KEFI, Sintje Melinda Natalia (2014) An Analysis On The Teacher Talk And Students Talk In The Classroom Interaction Of The Eighth Grade Students Of SMPN 1 Waingapu In The School Year 2014/2015. Undergraduate thesis, Universitas Katolik Widya Mandira.
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Abstract
This study is entitled “AN ANALYSIS ON THE TEACHER TALK AND STUDENT TALK IN THE CLASSROOM INTERACTION OF THE EIGHTH GRADE STUDENTS OF SMP N 1 WAINGAPU IN THE SCHOOL YEAR 2014/2015”. It aims to answer the following questions: 1). What are the categories of teacher talk in the classroom interaction of the eighth grade students of SMP N 1 Waingapu? 2) What is the most frequently used categories of teacher talk in the classroom interaction of SMP N 1 Waingapu? 3) What are the categories of student talk in classroom interaction of the eighth grade students of SMP N 1 Waingapu? 4) What is the most frequently used category of student talk in the classroom interaction of the eighth grade students of SMP N 1 Waingapu? The objectives of the study are: 1) To find out and to know the categories of teacher talk in the classroom interaction of the eighth grade students of SMP N 1 Waingapu. 2) To find out and to know the most frequently used category of teacher talk in the classroom interaction of the eighth grade students of SMP N 1 Waingapu. 3) To find out and to know the categories of student talk in the classroom interaction of the eighth grade students of SMP N 1 Waingapu. 4) To find out and to know the most frequently used categories of student talk in the classroom interaction. In order to solve these problems, the writer used descriptive qualitative method; this method was used because the aims of this study are to find out the category of teacher talk and student talk in the classroom interaction. The subjects of the study were the English teacher who teaches in eighth grade students and the students of VIIIA. When conducting this study, the instrument used by the writer was video recording. The writer analyzed the data using FLINT system, the result of the data shows that in interacting with her students, the teacher used all of the categories. In indirect influence, the most category used by the teacher is category 4 (asking questions), with total frequency 80 cases or 59, 70%. The second category used by the teacher is category 2 (praises or encourages) with total frequency 40 cases or 29.85%. Furthermore followed by category 2a (jokes) with total frequency 5 cases or 3.73%. Then, the next category used by the teacher is category 3a (repeats student response) with total frequency 4 cases or 2.99%. The next category is category 1 with total frequency 3 cases or 2.23%. The last category used by the teacher is category 3 with total 2 cases or 1.50%. In direct influence there are 6 categories, but the most category used by the teacher is category 6 (gives direction) with total frequency 76 cases or 47.50%. The second category used by the teacher is category 5 (gives information) with total frequency 34 cases or 21.25%, then followed by category 5a (corrects without rejection) and category 6a (direct pattern drills) both of them have total frequency 17 cases or 10.625%. The last category used by the teacher is category 7 (criticizes student’s behavior) and category 7a (criticizes student response), both of them have equal frequency, they are 8 cases or 5 %. ix The data also shows that in responding their teacher, the students use 5 of 8 categories of FLINT system. The student most frequently used category 8 (student response specific) than others, proved by its total frequency of 141 cases or 49.647%. Then followed by category 8a (student response, choral) with total frequency 83 cases or 29.22%. The third category is category 10 (silence), it happened 43 times or 15.41%. The fourth category used by the teacher is category 12 (laughter) with total frequency 13 cases or 4.577% and then the last category used by the students is category 11 (confusion, work oriented) with total frequency 4 cases or 1.408%. From the result above we can see that there are 12 categories of teacher talk occurred in the classroom interaction and there are 5 categories of student talk occurred in that classroom interaction. The most frequent category used by the teacher is category 4 (asking questions) and the most category used by the student to respond their teacher is category 8 (students response, specific). One of the teacher roles as the source for his/her student, what teacher say during the teaching learning activity is the input for his/her student to increase their second language acquisition. So as the source and the model, teacher should practice and motivate them to participate or respond with their own words not only stuck on some words. To apply this, teacher need to make student comfort and feel enjoy in learning English. Teacher can use some categories which help him/her to decrease feeling bore and stress of his/her students.
Item Type:  Thesis (Undergraduate) 

Subjects:  L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools P Language and Literature > PE English 
Divisions:  Fakultas Keguruan dan Ilmu Pendidikan > Program Studi Pendidikan Bahasa Inggris 
Depositing User:  S.Kom Sela Mikado 
Date Deposited:  23 Sep 2022 01:05 
Last Modified:  23 Sep 2022 01:05 
URI:  http://repository.unwira.ac.id/id/eprint/9347 
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