An Analysis of Teacher Talk in English Language Teaching and Learning: A Case Study at SMA Al-Azhar Mandiri Palu.

Eisenring, Moh. Abraham Akbar (2019) An Analysis of Teacher Talk in English Language Teaching and Learning: A Case Study at SMA Al-Azhar Mandiri Palu. S2 thesis, Universitas Negeri Yogyakarta.

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Abstract

This present research is aimed at describing: (1) the features of teacher talk performed by English teachers in the process of English language teaching and learning at SMA Al-Azhar Mandiri Palu; (2) the pedagogical implications of each feature of teacher talk in the process of English language teaching and learning at SMA Al-Azhar Mandiri Palu; and (3) the English teachers and students’ perceptions about the classroom interaction. This research used a qualitative research design utilizing a case study approach. The research was conducted at SMA Al-Azhar Mandiri Palu, one of the private schools located in Palu, Central Sulawesi, Indonesia. This study employed three data collection techniques, namely: observation, semi-structured interviews and focus group interviews. Triangulation, expert judgment, and respondent validation were carried out to maintain the trustworthiness of the research data. The data analysis was performed by using an Interactive Model Analysis designed by Miles, Huberman, & Saldana (2014). The results of the research reveal three findings. First, the English teachers at SMA Al-Azhar Mandiri Palu performed all of the fourteen interactional strategies provided by SETT (Self-Evaluation of Teacher Talk). The percentages of each feature are: (1) Scaffolding (11.7 %), (2) Direct Repair (1.2 %), (3) Content Feedback (0.3 %), (4) Extended Wait-Time (3.4 %), (5) Referential Questions (9.8 %), (6) Seeking Clarification (4.6 %), (7) Extended Learner Turn (7.7 %), (8) Teacher Echo (14.3 %), (9) Teacher Interruptions (0.8 %), (10) Extended Teacher Turn (11.4 %), (11) Turn Completion (0.4 %), (12) Display Questions (19.9 %), (13) Form-Focused Feedback (0.1 %), and (14) Confirmation Checks (14.3 %). Second, pedagogical implications of each feature of teacher talk provided the positive impacts to the development of the students’ learning. Third, in relation to the English teachers’ perceptions about the classroom interaction, the English teachers argued that they maintained the classroom interaction in all of the teaching phases they did. It started from the opening, main activities, and closing. When the students were doing the exercises, individually or in group, the English teachers acted as the facilitators. The students, on the other hand, have diverse perceptions of their English teachers as well as the implementation of the classroom interaction. The perceptions are categorized into pros and cons. In conclusion, this study portrayed the intensity of classroom interaction between the English teachers and students which referred to the use of SETT.

Item Type:	Thesis (S2)
Uncontrolled Keywords:	teacher talk; sett; teachers’ perceptions’; students’ perceptions
Subjects:	Bahasa dan Sastra > Bahasa dan Sastra Inggris
Divisions:	Sekolah Pascasarjana (SPS) > Program Pascasarjana > Pendidikan Bahasa Inggris
Depositing User:	Perpustakaan Pascasarjana
Date Deposited:	17 Jun 2019 03:08
Last Modified:	17 Jun 2019 03:08
URI:	http://eprints.uny.ac.id/id/eprint/64283

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