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

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.

scholarly journals Classroom Interaction Analysis in the EFL Speaking Class: A Study at English Department of IAIN Imam Bonjol Padang

2018 ◽  
Vol 5 (1) ◽  
pp. 25-32
Author(s):  
Elismawati Elismawati
Keyword(s):  
Foreign Language ◽  
Interaction Analysis ◽  
Classroom Interaction ◽  
Document Analysis ◽  
Teacher Talk ◽  
English Department ◽  
English Teacher ◽  
Class A ◽  
Student Talk

The success of teaching depends to a large extent on the way teachers talk and interactions that occur between teachersand students. The happening of interaction is affected directly by ways of teacher talk. This study entitles “Classroom InteractionAnalysis in the EFL Speaking Class” aimed at analyzing the categories of teacher talk, student talk and classroom interaction typesused during EFL speaking class. The research employed a qualitative design and applied a case study. Subjects of the research werean English teacher and 35 students at the second semester at English Department of IAIN Imam Bonjol Padang. The data weregained through naturalistic observation and document analysis. The data were analyzed by using Foreign Language Interaction(FLINT) system. The findings revealed that both teacher and students applied all categories of talk as mentioned in FLINT systemand classroom interaction types.

scholarly journals Elementary English Language School Teachers Self Evaluation: A Case Study from Real Life Application

2021 ◽  
Vol 2 (1) ◽  
pp. p64
Author(s):  
Salwa H. Al Darwish
Keyword(s):  
English Language ◽  
Real Life ◽  
Target Language ◽  
Female Teacher ◽  
Self Evaluation ◽  
Teacher Trainees ◽  
Public Elementary Schools ◽  
Teacher Trainee ◽  
Central Tool

Self- evaluation is a central “tool” to express how we know what we do when we teach, and as we make decisions on our own while we teach, self- evaluation has the power to help us link knowledge and theoretical information and to use each area of expertise more professionally. This paper will discuss primary school English Language teacher trainee’s self- evaluation which will be carried out between the instructor (researcher/ mentor) and the student teacher trainees. This study aims to explore the benefits of the process of self-evaluation during the student trainees while teaching English as a foreign language in public elementary schools in the form of the practice classes (Practicum Course). Another purpose of this research will be to find out more about students’ perceptions, problems and difficulties of teaching the target language (English) to young learners in order to find the instrument that will help the teacher trainees to better prepare, monitor and evaluate their own teaching through the self-evaluation and peer evaluation. The chosen instrument for this research will be observation for each individual by the instructor (mentor) and the teacher trainees, followed by a questionnaire distributed among the teacher trainees. The sample will consist of 30 female teacher trainees. Each participant is assigned four classmates to be observed and evaluated; followed by the mentor observation and evaluation for each teacher trainee. The results were not similar between the teacher trainees and the mentor.

scholarly journals Students’ and Teacher’s Belief About Their Classroom Interactions Toward Teaching and Learning English

2018 ◽  
Vol 6 (3) ◽  
pp. 285
Author(s):  
Martira Fifrilya Ningtyas ◽  
Dewi Rochsantiningsih ◽  
Handoko Pudjobroto
Keyword(s):  
Teaching And Learning ◽  
Qualitative Case Study ◽  
Lesson Plan ◽  
Classroom Interaction ◽  
English Teacher ◽  
Cooperative Teaching ◽  
Positive Belief ◽  
Research Findings ◽  
Learning English

<p>Belief is an underlying case in human’s decision and attitude, including in the classroom interaction context. Its existence in classroom interaction is revealed in this article by identifying and describing the students’ and teacher’s belief about their classroom interaction toward teaching and learning English. The study was carried out using qualitative case study in Surakarta, at eighth grades student and their English teacher. The data were collected through questionnaire, interview, classroom observation, and teacher’s lesson plan which then reduced to find the smallest valuable unit, categorized based on similarity, and compared to find the relation between the categories thus hypothesis is constructed as the answer. The research findings show that: (1) students believe they have good classroom interaction; (2) the teacher believes that interaction is the students’ need facilitating media; then (3) the belief has affected the students’ paradigm, that now they like English, and has affected the teacher’s decision making on her social interaction and her way of teaching. Having positive belief is beneficial to support cooperative teaching and learning process.</p>

scholarly journals CLASSROOM INTERACTION IN THE ENGLISH SUBJECT FOR THE TENTH GRADE OF SMA N 1 SALAK PAKPAK BHARAT

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Dirgahayu Tumangger ◽  
Busmin Gurning ◽  
Muhammad Natsir
Keyword(s):  
Interaction Analysis ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
English Teacher ◽  
Category System ◽  
Student Talk ◽  
Tenth Grade ◽  
Academic Year ◽  
Analysis Category ◽  
English Subject

This study aimed at finding out the categories of teacher and students talk and the percentage of teacher and students talk during classroom interaction. This study was conducted by using descriptive qualitativedesign. The subjects of this study were the tenth grade students of SMAN 1 Salak and the English teacher who taught at that class in 2017/2018 academic year. The data were the utterances of both teacher and students during the classroom interaction process which were collected by using observation and recorded by using smartphone and recorded it about three meetings.The data collected were analyzed by using Flanders Analysis formulate. The findings of the study showed  Analysis showed, there are ten categories of students and teachers talk that could be found during the classroom interaction and the percentage of each of category was: 2,05% for accepting feeling, 5.88% for praising and encouraging, 5,29% for accepting students’ ideas, 11,17% for asking question, 11,76% for lecturing, 8,52% for giving direction, 14,41% for criticizing, 32,35% for students talk response,6,17% student talk initiation and2,35% for silence and confusion.so the teacher talk percentage was about 60,3% and 38,52% for student. Keywords: classroom interaction, Flanders interaction analysis category system

scholarly journals Analysis of Classroom Interaction Using IRF Pattern: A Case Study of EFL Conversation Class

2019 ◽  
Vol 3 (1) ◽  
pp. 29
Author(s):  
Risna Saswati
Keyword(s):  
Data Collection ◽  
Key Words ◽  
Qualitative Method ◽  
Classroom Observation ◽  
Classroom Interaction ◽  
Learning Opportunities ◽  
Teacher Talk ◽  
Learning Opportunity ◽  
Conversation Class

<p>This study sheds lights on whether the use of Initiation, Response and Feedback (IRF) in teaching facilitates learner-initiated communication and gives learning opportunity for learners to engage in classroom interaction. This study applies the IRF framework proposed by Sinclair and Coulthard (1975), Initiation from (Mackey (2012) and teacher talk by CUllen (1988). The method applied for this study is qualitative method by classroom observation as the technique for data collection. The video records the classroom observation. The data are taken from classroom interaction of conversation class. The result of this study is the IRF pattern which mostly occurs in classroom interaction can be used to analyze classroom interaction. Additionally, the teaching using IRF pattern can facilitate learner-initiated communication and give learning opportunities for leaners to engage more in classroom interaction.</p><p>Key words: IRF Pattern, learner-initiated communication, classroom interaction</p><p> </p>

scholarly journals ANALYSIS OF TEACHER TALK IN ENGLISH CLASSES IN VOCATIONAL HIGH SCHOOL TELADAN MEDAN

2018 ◽  
Vol 1 (1) ◽  
pp. 118-124
Author(s):  
Yuni Ansari Rambe
Keyword(s):  
Classroom Interaction ◽  
Teacher Talk ◽  
Female Teacher ◽  
English Teacher ◽  
Vocational High School ◽  
English Classes ◽  
Twelfth Grade ◽  
Field Notes ◽  
The Subject ◽  
The University

The objective of this study at describing the types of Teacher Talk, the effectiveness/ineffectiveness of Teacher Talk, and the aspect of Teacher Talk in classroom observation. This study used descriptive qualitative method is employed in this study which tries to describe all phenomena that occurred in the classroom This study involved an English teacher as research subject in his class. The subject of this study has implemented English talk as a means of communication in learning process of his classroom. The subject here is a female teacher who has been teaching English for one years and graduated from the university of Medan.  This study was conducted in SMK Teladan located in Medan city. This study was done in twelfth grade.  This class consists of 22 students with 11 are males and 11 are females. The main data was taken through observation technique.  The data was collected by using recording and field notes. From analysis done, it was found that English teacher performed their interactional communicative features out of five in the classroom. The features are 1. Referential Questions 2. Content Feedback 3. Student initiated Talk. All communicative interactional features of teacher it happened in discussion activities, it could be concluded that the teacher performs their interactional communicative features in classroom interaction out of five. There  features  are: 1. Referential Questions 2. Content Feedback 3. Student initiated Talk.

scholarly journals An Analysis of Teacher Strategies on The Eleventh Grade Students Learning Activities in EFL Classroom at SMA Babus Salam Tangerang

2019 ◽  
Vol 3 (1) ◽  
pp. 43-49
Author(s):  
Deni Iskandar ◽  
Lusiana Lusiana
Keyword(s):  
Boarding School ◽  
Qualitative Approach ◽  
Learning Activities ◽  
Target Language ◽  
English Teacher ◽  
Teacher Strategies ◽  
Specific Strategy ◽  
Real Practice

Research on “An Analysis of teacher’s strategies on the eleventh-grade students learning activities in EFL classroom at SMA Babus Salam” aimed at finding out the strategies that had been implemented by the English teacher related to the complexity of students in the Islamic boarding school. The approach used in this research was qualitative approach with intrinsic case study as its method. The instrument used in this research was observation and interview. The findings revealed that the English teacher did not rely on specific strategy from the particular method but she used various strategies in order to accomplish the objective of the learning. In addition, the findings also showed that the strategies had helped the students internalizing what they had learned into a real practice. Also, the strategies have provided them with sufficient exposure and opportunity to practice the target language and to accomplish the objective of the learning.

scholarly journals CLASSROOM INTERACTION IN ENGLISH SUBJECT AT SMP NEGERI 1 BERASTAGI

2018 ◽  
Vol 6 (3) ◽  
Author(s):  
Steven Karta Ginting ◽  
Sumarsih Sumarsih ◽  
Busmin Gurning
Keyword(s):  
Interaction Analysis ◽  
Video Recording ◽  
Classroom Interaction ◽  
Teacher Characteristics ◽  
Teacher Talk ◽  
English Teacher ◽  
Teacher Control ◽  
Academic Year ◽  
Analysis Category ◽  
English Subject

This study was aimed to find out the teacher and students talk percentage, teacher characteristics and the roles of the teacher during classroom interaction classroom interaction at SMPN 1 Berastagi in 2016/2017 academic year. This study used descriptive design. The subjects of this study were 38 students Grade VIII and an English teacher. The data were analyzed by using Flander’s formulates and interaction observation tally sheet. The instrument of collecting data ware observation tally sheet and video recording. The analysis showed that teacher talk percentage was 71,90 %  and  28, 09% for students. It was found that teacher was dominant in talking than student. The teacher highest characteristics found were teacher control means dominated by commands or direction and content cross which were dominated by lecturing and questioning. For the roles of teacher, the two highest were teacher as controller and teacher as resource. From the result the writer concludes that the students were passive in the classroom interaction, on the other hand teacher hold almost the whole activities in the classroom.     Key words: Classroom interaction, Flanders interaction analysis category system

scholarly journals An Analysis of English Teacher and Learner Talk in the Classroom Interaction

2018 ◽  
Vol 2 (1) ◽  
pp. 60-71
Author(s):  
Shofiyatul Huriyah ◽  
Merie Agustiani
Keyword(s):  
Interaction Analysis ◽  
Research Result ◽  
Classroom Interaction ◽  
Sampling Technique ◽  
Descriptive Study ◽  
Response Category ◽  
Teacher Talk ◽  
English Teacher ◽  
Purposive Sampling ◽  
Question Category

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.

scholarly journals Investigating Factors that Contribute to Effective Teaching-Learning Practices: EFL/ESL Classroom Context

2017 ◽  
Vol 10 (4) ◽  
pp. 15
Author(s):  
Rukaia Islam
Keyword(s):  
Teaching And Learning ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
Classroom Context ◽  
Learning Practices ◽  
Key Issues ◽  
Learner Differences ◽  
Teaching Learning ◽  
Learning Factors ◽  
Esl Classroom

This paper seeks to address some key issues, which can influence as well as determine the nature of teaching and learning practices in an ELT classroom directly or indirectly. This paper views an EFL or ESL classroom as a dynamic and multi-dimensional platform open to different interpretations of teaching and learning. Factors like teachers’ beliefs, teacher talk, teachers’ questioning, diversity and complexity of ELT classroom, classroom values and individual learner differences require thoughtful attention irrespective of teaching methods and approaches. However, these issues are not straight forward, rather inherent in the activities related to classroom interaction and management and demand proper conceptualization by teachers, ELT practitioners and researchers.

Sign in / Sign up

Export Citation Format

Share Document