A DESCRIPTIVE ANALYSIS OF STUDENTS PERCEPTIONS TOWARDS TEACHER S TALK IN ENGLISH CLASSROOM

A DESCRIPTIVE ANALYSIS OF STUDENTS PERCEPTIONS TOWARDS TEACHER S TALK IN ENGLISH CLASSROOM (The Study of Third Year Students in Language Program of SMA Negeri 3 Salatiga in the Academic Year 2013/2014) GRADUATING PAPER Submitted to the Board of Examiners as a Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan Islam (S.Pd.I) in English Department of Education Faculty YULIANTI 11309078 ENGLISH DEPARTMENT OF EDUCATION FACULTY STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA 2013

Motto: Without His love I can do nothing With His love There is nothing I can do (No Name)

Dedication To Allah Subhanahu Wata alaa My most beloved mom and dad Ibu Surkanti and Bapak Sunarno My luvly sista and her little family Mbak Fitri, Mas Nano, Yaya My dearest brother Dwika Afrizal Hamzah

ACKNOWLEDGMENT Alhamdulillah, the deepest thanks into Allah SWT, the most gracious and merciful, so that the writer could finish this graduating paper. Secondly, peace and salutation always be given to our Prophet Muhammad SAW, the last messenger of Allah who has guided us from the darkness into the lightness. This thesis entitled A Descriptive Analysis of Students Perceptions toward Teacher s Talk in English Classroom (The Study of Third Year Students in Language Program of SMA Negeri 3 Salatiga in the Academic Year 2013/2014) is presented to Educational Faculty of State Institute of Islamic Studies (STAIN) Salatiga as one of the requirement for Sarjana Pendidikan Islam at English Department. However, this success would not be achieved without those support, guidance, advice, help, and encouragement from individual and institution. So, it is an appropriate moment for the writer to deepest gratitude for: 1. Dr. Imam Sutomo, M.Ag, as the head of State Institute Islamic Studies (STAIN) Salatiga. 2. Suwardi, M.Pd., as the chief of Educational Faculty. 3. Maslihatul Umami, M.A., as the head of English department. 4. Dr. Sa adi, M. Ag., as the writer s counselor who has educated, supported, directed and given the writer countless advices, suggestion, and

recommendation in writing this graduating paper from the beginning until the end. Thanks for your patience and guidance. 5. Faizal Risdianto, S.S, M.Hum., as the writer s academic counselor. 6. All lecturers of English Department, the writer deeply thanks all for not only giving knowledge but also insight and values. 7. All staffs of STAIN Salatiga that have helped the writer in processing the graduating paper administration. 8. SMA Negeri 3 Salatiga for the permission and cooperation during the research. 9. The third grade students of language program, SMA N 3 Salatiga and Bu Lestari who sincerely help the writer to fulfill the data collection. 10. My great family, Ibu Surkanti, Bapak Sunarno, Mbak Fitri, Rizal, Yaya. You are the source of my spirit. 11. My second sister and brother, Faiq &Tika and Mas Dedy who help me to review my graduating paper. Thank for your time and support. 12. My lovely friends, Wiji and Mas Upik who always support me in all of condition. 13. All friends of D class and all friends in English Department. Thank for your friendship and kindness. 14. Those who cannot be mentioned one by one.

Eventually, this graduating paper is expected to be able to provide useful knowledge and information to the readers. The writer is pleased to accept more suggestion and contribution for the improvement of this graduating paper. Salatiga, September 5 nd, 2013 Writer

TABLE OF CONTENT TITLE PAGE... DECLARATION... ATTENTIVE CONSELOR S NOTES... MOTTO... DEDICATION... ACKNOWLEGEMENT... TABLE OF CONTENT... i ii iii iv v vi ix LIST OF TABLES... xi ABSTRACT... xii CHAPTER I INTRODUCTION A. Background of the Study... 1 B. Problem Statements... 4 C. Objective of the Study... 5 D. Significance of the Study... 5 E. Definition of Key Terms... 6 F. Scope of Study... 8 G. Review of Previous Researches... 8 H. Organization of Writing... 10 CHAPTER II THEORETICAL REVIEW OF PERCEPTION AND TEACHER S TALK A. Theoretical Review of Perception... 12 B. Theoretical Review of Teacher s Talk... 14

1. Kind of Teacher s Talk... 15 2. Style of Teacher s Talk... 26 C. Theoretical Review of English Classroom Interaction... 28 CHAPTER III RESEARCH METHOD AND DATA PRESENTATION A. Research Method... 33 B. Data Presentation... 44 CHAPTER IV RESEARCH FINDING AND DISCUSSION A. Research Finding... 47 1. Interview... 47 2. Classroom Observation... 48 B. Discussion... 52 1. Students Perception... 52 2. Kind of English Teacher s Talk... 64 3. Impact of Teacher s Talk in English Teaching Learning Process... 67 4. Expectation of Ideal English Teacher s Talk... 70 CHAPTER V CLOSURE A. Conclusion... 77 B. Suggestion... 79 BIBLIOGRAPHY CURRICULUM VITAE APPENDIX

Table 1.1 Table 3.1 Table 3.2 Table 3.3 Table 3.4 Table 4.1 Table 4.2 Table 4.3 Table 4.4 LIST OF TABLES Kind of Teacher s Talk Used in This Research Classroom Observation Guideline Components of Interactive Analysis Model List of Respondent Interview Guideline Students Perception about Kind of Teacher s Talk Kind of Teacher s Talk Used by English Teacher Kind of Teacher s Question Used by English Teacher Kind of Teacher s Feedback Used by English Teacher Page 8 Page 39 Page 42 Page 44 Page 45 Page 47 Page 48 Page 49 Page 49

ABSTRACT Yulianti. 2013. A Descriptive Analysis of Students Perceptions toward Teacher s Talk in English Classroom (The Study of Third Year Students in Language Program of SMA Negeri 3 Salatiga in the Academic Year 2013/2014). A Graduating Paper. Educational Faculty. English Department. State Institute of Islamic Studies (STAIN) Salatiga. Counselor: Drs. Sa adi, M. Ag Keywords: Perception, Teacher s Talk, English Classroom The present study investigates the students perception toward English teacher s talk. It also aims to know what the kinds and the impacts of teacher s talk used by English teacher to English teaching learning process. Then, the students expectation of an ideal English teacher s talk is also important to be investigated in order to conduct a better one in the future. The data is collected from interview of 16 students of language program which is recorded and then transcribed. The additional data about kind of teacher s talk that used by English teacher was taken from classroom observation. Since this research explores the students perception which come from the students experience, qualitative approach is considered as an appropriate research design. The result of this research is presented descriptively in order to reveal the students perception comprehensively. It was found that in giving question, students prefer referential question to display question. In fact, teacher more often used display question than referential question to initiate students. In ways of giving feedback, when students produce incorrect or no answer, teacher usually used informing to follow them up. However, students prefer to be encouraged by the teacher. When students produce correct answer, they still prefer to be summarized, rather than being just simply praising.

CHAPTER I INTRODUCTION A. Background of Study Interaction between teacher and students establish the success of teaching-learning language. In the English Foreign Language (EFL) classroom, teachers have important role to interact with the students because they have major portion of class time employed to give direction, explain activities, and check students understands use the target language (Sinclair & Brazil cited in Yanfen & Yuqin, 2010: 77). The students interaction is also important. When they give the appropriate response to the teacher s talk, it means that they understand the language that teacher use. The language that teacher uses to communicate with the students in the classroom, such as initiating interaction and giving feedback to the student is one of definition of teacher s talk. It is an indispensable part of foreign language teaching in organizing activities, and the way teachers talk does not only determine how well they make their subject, but also assure how well the students will learn. Therefore, teachers can use stimulus to their students, like asking question, invitation and giving direction. With giving feedback to the students response, the active participation of student in the classroom also increases. Teachers more often use question to initiate class interaction than other initiating activities. Asking questions have the specific function of maintaining

interaction by ensuring that the interlocutor the same assumptions and identification of references (Chaudron, 1993:130). These are comprehension checks, confirmation checks, and clarification request. A comprehension check elicits assurance from the listener that the message has been received correctly, whereas confirmation checks and clarification requests allow the speaker to correctly interpret reactions by listener, the former presupposing a positive answer and the latter being much more open-ended. So, to make interaction in the classroom, many questions are needed. Based on Long & Sato s (cited in Chaudron, 1993:127), to check the students understanding, teachers sometimes ask for information which he or she has already knows, such as give question based on the text. Therefore, teachers should use question to check students comprehension and give them opportunity to use target language, so that would promote greater learner productivity, and latter would likely promote more meaningful communication between teacher and learner. Besides initiating question, providing feedback to the learners performance is another important aspect of teaching (Richard & Lockhart, 1994:188). Feedback can be either positive or negative and may serve not only to let learners know how well they have performed but also to increase motivation and build supportive classroom climate. In language classroom, may be a response either to the content of what student has produced or to the form of an utterance.

Teachers present the different way to response the students answer. When the students make correct answer, teachers enable to praise with good words. Comment and summarizing are also used to follow-up their answer. While, inform the correct information, prompt and criticize the students answer can be used when students respond with incorrect answer. Appropriate teacher s talk can create harmonious atmosphere and at the same time promotes a more friendly relationship between teacher and student, and consequently create more opportunities for students to participate actively during the language learning process. Both using variety question to initiate students response and giving feedback to the students performance, are expected to increase the quality of teacher s talk in the classroom interaction. However, in fact, there are many teachers in EFL classroom who lack to close pay attention to their talk during the classroom interaction. Many of them more often ask the question just to check the students understanding of the lesson, but not to guide the students to have opportunities using the target language practically. Giving inappropriate feedback also happened so that make the students fear to use the target language. This phenomenon often occurs in most of English classes in English foreign language countries, included Indonesia. For senior high school students, English should not only be knowledge but also be communicative language during the classroom interaction. With their skill in English, teacher should give more opportunity to them to use

their target language in the classroom interaction. So that, the English teachers have more challenges to create their talk in more variations to invite the students actively using the target language. From that perspective, the English teachers in Senior High School are assumed to understand more to manage their talk in English classroom interaction. Understanding the students need is also required. Therefore, the writer is interested in understanding how are the students perspectives toward the teacher s talks in the English classroom. Hence, the writer titles this research A DESCRIPTIVE ANALYSIS OF STUDENTS PERCEPTION TOWARDS TEACHER S TALK IN ENGLISH CLASSROOM (The Study of Third Year Students in Language Program of SMA Negeri 3 Salatiga in the Academic Year 2013/2014). B. Problem Statements Based on the background of study above, many problems arise. Some problems can be identified are as follows: 1. How are the students perceptions about kinds of English teacher s talk? 2. What kinds of teacher s talk are used by teacher in English classroom? 3. What are the impacts of students perception toward English teacher s talk in teaching learning process? 4. What are the students expectations about an ideal English teacher s talk?

C. The Objectives of the Study The objectives of this research as follows: 1. To explore the students perception about kinds of English teacher s talk. 2. To describe kinds of teacher s talk used by teacher in English classroom. 3. To find out the impact of students perception toward teacher s talk in English teaching learning process. 4. To describe students expectation about an ideal English teacher s talk. D. The Significance of the Study This research is expected to give theoretical and practical benefits. 1. Theoretically a. The result of the study can be used as input in English teaching process especially about the teacher s role in English teaching. b. The result of the study can be used as the reference for those who want to conduct a research in English teaching learning process. 2. Practically a. For the teacher This research result can be used as references or reflection for the teacher about her performance, so that the teacher can improve her performance in teaching during teaching-learning process.

b. For the students The result of this research can motivate the students to use English in their classroom interaction during teaching-learning process. 3. For the student teacher The result of this research will be background of knowledge in teaching English in senior high school especially for English Department students who take PPL course. This study provides a lot of information about teaching English in the real situation classroom context. 4. For the researcher This research can develop the writer knowledge about students perception toward kind of teacher s talk and its application during the teaching-learning process and also what kind of teacher s talk which is preferred by teacher and students. 5. For further researchers The result can be used for the further researchers which focus on developing classroom interaction between teacher talk and student talk in immersion or bilingual schools. E. Definition of Key Terms 1. Students Perception Students perception can be understood as the students ability to justify their own opinions and distinguish it from research being

presented in the class (McGoldrick and Caffrey, 2009 cited in Akande, 2009:32). In this study, students perception is limited in two kinds of perception. They are students opinion and preferences toward kinds of teacher s talk that used by English teacher. 2. Teacher s Talk Teacher s talk is the special language the teacher uses when addressing second language learner in the classroom. It shares a number of common characteristics with foreigner-talk (Ellis, 1988: 96). Teacher s talk is also called kind of modification in teacher s speech, how teacher initiates the students and gives feedback to them with their speech (Ricard & Lackhof, 1994:184). 3. English Classroom Based on Nunan & Bailey (2009: 15), a classroom is a place in which teachers and learners are gathered together for instructional purpose. It means that English classroom can be defined as the gathering, for given period of time, of two or more persons (one of whom generally assumes the role of instructor) for the purpose of English language learning (Van Lier, 1988: 47 cited in Nunan & Bailey, 2009: 15). This definition encompasses everything tutorial session between teacher and learner in the English lesson.

F. Scope of the Study In this study, the writer will focus on the two kinds of teacher s talk. They are question and feedback used by English teachers in the third grade of Language Program in SMA N 3 Salatiga. The following framework of teacher s talk is also designed as guidance to make interview and observation for the present study. Teacher s Talk Teacher s Question Feedback To incorrect and no answer To correct answer Convergent/ Display Question Divergent /Referential Question Informing Encouragement Prompting Criticizing Ignoring Praising Summarizing Table 1.1 Kinds of Teacher s Talk Used in the Research G. Review of Previous Researches The following studies have been reviewed in relation to the present study. 1. Teacher Talk as Strategies in the Classroom In 2005, Sim conducted a research that objective was to identify the interaction patterns between teacher and students in the real English classroom. The data in this research identified the pattern of

teachers talk in explaining, question and giving feedback to students during the class. Two English teachers, one male and one female, led the second grade Middle School English classes in Seoul were the participant of this study. The classroom interaction between teacher and students in the two classrooms were recorded on cassette recording during 16 meeting (two weeks) were transcribed by means of transcription symbol and analyzed based on the taxonomy of foreign language interaction analysis system. The result showed that explaining was more used by both of teachers. They preferred using display question (15%) to referential question (7%). However, translating in the first language was more use to give feedback (13%) than repeating words (2%). 2. An Analysis of Teacher Talk in the First Grade of Laboratory Senior High School Salatiga In 2008, Nugroho conducted the research to explore the distribution of teacher s talk in the first grade of the senior high school. It is discussed the proportion of the teacher s talk, which concerns about the type of question and feedback used in the classroom. Six classroom observations were carried out in the one English classroom. In this research, an audio tape recorder was needed to record the classroom interaction. The data were analyzed

descriptively after finishing some steps which are: transcribing, highlighting, categorizing and tallying. The result shows that the teacher used display question, 48.85%, more often than other kind of questions. Teacher tended to ask the question related to their knowledge linguistic forms that had been given. The highest proportion of feedback on content, 42.5%, that teacher used is acknowledging when students answer correctly. While, teacher used pointing out the error and asking students to do self correction when students made incorrect answer (33%). Some studies above just resolve about the kind of teacher s talk usually used in English classroom. They present the percentage of teacher s talk that used by teacher in English classroom. Therefore, in the present study, the researcher interest to analyze students perception toward English teacher s talk. This study strengthens the previous study. Since this study gives the viewpoint about kind of teacher s talk used by English teacher and preference teacher s talk based on students perception. H. Organization of Writing This research comprises five chapters systemized as follows: Chapter one shows the background of the study, problem statement, objective of the study, significant of study, definition of key term, preview of previous researches and organization of writing. Then, describing the theoretical review

of perception, teacher s talk, and English classroom will be the main discussion in the second chapter. All of them will serve the fundamental references in conducting and analyzing the study. Chapter three concern with the research method and the data presentation. Research method gives the description of general situation of the study, the research design, data collection and the data analysis. The data presentation contains the general data from observation and interview. Next, chapter four discusses the main purpose of conducting this study. It provides the explanation about students perception toward kinds of teacher s talk used by English teacher. As well as, the impact of students perception toward teacher s talk in English teaching learning process and also students expectation toward kinds of teacher s talk. As the last chapter in this paper, Chapter five provides the overall discussion of the research as the conclusion and followed by the suggestions given by the writer at the end of the research for the sake of language teaching in pedagogy. Then, bibliography and appendixes will close this graduating paper.

CHAPTER II THEORETICAL REVIEW OF PERCEPTION AND TEACHER S TALK This chapter presents the comprehensive theories which will be the basis for this research. It takes a part as the foundation in determining the extent of the research. Since the research concerns on the students perception toward the teachers talk, this chapter likely covers the discussion of perception, teacher s talk, and English classroom interaction. A. Theoretical Review of Perception A. Adediwura and Bada Tayo (2007:165-167) in their academic journal elaborate the theories of perception by taking some experts explanation. First, they take the theories as postulated by Allport (1966) who defines perception as the way people judge or evaluate others. The second, Eggen and Kauchak theories (2001) see perception from the cognitive dimension as the process by which people attach meaning to experiences. It means that the perception comes after people attend to certain stimuli in their sensory memories. However, perception will influence the information that enters working memory. This theory is strengthened by the next statement from Glover et al. (1990). They state that background knowledge in the form of schemas affects perception and subsequent learning. Even, research findings have verified that background knowledge resulting from experience strongly influence perception. Finally, Baron and Byrne (1991) explain it as the process through which people attempt to understand other persons and

attempt to obtain information about the temporary causes of others behavior, for example, the emotions or feelings. Further, A Adediwura and Bada Tayo show the process of having perception as follows: that every impression that comes in from without, be it a sentence, which we hear, an object or vision, no sooner enters our consciousness than it is drafted off in some determinate directions or others, making connection with other materials already there and finally producing what we call our reaction. From this it is clear that perception is the reaction elicited when an impression is perceived from without after making connection with other materials in the consciousness (memory) (Adediwura & Tayo, 2007: 165-166) From this point of view, it could be inferred that perception cannot be done in vacuum. It depends on some background information that will trigger a reaction. Perception may be energized by both the present and past experience, individual attitude at a particular moment, the physical state of the sense organ, the interest of the person, the level of attention, and the interpretation given to the perception (A Adediwura and Bada Tayo, 2007: 166) Students perception according to McGoldrick and Caffrey (2009, cited in Akande, 2009:32), can be understood as the students ability to justify their own opinions and distinguish it from research being presented in the class. Students perception of teachers knowledge of subject matter, attitudes to work and teaching skills is absolutely dependent on the fact that they have been taught by the teachers under evaluation and are familiar with them. They therefore, have minds already pre-occupied with memories and

reactions that inventory for data collection will measure (Allport, 1976; Glover et al., 1990 cited in A Adediwura and Bada Tayo, 2007:165) B. Review of Teacher s Talk 1. Kind of Teacher s Talk Teacher s talk is the language in the classroom that take up the major portion of class time employed to give direction, explain activities and check students understanding (Sinclair & Brazil, 1995 cited in Yanfen & Yuqin, 2010:77). As an indispensable part of foreign language teaching, teacher s talk has own features in that both the content and the medium are the target language. The language employed by teachers in language classes is served as the source of input of language knowledge, and also use to instruct language communication and organize classroom activities. Moreover, teacher talk plays a very important role in teaching process as an interactive device. For teachers would employ a lot of interactive device such as repetition, prompting, prodding, and expansion, which would be evoking more interaction between teacher and students (Sinclair & Brazil, 1995 cited in Yanfen & Yuqin, 2010:77). In the process interaction between teacher and students, there are two kind of teacher s talk, the language teacher use question to initiate an interaction and give feedback to student s response (Richard, 1994:182).

a. Question Question is a request for information and it is commonest and most straightforward way to make student to talk according classroom observation (Yanfen & Yuqin, 2010:79). Questioning is one of the most common techniques used by the teachers. In some classroom over half of class time is taken up with question-answer exchange (Gall, 1984 cited in Richard & Lockhart, 1994:185). By asking questions to students, it can motivate and stimulus them to active during teaching learning process. Chaudron argues (1988:127), teachers question behavior has been examined in a few second or foreign language studies concern with the extent to which teacher s questions might facilitate either target language production or correct and meaningful content related responses by students. Long (1981, cited in Chaudron, 1998: 127) augments that questions probably facilitate interaction by clearly establishing both the topic and who is expected to speak next. Teachers questions construct a primary means of engaging learner s attention, promoting verbal responses, and evaluating learners progress, although there is considerable database as to whether language teaching methodology requires this short of interaction. Typically, a question is the initiation of the three part solicitresponse-evaluate sequence of moves typical of classroom, for example (Chaudron, 1998: 127):

Teacher: What is your name? Student: Rosaline Teacher: Good. 1) The function of Question There are several reasons why questions are so commonly used in teaching (Richard and Lockhart, 1994: 185): (a) They stimulate and maintain students interest. (b) They encourage students to think and focus on the content of the lesson. (c) They enable a teacher to clarify what a student has said. (d) They enable a teacher to elicit particular structures or vocabulary item. (e) They enable teachers to check students understanding. (f) They encourage students participation in a lesson. 2) Types of Question Based on Sinclair & Brazil (1982, cited in White & Lightbown, 1984 in Richard & Lockhart, 1994: 185-187), there are three kind of teacher s question: procedural question, convergent or display, and divergent or referential question. (a) Procedural Question Procedural question have to do with classroom procedures and routines, and classroom management, as opposed to the content of learning. For example when a teacher is checking that assignments have been completed,

the instructions for a task are clear, and the students is ready for a new task. Like the following sentences below: (1) Did everyone bring their homework? (2) Did anyone bring a dictionary to class? (3) How much more time do you need? (b) Convergent and Display Question Convergent question encourages similar student responses, or responses which focus on a central theme. These responses are often short answer, such as yes or no or short statements. They do not usually require students to engage in higher level-thinking in order to come up with a response but often recall of the preciously presented information. For example when teacher uses question in introducing a reading lesson focusing on the effects of computers on everyday life. Before the lesson begins, a teacher is able to ask the students use convergent question, such as: (1) How many of you have personal computer in your home? (2) Do you use it every day? (3) What do are the names of some computer companies? (4) What is difference between hardware and software?

Convergent question is also referred as display question. It means that the question that teachers know the answer and which are designed to elicit or display particular structures (Long & Sato, 1983 cited in Richard & Lockhart, 1994: 187). So, it means that question which involves determining whether the teacher is asking for information which he or she already knows. (c) Divergent and Referential Question Divergent questions are the opposite of convergent questions. They encourage diverse student responses which are not short answers and which require student to engage in higher-level thinking. They encourage students to provide their own information rather than to recall previously information presented. This type is also called referential question. It is kind of questions with no fixed answer, while display questions are the ones with fixed answer. This question used by teacher after give display or convergent question to student, such as the examples: (a) How have computers had economic impact on society? (b) Do you think computers have had any negative effects for society? Richard & Lockhart (1994: 187) have observed that teachers tend to ask more convergent than divergent

question. These questions serve to facilitate the recall of information rather than to generate students ideas and classroom communication. Long and Sato (1983, cited in Richard & Lockhart 1994: 187) also compared the number of display and referential questions in naturalistic discourse that: Referential questions are more frequent than display questions, whereas display questions are much more frequent in whole class teaching in English second language classrooms. 3) Modification of Question Teacher can modify his talk in order to make the understandable question for the students. Based on Chaudron (1988:127-129), there are four factors that possible teachers use in their question. (a) Repeating or Rephrasing In addition to the fact that display questions are so readily used in classroom situations because the teacher is supposed to be evaluating the learner, White and Lightbown (1984 cited in Chaudron, 1988: 127) point out that teacher will persist in asking questions by repeating or rephrasing them. They also claim that the success rate of students responding to subsequent repetition of question

was quite low, lower often than rate response to questions asked only once. This, of course, may be an artifact of the difficulty of the question and the consequent need to repeat or rephrase more difficult questions several times. (b) Aiding with The Clue It is natural enough to modify a question which has not been understood, by aiding the respondent with perhaps a clue to the expected answer, with some limiting of the possible range of response. For example, like Buck and Fanselow did (1984 cited in Chaudron, 1988: 128). They list a number of different types of clues that might be used to help the respondent focus on the domain of appropriate answer. The clues that would describe the attributes of an expected response, compare and contrast the expected response to something, or assign a label to the expected response. (c) Alternative or or-choice questions Another modification of question is by rephrasing with the alternative or or-choice question. Long (1981 cited in Chaudron, 1988: 128) found or-choice questions are more often occur in interaction native speaker (NS) and non native speaker (NNS) that NS and NS. For example:

What would you like to drink? [pause] Would you like coffee, tea or juice? Long (1981: 152) provided some support for White and Lightbown s skepticism about rephrasing of questions, with an example of overly modified NS question from an NS-NNS conversation (cited in Chaudron, 1988: 128): Are the islands the same-do they look the same?...as Japan as the country in Japan? Are the houses, for example, are the house the same on Osima as say in the country Sapporo or (Akairo)? Do people talk the same or do the houses look the same?...or are the trees same? (d) Giving a wait-time An important factor of a teacher s questioning skill is wait time, that is the length of time the teacher waits after asking the question before calling on a student to answer it, rephrasing the question, directing the question to another students, or giving the answer (Rowe, 1976 cited in Kindsvatter et al., 1988 cited in Richard and Lockhart, 1994: 188). Teacher often use a very short wait-time (e. g., one second), which is rarely sufficient to enable students to respond. Long et.al.(1984 cited in Chaudron, 1988: 129) said: When wait-time is increased to three to five seconds, the amount of students participation as well as the quality of that participation often increases.

4) Questioning Pattern In addition to these rather concentrate means of improving on the content and form of question in order to promote greater student responsiveness, it should be recognize that teachers use question in more complex ways. The practice of teaching is considered at times to involve a structuring of information for the learner, either as a direct presentation of information or as the facilitation or generation of a dialogue between a source of knowledge (teacher, book, material) and the learner (Hyman, 1974 cited in Chaudron, 1988: 129). b. Feedback Instructing students and providing on performance are probably the two most commonly conceived classroom function of teachers. However, give students feedback after they did something is also important. Based on Chaudron (1988:132), feedback is the notion of error correction. Based on Richard and Lockhart (1994: 188), feedback can be either positive or negative and may serve not only to let learner know how well they perform but also can increase motivation and build a supportive classroom climate. Based on Nunan (1994:189), there are two kinds of feedback that are frequently used. They are feedback on content and on form. Feedback on content used to follow the students up toward their

answer about the content lesson and material. Whereas, feedback that often directed toward the accuracy of what a student says is refer to feedback on form. Based on the two kind of feedback, there are more specific feedbacks that usually found in the language classroom, they are: 1) Feedback to incorrect and no response When students provide no response, that is, they may not know the expected answer or they are reluctant to give any answers or when they provide incorrect responses, both linguistically and discoursally incorrect, the teacher would choose to give a follow-up or feedback in one of the following ways (Mehan, 1979; Sinclair & Brazil, 1982 cited in Yanfen & Yuqin, 2010:81-86): a) Inform Informing is a direct way to help students realize their mistakes. It involves the provision of explicit information about the linguistic form that is perceived as the problem. It can be realized by means of giving definition, an example, an explanation or by signaling the problem. Beside negotiation of forms, inform here also included negotiation of meaning. Examples are: The correct word you should use here is crossculture, not international. Use us here, not I.

b) Prompt It is an attempt to get the participant produce the correct answer by the use of a clue to indicate the location and nature of the error, or requesting the student to make clarification of what he has just said, or by the teacher repetition of what the student has said with an emphasis on the incorrect part, so as to arouse the attention of the student to the error, such as: A verb isn t suitable here, what do you think you can use here?. Are you sure this is the way they do? c) Encouragement Encouragement is an act of inspiring with hope, courage, or confidence: behavior of heartening. Here are samples: It s OK, I am sure you can manage to make up a more complex sentence next time. Don t worry, just say whatever you know, it does not matter whether you answer is correct or not, I just want to know what you know. d) Criticizing Criticizing is to comment on students incorrect response severely. Examples are: Did you do any reviewing? You d better pay more attention to what I am talking in class, don t do any other things in class, OK!

e) Ignoring Ignoring refers to the situation where teacher pays no attention to students mistakes or turn to another student when the first one cannot give an answer, such as: OK, sit down, next one! Anyone knows the answer? An, could you help him? 2) Feedback to correct response When students have provided the correct response, teachers usually give some kind of comment, or just a brief acknowledgement (Richard & Lockhart 1994: 189-191). a) Praising It is refers to the very brief feedback from the teacher in response to correct answer, such as: OK, good! That s right! Yes, an excellent answer! Furthermore, Yuqin and Yanfen (2010: 81) in their journal said that praising is like acknowledgment or comment. Comment of some kinds are given by the teacher sometimes to encourage the students providing answer, and sometimes to let others notice what is given by the students, and sometimes to encourage others as well. Example of comments are: Very good, everyone, have you noticed that she has told us a very moving story? I appreciate you giving us a good presentation.

b) Summarizing When the student answers the correct answer, sometimes the teacher repeats the student answer with different words or sentences, i.e. using synonym. It means that teacher try to make the students answer more effective so that they can learn more. They can learn how to make effective sentence, vocabulary and also how to pronounce correctly. 2. Style Of Teacher s Talk According to Harrel (1992: 17) in the journal Teacher Talk in the Cooperative Learning Classroom, a crucial aspect of teaching English as second language is the nature of teacher talk. He also mentions that there are two style of teacher s talk which is commonly found in language classroom. a. Teacher s Talk in Teacher Fronted Classroom The basic idea behind this approach is equality which is intended to present information to all students in uniform manner. The teacher stands as the central figure in the classroom, which has the power to control students. The content in teacher-fronted classroom is frequently based on following the textbook, often reading sections aloud and completing exercises. Students understand that the teacher is familiar with the answer and the goal of question is merely to check student s knowledge.

Flanders as cited in Harrel (1992:21), states that teachers speak up to 75% of the time, learning little time for students expression. Five major features characterized teacher s talk in frontal situation: 1) Teachers speak a lot. 2) Teacher lecture. 3) Teachers ask short question. 4) Teachers use correction extensively. 5) Teachers give instruction and command frequently. b. Teacher s Talk in cooperative Classroom Unlike the previous one, this approach is based on interaction among group members. The teacher acts as facilitator of learning, approaching the group when necessary. In addition to social advantages, cooperative learning results in greater academic achievements when compared with frontal teaching. However, cooperative learning is used for implementing a communicative approach to teaching English for non-native speaker. Four major feature characterized teacher s talk in cooperative learning classroom: 1) Teachers speak little. 2) Teachers provide broad questions to challenge thinking. 3) Teachers assist students with the learning task rather than providing error correction.

4) Teachers give few commands, imposing less disciplinary control. C. English Classroom Interaction 1. English Classroom Interaction Pattern Interaction is occurred everyday in the classroom activities between the teacher and the learners. Interaction commonly defines as a kind of action that occurs as two or more objects has an effect upon one another. The idea of a two-way effect is essential in the concept of interaction, as opposed to a one-way causal effect (www.wikipedia.com). Education with its correlated activities of teaching and learning process involves interaction between teacher and students as channels of realizing its objectives. Interactions occur every day in teaching and learning process. It is managed by everyone, not only by the teacher in the classroom, but also the students. This interaction is usually used to express their ideas together. Allwright and Breen as quoted by Chaudron (1988:10) states that Interaction is viewed as significant because it is argued that: a. Only through interaction, the learner can decompose the Target Language structures and derive meaning from classroom events. b. Interaction gives learners the opportunities to incorporate Target Language structures into their own speech (the scaffolding principles) and c. The meaningfulness for learners of classroom events of any kind, whether thought of as interactive or not will depend on the extent to

which communication has been jointly constructed between the teacher and learners. Moreover, Allwright and Bailey (1991:25) states that through classroom interaction, the plan produces outcomes (input, practice opportunities, and receptivity). The teacher has to plan what he intends to teach (syllabus, method, and atmosphere). So, the classroom interaction has important role in teaching learning process. Furthermore, Rivers (1987:6-9) stated that the teacher in teaching learning process should not be too focus on the best method, the teacher should be looking for the most appropriate approach, design of materials, or set of procedures in a particular case. The teacher is being flexible, while keeping interaction central; interaction between teacher and learners, learners and teacher, learner and learner, learner and authors of texts, learner and the community that speak the language. The teacher should not be directed and dominated in the classroom. Interaction cannot be one-way, but two-way, three-way or four-way. In the classroom, the predominant type of discourse is there phase a teacher initiation, pupil response, and teacher feedback (Ellis, 1988: 97). Based on Barnes (1976) and Sinclair and Coulthard (1975) (cited in Ellis, 1988: 97), they refer those phase as IRF phase (initiation, response and feedback) In language classroom, the IRF framework is also common have been noted. This basic pattern of classroom discourse differs considerably

from the discourse patterns found in normal conversations outside the classroom. 2. Language Teaching Strategies Every teacher intends to be an effective teacher. Nevertheless, to be an effective teacher is not easy. It depends on how the teacher manages the class. In this case, a teacher should have teaching strategies in order to achieve the objectives of the teaching. According to Oxford (1990: 23), strategies refer to techniques or specific actions to extend the learning progression. So, a strategy could also be seen as a technique. The mastery of teaching technique is momentous to help a teacher to have a victorious teaching and learning outcome. According to Richard (1990: 103), several characteristic of teaching are found to comprise differences between effective and ineffective instructor. Teaching strategies can lead students intrinsically to be involved in learning actions. There are two strategies that can be done by teacher to invite students involved in the interaction during the learning process: a) Giving Task Giving Task is difficult for some teachers. Many aspects should be considered to reach the aims of given task. For instance, any easy task will not give students who complete the task a feeling of developing competence. Stipek (1993: 56), states that too difficult task are likewise non-intrinsically motivating for students. Similary,

monotonous task also will not work better than too easy or difficult task. Rivers (1981: 77) says that language teachers must pull all their efforts into making the practicing of language attractive. A stimulating task can take many varieties, depending on what is being taught. For example, in vocabulary class a teacher may utilize the technique of similarities and contrasts. The example of this strategy is games and competition involving synonyms, antonyms and contradictions. Ideally, a stimulating task should motivated students to learn as long as those tasks are really stimulating. A teacher also has to make decisions about suitable kinds of tasks to assign to learners considering the subject and level. b) Giving Choice Stipek (1993: 79) claims that pupils are intrinsically motivated to work when they feel self-determination rather than controlled. The stage where pupils feel self-determining positive self can be found in four techniques. The first technique is to give students some flexibility and responsibility to complete the assignment. Second, is to allow them to score most of their own written work and to use individual conference to evaluate their progress. Next, is to have a contract with students for long range assignments and the last technique is to set up an independent learning center, bring good result in classroom in which students are involved in more task than before.

However, giving choice has some weakness. Some students may not select a challenging task when they are given a choice. Stipek (1993: 80) notices that to encourage autonomy for students who seem to lack interests.

CHAPTER III RESEARCH METHOD AND DATA PRESENTATION A. Research Method 1. Research Design This research is conducted to reveal students perception toward English teacher s talk that occurred in English classroom interaction. Moreover, the present research also gave explanation about the impact of teachers talk in English teaching learning process. The perception itself needs to be presented comprehensively in order to get deep explanations of the real condition. For this reason, the researcher applies descriptive qualitative study as the research design. According to Cresswell (1994:2), qualitative research is defined as an inquiry process of understanding a social human problem, based on building a complex holistic picture, formed with words, reporting detail views of informants, and conducted in natural setting. For that reason, it should not isolate individuals or groups into some variables or hypothesis. The gained data in this research is obtained qualitatively in nature. It is also called naturalistic research because the research is conducted in natural setting (Zuriah, 2007:83). Qualitative research was considered as the most appropriate one in exploring kind of teacher s talk, students perceptions and the impact both of them in English teaching learning process. In addition, the problems

which observed in this research were not definite, holistic, and dynamic. A list of numbers would not be adequate enough to represent it. It needs a deep analysis to find hidden reason and meaning behind the problems. The other consideration in using qualitative research is its ability to adjust with general realities moderately. This kind of research also presents relations between researchers and their respondents directly. It is more sensitive and adjustable to changes in pattern of values faced by researcher (Moleong, 2010:10) In accordance with the use of qualitative research, the analysis approach of this research depends on the descriptive one, a research that describes phenomenon, facts, and events of individual or groups systematically and accurately (Zuriah, 2007: 47). Those are the reason of why the qualitative research was applied in this research. 2. General Situation of SMA N 3 Salatiga a. Place State Senior High School 3 Salatiga (SMA Negeri 3 Salatiga) was considered as the place of research since it has one of credible school in Salatiga. The school whose headmaster is Drs. Suyitno was categorized as a very good quality of school, proved with having A grade for the accreditation. The school which was located in Kartini Street, Sidorejo Salatiga which had changed status from SPGN (Sekolah Pendidikan Guru Negeri) in 1991. The location of school was strategy enough, and

suitable for teaching learning process. Besides the supporting environment, SMA Negeri 3 Salatiga had also provided the complete facilitation in order to create conducive situation of teaching and learning process. From the total of students in the academic year of 2013/2014, there are 347 students in the third grade who are divided into three study programs: science program (IA): 5 class groups, social program (IS): 4 class groups and language program (IB): 1 class group. b. Object The object for a research study should be selected in purpose as stated by Sugiyono (2006: 299). Then, students of language program in third grade were considered as the object in this research. There were 16 students, consist of 10 female students and 6 male students who interviewed. Beside students, Sri Lestariningtyas, S. Pd. as English teacher who teaches them was also observed. She was 32 years old. She graduated from Sebelas Maret University and has taught English since 2005. c. Data Collection Data collection is considered as the most prominent step in a research due to the fact that the main purpose of conducting a research is to obtain needed data. In a qualitative research, data can be taken from archival documents, written or oral expressions of people or their