Teacher Talk in Nurul Huda Kindergarten
(An Assigment)
By:
Name : Selvia Wuri Handayani
NPM : 0743042038
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 Nurul Huda Kindergarten on Jl. P. Tirtayasa Gg. Pemuda, Campang Raya, T. Karang Timur, Bandar Lampung. There were 11 cute small students with 1 teachers who took care of them. The contents of dialog as follow:
Transcriptions of Classroom Interaction
In the beautiful morning, ten students of Nurul Huda Kindergarten sat on their chairs. They were studying little number through a song, and then they learnt to kind of colors, the things in the classroom and part of body had been done previously, and now they started to learn word “Number”. 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 : Ayo semua kita hitung 1 sampai 10 dalam bahasa inggris yah, ayo kita bernyanyi !
Anak-anak : “One little two little three little in young
Four little five little six little in young
Seven little eight little nine little in young
Ten little in young boy.”
Bu Guru : Kemarin masih inget nggak kita prnah belajar tetang “My Body”, kita belajar
Tentang apa ?
Anak-anak : My Body
Bu Guru : Kalau ibu angkat tangan, apa ini ? My….
Anak-anak : My Hands
Bu Guru : My finger
Anak-anak : My finger
Bu Guru : My nose
Anak-Anak : My nose
Bu Guru : My mouth
Anak-anak : My mouth
Bu Guru : My eyes
Anak-anak : My eyes
Bu Guru : My shoulder
Anak-anak : My shoulder
All students look excited with the song, so teacher ask some student to sing the little Eng young in front of class.
Bu Guru : Hayo siapa yang berani nyanyi little in young, hayo siapa yg berani… ayo cindy dan
Kansa…..
Anak-anak : ya bu…..
“One little two little three little in young
Four little five little six little in young
Seven little eight little nine little in young
Ten little in young boy.”
Bu Guru : Kemudia Ayo coba hitung semua, “One”
Anak-anak : “One, two, three, four, five, six, seven, eight, nine ten”
Bu Guru : ya tepuk tangan semua….
Bu Guru : Cuba siapa yang bisa buku nya? Buku apa ini?
Anak-anak : menggenal warna
Bu Guru : coba kita buka bukunya warna apa ini
Anak-anak : kuning
Bu Guru : ye….
Anak-anak : yellow
Bu Guru : o….
Anak-anak : Orange
Bu Guru : Warna apa ini ? siapa yang ingat?
Anak-anak : Coklat
Bu Guru : Brown
Anak-anak : Brown
Bu Guru : Cuba warna apa ? Black
Anak-anak : Black
Bu Guru : Purple
Anak-anak : Purple
Bu Guru : Apa hijau
Anak-anak : Green
Bu Guru : Merah
Anak-anak : Red
Bu Guru : Biru
Anak-anak : Blue
Bu Guru : Kuning
Anak-anak : Yellow
Bu Guru : Putih
Anak-anak : white
Bu Guru : Coklat
Anak-anak : Brown
Bu Guru : Hitam
Anak-anak : Black
Bu Guru : iya, jangan lupa loh.
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 invited student to sing a little number song and to know about the part of body and color. 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 “Warna apa ini?”, what a simple sentence. Then, she also repeated how to spell sing little number and said the part of body and kind of color 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 understandable question for
e. The talk has richness of language use, going beyond books, playfulness.
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