Artikel oleh Dodi Mulyadi, S.Pd, Mdigilib.unimus.ac.id/./files/disk1/128/jtptunimus-gdl...1 TEACHER...
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TEACHER TALK MODES IN ENGLISH AS A FOREIGN LANGUAGE CLASSROOM INTERACTION
(The Case at the English Department of Semarang Muhammadiyah University)
Artikel
oleh
Dodi Mulyadi, S.Pd, M.Pd
PENDIDIKAN BAHASA INGGRIS
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH SEMARANG
2011
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Teacher Talk Modes in English as a Foreign Language Classroom Interaction (The Case at the English Department of Semarang
Muhammadiyah University)
Cara Berbicara Guru/Dosen yang dilakukan dalam Bahasa Inggris sebagai Interaksi Kelas Bahasa Asing (Penelitan pada Kelas Pendidikan Bahasa Inggris di
Universitas Muhammadiyah Semarang)
Dodi Mulyadi, 2011
Abstrak
Pola komunikasi yang ditemukan di kelas bahasa memang istimewa, berbeda dari yang ditemukan pada mata pelajaran berbasis konten. Peneliti menemukan bahwa penelitian sebelumnya yang berkaitan dengan penggunaan Kerangka Penelitian dengan menggunakan kerangka Sett (Evaluasi Diri Talk Guru) diusulkan oleh Walsh (2006), yang dirancang untuk membantu dosen baik menggambarkan interaksi kelas pelajaran mereka dan menumbuhkan pemahaman proses interaksi. Penletian Ini bertujuan untuk mengetahui 1) jenis-jenis classroom mode yang diimplementasikan oleh dosen bahasa Inggris di dalam kelas, 2) jenis classroom mode yang dominan yang digunakan dalam kelas, dan 3) realisasi dari teacher talk mode yang berkaitan dengan pencapaian tujuan pedagogis. Metode yang diterapkan dalam menyajikan temuan adalah pendekatan kualitatif deskriptif. Dari hasil penelitian ini menemukan empat jenis classroom mode yang diterapkan oleh dosen bahasa Inggris. Diantaranya, materials mode, skills and systems, managerial modes, dan classroom contexts. Keempat jenis classroom modes tersebut mempunyai tujuan masing-masing. Pedagogical mode: untuk menyampaikan informasi, mengatur lingkungan belajar, memperkenalkan atau menyimpulkan kegiatan, berubah dari satu modus pembelajaran yang lain. Material mode: untuk memberikan latihan bahasa, memacu tanggapan dalam kaitannya dengan bahan pembelajaran, untuk menilai siswa dengan memeriksa dan menampilkan jawaban, mengklarifikasi, dan mengevaluasi kontribusinya. Skill dan system mode: untuk memungkinkan peserta didik memberikan bentuk bahasa yang benar, memanipulasi bahasa, memberikan umpan balik yang benar dan memberikan siswa latihan-latihan. Classroom context mode: untuk memungkinkan peserta didik untuk mengekspresikan diri dengan jelas, menetapkan konteks, dan kefasihan lisan dalam berkomunikasi.
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Kata Kunci : Teacher Talk, Classroom Interaction, dan Classroom Modes
INTRODUCTION
The ‘language of the classroom’ has become so a prominent topic of
academic interest that it is difficult to remember how recent that interest is. For a
surprisingly long time, the questions which classroom researchers were most
inclined to ask were about the outcomes of teaching. They rarely enquired into the
complex interactions through which knowledge is transmitted, displayed, impeded
or avoided. When they did so, they even more rarely recorded ‘live’ the verbal
encounters which constitute such a large part of classroom interaction. To get the
best classroom interaction the teacher should have variety of approaches and
techniques. They need to consider the age of the students, their scholastic
backgrounds, their cultures, and their objectives in learning the language.
Furthermore, each teacher has a personality to express. Lecturers are individuals who
teach and interact more effectively when they do it according to their creation.
In the process of teaching English, teacher plays various pivotal roles.
Harmer (2007: 25) states that the roles teacher performs includes: (1) controller to
pupils, especially in grammar exercises and presentation/ explanation, (2)
prompter/motivator who encourages pupils, pushes them to achieve more, feeds in a
bit of information or language to help them proceed, (3) assessor who tells the
pupils how well they have done or gives them grades, etc., (4) resource whom
pupils consult for difficult language items, etc. Therefore, when the teacher is able
to master the roles, the students get success in learning process.
Eggins (1994: 3) states that people use language to communicate or interact
with others by looking at real examples of language in use. It means that to be able to
communicate or negotiate meanings, one should actively engage in the
communication event or interaction in naturally social context. The interaction is done when the information flows from the sources to its
destination. In this sense, Taylor (1987: 49) comments: "real communication is
shared activity which requires the active involvement of its participants who must
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exercise what we call communicating initiative". It means that the participants in
the interaction should get involved actively in the process. Relating to the acquisition
of the second language, the language learners should not only actively participate in
the interaction but also use ways in which communication leads to acquisition
(Ellis, 1994).
The students still have some troubles in expressing themselves. It is
indicated by their lack of vocabulary, poor communication, and limited grammar. The
main interest in classroom interaction analysis is to encourage lecturers to make
better use of their language and communication skills. The interactive choices made
by lecturers have a strong impact on the type of learning which takes place. In other
words, pedagogy and interaction come together through talk: pedagogic goals are
manifested in the talk- in- interaction. The term mode encompasses the
interrelatedness of language use and teaching purpose. During the process of
teaching and learning, the lecturers are supposed to use English as a medium in
transferring the knowledge to the students.
Meanwhile, in the process of teaching that happened at Universitas
Muhammadiyah Semarang (UNIMUS) English is taught as a Foreign Language.
Many problems appeared in the teaching learning process faced both by students
and lecturers, especially in creating communicative and interactional teaching
process. This is understandable because the teaching learning process at UNIMUS
mostly uses English as a medium of transferring those subjects. In some
considerations, there are significant problems for both students and lecturers
concerning the mastery of English related to the interaction in which lecturers’ talk
play an important role.
This writing presents new understanding of classroom modes in line with
the teacher talk of classroom interaction that discussess the description and
characterization of classroom interaction by using the framework of SETT (Self-
Evaluation of Teacher Talk), designed to help lecturers both describe the classroom
interaction of their lessons and foster an understanding of interactional processes.
Walsh (2006) states that the position adopted is that the single, L2 classroom
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context does not exist; contexts are locally constructed by participants through and
in their interaction in the light of overall institutional goals and immediate
pedagogic objectives. Students learn not only through 'comprehensible input' but
also their own output. Some lessons may be good if they are carefully structured in
such a way that students do a good deal of the talking and at the same time get a lot
of feedback, both formally and informally, from the teacher about their
performance.
The researcher’s reasons for choosing the topic are:
a. Teacher talk has a pivotal function for students' language development. To
learn new things, students need guidance, help or assistance from more
knowledgeable persons, in this case, lecturers. Language, especially spoken
language, is the most important means in learning process. It is through
language that lecturers can verbalize the process of teaching and learning.
b. Many researchers have tried to analyze the teacher talk related to strategy,
question, turn-taking etc. using various devices of analysis in years before
2000s. For example, Flanders Interaction Analysis Categories (FIAC)
(Flanders: 1970) and Foreign Language INTeraction (FLINT) (Markowitz:
1971). Therefore, in this paper the researcher tries to carry out the SETT (Self-
Evaluation of Teacher Talk) proposed by Walsh (2006) which describes both
the classroom interaction of lessons and foster an understanding of interactional
processes for helping lecturers in improving the quality of teaching.
Research Questions
The problems that will be answered in this writing can be stated as follows:
a. What types of teacher talk modes do the teachers perform in the classroom?
b. What types of teacher talk modes are dominantly used in the classroom
interaction?
c. How does the realization of teacher talk modes relate to the achievement of
pedagogical goals?
d. Why does the dominant mode appear in the classroom interaction?
Significance of the Study
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The results of this study are expected to have the following advantages:
a. Theoretically, the classroom modes of teacher talk can enrich reference in
the area by providing more empirical evidence.
b. Pedagogically, the result of study can be used by English lecturers to choose
the language use in their teaching practice. Hopefully, the results of this
study promote other researchers in this field to improve the education
process by investigating teacher talk in EFL classroom setting.
c. Practically, it can be used as an encouragement for teacher of English in
order to understand the linguistic features of teacher talk and its pedagogical
goals in their classes.
REVIEW OF RELATED LITERATURE
Definitions of Classroom Interaction
There are many scholars with different perspectives on classroom
interaction. According to Allright (1984) cited by Runmei Yu (2008: 49) classroom
interaction is the process whereby classroom language learning is managed. In the
language classroom the process of negotiation involved in interaction is itself to be
identified with the process of language learning. Interaction facilitates not only
language development but also learners’ development. L2 learners acquire linguistic
knowledge and ability through the interaction. In the classroom interaction, both the
teachers and students can create the learning opportunities, which motivate the
students’ interest and potential to communicate with others.
Classroom interaction refers to the patterns of verbal and non-verbal
communication and the types of social relationships which occur within classrooms
(Richards and Platt: 1992). In short, classroom interaction can be a classroom
process in which lecturers and students negotiate during the class time for specific
purposes. This study focuses on teacher-student classroom interaction because it is
one of the common problems of EFL students who tend not to have interaction
within their classroom.
The Importance of Classroom Interaction in EFL Instruction
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Classroom interaction is an important feature in EFL instruction for several
reasons. Firstly, it provides specific ways for learners to acquire specific language
usages. Secondly, it provides authentic communication opportunities in the
classroom (Allwright, 1984). Thirdly, an interaction results in collaborative
exchanges of thoughts or negotiation of meaning which is essential for language
development (Brown, 2000; Yules and Tarone, 1991 Quoted by Phillipson,
Kellerman, Selinker, Sharwood Smith, and Swain).
An interaction refers to communication between individuals, particularly
when they are negotiating meaning in order to facilitate communication (Ellis,
1999). Classroom interaction contributes two important things to language
development because firstly, it provides target language practice opportunities.
However, it is important not only it provides non-native speakers with an
opportunity to receive input, made comprehensible through negotiation, but also
because this interaction provides non-native speakers with opportunities to modify
their speech for another learner so that the output is more comprehensible (Long
1983a; Varonis and Gass, 1985).
In short, classroom interaction can help monitor students by interacting with
their teacher and communicating their immediate problems through interaction with
their lecturers or their peers. Interaction in the class time is important because
students can take these opportunities to develop their language ability. Moreover,
students have opportunities to speak as the real life situation in classroom setting
and they can exchange their ideas and negotiate their meaning of speech.
Teacher Talk
Talk has some meanings, they are: a conversation or discussion, a talking
without action, a lecture or speech, formal discussions or negotiations and a way of
speaking (Hornby, 1995: 1220). In the classroom, lecturers make adjustments to
both language form and language function in order to help communication in the
classroom. These adjustments are called ‘teacher talk’
(www.finchpark.com/courses/glossary.htm). Yanfen & Yuqin (2010: 76) states that
Teacher talk is an indispensable part of foreign language teaching in organizing
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activities, and the way teachers talk not only determines how well they make
their lectures, but also guarantees how well students will learn. The success of
teaching depends to a large extent on the way teachers talk and interactions that
occur between teachers and students. And the happening of interaction is affected
directly by ways of teacher talk. From those meanings, it can be nown that teacher
talk is a major way used by the teacher to convey information, have discussion and
negotiations and motivate his students, so he can give the students knowledge and
control their behavior.
It has been said before that teacher and learner talk are the factors that
establish classroom interaction. Both of them must be in balance. Too much teacher
talk make the students passive and static; they cannot improve their English
acquisition. It be also bad if the teacher has too little talk, the students not get
enough knowledge from him. But it is wrong to judge or assess teacher talk only by
reference to its quantity. It is just as important to assess its quality.
Teacher talk means that lecturers address classroom language learners
differently from the way that they address other kinds of classroom learners
according to Ellis (1994). They make adjustments to both language form and
language function in order to facilitate communication. These adjustments are
referred to as “teacher talk”. Teacher talk is very important for both classroom
teaching organization and students’ language learning in the process of foreign
language learning and second language acquisition, because teacher talk is an
instrument of implementing teaching plan.
Teacher's linguistic input or teacher talk, perhaps the most significant feature
of a teacher, is another issue that has been discussed widely. In the language
classrooms, its functions ranging from classroom management to input in the
process of language acquisition cannot be stressed highly (Wang, 2001). According
to Krashcn's input hypothesis, teacher talk tor the learner is generally recognized as
a potentially valuable source of comprehensible input which is viewed as an
essential part for language acquisition (Cullen, 1998;Wcsche, 1994). Based on the
research on "Limit in English Proficiency" (LEP) education, Wong-Fillmore (1985)
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pointed that there are six characteristics in teacher talk function as input: emphasis
on communication and comprehension, grammaticality and appropriateness of the
language used in lessons, repeated use of patterns and routines, repetitiveness,
tailoring of student participation, and richness of language. Moreover, a number of
studies have shown that many linguistic input strategies or speech modifications
implemented by lecturers were found in the language classrooms facilitating pupil's
comprehension (Chaudron, 19S5, 1988). Although Long (1985, 1996, cited in
Brown 2000) and Swain (1995, cited in Brown, 2000) proposed interaction
hypothesis and comprehensible output hypothesis respectively to emphasize that
input alone is not enough, input is still an indispensable element in the language
classroom.
Self - Evaluation of Teacher Talk (SETT)
SETT (Self- Evaluation of Teacher Talk) is designed to help lecturers both
describe the classroom interaction of their lessons and foster an understanding of
interactional processes (Walsh, 2006: 62). SETT framework that has been
constructed around three key strands: (1) the argument that L2 classroom
interaction is socially constituted; (2) the proposal that an understanding of
classroom interaction must take account of both pedagogic goals and the language
used to achieve them; (3) the suggestion that any lesson is made up of a series of
locally negotiated microcontexts.
L2 classroom context does not exist; contexts are locally constructed by
participants through and in their interaction in the light of overall institutional goals
and immediate pedagogic objectives. The notion of ‘the L2 lesson context’ is too
broad brushed; ‘contexts are locally produced and transformable at any moment’
(Drew and Heritage, 1992: 19). According to Seedhouse (1996: 118) quated by
Walsh (2006) states that Contexts should be seen as the interface between
pedagogy and interaction and thus as the environments through which the
institutional business is accomplished (my emphasis). In other words, pedagogy and
interaction come together through talk: pedagogic goals are manifested in the talk-
in- interaction. Using the term mode encompasses the interrelatedness of language
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use and teaching purpose. In this book, we define mode as an L2 classroom
microcontext that has a clearly defi ned pedagogic goal and distinctive interactional
features determined largely by a teacher’s use of language. The defi nition is
intended to portray the ‘interface’ (Seedhouse, ibid.) between the actions and words,
behaviour and discourse that are the very essence of classroom interaction. It is used
to embrace the idea that interaction and classroom activity are inextricably linked,
and to acknowledge that as the focus of a lesson changes, interaction patterns and
pedagogic goals change too. A modes analysis recognizes that understanding and
meaning are jointly constructed, but that the prime responsibility for their
construction lies with the teacher.
Classroom Modes
Classroom modes comprise managerial mode, material mode, skill and
system mode, and classroom context mode.
2.7.1. Managerial mode
Walsh (2006) points out the pedagogical goals relevant to the managerial
mode. They are as follows:
a. to transmit information related to the management of learningb. to organize the physical conditions for learning to take placec. to refer learners to specific materialsd. to introduce or conclude an activitye. to move to and from alternative forms of learning: lockstep (whole class), pair- and group- work, or individual.
The interactional features that characterize managerial mode are:
a. a single, extended teacher turn, frequently in the form of an explanation or instructionb. the use of transitional markers (all right, now, look, OK, etc.) to focus attention or indicate the beginning or end of a lesson stage
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c. confirmation checks (Is that clear? Do you understand? Have you got that? Does everyone know what to do?)d. the absence of learner contributions.
Managerial mode occurs most often at the beginning of lessons, as
illustrated in extracts 2.1 and 2.2 below, characterized in the fi rst instance by an
extended teacher turn of more than one clause and a complete absence of learner
turns. In each extract, the focus is on the ‘institutional business’ of the moment, the
core activity, what Jarvis and Robinson (1997) cited by Walsh (2006: 68) call the ‘focus’
in a three- part exchange structure (focus, build, summarize). Note too the
considerable amount of repetition in Extract 2.1 and the ‘handing over’ to the learners
which occurs at the end of each sequence. At this point, there is a movement to
another mode: in Extract 2.1, for example, the pedagogic focus is realigned away
from directing learning (managerial mode) to analysing errors (skills and systems
mode).
Extract 2.1
1 Teacher Ok we’re going to look today at ways to improve your writing and atways which can be more effective for you and if you look at the writing which I gave you back you see that I’ve marked any little mistakes and eh I’ve also marked places where I think the writing is good and I haven’t corrected your mistakes because the best way in writing is for you to correct your mistakes so what I have done I have put little circles and inside the circles there is something which tells you what kind of mistake it is so Miguel would you like to tell me one of the mistakes that you made (3)
Extract 2.21 Teacher now could you turn to page … 59 page 59 at the top of the book
` (students find place in book)
When managerial mode occurs at the beginning of a lesson, the teacher’s main
concern is to ‘locate’ the learning temporally and pedagogically (Extract 2.1), or
spatially (Extract 2.2). Once learning has been located, learners are invited to
participate: so Miguel, would you like to tell me one of the mistakes that you made. Locating
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learning is an important first step in building a main context; consequently, in many
respects, managerial mode functions as a support to the other three modes. We can
say that it is an ‘enabling’ mode.
Material mode
In this mode, pedagogic goals and language use centre on the materials
being used. From the corpus, the principal pedagogic goals identified are:
a. to provide language practice around a specific piece of materialb. to elicit learner responses in relation to the materialc. to check and display answersd. to clarify as and when necessarye. to evaluate learner contributionsf. to extend learner contributions.
The principal interactional features of this mode are:
a. the IRF sequence typically predominates and is closely managed by the teacher
b. display questions are used to check understanding and elicit responsesc. teacher feedback is form- focused, attending to ‘correctness’ rather than
contentd. repair is used to correct errors and give further examplese. the teacher may scaffold learner contributionsf. learners may be afforded more or less interactional space according to the
type of activity. (Walsh, 2006: 70)In materials mode, then, patterns of interaction evolve from the material that
largely determines who may speak, when and what they may say; the interaction may
or may not be managed exclusively by the teacher. Though learners have varying
degrees of interactional space, depending on the nature of the activity, their
contributions are still bounded by the constraints imposed by the task in hand.
Skill and system mode
In skills and systems mode, pedagogic goals are closely related to providing
language practice in relation to a particular language system phonology, grammar,
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vocabulary, discourse) or language skill (reading, listening, writing, and speaking).
Teaching objectives may also relate to the development of specific learner
strategies.
The key pedagogic goals are:
a. to enable learners to produce strings of correct utterancesb. to enable learners to manipulate the target languagec. to provide corrective feedbackd. to provide learners with practice in essential sub- skills (e.g. skimming,
listening for gist)e. to display correct answers.
The principal interactional features associated with skills and systems mode are:
a. the use of direct repairb. the use of scaffoldingc. extended teacher turnsd. display questions used for eliciting target languagee. teacher echo used to display responsesf. clarification requestsg. Form- focused feedback.
The type of teacher- initiated practice witnessed in Extract 2.4 is typical of
skills and systems mode. Unlike materials mode, where language practice evolves
around a piece of material, in skills and systems mode, it evolves from teacher
prompts and is managed by the teacher. Indeed, learner contributions typically go
through the teacher for evaluation, confi rmation or repair.
Classroom context mode
The principal pedagogic goals in this mode can be summarized as follows:
a. to enable learners to talk about feelings, emotions, experience, attitudes, b. reactions, personal relationshipsc. to establish a contextd. to activate mental schemata (McCarthy, 1992)
e. to promote oral fluency practice.
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In one of the micro contexts identified by Seedhouse (1996: 125), the
teacher’s aim is ‘to maximize opportunities for interaction presented by the
classroom itself’. In classroom context mode in an EFL setting, the interaction is
initiated and sustained from the interactional opportunities that emerge from the
complex and diverse range of experiences and cultural backgrounds that the
learners themselves bring to the classroom.
In light of the pedagogic goals listed, the principal interactional features that
can be identified in this mode are:
a. extended learner turns; the speech exchange system is frequently managed by learners themselves with little or no teacher involvement
b. relatively short teacher turnsc. direct repair; repair is only used to ‘fi x’ a breakdown in the interactiond. content feedback, focusing on message not forme. extended use of referential questions, rather than display questionsf. scaffolding may be used to help learners express their ideasg. requests for clarification and confirmation checks.
In classroom context mode, the management of turns and topics is determined
by the local context, ‘the communication potential of the L2 classroom itself, and the
authentic resources for interaction it has to offer’ (van Lier, 1988a: 30) cited by Walsh
(2006: 79). Opportunities for genuine communication are frequent and the teacher plays
a less prominent role, taking more of a ‘back seat’ and allowing learners all the
interactional space they need. The principal role of the teacher is to listen and support
the interaction, which frequently takes on the appearance of a naturally occurring
conversation.
The predominant interactional feature of Extract 2.5 is the local
management of the speech exchange system; learners have considerable freedom as
to what to say and when. This process of ‘topicalisation’ (Slimani, 1989, 1992), where
learners select and develop a topic, is signifi cant in maximizing learning potential since
‘whatever is topicalised by the learners rather than the teacher has a better chance of
being claimed to have been learnt’ (Ellis, 1998: 159). In Extract 4.11, the academic
task structure and social participation structure (Johnson, 1995) are clearly more
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relaxed and opportunities for learning are increased. In the data, however, it is not
uncommon for teachers to retain control of the interaction, ‘interrupting the fl ow of
the discourse’ (van Lier, 1988b: 275) and preventing interlanguage development.
Relinquishing control of turn- taking and topic choice are fundamental interactional
strategies in classroom context mode, which are essential to successful learning.
Learners need to become more proactive and less reactive (van Lier, 1988a: 279),
taking control of both topic and turn- taking. In the words of Ellis (1998: 154): ‘when
students are in control of the topic, the quality of the discourse is markedly richer than
when the teacher is in control.’
The Approach
The goal of the study is to get a clear description of the evaluation of teacher
talk used by a teacher which constitutes the teaching-learning process in an English
classroom. Since the speech strategy is a process which involves human behavior in
its natural setting, the researcher decides to make use of the descriptive qualitative
approach to the study. As Nunan (1992:4) suggests, qualitative method concerns
with the understanding of human behavior from the actor’s own frame of reference,
exploratory, descriptive and process-oriented.
Research Design
A descriptive qualitative approach was employed in this study which tries
to describe all phenomena that occurred in the classroom. McKay (2006: 6) points
out that qualitative research typically starts with the assumption that classroom
learning must be studied holistically, taking into account a variety of factors in a
specific classroom.
The present study presents qualitatively the new understanding of
classroom modes in line with the teacher talk of classroom interaction that discusses
the description and characterization of classroom interaction by using the
framework of SETT (Self- Evaluation of Teacher Talk) proposed by Walsh (2006),
designed to help lecturers both describe the classroom interaction of their lessons
and foster an understanding of interactional processes.
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He states that the position adopted is that the single, L2 classroom context
does not exist; contexts are locally constructed by participants through and in their
interaction in the light of overall institutional goals and immediate pedagogic
objectives. Students learn not only through 'comprehensible input' but also their
own output. Some lessons may be good if they are carefully structured in such a
way that students do a good deal of the talking and at the same time get a lot of
feedback, both formally and informally, from the teacher about their performance
(2006: 62). The subject of the study was an English teacher in an English
department classroom at UNIMUS (Universitas Muhammadiyah Semarang) /
Semarang Muhammadiyah University.
Technique of Data Collection
Data for the present study are in the forms of teacher talk related to
classroom modes in line with the teacher talk of classroom interaction. To collect
such data, the researcher used recording technique. The video recording was meant
to catch or record real and more complete language used by teacher and students to
describe the teacher talk modes.
The researcher used classroom observation method to collect the data. The
observation was conducted by recording the classroom activities. The researcher
became an observer and a technician recording the data in the classroom during
teaching learning process so that the data were not biased. We recorded teaching
learning process from opening until closing activities. During the recording, we
were not allowed to make conversation in the classroom.
Instruments
The process of English teaching learning in the classroom interaction was
analyzed based on the teacher talk that happened. The researcher used audio visual
recording as the main instrument for data collection.
Audio visual recording, here, was used to record the classroom atmosphere
and instruction. After recording the data is transferred into computer. The researcher
played the computer to find out the types of teacher talk dealing with classroom
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modes that the lecturers perform in the classroom, the types of classroom modes
which are dominantly used in the classroom interaction, and explain how the
realization of classroom modes relate to achievement of pedagogical goals.
Therefore, having a look at the purpose of this study, it is decided to use
SETT proposed by Steve Walsh (2006: 66 – 67) as the instrument to gather and
analyzed the data since this is a standardized check list type instrument through
audio recording.
Techniques of Data Analysis
a. The spoken interaction between teacher and students recorded by using an
audio visual recorder was first transcribed into written form. This study focused
on the teacher talk modes that is analyzed in details from the interactional
features and pedagogical goals. The researcher invited the lecturer as the
subject of research to conduct analysis of her teaching observed.
b. Using the SETT instrument to keep a tally of the different features of the
teacher talk. The researcher wrote examples of the features he identified. The
SETT instrument is as follows:
Findings
Throughout section 4.1, the researcher presents four types of classroom
modes performed by the teacher at English Education Department of
Muhammadiyah University of Semarang (UNIMUS). The four modes are
managerial modes, materials mode, skills and systems modes, and classroom
context modes.
The types of classroom modes teacher performed in the classroom.
On the first place, the researcher would like to present classroom modes
relating to managerial modes encountered during teaching learning process based on
the Appendix 3.
Table 4.1
Managerial Modes
No Interactional Features Frequency Percentage1. Confirmation Checks 10 41.7 %
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2.3.
4.
Transitional markerA single, extended teacher turn, frequently in the form of an explanation or instructionAn absences of learner contribution
85
1
33.3 %20.8 %
4.2 %
Total 24 100 %
The above table demonstrates that there were 15 times of teacher talk
dealing with managerial modes was performed by the teacher. There were 10 (41.7
%) appeared on confirmation checks, followed by transitional marker of 8 (33.3%).
The evidence also reported that there were 5 (20.8 %) of the managerial modes
occurred on extended teacher turn frequently in the form of an explanation or
instruction and 1 (4.2%) appeared on the absences of learner contribution.
Table 4.2
Material Modes
No Interactional Features Frequency Percentage1.2.3.4.5.
Extensive use of display questionsCorrective repair Predominance of IRF pattern The use of scaffoldingForm-focused feedback
118754
31.4 %22.9 %20 %
14.3 %11.4 %
Total 35 100 %
Data reported on the above table that there were 35 times from five
interactional features related to materials modes appearing in the classroom
interaction. There were 11 (31.4 %) appeared on Extensive use of display questions,
followed by corrective repair 8 (22.9 %). The evidence also reported that there were
7 (20 %) of the materials modes occurred on Predominance of IRF pattern and 5
(10.3 %) and 4 (11.4 %) are for a sing the use of scaffolding and form focused
feedback.
Table 4.3
Skill and system Modes
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No Interactional Features Frequency Percentage1.2.3.4.5.6.7.
Display questionsTeacher EchoForm Focused feedback Clarification RequestThe use of direct repairThe use of scaffolding Extended teacher turn
9542520
33.3 %18.5 %14.8 %7.4 %18.5 %7.4 %0 %
Total 27 100 %
From the table above, it can be seen that display questions were the most
frequent appeared among seven interactional features related to skills and systems
mode. It appeared 9 (37.5 %) times. Teacher Echo happened 5 times with the
percentage of 18.5 %. Clarification request, the use of scaffolding and the use of
direct repair happened 4 times (8.3 %) for each. In contrast, extended teacher turn
and form focused feedback did not occur in the classroom interaction.
Table 4.4
Classroom Context Modes
No Interactional Features Frequency Percentage 1.2.3.4.5.6.7.
Extended learner turnsClarification requests Content feedbackReferential questionScaffolding Short teacher turnsMinimal repair
6110000
75 %12.5 %12.5 %
0 %0 %0 %0 %
Total 8 100 %
The data reported on table 4.4 shows that there were 10 times from seven
interactional features related to classroom context modes appearing in the classroom
interaction. There were 6 (75 %) appeared on Extended learner turns, followed by
clarification requests and content feedback has the same frequency 1 (11.1 %).
Otherwise, there was no any classroom context modes related to referential question,
scaffolding, short teacher turns and minimal repair.
The types of classroom modes are dominantly used in the classroom interaction.
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Types of classroom modes performed dominantly by the teacher at English
Education Department of Muhammadiyah University of Semarang (UNIMUS) can
be seen on the table below.
Table 4.5
Classroom Modes of teacher talk at UNIMUS
No Modes Frequency Percentage 1. Material 35 37.6 %2. Skill and system 24 25.8 %3. Managerial 24 25.8 %4. Classroom Context 8 10.8 %
Total 93 100 %
In the table 4.5 declares that of 93 times of interactional features used by
teacher in teaching speaking, materials has the most dominant mode occurred in
the classroom interaction than managerial and classroom context. The data
demonstrates that for materials mode are 35 times (37.6 %) happened during
teaching and learning process. Meanwhile, skills and systems and managerial
appeared 24 times or 25.8 % and the rest 10 times (10.8 %) fell as classroom
context.
Discussion and Interpretation
Based on the findings, the researcher found the four types of classroom
modes occurred in the process of teaching learning process in English education
department at UNIMUS. They were managerial modes, materials modes, skills and
systems, and classroom context. These classroom modes will be discussed bellow.
The researcher found three types of interactional features during the process of
teaching and learning. They are a single extended teacher turns frequently in the
form of an explanation or instruction, the use of confirmation checks, and the
transition markers.
The interactional features dealing with a single, extended teacher turn,
frequently in the form of an explanation or instruction, extended of managerial
modes used by the teacher. This implies that the teacher wanted to enhance the
content of materials to students. Based on findings, there were 5 (20.8 %) of the
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managerial modes occurred on extended teacher turn frequently in the form of an
explanation or instruction.
Walsh states that managerial mode often occurred in the beginning of the
lessons (2006: 68). However, the finding runs counter to what has been stated by
him. The example of dialogue occurred at the last of the lessons as seen in sentence
173 bellow (Extract 4.1):
Extract 4.1
173). T : = that is the last sentence, I hope this will give you spirit to read the
resources, and I will give you warming that the book that is not read so
judulnyapun akan lupa. Thank your smile, your words, your manner,
Thank you see you, Assalamualaikum wr.wb.
The teacher used this managerial mode characterized by a single, extended
teacher turn which uses explanations as interactional feature of Classroom mode.
Pedagogically, it is useful to transmit information and conclude an activity in the end
of learning process.
Meanwhile, when managerial mode occurred in the link of learning process
characterized by the sentence 81, 86, 91, and 149 such as “… pay attention… “the
lecturer’s aim is to refer the learners to material discussed in the class. These extracts
(extract 4.2, 4.3, 4.4, and 4.5) still was indicated by the interactional feature ‘a
single, extended teacher turn which uses explanations’ in which the teacher still use
the long explanation to manage classroom.
Extract 4.281). T : OK guys, any differences between Hikmah and Hasrian? just pay
attention, Husnul?82). L14 : the professor who teaches chemistry 101 is very good=
Extract 4.386). T : = yes good, if you want to say teach and teaches, so they are totally
different in pronouncing them. the first one is " teach " and the second one is teaches"=
Extract 4.4
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91). T : please everyone pay attention to the question, then answer it, don’t forget help her or commend if you have the different answer and disagree with Ari,
Extract 4.5149). T2 : please pay attention to her, I want you to make a sentence using that
relative pronoun based on this your friend!
The interactional features dealing with the use of confirmation checks could
be indicated by short phrases or sentences such as in underlined sentences no 111 in
extract 4.6, 32 in extract 4.9 and 44 in extract 4.10. This interaction pedagogically
means that the teacher intended to confirm and know students understanding about
material conveyed in the class. This lends strong support to Trisanti’s (2004) that in
the teaching and learning English, the use confirmation checks is very important due
to know the learners’ understanding and achievement.
Extract 4.6111). T : who is interesting, the people or party?112). LL ; the people!
Extract 4.932). T : who stand or who stands? =33). L1 : =who stands miss=
Extract 4.1043). T ; then, it means, you have used relative pronoun or not?44). L7 : yes, I have =
The transition markers all right, okay, so signal the end of one part of the
lesson and alert learners to the fact that the lesson has moved on, were 6 (40%)
appeared on transitional marker,that pedagogic goals have been realigned with a shift
in focus to a new activity. Breen (1998) in Walsh (2006: 69) states that discourse
markers are essential for learners to follow the unravelling interaction and ‘navigate
their way’ through the classroom discourse. The following extracts are among the
examples:
Extract 4.13
147). T2 : Alright, Diah Maulina, can you please stand up in the middle of the
circle? you look so beautiful
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148). LL : (students give applause) (the students who is ordered to stands
come forward)
Extract 4.14
4). T : ok, now we are going to start, well do you know relative pronoun?
Extract 4.15
113). T : = then, the second clause?
114). LL : I met the people at the party last night =
Extract 4.17
141). T : = Ok very good. now please help me, Dewi Rizky the first clause
and second clause
142). L20 : the bicycle was stolen and second, the man was very angry =
Extract 4.18
115). T : so the first clause is?
116). T : ok. if we translate into Bahasa Indonesia, so what is that?
117). L12 : orang-orang yang saya temui di parti
Material Modes
Based on the findings, there are five interactional features related to the
material modes. They are corrective repair, extensive of display question, display
question, form focus feedback, and the use of scaffolding.
In extract 4.22, pedagogically, the teacher gave correction to students’
contribution and evaluated it. It is relevant to the interactional features (corrective
repair) of materials mode, for example in teacher talk (86) and (89) in extract 4.22.
She corrected pronunciation practice of one student in order that other students could
follow to produce the correct one. This evidence imply that the more the teacher
uses the corrective repair, the more the students get improving their speaking skills
and have high motivation to learn the materials, particularly English. Huang (2009)
asserted that one of various factors may affect the quality of students’ learning is the
frequency of corrective repair teachers use during classroom interaction.
Extract 4.22
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86) T : = yes good, if you want to say teach and teaches, so they are totally
different in pronouncing them. the first one is " teach " and the second one
is teaches"=
89). T : so, Hikmah, the way to pronounce "teaches" is teaches not teaches
Meanwhile, another example of corrective repair occurred in extract 4.23
(103) and extract 4.24 (109), the teacher intended to make correction by inviting
some students to check and evaluate their friends ‘contribution. This is relevant to
Walsh’s statement that in materials mode the teacher could elicit learner responses
in relation to the materials to appear corrective repair during the process of teaching
and learning. This finding means that corrective repair is an instrument of language
assessment in EFL classroom.
Extract 4.23
103). T : Hikmah, please help Solihatun to answer what the first clause is ?
104). L12 : the people at the party last night were interesting=
Extract 4.24
109). T : Ana please help Hikmah?
110). L17 : orang yang saya jumpai di pesta malam lalu sangat menarik
The interactional features dealing with extensive use of display question
extended of materials mode used by teacher are useful to elicit learner responses in
relation to the materials. Based on findings, there were 11 (31.4 %) of the materials
mode occurred on it. For instances, the teacher talk encountered in sentence (129) in
extract 4.26, (161) in extract 4.27, and (97) in extract 4.30, (133) in extract 4.31. In
my point of view, the point worth making in this interactional feature means that the
lecturer aimed at inviting students to participate in the classroom interaction. Allright
(1991) stressed that extensive use of display question makes worth to the classroom
atmosphere alive.
Extract 4.26
129). T : Juharto, what Novi said, is that right? Do you agree with her?130). L18 : that is right,
Extract 4.27
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161). T2 : any comment? No, ok what is first clause?162). LL : (4) the lady sits and holds the camera the lady likes to do sport
Extract 4.31
133). T : Ya.., that sentence is not right yet, please try to correct it? What do you think Nurhamdiyah, if we translate into B. Indonesia?
134). L19 : Laki-laki sangat marah yang sepedanya dicuri
Meanwhile, display questions that existed in extract 4.28 and extract 4.30
especially in numbers (8, 12, 45, and 47), the teacher wanted to dig out students’
understanding and memorization in order to participate in class. Questions such as
‘what is relative pronoun?’, ‘what are the sentences before combining?’, and the
like, are of course a strategy used by the lecturer to evaluate the two aims above.
Nugroho (2010) stated that teachers are expected to offer questions during the EFL
class because it could help students to remember the materials being discussed.
Paying close attention to Nugrohos’ and the finding of this study, the researcher
may argue that displaying questions in EFL class holds key role for the
effectiveness and successfulness of teaching learning process, especially in English
language class.
Extract 4.28
8). T: what is relative pronoun? Novi!
12). T : now if I ask you, from the word "relative" what is the meaning of it?
Extract 4.34
45). T : =yes, you have, now what are the sentences before
combining? the first sentence is ?=
46). LL : =I bought a book at the bookstore=
47). T : what is the relative pronoun?
48). L16 : whom
The findings of materials mode related to form focused feedback shows that
pedagogically the teacher intended to focus on errors related to linguistic forms
produced by the students within the context of a certain communicative learning
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situation. In this mode, the teacher tried to correct errors encountered by students by
giving comments such: very good guys, good job boy, etc. This findings are relevant
to Long (1991) that focus on form is the overt drawing of students’ attention to
erroneous linguistic elements as they occur incidentally in learning activities in
which the overriding focus is on meaning or communication. As shown in extract
4.35, as the student answered correctly to questions number seven, the teacher
responded by saying’ good job boy’ (99) and ‘ Ok, very good’
Extract 4.3599). T : =good job boy, ok now no 8, Mrs. Solih?100). L3 : (2) the people whom I met at the party last night were interesting
Extract 4.36143). T : = Ok very good. now please help me, Dewi Rizky the first clause
and second clause144). L20 : the bicycle was stolen and second, the man was very angry =
The underlying structure of second language lessons is typically represented
by sequences of discourse ‘moves’ IRF, where I is teacher initiation, R is learner
response and F is an optional evaluation or feedback by the teacher (Sinclair and
Coulthard, 1975). In later versions of the model, F became follow- up. Throughout the
remainder of this book, the model is referred to as the IRF sequence. The evidence
reported that the sentence in’ I need your words’ of extract 4.37, means that the teacher
was trying to initiate the interaction in the classroom. While, the teacher’s sentences in
extract 4.38 and 4.39, she intended to extend student’s contributions during the
teaching and learning process; it was to develop student’s participation. This indicates
that teachers in teaching English as a foreign language should not only focus on the
meaning but also forms, structure or patterns of the language.
Extract 4.37
10). T : I need your words,
11). L3 : =I ever heard but forget=
Extract 4.38
79). T : Nurhikmah said, the professor chemistry who teaches 101 is very good,
any comment? Rita
Extract 4.39
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73). L1 : No comment=
74). T := ok, Hasrian what is your comment please?=
75). L13 := no comment
Scaffolding holds a very important key in teaching activities especially
English Foreign language. It is aimed at describing the ways in which teacher
provides learners with ‘props’ to assist self–expression. As stated by Walsh
(2006:120) that the use of scaffolding is to provide learners with cognitive support
through dialogue as they engage in tasks that may lie outside their capabilities.
The evidence of this study reported that the scaffolding could be determined
into the form of words, phrase, and clauses. The examples noticeable are found in
extract 4.43(71), 4.44(83), and 4.45 (155). The scaffoldings used by the teacher were
to invite learner’s contribution in which, the learner was enhanced to rework using
language which is more appropriate. It also indicated that the teacher wanted her
student to modeling, where they have to simply restate with appropriate
pronunciation, stress or intonation. the researcher could say that this is as a
conscious strategy rather than passive features of teacher’s talk.
Extract 4.43
71). T : = what about you, Nurhikmah, could you repeat Ihda’s statement
72). L12 : the professor who teach chemistry 101 is very good
Extract 4.44
83). T : =I'm not asking about that, ok anyone of you who knows the
differences between Hasrian's answer and Hikmah's?
84). L14 : (2) in subject perhaps.=
Extract 4.45
155). T2 ": make a sentence using the mbk Solih object? ok you can make it in
Bahasa Indonesia first
156). L 3 : Cewek yang duduk ditengah memegang kamera =
157). T : = wanita yang memegang kamera dan duduk ditengah suka sekali
158). berolah raga, ok make it into English?=
Skill and System Mode
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According to Walsh (2006:67), display question is a strategy applied by
teacher to ask questions which the teacher knows the answer. Based on the findings,
the researcher found out interactions used by the English teacher of UNIMUS to ask
question even she knows the answer. It was aimed at facilitating the recall of
information rather than to generate theses ideas and classroom communications. The
display questions used by the teacher were as reported in extract 4.47 (137), 4.48
(165) and extract 4.49 (79). In this activity, the students were expected to give short
answers or provide limited opportunities for students to produce and practice in
English. This finding lent strong support to Richards and Lockhart (1994:187) in
Murdoch (1999:9). Murdoch asserted that in English language teaching students
should be more often asked to demonstrate their knowledge of the target language to
produce ‘real’ communication as most of the display questions generated short
responses. The researcher may say that it was an appropriate strategy used by the
teacher because through it, students of learners of English language in UNIMUS
could improve their speaking skills.
Extract 4.47
137). T : SO if the correct sentence is?
138). L19 : the man whose bicycle was stolen was very angry
Extract 4.48
165). T : how if we translate into Bahasa Indonesia?
170). LL : dua laki-laki yang bergandengan tangan di tengah kelas
Extract 4.49
79). T : what is the answer?
80). L13 : the professor who teaches chemistry 101 is very good
Extract 4.50
49). T : the second one is?
50). LL : (3) a book was very expensive =
Theoretically, teacher echo has several functions. They are: amplifying a
learners’ contribution for the rest of the class, confirming correctness, and
acknowledging the relevance of an utterance. The data of this study declared that
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teacher echo occurred more often during the teaching and learning process,
comparing to other interactional features. The teacher did not only repeat his
previous utterances but also the student’s contribution.
These activities reported in extract 4.54 (25), 4.55 (51), and extract 4.56
(94). In the researcher’s point of view, the teacher echo could assist and facilitate the
students to improve their knowledge and understandings towards the materials being
discussed and developing students’ speaking ability. This finding gave strong
contributions to Walsh (2006:123). He asserted that once teachers become aware of
the function of echo and of the ‘dangers’ of overusing it, it is clear that reduce echo
is regarded as a as an important role to play in facilitating learning opportunities
across all modes. In contrast, this strategy may bring negative effect in the teaching
and learning process. When it was overused by the teacher, it could disrupt the flow
of the discourse and reduce learners’ interactional space.
Extract 4.54
25). T : if I have a sentence, "I see a beautiful girl" what is the translation?
26). LL : = Saya melihat gadis cantik
Extract 4.55
51). T : =just now your friends said, No " the book I bought" but " I bought
the book" no 2, suyanti=
52). L8 : (4) the woman whom I met at the party last night was nice
Extract 4.56
93). L3 : (2) I wrote a thank you note to the people who visited their house
on thanks giving day
94). T : so, I wrote a thank you note to the people whom I visited their
house on thanks giving day, any comment? Solikh?
Another pedagogic goal of skills and system modes is to get learners to
manipulate target forms. The data confirmed that the teacher of UNIMUS applied
form focus feed back to her students when the teaching and learning activities was
going on. When teacher was displaying questions and were correctly answer by her
students, she responding by giving feedback such as: Good job boy, ok, very good,
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excellent, etc. Of the feedback delivered by the teacher, they are identified in the
extract 4.59 (101), 4.60 (145).
According the researcher, it was a positive manner, because the students
could be highly motivated to have self confidence in expressing their ideas during
the teaching and learning process. As asserted by Allright (1991) in applying this
interaction, lecturers could use cued drills to practice a particular form. The
researcher could also assert that the lecturer prompted her students to produce
accuracy forms. Little attention was paid to meaning and the teacher pedagogic goal
was to prompt, repair, and display correct forms.
Extract 4.59
101). T : =good job boy, ok now no 8, Mrs. Solih?
102). L3 : (2) the people whom I met at the party last night were interesting
Extract 4.60
145). T : = Ok very good. now please help me, Dewi Rizky the first clause
and second clause
146). L20 : the bicycle was stolen and second, the man was very angry =
Another pedagogic skills system mode is Clarification Request. It is
valuable in promoting opportunities for learning, since it ‘compel’ learners to
reformulate their contribution, by rephrasing or paraphrasing which makes
something clear or easier to understand. As reported in the finding, teacher of
English language at UNIMUS also applied this strategy to her students. The
students were given more explanation and additional information to help them
understand the materials delivered more easily. The clarifications requests are
reported in extract 4.61 in sentence no 49.
Extract 4.61
49). T : =remember! “The “refers to the definite noun, so you can say” I bought a book in the bookstore, the book was very expensive. Could you repeat once again?=
It is undeniable that in teaching and learning process, teachers often give
direct repair to the errors or mistakes encountered by their students. It is considered
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as a useful interactional strategy to involve students’ understanding of the subject
matter. Direct repair that is usually applied by teachers is quick correction. This
strategy, Allright (1991:85) and Walsh (2006:74) has a minimal impact on the
exchange structure.
This pedagogic direct repair was also found in the teaching of English
language at UNIMUS. During the teaching and learning process, she directly
repaired students’ responds as they made errors or mistakes. The strategy was found
in extract 4.62 (89) and 4.63 (77). This finding was in line with the previous study
such as Yu (2008). She stated that the use of direct repair could advocate learners’s
self and cognitive development.
Extract 4.6289). T : so, Hikmah, the way to pronounce "teaches" is teaches not teaches
Extract 4.6377). T ; you don’t need to read "w" just say "who" ok Hasrian, please repeat
up to me, "who"78). L13 : who
Classroom Context Mode
The researcher found linguistics features dealing with classroom context
mode. They are extended learner turns and clarification requests.
In the process of teaching learning, teachers are expected to give more
opportunities to their students to be more active in classroom interaction. According
to Walsh (2006:67), extending learner turns is determined by giving students chance
to speak more than one clause.
The evidences show that the lecturer at English language program of
UNIMUS applied this strategy to assist her students’ participation during the
teaching and learning process. She gave more opportunities to her students to extend
their sentences as seen in extract 4. 67 (57 and 59), and 4.68 (30), 4.69 (41), and 4.70
(27). This strategy was valuable enough for the students to express their ideas but in
fact, of the chances given to them, other students did not say any things; in contrast,
they only laughed. Pedagogically, the more the students talk, the more they
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understand the materials. Thus, lecturers should try to create the classroom
atmosphere to have student’s interest in such the interaction.
Extract 4.6757). T : = ok, No 3, Prihatmono?58). L6 : (2) the people live next to me and the people are friendly =59). T : = Good, no 4 Silviana?60). L9 : I met a woman whom her husband is famous lawyer =
Extract 4.6830). T : =ok if I say “which one?" for example "yang tengah gimana?=31). L1 : she came forward to write the example in the white board. She
write " I see the beautiful girl who stand in the right side"
Clarification request is also identified as a pedagogic goal in the teaching
of English language. It is not only happed in skills and system modes but also in
classroom context. The findings of the present study reported that during the
teaching learning process, the lecturer of English language at UNIMUS applied this
to her students. The students were given more explanation and additional
information to help them understand the materials delivered more easily. This
interactional feature could be seen in extract 4.73 (36).
Dealing with classroom context modes, in the researcher’s opinion, it is
useful to give more chance to the learners to reformulate their contribution. The
learners’ contribution could be rephrasing or paraphrasing to make something clear
and easier to be understood. This statement was strongly supported by Kamwan’s
(2007). He declared that clarification request could develop students’ understanding
and enrich their knowledge towards English language.
Extract 4.73
36). T : =no, if so, we can use "and" will be like that, ok any else who wants
to clarify what is the function of relative pronoun?=
37). L 6 : =menggabungkan 2 kalimat menjadi satu kalimat atau satu
subject,=
CONCLUSION
The data revealed that every single mode had its typical pedagogical goals.
They were: 1) Managerial. Within this mode, the teacher tried to transmit
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information to her students, organize the physical learning environment, introduce
or conclude an activity. It was also found that another pedagogical goal of this mode
changed from one mode of learning to another. 2) Materials. Dealing with the
second mode of the classroom interaction, the teacher provided language practice
around a piece of material and elicited responses in relation to the materials. The
investigation also found out that in materials mode, the teacher assessed the
students by checking and displaying answers, clarifying, and evaluating
contributions. 3) Skills and Systems. The researcher found out five pedagogical
goals during the classroom interaction. They were enabling learners to produce
correct forms, manipulating the target language, and providing correct feedback.
Providing learners with practice in sub-skills and displaying correct answers were
also the two other pedagogical goals of the teacher’s talk. And 4) classroom context.
The researcher found out three typical pedagogical goals of classroom modes. They
were enabling learners to express themselves clearly, establishing a context, and
promoting oral fluency.
Based on the findings and discussion, the realization of teacher’s talk
occurred at the beginning, in the middle and at the end of the class. The teacher
seems to dominate the discourse. Vice versa, students were less enthusiasm taking
part during the class. Based on the findings, material mode is the dominant one used
by the lecturer during the teaching and learning process. The findings shows the
reasons why the material mode is dominant one appeared in the classroom
interaction. They are 1) the lecturer wanted to give correction to students’
contribution and evaluated it. It is relevant to the interactional features as a
corrective repair of materials mode. She corrected pronunciation practice of one
student in order that other students could follow to produce the correct one. 2) The
interactional features dealing with extensive use of display question extended of
materials mode used by teacher are useful to elicit learner responses in relation to
the materials. the lecturer aimed at inviting students to participate in the classroom
interaction. 3) The scaffoldings used by the teacher were to invite learner’s
contribution in which, the learner was enhanced to rework using language which is
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more appropriate. It also indicated that the teacher wanted her student to modeling,
where they have to simply restate with appropriate pronunciation, stress or
intonation. the researcher could say that this is as a conscious strategy rather than
passive features of teacher’s talk.
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