Electronic Resource

Teacher Talk During Teaching and Learning of English in Secondary Schools

---

Learning English in secondary schools is important to pay more attention to.
Every teacher must have a style to convey material to the students. The interaction
between teachers and students must go well and should be understood by both the
teachers and students. One way to support achieving all of this is through the use of
variant types of teacher’s talk. Besides, there should be positive and active responses
from the student during the interaction. This study employed a descriptive qualitative
method which focuses on analyzing the types of teachers’ talk, teachers’ reason for using
certain types of talk, and the student’s responses toward the types of teacher talk used by
the teachers in SMK Negeri 6 Malang and SMA Negeri 6 Malang. The classes observed
include 11 grades in each school. The participant of the study were three teachers (1
teacher from SMA Negeri 6 Malang and 2 teachers from SMK Negeri 6 Malang), and
students of 11 grades (2 classes from each school). The total of students who participated
to be interviewed in the study were 16 students. Interviews with both the teachers and the
students, and classroom observations were the dominant data collection techniques
employed in this study. The data were analyzed using three processes: data condensation,
data display, and conclusion drawing and verification.
The study found (1) all types of talk as theorized by Flander (1970) used by the
English teachers in each school appeared. From the seven types of talk, asking question
became the most dominant type of talk used by the teachers in the two schools. However,
a deeper analysis toward the data found that there was a difference of the most dominant
types of talk used by teachers in the schools. In SMK Negeri 6 Malang, the teachers
mostly used asking questions. Meanwhile, in SMA Negeri Malang, the teacher employed
lecturing and giving direction most of the time during learning process. (2) There were
six considerations according to the teachers in the two schools for using certain types of
teacher talks which include students’ motivation, students’ participation, students’
language ability, natural occurrence, study time, and study place. From these six reasons,
students’ motivation and students’ participation became the teachers’ main considerations
for using certain types of teacher talk. (3) there were three types of responses given by the
students toward the teacher talk which include student talk response, students talk
initiation, and silence or confusion. This study also identified two kinds of personal
responses toward the teacher talk through the interview with the students including
pleased and not pleased with the types of talk.

---

Ketersediaan

SB00525S

KKI 420 SHO t/s

Perpustakaan Unikama

Tersedia

Informasi Detail

Judul Seri

-

No. Panggil

KKI 420 SHO t/s

Penerbit

Malang : Prodi Pend. Bahasa Inggris Unikama., 2023

Deskripsi Fisik

xii, 89hlm 26cm

Bahasa

English

ISBN/ISSN

-

Klasifikasi

420

Tipe Isi

text

Tipe Media

PDF

Tipe Pembawa

online resource

Edisi

1

Subjek

Skripsi
Pend. Bahasa Inggris
Teacher talk
Secondary schools

Info Detail Spesifik

-

Pernyataan Tanggungjawab

-

Versi lain/terkait

Lampiran Berkas

Komentar

---

Anda harus masuk sebelum memberikan komentar