scholarly journals Teacher talk of praises in English classroom interaction

2021 ◽  
Vol 12 (1) ◽  
pp. 141-162
Author(s):  
Aulia Rahmani ◽  
Asnawi Muslem ◽  
Bukhari Daud
Keyword(s):  
Elementary School ◽  
Video Recording ◽  
Classroom Interaction ◽  
Interaction Model ◽  
Classroom Interactions ◽  
Teacher Talk ◽  
Direct Influence ◽  
Qualitative Design ◽  
Student Talk ◽  
English Classroom

This study was conducted at International Elementary School of Bunga Matahari to find out the type of teacher talk in English classroom interactions and the students’ responses on teacher talk of praises. The descriptive qualitative design was applied and aimed to analyze the types of talk employed by the teacher in the classroom interaction based on FIACSystem presented by Flanders (1970). The data were analyzed using an interaction model of Miles, Huberman, and Saldana (2013) et al. and focused on the teacher and student talk in ICP class. This research employed observation through video recording in order to reach the objectives of this study. The participant in this study were 45 students with 15 students in each class and 3 English teachers. The results showed that by analyzing responses of transcription from the observation, the teacher talk of giving praises is approximately less, giving direction dominates the teacher talk category that consists of direct influence of teacher talk. In addition, the students’ response was dominantly toward teacher talk of praises.

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 CLASSROOM INTERACTION IN ENGLISH SUBJECT AT SENIOR HIGH SCHOOL

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Dosma Mutiara Purba ◽  
Rafika Dewi Nasution ◽  
Lidiman S.M. Sinaga
Keyword(s):  
Interaction Analysis ◽  
Video Recording ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
English Class ◽  
Student Talk ◽  
Total Percentage ◽  
English Classroom ◽  
Analysis Category ◽  
English Subject

This study focuses on analyzing the process of classroom interaction through Flanders Interaction Analysis Category (FIAC) model. The objective was to decsribe how the teacher and students use the categories of classroom interaction in English class by using Flanders Interaction Analysis Category (FIAC) model. The data was found based on the data transcription . the source of the data was the utterances between English teacher and 10th grade students at SMA N 2 Doloksanggul. The instruments for the data collection was video recording. The data analysis applied descriptive qualitative research. It was found that the total percentage each categories classroom interaction were Accepts Feeling (1.1%), Praise and Encourages (2.4%), Accepts Ideas of Students (1.2%), Asks Questions (18.8%), Lecturing (25%), Giving Directions (17.8%), Critizising or justifying authority (2%), Student Talk Response (15.3%), Student Talk Initation (1.9%), Silence or Confusion (14.5%). The dominant category of Teacher Talk in English classroom interaction at SMA N 2 Doloksanggul was Lecturing (25%). While The dominat category of Students Talk was Students Talk Response (15.3%). Keywords : Teacher Talk, Student Talk, Flanders Interaction Analysis Categories (FIAC) model.

Classroom Interaction: Teacher And Student Talk In International Class Program (Icp)

2017 ◽  
Vol 1 (3) ◽  
pp. 220
Author(s):  
Winarti .
Keyword(s):  
Teaching And Learning ◽  
Participant Observation ◽  
Classroom Interaction ◽  
Interaction Model ◽  
Teacher Talk ◽  
Medium Of Instruction ◽  
English Departments ◽  
Student Talk ◽  
Regular Class ◽  
Field Notes

<p>This study is an attempt to examine classroom interaction which specifies teacher and student talk in International Class Program (ICP) at non-English departments at State Islamic University Maulana Malik Ibrahim Malang. ICP class is different from regular class in which English and Arabic are used as medium of instruction in the teaching and learning process. This study is intended to answer two questions: (1) What categories of teacher talk are used by the teacher in giving stimuli in the process of teaching and learning? and (2) How do the students respond to the teacher’s instruction in the process of teaching and learning? The subjects of the study are the teacher and the students in ICP class. The data are elicited through non-participant observation, interview with the teacher and the students, field notes and recording of utterances between the teacher and the students. Data are analyzed using the ‘interaction model’ of Miles and Huberman, following FLINT system. This article reports the results of the analysis of classroom interaction that focuses on teacher and student talk in ICP class.</p><p> </p><p><strong>Keywords: </strong><em>classroom interaction, teacher and student talk, ICP class</em><em> <strong></strong></em></p>

scholarly journals TEACHER TALK IN ENGLISH CLASSROOM INTERACTION USING SINCLAIR AND COULTHARD MODEL

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Friska Octavia And Zainuddin
Keyword(s):  
Qualitative Research ◽  
Data Analysis ◽  
Classroom Teacher ◽  
Video Recording ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
Audio Recording ◽  
Wrong Answer ◽  
English Classroom

This study deals with teacher talk in English classroom interaction. The objectives of the study were: (a) to find out the types of moves found in the teacher talk used in English classroom interaction based on Sinclair and Coulthard model, and (b) to describe how the types of moves are realized in the teacher talk used in English classroom interaction based in Sinclair and Coulthard model. The design used in this study was qualitative research. The data of this study was the teacher’s utterances. The data was collected by using audio recording and video recording. The data analysis of this study were based on Sinclair and Coulthard model as the following: (a) to find out the types of moves found in the teacher talk, and (b) to describe how the types of moves are realized in the teacher talk used in English classroom interaction. Based on the analysis of the data, the findings were shown as the following: (a) there were four types of moves found in the teacher talk, namely: opening, follow-up, framing and focusing, (b) the types of moves found in the teacher talk were mostly realized by h. When the teacher got no response or got a wrong answer from the students, then the structure given was (s) h (post-h) (sel), the follow-up moves were mostly realized by (pre-h) h, the framing moves were realized by h q and the focusing moves were realized by h. Based on the analysis of the data, some conclusions can be presented as the following: (a) the types of moves found in the teacher talk were opening, follow-up, framing and focusing, while the answering moves were not found in the teacher talk, which indicates that the classroom is not effective because there is no initiation from the students, (b) the opening moves were mostly realized by h. When the teacher got no response or got a wrong answer from the students, then the structure given was (s) h (post-h) (sel), the follow-up moves were mostly realized by (pre-h) h, the framing moves were realized by h q and the focusing moves were realized by h. Therefore, to create an effective English classroom, teacher should be able to recognize the moves she applies in her talk.

scholarly journals CLASSROOM INTERACTION ANALYSIS OF ENGLISH CLASS IN SMPN 2 BABALAN

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Krisman Sipahutar ◽  
Willem Saragih ◽  
Indra Hartoyo
Keyword(s):  
Interaction Analysis ◽  
Video Recording ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
Category System ◽  
English Class ◽  
Student Talk ◽  
Dominant Characteristic ◽  
Teaching Learning ◽  
Analysis Category

The purpose of this study was to find out the types of interaction, the percentage of teacher talk and student talk and the dominant characteristic of interaction which appeared during teaching-learning process in SMP N 2 Babalan in 2016/2017 academic year. This study used descriptive design. The subjects of this study were three classes. One class of the eighth grade and two classes of the nineth grade. The data were analyzed by using Flanders Interaction Analysis Category System (FIACS). The instruments of collecting data were audio and video recording. The analysis showed that all of the ten types of interaction appeared. The percentages of each types of interaction were: (a) accepting feeling: 0.41%; (b) praising and encouraging: 9.97%; (c) accepting students’ ideas: 0.22%; (d) asking question: 26.26%; (e) lecturing: 4.70%; (f) giving direction: 13.25%; (g) criticizing: 2.21%; (h) tudents talk response: 39.35%; (i) student talk initiation: 1.10%; (j) silence and confusion: 1.93%.   Teacher talk percentages were 60.98% in class 8-1, 51.62% in class 9-2 and 61.15% in class 9-5. And the student talk percentages were 37.31% in class 8-1, 47.29% in class 9-2 and 20.09% in class 9-5. The dominant characteristic of interaction was content cross, which means that the teacher focused on giving questions and giving materials. From the results, the researcher concluded that the teacher was dominant in the classroom during the teaching-learning processes.Keywords: Classroom Interaction , Flanders Interaction Analysis Category System (FIACS). Teacher talk, Student talk.

scholarly journals A Linguistic Ethnography of Teacher Talk in an English for Medical Purposes Classroom

2020 ◽  
Vol 20 (1) ◽  
Keyword(s):  
Learning Process ◽  
Qualitative Methodology ◽  
Classroom Interaction ◽  
Classroom Interactions ◽  
Teacher Talk ◽  
Data Generation ◽  
Kingdom Of Saudi Arabia ◽  
Dynamic Interactions ◽  
Linguistic Ethnography ◽  
Positive And Negative Feedback

This study is a linguistic ethnographic investigation of the characteristics of teacher talk in an English for Medical Purposes (EMP) class at one of the medical colleges in the Kingdom of Saudi Arabia. Teacher talk is an important element in classroom interaction and it has direct and indirect implications on the students’ learning. In classroom interaction, students and teachers are in a state of dynamic interactions. If not carried out tactfully, classroom interactions can affect learning process in several ways such as failure to engage in learning process and inappropriate teacher’s instructions. This study employed an eclectic qualitative methodology which incorporates principles of Linguistic Ethnography. Data generation took place in the entire Semester One of the academic years 2017/2018. The data in this study were obtained from10 classroom observations. Informal chat with the teacher was carried out towards the end of each observation session to get further clarification of what had happened during the observation. The teacher talk was found to be dominant in classroom interactions. The teacher talk had high frequency of self-repetition and paraphrasing. The teacher accepted students’ ideas and avoided criticism. The teacher praised the students and offered both positive and negative feedback. This study concludes that teacher talk still serves as a useful source for classroom input despite the buzz of learner-centered approach which demands reduced teacher talk in the classroom.

scholarly journals THE PHONOLOGICAL PERSPECTIVE OF TEACHER INSTRUC TIONAL TALK IN ENGLISH CLASSROOM INTERACTION

2015 ◽  
Vol 2 (1) ◽  
pp. 80
Author(s):  
Suharti Sirajuddin
Keyword(s):  
Key Words ◽  
Classroom Observation ◽  
Video Recording ◽  
Classroom Interaction ◽  
English Teachers ◽  
Limited Time ◽  
English Classroom ◽  
Descriptive Method ◽  
Instructional Talk

The research aimed at finding and analyzing (i) the instructional talk that teachers use in the classroom interaction, (ii) teachers’ modification of their instructional talk in phonological perspective (iii) students’ perception of instructional talk used by the teachers in classroom interaction. This research applied descriptive method  with  the total number of participants of  2 English teachers and 6 students  divided based on their grade. The instrument used for this study was classroom observation, video recording and interview. The finding indicated that (i) the first participant used 15 instructional talks and the second participant used 14 instructional talks (ii) teachers modify their talk by substitution, deletion, and addition. First participant used substitution 151 times (81%), deletion 22 times (12%), and addition 13 (7%). The second participant used substitution 30 times (83%), deletion 12 times (13%) and additional 4 (4%). (iii) Students have lower perception of teacher instructional talk which indicates students get 11 (11%) for each VII grade students and the VIII grade students get variety level percentage; 12 (21%), 15(26%) and 11 (19%) for each students. It also finds three factors that influence students’ perception; teachers’ factors, limited time and environment.         Key words: Phonological perspective, instructional talk, classroom interaction

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 TEACHER TALK IN CLASSROOM INTERACTION IN TEACHING SPEAKING FOR THE FIRST GRADE STUDENTS AT SMA NEGERI 20 MEDAN

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Nur Aini Villy ◽  
Siti Aisah Ginting ◽  
Syamsul Bahri
Keyword(s):  
Learning Process ◽  
Student Behavior ◽  
Classroom Interaction ◽  
First Grade ◽  
Teacher Talk ◽  
Student Response ◽  
Dominant Feature ◽  
Speaking Skill ◽  
English Classroom ◽  
Participant Observer

This study aims at analyzing features of teacher talk in teaching speaking. The subject of this study were English Teacher and 40 students at first grade of SMA Negeri 20 Medan. The data were collected through the following: observation, and audio recording. In this research, the FLINT is used to identify the categories of teacher talk occur during the learning process. Moreover, this study is conducted in the form of descriptive qualitative research where the researcher as the non-participant observer on the classroom. From the data that has been taken, it is obtained that the categories of teacher talk used by the teacher in teaching speaking in the first grader of SMA Negeri 20 Medan are deals with feeling, praises or encourages, jokes, uses ideas of students, repeats students response verbatim, ask questions, gives information, corrects without rejection, give direction, criticizes student behavior, and Criticize student response. The finding of the study showed that there are eleven features of teacher talk occur in English classroom interaction and the dominant feature of teacher talk was ask questions (40.2%). The feature of teacher talk which is dominantly used by the teacher help students more active in the class because the teacher gave the oppurtunity to the learners to deliver their ideas, and try their ability in speaking skill. Keywords : Features of Teacher Talk, Foreign Language Interaction, Learning Process

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

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