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    This paper discusses teacher talk in classroom interactions at an Islamic senior high school. It aims to identify interactional features of English teacher talk, how the teacher performs these features, and how they help achieve pedagogical goals. The study uses a qualitative descriptive methodology, collecting data through audio/video recordings and interviews of an English teacher with 21 years experience. Preliminary results identified 11 of 14 interactional features used by the teacher, and found that all but one feature helped the teacher achieve pedagogical goals in the classroom.

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    Final Task Writing

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    This paper discusses teacher talk in classroom interactions at an Islamic senior high school. It aims to identify interactional features of English teacher talk, how the teacher performs these features, and how they help achieve pedagogical goals. The study uses a qualitative descriptive methodology, collecting data through audio/video recordings and interviews of an English teacher with 21 years experience. Preliminary results identified 11 of 14 interactional features used by the teacher, and found that all but one feature helped the teacher achieve pedagogical goals in the classroom.

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    FINAL TASK WRITING

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    This paper discusses teacher talk in classroom interactions at an Islamic senior high school. It aims to identify interactional features of English teacher talk, how the teacher performs these features, and how they help achieve pedagogical goals. The study uses a qualitative descriptive methodology, collecting data through audio/video recordings and interviews of an English teacher with 21 years experience. Preliminary results identified 11 of 14 interactional features used by the teacher, and found that all but one feature helped the teacher achieve pedagogical goals in the classroom.

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    © All Rights Reserved
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    242 views5 pages

    Final Task Writing

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    Sisma relly
    This paper discusses teacher talk in classroom interactions at an Islamic senior high school. It aims to identify interactional features of English teacher talk, how the teacher performs these features, and how they help achieve pedagogical goals. The study uses a qualitative descriptive methodology, collecting data through audio/video recordings and interviews of an English teacher with 21 years experience. Preliminary results identified 11 of 14 interactional features used by the teacher, and found that all but one feature helped the teacher achieve pedagogical goals in the classroom.

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    PAPER

    FINAL TASK

    ACADEMIC WRITING

    Written by:

    SISMA RELLY

    1614050078

    DEPARTMENT OF ENGLISH TADRIS

    FACULTY OF ISLAMIC EDUCATION OF TEACHER TRAINING

    STATE ISLAMIC UNIVERSITY (UIN)

    IMAM BONOL PADANG

    2019/2020 M
    A Study Of Teacher Talk In Classroom Interaction At An Islamic Senior High
    School

    The language used by the teacher or teacher talk has important role that influences the
    success of English learning process. Teacher talk is used to guide the learning activity of the
    students in constructing a joint and share the educational knowledge with the students. In
    attempting to guide learning, the teacher uses talk to do three things: (1) Elicit relevant
    knowledge from students, so that they can see what students already know and understand; (2)
    Respond to things that students say,; (3) Describe the classroom experiences that they share with
    students in such a way that the educational significance of those joint experiences is revealed and
    emphasized.

    According to Krashen‟s input hypothesis, teacher talk for the learner is generally
    recognized as a potentially valuable source of comprehensible input which is viewed as an
    essential for language acquisition.2 For this reason, it is important to the teachers should realize
    how much they themselves talk, and what kind of talk should be performed. Interaction in the
    classroom is considered as an activity that provides opportunities for the teacher and students
    talking with each other in the process of teaching and learning. Therefore, interaction is one of
    important elements to the teaching process. As Clipperton in Takahasi et. al noted teaching has
    to be purposeful, interactive and creative. While the key to interactive teaching as Brown stated
    is to strive toward the upper, non-directive end of the continuum, gradually enabling the students
    to move from their roles of total dependence to relatively total independent.

    However, the interaction in a language classroom is very complicated. Many problems


    appeared to develop teaching learning process through a communicative interaction because
    students get a difficulty in expressing themselves in using English language which is not their
    mother tongue. Therefore, the ways of teacher both using language and giving the students
    opportunity in developing language are very important to understand. In other words, teacher
    talk which is aimed to establish and maintain good communicative practices in the complex
    series discourse, takes a great proportion in the classroom. Therefore, through investigating
    interaction in classroom, teachers will be able to develop their awareness of applying appropriate
    teacher talk in teaching.
    Before 2000s, there has been some Foreign Language interaction analysis models
    designed to help investigating and understanding the relationship between teachers talk and
    language learning like the work of Flanders in 1970 and FLINT in 1971 by Gertrude Moskowitz
    in Brown.6 But, Walsh stated that the categories in Flanders‟s work are rather broad and it is
    questionable whether the instrument could adequately account for the complex interactional
    organization on contemporary classroom.7 While FLINT, according to Wallace as quoted in
    Walsh though more sophisticated than the original Flanders System, it is also more complex and
    Moskowitz recommended that user should master the Flanders system before employing her
    modified version.

    From rationales above, this study outlines three research questions:

    1. What are interactional features of English teacher talk in a classroom?


    2. How does the English teacher perform interactional features of talk in a classroom?
    3. How do interactional features help the English teacher achieve pedagogic goal in a
    classroom?

    METHODOLOGY

    A descriptive qualitative method is employed in this study which tries to describe all
    phenomena that occurred in the classroom. Cullen argued that there is a need to analyze
    teacher‟s use of language from a qualitative rather than quantitative perspective. This study
    involved an English teacher as research subject in his class.

    A. Subject Of Study

    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 male teacher who has been teaching English for
    twenty one years and graduated from the Flinders University of South Australia. This study was
    conducted in MAN Insan Cendikia located in Jambi city. This school belongs to a national
    standardized State Islamic Senior High School. In particular, this study was done in twelfth
    grade. This class consists of 24 students with 11 are males and 13 are females.

    B. INSTRUMENT
    The data was collected by using:

     audio-video recording and field notes.


     Interview was the further technique used to find the essence of what could not be found
    through observation.

    C. Data analysis

    The main data was taken through observation technique. The data was collected by using
    audio-video recording and field notes. Interview was the further technique used to find the
    essence of what could not be found through observation. Data analysis was done by using
    Interactive Model taken from Miles et al.

    Conclution

    This study investigated interactional features performed by English teacher during


    teaching learning process in classroom interaction, how the teacher performed it, and how
    interactional features helped the teacher to achieve pedagogic goal. This study used descriptive
    qualitative method. The data was collected by using audio-video recording and field notes. The
    result showed that the English teacher performed eleven interactional features out of fourteen in
    the classroom those are scaffolding, direct repair, content feedback, extended wait-time, seeking
    clarification, confirmation check, teacher echo, teacher interruption, extended teacher turn,
    display question and extended learner turn. Related to pedagogic goal, only teacher interruption
    did not help the teacher in achieving any pedagogic goal.

    REFERENCES

    Allwright, Dick, and Hanks, Judith. The Developing Language Learner: An Introduction
    to Exploratory Practice. New York: Palgrave Macmillan, 2009.

    Brown, H. Douglas. Teaching by Principles; An interactive Approach to Language


    Pedagogy. New York: Person Education, 2001.
    Cullen, Richard. “Teacher Talk and the Classroom Context”. English Language
    Teaching Journal, 1998. Vol. 25 No. 3, 179-187.

    Ellis, Rod. The Study of Second Language Acquisition (Oxford Applied Linguistics). New
    York: Oxford University Press, 1994.

    . Learning a Second Language through Interaction. In K. D. Bot & T. Huebner (Eds.),


    Studies in Bilingualism. Philadelphia: John Benjamins Publishing Company, 1999.

    Mercer, Neil. The Guided Construction of Knowledge: Talk Amongst Teachers and
    Learners. Clevedon: Multilingual Matters, 1995.

    Miles, Matthew B., Huberman, A. Michael, and Saldana, Johnny. Qualitative Data
    Analysis (3rd ed.). London: SAGE Publications Inc, 2014.

    Seedhouse, Paul. Classroom Interaction: Possibilities and Impossibilities. English


    Language Teaching, 1996, Journal Vol. 50 No. 1.

    Takahashi, Etsuko, Austin, Theresa, and Marimoto, Yoko. Social Interaction and
    Language Development in a FLES Classroom. In J. K. Hall & L. S. Verplaetse (Eds.), Second
    and Foreign Language Learning Through Classroom Interaction. London: Lawrence Erlbaum
    Associates, Inc, 2000.

    Walsh, Steve. Construction or Obstruction: Teacher Talk and Learner Improvement in


    the EFL calssroom. Language Teaching, 2002. Research Vol. 6 No. 1, 3-23.

    . Investigating Classroom Discourse. New York: Routledge, 2006.

    . Exploring Classroom Discourse: Language in Action. New York: Routledge, 2011.

    Yanfen, Liu, and Yuqin, Zhao. A Study of Teacher Talk in Interactions in English
    Classes. Chinese Journal of Applied Linguistics (Bimonthly), 2010. Vol. 33 No. 2, 76-86..

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