Teacher Talk in Classroom Interaction

Nurpahmi, Sitti

doi:10.24252/eternal.v31.2017.a4

Cited by 13 publications

(10 citation statements)

References 2 publications

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“…Teacher and student talk are two aspects to consider during the interaction. Teacher talk is described as any words or sentences produced by the teacher during the teaching and learning process, such as when the teacher provides explanations, feedback, or asks questions (Nurpahmi, 2017).…”

Section: Interaction In the Efl Classroommentioning

confidence: 99%

The different uses of the pronoun ‘we’ by EFL teachers in classroom interaction

Muthi'ah¹,

Galib²,

Tsuraya³

et al. 2022

SiELE

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The pronoun ‘we’ is understood only to refer to the first-person plural. In fact, the pronoun ‘we’ can also refer to other references. The primary purpose of this study is to examine the different uses of the pronoun ‘we’ by EFL teachers in classroom interaction. This study employed a qualitative approach by using three instruments: observation, audio-recorder, and interview in collecting the data. The subjects of this research are two English teachers and the second-grade students at a vocational high school in Makassar. The data were analyzed by formulating Miles et al.’s method of analysis. The result of this study shows that, in classroom interaction, the pronoun ‘we’ can refer to six distinct references: (1) ‘we’ that refers to speaker and more than one addressee, (2) ‘we’ that refers to speaker and more than one-third party, (3) ‘we’ that refers to speaker and indefinite group, (4) ‘we’ that indicates ‘you’, (5) ‘we’ that indicates ‘I’, and (6) ‘we’ that indicates “they”. From the interviews, the researchers found that both teachers have different reasons for using the pronoun ‘we’ in classroom interaction. The first teacher intends to use the pronoun to help him create an enjoyable learning environment and establish better relationships with the students. In contrast, the other teacher uses the pronoun ‘we’ to show politeness to the students. Despite the differences, they both seem to have the same intention of creating a positive learning environment.

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Section: Interaction In the Efl Classroommentioning

confidence: 99%

The different uses of the pronoun ‘we’ by EFL teachers in classroom interaction

Muthi'ah¹,

Galib²,

Tsuraya³

et al. 2022

SiELE

View full text Add to dashboard Cite

show abstract

“…Dalam proses pembelajaran, bahasa pengajar digunakan untuk mendukung aktivitas-aktivitas di dalam kelas, seperti penyampaian materi, tanya dan jawab, menjelaskan, serta memberi arahan atau instruksi (Nurpahmi, 2017;Tabach, dkk., 2020).…”

Section: Kontrol Interaksiunclassified

Peran Pengajar Dalam Wacana Kelas Pembelajaran Bipa Daring

Diani

Wijayanti

Meilina

2022

KLS

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The Covid-19 pandemic has encouraged teachers and students to adapt to online learning synchronously, asynchronously, or via hybrid. The synchronous online learning is widely chosen for foreign language learning, such as BIPA (Indonesian Language for Foreign Learner). BIPA teachers and students can interact as a classical class through synchronous online learning. Therefore, this study aims at finding the role of the teacher in the classroom discourse of online BIPA learning. The observations were conducted in the classroom of online BIPA learning using Google Meet application as a learning media. From the observations, it was found that the roles of teachers and students were not balanced since the teacher had a very dominant role in the classroom discourse. The dominance of the teacher's role can be seen from the teacher's actions in controlling interaction, modifying speech, eliciting, and repair. As a result, the teacher's role affects the interaction patterns, students' opportunities to use the target language, students' understanding, and students' ability to solve problems.

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“…What a teacher says in class must be easily understood and can be absorbed by students. As supported by Nurpahmi (2017), teacher talk must be clear as well as no mistakes. On the other hand, Students, especially young learners, may need a teacher who can understand them and also make the learning become fun and interesting.…”

Section: Introductionmentioning

confidence: 99%

Tracing Native Teacher Talk and Classroom Interaction in Efl Context

kirahla

Tyas²

2020

JEASP

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Since teacher talk is a necessary input for the students in an EFL (English as a Foreign Language) classroom, the objectives of this study are analyzing the categories of teacher talk and the classroom interaction in young learners’ classroom at reputable English Courses in Malang. This study used descriptive qualitative as the research design by using an observation sheets and an interview guide as the instruments. Besides, the researcher recorded the audio for every meeting. The result shows that, the teacher talk used in the classroom has been classified as direct teacher talk covering informing something, giving directions, and justifying students’ authority. For the classroom interaction in the class, it was found that the way students responded to their teacher’s talk was by individually. Further, it was found that direct teacher talk was implemented in the learning process and the implementations of this teacher talk were also connected with the way the students respond to their teacher talk

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Teacher Talk in Classroom Interaction

Cited by 13 publications

References 2 publications

The different uses of the pronoun ‘we’ by EFL teachers in classroom interaction

The different uses of the pronoun ‘we’ by EFL teachers in classroom interaction

Peran Pengajar Dalam Wacana Kelas Pembelajaran Bipa Daring

Tracing Native Teacher Talk and Classroom Interaction in Efl Context

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