Analyzing the Teacher Talk at

English First Delta Plaza Surabaya

Dewanti Kinandhana - 121511223028

English Department | Universitas Airlangga

CHAPTER I
INTRODUCTION
Background of the Study

 In learning second language, the goal is to use and produce the target
language as much as possible inside the classroom.

 Teacher talk is the language used to address L2 in the classroom that

has systematic simplification of the formal properties and types that
have different function and categories (Ellis 1985).
Statement of the Problem

 What are the types of teacher talk performed by the teacher in

English First class at Delta Plaza Surabaya?

 What are the reasons of the teachers in using the utterances in those
purpose of teacher talk?
CHAPTER II
LITERATURE REVIEW
 Categories for
Foreign Language International (FLINT) system

1. Accepting feelings
2. Praising or encouraging
2a. Joking
Indirect Influence
3. Using ideas of students
3a. Using ideas of students verbatim

Teacher Talk 4. Asking questions

5. Giving information
5a. Correcting without rejection
Direct Influence 6. Giving direction
7. Criticizing students’ behavior
7a. Criticizing students’ responses

1. Student response, predictable

2. Student response, unpredictable
Student Talk 3. Silence
4. Confusion-enthusiastic
5. laughter
Review of Related Studies
 Puspadewi, Leniana Citra. Teacher Talk in Junior Level Classes of Atma English
Course. Undergraduate Thesis, Surabaya: Universitas Airlangga, 2012.

 Lasantu, Zenith Rachmayanti. A Study of Teacher Talk in English for Specific Purpose
Class at Poltekkes Kemenkes Jurusan Keperawatan Prodi DIII Keperawatan Kampus
Sutopo Surabaya. Undergraduate Thesis, Surabaya: Universitas Airlangga, 2013.

 Nisa, Sinta Hoerun. “Classroom interaction Analysis in Indonesia EFL Speaking

Class.” Journal of English Education, 2014: 124-133.
CHAPTER III
METHOD OF THE STUDY
 Participants:
– One local teacher and one native teacher from Highflyer J class and Frontrunner 9 class at English First
Delta Plaza Surabaya.

 Techniques of data collection:

– The data is collected through observation by recording the audio-lingual and taking notes during the
learning process and interview the teachers.

 Techniques of data analysis:

1. Transcribing the data from audio-recording of observations and interviews,
2. Analyzing the teachers’ utterances during the learning process,
3. Analyzing the types of teacher talk,
4. Analyzing the result of the interview with the teachers,
5. Analyzing the purpose of utterances produced by the teacher in those purpose of teacher talk,
6. Concluding the finding from the data collection
CHAPTER IV
DISCUSSION
Finding
 Types of teacher talk performed by the two teachers during the
learning process.
1st Meeting 1st Meeting 2nd Meeting 2nd Meeting
Types of Teacher
No. Highflyers J Frontrunner 9 Highflyers J Frontrunner Total Percentage
Talk
Class Class Class 9 Class
1. Dealing with
7 2 3 3 15 1.80%
feelings
2. Praising or
14 12 5 8 39 4.68%
encouraging
2a. Joking 0 21 5 14 40 4.80%
3. Using ideas of
6 1 7 2 16 1.92%
students
3a. Using ideas of
7 3 8 4 22 2.64%
students verbatim
4. Asking questions 92 64 105 78 339 40.65%
5. Giving information 31 33 41 40 145 17.39%
5a. Correcting without
5 7 3 19 34 4.08%
rejection
6. Giving direction 42 41 52 39 174 20.86%
7. Criticizing student
1 3 2 4 10 1.20%
behavior
7a. Criticizing student
0 0 0 0 0 0%
response
Total 205 187 231 211 834 100%
1. Dealing with Feelings
Dealing with feelings mostly
(A0069) T: You tired?
performed at beginning of the
S: No Miss, I have a headache.
(A0070) T: Oh, no, do you want to get some rest? class.
S: No Miss, it's ok.

2. Praising or Encouraging
Praising or encouraging could build
S : They were investigating. and strength the teacher-students
S : What?
S : Were. W-e-r-e. relationship inside the classroom.
(C0055) T : Good Santoso.
2a. Joking
Joking also could be one of the
(D0002) T: Ok let’s go to the lab.
S: One computer for two person ya miss? ways to strength teacher-students’
(D0003) T: Are you Highflyers students? relationship.

3. Using Ideas of Students

By using the ideas of students, the
(A0032) T: Ok, what is it? teacher indirectly appreciate the
S: Books stolen at EF Plaza?
(A0033) T: Nope. students’ courage to share their
S: The EF times. ideas during the learning process.
(A0034) T: Yes, that’s it. The EF Times.
3a. Using Ideas of Students Verbatim Using ideas of students’ verbatim
means that teacher copy exactly
(B0064) T: Ok, what’s the English for warnet?
S: Internet café. the same word that the students
(B0065) T: Internet café. shared.

4. Asking Questions
Asking question has many
S: No, it’s his favorite day because he
like to sleep all day. functions and give benefits for the
(Teacher wrote on the board) teachers.
(B0056) T: Ok, correct sentence or not?
Ss: No.
5. Giving Information
S: Miss what’s the meaning of this word?
(B0026) T: Recently is like last week, last month.
S: This time?
(B0027) T: No, it’s different from this time.
5a. Correcting without Rejection
S: Miss what’s the meaning of this word?
(B0026) T: Recently is like last week, last month.
S: This time?
(B0027) T: No, it’s different from this time.
By keep adding new information to
the students, teachers help the
students to improve their self in
many aspects.
It is important for the teachers to
correct the mistakes made by the
students so they can avoid it next
time.
6. Giving Direction
By giving direction the teacher
Ss: Miss we’re finish.
(B0028) T: Ok, pick one again. plays their role as the director
S: Someone from the past, during the learning process.
is that means like an old friend?

7. Criticizing Students’ Behavior

The teachers show that the
(A student was playing with a toy made from a pen during students’ behavior disturb other
an activity)
(A0136) T: Ok, not playing this. (the teacher told the friends and also the learning
students to stop playing his toy in a soft way while putting it process.
away).
7. Criticizing Students’ Responses
The students have good manners and
awareness about what to do and not to
This type of teacher talk never performed during the
do during the learning process.
learning process.
Teachers’ reasons in using utterances in those
purpose of teacher talk
 Asking questions
– To check the students comprehension,
– To recall students’ memory,
– To review the lessons.

 Giving direction
– Teachers play the role as the controller and director during the learning process.

 Giving information
– Teachers play their role as the resource for the students.

 Praising
Interpretation of The Findings
 Asking questions
– Teacher could promote the classroom interaction in many ways covers all the
learning participants.

 Giving direction
– Teachers should give and explain the instruction clearly about what the students
have to do.

 Giving information
– Teachers should provide new information to the students.
Interpretation of The Findings
 Criticizing students’ behavior
– The students have a good self-awareness about what are allowed and prohibited
to do during the learning process.

 Criticizing students’ responses

– It could change the students’ behavior in positive way or contrarily.
Conclusion
 Not all types of teacher talk performed by the teachers.
– Asking questions (40.65%),
– Giving direction (20.86%),
– Giving information (17.39%)
– Criticizing students’ behavior (1.20%),
– Criticizing students’ responses (0%)

 Class situation is more student-centered than teacher-centered.

THANK YOU
Types of Teacher Talk
Accepting Feelings

 In a nonthreatening way, accepting, discussing, referring to, or communicating understanding of past, present, of future feelings of students.

Praising or encouraging

 Praising, complimenting, and telling students why what they have said or done is valued. Encouraging students to continue, trying to give
them confidence in themselves.

Joking

 Intentionally joking, kidding, making puns, attempting to be humorous, and providing the joking is not at anyone’s expense. Unintentional
humor is not included in this category.

Using ideas of students

 Accepting, clarifying, using interpreting, the ideas of students. The ideas must be reworded by the teacher, but still recognized as the
students’ idea.

Using ideas of students’ verbatim

 Repeating the exact words of students after they participate.

Asking questions

 Asking questions to which an answers is anticipated. Rhetorical questions are not included in this category.
Types of Teacher Talk
Giving information
 Giving information, facts, own opinion or ideas, lecturing, stating procedure, or asking rhetorical
questions.
Correcting without rejection
 Telling students who have made a mistake the correct response without using words or intonations
which communicate criticism.
Giving direction
 Giving directions, requests, or commands which students expected to follow.
Criticizing student behavior
 Rejecting the behavior of students; trying to change the non-acceptable behavior; communicating
anger, displeasure, annoyance, dissatisfaction, with what the students are doing.
Criticizing student response
 Telling the students his response is not correct or acceptable and communicating by words or
intonations, criticism, displeasure, annoyance, and rejection.