TEACHER TALK

(A paper of Second Language Acquisition)

Nurul puspita

0713042054

ENGLISH EDUCATION STUDY PROGRAM

ARTS AND LANGUAGE EDUCATION DEPARTMENT

SCHOOL OF EDUCATION AND PEDAGOGY

THE UNIVERSITY OF LAMPUNG

2010

TABLE OF CONTENTS

Cover………………………………………………………………….. i

Table Of contents………………………………………………...........ii

CHPATER I Introduction

A. Background of the problem………………………. 1

B. Formulation of the problem……………………… 2

C. Objective of the study……………………………... 2

CHAPTER II Theoretical framework

A. Definition of teacher talk…………………………. 3

B. Definition of input modification…………………. 4

CHAPTER III Research and Finding

A. Research of the study……………………………... 5

B. Research finding…………………………………. .6

C. Research analysis…………………………………. 9

CHAPTER IV Conclusion

A. Conclusion ………………………………………. 11

BIBLIOGRAPHY…………………………………………………… 12

CHAPTER 1

Introduction

A. Background of study

As a critical part of classroom teaching, teacher talk did not arouse attention of academic field as early as those studies on teaching. A close study on teacher talk owes much to the development of the branch of micro-teaching -- classroom research.

Classroom-centered research or classroom-originated research investigates the process of teaching and learning as they occur in classroom setting. “It simply tries to investigate what happens inside the classroom” (Allwright & Baily, 1991:3). Its aim is to identify the phenomena that promote or hamper learning in the classroom.

The growth of interest in the analysis of teacher language has been stimulated by the rejection of language teaching method as the principal determinant of successful learning. At first, the underlying assumption in teaching had been finding the right method. It was believed that the teaching effect was completely determined by the choice of teaching method. Studies such as those by Scherer and Wertheimer (1964) and Smith (1970) investigated the comparative effectiveness of methods such as grammartranslation, audio-lingualism, and cognitive code, but were not able to demonstrate that one was more successful than another (Ellis, 1985: 143). Despite the apparent differences in methodological principles, the various methods led to very similar patterns of classroom communication, with the result that the language learning outcomes were also similar.

Having retreated from focus on method, researchers began to hypothesize that classroom interaction was the major variable affecting SLA. “An offshoot of the comparative method studies, then, was to direct researchers’ attention to the processes of classroom interaction by collecting language data from the classroom itself” (Ellis, 1985:143).

“Classroom process research, as Gaies (1983) calls the study of communication in the classroom, has taken different forms: interaction analysis; teacher talk; discourse analysis” (Ellis, 1985:143). All dimensions of classroom process, from giving instruction to questioning or disciplining students, providing the feedback, involve teacher talk. Study on teacher talk has become one of the most important parts of classroom research.

B. Formulation of the problem

This activity is done in one of the PAUD in Bandar Lampung, the writer analyze how the teacher makes interaction to her students. Based on the statement above, the writer formulates the problem: how does the aspect of the teacher talks occur in classroom interaction simulation of PAUD Bintang Ceria Bandar Lampung?

C. Objective of the study

The objective of the study as below:

a. The writer wants to know how the teacher makes interaction to the students in learning activity.

CHAPTER II

Theoretical Framework

A. Teacher Talk

1. Definition of Teacher Talk

For foreign language learners, classroom is the main place where they are frequently exposed to the target language. The kind of language used by the teacher for instruction in the classroom is known as teacher talk (TT). For this term, Longman Dictionary of Language Teaching and Applied Linguistics defines it as “that variety of language sometimes used by teachers when they are in the process of teaching. In trying to communicate with learners, teachers often simplify their speech, giving it many of the characteristics of foreigner talk and other simplified styles of speech addressed to language learners” (Richards, 1992: 471).

Having studied the SLA for many years, Rod Ellis (1985) has formulated his own view about teacher talk: “Teacher talk is the special language that teachers use when addressing L2 learners in the classroom. There is systematic simplification of the formal properties of the teacher’s language… studies of teacher talk can be divided into those hat investigate the type of language that teachers use in language classrooms and those that investigate in the type of language they use in subject lessons.” He also commented “the language that teachers address to L2 learner is treated as a register, with its own specific formal and linguistics properties” (Ellis, 1985: 145).

From the definitions, firstly we can see that teacher talk in English classrooms is regarded as one special variety of the English language, so it has its own specific features which other varieties do not share. Because of the restriction of the physical setting, special participants as well as the goal of teaching, teacher talk has its own special style.

Secondly, we can see that teacher talk is a special communicative activity. Its goal is to communicate with students and develops students’ foreign language proficiency. Teacher talk is used in class when teachers are conducting instructions, cultivating their intellectual ability and managing classroom activities (Feng Qican, 1999: 23). Teachers adopt the target language to promote their communication with learners. In this way, learners practice the language by responding to what their teacher says. Besides, teachers use the language to encourage the communication between learners and themselves. Therefore we can say teacher talk is a kind of communication-based or interaction-based talk.

B. Input Modification

Modifications by native speakers occur at the level of linguistic and interaction. Chaudron (1988) has outlined the modification made by the teachers in terms of: speech rate, phonology, intonation, articulation of vocabulary, modification of syntax, and modification of discourse. Wensche (1944), summarizes the modification in term of speech rate, phonology and prosody, vocabulary, and modification in vocabulary. Pica (1994) also summarizes modification in speech rate, intonation, and speech sound articulation; modification in word choice and frequency of use, modification of utterance length and structural complexity, modification in organization and elaboration of information; modification in proportions of questions, statement, and imperatives.

Types of modification:

1. Modification in speech rate, intonation, and speech sound articulation.

2. Modification of morphology and syntax

3. Modifications in vocabulary

4. Modifications in discourse

CHAPTER III

Research and Finding

A. Research

1. The purpose of study

In recent years, studies on the language that teachers use in language classroom has gradually drawn people’s attention, the attention paid to it has become gradually increasing both abroad and in Indonesia.

In the past years, most of the researches on teacher talk have only devoted to the analysis of various phenomena about teacher talk and the objective description on teacher talk such as its characters and structure. However, few researches have explored the effects of TT on second language acquisition (SLA). TT, as a vital aspect of classroom-based language learning, is influenced by many factors. Students, though, count a significant part of teaching and learning in classrooms, have not been considered in the previous studies. It is clear that TT is influenced by many factors. As one of the important factors in language classrooms, the students, to be more exact, the students’ learning needs and language proficiency can not be neglected. However, so far all the researches on TT have not taken the factor of students into consideration. After a long time classroom observation, the author found that quite a few teachers talk in classrooms according to the teaching contents or examinations, and completely neglect the students’ learning needs.

So the present study is conducted with a purpose to investigate how TT in foreign language classrooms in our country affects foreign language learning (the language is mainly English language) from a different perspective--comparing the students’ preferences towards the ideal teacher with the real TT. The specific purpose is to provide empirical evidence to the suggestion that the appropriate use of teacher talk would enhance foreign language teaching and learning, and teachers should talk consciously in classrooms. In this way, teachers can improve their language quality consciously so that English language teaching and learning can be facilitated. Although TT involves many aspects, this research just focuses on three aspects which are related closely to language learning, that is: the amount of teacher talk; teachers’ questioning; teachers’ assessment.

2. Place and time of study

This research was conducted in PAUD Bintang Ceria Kampung Baru, Bandar Lampung.

B. Research Finding

1. The transcription of the video

Guru1 : gak tau ibu, dah sering ko. Cari dulu, cari satu, satu sambil diliat mata nya. Lalu taruh, ini ini gak tau. Ayo, mana itu?yang keberapa?

Murid : ibu gak ada…

Guru1 : mana yang gak ad, coba cari dulu. Yang sabar, cari dulu

Murid : bu guru ini yang “e”

Guru : cari yang pertama dulu, yang ini

Ya liat yang dibawah ya, sekarang huruf “a” ni yang dibawah. Cari, cari. ..Ya tarok,,, Si putri tu gak mau cari dulu, trus yang udah diurutkan. Mana yang punya mu, apa itu?

Murid : ini,,

Guru : mana? Ya kamu udah bisa,,,

Murid : bu guru yang mana,,,

Guru1 : cari dulu,,,

Murid : ini, ini,,

Guru1 : ya,,,

Murid : ini,,

Guru1 : ya, itu nanti yang ke-3 nya

Kalau sudah yang ini, apa lanjutan nya? “b” tu…

Guru2 : panji, ibu kan tadi udah beresin ko diberantakan lagi

Guru1 : salah itu, salah,,,

Guru2 : leon salah, leon. ‘c’ nya terbalik

Murid : bu guru, sekarang yang mana?

Guru1 : sekarang yang “c”

Guru1 : salah yang ini,,

Murid : bu guru yang ini,,,,

Guru1 : ya,,,

Salah yang ini, cari yang lain

Murid : bu guru c yang ini,

Guru1 : ya,,

tia iya,,,coba, coba

Murid : bu guru yang itu,,

Guru2 : oo, gak. Gak mau ibu…

Murid : trus “c” yang mana?

Guru1 : coba dicari disitu,,,

Murid : ini yang apa, yang “d” ya?

Guru1 : ya,,,

Guru2 : “b”, ada tadi disitu ibu liat, ke balik

Mana punya mu?ini “d” ini “a” “C”

Murid : ini “c”….

Guru2 : mana??

Murid : bu guru..

Guru2 : “c” nya terbalik, gimana yang bener? Ya pinter…

Guru1 : sudah, sekarang yang “d”

Guru2 : awas ya kalo ada,,,

Murid : kalo ada…

Guru2 : ini apa??

Murid : kalo gak ada?

Guru1 : siapa yang sudah sampai 5??

Murid : saya bu bu guru,,,

Guru1: siap-siap

Murid : ini,,,

Murid : ketemu,,

Guru2 : coba apa,,liat. itu p, beda sama “b”

Murid : beda??

Guru2 : beda dong,,

Guru1 : iya ya, rapiin dulu!

Guru1 : tia, baca dulu. Oh belum satu lagi, ya udah

Murid : ini,,

Guru1 : heh, mana yang “a”?

Murid : “a”, “b”, “c”, “d”, “e”. (mengeja)

Guru : iya,,”e”

Murid : “e”

Guru1 : “e” yang keras,!

Murid : “a,b,c,d,e” (mengeja)

Guru1 : mana yang a,b,c,d,e

Murid : bu guru ini,

Guru1 : salah, cari dulu yang bener! liat kesana huruf nya,

2. The Analysis of the transcription

a. Modification in speech rate, intonation, and speech sound articulation.

In this modification Pica states two features had been of special interest in search on rate of speech: reduces number of word per minute and increased length of pauses. From the teacher interaction to the students, the teacher reduced number of word. For example, “mana yang gak ad, coba cari dulu. Yang sabar, cari dulu” the teacher also uses pauses in every word. She does it more frequently. Her intonation is good. She gives the stress for the important words, so the students understand what she means. Like in this conversation, “Ya liat yang dibawah ya, sekarang huruf “a” ni yang dibawah. Cari, cari. ..Ya tarok,,, Si putri tu gak mau cari dulu, trus yang udah diurutkan. Mana yang punya mu, apa itu?”

b. Modification of morphology and syntax

From the complexity of syntax, the following characteristics of modification were indentified:

1. There is a shorter average length of T-unit: in this interaction teacher just use simple word. So, the student can understand it easily. “Kalau sudah yang ini, apa lanjutan nya? “b” tu…”

2. Modification interaction does not produce the syntactically. In this interaction the writer also does not find it.

3. There is a wide variety of sentences:

Statement: gak tau ibu, dah sering ko.

Imperatives: Cari dulu, cari satu, satu sambil diliat mata nya. Lalu taruh, ini ini gak tau. Ayo, mana itu?yang keberapa?

Question: siapa yang sudah sampai 5??

c. Modifications in vocabulary

The most common measure used investigate vocabulary modifications is the ratio of number different words to number of words produced (type-token, smaller the ratio, the less diverse). In this interaction the teacher just uses the simple vocabulary. There is no phrasal idiom.

d. Modification of discourse

This modification is usually called interactional modification. In means using the consistent and rhetorical pattern in introducing, defining, and illustrating new topics. Like in this interaction, the teacher introducing new topic about alphabet. The teacher gives the example of alphabet straightly. So, the students know what kind of alphabet is. For example, sekarang yang “c”.

CHAPTER IV

Conclusion

A. Conclusion

Based on the data above, we can see how the teacher makes her interaction to the students. There is some of the input modification that does not occur in that interaction. But, it is enough because the interaction is just occurred in PAUD students. And from that research the writer has know the interaction between the teachers to the students. The teacher has used clear separation of languages, so the students can understand it easily. In this learning activity the teacher also demonstrate the alphabet to the students. So, they don’t confuse about the alphabet. They has been clear the form of every alphabet. Although it just from “a” until “e”. it will become the first information for the students so it belong to comprehension. The teacher also uses simple structure, and avoiding the complex structure. And the last, the talk is richness of language use. So, it will add student’s knowledge.