%L UNY66768
%X The objectives of this research were: (1) to describe the using of features of teacher talk by on-going teachers and/or the teacher who passed postgraduate degree in teaching English. (2) To describe the pedagogical implication of English teacher talk in the process of teaching English, and (3) to describe the using of teacher talk by male and female teachers in teaching English language.
This study used the mix qualitative and quantitative methods. Moreover, this study also used the concurrent embedded model, in which the qualitative method was placed as the basic or primery data of the study to specify and describe the using of TT, while quantitative method was used as the secondary data to count and percentage the number of TT used by teachers.
The sample of this study was four teachers which was established using the purposive sampling technique. There were four teachers selected as the samples of this research. The teachers selected have graduated from the master degree. The data were collected through the teachers’ interaction and activity in the classroom. Self evaluation of teacher talk (SETT) purposed by Steve Walsh (2006) was used as the main instrument of this research. The language used by male and female teachers was highlighted.
There were total of 909 features of teacher talk found on this study. The three out of four teachers more likely to use “referential question” during the class is running. While the lowest number of feature used on this study was “teacher interruption”. The data showed that one female teacher’s recorded teacher talks were higher than those of the two male teachers. This means that, female teacher was applying SETT more frequently than male teachers.
Keywords: Teacher-talk, SETT, Classroom Interaction, Male and Female Teachers.
%A Wais Qarni
%A Pangesti Wiedarti
%I Program Pascasarjana
%D 2019
%T The Investigation of English Teacher Talk, Using SETT in English Teaching Learning Processes at Senior High Schools, Yogyakarta