Teachers Talk and Students Talk in Advance Listening Class of the English Education Department of Muria Kudus University of the Third Semester Students in 2011
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Institusion
Universitas Muria Kudus
Author
Hidayat,, Noor Rokhman
Subject
Bahasa Inggris
Datestamp
2013-05-08 07:12:54
Abstract :
Classroom interaction consists of Teachers Talk and Students Talk. It is the study of discourse. Rank structure is needed in understanding the classroom interaction. The ranks are lesson, transaction, exchange, move and act, but this research only focus to analyze the move such as initiation, respond and feedback (I-R-F) of Teachers Talk and Students Talk in Advance Listening Class of the English Education Department of Muria Kudus University of the Third Semester Students in 2011. The objectives of this research are to find out the move of Teachers Talk and Students Talk in Advance Listening Class of the English Education Department of Muria Kudus University of the Third Semester Students in 2011 and also to explain the distribution of them. To obtain the objectives of the research, the descriptive qualitative and discourse analysis is used to design this research. Whereas, the data of this research are the moves of Teachers Talk and Students Talk in Advance Listening Class of the English Education Department of Muria Kudus University of the Third Semester Students in 2011 and the data source are the transcriptions of Teachers Talks and students talk. Based on data analysis, the moves of Teachers Talk and Students Talk in Advance Listening Class of the English Education Department of Muria Kudus University of the Third Semester Students in 2011 in three meetings are  40.57% of initiations,  0.14% of responds and  23.33% of feedbacks in Teachers Talks and  0.14% initiations,  35.82% of responds and  0.00% of feedback in students talks. Finally, in the writer’s suggestion, the students should learn more about the material in order to the clear comprehension of the material. They should understand the importance of the Students Talk in the classroom. For the teachers, they should give more chance to students to initiate to talk and to speak up more and suggests that the result of this research can be used as reflection teaching in listening class. And for the next researcher, they should specify the field work into each of moves. It means that they should examine initiations, responds or feedback only. So, they can explore the classroom interaction as a discourse more detail.
Classroom interaction consists of Teachers Talk and Students Talk. It is the study of discourse. Rank structure is needed in understanding the classroom interaction. The ranks are lesson, transaction, exchange, move and act, but this research only focus to analyze the move such as initiation, respond and feedback (I-R-F) of Teachers Talk and Students Talk in Advance Listening Class of the English Education Department of Muria Kudus University of the Third Semester Students in 2011. The objectives of this research are to find out the move of Teachers Talk and Students Talk in Advance Listening Class of the English Education Department of Muria Kudus University of the Third Semester Students in 2011 and also to explain the distribution of them. To obtain the objectives of the research, the descriptive qualitative and discourse analysis is used to design this research. Whereas, the data of this research are the moves of Teachers Talk and Students Talk in Advance Listening Class of the English Education Department of Muria Kudus University of the Third Semester Students in 2011 and the data source are the transcriptions of Teachers Talks and students talk. Based on data analysis, the moves of Teachers Talk and Students Talk in Advance Listening Class of the English Education Department of Muria Kudus University of the Third Semester Students in 2011 in three meetings are  40.57% of initiations,  0.14% of responds and  23.33% of feedbacks in Teachers Talks and  0.14% initiations,  35.82% of responds and  0.00% of feedback in students talks. Finally, in the writer’s suggestion, the students should learn more about the material in order to the clear comprehension of the material. They should understand the importance of the Students Talk in the classroom. For the teachers, they should give more chance to students to initiate to talk and to speak up more and suggests that the result of this research can be used as reflection teaching in listening class. And for the next researcher, they should specify the field work into each of moves. It means that they should examine initiations, responds or feedback only. So, they can explore the classroom interaction as a discourse more detail.
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