An Analysis Of Teacher Talk In EFL Classroom Interaction

MOKE, Maria Lulu (2024) An Analysis Of Teacher Talk In EFL Classroom Interaction. Undergraduate thesis, Universitas Katolik Widya Mandira Kupang.

	Text ABSTRACT.pdf Download (1MB)
	Text BAB I.pdf Download (200kB)
	Text BAB II.pdf Download (441kB)
	Text BAB III.pdf Download (201kB)
	Text BAB IV.pdf Download (510kB)
	Text BAB V.pdf Download (190kB)
	Text DAFTAR PUSTAKA dan SURAT PLAGIASI.pdf Download (468kB)

Abstract

The objective of this research was to identify the categories of teachers' speech that occur in an English as a Foreign Language (EFL) classroom, as well as the different types of teacher speak. The data was obtained through observation of an English teacher at SMPK Adisucipto and attended by 30 students in class VIIIA. The observation was conducted during a single meeting (40 minute), which was also recorded on camera. The data were subsequently examined with Flanders' (1970) framework for instructors' discourse, namely the Flanders Interaction Analysis Categories (FIAC). The results revealed that the most prevalent category was questioning, accounting for 40.17% of the total occurrences. This was followed by giving directions at 17.85%, lecturing at 16.96%, utilising students' ideas at 11.60%, praising or encouraging at 8.03%, acknowledging students' feelings at 4.46%, and the least frequent category of teacher talk, criticising and justifying authority, at 1.78%. Among the many categories, questioning was the most frequent category observed in the classroom. The observed categories arose organically in response to the learning context. Furthermore, examining the discourse of teachers in the classroom would be advantageous for educators in order to strategize and execute more effective learning scenarios. The English teacher should increase the frequency of utilising English in class. The teacher and students collaborate to establish a classroom environment that fosters the students' confidence in initiating English language interactions. The children will exhibit enhanced attentiveness and focus on the teacher's discourse. This will facilitate students' engagement with the questions provided by the teacher for discussion.

Actions (login required)

View Item