scholarly journals The Analysis of Teacher Talk and The Characteristic of Classroom Interaction in English for Young Learner

2019 ◽  
Vol 8 (2) ◽  
pp. 166-174
Author(s):  
Nurul Khusnaini
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Interaction Analysis ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
Learning Material ◽  
Language Classroom ◽  
New Learning ◽  
Asking Questions

ABSTRACT 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 teaching and learning process rather than to introduce new learning material and help conveying information to students. In conclusion, the teacher indirectly influenced the students in the teaching and learning process. This kind of interaction indicated that teacher often relied on asking rather than lecturing the students. Keywords: Teacher Talk, Classroom Interaction, Flanders Interaction Analysis Categories

scholarly journals Teacher Talk in Classroom Interaction: A Study at an English Department in Indonesia

2014 ◽  
Vol 1 (1) ◽  
pp. 45
Author(s):  
Ryan Rayhana Sofyan ◽  
Murni Mahmud
Keyword(s):  
English Language ◽  
Interaction Analysis ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
English Department ◽  
State University ◽  
Student Talk ◽  
Language And Literature ◽  
Asking Questions ◽  
Academic Year

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 occurred 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. Keywords: Classroom, interaction, FLINT, Speaking

scholarly journals TRACING NATIVE TEACHER TALK AND CLASSROOM INTERACTION IN EFL CONTEXT

2020 ◽  
Vol 3 (1) ◽  
pp. 33
Author(s):  
Jihan Aisah Kirahla ◽  
Peptia Asrining Tyas
Keyword(s):  
Foreign Language ◽  
Research Design ◽  
Learning Process ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
Efl Context ◽  
Young Learners ◽  
Language Classroom ◽  
Interview Guide ◽  
The Way

Since teacher talk is a necessary input for the students in an EFL (English as a Foreign Language) classroom, the objectives of this study are analyzing the categories of teacher talk and the classroom interaction in young learners’ classroom at reputable English Courses in Malang. This study used descriptive qualitative as the research design by using an observation sheets and an interview guide as the instruments. Besides, the researcher recorded the audio for every meeting. The result shows that, the teacher talk used in the classroom has been classified as direct teacher talk covering informing something, giving directions, and justifying students’ authority. For the classroom interaction in the class, it was found that the way students responded to their teacher’s talk was by individually. Further, it was found that direct teacher talk was implemented in the learning process and the implementations of this teacher talk were also connected with the way the students respond to their teacher talk

scholarly journals ENGLISH ZONE (EZO): A FUN ACTIVITY IN LEARNING ENGLISH SPEAKING SKILL FOR YOUNG LEARNERS

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Linda Septiyana ◽  
Puri Widiarti ◽  
Tika Purnama Sari ◽  
Eka Nur Kasih ◽  
Hijjriah Al Mukaromah
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Descriptive Study ◽  
Young Learners ◽  
Language Classroom ◽  
Qualitative Descriptive ◽  
Speaking Skill ◽  
English Speaking ◽  
Learning English

This research aims to describe the implementation of English Zone (EZo) activities in learning English speaking skills for young learners. Employing qualitative descriptive study, this research included observation of teaching and learning process, and interview that was administered to 10 students from Kampung Sawah, West Hadimulyo. Ten meetings were observed thoroughly. Each observation took place in English language classroom every Sunday at Al-Fatimah Mosque. This research presented the implementation of English Zone (EZo) to young learners and students’ responses to the implementation of EZo. The findings illuminated the powerful ways in which EZo was able to improve students’ speaking skill. The students were having fun in the classroom which made them actively participate IN speaking practice with their friends or teachers. The findings further highlighted that EZo showed a good result in improving students’ confidence during their speaking practice. EZo helped them to speak more and decreased hesitation. They felt more relaxed to speak.Keywords : English zone, speaking skill, young learners, activity

Indonesian Teachers’ Directives In English Language Classrooms

2017 ◽  
Vol 1 (3) ◽  
pp. 164
Author(s):  
Maria Hidayati ◽  
Evynurul Laily Zen ◽  
Yazid Basthomi
Keyword(s):  
Learning Process ◽  
Speech Acts ◽  
Teaching And Learning ◽  
English Language ◽  
Teacher Talk ◽  
Classroom Observations ◽  
Linguistic Data ◽  
Language Classrooms ◽  
Real Language ◽  
English Language Classrooms

<p>English language classrooms as real language settings provide ample linguistic data, be they produced by the teachers or the students, as there are some interactions in exchanging thoughts, feelings, or ideas. Speech acts theory indicates that in using the language, people not only create an isolated series of sentences, but also carry out actions by either doing something or making others do something. By using classroom observations conducted in twelve English language classrooms, this study seeks to describe types of sentence forms and kinds of strategies used by the teachers in giving order. The findings indicate that the teachers in the Department of English, Universitas Negeri Malang, who are in a position of authority over the students, do not always impose on their students in making them do what the teachers want them to do. Even though the interactions in the classrooms are not equal as the amount of teacher talk dominates the teaching and learning process, the students (as the hearer) are aware that they should adhere to the teachers’ speech acts of ordering to be successful in their study.     <strong></strong></p><p> </p><p><strong>Keywords: </strong><em>English language classrooms, speech acts theory, directives, sentence forms, speech acts strategies. </em></p>

scholarly journals THE ANALYSIS OF TEACHER AND STUDENTS TALK IN INDONESIAN EFL CLASSROOM INTERACTION

2018 ◽  
Vol 4 (1) ◽  
pp. 73
Author(s):  
Shilvia Nur Meida ◽  
Fahrus Zaman Fadhly
Keyword(s):  
Learning Process ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
Note Taking ◽  
The Third ◽  
Speaking Skill ◽  
Asking Questions ◽  
Dominant Characteristic ◽  
Analysis System ◽  
Teaching Learning

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 teaching learning process among students although the lecturer�s role is still dominant.Keywords: teacher and students talk, FIAC analysis system, speaking skill

scholarly journals VERBAL INTERACTION IN ENGLISH CLASSROOM USING FLANDERS INTERACTION ANALYSIS CATEGORIES SYSTEM (FIACS)

2019 ◽  
Vol 7 (3) ◽  
Author(s):  
Fitri Mardiana ◽  
Zainuddin Zainuddin ◽  
Johannes Jefria Gultom
Keyword(s):  
Teaching And Learning ◽  
Interaction Analysis ◽  
Video Recording ◽  
Classroom Interaction ◽  
Verbal Interaction ◽  
Teacher Talk ◽  
The Other ◽  
English Teacher ◽  
Student Talk ◽  
English Classroom

The thesis deals with the dominant category used by teacher and the students during English classroom interaction, and the percentage of teacher’s talk and students’ talk during English classroom interaction using Flanders Interaction Analysis Categories System (FIACS). Moreover, this study used descriptive qualitative design .The data of this study were utterances between English teacher and students during English classroom in XI-2 IPA of SMA Negeri 11 Medan.The instruments for data collection were observation tally sheet and video recording. The result showed all of the categories used in the teaching and learning process. It found from the percentage of all categories , the dominant category used by the teacher was Giving Direction (40.41% ). In the other hand the dominant category used by students was Student Talk-Response (57.60%). In addition, the percentage of Teacher Talk was 59.76%, and the percentage of Student Talk  was 36.72% during classroom interaction in English lessons .It showed, the teacher more active and dominant talking than the students during verbal classroom interaction.Key words: Verbal Classroom Interaction, Teacher Talk, Student Talk, Flanders Interaction Analysis Categories System

scholarly journals AN ANALYSIS OF LECTURER TALK DURING TEACHING AND LEARNING PROCESS OF ENGLISH AS A FOREIGN LANGUAGE

2020 ◽  
Vol 6 (2) ◽  
pp. 51-62
Author(s):  
Siti Jubaidah ◽  
Rusfandi Rusfandi
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Education ◽  
Interaction Analysis ◽  
Private University ◽  
Teacher Talk ◽  
Education Department ◽  
Audio Recorder ◽  
Practical Implications ◽  
Analysis Category

Researching teacher talk during teaching and learning process of English is essential because it offers practical implications for the improvement of teaching and learning process.  However, there are still few studies which try to compare types of talk used by lecturers who teach content and skill subjects. This research investigates the types and the dominant types of lecturer talk during the teaching and learning process at an English Education Department. The participants were two English lecturers at a private University in Malang who taught Vocabulary (skill subject) and Poetry (content subject) classes. The researchers used an audio recorder to record the utterances by the lecturers. The data were analyzed qualitatively by using FIAC (Flanders Interaction Analysis Category). The types of lecturer talk produced by the lecturer who taught Vocabulary were Ask question, Give direction, Give lecture, Accept or use students’ idea, Praise or encourage, and Criticize or justify authority. The types of lecturer talk produced by the lecturer who taught Poetry were Give lecture, Ask question, Accept or use students’ idea, Give direction, Praise or encourage, and Criticize or justify authority. The most dominant types of talk produced by the lecturer who taught Vocabulary were Ask question and Give direction but Give lecture was the most dominant types of talk produced by the lecturer who taught Poetry. This finding indicates that types of course taught by lecturers affect the kinds of talk produced by the lecturers.

scholarly journals The Inclusion of Literature Components in Malaysian English Papers: the Challenges and Pros in Teaching and Learning

AL-TA LIM ◽  
2017 ◽  
Vol 24 (3) ◽  
pp. 174-186
Author(s):  
Yahya Omar
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Direct Factor ◽  
Main Attention ◽  
Teaching Literature ◽  
Language Curriculum ◽  
Learning And Teaching ◽  
Language Classroom

The low proficiency attainment in English language among Malaysian learners has been given main attention in Malaysia Ministry of Education’s plan to further improve education. Part of the plan is by introducing literature components in the teaching and learning of English language curriculum. This has immediately changed the scenario of teaching and learning in English language classroom. This paper will review past studies related to the implementation of Literature component in English language by looking specifically at the teacher’s roles since teachers are the direct factor contributor in learners’ process of learning and teaching. Apart of roles in the learning process, teachers’ approaches employed in teaching literature component will be critically reviewed in this paper and suitable approaches available in teaching literature in English will be put forward.

Speech Act Analysis of English Teacher Talk at SMP Negeri 1 Rangkasbitung

2020 ◽  
Vol 10 (2) ◽  
Author(s):  
Siti Hanna Sumedi ◽  
Dery Rovino
Keyword(s):  
Learning Process ◽  
Speech Acts ◽  
Teaching And Learning ◽  
Speech Act ◽  
Learning Experience ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
National Standard ◽  
English Teacher ◽  
Directive Speech

<span>Teachers’ talk is a factor that may entail to the smoothness of English teaching and learning experience. Besides, language used by teacher in the classroom is crucial, because it will influence students’ learning process and development. This study investigated the speech acts in the teacher talk at SMP Negeri 1 Rangkasbitung. This study involved the Seventh Grade English teacher of SMP Negeri 1 Rangkasbitung as the data source. Furthermore, this study used Searle’s theory of speech acts classification as the instrument for analyzing the data. Based on the analysis, there were only four types of speech acts found in the teacher talk, 68 % directive speech act, assertive speech acts with 14 %, and the last two of speech act, commissive and expressive speech act, were only 10 % and 8 % in the teacher talk during the teaching-learning process. This study revealed that the majority of teacher talks found in the form of directive speech act, in the other words the classroom interaction went one way which more likely teacher-centeredness. Likewise, the teacher-centeredness make the students talk less and most importantly make the students became dependent and passive learner. In this study, the teacher became the central subject of learning rather than the students, hence it goes against the demands of National Standard and did not follow the principles of current Indonesian curriculum. Therefore, the conclusion which can be drawn from this study is that the teacher should utilize speech acts appropriately because high quality and the appropriateness of the teacher’s speech acts can convey teaching materials effectively, enhance teaching efficiency easily, and provide active learning meaningfully.</span>

scholarly journals Teacher Talk and Learner Talk in The Classroom Interaction (An Interaction Analysis to an English Language Class at SMP N 2 Sindang)

2018 ◽  
Vol 2 (1) ◽  
pp. 98-106
Author(s):  
Ivon Sagita
Keyword(s):  
English Language ◽  
Interaction Analysis ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
English Teacher ◽  
Direct Influence ◽  
Class Time ◽  
Language Class ◽  
Academic Year ◽  
Analysis Category

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%

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