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 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 An Analysis of Teacher and Student Conversation in EFL Classroom Interaction by Using Foreign Language Interaction Analysis System in Class XI at SMK Negeri 1 Singaraja Academic Year 2017/2018

2018 ◽  
Vol 2 (1) ◽  
pp. 16
Author(s):  
A.N.P. Dewi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Interaction Analysis ◽  
Classroom Interaction ◽  
Video Camera ◽  
Interview Guide ◽  
Question Category ◽  
System 2 ◽  
Analysis System ◽  
Teaching Learning

This study aimed at 1) find out classroom interaction categories by using FLINT that exist during English teaching learning process in class XI at SMK N 1 Singaraja using FLINT system. 2) Identifying categories of classroom interaction by using FLINT which are the most and least frequently occurs during the teaching-learning process in class XI at SMK Negeri1 Singaraja 3) discovering the reasons of the interaction during the teaching-learning process in class XI at SMK Negeri 1 Singaraja. This research was a descriptive study by using qualitative approach. There was one class as a sample for this research. The data were collected based on the instruments such as research observation, interview guide, video camera and note-taking . The results of the study show that, 1) two categories of foreign language interaction (FLINT) analysis system all categories of FLINT are occurred during learning process in XI B in SMK N 1 Singaraja, 2) The most frequently occurred of interaction category during three times observation was ‘ask question’ category.it appeared 121 times in the first meeting, 72 times in the second meeting, and 60 times in the third meeting. The total frequency of asking question was 253 or 24,5% 3) the reason of the occurrence of ‘ask question’ category is the difficulty of the students in learning and the students need teacher’s guidance. 

scholarly journals Increasing Students’ Awareness in Speaking Participation

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Ribeh Najib Muhammad
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Research Question ◽  
Group Discussion ◽  
Narrative Text ◽  
The Third ◽  
Asking Questions ◽  
Field Notes ◽  
Teaching Learning

The lack of students’ activities seems to be the main reasons why the teacher failed to maximize the participation of the students in a senior high school in a small city in East Java Indonesia. The unification of two different basic competences into one lesson plan also makes the indicator of the lesson plan become not too clear and not specific enough. Thus the research questions of this study are: 1. How is the implementation of the teaching and learning process based on the revised lesson plan conducted by the teacher? 2. How is the teaching and learning process based on the revised lesson plan followed by the students? 3. How is the students’ participation in learning speaking after the teaching and learning process based on the revised lesson plan conducted? This research is a classroom action research with one cycle only. The first data is in the form of description of the teacher’s activities during the teaching and learning process, the source of the data is the teacher who conducts the revised teaching-learning process. The second data is the description of students’ activities during the teaching and learning process, the source of the second data is the students who follow the teaching and learning process based on the revised lesson plan. The third data is the participation of the students when they are taught using the revised lesson plan, the third source of the data is also the students who follow the teaching and learning process based on the revised lesson plan. The researcher used unstructured field notes to write all the information which were seen and heard and also everything that happened during teaching and learning process conducted by the teacher. The data need to be sorted and classified to know the relevant data and non-relevant data. Then the relevant data were classified based on each research question to be analyzed. The students’ participation in the teaching and learning process of speaking narrative text based on the revised lesson plan was better, because the students could follow the instructions and do the activities of speaking narrative text smoothly, every student was able to present their stories in the group and in front of the class, they were active in the group discussion for asking and answering their friends’ question, they were also active in asking questions to the teacher and answering questions from the teacher.

scholarly journals IMPROVING STUDENTS� SPEAKING SKILL BY USING PICTURE STRIP STORY

2017 ◽  
Vol 2 (2) ◽  
pp. 100
Author(s):  
Odi Kosdian
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Collaborative Action Research ◽  
Collaborative Action ◽  
Speaking Skill ◽  
Asking Questions ◽  
Field Notes ◽  
The Subject ◽  
Teaching Learning

This research is aimed at improving students� speaking skill by using picture strip story in class XI IPA 1 of Senior High School 1 Luragung. The problems in this research are the low of students� skill in speaking. This research was applied through collaborative action research which was conducted in two cycles. The subject of this research was English subject in class XI IPA I with total number of students 34. The result of the research showed that picture strip story could improve students� speaking skill. The result of test I was 62.69, test II was 68.83 and test III was 74.22. The students who passed the Minimum Mastery Criterion (KKM) were 22 students or 64.71%. In addition, the result of field notes showed that the classroom situation during teaching learning process by using picture strip story created the positive atmosphere. In cycle 1, there were no students who chatted and played handphone during the teaching and learning process by using picture strip story, all of students in a group did the task together and discussed it each other, the students could answer teacher�s question, and all of students spoke in English while expressing their ideas. In cycle 2, the classroom situations were completed with students asking questions to the teacher.Keywords: speaking skill, picture strip story, improve, collaborative action research

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 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 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

THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS

2018 ◽  
Vol 2 (2) ◽  
pp. 184-198
Author(s):  
Ida Yulianawati
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Interaction Analysis ◽  
Participant Observation ◽  
Video Recording ◽  
Classroom Interaction ◽  
Verbal Interactions ◽  
Qualitative Interaction ◽  
Classroom Language ◽  
Teaching Learning

The paper concerns with investigating classroom interaction especially the classroom language used by teacher and students in teaching learning process in one Junior High School in Indramayu. Teacher’s talk signals the classroom language that is used by the teacher in the classroom throughout the class periods. Meanwhile, students’ talk signal classroom language that is used by the students. The study employs qualitative interaction analysis method involving fifty nine students and two teachers in two different classrooms. The data are gathered through non-participant observation and video recording. Classroom observations were conducted to gain the data concerning classroom interaction in teaching learning process. The data collecting was separated into twelve categories and analyzed using Flint (Foreign Language Interaction analysis) system adopted from Moscowitz that is widely used to investigate classroom interaction. The findings of this study showed that there are various verbal interactions used in classroom interaction. The data showed that the use of classroom language motivate students to speak and encourage the students to share their idea. But the data also showed that there are many obstacles in using classroom language. So it needs more effort from teachers and students to make classroom language familiar in the classroom.  

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 CORRECTIVE FEEDBACK AND CLASSROOM INTERACTION AT SMA 1 PAYAKUMBUH SUMATERA BARAT

Ta dib ◽  
2018 ◽  
Vol 21 (1) ◽  
pp. 9
Author(s):  
Sahyoni Sahyoni
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Classroom Interaction ◽  
Corrective Feedback ◽  
Qualitative Approach ◽  
English Teacher ◽  
Classroom Activity ◽  
Teaching Learning ◽  
Clarification Request

The main focus of this research is to investigate corrective feedback made by the English teacher during classroom interaction. The study was qualitative research. The data in this study were the utterances that spoken by teacher and student during the classroom activity. The data were collected through a record where the writer himself recorded the utterances during teaching learning process a ninety-minute in duration. In this study, the teacher is an English teacher who teaches at grade XI SMA Payakumbuh. The data were analyzed by qualitative approach, writer explained corrective feedback types that happened in classroom interaction. There are six types of corrective feedback occurred in the classroom interaction at SMA 1 Payakumbuh namely: recast, repetition, clarification request, explicit correction, elicitation, and paralinguistic correction. Recast, clarification request and elicitation are the most corrective feedback applied by teacher in the classroom interaction. 

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