Teacher talk & Student talk EFL
TEACHER TALK IN ENCOURAGING STUDENTS’ PARTICIPATION IN THE EFL CLASSROOM
Ummu Imro’atus Sholihah
English Education Department of Universitas Pendidikan Indonesia
ABSTRACT
This research paper presents the investigation on the most teacher talk used in an EFL classroom, how it encourages students’ participation and the students’ perceptions to the teacher talk and their performance. In this research, the writer employed descriptive qualitative design. The data were gathered from video-recording and interview where the participants were an English teacher and 36 seven grade students in Bandung. The data were analyzed using context of teacher talk in terms of instructional talk and management by Zulfah et al. (2015) and students’ participation categories modified considering children key learning principles by Cameron (2001). The findings indicated the organization of teacher talk in terms of instructional talk and management talk in teaching English language classroom for young learner provide students many opportunities to participate actively in classroom. It contributed to increase students’ participation by giving initiation which lead the students to give responses, and students indicated a positive perception and attitude toward the teacher talk and their performances. The most teacher talk used were giving correction, asking instructional questions, giving explanation, giving instruction, asking management questions, encouraging students, and answering management questions. Students’ participation that encouraged the most were participation in class discussion, answering questions when called on, volunteering to answer questions, offering ideas spontaneously, and discussion with partners. The active participation is useful for the students in creating opportunities for new learning experiences for language learning.
Keywords: teacher talk, students’ participation, instructional and management talk, EFL.
ABSTRAK
Makalah penelitian ini menyajikan investigasi pada pembicaraan guru yang paling banyak digunakan di ruang kelas Bahasa Inggris sebagai bahasa asing, bagaimana pembicaraan itu mendorong partisipasi siswa dan persepsi siswa terhadap pembicaraan guru dan partisipasi mereka. Dalam penelitian ini, penulis menggunakan desain deskriptif kualitatif. Data dikumpulkan dari rekaman video dan wawancara di mana pesertanya adalah seorang guru bahasa Inggris dan 36 siswa kelas tujuh di Bandung. Data dianalisis menggunakan konteks pembicaraan guru dalam hal pembicaraan instruksional dan manajemen oleh Zulfah et al. (2015) dan kategori partisipasi siswa dimodifikasi dengan mempertimbangkan prinsip-prinsip kunci pembelajaran anak oleh Cameron (2001). Temuan menunjukkan organisasi pembicaraan guru dalam hal pembicaraan instruksional dan manajemen berbicara dalam pengajaran kelas bahasa Inggris untuk pelajar muda memberikan siswa banyak kesempatan untuk berpartisipasi aktif di kelas. Ini berkontribusi untuk meningkatkan partisipasi siswa dengan memberikan inisiasi yang mengarahkan siswa untuk memberikan tanggapan, dan siswa menunjukkan persepsi dan sikap positif terhadap pembicaraan guru dan penampilan mereka. Pembicaraan guru yang paling banyak digunakan adalah memberikan koreksi, mengajukan pertanyaan pengajaran, memberikan penjelasan, memberikan instruksi, mengajukan pertanyaan manajemen, mendorong siswa, dan menjawab pertanyaan manajemen. Partisipasi siswa yang paling mendorong adalah partisipasi dalam diskusi kelas, menjawab pertanyaan saat diminta, secara sukarela menjawab pertanyaan, menawarkan ide secara spontan, dan diskusi dengan mitra. Partisipasi aktif berguna bagi siswa dalam menciptakan peluang untuk pengalaman belajar baru untuk pembelajaran bahasa.
Kata kunci: pembicaraan guru, partisipasi siswa, pembelajaran dan manajemen, EFL
This research study was previously a study submitted as a partial fulfillment of the requirement for Sarjana Pendidikan degree by Ummu Imro'atus Sholihah (repository upi), then it was presented in the 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019) And posted in Atlantic Press for Journal of Advances in Social Science, Education and Humanities Research, volume 424 (https://www.atlantis-press.com/proceedings/icollite-19/125938089)
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