PRE-SERVICE TEACHERS’ TALK IN VOCATIONAL HIGH SCHOOL: A CLASSROOM INTERACTION ANALYSIS
DOI:
https://doi.org/10.35194/jj.v8i2.1007Abstract
In teaching and learning process there is an interaction between teacher and students known as classroom interaction. Classroom interaction can be broken down into two: teacher’s talk and student’s talk. However, in many classes it is common that teacher’s talk is more dominant than students’ talk. Deploying descriptive qualitative study, this paper aimed to find out types of pre-service teacher’s talk in vocational high school classroom interactions, and to find out the type that most frequently used in that classroom interaction. The data were obtained from transcripts of the teaching video from three English pre-service teachers. The data were then analyzed and categorized by using framework of teachers’ talk proposed by Flanders (1970) namely Flanders Interaction Analysis Categories (FIAC). The result of this study shows that all categories of teachers’ talk occurred in the pre-service teacher classroom interaction with varied percentage of occurrence, such as Asks Question 53%, Accepts Feeling 3%, Praises or Encourages 7%, Accepts or Uses Ideas of Student 6%, Lecturers 9%, Gives Direction 18%, and Criticizes or Justifies Authority 4%. From the data, it can be seen that Asking Question is the category occurred the most in the classrooms which shows the pre-service teachers’ preference on using questions in their classroom interaction.
Keywords: English class, classroom interaction, pre-service teacher, teacher’s talk, Flanders Interaction Analysis Categories (FIAC)
References
Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy, Second Edition. White Plains: Longman.
Fraenkell, Jack. R and Wallen, Norman. G. (1993). How to Design and Evaluate Research in Education (2nd Ed.. New York: Mc, Graw-Hill International Edition.
Hapsari, B. S., & Ena, O. T. (2019). English Pre-service Teachers’ Identity During Teaching Practice: Narrative Research. International Journal of Indonesian Education and Teaching, 3(1), 11-20. https://doi.org/10.24071/ijiet.2019.030102
Huriyah, S., & Agustiani, M. (2018). An Analysis of English Teacher and Learner Talk in the Classroom Interaction. Linguistic, English Education and Art (LEEA) Journal, 2(1), 60–71. https://doi.org/10.31539/leea.v2i1.385
Khusnaini, N. (2019). The Analysis of Teacher Talk and The Characteristic of Classroom Interaction in English for Young Learner. ELT Forum: Journal of English Language Teaching, 8(2), 166–174. https://doi.org/10.15294/elt.v8i2.32716.
Maolida, E. H. (2013a). A descriptive study of oral corrective feedback in an ESL young learner classroom in Indonesia. K@ta, 15(2), 117-123. DOI: 10.9744/kata.15.2.117-124.
Maolida, E. H. (2013b). The influence of teacher’s instructional objectives on variations of exchange patterns in an EFL classroom. Indonesian Journal of Applied Linguistics, 3(1), 68-80. DOI: 10.17509/ijal.v3i1.661.
Maolida, E. H. (2017). Relating teacher’s oral corrective feedback to young learners’ uptake: A case study in a young learner EFL classroom. Indonesian EFL Journal, 3(2), 181-192. https://doi.org/10.25134/ieflj.v3i2.665
Mehrad, A. and Tahriri, M. (2019). Comparison between Qualitative and Quantitative Research Approaches: Social Sciences. International Journal For Research In Educational Studies, 5(7), 1-6.
Nurpahmi, S. (2017). Teacher Talk in Classroom Interaction. ETERNAL (English, Teaching, Learning and Research Journal), 3(1), 34–43. https://doi.org/10.24252/eternal.v31.2017.a4.
Pujiastuti, R. T. (2013). Classroom Interaction: an Analysis of Teacher Talk and Student Talk in English for Young Learners (Eyl). Journal of English and Education, 1(1), 163–172.
Putri, D. S. (2015). The Analysis of Teacher Talk and The Characteristic of Classroom Interaction in English As a Foreign Language Classroom. Journal of English and Education, 3(2), 16–27.
Rachmawati, D., Emilia, E., & Lukmana, I. (2017). Self-concept of EFL Pre-service Teachers: A Reflection from a Teacher Practicum in Indonesia Context. The Journal of English Language Studies, 3(1), 1-18.
Sari, M. N., Mukhaiyar, & Hamzah (2018). Classroom Interaction Patterns and Teachers-Students Perceptions on English Classes at SMAN 2 Bukittinggi West Sumatra. Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni, 19(2), 149-158.
Sofyan, R. R., & Mahmud, M. (2014). Teacher talk in classroom interaction: a study at an english department in indonesia. ELT World Wide, 1(1), 46-58.
Sukarni, S., & Ulfah, S. (2015). an Analysis of Teacher and Student Talk in the Classroom Interaction of the Eighth Grade of Smp Negeri 18 Purworejo. Vision: Journal for Language and Foreign Language Learning, 4(2), 261. https://doi.org/10.21580/vjv4i21594
Downloads
Published
Issue
Section
License
I. Transfer of copyright
By execution of the present Statement Author transfers copyright and assigns exclusively to Publisher all rights, title and interest that Author may have (for the extent transferable) in and to the Article and any revisions or versions, but not limited to the sole right to print, publish and sell the Article worldwide in all languages and media. Transfer of the above rights is referred to as those of the final and published version of the Article but does not restrict Author to self-archive the preprint version of his/her paper.
II. Rights and obligations of Publisher
The Publisher rights to the Article shall especially include, but shall not be limited to:
Ability to publish an electronic version of the Article via the website
Distribution provided by or through joepallt from time to time, selling the Article world-wide (through subscriptions, Pay-per-View, single archive sale, etc.)
Publishing the Article in the printed Journals as listed on the official Website of Publisher
Transferring the copyright and the right of use of the Article.
Taking measures on behalf of the Author against infringement, inappropriate use of the Article, libel or plagiarism.
Publisher agrees to send the text of the Article to the e-mail address of Author indicated in the present Statement for preview before the first publishing either in paper and/or electronic format (Proof). Author shall return the corrected text of the Article within 1 week to the Publisher.
III. Rights and obligations of Author
The Author declares and warrants that he/she is the exclusive author of the Article or has the right to represent all co-authors of the and has not granted any exclusive or non-exclusive right to the Article to any third party prior to the execution of the present Statement and has the right therefore to enter into the present Statement and entitle the Publisher the use of the Article subject to the present Statement.
By executing the present Statement Author confirms that the Article is free of plagiarism, and that Author has exercised reasonable care to ensure that it is accurate and, to the best of Author's knowledge, does not contain anything which is libelous, or obscene, or infringes on anyone copyright, right of privacy, or other rights.
The preprint version is the Authors' manuscript or the galley proof or the Authors' manuscript along with the corrections made in the course of the peer review process. The Authors' right to self-archive is irrespective of the format of the preprint (.doc, .tex., .pdf) version and self-archiving includes the free circulation of this file via e-mail or publication of this preprint on the Authors' webpage or on the Authors' institutional repository with open or restricted access.
For any disputes arising from or in connection with the present Statement Parties agree in the exclusive competence of joepallt's publisher
Date and place of signature
