Author (Penulis)

Renda Annisa
Universitas Nusantara PGRI Kediri

Author Identity (NPM)

10.1.01.08.0218

Abstract

English as a foreign language in Indonesia has certain pattern in teaching process that makes it different with other subject matters. Teacher talk is included as the verbal language used by the English teache and it plays an important role related to the students’ comprehension of English. Therefore, this study aims to investigate and to describe the features of teacher talk that are mostly used by the seventh grade of English teacher in SMPN 2 Kediri. The research design of this study is descriptive qualitative. In order to obtain the data, the researcher observed the seventh grade at SMPN 2 Kediri. The instruments used for this study are observation, interview and questionnaire. The researcher conducted the observation in English teaching-learning process at smpn 2 Kediri on May, 7th and 14th 2015. Then holding the interview with English teacher and distributed questionnaire to all of students of 7-F. To analyze the data that is used in this research includes data collection, data reduction, data display and conclusion and verification. There are fourteen features of teacher talk that were analyzed. Each feature has different purpose that is depended on the student’s need. The result shows that the English teacher only used eleven features of teacher talk out of the fourteen. The features are display question, referential question, scaffolding, turn completion, extended wait-time, extended teacher turn, extended learner turn, teacher echo, seeking clarification, form-focused feedback and confirmation check. In addition, scaffolding is mostly feature used in the beginning, in the middle and in the end of the class. Another finding of this study shows that teacher talk brings positive effect to both teacher and students. It helps the teacher as a director to manage the classroom while inviting them to be more active. Based on the explanation above, it can be concluded that Teacher talk is an important part of language teaching because the way teacher deliver the material may influence the students’ comprehension of English. Using each feature of teacher talk effectively will also help the teacher to gain the best goal of teaching. So, it is recommended that English teacher to know more about teacher talk and choose the most appropriate forms consciously to avoid students boredom.

Keyword

a

Reference

PUBLISHED

2016-08-01

JOURNAL

Simki-Pedagogia

ISSN

2599-073X

ISSUE

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