Dwi Astiti N ( 0713042025)

Teacher Talk in Bintang Ceria Kindergarten
(An Assigment)

By:
Name:Dwi Astiti Nugraheni
SRN: 0713042025

1. Background
Teaching students under age of five at kindergarten (PAUD) needs extra skill, method, and patience. Teaching them looks simple and easy, because the materials are still the basic one; such as alphabet. But, in fact it quite difficult, because in that ages, some student still learns producing good sentences, sometimes they are busy with their own fun world, crying when they feel hectic and etc. There will be problem if the teacher could not handle them, get into their world and understand their wants. By that teacher could make conducive class.
In learning a language, teacher should pay attention to how children acquire the language, because most of students are still learning producing good sentence and communicating. Students learn language step by step, stage by stage. There are sequence of acquiring language for children, begin from telegraphic speech until they can produce complex sentences. So that, teacher should understand the characteristic of teacher talk by Wong Filmore (1985) in order to achieve the aim of lessons.
Based on the explanation above, it is clear that teacher have to understand the nature of student under age five nature and the way how to teach them by fulfilling the criteria of teacher talk characteristics.

2. Frame of Theories
Teacher talk means that teachers address classroom language learners differently from the way that they address other kinds of classroom learners according to Ellis (1994). While based on LongmanDictionary of Language Teaching and Applied Linguistics, it is defined as “that variety of language sometimes used by teachers when they are in the process of teaching. It is a major way used by the teacher in the classroom activity to convey information, have discussion and negotiations and motivate his students, so he can give the students knowledge and control their behavior. Just like had been quoted from Feng Qican (1999: 23);”Teacher talk is used in class when teachers are conducting instructions, cultivating their intellectual ability and managing classroom activities “

Furthermore, Wong-Fillmore (1985) suggests that there are some characteristics of teacher talk that might work as input. The characteristic are:
1. The talk has clear separation of language (no alteration or mixing).
2. The talk emphasizes on comprehension, it focuses on communication by: use of demonstration, enactment to convey meaning, new information presented in context of known information, heavy message redundancy.
3. The language used entirely grammatical, appropriate to the activity by:
a. Using simple structure, avoiding complex structures.
b. Repeating the use of some sentence patterns or routines
c. Using repetitiveness, using paraphrase for variation.
4. The talk use tailoring of election questions to allow for different levels of participation from students.
5. The talk has richness of language use, going beyond books, playfulness.

3. Result and Analysis
This activity took place in Bintang Ceria Kindergarten on Jl. Bumi Manti IV Lk. II no. 07, Kampung Baru, Kedaton, Bandar Lampung. There were 10 cute small students with 2 teachers who took care of them. The contents of dialog as follow:

Transcriptions of Classroom Interaction
In the beautiful morning, ten students of Bintang Ceria Kindergarten sat on their chairs. They were studying alphabets, and then they learnt to make words, GULA and GELAS. Explaining “GELAS” had been done previously, and now they started to learn word “GULA”. The first teacher was teaching in front of the class and second helped the students in students’ desk. It was about five minutes long.
Bu Guru :G
Anak-anak :G
Bu Guru :U
Anak-anak :U
Bu Guru :L
Anak-anak :L
Bu Guru :A
Anak-anak :A
Bu Guru :Apa bunyinya?
Anak-anak :gula
Bu Guru :Gu.. gula. Gambarnya titik-titik.Nah gula ini ya. Ada semutnya. Ada semutnya( teaceher 1 draw sugar and an ant in the white board)
All students look excited with the picture of ant, but teacher calm them and ask them to continue following her speech.
Bu Guru :Yo, gelas
Anak-anak :Gelas
Bu Guru : gula
Anak-anak :gula
Bu Guru :G
Anak-anak :G
Bu Guru :E
Anak-anak :E
Bu Guru :L
Anak-anak :L
Bu Guru :A
Anak-anak :A
Bu Guru :S
Anak-anak :S
Bu Guru : gelas
Anak-anak :gelas
Bu Guru :G…Kalau yg g ikut bunyi nanti gak tau
Teacher 1 asked students to follow her saying GELAS again. Then they continue to GULA.
Bu Guru :G
Anak-anak :G
Bu Guru :G
Anak-anak :G
Bu Guru :U
Bu Guru :L
Anak-anak :L
Bu Guru :A
Anak-anak :A
Anak-anak :Gula
Anak-anak :Gula
They repeated spelling GULA once more time. Then back to GELAS.
Bu Guru :G
Anak-anak :G
Bu Guru :E
Anak-anak :E
Bu Guru :L
Anak-anak :L
Bu Guru :A
Anak-anak :A
Bu Guru :S
Anak-anak :S.Gelas
Bu Guru :Gelas !Coba lihat. Yuk rio dulu ( teacher asked Rio to spell GULA)
Rio : …(diam)
Bu Guru :Apa ya?
Bu Guru :G
Rio :G
Bu Guru :E
Rio :E
Bu Guru :L
Rio :L
Bu Guru :A
Rio :A
Bu Guru :S
Rio :S .Gelas
Bu Guru :G
Rio :G
Bu Guru :U
Rio :U
Bu Guru :L
Rio :L
Bu Guru :A
Rio :A. Gula
Bu Guru :Putri
Putri :G- e- l -a -s. ge las. G- u- l -a. Gula
Anak 2 :semut
Bu Guru :Nati semut beneran nanti nempel dipaki
Bu Guru :yo ini.intan. Yang ngobrol nanti pasti g ta bunyio.ya, Pasti g tau binyi
Bu Guru :Yo apa ini. Intan (the teacher pointed G on the whiteboard)
Bu Guru :G
Rio :G
Bu Guru :E
Rio :E
Bu Guru :L
Rio :L
Bu Guru :A
Rio :A
Bu Guru :S
Rio :S .Gelas
Bu Guru :Ini .G
Intan : G- U
Bu Guru :L
Intan : L -A
Bu Guru :A
Intan : G ula
Bu Guru :Ya.Rendi.yuk, ayo..
Bu Guru :Makanya mendengar.G main sendiri.Yok ren
Bu Guru :G
Rendi :G. -A
Bu Guru :E
Rendi :E
Bu Guru :L
Rendi :L
Bu Guru :A
Rendi :A
Bu Guru :S
Rendi :S .
Bu Guru :jadinya
Rendi :Gelas
Bu Guru :He eh yang ini sekarang. G
Rendi :G
Bu Guru :Rendy. Rendy. Rendy..
Anak 3 :U
Rendi :U
Bu Guru :Rendinya udah tidur
Bu Guru :L
Rendi :L
Bu Guru :terus.Huruf abjad yang pertama, apa ya?
Rendi :A
Bu Guru :He eh, Jadinya apa?
Rendi :Gula
Bu Guru :Iya. Ramzy
Ramzy :E
Bu Guru :kok E. ini huruf ?
Ramzy :G- e- l -a -s. ge las
Bu Guru :Ya. Ini
Ramzy :G- u- l -a. Gula
Bu Guru :Ya pinter

4. Analyzing
From the dialog above, we can see how the teacher talks to her kindergarten students in the class. Definitely, she use what we call teacher talk. The characteristics of teacher talk that we can see from the dialog above match with some characteristics that is told by Wong-Fillmore (1985). They are:

a. The talk has clear separation of language (no alteration or mixing).
It can be seen from whole dialog that teacher use clear separation language. There is no mixing.
b. The talk emphasizes on comprehension, it focuses on communication by: use of demonstration, enactment to convey meaning, new information presented in context of known information, heavy message redundancy.
It can be seen in the video that teacher made students comprehending what she was said by writing the letters “GULA” in white board and drawing it while she explain about “GULA”. She really emphasized on students comprehension.
c. The language used entirely grammatical, appropriate to the activity by using simple structure, repeating the use of some sentence patterns or routines, and using repetitiveness.
It is clear that from the dialog above teacher used simple structure of sentences. For example, while teacher asked student to read she said “Apa bunyinya?”, what a simple sentence. Then, she also repeated how to spell “GULA” and “GELAS” more and more. We can see it clearly in the dialog above.
d. The talk use tailoring of election questions to allow for different levels of participation from students.
It can be seen in the dialog above that teacher said “terus, huruf abjad yang pertama, apa ya?”. She was used question that could easily be understood by students’ level of knowledge.
e. The talk has richness of language use, going beyond books, playfulness.
From the dialog above we can see that teacher did not use any book. She fully used language use while teach students, richness of language use. In this video we can not see playfulness. But ,actually, after this section there was a activity making letter by using clay, this is a kind of playing while learning, playfulness.

Based on the dialog above, teacher use different language from her daily language, she used language that could be understood by kindergarten students. She simplify her language use, avoiding mixing language and use understandable question when asking the students, because kindergarten students have limited language sources. They can be confused if teacher use complex sentences. Those all for one purpose, to make students comprehend what was teacher said so that students can understand what was thought by teacher.

Moreover, teacher is in duty to make fun activity, make student learn while they are playing. Why?, because it is the nature of children their instinct to play and have fun. Teacher should adjust the material to this point, making fun activity. Beside,Susan Halliwell told that student have capacity for indirect learning, unconsciously they will integrate what they had learn wile they are playing. Again, the purpose is to make students really understand what is being thought

5.Conclusion
Based on the analysis above, we can conclude that teacher use special language when they are teaching, especially in the kindergarten class, that what we call teacher talk. It has some characteristics that is same as what Fillmore had said. All those what teacher do is to make students understand, so that they can learn well.