ABTRACT
Merianawati. 2010. A Study on Teacher Talks in English Class of the Second Grade of SMP Negeri 22 Samarinda. S-1. Thesis. Mulawarman University. Faculty of Teacher Training and Education. Department of English Education. Under the Guidance of Advisor (I) Prof. Dr. Teguh Budiharso, M. Pd (II) Dra. Weningtyas. P. Iswari, M. Ed.
Key word: Teacher talks, teacher present, English class.
Teacher is the center of the students to ask everything that they do not know. In this case, teacher should use every facility in the classroom particularly to support the instructional process in language class; the teacher must use English in the classroom. It means that he/she uses English, at least in simple sentences/utterances, in the classroom. Teachers’ utterances and the kind of language used by teachers for communication and interactions in the classroom are known as teacher talk.
The purposes of this study are to find the types of verbal teacher talks used by English teacher in interaction with the learners in teaching and learning activities in the classroom and to know how the teacher presents the teacher talks in the three stages of teaching English at SMP Negeri 22 Samarinda.
This final project was a qualitative study on teacher talks in SMP Negeri 22 Samarinda and used classroom research as design. The subject of this study was an English teacher of second grade students of SMP Negeri 22 Samarinda. The instrument of this study was observation, field note and interview.
In analyzing the data the writer used a flow model analysis proposed by Miles and Huberman. The process went from data reduction, data display, and conclusion drawing/verification. The source of data in this research was the talks uttered by the teacher in teaching and learning process in the classroom. In order to analyze the data, some steps are conducted. First, the data were taken by recording the classroom interaction, observation and interviews. The writer took six meetings for observation and during the observation the writer was recording using tape recorder and taking some field notes. Then the writer confirmed the observation result to the subject of the research by using interview.
The result of this study showed that the teacher was used seven types of teacher talks, they are familiar words (240 times), exaggerated intonation and stress (39 times), familiar routine (12 times), regular pauses (8 times), immediately repetition and stress (4 times), familiar topics (3 times), and clarify of discourse markers (2 times). The way teacher presented the teacher talks was little bit boring. Students were not really interested in learning English. It was happening because the teacher did not really know about teacher talk. The writer suggested teacher pays more attention to these students’ behavior and teacher has to be active in searching about new issue in teaching and learning or educational field. For the future researchers to consider in the same topic, especially about teacher talks are suggested to include more problems such as making comparison between two or three teachers on their talks in the classroom.