TEACHER TALK
(A paper of Second Language Acquisition)
Tuti Handayani
0813042050
THE FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF LAMPUNG
BANDARLAMPUNG
2011
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 grammar translation, 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 Kinder Garden 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 TK Dharma Wanita Persatuan Unila 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 Teacher Talk on second language acquisition (SLA). Teacher Talk, 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 Teacher Talk 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 Teacher Talk 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.
2. Place and time of study
This research was conducted in TK Dharma Wanita Persatuan Unila Bandar Lampung.
B. Research Finding
The Video of Teacher Talk
The Video of Teacher Talk
1. The transcription of the video (1-10 minutes)
Guru : kita giginya harus dipelihara. Siapa yang tidak pernah gosok gigi, giginya banyak bo…long.
Murid : bolong…
Guru : giginya banyak bo….long..
Murid: long…..
Guru1 : siapa yang rajin gosok gigi?
Murid : saya….
Guru : giginya bolong, kenapa? Tidak pernah gosok gigi..
Giginya banyak sisa sisa makanan. Giginya banyak makan coklat giginya masih nempel. Akibanya datang penyakit ulet, menggigit sisa sisa makanan di gigi akibat gigi kita berlobang. Itu dia karena malas gosok gigi, mamah sakit gigi mamah..tuh yah pasti kamu dimarah mama nya yah kalo mamahnya dokter bisa mengobati sendiri, mamah sakit gigi mamah. kadang kadang disekolahan, bu guru saya sakit gigi bu guru, gimana bu guru bengkak gimana bu guru aduh bu guru. Karena itu jangan malas go..sok gi..gi..
Murid : ..sok gigi
Guru : jangan lupa gosok gi..gi…pagi. pagi siang malam mau tidur, jangan lupa gosok gigi.karena nanti kita tidur enak tidak ada sisa – sisa makanan coklat maupun roti maupun nasi. Coba sekarang tepuk sikat gigi.
Guru& Murid: ambil sikat, kasih odol, gosok gosok, kumur-kumur, kumur-kumur cling.
Guru: sudah bersih semua?
Murid:Sudah….
Ya kalo banyak tahi gigi nya, bunyi gak dia, ting..bunyinya tong.keberatan itu masih banyak sisa sisa makanan nempel digigi. Makanya jangan lupa gososk gi..gi.
Murid : gi,,,
Guru : kalo mandi badanya disabun gak?
Murid : di sabun.
Guru : siapa yang disabun badanya?
Murid - murid : saya…………..
Guru : boleh badanya d ikasih rinso??
Murid : tidak.
Guru: ah biar bersih ah badanya, ambil rinso ditarok dbadan, boleh sayang???
Murid : tidak……
Guru : salah. Rinso untuk nyuci….nyuci apa sayang???
Murid: nyuci baju.
Guru: kalo untuk badan apa sayang ?
murid : sabun mandi.
Guru: pake sabun mandi.
Siapa yang pake sabun mandi?
Murid: saya…..
Guru: wangi gak sabun mandinya??
Murid: wangi….
Guru: itu tuh pake sabun mandi yang wangi, yang menghaluskan kulit supaya kulitnya seger, halus, lembut. Seperti kulit apa??
Halus lembut…
Jadi kalo mandi badanya dikasih sabun di gosok. Wangi gak badan kita??
Murid: iya…
Guru: seperti apa?
Murid: pohon kaktus
Guru: kaktus, iya kata adi badannya kayak kaktus..bau…
Guru: anak anak kalo mandi pake sabun sayang??
Rambutnya dikasih apa sayang??
Murid: sampo…..
Guru: sampo apa?
Murid: lifebuoy..
Guru: iya..sampo lifebuoy boleh..apa lagi? Sampo didi boleh..
Guru: harum gak samponya?
Murid: haruuumm…
Guru: ada sampo yang bau??
Murid : Tidak…
Guru: tidak, tidak ada semua sampo pasti harum.
Nah sekarang ayo bernyanyi lagu ayo mandi.
Guru & Murid: ayo dek kayo, ayo pergi mandi bersihkan diri tak usah ditolong lagi, gosok badan tangan dan kaki. Pake sabun wangi agar bersih tak berdaki
Bur cik cik bur cik cik bur… cik cik bur. Cik cik
Guru: suara apa sayang cik cik bur?
Murid : aiiiir….
Guru : suara sapa mandi??
Murid: air….
Guru : Sapa mandi??
Murid : saya….
Guru : ya anak anak mandi pasti suara airnya bur cik cik bur cik cik( dengan menirukan gaya menyiramkan air kebelakang).
Kamar mandi yang di mandiin, badan anak-anaknya kotor. Nak sapa sih yang mandi abisin air sebak.
Kita kemarau gak punya air tapi anakya mandi, mandinya( mencotohkan dengan gerakan mandi membuang air kebelakang) bur cik cik bur. Bur cik cik bur.
Guru: akhirnya kamar mandinya bersih gak ada kotoran, badan anaknya masih ada beleknya, ingusnya, kenapa airnya abis, diputer keran gak idup lagi abis airnya. Rasain lo.
Guru: gimana ya mandinya, pake apa mandinya?
Murid : pake air…
Guru: kasian deh lo airnya abis karena dibuang, yang mandi hanya kamar mandi . jadi, jadi kalo mandi apa? Kalo mandi gini (mencontohkan mandi membuang air kebelakang) bur cik cik bur.
Guru : kebelakang dia.airnya gak kena dibadan, badanya masih kering.
Mandi gak mandi, gak sikat gigi,jadi kalo mamah, dah mandi sayang? Udah mamah airnya keabisan, jempol apa kelingking?
Murid : kelingking……
Murid : (menyeletuk)mandinya pake air comberan.
Guru : tuh kata adi mandi aja pake air comberan. Habisnya kepinteran mandinya bur cik cik bur...bur cik cik bur…aduh siapa sih yang mandi kata papanya.. diem gak ada suara..bur cik cik bu…
Boleh sayang seperti itu??
Murid: tidaaaaaaak….
Guru: jadi mandinya yang ber…sih…yang ber..sih…
Murid : siiiih….
Guru : siapa yang mandinya bersih?
Murid : sayaaaaaa……
Guru : di sampo, disampo ya….disabun badanya ya…pake apa? Sabun wa…ngi..
Murid: ngi…
Guru: (dengan nada bernyanyi) pake sabun wangi agar bersih tak berdaki. Tuh yang pake sabun wangi pasti bersih tak berdaki. Yang gak pake sabun, pasti dakinya bisa kayak apa…dakinya banyak..makanya kalo mandi pake apa sayang?
Guru : Kalo mandi pake apa?(bertanya dengan penekanan agak tinggi)
Murid : sabuuuuun…..
Guru: badanya banyak item item banyak apa? Da….ki…
Murid: daki…………
Guru: tuh mandinya gak bersih dakinya banyak nempel nempel karena mandinya gak pernah pake apa?? Sa….
Murid: bunnnn….
Guru: dan jangan lupa gosok gigi…jadi badan kita harus dijaga…jadi kalo mandi badanya harus disabun.
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, “when the teacher talks to the student: kita giginya harus di pelihara. Siapa yang tidak suka gosok gigi. Giginya banyak bo…long. The teacher also uses pauses in every word. She does it frequently, although in this sentences,” Giginya banyak sisa sisa makanan. Giginya banyak makan coklat giginya masih nempel. Akibanya datang penyakit ulet, menggigit sisa sisa makanan di gigi akibat gigi kita berlobang. Itu dia karena malas gosok gigi, mamah sakit gigi mamah..tuh yah pasti kamu dimarah mama nya yah kalo mamahnya dokter bisa mengobati sendiri, mamah sakit gigi mamah. kadang kadang disekolahan, bu guru saya sakit gigi bu guru, gimana bu guru bengkak gimana bu guru aduh bu guru. Karena itu jangan malas go..sok gi..gi..she uses pauses but it is not effective to the student. It will make the students get boring if there is no interaction or they just hear the teacher explanation. Her intonation is good. She gives the stress in important word so it will make the students understand what the teacher means. Like in this sentence,” Kalo mandi pake apa?(bertanya dengan penekanan agak tinggi).” The teacher uses high intonation to emphasize and to attract the attention of students.
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. “giginya bolong, kenapa? Tidak pernah go..sok gi..gi.
2. Modification interaction does not produce the syntactically. In this interaction the writer find from this example,”Guru : kebelakang dia.airnya gak kena dibadan, badanya masih kering. Mandi gak mandi, gak sikat gigi,jadi kalo mamah, dah mandi saying? Udah mamah airnya keabisan, jempol apa kelingking?
Murid : kelingking……
3. There is a wide variety of sentences:
Statement: “Guru: jadi mandinya yang ber…sih…yang ber..sih…”
Imperatives: Coba sekarang tepuk sikat gigi!
Question: “Guru : Kalo mandi pake apa??”
b. 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 and common vocabulary. There is no phrasal idiom.
c. Modification of discourse
This modification is usually called interactional modification. In means that using the consistent and rhetorical pattern in introducing, defining, and illustrating new topics. Like in this interaction, the teacher explains the student about good behavior that the students should do. The teacher gives the example of her explanation how the effect of bad behavior. For example “Guru : giginya bolong, kenapa? Tidak pernah gosok gigi.. Giginya banyak sisa sisa makanan. Giginya banyak makan coklat giginya masih nempel. Akibanya datang penyakit ulet, menggigit sisa sisa makanan di gigi akibat gigi kita berlobang. Itu dia karena malas gosok gigi.
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 kinder garden students. It would be more interesting topic for the student of kinder garden to improve their behavior. 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 demonstrate the good behavior. So, it will be beneficial for the small children. It will become the first information for the students so it belongs to comprehension and will be the application at home later. 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.
BIBLIOGRAPHY
Yufrizal, Hery, M.A.,Ph.D. 2008. An Introduction to Second Language Acquisition, Bandung: Pustaka Reka Cipta.
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