AN ANALYSIS OF TEACHER TALK IN EFL CLASSROOM AT ELEMENTARY SCHOOL IN GRESIK AND LAMONGAN
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Institusion
Universitas Muhammadiyah Gresik
Author
WAHYUNINGSIH, ERNA
Subject
English Education
Datestamp
2020-11-30 02:49:22
Abstract :
It was important to create communication during the teaching learning process. The teacher produced language that had an important role to create communication and interaction among the students. In EFL classroom, teachers? language is not only the object of the course, but also the medium to achieve the teaching objective to deliver the material and manage the class. Language used by the teacher in the classroom was known as teacher talk. This study would be categorized as descriptive qualitative study that had a goal to generate a theory of the use of teacher talk in EFL classroom and how the teacher assisted the students to understand the teacher talk in EFL classroom. The subjects in this research were three English teachers in Elementary School exactly the teacher of SD Unggulan Made IV Lamongan and SD Muhammadiyah Manyar Gresik who had the criteria. The research instrument in this study was researcher herself as the key instrument. She would conduct interview and observation with the teacher related to the research problems that equipped by observation form and interview form. She also used video recording as additional tool which was the result of all of them would be compared. The research findings showed that the teacher talk in EFL classroom were the teachers : a) accepted students? feeling by asking the students condition and gave response by triying to find solution to make the students felt calm down and comfort to study, b) gave praise or encourage directly to the students who had done or answered the question to tell that what they had done or answered was correct and valuable, c) accepted or used the idea of students by asking students? opinion and accepting it to develop student ability and to make them were not disappointed, d) asked question by asking the student without pointing out, but if there were no students answer so the teacher would point out to give the same chance to all students in the class and encourage students? bravery, e) explained or lectured by giving example, repeating, emphasizing, explaining twice or more, simplifying the word, translating the meaning, explaining slowly, and using body language to make the explanation clearer so the students more understand about it, f) gave command or direction by walking around the class and clapping hand to get students? attention, pointing and calling the students? name to decide the students who would comply the command, giving ice breaking, using body vi language, repeating, and translating to make the students more understand the instruction, g) criticized of justify authority by calling the students who did inappropriate activity and directly saying the utterances that used to forbid the students, using body language to make the students imitated the teacher, saying satirically that student did not finish their task yet, and communicating dissatisfaction with what students were doing to change inappropriate activity of the student. Then, for the way that teacher used to assist the students to understand the teacher talk were: a) the English teacher assisted the students by giving example, b) repeated or emphasized certain word, c) explained twice or more, d) asked option question to guide the students, e) used body language, f) simplified the word, g) explained slowly, h) clarified, i) dictated, j) translated the meaning. Based on the research findings, two suggestions are provided. The first, English teacher should consider his/her way to assist the student to understand his/her teacher talk during the teaching learning process whether it would give good influence or not to the students. The second, researchers who want to conduct other researches in the same field are recommended to conduct it in different subject and other categories of the teacher talk to expand this study.
It was important to create communication during the teaching learning process. The teacher produced language that had an important role to create communication and interaction among the students. In EFL classroom, teachers? language is not only the object of the course, but also the medium to achieve the teaching objective to deliver the material and manage the class. Language used by the teacher in the classroom was known as teacher talk. This study would be categorized as descriptive qualitative study that had a goal to generate a theory of the use of teacher talk in EFL classroom and how the teacher assisted the students to understand the teacher talk in EFL classroom. The subjects in this research were three English teachers in Elementary School exactly the teacher of SD Unggulan Made IV Lamongan and SD Muhammadiyah Manyar Gresik who had the criteria. The research instrument in this study was researcher herself as the key instrument. She would conduct interview and observation with the teacher related to the research problems that equipped by observation form and interview form. She also used video recording as additional tool which was the result of all of them would be compared. The research findings showed that the teacher talk in EFL classroom were the teachers : a) accepted students? feeling by asking the students condition and gave response by triying to find solution to make the students felt calm down and comfort to study, b) gave praise or encourage directly to the students who had done or answered the question to tell that what they had done or answered was correct and valuable, c) accepted or used the idea of students by asking students? opinion and accepting it to develop student ability and to make them were not disappointed, d) asked question by asking the student without pointing out, but if there were no students answer so the teacher would point out to give the same chance to all students in the class and encourage students? bravery, e) explained or lectured by giving example, repeating, emphasizing, explaining twice or more, simplifying the word, translating the meaning, explaining slowly, and using body language to make the explanation clearer so the students more understand about it, f) gave command or direction by walking around the class and clapping hand to get students? attention, pointing and calling the students? name to decide the students who would comply the command, giving ice breaking, using body vi language, repeating, and translating to make the students more understand the instruction, g) criticized of justify authority by calling the students who did inappropriate activity and directly saying the utterances that used to forbid the students, using body language to make the students imitated the teacher, saying satirically that student did not finish their task yet, and communicating dissatisfaction with what students were doing to change inappropriate activity of the student. Then, for the way that teacher used to assist the students to understand the teacher talk were: a) the English teacher assisted the students by giving example, b) repeated or emphasized certain word, c) explained twice or more, d) asked option question to guide the students, e) used body language, f) simplified the word, g) explained slowly, h) clarified, i) dictated, j) translated the meaning. Based on the research findings, two suggestions are provided. The first, English teacher should consider his/her way to assist the student to understand his/her teacher talk during the teaching learning process whether it would give good influence or not to the students. The second, researchers who want to conduct other researches in the same field are recommended to conduct it in different subject and other categories of the teacher talk to expand this study.
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