TEACHER TALK
(A paper of Second Language Acquisition)
By
Siska afresia
0813042010
ENGLISH EDUCATION STUDY PROGRAM
ARTS AND LANGUAGE EDUCATION DEPARTMENT
SCHOOL OF EDUCATION AND PEDAGOGY
THE UNIVERSITY OF LAMPUNG
2010TABLE 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 Conversation and Analysis Transcript
CHAPTER IV Conclusion
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 ffectiveness 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 Darma Wanita Kindergarten 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 Darma Wanita Kindergarten 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
Conversation Transcript
Darma Wanita Kindergarten
Teacher : “ semua “
Students : “ bersiap “
Teacher : “ kakinya “
Students : “ rapat “
Teacher : “ mulutnya “
Students : “ tutup “
Teacher : “ siapa yang dirumahnya suka mengaji? “
Student 1 : “ saya bu guru “
Student 2 : “ saya juga ngaji di rumah bu guru “
Student 3 : “ saya...saya “
Teacher : “ yang memperhatikan ibu guru, yang ga ngobrol nanti dapet bintang. Siapa yang mau bintang? “
Student : “ saya.. saya.. bu guru “
Teacher : “ ya, kalau gitu liat papan tulis, ini dibaca apa? “
Students : “ A “
Teacher : “ ini “
Students : “ Ba “
Teacher : “ ini “
Students : “ Ta “
Teacher : “ ini “
Students : “ Tsa “
Teacher : “ ini “
Students : “ Ja.. Ha..Ho..Da...Dza...Ro...Za.. “
Teacher continues write hijaiyah words in whiteboard and the students become noisy
Teacher : “ semuanya “
Students : “ bersiap “
Teacher : “ kakinya “
Students : “ rapat “
Teacher : “ mulutnya “
Students : “ tutup “
Teacher : “ mau bintang apa mau pa ogah “
Students : “ mau bintang bu guru “
Teacher : “ tepuk sunyi “
Students : “ plak “
Teacher : “ tepuk sunyi “
Students ; “plak “
Teacher : “ liat sini. Bismillahhirohmannirrohim “ Ba..Ta..Tsa..Ja..Ha..Ho..Da.. Dza..Ro..Ja...(dan seterusnya sampai “Ya”)
Murid-murid mengikuti apa yang dikatakan oleh ibu guru
Student : “Bismillahhirohmannirrohim “ Ba..Ta..Tsa..Ja..Ha..Ho..Da.. Dza..Ro..Ja...(dan seterusnya sampai “Ya”)
Teacher : “ ini ada gambar bintang, terus didalemnnya ada kelas B polos. Ayo ini huruf apa tadi? “
Students : “ Sya “
Teacher : “ ini huruf apa?“
Students : “Ha “
Teacher : “ pinter. Kalau yang ini “
Students : “ La “
Teacher : “ ini “
Students : “ Fa “
Teacher : “ disini kita liat ya,, ada yang pa Ogah. Ada Putra ama Osa “
Students : “ hahahahaha “
Teacher : “ iya.. coba liat lagi. Ayo Alvin ini huruf apa vin? “
Alvin : “ Ta “
Teacher : “ pinter. Adi ini apa Di? “
Adi : “ Sya “. “Faza ini apa? ‘
Faza : “ Ka “
Teacher : “ Abel, ini apa bel? “
Abel : “ Fa “
Teacher : “ Zivana ini apa? “
Zivana : “ Wa “
Teacher 2 : “ Osa.. bu Nia ada di depan jadi Osa duduknya ngeliat ke depan ya
Teacher : “ ayo kita ulangi lagi pelajarannya “ Bismillahhirrohmannirohim “
Students : “Bismillahhirrohmannirohim “
Teacher 1 : “ ini huruf apa? ”
Students : “ Na “
Teacher : “ ini “
Students : “ Ba”
Teacher : “ yang ini “
Students : “ Ro”
Teacher : “ jadi dibaca..”
Students : “ Na Ba Ro “
Teacher : “ ayo lagi,, ini ‘
Student : “ Ba “
Teacher : “ ini”
Student : “ Na “
Teacher : “ ini “
Students ; “ Na “
Teacher : “ jadi bacanya gimana ? “
Students : “ Ba Na Na “
The Analysis of the transcription
From the first occasion, the writer can gather some characteristics of teachers talk that might work as input in the classroom of Darma Wanita kindergarten, as Wong-Fillmore (1985) suggests:
Ø The talk has clear separation of language (no alteration or mixing).
For example:
Teacher : Ini huruf apa?
Students :Ha
Ø The talk emphasizes on comprehension, it focuses on communication by presenting new information the information in the context of known information.
For example:
Teacher : Ayo, siapa yang dirumahnya suka mengaji?
Students : Saya, Bu guru.
Ø Repeating the use of some sentence patterns or routines.
For example:
Teacher : Ayo, qt ulangin lagi pelajaranya. Bismillahhirohmannirrohim
Siswa : Bismillahhirohmannirohhim
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, “ yang memperhatikan ibu guru, yang ga ngobrol nanti dapet bintang. Siapa yang mau bintang? “ 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
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. “ini huruf apa”
2. Modification interaction does not produce the syntactically. In this interaction the writer also does not find it.
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, “ disini kita liat ya,, ada yang pa Ogah. Ada Putra ama Osa “
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 kindergarten tudents. 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 hijaiyah words to the students. So, they don’t confuse about the hijaiyah word. They has been clear the form of every word of hijaiyah. Although it just from “A” until “Ya”. 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
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