An Analysis of English Teacher and Learner Talk in the Classroom Interaction
The objectives of the research were to find out the kinds of teacher talk and learner talk used by English teacherand learners during the classroom interaction and to know the language mostly used in the classroom. The participants of this study were 35 students and 1 English teacher that were taken using purposive sampling technique. This descriptive study used recording and interview in colecting the data. The results of clasroom interaction recording was then analyzed using Flander’s Interaction Analysis Categories (FIAC). It was obtained that teacher talk (75,5%) dominated the interaction during the classroom. In the interaction, the teacher mostly used ask question category (30,2%) meanwhile the learners mostly used pupil talk response category (9,1%). Furthermore, Indonesian language (57,2%) was dominantly used, while English was only 28,1%. From the research result, it can be concluded that the English teacher dominated the class by asking so many questions and mostly used Indonesian language during the classroom was taking place. It gave the students less chance to explore and practice their English.
Keyword: teacher talk, learner talk, classroom interaction.
Choudhury, S. (2005). Interaction insecond language classroom. BRAC University Journal, 2(1), 77-82.
Cinkara, E. & Galali, A. (2017). The use of L1 in English as foreign language classes: Insight from Iraqi tertiary level students.Advances in Language and Literary Studies (ALLS),8(5), 54-64.
Cohen, L.,Manion, L., & Morrison, K. (2005).Research methods in education(5thed.). New York, USA: RoutledgeFalmer.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, UK: Pearson Education.
Davies, M. J. (2011). Increacing students’ L2 usage: An analysis teacher talk time and students talk time. Retrieved from https://www.birmingham.ac.uk/Documents/college-artslaw/cels/essays/languageteaching/Daviesessay1TTTessaybank.pdf
Dempsey, M., Halton, C., & Murphy, M. (2001). Reflective learning in social work education: Scaffolding the process. Social Work Education, 20 (6), 631-641.
Ellis, R. (1984). Classroom second language development. Oxford: Pergamon.
Harmer, J. 2007. How to Teach English. London, UK: Longman.
Lei, X. (2009). Communicative teacher talk in English classroom. English Language Teaching, 2(1), 75-79.
Nunan, D. (2000). Language taeching methodology: A textbook for teachers. Edinburgh: Pearson Education Ltd
Pangesti, D. (2016). Teacher talk in English and learning process at SMA Batik 1 Surakarta. Retrieved from http://eprints.ums.ac.id/44202/1/PUBLICATION%20ARTICLE.pdf
Setiawati, L. (2012). A desriptive study on the teacher talkat EYL classroom. CONAPLIN Journal, 1(2), 33-38.
Shomoosi.(2008). Classroom interaction medieted by gender and technology: The language laboratory course. Novitas Royal. 2(2). 176-184.
Sundari, H. (2017). Classroom interaction in teaching English as foreign language at lower secondary schools in Indonesia. Advances in Language and Literary Studies (ALLS), 8(6), 147-154.
Sukarmi, S., & Ulfah, S. (2015). An analysis of teacher and student talk in the classroom interaction of the eighth grade of SmpNegeri 18 Purworejo. Journal Vision, 4(2), 161-277.
Wasi’ah, N. (2016). A study of teacher talk in classroom interaction at an Islamic Senior High School. OKARA Journal of Language and Literature, 1, 29-43
Yanfen, L., and Yuqin, Z. (2010). A study of teacher talk in interactions in English classes. Chinese Journal of Applied Linguistics, 33(2), 76-86.