ISSN : 2654-5152 Vol. 2 No.

2 (October, 2020)

An Analysis of Teacher Talk and Student Talk in English Classroom

Interaction Using FLINT System at The Ninth Grade of SMP Negeri 3 Hulu
Sungai Tengah

Septiana Astutie
STKIP PGRI Banjarmasin, Indonesia
Email: 3061612060@mhs.stkipbjm.ac.id

ABSTRACT

The research aims to describe the types of teacher talk and student talk found in the English classroom
interaction using Foreign Language Interaction (FLINT) system. This research was conducted in SMP
Negeri 3 Hulu Sungai Tengah and involves two class of the ninth grade. This research used descriptive
qualitative design. The data were obtained with observation and recording of interaction between teacher
and students during teaching and learning activity. The data on the recording converted into transcript and
analyzed with selecting, focusing and summarizing which fit to teacher talk and student talk categories. The
findings showed teacher and students were using the categories of talk which mentioned in FLINT system.
The result revealed the teacher mostly used asking question category. Then, the teacher continued to using
talk categories such as, giving information, giving direction, praising or encouraging, criticizing students
behavior, using ideas of students and dealing with feelings. Meanwhile, students was giving their specific
response and their open-ended response during learning activity. Based on the result, it can be
summarized that teacher mostly using asking question to build and interaction in the classroom and the
students always giving their response every time the teacher asking a question. Furthermore, some
suggestions formulates as: for the teacher, they should evaluating and developing their talk through
classroom interaction. Then, for the future researcher, they can using this research as a references with
completed data and extending research in English classroom interaction at different location .

Keywords: Teacher Talk, Student Talk, Classroom Interaction, FLINT System

teacher have to consider about students’

1. INTRODUCTION
Teaching and learning process are a
combined process that include many components.
Soetopo in Helmiati (2013) mentioned there are
eight components in teaching and learning
process: a teacher, a students, learning objective,
learning sources, method, media, evaluation, and
learning environment. Students need teachers to
lead and guide them during learning activity, and
the teacher need students to know whether their
teaching media is effective to be used in English
classroom or not.
Teaching and learning process will not run if
there is no interaction between teacher and
students. Still you should note that interaction
which between teacher and students must be
natural. Teaching teens is a challenge for
teachers because of their age of transition,
confusion, self-consciousness, growing, and
changing bodies and mind. Consequently, the
intellectual capacity, students’ attention span,
students’ varieties of sensory and students’ factor
surrounding ego. Every teacher should know an
interactive media that will make students’ curiosity
appear.
When teacher is talking in the classroom it
is called teacher talk. When students are talking
or making a fuss, it is called students talk.
Teacher talk itself has a function to control a
troubled students, and to complete the role of
teacher as a leader in the classroom. Meanwhile,
students talk has a function to let students
express their opinion toward teacher or their
friend with a good manner.
The analysis on classroom interaction has
been conducted since two decades ago.
Moskowitz (1971) developed a categorization
inspired by Flanders’ work. The categorization is
specific for foreign language teaching. The
categorization is named FLINT or Foreign
Language Interaction. FLINT is a categorization of

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teacher talk and students talk. Each part of FLINT
is divided into several sections. With FLINT,
teachers can evaluate and improve their own
teaching, However, as they can not observe and
evaluate themselves directly when teaching, of
course they need help from another party.
Nevertheless, FLINT is not the only one which
can used by teachers to improve their skill to
teaching, there are many research that can
conducted in broader way.
According to the explanation, the researcher
is interested to conduct the research entitled: An
Analysis of Teacher Talk and Student Talk in
English Classroom Interaction Using FLINT
System at The Ninth Grade of SMP Negeri 3 Hulu
Sungai Tengah.
Teacher talk is a way to shared and
discussed or corrected the right information about
certain topic with students. Teacher talk can also
defined as a way to criticizing the students
because their non-acceptable behavior in the
class (Guo et al., in Al-Smadi, 2017). Teachers in
the classroom can speak to whole classroom,
speak to individual student, then speak to
member of a groups to organize the learning
activity. Teacher talk not only important to
manage a classroom, but also to lecturing the
learning process. Another types of talk in English
classroom interaction is student talk. Imbertson
(2017) notes that student talk contain verbal acts
which connected to academic material. This kind
of talk may take place both inside and outside
classroom. It is mean, students talk not only
happened during teaching and learning activity,
but also when they talking randomly with their
friend outside classroom. Student talk commonly
included small and large group, teacher–
student(s) interaction, and student(s)–student(s)
interaction.
Scarino and Liddicoat (2009) defined that
classroom interaction is more than a simulation of
everyday interaction. A good and interactive
interactions can stimulate students’ mind to giving
a response and participating in the classroom
interaction. Teachers should giving a chance for
every student to improving their language a skill
as they discovering some new things from the
discussion group or problem solving task during
learning activity.
According to Al-Smadi & Ab Rashid (2017),
interaction that happened in the classroom are
teacher and students interaction and students and
students interaction. Teacher and students
interaction occurred when teacher talking to one
or more students, also when teacher talking to
small or large group in the classroom. Meanwhile,
students and students interaction occurred when
students sharing their ideas or opinions with their
fellow, and making a fuss.
Foreign Language Interaction is a system
that can help teachers to developing an
interactive language teaching. Mozkowitz (1971)
inspired by Flander’s work to make this
categorization be more specific to observe a
classes. Mozkowitz (1971) has divided some
categories which enable to analyze in English
classroom observation. FLINT table system in
Brown (2007) has divided into three categories,
they are teacher talk, students talk and others.
a. Deals with feelings
It is important to dealing with students’
feelings because it can build a comfortable
atmosphere between teachers and students
when they are make interaction in the
classroom. Furthermore, dealing with
students’ feeling can make teachers
understand about students’ condition in
certain time and what a reason behind it.
Then, it can helping teachers to avoid
students’ trauma (Sofyan & Mahmud, 2014).
b. Praises or encourages
Teachers’ job when teaching in the
classroom is not only to planning an
interactive learning, but also encouraging
students’ participation in order to make an
effective learning successful (Good and
Brophy et al., in Kyriachou, 2009). Teacher
can giving a support and motivation to their
students in many way, include praises or
encourages.
c. Uses ideas of students
According to Mozkowitz (1971) categories,
another way to appreciates students is using
their ideas to start or continue a discussion.
Teachers can using students’ ideas to
summarizing the lesson or an answer of a
question.
d. Asks questions
One of characteristic of effective teaching
is making a good questions for students
(Good and Brophy et al. in Kyriachou, 2009).
The purpose of asking question is to
stimulate students to speaking up their
thoughts. Teachers can use any type of
question in their class as long as it linked with
the lesson.
e. Gives information
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It is a commonly how teachers is teaching
their students, they giving information about
some phenomena, a fact, personal opinion,
or ideas about the lesson’ topic. Cohen et al.
(2004) stated that about the aims of learning
are to educate the whole child and to enable
students to develop an appreciation of art in
the twentieth century.
f. Gives direction
As stated by Cohen et al (2004) that
students have a chance to exploring and
developing their ideas in teaching and
learning activity. When teachers conducting
an activities in the class, they have to gives
direction to students so that the students are
not clueless to expressing their own ideas in
certain topic.
g. Criticizes students behavior
TALIS (2009) assumed that teachers’
belief about teaching is a quite classroom
which generally needed for effective learning.
Sometimes, when teaching and learning
process, there are troubled students in so
that teachers must know how to
communicating with their students. Criticizing
students behavior must be done in positive
way.
h. Students Response Specific
According to Mozkowitz (1971) categories,
students’ response specific is a condition
when they responding their teachers with
specific and limited range of available or
previously words that have been practiced by
teachers. This response related to number or
another answer that has definite words.
i. Students Response Open-ended or
Students-Initiated
Based on Mozkowitz (1971) categories,
students’ response open-ended is a situation
when they responding their teachers with
their own ideas, opinions, reactions, and
classroom for two meetings and recording teacher
talk and student talk which appeared on teaching
and learning process.
Instrument that used in this research are
observation sheet and voice recorder.
Observation sheet was used for noted any
important things that appeared and related to
FLINT system categories. Meanwhile, voice
recorder was used for recording teacher talk and
student talk during teaching and learning activity.
Recording was supposed to get a complete
transcript of teacher talk and student talk to make
sure the data were valid.
The data were analyzed through several
procedures according to Miles & Huberman
(2014), they are data condensation, data display
and drawing and verifying conclusion. On the data
condensation, the researcher analyzed the data
and started to select which data fit the FLINT
system categories. After analyzing selecting the
data, the researcher displayed the data on
transcript and made a short explanation to
complete the transcript. The last procedure is
drawing and verifying conclusion. On this
procedure, the researcher drew the conclusion
about what types of teacher talk and students talk
appeared in English classroom interaction.
3. FINDINGS AND DISCUSSION
3.1 Findings On The First Meeting
The first meeting was conducted in IX-C.
The summary of the findings is presented in the
table bellow,
Table 1
FLINT Categorization of Teacher Talk and
Student Talk
Example of
N FLINT Chec Teacher
Tota
Description l
o Categories k List Talk/Stude
nt Talk

feelings. Students is freely to asking and

expressing anything on their mind to teachers.
1. Dealing
with ✓ Teacher
asked
Teacher:
How are
1

feeling students’ you this

2. METHOD feeling right morning?
after she Student:
This research was conducted under greeted the I'm fine,
descriptive qualitative approach because the students. thanks.
researcher analyzed the data with Foreign
• Teacher
Language Interaction (FLINT) system. This
research was conducted at SMP Negeri 3 Hulu
2. Praising or
encouragi ✓ approved
Teacher:
Steps?
4

ng students’ Student:
Sungai Tengah, in which the research was answer when Langkah-
conducted in two English classes at the ninth they langkah.
grade students. To gather the data, the answered Teacher:
researcher observed an interaction in English question Yes,
correctly. langkah...
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Example of Example of
Tota Tota
N FLINT Chec Teacher N FLINT Chec Teacher
Description l Description l
o Categories k List Talk/Stude o Categories k List Talk/Stude
nt Talk nt Talk

•
• Teacher
5. Giving
informatio ✓ Teacher
gave
Teacher:
Kalo on itu
14

joked to Teacher: n information di atas, on

make Goal. Na, about the dengan
classroom’ aim or preposition one itu
atmosphere goal. that is beda. Kalo
not under Jangan commonly one berarti
pressure. goals use for satu. Masa
langsung, procedure dibaca
gol text. Teacher satu on
gawang. also gave juga?
(students another Student:
laughing) information Pertama.
3. Using
ideas of ✓ Teacher
used
Student:
Masukkan.
2 related to
procedure Teacher:
students students’ Teacher: text and the Alat, itu
ideas without Iya, difference bisa tools,
rephrasing letakkan between bisa
the ideas. atau procedure utensils.
masukkan. text and Jadi bukan
another texts bahan ini,
Student: in English. tetapi ini
Timun adalah
Mas. tools.
Teacher: Student:
Yes, Tools.
Timun Mas
itu bentuk
6. Giving
directions ✓ Teacher
gave
Teacher:
Please
10

legend. direction to open page

4. Asking
questions ✓ Teacher
started the
Teacher: ..
. Do you
31 students in
order to help
fifty one!
Student:
lesson by remember them Fifty one.
asking about about the understand Teacher:
the previous last the material Fifty one.
lesson, lesson? easily and to Tidak ada
teacher kept (silence) make them lagi bicara,
repeating the Apakah not clueless don’t
question for masih about what speak
three times. ingat the teacher anything.
Then, the pelajaran say. Students:
teacher yang telah ...
continued lalu? Uma, (confusion,
with another bagaimana work-
question ? Yes or oriented)
related to
procedure
no?
Student:
7. Criticizing
students ✓ Teacher
wanted
Teacher: ..
. Jangan
7

text. Yes. Behavior students to ada yang

pay attention catat,
Teacher: to her since umaaa!
Yes. Was the teacher haan!
about, was Bagaiman
Rio? explaining a, nanti
About? the material. ada
Yes? However, kesempata
About students n
apa? Teks kept writing mencatat.
apa? on their book Mana
Student: and made Baihaqi,
Text the teacher a mana?
procedure. little bit (student
angry. raise his

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Example of Example of
Tota Tota
N FLINT Chec Teacher N FLINT Chec Teacher
Description l Description l
o Categories k List Talk/Stude o Categories k List Talk/Stude
nt Talk nt Talk

hand up) 9. Students

response, ✓ Since
teacher
Teacher:
Tidak.
3

Teacher: open- always Yang

Don't write ended asked merupakan
anything questions to dongeng
on your students, it yang
book! made bagaimana
Jangan students ?
ada yang exploring Student:
menulis! their ideas Yang
Diperhatik and can bergambar
an dulu! giving their .
(students own ideas on Teacher:
stop learning Ya?
writing and activity. Student:
pay Timun
attention to Students Mas.
the also initiated
teacher) to asked Student:
8. Students
response, ✓ Students
gave their
Teacher: ..
. Do you
37 question
when they
Soalnya
ditulis kah,
Specific response remember did not sure bu?
when about the about what Teacher:
teacher last they have to Tidak
asked lesson? do in the usah,
question. (silence) lesson. kamu cari
Since the Apakah A, B, C, D-
question masih nya.
provided ingat
limited range pelajaran
of answer, yang telah
students lalu? Uma,
Based on the table above, it can be
could not bagaimana concluded that the category of teacher talk which
answer the ? Yes or had the highest amount was asking questions.
question by no? Then, the lowest amount of teacher talk was
their own Student: dealing with feeling. Another categories appeared
words. Yes.
were praising or encouraging, using ideas of
Teacher: students, asking question, giving direction, giving
Yes. Was information and criticizing students’ behavior.
about, Additionally, category of student talk which had
Rio?
About?
the highest amount was students response-
Yes? specific and the lowest amount was students
About response open-ended.
apa? Teks
apa?
Student: 3.2 Findings On The Second Meeting
Text The first meeting was conducted in IX-E.
procedure. The summary of the findings is presented in the
table bellow,

Table 2
FLINT Categorization of Teacher Talk and
Student Talk

Tota
N FLINT Chec Example of
Description l
o Categories k List TT/ST

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Tota Tota
N FLINT Chec Example of N FLINT Chec Example of
Description l Description l
o Categories k List TT/ST o Categories k List TT/ST

1. Dealing
with feeling ✓ Teacher
asked
Teacher:
How are
1 checked
students’
Student 2:
Study.
students’ you this vocabulary
feeling morning? . Teacher:
right after Student: What is the
she I'm fine, other?
greeted thanks. What are
the you doing?
students. Apa lagi
2. Praising or
encouragin ✓ Teacher
joked to
Teacher:
Sleep?
4 selain
study?
g make (students Student:
classroom’ laughing). Reading.
atmospher
e not
Yang kamu
kerjakan di
5. Giving
information ✓ Teacher
gave
Teacher:
Suatu
7

under kelas information pekerjaan

pressure. maksudnya about the yang
. Masa di meaning of dilakukan
kelas present dalam
sleep? continuous keadaan
(students tense and sekarang,
laughing the formula pada saat
Teacher again) of present ini. Tidak
approved continuous besok,
students’ Teacher : tense also. tidak
answer Yes. What Then, the kemarin.
when they it is in teacher Student:
answered Indonesian continued Present
question , speaking? explaining continuous.
correctly. Apa lagi? the using
Student: of subject.
Staying. 6. Giving
✓ Teacher Teacher: 5
3. Using ideas
of students ✓ Teacher
used
Student:
Read.
2 directions gave
direction to
Tulis Aulia,
sana!
students’ Teacher: students in (Teacher
ideas Read. order to point a
without Please help them spidol into
rephrasing write! understand whiteboard
the ideas. Read. the ) Beri
material panah
Student: easily and seperti itu.
Speaking. to make A book gitu
Teacher: them not aja.
Yes. What clueless Student:
it is in about what Is, is.
Indonesian the teacher
, speaking? say. Teacher :
Apa lagi? Is. Itu
4. Asking
questions ✓ Teacher
started the
Teacher:
Ya. Before
22 tergantung
kepada
lesson by we begin subject
asking our yang
about what English, I digunakan,
did want to ask kalau
students some subjeknya
do in the question. we, tidak
class. (silent) bisa to be-
Teacher What are nya is.
kept you doing Berarti ke
asking the now? sini–
same Student 1: (teacher
question to Studying. point the

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Tota Tota
N FLINT Chec Example of N FLINT Chec Example of
Description l Description l
o Categories k List TT/ST o Categories k List TT/ST

spidol on question (silent)

the provided What are
whiteboard limited you doing
) range of now?
Student: answer, Student:
We are. students Studying.
7. Criticizing
students ✓ Teacher
criticized
Teacher :
Sleep?
2 could not
answer the Teacher:
Behavior students to (students question Sit. Ya.
made sure laughing). by their What about
about their Yang kamu own menulis in
answer kerjakan di words. English?
which said, kelas Menulis?
‘sleep in maksudnya Apa,
the class’ . Masa di Fajar?
kelas Student:
sleep? Writing.

Teacher
(students
laughing
9. Students
response, ✓ Since
teacher
Teacher:
What is the
5

wanted again) open- always other?

students to ended asked What are
pay Teacher: questions you doing?
attention to To be-nya to Apa lagi
her since we lah? students, it selain
the teacher Hah? Na, made study?
was makanya, students Student:
explaining (some exploring Reading.
the student their ideas
material. laugh) ke and could Teacher:
However, sana giving their Fadil,
students kemari own ideas please
kept jelalatan on learning write! What
making a melihat activity. is the
fuss and mata, ada other? Apa
made the ke lagi?
teacher a belakang Study,
little bit melihat, wrote,
angry. jam belum read.
lagi habis. Student:
Royandi Speaking.
and I, to Teacher: I
be-nya am–
apa? Student 1:
Royandi Study.
dan saya, Teacher:
memang Studying.
jadi we. To Student 1:
be-nya. I am
Yang nama studying.
to be kan Student 2:
tadi ada Study-ing.
berapa? Student 3:
Students: I am
Tiga. studying
8. Students
response, ✓ Students
gave their
Teacher:
Ya. Before
31 English.

Specific response we begin

when our
Based on the table above, the result of
teacher English, I teacher talk and student talk categories were
asked want to ask same with the first meeting. Nevertheless, on the
question. some second meeting, the amount of students initiated
Since the question. was increased from the first meeting.
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3.3 Discussion
Based on the findings explanation, the
researcher found all category of teacher talk and
student talk appeared in each meeting. Based on
FLINT, teacher talk has been divided into: deals
with feelings, praises or encourages, uses ideas
of students, asks questions, gives information,
gives direction, and criticizes students behavior.
Meanwhile for students talk has been divided into:
students response specific and students response
open-ended.
The first category of teacher talk which
appeared was dealing with feeling. In this
category, teacher communicates by discussing
and accepting students’ feeling. Teacher asked
students’ feeling before the lesson begin, as an
example how are you this morning, when the
teacher asked this question, teacher wanted to
made sure if the students were on good feeling in
her class. The understanding from teacher and
the right way of handling with students feeling will
comfort the teacher and students interaction in
the classroom (Sofyan & Mahmud, 2014).
The second category of teacher talk was
praising or encouraging. Students needs a
compliment as an encourages from teacher to felt
comfortable in the class. A praised from teacher
could gave them confidence to spoken up.
Teacher was confirmed students’ answer as on
the first meeting yes, langkah... Another example
found in second meeting, yes. What it is in
Indonesian, speaking? Apa lagi? This was a
positive feedback and a motivation from teacher.
Motivation is the extent to which you make a
choices about; goals to pursue or the effort you
will devote to that pursuit (Brown, 2001).
Then when the atmosphere was awkward,
teacher joked to make students not under
pressured as goal. Na, aim or goal. Jangan goals
langsung, gol gawang and students response it
with laughing. Every time teacher joked in the
class, students were laughed. Teacher wanted
her students felt comfortable in her class since
the attention span of students in teens could
distracted easily (Brown, 2001).
The third category of teacher talk was uses
ideas of student. Teacher could clarified and
interpreted the ideas of students. The researcher
found when teacher was explained a types of text,
exactly on narrative text, the teacher was asked
an example of legend story in Indonesian, one
student gave his opinion with Timun Mas. Then,
the teacher used it for an example for her student,
yes, Timun Mas itu bentuk legend.
On another example, teacher was asked
about what did the students do in the class. The
teacher want to knew variant answer so she was
repeated the question. One student said read
then teacher was repeated the exact words of
students after they gave their own ideas as read.
Please write, read! it was called as repeats
students response verbatim. This category rarely
appear in the observation. Used ideas of students
could counted as reward for students as they had
done a good job. Since such motivation involves
an interest in the learning task itself and also
satisfaction being gained from the task (Kyriachou,
2009), it could help students to became active
and explored their curiosity in the class.
The fourth category of teacher talk was
asking question. Most of students talks when
teacher started asking questions. The question
from teacher started by discussing the previous
lesson like do you remember about the last
lesson? but students silence, so the teacher
translated her question into Indonesian and tell
students the answer of the question only had two
options: yes or no. Then, students said yes so
teacher continued to discuss about the lesson
and kept asking question related to procedure text.
On another example, teacher was asked about
what students do in the class like ya. Before we
begin our English, I want to ask some question.
What are you doing now? Then students replied
with studying.
Scarino and Liddicoat (2009) stated that
questioning is a critical skill and being a central
part of developing interactive language in
classroom. There are two types of question used
by teacher: display question and referential
question. In this case, teacher mostly used
display question because she wanted to know the
extent of students’ understanding of the material
which had been explained.
The fifth category of teacher talk was giving
information. Giving information happened when
teacher was explaining something related to her
lesson in the class like kalo on itu di atas, on
dengan one itu beda. Kalo one berarti satu. Masa
dibaca satu on juga. Teacher explained the
difference pronunciation of one and on. After it,
teacher kept gave information and lectured
students to know more about the lesson.
Another example of giving information when
the teacher asked about the tenses form then
explained the meaning of the tenses for students
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like suatu pekerjaan yang dilakukan dalam
keadaan sekarang, pada saat ini. Tidak besok,
tidak kemarin. In this case, teacher was explained
the information in simplicity. The teacher tried to
used a simple and clear grammatical sentences
and tried to using students’ own vocabulary so
that it would easily understand by students
(Perrott in Cohen et al., 2004).
The sixth category of teacher talk was
giving direction. Commonly, teacher giving
direction when she wanted the students to did
something as please open page fifty one! and
named students who had to answer the questions
like tulis Aulia, sana! Beri panah seperti itu, a
book gitu aja. Teacher was gave direction for
students who wrote the answer in front of the
class. Students needs direction to make them do
not clueless and some students also expect
direction and command from their teacher. So
teacher should direct the various exercises and
facilitates them by giving a whole-class or small-
group activities (Sofyan & Mahmud, 2014).
The seventh or last category of teacher talk
was criticizing students behavior. Teacher could
criticized students in order to reject their behavior
by communicated the anger like don't write
anything on your book! Jangan ada yang menulis!
Diperhatikan dulu! Teacher was criticized it for a
couple times and finally the students stop writing
and set their attention to the teacher. Teacher
also could criticized students cause
dissatisfaction with what students were doing as
masa di kelas sleep? Teacher was asked
students to made sure about the answer. Some
students might took the question as joked and
laughed.
However, teacher showed her sarcasm
toward students in order to remind the students
that they could not sleep in the class. Since
students’ behavior in the class could controlled by
the teacher, so that it was teacher’s job to
encourage desirable behavior and stamp out
undesirable behavior by administering or
withholding suitable reinforcements (Cohen et al,.
2004). Furthermore, the teacher must set a
degree of such misbehavior can be tolerated and
what degree requires action (Kyriachou, 2009).
Besides teacher talk, the researcher also
found student talk in this research. According to
FLINT system, student talk found were students
response specific and students response open-
ended. Students response being a part of
teaching and learning activity. The first category
on student talk was students response-specific.
When students gave their response to the teacher,
it provided limited range of answer because
students only response their teacher with specific
words or sentences as an example when the
teacher asked about the previous lesson and
student answered it with text procedure.
On another example the teacher was asked
about how did he say menulis in English, then
student response with writing. Most of the
students always pay attention and gave their
response toward teacher every time the teacher
asked questions and made statements or gave
information also gave direction. It made the class
became interactive since the teacher always
asked questions to stimulated her students to
spoken up. Student talk clearly improved
comprehension, critical thinking, and overall
achievement (Piazza, et al. in Imbertson, 2017).
The second category of student talk was
students response open-ended. In this category
students were freely to give their opinions,
reactions, and feelings. Students could response
to the teacher with giving one of a bunch possible
answer that had been previously practiced yet still
had to linked to the material. Student could also
initiated to asks a question if they do not sure
what had they do in the class like soalnya ditulis
kah, bu? students were not sure when teacher
asked them to answered a question, so they
asked and the teacher response with gave
direction to students.
Another example found when the students
answered the question which asked what did
students do in the class. Since students already
learned before, they could explored their ideas
and every student could gave difference answer,
such as reading and speaking. Teacher was
satisfied with students’ answer and she wanted to
get another response so the teacher gave
students the further questions.
McElhone in Imbertson (2017) found
student talk enhanced learning and increased
student achievement in text comprehension when
students received varied and open-ended
questions. Open questions is a question that
allow for the possibility of opening up discussion
and of developing more questions on the basis of
the initial response (Scarino and Liddicoat, 2009).
In this case, teacher was asked student to think
and explore their own ideas and opinions.
Moreover, almost all of teacher talk and
student talk used in classroom interaction using
native language. Teacher was reflect using native
language when criticized her students and
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students felt like more comfortable when they
used native language for discussing some topic
on the classroom. Yet, the teacher kept tried to
explained the material in English and kept tried to
make her students giving their answer or opinion
in English also.
In conclusion, teacher talk and student talk
in the classroom had an important role. If teacher
only talk by herself, the process of teaching and
learning do not run, so that she needs students to
give a response or feedback. If students being
active in the class, it can help teacher to get
closer to achieves learning objectives.
4. CONCLUSIONS
Based on the research, it can be
summarized that teacher talk and student talk
appeared in English classroom interaction at the
ninth grade of SMP Negeri 3 Hulu Sungai Tengah
are in accordance with FLINT categorization.
Teacher talk mostly appeared in asking questions
category and teacher rarely found in dealing with
feelings category. Another category of teacher
talk which appeared in this research was dealing
with feelings, praising or encouraging, using ideas
of students, giving information, giving direction
and criticizing students behavior. Meanwhile,
student talk mostly appeared in students
response specific. Another category of student
talk which appeared was students response
open-ended or students initiated. Additionally, the
amount of students response open-ended on the
second meeting was increased up than the first
meeting.
Related to conclusion above, the researcher
suggests all teachers to expand and evaluate
their talks during teaching and learning activity so
that an interaction between them and their
students will run effectively. Additionally, the
researcher also recommends further researchers
to expand the research of teacher talk and
student talk in broader interactions with
completed data at different location and another
category than FLINT system.
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