Walsh’s Classroom Modes and Interactional Features of Teacher Talk in Science Class at DCS Semarang

This research aims to find out how the realization of classroom modes and interactional features of teacher talk and identify the interactional features that either support or hindrance student's learning in science class elementary level. The descriptive qualitative method is applied in this study. Twelve lessons from 7 teachers were transcribed and analyzed using the Self Evaluation of Teacher Talk (SETT) framework adapted from Walsh (2006) supported by data interview. The findings show that all four classroom modes can be seen in all of the lessons, but classroom context modes were found in a limited portion. The teachers performed all interactional features where the most frequent occurrences are teacher echo, display question, seeking clarification, content feedback, and extended teacher turn. The lesser proportion of the interactional features are scaffolding, extended wait time, referential questions, direct repair, confirmation check, extended learner turn, teacher interruptions, form-focused feedback, and turn completion. From all the interactional features that have been employed, seeking clarification, content feedback, scaffolding, and extended wait time are strategies that potentially support students learning. On the other hand, teacher echo and display questions were found to hindrance students’ learning potentially.

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The Implementation of Self Evaluation Teacher Talk (SETT) in Teaching English: A Case Study

IJET (Indonesian Journal of English Teaching) ◽

10.15642/ijet2.2021.10.2.216-227 ◽

2021 ◽

Vol 10 (2) ◽

pp. 216-227

Author(s):

Raden Panji Hartono ◽

Slamet Setiawan ◽

Maria Mintowati

Keyword(s):

Descriptive Analysis ◽

Classroom Interaction ◽

Teacher Talk ◽

Target Language ◽

English Teacher ◽

Classroom Context ◽

Teaching English ◽

Self Evaluation ◽

System Mode

Abstract. This study analyzed the implementation of SETT (Self Evaluation Teacher Talk) (Walsh, 2011) by an English teacher in a senior high school in Surabaya. A descriptive analysis was conducted towards the talk used by teacher in delivering the material. As the law, the teacher regulated the students to speak the target language anyhow. On the other hand, the teacher applied a classroom interaction in English. There are four modes available based on the SETT criteria; managerial mode, material mode, skill and system mode, classroom context mode. The result shown that the teacher mostly applied two mode, namely managerial mode and skill and system mode, and was followed by classroom context mode, then material mode.

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Teacher Development through Classroom Discourse Analysis: The Self-Evaluation of Teacher Talk Instrument Developed by Walsh

Language, Identity and Symbolic Culture ◽

10.5040/9781350023031.ch-011 ◽

2018 ◽

Keyword(s):

Discourse Analysis ◽

Teacher Development ◽

Classroom Discourse ◽

Teacher Talk ◽

The Self ◽

Classroom Discourse Analysis ◽

Self Evaluation

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Teacher Talk in Scientific Approach in EFL Classroom: A Speech Acts Perspective

SAGA: Journal of English Language Teaching and Applied Linguistics ◽

10.21460/saga.2020.21.66 ◽

2021 ◽

Vol 2 (1) ◽

pp. 35-46

Author(s):

Rihza Galih Faturrochman ◽

Achmad Anang Darmawan ◽

Faishol Hadi

Keyword(s):

Foreign Language ◽

Language Learning ◽

Learning Process ◽

Speech Acts ◽

Qualitative Method ◽

Language Learner ◽

Teacher Talk ◽

Classroom Context ◽

English As Foreign Language ◽

Scientific Approach

This paper reviews teacher’s utterances in the EFL Classroom using Speech Acts’ perspective. Specifically when the teacher applying scientific appraoch in the learning process. Teacher’s utterance has a lot of influence in the language learning process, such as: students’ input and practice (Xiao-yan, 2006) and (Cullen, 1998). Even though the restiction on using scientific approach in all subject has been revoked, some schools still applying scientific approach in EFL Classroom which is relatively unfamiliar. Theoretically, since Indonesia use English as foreign learning, teacher’s utterance has a prominent role in the process of learning in the classroom. In the classroom context, teacher talk can be found in the form of questions and feedback (Cullen, 1998)And (Xiao-yan, 2006). The research had been done using qualitative method, which means the data of the research are analysed using qualitative methods and the result is presented in paragraph. In order to gather the data, observation and interview had been done in the early of 2020. As result, a teacher in MA Bilingual Muslimat NU Sidoarjo uses the directive sentence mostly in the classroom, since she believes that encourage students to speak in English is very necessary for English as foreign language learner.

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The Self-evaluation in Junior High School Science Class By 'Learning Each Other'

Journal of Research in Science Education ◽

10.11639/sjst.kj00007111382 ◽

2010 ◽

Vol 51 (1) ◽

pp. 93-102

Author(s):

Hiroko NAKAI ◽

Yoshiaki MIZUOCHI ◽

Toru KIRYU ◽

Hironori KANZAKI ◽

Jun NISHIKAWA

Keyword(s):

High School ◽

Junior High School ◽

Junior High ◽

School Science ◽

The Self ◽

High School Science ◽

Science Class ◽

Self Evaluation

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Evaluating Questioning Skills of Pre-Service EFL Teachers Through Self-Evaluation of Teacher Talk (SETT) in Microteaching Class

Linguistic English Education and Art (LEEA) Journal ◽

10.31539/leea.v3i2.1212 ◽

2020 ◽

Vol 3 (2) ◽

pp. 426-440

Author(s):

Naila Muroda ◽

Ahmad Munir ◽

Slamet Setiawan

Keyword(s):

Qualitative Research ◽

Personal Development ◽

Teacher Talk ◽

Classroom Communication ◽

Reflective Journals ◽

Self Evaluation ◽

Classroom Activities ◽

Efl Teachers ◽

And Control ◽

Interactional Features

This study aims to investigate pre-service EFL teachers’ way evaluating their own teachers talk, especially in questioning skill using SETT (Self-Evaluation of Teacher Talk). The method used in this study is qualitative research toward four pre-service EFL teachers’ used as the research’s participants. By revealing the data, the author used teachers’ reflective journals as process for evaluation and also interview to obtain deeper perspective and feelings results of the data analysis. The findings indicated that doing the evaluation of questioning skills using SETT framework has helped their awareness of their language used in teaching, not only about the interactional features for communication but also how manage the language to assist the students to response. More importantly, they are able to use and control their language in running the classroom activities. Thus, it means that SETT has helped the teachers to achieved their personal development and awareness toward the classroom communication in holding the interaction especially in questioning skills. Keywords: Questioning Skills, SETT, Pre-service EFL Teachers

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Teacher Talk and Learner Involvement in EFL Classroom: The Case of Saudi Setting

International Journal of Linguistics Literature & Translation ◽

10.32996/ijllt.2021.4.3.23 ◽

2021 ◽

Vol 4 (3) ◽

pp. 201-208

Author(s):

Ayman Hamad Elneil Hamdan ◽

Elsadig Ali Elsadig Elandeef

Keyword(s):

Teacher Talk ◽

Maximum Output ◽

Interactional Competence ◽

Self Evaluation ◽

English Classes ◽

English Class ◽

Content Analysis Method ◽

Data Source ◽

English Classroom ◽

Interactional Features

This study investigates the maximum output of minimizing teacher talk and activating classroom interactivity in teaching English as a foreign language in light of 21st-century skills. It focuses on the self-evaluation of teacher talk (SETT model) and classroom interactional competence (CIC) that guides the teachers to use interaction as a tool to give their learners enough learning opportunities. Teacher talking time is analyzed from a dualistic perspective, quantity and quality. The classroom interaction's analysis is based on the micro contexts and the pedagogic aspects. This research is conducted with a qualitative approach and content analysis method. The data source is the recording of ten English classes at the college of sciences and arts in Dhahran Aljanoub, King Khalid University (KKU). The study's findings have revealed that instructors dominate talking in English class and pose questions to students to minimise teacher talking time, and the most interactional features are based on displaying questions and teachers' domination of English classroom discourse.

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I Like Her, Because I Like Myself: Self-Evaluation as a Source of Interpersonal Attitudes

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1026//1618-3169.50.4.239 ◽

2003 ◽

Vol 50 (4) ◽

pp. 239-246 ◽

Cited By ~ 30

Author(s):

Eva Walther ◽

Claudia Trasselli

Keyword(s):

Opposite Effect ◽

Learning Phase ◽

The Self ◽

Attitude Formation ◽

Formation Processes ◽

False Feedback ◽

Self Evaluation ◽

Evaluation Group ◽

Group A ◽

The Difference

Abstract. Two experiments tested the hypothesis that self-evaluation can serve as a source of interpersonal attitudes. In the first study, self-evaluation was manipulated by means of false feedback. A subsequent learning phase demonstrated that the co-occurrence of the self with another individual influenced the evaluation of this previously neutral target. Whereas evaluative self-target similarity increased under conditions of negative self-evaluation, an opposite effect emerged in the positive self-evaluation group. A second study replicated these findings and showed that the difference between positive and negative self-evaluation conditions disappeared when a load manipulation was applied. The implications of self-evaluation for attitude formation processes are discussed.

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