LANGUAGE FEATURES OF TEACHER™S TALK IN ENGLISH TEACHING FOR THE NINTH GRADE STUDENTS OF SMP NEGERI 2 HALONGOAN TIMUR

Abstract

This study focuses on classroom interaction in English teaching and learning at SMPN 2 Halongonan Timur. The objective of this study are to 1. to analyze theinteractional features used by the teacher related to the pedagogic goals, 2. Toinvestigate the reasons why teachers use language features of teachers talk inlearning process. The data were first grade students. In this research, the researcherconsiders the teacher talk as the language in the classroom that takes up a majorportion of class time employed to give directions, explain activities and checkstudents™ understanding (Sinclair & Brazil, 1982). The SETT framework designedby Walsh (2006) is used to identify the features of teacher talk occurs during thelearning process. Moreover, this study is conducted in the form of descriptivequalitative research where the researcher as the non participant observer on theclassroom. The researcher used observation to get the data. The data were in formaudio recording of classroom interactional both teachers and students. Theresearcher made transcription from recorded data and analyzed it through exchangestructure and applied Walsh™s framework in interactional features. In herclassrooms, teacher A provides lots of initiation to her students. Teacher pattern wasthe highest amount initiation in form question. Teacher used 12 (twelve) interactionalfeature based on Walsh framework (2006). There were extended learner turn (ELT)298 frequencies, extended teacher turn (ETT) 22 frequencies, Display Question (DQ)49 frequencies, confirmation check (CC) 36 frequencies, seeking clarification (SC)41 frequencies, Teacher echo (TE) 23 frequencies, referential question (RQ) 23frequencies, Scaffolding (SCF) 8 frequencies, extended wait time (EWT) 20frequencies, turn completion (TC) 16 frequencies, direct repair (DR) 8 frequencies,content feedback (CF) 1 frequency. Form Focused Feedback (FFF) 2 frequenciesTeacher provide a lot of extended learner turn by giving direct question andreferential question. Students™ response frequently in English, in Indonesian and inother hand in their mother tongue. In conclusion, the researcher has found that theteacher who teaches speaking descriptive in a ninth grade classroom of SMP N 2Halongonan Timur has performed some features of teacher talk from SETTframework. Those features of teacher talk used are found to be able to elicitstudents™ contribution and assist the students™ descriptive monologue skilldevelopment in the speaking descriptive learning process.