A qualitative study of teacher talk in an EFL classroom interaction in Aceh Tengah, Indonesia

Abstract

Teacher talk plays an essential role in classroom interaction since it can facilitate students to enhance their levels of comprehension toward the learning materials and further encourage them to be more active during the learning process. This qualitative study is aimed to analyze the types of talk employed by the teacher in the classroom interaction based on the framework of Flanders Interaction Analysis Category System (FIACS) promoted by Flanders (1970). The data were collected through audio recording and observation for three class meetings, and interview with the teacher at the second grade of a senior high school in Aceh Tengah, Indonesia. The results showed that all of the seven types of teacher talk were found. Among them, giving directions took place as the most applied interaction by the teacher. It indicates that the teacher mostly controlled and provided the students with directions, commands, or orders in the learning process. Meanwhile, the least used were accepting or using ideas of pupils and accepting feelings. From the result of the interview, this matter occurred due to the lack of students’ participation in expressing their ideas and feelings. Thus, this study is expected to be a reference by which teachers could consider the types of teacher talk to be implemented to improve their students’ activity and interest during the classroom interaction.

Exploring EFL Classroom Interaction: An Analysis of Teacher Talk at Senior High School Level

“…Their studies were mainly discussed about the interaction pattern in the EFL classroom to provide a much larger concept of teacher talk. Recently, many Indonesian scholars have also conducted researches in the similar topic such as Nisa (2014), Suryati (2015), Aisyah (2016), Sundari, et.al (2017), Rustandi & Mubarok (2017), Eisenring & Margana (2018), Nasir (2019) and Arif, et.al (2019). Their studies were mostly focused on the investigation of teachers' behavior in using talk in EFL classroom interactions.…”

Bahasa Guru Dalam Pembelajaran Bahasa Jerman Di Sma

“…Dengan kata lain, sebagaimana yang dikemukakan oleh Avila (2019), siswa akan mempunyai kontribusi terhadap pembelajaran bahasa, jika guru memberikan peluang kepada siswa. Pentingnya analisis bahasa guru dalam interaksi kelas dijelaskan oleh Yanfen & Yuqin (dalam Nasir, Yusuf, & Wardana, 2019), yaitu bahwa bahasa guru yang tepat dapat menciptakan suasana kelas yang baik, sehingga hubungan antara guru dan siswa dapat terjalin dengan baik dan peluang interaksi antara guru dan siswa lebih besar.…”

An Attitudinal System Analysis of Teacher’s Talk in Efl Classroom Interaction

“…One of the biggest factors in determining that success is depend on the quality of teacher's interaction with the students particularly in his/her language use which commonly termed as teacher talk (Yanita, Yusuf, & Gani, 2016). In addition, teacher talk is defined as the source of language knowledge which used to instruct language communication and organize the activities in the classroom (Nasir, Yusuf, and Wardana, 2019). Related to the EFL classroom, the teacher talk take a part as a vehicle of language acquisition which contributes as the major source of comprehensible target language input (Nunan, 1991;Wang, 2014;Aisyah, 2016;Jing & Jing, 2018;Nasir, et.al., 2019).…”

“…For instance, when teacher praises the students, it can bring out the students' willingness to participate more in the classroom since it can boost students' confidence and their self-esteem (Aisyah, 2016;Crespo, 2002). Whereas, teachers' criticism can change students' behavior from non-acceptable to acceptable pattern (Nasir et al, 2019). However, the teacher's critics should be given carefully, it should not leave a bad effect on students' feelings (Gharbavi & Iravani, 2014).…”