the principle of teaching a language, the main objective of all language learning is the ability of using the target language (Azie and Alwasilah: 1996). This objective can be achieved by means of following various teaching methods among others by using different kinds of learning approach and technique. In English foreign Language (EFL) class, learners are still not familiar with English in daily conversation, except several learners who have background in using English in their home or environments. Because of that reason, teacher has some rule as facilitator to introduce them into new language especially as a model. To implement those functions teacher need to create an interactive climate in language classroom. Interaction is key word for language teachers.
Teacher Talk in Classroom Interaction: A Study at an English Department in Indonesia
The research aims at analyzing teacher talk in classroom interaction based on Foreign Language Interaction Analysis (FLINT) system in speaking classroom of English department of Language and Literature Faculty of State University of Makassar. The method used in this research was a descriptive method. The instruments were FLINT system. The participants of the research were the lecturer and students of a speaking class during the second semester of academic year 2011/2012 at English Department of Language and Literature Faculty of State University of Makassar. The results of the research are: teacher talk of giving praises and encouragement is approximately less, the asking questions category dominate the teacher talk category which means it is in the beneficial function. The lecturer asked the questions to the students and the students responded it well by speaking eagerly. The utterances of giving direction occured in relatively short times. While in student talk, there are students problems and difficulties in speaking. The extracts of student talk in classroom interaction revealed the students problems such as the lack of vocabulary, anxiety, inability to form ideas in English language form, and grammar error.The teacher talk frequency was still excessive, but the lecturer made group and pair discussions to balance the effective talk for students in student-student interaction.
Teacher’s Talks in Classroom Interaction at Bani Adung Islamic Boarding School Banten
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language
The objectives of this research are to find out the categories and students’ perceptions of teacher’s talks that were applied by the English teacher in the teaching and learning process at Bani Adung Islamic Boarding School based on the framework Flander’s Interaction Analysis Categories (FIAC), and to know the students’ perceptions about the teacher’s talks. The participants of this research were the English teacher and the eighth grade students of the setting. The method of this research was qualitative descriptive method, and observation sheet, audio recording and questionnaire were used for data collection. The data taken from the teacher’s talks applied by the teacher in classroom activities were analyzed qualitatively. The result showed that the most dominant category was giving directions (29%), followed by asking the questions (27.5%), and the last category was accepting or using ideas of students (2.9%). The indirect talks were lower than direct talks. As a result, the teac...
ELT Forum: Journal of English Language Teaching, 2019
This study was aimed to find out the type of teacher talk and the characteristic of classroom interaction take place in the English language classroom of Semarang Multinational School.This study applied descriptive qualitative research. There were two activities in gathering the data of this study: observation and audio recording. In analyzing this study, the researcher used interactive theory proposed by Flander (1989). The findings showed that based on Flanders Interaction Analisys Categories (FIAV), the teacher indirectly influenced the students in teaching and learning process by relying hard on asking questions. Besides asking questions to students, teacher also used (1) accepting students’ feeling, (2) praising or encouraging students, and (3) accepting or even using students’ ideas. In addition the pattern of content cross interaction tended to be more on asking questions than lecturing behavior. It indicated that teacher often relied on asking questions to students in the t...
The Analysis of Teacher and Students Talk in Indonesian Efl Classroom Interaction
Indonesian EFL Journal, 2018
This research analyzes teacher and students talk in Indonesian EFL classroom interaction in University of Kuningan in second semester who are taking Speaking 2 subject. This qualitative data was from observation, note taking, and interview. The result of classroom observation found the content cross as the most dominant characteristic in teacher and students talk, it means that most of the teaching learning process devoted to asking questions and lecturing by the lecturer. The proportation of content cross was 65.55% in the first meeting, 95.88% in the second meeting, and 97.44% in the third meeting. While, in the additional data, the most dominant category found was teacher talk. It means that all of teacher talk categories appear in each meeting. The proportation of teacher talk is 38.16% in the first meeting, 55.11% in the second meeting, and 54.83% in the third meeting. In addition, the result of note taking and interview indicated that the interaction always happened in teachin...
The aims of this research are firstly, to describe the interaction used by the teacher and studentsconducted in the classroomof the eighth grade of SMP Negeri 18 Purworejo in the Academic Year 2012/2013; secondly, to know what type of interaction characteristics of the teacher-student talk in the classroom interaction; thirdly, to identify languages used in the classroom interaction used during teaching-learning process. This thesis is a descriptive qualitative study on teacher and student talk in the classroom interaction, particularly on the participants' interaction in SMP N 18 Purworejo. The data of this study are the interaction between the teacher and the students in the classroom. In order to analyze the data, some steps are conducted. The data was taken by recording the classroom interaction. The subject in this research wasthe grade VIIIG of SMP Negeri 18 Purworejo, there were 40 students and one English teacher. The researcher used observation and recording for collecting the data. Flanders' Interaction Analysis was used to identify and analyze teacher-student talk in the classroom interaction. The result of this study shows that the teacher was more active in the interaction. Meanwhile, the student was less active than the teacher. Based on the finding, the researcher concludes that the teacher was dominant in the classroom interaction. The percentage of the teacher talk was 78.15%,whereas the students' participation was 21.16%. The language used by the teacher and the students in classroom interaction wasnot balance between Indonesian and English. Indonesian is 62% while English is only 38%. It shows that teacher used more Indonesian than English when she explains the material. The interaction was in three ways communication: interaction between teacher-students, students-teacher, and students-students.
Teacher Talk in Young Learners� Classroom Interaction
Indonesian EFL Journal
In English Foreign Language (EFL) class, learners are not familiar with English in daily conversation, except several learners who have background in using English in their home or environment. Therefore, teacher plays a significant role as facilitator to introduce them into the language. This study aims to describe teacher talk and students talk as well as the way teacher talk is realized in young learners� classroom interaction by applying a descriptive method. The fifth grade classroom interaction at a primary school in Majalengka was recorded as the sample of the analysis. The data gained through observation was in the form of transcribed interaction. Besides, interview was also used to collect the data. To analyze the data, this study employed Flanders Interaction Analyzed Categories. Upon analyzing the data, the following findings are identified; 1) Accepting feeings (2 occuraces); 2) Encouragement (17 occuraces); 3) Accepting or using ideas of learners (54 occuraces); 4) Aski...
An analysis of teachers’ classroom interaction by using self-evaluation of teacher talk
Journal of English Language and Pedagogy
This study focuses on classroom interaction in English teaching and learning at SMA Muhammadiyah 1 Bengkulu. The objective of this study is to 1. Describe student-teacher interaction pattern, 2. Find out the type of interactional features in the classroom. The data were first-grade students. This study shows how teacher and student talk and give a response to each other. This study is conducted in form of discourse analysis. The writer used observation to get the data. The data were in a form video recording of classroom interactional both teachers and students. The writer made transcription from recorded data and analyzed it through IRF exchange structure and applied Walsh’s framework in interactional features. The result of the research showed teacher A and B interaction pattern is Initiation (I)- Response (R)- Feedback (F). Teacher A’s pattern was I (initiation), R (response) and F (feedback). In her classrooms, teacher A provides lots of initiation to her students. Teacher...
CLASSROOM INTERACTION ANALYSIS IN INDONESIAN EFL SPEAKING CLASS
This study entitles " Classroom Interaction Analysis in the EFL Speaking Class " aimed at analyzing the categories of teacher talk, student talk and classroom interaction types used during EFL speaking class. The research employed a qualitative design and applied a case study. Subjects of the research were an English teacher and 25 students at the second semester of English Education Department of the University of Kuningan. The data were gained through naturalistic observation and document analysis. The data were analyzed by using FLINT (Foreign Language Interaction) system as developed by Moskowitz (1971) and types of classroom interaction of Malamah-Thomas' (1987) frameworks. The findings revealed that both teacher and students applied all categories of talk as mentioned in FLINT system and classroom interaction types. It is recommended for the teacher to apply more categories of 'praises and encourages' to build students' confidence in speaking, 'asks questions' to promote their communicative skill and to encourage students to use English during speaking activities, particularly in group work activities.