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AN ANALYSIS OF TEACHERS’ TALK MANAGEMENT USED
BY ENGLISH TEACHERS AT SMA YAPIP SUNGGUMINASA
(A Descriptive Research at the Twelve Grade)
A Thesis
Submitted to the Faculty of Teacher training and Education
Muhammadiyah University of Makassar in Partial Fulfillment of the Recruitment
for the Degree of Sarjana Pendidikan
AULIYANI
10535651615
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2020
2
3
4
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH MAKASSAR
SURAT PERNYATAAN
Nama : Aulyani
NIM : 10535 6516 15
Program : English Education
TITLE : AN ANALYSIS OF TEACHERS’ TALK MANAGEMENT
USED BY ENGLISH TEACHERS AT SMA YAPIP
SUNGGUMINASA
(A Descriptive Research at the Twelve Grade)
Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri
bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.
Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia
menerima sanksi apabila pernyataan saya tidak benar.
Makassar, 17Februari 2020
Yang membuat
perjanjian
Aulyani
5
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH MAKASSAR
SURAT PERJANJIAN
Nama : Aulyani
NIM : 10535 6516 15
Program : English Education
TITLE : AN ANALYSIS OF TEACHERS’ TALK MANAGEMENT
USED BY ENGLISH TEACHERS AT SMA YAPIP
SUNGGUMINASA
(A Descriptive Research at the Twelve Grade)
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesai skripsi saya, saya akan
menyusun sendiri skripsi saya.
2. Dalam menyusun skripsi, saya akan selalu konsultasi dengan pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi saya.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1,2 dan 3
maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, 17 Februari 2020
Yang membuat perjanjian
Aulyani
6
MOTTO
There is no Limit of
struggling.
Auliyani
7
ACKNOWLEDGEMENT
Alhamdulillahi Robbil Alamin. The researcher expresses her highest
gratitude to the almighty Allah SWT, Who has given His guidance, blessing, and
mercy to her in completing this thesis. Salam and Shalawat are addressed to the
last prophet Muhammad SAW.
The researcher expresses her sincerely deepest gratitude to her parents
Abidin and Sumarni who always pray, motivate and sacrifice everything for her
success. Further, the researcher expresses her gratitude for all of her sister and
brother for the support in her education.
The researcher realized that in carrying out the research and writing this
thesis, many people have contributed their valuable suggestion, guidance,
assistance, and advice for the completion of this thesis. Therefore, the researcher
would like to acknowledge them:
1. Prof. Dr. H. Rahman Rahim, SE., MM, Rector of Muhammadiyah
University of Makassar for his advices during her study at the
university
2. Erwin Akib, M.Pd., Ph. D, Dean of Teacher Training and Education
Faculty for all advices and motivation
3. Ummi Khaerati Syam, S.Pd., M.Pd, Head of English Education
Department for all motivations
8
4. Nurdevi Bte Abdul, S.Pd.,M.Pd the first consultant for the valuable
suggestion, motivation, support and guidance in writing this thesis
5. Wildhan Burhanuddin, S.Pd., M.Hum the second consultant for all of
the invaluable knowledge, professional expertise, and motivation along
the researcher finished this thesis.
6. The researcher beloved classmates HEROES English Department 2015
for sweet memories and unforgettable moment during his study in the
university
7. All of lecturer and staff of English Education Department who cannot
be named one by one for all of the suggestions and advices
8. These awesome friends: Dian Furqani, Mar’atun shalihah, Meisarah
Hendri Tri Wulandari, Nurjannah, Lutfi, Nurhasanah, Fitrah
Rahmadani for the great cooperation, support, and sharing in studying
and writing this thesis
9. For all who gave valuable suggestion, guidance, assistance, and advice
in completing this thesis
Makassar, December 2020
Researcher
Auliyani
9
ABSTRACT
AULYANI. 2020. An Analysis of Teachers’ Talk Management Used by English
Teachers at SMA YAPIP SUNGGUMINASA. A thesis of English Education
Department Faculty of Teacher Training and Education University of
Muhammadiyah Makassar. Supervised by Nurdevi Bte Abdul and Wildhan
Burhanuddin.
This study aimed at finding out the kinds and the function of teachers’ talk
management used in English teaching process at SMA YAPIP Sungguminasa.
This study used qualitative research design. The instrument which was used to
collect the data were observation checklist, interview and video recording to
support them. The data were collected from two English teachers who teach in
different classes.
The result of the research showed that (1) there were two kinds of
teachers’ talk management used by Teacher A and Teacher B in learning process
namely beginning the lesson, running, and ending the lesson. Management talk
used by Teacher A in class XII MIA classified into 13 parts namely; everyday
greeting, taking the register, getting down to work, starting something new,
making things clear, sequencing activities, checking progress, stopping, checking
the time, stopping work, making announcement, saying goodbye, and clearing the
class. Furthermore Teacher B in class XI IIS classified into 10 parts namely;
everyday greeting, taking the register, getting down to work, starting something
new, making things clear, checking progress, checking the time, setting
homework, stopping work, and saying goodbye. (2) The function of teachers talk
management that was said by two English teachers there were conveying
information, delivering lesson in structured way, and managing or arranging
communication. Therefore the analysis of teachers’ talk management in the
classroom was beneficial for teachers to plan and conduct enhanced learning
situation.
Keywords: Teachers’ talk, kinds of management talk, function of management
talk.
10
ABSTRAK
AULYANI. 2019. Analisis Manajemen Bicara Guru yang Digunakan
oleh Guru Bahasa Inggris di SMA YAPIP SUNGGUMINASA. Tesis
Jurusan Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu
Pendidikan Universitas Muhammadiyah Makassar. Dibimbing oleh
Nurdevi Bte Abdul dan Wildhan Burhanuddin.
Penelitian ini bertujuan untuk mengetahui jenis dan fungsi
manajemen bicara guru yang digunakan dalam proses pengajaran
bahasa Inggris di SMA YAPIP Sungguminasa. Penelitian ini
menggunakan desain penelitian kualitatif. Instrumen yang digunakan
untuk mengumpulkan data adalah checklist observasi, wawancara dan
rekaman video untuk mendukung mereka. Data dikumpulkan dari dua
guru bahasa Inggris yang mengajar di kelas yang berbeda.
Hasil penelitian menunjukkan bahwa (1) ada dua jenis
manajemen bicara guru yang digunakan oleh Guru A dan Guru B
dalam proses pembelajaran yaitu memulai pelajaran, menjalankan, dan
mengakhiri pelajaran. Manajemen bicara yang digunakan oleh Guru A
di kelas XII MIA diklasifikasikan menjadi 13 bagian yaitu; salam
sehari-hari, mengambil register, mulai bekerja, memulai sesuatu yang
baru, membuat segalanya menjadi jelas, mengurutkan kegiatan,
memeriksa kemajuan, menghentikan waktu, menghentikan pekerjaan,
membuat pengumuman, mengucapkan selamat tinggal, dan
membereskan kelas. Selanjutnya Guru B di kelas XI IIS
diklasifikasikan menjadi 10 bagian yaitu; salam sehari-hari,
mengambil register, mulai bekerja, memulai sesuatu yang baru,
memperjelas, memeriksa kemajuan, memeriksa waktu, mengatur
pekerjaan rumah, menghentikan pekerjaan, dan mengucapkan selamat
tinggal. (2) Fungsi manajemen bicara guru yang dikatakan oleh dua
guru bahasa Inggris adalah menyampaikan informasi, menyampaikan
pelajaran dengan cara terstruktur, dan mengelola atau mengatur
komunikasi. Oleh karena itu analisis manajemen bicara guru di kelas
bermanfaat bagi guru untuk merencanakan dan melakukan
peningkatan situasi belajar.
Kata kunci: Pembicaraan guru, jenis pembicaraan manajemen, fungsi
pembicaraan manajemen.
11
LIST OF CONTENTS
COVER ............................................................................................................... i
TITLE PAGE ...................................................................................................... ii
APPROVAL SHEET .......................................................................................... iii
SURAT PENGESAHAN .................................................................................... iv
SURAT PERNYATAAN .................................................................................... v
SURAT PERJANJIAN ....................................................................................... vi
MOTTO ............................................................................................................... vii
ACKNOWLEDGEMENT .................................................................................. viii
ABSTRACT ......................................................................................................... x
LIST OF CONTENTS ........................................................................................ xii
LIST OF TABLES .............................................................................................. xiv
CHAPTER I: INTRODUCTION
A. Background ........................................................................................... 1
B. Problem Statements .............................................................................. 3
C. Objective of the Research ..................................................................... 3
D. Significance of the Research ................................................................. 3
E. Scope of the Research ........................................................................... 4
CHAPTER II: REVIEW OF THE LITERATURE
A. Some Previous Related Findings .......................................................... 5
B. Some Pertinent Ideas ............................................................................ 7
12
C. Conceptual framework ........................................................................... 22
CHAPTER III: RESEARCH METHOD
A. Research Design .................................................................................... 23
B. Research Subject .................................................................................... 23
C. Instrument of the Research .................................................................... 23
D. Procedure of Collecting Data .................................................................. 24
E. Technique Data Analysis ........................................................................ 25
CHAPTER IV: FINDINGS AND DISCUSSION
A. The Findings ........................................................................................... 28
1. Kinds of Teachers Talk Management ................................................ 28
2. Function of Teachers Talk Management ............................................ 40
B. The Discussions ...................................................................................... 43
1. Kinds of Teachers Talk Management ................................................ 43
2. Functions of Teachers Talk Management .......................................... 46
CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusions ........................................................................................... 48
B. Suggestion ............................................................................................. 49
BIBLIOGRAPHY
APPENDICES (Instrument: Observation Checklist, Protocol of Interview)
CURICULUM VITAE
13
LIST OF TABLES
Table 1.1: Expressions of Entering the Classroom…………………………….12
Table 1.2: Expressions of Everyday greetings…………………………………12
Table 1.3: Expressions of Meeting a New Class………………………………13
Table 1.4: Expressions of Taking the Register………………………………...13
Table 1.5: Expressions of Dealing with the Lateness………………………….14
Table 1.6: Expressions of Getting Down to Work……………………………..15
Table 2.1: Expressions of Starting Something New…………………………...15
Table 2.2: Expressions of Make Things Clear…………………………………16
Table 2.3: Expressions of Sequencing Activities……………………………...16
Table 2.4: Expressions of Checking Progress…………………………………17
Table 2.5: Expressions of Stopping……………………………………………17
Table 3.1: Expressions of Checking the Time…………………………………18
Table 3.2: Expressions of Setting Homework………………………………....19
Table 3.3: Expressions of Stopping Work……………………………………..19
Table 3.4: Expressions of Making Announcements…………………………...20
Table 3.5: Expressions of Saying Goodbye……………………………………21
Table 3.6: Expressions of Clearing the Class………………………………….21
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CHAPTER 1
INTRODUCTION
This chapter consists of background, problem statement, and an objective
of the research, the significance of the research, and scope of the research.
A. Background
The system of education in Indonesia compared to other developing
countries in Asia particularly, need to be considered. The most common problem
in the system of education is human resources, which needs to be exploited, to
create reliable human resource, which can be done through education. For this
reason teacher plays a big role in developing a country, especially in this coming
of globalization era. Educational professions cannot be underestimated. They have
to have tough acquirement. That is why English teachers should produce a good
quality brand. The quality of a teacher and the qualified method of teaching is a
major requirement. Arifin (2015) states that talk is one of the major ways that
teachers convey information to learners, and it is also one of the primary means of
controlling learner behavior.
Teachers need to be active and talkative in class in stage only to motivate
learners. Being passive in teaching English will not help at all. Therefore, teacher
talk must be able to express, pronounce and explain English language correctly
and efficiently so the learners could get what is best from their teacher. Many
educator and teacher particularly in English not giving attention to the importance
15
of teacher talk, as an input in the acquisition of foreign language teaching. It is
suggested that interaction adjustment were made by teacher to make
comprehension checks, repetition of student statements, and use of mother tongue.
Among a number of professionals in the fields of second language
acquisition, there appears to be an increasing conviction that teacher talk is
necessary as facilitations in the English teaching process. In the recent years,
many researchers are only focus on the teacher techniques on teaching through
many kinds of methods, somehow teachers’ language is much more important to
be focus on, but it is rarely found. Teacher’s language has become an important
issue to investigate and discuss. Chaudron (1988) says that teacher talk is one of
major issues in second language classroom research. This is quite true with which
many of the classroom language research deal with teacher’s language (Ellis,
1990; in Allwright and Bailay, 1991).
Based on the explanation above, the researcher chooses SMA YAPIP
Sungguminasa because the teachers here used teacher talk. The researcher can
analyze teacher talk that used by English Teachers in SMA YAPIP
Sungguminasa. Regarding to the identification of the previous facts, the
researcher interested in conducting a research under the title “An Analysis of
Teachers’ Talk Management Used by English Teacher At SMA YAPIP
SUNGGUMINASA (A Descriptive Research at the Twelve Grade)”.
16
B. Problem Statement
Based on the background above, the researcher formulated research questions
as follow:
1. What kinds of teachers’ talk management used in teaching process at SMA
YAPIP SUNGGUMINASA?
2. What are the functions of teacher talk management in teaching process?
C. Objective of the Research
The problems that investigated in this research was formulated as follow:
1. To find out the kinds of teachers’ talk management used in teaching
process at SMA YAPIP SUNGGUMINASA.
2. To find out what are the functions of teacher talk management in teaching
process.
D. Significance of the Research
Theoretically, the result of this research was expected to provide adequate
information about the teachers’ talk management used by English teachers. This
research also expected to give a clear reference for English teachers about the use
of teachers’ talk inside the classroom. It may serve as a reflection for English
teachers to enhance their teaching experiences for the purpose of maintaining the
quality of English language teaching inside the classroom. The results also give
more information about the kinds of activities that used teacher talk in English
teaching process.
17
Practically, the result of this research was expected to serve as references that
are useful and beneficial for next researcher in conducting further research about
this study.
E. Scope of the Research
The scope of the research was to analyze the kinds of teachers’ talk
management that the English teachers used in teaching and learning process at
SMA YAPIP SUNGGUMINASA. These kinds’ reveals beginning the lesson,
running and ending the lesson in the used of management’ talk in the classroom.
5
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter deals with some previous related findings consisting of
theories and concepts related to this study, pertinent ideas mainly focuses on
teacher talk and English teaching process, resume and conceptual framework.
A. Some Previous Related Findings
In order to make the teaching and learning process more effective, many
researchers have been analyzed. The related research has been analyzed and
observed by the researcher. Some of related researches are mention below:
1. Astuti (2013) in her article found that some categories of teacher talk
beginning from the highest questions, using or accepting ideas of students,
praising, criticizing and accepting feelings. Regarding the students talk, this
study has shown two types of students talk covering responses and initiation.
2. Setiawati (2012) in her article found that the teacher investigated were quite
creative in using many kinds of Teacher Talk features, that is warm-up chat,
direct instructions, indirect instructions, directions for activities transitions,
giving feedback, checking understanding. The use of features will avoid the
monotonous situations in the classroom. It will help students get deeper
knowledge and insight of the subject learned.
3. Yanfen and Yuqin (2010) in their article investigated ways of teacher talk
preferred respectively by teachers and students. It was found that in initating
and interaction, invitation is the first preferred choice by both teachers and
students, but the least employed one. Question is more preferred by teachers
6
and the least preferred by students, but it is the mostly used one. Direction is
not preferred by teachers but more used, and students prefer them to question.
In ways to follow up, when students produce no answer or incorrect answer,
teachers usually prefer ways of prompting, and this is what teachers really did
in class. However, students prefer to be informed by the teacher. When
students provide the expected answer, they still prefer to be commented,
rather than being just simply acknowledged. Encouragement is always
welcome. It is suggested that teachers should pay attention to their language
in the process of interaction with students, so as to provoke more interaction
in class.
4. According to Nafrina (2007) in addition to this linguistic aspects of “Teacher
Talk”, there are other aspects of Teacher Talk which are as important 4 as
these linguistic aspects that language teachers can use in their talk not only
neutrally to convey comprehensible information but also to express positive
attitudes toward their students in the classroom.
5. 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 that
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
7
a register, with its own specific formal and linguistics properties” (Ellis,
1985).
All of the previous researches have similarity in this study that was the use
of teacher talk as the main focus of the research. However, all of the previous
research and this study have some differences. The previous research
analyzed the kind of teacher talk features, categories of teacher talk, and
investigated ways of teacher talk. Besides, the researcher investigated the
kinds of teachers’ talk management in English Teaching Process and also was
investigated the function of teachers talk management.
B. Some Pertinent Ideas
1. Definition of Teacher Talk
Nunan (1992) states teacher talk is of crucial importance, not only the
organization of the classroom but also for the processes of acquisition. Even
though the student in this setting do not have the similar exposure of the
languages they follows second language setting, some achievement are similar,
teacher talk really a major role the acquisition of a foreign language. In learning
English the motives behind the teacher talk is to make the interaction in class
comprehensible.
Xiaou-yan (2006) express two opinions about teacher talk. The first is that we
can see that one variation of language can be said to be special if the teacher talk
is used in the English class, so that the teacher can have its own distinctive
characteristics that are different from the others, because of the limitation of
physical arrangement. The second we can see that teacher talk is a communicative
8
activity that aims to communicated with students and can develop students'
abilities in foreign languages.
Dong-lin (2008) defines teacher talk as a special variety or register of language
especially marked by a special set of vocabulary associated with a profession or
occupation. It is the oral form of teacher talk instead of written form that is under
the investigation. Teacher talk is used in class when teachers are teaching students
linguistic knowledge, cultivating their intellectual ability and managing classroom
activities. The other statement about teacher talk comes from Osborne’s (1999)
teacher talk is defines as speech used by teachers that is characteristically
modified in four area: phonology, lexis (consisting of morphology and
vocabulary), syntax, and discourse.
Krashen in Zaidah (2014) defines that teacher is foreigner talk in the
classroom, the language of classroom management and explanation, when it is in
the second language. He explains that the inter language talk has a simple code
and one of them is that they get their second language from what their teacher
says. In this case the teacher probably will not talk often. However, teachers can
find other ways that they can understand it by bringing native speakers into their
presence. This method is believed to be very useful in helping them to understand.
In addition to experiencing the changes in linguistics, they can also increase their
knowledge of the world. So, as more teachers explain using their second
language, this will help the students in increasing their knowledge of English.
9
Nunan (1991) states that teacher talk in second language teaching is a direct
input that the students can competence. This can be achieved if the teacher talk
has the following characteristic:
1. Clear
Teacher talk is says to be clear if the students do not find any difficulties to
understand it. It should be simple language and should not contain ambiguity.
2. Effective Efficient
Teacher talk is says to be effective and efficient if the student can use it
actively, fluently and correctly after listening to it.
3. Appropriate
Teacher talk is says to be appropriate if it is used according to the desired
situation and condition (Rasyid, 2013).
Teacher talk is defined as any words or sentences said by the teacher during
the interaction in teaching-learning process, including when the teacher gives
explanation, feedback, ask question and so on (Mujahidah, 2012). It indicates
that any kind of talk spoken by the teacher is called teacher talk. The teacher talk
plays an important role in teaching process since it can increase students’
language store as they listen to the real authentic material (Rivers, 1987).
Another importance of teacher talk in the language classroom is that the role of
the teacher as the provider of comprehensible input.
It is commonly established that teacher talk plays a significant role to
language teaching. It refers to the special language that the teacher uses when
interacting with the students in the classroom. Regarding to the detonation
10
above, it is somehow obvious that teacher talk dominates the classroom
interaction. It is perhaps that talk in classroom is structured differently from
other kinds of talk because of the very nature of instruction. Pica as quotes by
Goh and Silver (2004) has lay out several reasons for this. One is ex- potations
about teacher and learner roles. We expect teachers to ask questions and students
to answer. If students ask too many questions, teachers might feel that their
authority is being challenged. Also, teachers often make every attempt to ensure
comprehension-ability for the students, thus avoiding the need for negotiation
for meaning. The teacher talk has seven categories, namely (1) deals with
feelings, (2) praises or encourages, (3) uses ideas of students, (4) asks question,
(5) gives information and corrects without rejection, (6) gives direction, and (7)
criticizes students’ response and behavior (Moskowitz, 1971 as cited in Brown,
2001).
2. Kinds of Teacher Talk
Doff in Muhayyang (2010) divides two types of teacher talk, instructional and
management. Instructional talk is employed to present the lesson or language
content. Instructional talk divided into 5 parts such as giving explanation, giving
direction, giving correction, asking question, and answering question.
Management talk is used to manage classroom activities. Management talk
divided into 20 parts such us entering the classroom, everyday greeting, meeting a
new class, talking the register, dealing with lateness, getting down to work,
starting something new, making things clear, sequencing activities, checking
progress, giving/taking turn, control and discipline, stopping, ending the teaching
11
sequence, checking the time, setting homework, stopping work, making
announcement, saying good bye, and clearing the classroom. But, this research
will only focus on management teacher talk in English teaching learning process.
3. Management Talk
The teaching and learning process will be effective and meaningful for the
student if the teacher knows the management talk used in classroom activities.
Doff 1988 states that management talk is used to manage classroom activities. The
language of management in which it is used to manage teaching and learning
activities in a well regulated manner.
According to Rasyid (2013) management talk deals with the enforcement of
classroom activities, such as entering the class, greeting students, arranging the
students’ seats, calling the rolls or checking the students’ presence, and dealing
with lateness. Management talk consists of transactional expressions that are used
to manage the interaction in the class from the very beginning to the very end of
the class session. Education management talk will touch students’ thought and
feelings, and will stimulate students to behave as expected.
Hughes and Moate (2007) classify the teacher talk that can be used by the
teacher in everyday classroom routines. It will help the teachers to develop some of
the core linguistics skill that the teacher will need to work effectively in the
classroom and will carry over into more confident classroom management and
enhanced pedagogical skills.
12
a. Beginning the lesson
Doff in Zaidah (2014) the beginning the lesson is a natural motivating
opportunity for teacher to help students to get used to listening to English. It is a
good idea to remind students that the phrases they are hearing and using at the
beginning of the lesson are also useful outside the classroom. Some types of
beginning the lesson that can be applied by the teacher in his/her classroom are as
follows:
1. Entering the classroom
Table 1.1 Expressions of Entering the Classroom
2. Everyday greetings
Let's go in
Come in and sit
down Hurry up now
let's go inside
come in and take
tour seat
Hurry up so that I can
start the lesson
let's go in the classroom
in you come (now),
Marco Try to hurry, please
(you can) go in
(come) this way,
please
Go on in.
Please don't
slam/bang the door
Go in and sit down
you can leave the
door open
I'll open/unlock the door
and let you in
Good
morning,
everybody
How are you
all today? That’s good
I hope you all had a
nice day weekend
Good
afternoon,
everyone
How are you
getting on?
That's good/nice to
hear
I hope you all had a
good/enjoyable/relaxing
holiday/break
hello
everybody
How are the
things?
I'm
glad/please/happy/sorry
to hear that
I hope you're all feeling
well/fit
How are we I hope you've
13
Table 1.2 Expression of Everyday Greeting
3. Meeting a new class
Table 1.3 Expressions of Meeting a New Class
4. Taking the register
Let’s see if
everyone’s
here Who’s absent?
Where’s
Mari this
morning?
Who wasn’t here
last time?
What
was the
matter?
I’ll just check
who’s here
Who’s
missing/away/n
ot here today?
What’s
wrong/ the
matter
with Mari?
Was
anybody/absent/missi
ng last time?
What
was the
problem
?
I have to
take/check
attendance
Are you all
here?
Has
anybody
seen Mari
Who was absent last
time?
Have
you been
ill?
all doing this
morning?
had/you're having a
nice/good day so far
How's
everyone
feeling
today?
How's it
going?
Let me
introduce my
self
My name is
Mrs. Hanson
Our lesson are on
Monday morning
and Wednesday
afternoon It’s nice to meet you all
Allow me
introduce
myself
I'm your new
English teacher
I'll be teaching you on
Tuesday and Friday
I’m very pleased to
meet/see you all (again)
Perhaps you're
wondering who
I am
I'll be teaching
you English
this year
I’ve got three lessons a
week with you
I’m looking forward to
working with you
Let me tell you
something
about myself
We’ll meet three
times a week
I’ll be fun getting to know
you all
Our lesson start 07.30
every Monday and
Thursday
From your
timetable/schedule,
you can see we start at
11.15 on Friday
14
today?
I’ll
mark/take/che
ck the register
Is the whole
class here??
Does
anybody
know
where
Mari is?
Who missed last
Wednesday’s lesson?
I’m going to
call your
names/ the roll Any absence?
Mari’s
away.
Does
anybody
know
why?
Why aren’t you
here last time?
Raise your
hand and say
yes/present
Is anybody
whose name I
haven’t called?
Is she
absent or
just late?
Make sure you bring
an absence note
Did I miss
anybody (out)?
When will
Mari
back?
Table1.4 Expressions of Taking the Register
3. Dealing with the lateness
You’re late
That’s all right. Sit down
and we can start
But try not to be late
next time
Where have you been?
Ok/ I see. Well sit down
and let’s get started
Try to be here on time next
time.
We started ten minutes
ago
Never mind. Let’s go on
with the lesson. Don’t let it happen again
What have you been
doing?
It doesn’t matter. Let’s get
back to what we are doing Don’t let it become a habit
Why are you late?
Please hurry up and sit
down. We’ve already
started
That’s the second time this
week
What do you say when
you’re late?
Take a/your seat and we
can get on
I’ll have to report you if
you’re late again.
Table 1.5 Expressions of Dealing with the Lateness
6. Getting down to work.
All right. It’s time to
start our English
lesson
Ok. Everybody. I’m
waiting to start
Put your things away
and close your desk,
please
Let’s start the lesson
Is everybody ready to
start? Close the lid of your desk
15
Let’s get on with the
lesson now
I’m waiting for you to be
quite
Put your school bag under
your desk
I think we can start now
We won’t start until
everybody is quite
Put your geography book
away
I hope you’re all ready
for your English lesson
Stop talking now so that
we can start
This is an English lesson,
not a biology lesson
Now we can get down
to (some ) work Settle down, everybody
Table 1.6 Expressions of Getting Down to Work
b. Running the lesson
Doff in Zaidah (2014) lessons usually consist of a number of clearly marked
stages. The short phrases that begin and end these stages are important because
they give structure to the lesson and help students get used to these phrases
quickly because they probably occur in every lesson. This way the teacher helps
students to remember the instruction. Some types of running the lesson that can
be applied by the teacher in his/her classroom are as follows:
1. Starting something new.
Let’s speak
English Right everyone Let’s move on
Now. We’ll do
another exercise
Let’s change/
switch (over) to
English Good/fine/ok/right/now
(Now) we’ll/let’s
go on
Now we shall do
some group work
Now we can use
English again Ok/all right, everybody On we go
Now, let’s have a
look at exercise 13
B
Let me tell you
this in Japanase Quit now, please
Let’s move/go on
to something
else/difference
Now I want you to
turn to page 17
Now, I’ll
change/switch
back to
Indonesian
Stop woring now,
please, and pay
attention.
Now, we are going
to do something
else Now we can relax
The next part of
this lesson will be
in Indonesian
Let’s turn
something a little
more/less serious
Now I have some
music for you
16
Now, English-
only time
Table 2.1 Expressions Starting Something New
2. Make things clear
You have five minutes Is everything clear? Right you can start
You can spend ten
minutes on this Is that clear? Begin/start working
I give you five minutes
on this/to do this
Are you clear about what
to do/what I mean/how to
do it? Is everybody ready?
You’ll have to stop in
two minutes/ minutes’
time
Are there any question
(before we star)? If you’re ready, we’ll start
Don’t spend more than
a few minutes on/doing
this exercise Have you all understood? Let’s get to work
Who still doesn’t
understand what they’ve
got to do? Get on with it
Table 2.2 Expressions of Make Things Clear
3. Sequencing activities
First, have a look at
the text
Next, read through the
new words Last, try to do exercise 3
Firstly, let’s run
through your homework
For the next thing I would
like you to get into threes
Finally today, I want you
to copy something down
First of all, (today)
we’ll listen to the tape
To continue/go on with,
could you take out your
workbook?
Lastly this time I would
like you to work in groups
To begin with, (this
time) we’ll check your
homework
And now, we’ll try an
exercise
To finish off with, you can
do some reading
For the first thing, we’ll
listen to a song
And now for some
grammar/something
different
For the last thing today,
takeout your notebooks
Last but not least, how
about a song?
Table 2.3 Expressions of Sequencing Activities
17
4. Checking progress
Any problem? Where are you up to? What’s the matter?
Are you ok? All right? How far have you got? What’s the problem?
Is there anyone who
needs help? Which question are you?
Is there something
wrong?
Who can’t manage on
his/her/their own?
Is everything ok?
Who is finding this
difficult?
Is there
something/anything the
matter?
Is there anybody
having
trouble/difficult the
exercise?
Table 2.4 Expressions of Checking Progress
5. Stopping.
OK,
everybody.
Two more
minutes
Have you
finished?
Right. That’s
enough
All right, stop
now
We’ll have a
break before
going on
You will have to
finish in a
minute
Are you
done/through?
That’s enough
for now
Stop what
you’ve doing
You can
have/take a
two-minute
break
I’ll have to stop
you in two
minutes
Who’s/ who
has finished?
That will do,
thank you
Everybody stop
what they are
doing
Relax for a
moment
before we go
on to
something else
(Just) a couple
more minutes of
minutes more
Who has done
them all?
You’ve done
enough of that
Stop
writing/working
We can take
our coffee
break now
One minutes
left/remaining/to
go
(Has)
everybody who
still hasn’t
finished?
You’ve
probably had
enough of that
All right. You
can stop now
Have you
done/completed
everything?
We’re spent
long enough
on this
Your time is up
now.
You were fast It’s time Finish up
18
for/you had a
change
Table 2.5 Expressions of Stopping
c. Ending the lesson.
Doff in Zaidah (2014) most lesson probably end in the same way. The teacher
try to draw things to close, set any homework, possibly review the lesson, and
perhaps make a few announcements. The teacher can use the end of the lesson to
boost students’ motivation and give them a positive sense that they have been
active participants in the lesson and are making progress. Some types of ending
the lesson that can be applied by the teacher in his/her classroom are as follows:
1. Checking the time.
What time is it?
It isn’t time to
finish yet
We have five more
minutes
Carry on with your
work until the bell
goes
What’s the time?
The bell hasn’t gone
yet
We have five
minutes over
Carry on with the
exercise for the rest
of the lesson
Do you have the
right time?
There are still two
minutes to go
We have an extra
five minutes
Carry on with what
you are doing ( until
the end of the
lesson)
Could you tell me
the time, please?
We’ve/we’re almost
finished
(it seems) we have
two or three minutes
in hand/to spare
Just finished the
sentence you’re
working on and then
you can go
What time do you
make it?
We’re not through
yet
We (seem to) have
finished a few
minutes early
Sit quietly until the
bell goes
What time do you
have? We’re almost done
Table 3.1 Expressions of Checking the Time
19
2. Setting homework.
For your
homework, please
do exercise 27A
I want you to finish
off exercise 26 c at
home
There will be a test
on this next week
Don’t forget about
your homework
This
chapter/lesson/page/
dialogue is your
homework
Finish of this at
home
There will be a test
on chapter 5 to 8
next time
Remember you
homework
This is for your
homework for
tonight/today/next
Monday
Finish off the
exercise at home
You can expect a
test on this in the
near future
Do you remember
what you have to do
for your homework
As/For (your)
homework I want
you to
Do the rest of the
exercise as your
homework for
tonight
I’ll test you on the
new words
sometime next week
Are you all clear
about your
homework?
Your homework for
tonight is to prepare
chapter 17
Read the rest of the
story at home
Before (the) next
lesson I would like
you to…
Go through this
section again on
your own at home
I’ll go through/over
it with you next time
Table 3.2 Expressions of Setting Homework
3. Stopping work.
It’s time to stop
So, today we’ve
practiced asking
the time
We’ll finish this
next time That’s all for today
We’ll have to stop
finish/ now
This time you have
learned how to write
a letter
We’ll do/read/look
at the rest of the
chapter on Thursday
That will do for
today. You can go
now
I make it almost
time. We’ll have to
finish /stop
here/there
In this lesson we’ve
begun a new until
We’ll finish off this
exercise in the
lesson
That’s about it for
today
There’s the bell, so
we must Stop
working now
Let me just remint
you/recap/go over
what we done
We’ll go/carry on
with this chapter
next time That will be all
20
We don’t have any
more time
Let’s just review
today’s lesson
We’ll come continue
working on this
chapter next week
Right, you may /can
go
It’s about time
we/you stopped
We’ll come back
this another time
You can put your
things away and go
There’ll be more on
this next time
Next time we’re
going to have a look
at your projects
Table 3.3 Expressions of Stopping Work
4. Making announcements.
Wait a moment, please
I have something
to tell you
Next time we’ll
meet in room 23
Don’t forget the
English club
meeting this
afternoon
Just a
moment/minutes/second,
please
I have something
to say to you
Tomorrow we’ll
meet in room 14
Please remember
don’t forget to
bring your project
folders next time
Hang on a
moment/second
I have some
announcements to
make before you
go
There’s come a
change of room
for next week
If you have time,
watch Pride and
Prejudice on RCTI
at nine
Just hold on a moment Please listen
We’ll be meeting
in room 19 instead
Stay where you are for a
moment
Please pay
attention
I’ll see you in
room 7 after the
break/recess
One more thing before
you go
The fourth period
has been cancelled
next Tuesday
Don’t go rushing off
There won’t be a
English lesson on
Friday
Back to your place
Table 3.4 Expressions of Making Announcements
21
5. Saying goodbye
Goodbye, everyone See you all again Have a nice weekend
Bye-bye everyone See you next class
Have a good/nice
relaxing holiday/rest
Bye now, Mischa
I’ll see you (all) again
the same time next
time/Wednesday Enjoy your holiday
Cheerio, Carmen
We’ll meet again the
same time next time
I hope you have a nice
vacation
See you (soon), Didier
The next time we meet
be after the holiday Enjoy yourselves
So long
Table 3.5 Expressions of Saying Goodby
6. Clearing the class.
Please go out
now
Go out
quietly, please
Take all your
things with
you
Could you
open the
window for
me, please?
Whose book is
this?
Will you
please go out?
Not so much
noise, please
Don’t leave
anything
Put everything
back in its
right place
Has somebody
forgotten their
book?
Everybody
outside Quietly!
Take
everything/all
your
belongings
with you
Straighten the
desk
Whose is this
glove?
Out you go
now Ssshhh!
Make sure you
haven’t
forgotten
anything
Put the books
on the shelf
Who does this
pen belong to?
All of you, get
outside now!
Try not to
make any noise
as you leave
Don’t forget
your stuff
Could you
clean the board
for me, please?
Who’s the
owner of this
hat?
Hurry up and
get out
No noise as
you leave
Pick up the
rubbish, please
(Has) anybody
lost key?
Other classes
are still
working
Clear
everything
away
Table 3.6 Expressions of Clearing the Clas
22
C. Conceptual Framework
Figure1. Conceptual Framework
The conceptual framework above shows the situation of English teaching
process. English language teaching for English as Foreign Language students in
its process teacher talk usually combined between English and native language to
make English teaching process more comprehensible. Based on the conceptual
framework above, the researcher analyzed the kinds of management talk that
teacher use in teaching and learning process, and the function of management talk
that the teacher got from the used of management talk in the classroom.
Teacher Talk
Function of management
talk
Management Talk
Kinds of Management Talk
4. Beginning the class
5. Running the class
6. Ending/ closing
1. Conveying Information
2. Delivering lesson in
structured way
3. Managing and
arranging
Communication.
23
CHAPTER III
RESEARCH METHOD
This chapter consists of method of the research design, research subject,
instrument of the research, procedure of collecting data and technique of data
analysis.
A. Research Design
This research used a descriptive qualitative method, to give description about
the use of teacher talk in teaching process. The researcher observed the kinds of
the teacher talk management used by the teacher in the classroom.
B. Research subject
The research subject was two English teachers in SMA YAPIP
SUNGGUMINASA who teach in different classes. The first subject was KK S.pd,
43 years old, undergraduate degree from Universitas Negeri Makassar, English
Education Department as Teacher A. Next subject was SH S.pd, 46 years old,
undergraduate degree from Universitas Islam Negeri Alauddin Makassar, English
Education Department as Teacher B.
C. Instrument of the Research
The instruments of the research were observation checklist, interview and
recorder to support the data from observation and interview. It is intend to know
the kinds of activities in teaching and learning English at senior high school. The
24
observation checklist adopted from discussion of structure of classroom discourse
(Mehan, 1979; Sinclair & Brazil, 1982) cited in Yanfen and Yuqin (2010).
1. Observation checklist aim to gain the data factually based on the observation
checklist by looking at classroom situation. The observation conducted by
observing teacher’ during classroom process. The researcher had joined the
one whole process of English class before doing the interview. The researcher
gives code to the observation checklist if saw that teacher used management
talk in the classroom
2. Video recording supported the data from checklist. Recording furthered
instrument in this research, it aims to record all the classroom activities and
management teachers talk used in the classroom, furthermore recording can
help the researcher to avoid mistakes in taking the data.
3. Interview aims to get accurate information from the teacher by delivering
certain questions about management teacher talk. As an additional, the
researcher used semi-structured interview guide on interviewing subject.
D. Procedure of Collecting Data
Data collection is the procedure used by the researcher to collect data. In
conducting the first data which was obsevation checklist, the researcher had
joined the English class where the teaching and learning process take place if the
researcher saw the teacher used management talk in their classroom, the
researcher give code to the observation checklist. The second data was interview,
the researcher interviewed subjects/ teachers and did the following procedure:
25
1. Firstly, the researcher explained about the aim of the interview.
2. Next, the researcher interviewed the teachers.
3. The researcher asked questions to the teachers.
4. While the teachers answering the questions, the researcher recorded all
of the teacher’s answers.
5. After interviewing, the researcher said thanks to the teachers for their
time to answer the question.
6. Last, the researcher analyzed all the answers and summarized them by
consideration with the observation’s result during the class that the
researcher joined before.
E. Technique of Data Analysis
The collected data obtained from the result of observation and interview were
analyzed to draw conclusions. According Moleong (2010), data analysis is the
process of managing the data, organazing it into a goot pattern, category and
basic unit. Thus, we could find the theme and formulate hypothesis as suggested
by the data. The purpose of data analysis is summarizing and simplifying tha
data in order to interpret and draw a conclution.
Furthermore, because of this research used qualitative research design, then it
was be analyzed by using inductive analysis method. According to Miles and
Huberman in Sugiyono’s (2014), the activities in qualitative data analysis is
performed interactively and occurring continuously until complete, so that the
data is already saturated. In addition, the activities in qualitative data analysis are
data reduction, data display, and conclusion drawing/verivication.
26
1. Data Reduction
The data obtained in the field was quite a lot. It was necessary to note
carefully and detail. Data reduction means: summarizing, choosing things that
are fundamental, focusing on things that are important, looking for themes
and patterns and discarding unnecessary. Reduce data will give a clear picture
and facilitate researcher to conduct further data collection, and look for it
when needed. Data reduction could be aided with electronic device such as a
computer, to give the code on certain aspects. With the reduction, the
researchers summarize, taking important data, make categorization, based
uppercase, lowercase letters and numbers.
2. Data Model (Data Display)
Once the data was reduced, then the next step was display data. Display
data in qualitative research will be done in the form of a brief description,
chart relations between categories, flowchart and so on. Miles and Huberman
in sugiyono (2014) state the most frequent form of display for qualitative data
has been narrative text. That is most often uses to present data in qualitative
research with narrative text. In addition in the form of a narrative, the data
display can also be a graph, matrix, network (networks). In this research data
display was narrative.
3. Conclusion drawing and verification
The third step was the conclusion and verification. Conclusions were
presented still provisional, and would be changed if not found strong
evidence that supports the next stage of data collection. However, if the
27
conclusion was supported by evidence of valid and consistent when the
researcher returned to the field in collecting data, the conclusions that
presented were the credible conclusions (trustworthy).
28
CHAPTER IV
FINDING AND DISCUSSION
This chapter deals with the findings of the research and discussion of the
findings. The findings reveal what kinds of management talk used by the teacher
in the classroom activities by using observation checklist, and the function of
teacher talk management in teaching process by using interview to the teacher,
beside that this research used recording to support the data. Discussion reveals
some arguments and further interpretation of findings.
A. Findings
The findings consist of the data obtained through classroom observation
checklist, interview, and the transcript of the video recording. The findings
explained the kinds of management’ talk used in English teaching process at SMA
YAPIP Sungguminasa and the function of teacher talk management used in
teaching process.
1. Kinds of Teacher Talk Management that used in SMA YAPIP
Sungguminasa
a. Everyday Greeting
In beginning the lesson, the teacher entered in the classroom and
saying “everyday greeting” before the teacher started the lesson.
Extract 1 (Teacher A):
S : sit down please!
T : good morning, how are you?
Ss : morning sir, im fine and you?
29
In Extract 1, Teacher A started the class by saying “good morning,
how are you?”. The expression was classified as everyday greeting. It is
the parts of the management talk in beginning the lesson.
Extract 2 (Teacher B):
S : sit down please!
T : thank you very much. Good morning everybody? How are you?
SS : I’m fine.
T : will still remember our last material. About what? Our last material.
We are discussing about what? We still remember about?
S : yes.
In Extract 2, Teacher B started the class by saying “Good morning
everybody?”, and “how are you?”. The expressions were classified as
everyday greeting. It is the parts of the management talk in beginning the
lesson. Teacher B repeated the greeting because the teacher wanted the
students pay attention.
b. Taking the Register
The teacher was taking the register to know if the whole of class is
present or not.
Extract 3 (Teacher A):
T : Sementara kalian bekerja dengarkan namanya ya (while your
work, listen to your name)
Ss : iya sir. (yes sir)
30
T : Ade putra.
Ss : tidak adai. Absent. (He’s not coming. Absent)
T : Amrianto
Extract 3 shows how Teacher A taking the register. The expression
“sementara kalian bekerja dengarkan namnaya ya” mean that the teacher
want to know who were present or not before studied.
Extract 4 (Teacher B):
T : Okay students who students absent today? How many student?
S : Ardiansyah.
T : What about Ardiansyah? He is present? Ardiansyah?
Extract 4 shows how Teacher B taking the register. The
expressions “Okay students, who students absent today?”, and “what
about Ardiansyah? He is present?” mean that the teacher want to know
who were present or not. Taking the register is one of the parts of
management talk in beginning the lesson.
c. Getting Down to Work
The teacher was getting to work to demand the students started the
lesson materials or study together.
Extract 5 (Teacher A):
T : well, buka bukunya halaman 50. Do you still remember the last
material? (well, open your book page 50)
Ss : yes sir
T : apa itu? (what is that?)
31
Extract 5 shows how Teacher A is getting down to work. The
expression “well, buka bukunya halaman 50” mean that the teacher
demanded the students to read and discussed the material. Getting down to
work is one of parts of the management talk in beginning the lesson.
Extract 6 (Teacher B):
S : yes.
T : About the kinds of … how knows? What is our last material?
About?
S : Piranha fish.
T : About Piranha fish, okay sit down please. Eee, today we will
discuss about kinds of taste. And taste is very nice.
Extract 6 shows how Teacher B is getting down to work. The
expression “today we will discuss about kinds of taste” mean that the
teacher delivered the material will discussed. Getting down to work is one
of parts of the management talk in beginning the lesson.
d. Starting Something New
The teacher was starting the class with telling the students to get
ready and start the new lesson.
Extract 7 (Teacher A):
T : Masih ingat apa itu past tense? (do you still remember what is the
meaning of past tense?)
SS : masih.
T : apa itu past tense? (what is the past tense?)
32
SS : bahas masa lampau sir (discuss about the day of long ago sir
T : ya betul. Ok hari ini kita pindah ke present perfect tense. (That’s
right. Ok today we are move to present perfect tense.)
The Extract 7 was about starting something new. In this activity,
Teacher A wanted to start new material by saying “ok, hari ini kita pindah
ke present perfect tense”. Starting something new is one of the parts of the
management talk in running the lesson.
Extract 8 (Teacher B):
T : About the kinds of … how knows? What is our last material?
About?
S : Piranha fish.
T : students today we will discuss about kinds of taste. Jadi how we say
in Indonesia? Taste. What is taste?
S : Perasa.
The Extract 8 was about starting something new. In this activity,
Teacher B wanted to start the material by saying “students today we will
discuss about kinds of taste”. Starting something new is one of the parts of
the management talk in running the lesson.
e. Making things Clear
Making things clear was used by the teacher to check students’
understanding or make sure anything was clear.
33
Extract 9 (Teacher A):
T : paham sampai disini? Ada yang mau bertanya? (You got the point?
Does anyone have any questions?)
SS : tidak ada sir (No sir)
Extract 9 was about making things clear. The expression “paham
sampai disini? Ada yang mau bertanya?” means Teacher A wanted to
check students’ understanding or make sure anything was clear.
Extract 10 (Teacher B):
T : Jelasmi? tidak ada mau bertanya?(Is it clear? No questions?)
S : ada bu. (me mam)
T : oh number what?
S : Ini bu. (this is mam)
Extract 10 was about making things clear. The expression
“jelasmi? Tidak ada mau bertanya?” means Teacher B wanted to check
students’ understanding or make sure anything was clear.
f. Sequencing activities
Sequencing activities was used by the teacher to direct students to
how they do their work.
Extract 11 (Teacher A):
T : jadi tugas kalian sekarang adalah memasangkan di blank space
bagian yang kosong itu dengan salah satu dari 3 pilihan tersebut and
make it group. Bisa tidak? (So your task now is to attach to that space
34
blank with one of these three options and make it group. Is it
possible?)
SS : iye pak.
Extract 11 was about sequencing activities. The expression “jadi
tugas kalian sekarang memasangkan di blank space” and “make it group,
bisa tidak?” means Teacher A given direction a correct sequencing to the
students work.
g. Checking Progress
Checking progress was used by the teacher to know the progress
that the students found.
Extract 12 (Teacher A):
T : apa yang susah? (did you find any trouble?)
Ss : apa artinya ini sir? (what does this mean sir?)
(sambil menunjukkan buku)
Extract 12 shows that Teacher A wanted to know the progress that the
Students’ found. The expression “apa yang susah?” means that the
teacher
checking the students’ progress.
Extract 13 (Teacher B):
SS : Iye bu. (yes mam)
T : You find difficult words?
S : No.
35
Extract 13 shows that Teacher B wanted to know the progress that
the students found. The expression “you find difficult word?” and “ada
kata-kata yang sulit?” means that the teacher checks the students’
progress.
h. Stopping
Stopping was used by the teacher to remind students that the time for
work on assignments is complete.
Extract 14 (Teacher A):
T : Have you finished?
SS : iya sir. (yes sir)
T : sudah ditulis semua jawabnnya? (You’ve written all the answers?)
SS : iya pak. (yes sir)
T : oke. Kita bahas sama-sama. (Ok. We’il discuss it together)
In extract 14 show how the teacher A stopping of students work by
saying “have you finished?”. The expression was classified as a stopping.
It is the parts of the management talk in running the lesson.
Extract 15 (Teacher B):
T : oke, sudahmi habis waktu, kumpulmi. (Ok. Time is up. Collect)
SS : tunggu bu, namaku pi. (wait mam, I forgot to write my name)
In extract 15 was about stopping. The expression “oke sudahmi habis
waktu, kumpulmi”. Means that Teacher B used the part of management
talk in running the lesson.
36
i. Checking the Time
Checking the time was used by the teacher to remind the students
about the time.
Extract 16 (Teacher A):
T : ya kalau begitu karena waktunya tersisa 8 menit, im going to ask
once again, do you think that this item is difficult? Yg ini sulit?
(Well, because you have eight minutes left, I am going to ask once again)
S : No sir.
T : okay.
Extract 16 was about checking the time of Teacher A. The
expression “ya kalau begitu karena waktunya sisa 8 menit” mean the
teacher reminded the students that class time is almost over.
j. Setting Homework
Setting/taking homework was used when the teacher took
homework to the students.
Extract 17 (Teacher B):
S : waktunya habis. (Time is over)
T : Ok students please you make a simple text about sense of report, jadi
make your task as homework, jadi coba membuat dirumah nanti
bacaan tentang report yang menggambarkan, describe about
something. Jadi cari text lain yah, yang isinya itu berisikan tentang
laporan. Ok leader please! (So your homework tries to make a report
37
text that describe something. Find another text, which contains all
kinds of reports. Ok leader please!)
S : Stand up please! Greeting to our teacher.
Extract 17 was about setting homework used by Teacher B. the
expression “Ok students please you make a simple text about sense of
report, jadi make your task as homework, jadi coba membuat membuat
dirumah nanti bacaan tentang report yang menggambarkan, describe
about something” means the teacher took the homework to the students.
k. Stopping Work
Stopping work was used by the teacher to stop the lesson because
the time was over.
Extract 18 (Teacher A):
T : oke, terimakasih banyak, leader siapkan! (Ok. Thank you very much,
leader please!)
S : Attention please! Stand up please. And say greeting to our Teacher.
SS : Assalamualikum warahmatullahi wabarakatuh.
T : Waalaikumsalam warahmatullahi wabarakatuh.
Extract 18 was about stopping work used by Teacher A. The
teacher saying “oke terimakasih banyak, leader siapkan!” to stop the
learning processed because the time was over.
Extract 19 (Teacher B):
T : Yes good!
SS : Alhamdulillah.
38
T : Ok dear students the times over.
S : waktunya habis. (time is up)
Extract 19 was about stopping work used by Teacher B. the
expression “ok dear students the times over” means the teacher wanted to
stop the learning process because the time was over.
l. Making Announcement
Making announcement was used by the teacher to get attention
from the students when there were things to be conveyed.
Extract 20 (Teacher A):
T : kalau tidak ada halangan in our next meeting, we are going study
about Caption ya, itu adalah kalimat yang ada di bawah foto. Pelajari
memangmi. (If it isn’t something urgent, in our next meeting, we are
going to study about caption ya. That is the sentence of the line under
the photo. Learn it.)
SS : Iye pak. (Yes sir)
Extract 20 was about making announcement used by Teacher A.
The expression “kalau tidak ada halangan in our next meeting” means the
teacher wanted to announce something to the students because there was
something to be conveyed.
m. Saying Goodbye
Saying goodbye was used by the teacher when time was over and
wanted to end the lesson.
39
Extract 21 (Teacher A):
S : attention please! Stand up please. And say greeting to our Teacher.
SS : Assalamualikum warahmatullahi wabarakatuh.
T : Waalaikumsalam warahmatullahi wabarakatuh.
S : Sit down please!
Extract 21 was about saying goodbye used by Teacher A. The
teacher closed the lesson by saying “Waalaikumsalam warahmatullahi
wabarakatuh” to the students.
Extract 22 (Teacher B):
S : Stand up please! Greeting to our teacher.
SS : Assalamualaikum wr.wb
T : Waalaikumsalam warahmatullahi wabarakatuh.
Extract 22 was about saying goodbye used by Teacher B. The
teacher closed the lesson by saying “Waalaikumsalam warahmatullahi
wabarakatuh” to the students.
n. Clearing the class
Clearing the class was used by the teacher to make sure if the class
was clear or to remind the students if there are items left behind.
Extract 23 (Teacher A):
T : tolong jangan lupa buku cetaknya dikumpul semua! (Don’t forget to
collect the book.)
Ss : oke pak.
40
Extract 23 was about clearing the class used by Teacher A. the teacher
make sure to students by saying “tolong buku cetaknya jngan lupa
dikumpul semua”. It is the part of management talk in ending the lesson.
Based on the description above, the researcher concluded that the
parts of management talk that the Teacher A used in the teaching and
learning process were 1) everyday greeting, 2) taking the register, 3)
getting down to work, 4) starting something new, 5) making things clear,
6) Sequencing activities 7) checking progress, 8) stopping, 9) checking
the time, 10) stopping work, 11) making announcement, 12) saying
goodbye, and 13) clearing the class.
Furthermore, the parts of management talk that the Teacher B used
in teaching and learning process were 1) everyday greeting, 2) taking the
register, 3) getting down to work, 4)starting something new, 5) making
things clear, 6) checking progress, 8) stopping, 7) setting homework, 9)
stopping work, 10) saying goodbye.
2. Function of Teacher Talk Management
In order to get real data from teacher to know the functions of teacher talk
manegement in teaching process through interviews. The results of each
interview are detailed below;
1. Conveying information
The teacher interviewed had an opinion on convey a particular
information is a function of teacher talk management.
41
Extract 1 (Teacher A):
I : what do you think about the function of teachers talk
management?
T : I think the function of teacher talk management is to convey a
particular information base on the teacher knowledge to his
students. Furthermore, the teachers talk management is very useful
to manage our class according to the students’ ability, knowledge
background, and classroom atmosphere during presenting material.
Extract 1 was about opinion teacher A that the function of teacher talk
management in teaching process is to convey a particular information
based on teacher knowledge to his students.
Extract 2 (Teacher B)
I : What do you think about the function of teachers talk
management?
T : In my opinion, the function of this management talk is almost the
same as the management class that I usually do, which is the same
as helping me deliver lessons to students in a structured way.
Management talk can help me easily convey information or convey
learning well.
Extract 2 was about opinion teacher B that the function of teacher talk
management in teaching process is to management talk can help her easily
in conveying information or conveying learning well.
42
b. Delivering in structured way
The teacher interviewed had an opinion on delivering a lesson in
structured way is a function of teacher talk management.
Extract 3 (Teacher B):
I : What do you think about the function of teacher talk management?
T : In my opinion, the function of this management talk is almost the
same as the management class that I usually do, which is the same as
helping me deliver lessons to students in a structured way.
Extract 3 was about delivering lesson to the students in structured way
is a function of teachers’ talk management that Teacher B said.
c. Managing and Arranging Communication
The teacher interviewed had an opinion on managing and arranging
communication is a function of teacher talk management.
Extract 4 (Teacher A):
I : Do you always use teachers talk management in teaching process?
T : yes I do, because by managing and arranging our communication
when teachers talk or discuss the lesson toward students, hopefully
that they can understand and receive our messages easily.
In extract 4 shows the opinion teacher A that the function of
teacher talk management are to managing and arranging our
communication when the teachers talk or discuss with the students.
43
B. Discussion
Based on the result of the study, the researcher found kinds of teachers’
talk management used in teaching process at SMA YAPIP Sungguminasa and
the functions of teacher talk management in teaching process. Inside of these
two problem research, the researcher would discuss and emphasize about what
kinds of teachers talk management and what are the function of teacher talk
management that used by two English teacher in SMA YAPIP Sungguminasa.
1. Kinds Management Talk
These sessions were the parts of management talk used by Teacher A and
Teacher B. The teachers entered in the classroom and saying “Everyday
Greeting” as a part of management talk before the teacher started the lesson.
The expression “Good morning, how are you?” was used by Teacher A and
the expression “Good morning students, How are you?” was used by Teacher
B.
Next was about taking the register. The teacher wanted to know if the
whole of class is present or not. The expression “while you work, listen to
your name” was used by Teacher A and the expressions “Okay students, who
students absent today?” was used by Teacher B. according to Rasyid (2012),
the teacher can say “Ok. I’m going to call your names. Raise your hand and
say: yes/here/present”.
After that getting down to work as a part of management talk. The
teacher getting to work to demand the students started the lesson materials or
44
study together. The expression “well, open your book page 50” was used by
Teacher A and the expression “today we will discuss about kinds of taste”
was used by Teacher B.
Next the teacher was did starting something new. The teacher was
starting the class with telling the students to get ready and start the new
lesson. The expression “ok today we’re move to present perfect tense” was
used by Teacher A and the expression “students today we will discuss about
kinds of taste” was used by Teacher B.
After starting something new the teacher used making things clear as a
part of management talk. The teachers wanted to check students’
understanding or make sure anything was clear. The expression “You got the
point?” was used by Teacher A and the expression “is it clear? no
questions?” was used by Teacher B. According to Hugesh and Moate (2011),
the teacher can say “is everything clear?”, and “is that clear?” if the teacher
want to check the students’ understanding or making things clear.
Then, it was about sequencing activities. The teacher wanted to direct
students to how they do their work. The expression “so your task now is to
attach to the space blank and make it group” was used by Teacher A.
Next were about checking progress. It was used by the teacher to know
the progress that the students found. The expression “did you find any
trouble?” used by Teacher A and the expression “you find difficult word?”
was used by Teacher B. Hugesh and Moate (2011) stated that the teacher can
45
say “what’s the matter” or “what the problem” when the teacher want to
check the students’ progress.
Stopping was a part of management talk. The teacher wanted to remind
students that the time for work on assignments is complete. The expression
“Have you finished” was used by Teacher A and the expression “Ok, Time is
up. Collect” was used by Teacher B.
The teacher was checking the time. It was used by the teacher to remind
the students about the time. The expression “Well, because you have eight
minutes left” was used by Teacher A. After that was about setting/taking
homework. It was used when the teacher took homework to the students. The
expression “So, your homework tries to make a report text that describe
something. Find another text, which contains all kinds of reports” used by
Teacher B. Hugesh and Moate (2011), if the homework is no needed, the
teacher can say “there’s no homework this time”.
The teachers was did stopping work as part of management talk. It was
used by the teacher to stop the lesson because the time was over. The
expression “Oke, thank you very much, Please Leader!” and the expression
“ok dear students the times over” was used by Teacher B to stop the learning
processed because the time was over.
Extract 20 was about making announcement. It was used by the teacher
to get attention from the students when there were things to be conveyed. The
expression “If it isn’t something urgent, in our next meeting, we are going
46
study about Caption ya, that is the sentence of the line under the photo, Learn
it” was used by Teacher A.
Not forgetting the teacher saying goodbye. It was used by the teacher
when time was over and wanted to end the lesson. Teacher A and Teacher B
closed the lesson by saying “Waalaikumsalam warahmatullahi wabarakatuh”
to the students. One of the teacher was did the last of part management talk
that was clearing the class. The teacher wanted to make sure if the class was
clear or to remind the students if there were items left behind. The expression
“Don’t forget to collect the book”. It was used by teacher A.
Based on the result of discussion above, both of the teachers was used
management talk. Teacher A used 13 parts of management talk. Furthermore,
Teacher B used 10 parts of management talk.
2. Function of Management Talk
From the data description above, there were two English teachers who
were researcher interviewed. The result of interview about the function of
teachers talk management are both of teacher almost have same opinion
about the function of teacher talk management is to conveying information.
Teacher A said the function of teacher talk management is to convey
particular information to the student and very useful to manage his class.
Teacher B was said the function of teachers talk management are to helping
her in delivering lessons to students in a structured way and can help her
easily convey information or convey learning well. In addition to conveying
information teacher B also said the function of teacher talk management is to
47
delivering lessons in structured way. Further, in Extract 4 was about
managing and arranging communication are the next functions of teachers
talk management, teacher A said he always used teacher talk management in
their teaching process because he think by managing and arranging their
communication the students can understand and receive his messages easily.
Referring to the results of previous research, like Ade (2017), Astuti
(2013), and Setiawati (2012) the researchers did not discuss about function
of teacher talk management in their journal but in previous research
contained in Chapter II of this research according to Hughes and Moato
(2007), found that classify the teacher talk that can be used by the teacher in
every day classroom routines. It will help the teacher to develop some of the
core linguistics skill that the teacher will need to work effectively in the
classroom and will carry over into more confident classroom management
and enhanced pedagogical skill.
From all of these finding above it can be conclude that teacher A and B
are people who teach in same school with different life and different way to
teach their students. Thus, the result of these finding above average answers
of both teachers have the same opinion about the function of teachers talk
management.
48
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter consists of two parts. The first part presents some conclusions
based on the data analysis and findings in the previous chapter. The second part
presents some suggestions based on the findings and conclusion of this research.
A. Conclusions
Based on the findings and discussions on the previous chapter, the
researcher formulated some conclusion. The detail description of the conclusions
of this research was listed in the following:
1. There were three kinds of teachers’ talk management that used by
Teacher A and Teacher B in learning process such as beginning the
lesson, running the lesson, and ending the lesson. Management talk
used by Teacher A in class XII MIA classified into 13 parts namely:
everyday greeting, taking the register, getting down to work, starting
something new, making things clear, sequencing activities, checking
progress, stopping, checking the time, stopping work, making
announcement, and saying goodbye, clearing the class. Besides,
Teacher B in class XII IIS classified into 10 parts namely: everyday
greeting, taking the register, getting down to work, starting something
new, making things clear, checking progress, stopping, setting
homework, stopping work, and saying goodbye.
49
2. Function of teachers talk management are to conveying information,
delivering lessons in a structured way, Managing and arranging
communication.
B. Suggestions
After seeing the findings as well as discussion, the researcher gives
suggestion may be useful for teachers and also the other researcher who will
conduct the same topic in the research:
1. The results of this research can be used by the English teachers as a
reminder to apply the kinds of teachers’ talk exactly management talk
in learning process and also the function of teacher talk management
that very useful in learning process. As can be seen that all parts of
teachers’ talk management and function of management talk found in
the learning process.
2. To the next researcher, the study of teachers’ talk management can be
extended by conducting the research in other different content and
setting. The next researcher may investigated the teachers talk
instructional or the teachers’ talk used based on social status or class,
occupation, geography, education, gender, and ethnicity.
50
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52
Appendices
53
APPENDIX. 1. 1.
Observation Checklist in the Classroom
Name of teacher: Teacher A
(Doff: 1998)
No Kinds of Management Talk Yes No
1 Beginning the Lesson Entering the classroom √
Everyday greeting √
Meeting a new class √
Taking the register √
Dealing the lateness √
Getting down to work √
2 Running the lesson Starting something new √
Make things clear √
Sequencing activities √
Checking progress √
stopping √
3 Ending the lesson Checking the time √
Setting homework √
Stopping work √
Making anouncement √
Saying goodbye √
Clearing the class √
54
APPENDIX. 1. 2.
Observation Checklist in the Classroom
Name of teacher: Teacher B
(Doff: 1998)
No Kinds of Management Talk Yes No
1 Beginning the Lesson Entering the classroom √
Everyday greeting √
Meeting a new class √
Taking the register √
Dealing the lateness √
Getting down to work √
2 Running the lesson Starting something new √
Make things clear √
Sequencing activities √
Checking progress √
stopping √
3 Ending the lesson Checking the time √
Setting homework √
Stopping work √
Making anouncement √
Saying goodbye √
Clearing the class √
55
APPENDIX. 1. 3.
Protocol Interview
1. What do you think about the function of the teacher talk management is?
2. Do you always use teacher talk management in the learning process?
3. What are the inhibiting factors of management talk in the classroom?
4. Do you think the tecahers talk management are very important to use in
the classroom, and why?
56
APENDIX 1 TEACHER A
TRANSCRIP OF THE TEACHING AND LEARNING PROCESS
Note:
T (Teacher)
SS (Students)
S : Attention please! Ready. Stand up please. Say greeting to our teacher.
SS: Assalamualaikum warahmatullahi wabarakatuh.
T : Waalaikumsalam warahmatullahi wabarakatuh.
S : Sit down please!
T : Good morning, how are you?
SS: morning sir, I’m fine
T : Baik ananda sekalian buku bukunya halaman 50. Sebelum itu do you still
remember the last material?
SS: past tense pak.
T : masih ingat apa itu past tense?
SS: itu pak yang menceritakan masa lampau.
T : Yah past tense itu adalah kejadian yang terjadi di masa lampau atau sudah
berlalu, itu sudah di bahas minggu lalu yah tapi ananda sekalian hari ini kita
akan pindah ke present perfect tense. Present peerfect tense itu bagaimana?
Ada yang tau?
SS: Tidak pak
T : Nah present perfect tense itu kejadian atau situasi yang telah dilakukan di
masa lalu tapi masih berlanjut sampai sekarang atau efeknya masih berlanjut.
Contohnya I have read this book saya telah membaca buku ini yang artinya
57
kejadian ini sudah saya lakukan di masa lalu tetapi saya masih rasakan
efeknya. Paham mi?
SS: iye pak. Yang saya baca di buku pak bisa juga begini, saya telah bersekolah
disini sejak 2 tahun yang lalu?
T : Iya bisa, salah satu ciri present perfect tense itu ada kata since nya. Jadi kalau
ada kalian liat dibuku ada kalimat yang ada kata since nya itu prseent perfect
tense.
S : Iya pak.
T : Well, buka bukunya halaman 52 liat disitu tugasnya. Jadi tugas kalian
sekarang adalah memasangkan di blank space atau bagian yang kosong dengan
salah satu dari 3 pilihan tersebut and make it group. Bisa tidak?
S : Bisa sir.
T : Oke kerjami carimi pasangannya yg mau ko temani berpasangan.
( guru meminta siswa untuk membuat kelompok dan mengambil absen)
T : Sambil bekerja dengarkan namanya ya?
Ss: Iya sir.
T : Ade putra.
Ss: Tidak adai. Absent.
T : Amrianto
S : Present.
T : Arya arman.
S : Absent.
T : Adnan.
58
S : Hadir, eh present.
T : Amirullah.
S : Hadir. Present.
T : Khaerunnisa.
S : Hadir.
T : Suci.
S : Present
T : Nursanti nur
S : Absent.
T : Reni.
S : Hadir pak.
T : Ikram.
S : Absent
T : Muh. Rasul
S : Present.
(guru mengecek kehadiran siswa satu persatu, setelah selesai, guru berjalan
memeriksa tugas para siswa)
T : Apa yang susah?
S : Apa artinya ini sir? (sambil menunjuk buku)
T : kalau ada yang kurang jelas bertanya supaya nanti tidak sembarangko isi
disitu.
SS: Iye pak.
59
(beberapa saat kemudian)
T : Have you finished?
SS: Sudah pak.
T : Ya kalau begitu mari kita bahas sama-sama, yah no 1 apa disini yang sesuai
dengan kalimatnya? Since atau for?
SS: For sir
T : No 2 apa jawabanmu?
SS : Since.
T : Ya betul, coba liat tidak usah terjemahkan semua nah ini adalah salah satu
metode dalam menjawab soal pilihan ganda nanti, tidak usah terjemahkan
semua karena berhubung waktunya habis yang penting langsung poin
pentingnya.
(setelah selesai dengan tugas kelompok)
T : tidak adamau bertanya?
SS: Tidak ada pak
T : sampai saking hebatnya itu tidak ada mau bertanya, berarti paham semua?
SS : hahah (siswa tertawa)
T : ya kalau begitu karena waktunya sisa 8 menit dan tidak adami yang mau
bertanya juga yah kita tutupmi, but before ending our lesson today kalau tidak
ada halangan in our next meeting we are going to study about materi baru yaitu
caption nah tau caption kan? Itu kalimat yang biasa ada dibawah foto. Okelah
next meeting baru kita bahas.
SS: Siap pak
T : Oke terima kasih banyak, leader siapkan!
60
S : Attention please! Stand up please. And say greeting to our Teacher.
SS : Assalamualikum warahmatullahi wabarakatuh.
T : Waalaikumsalam warahmatullahi wabarakatuh.
S : Sit down please!
T : Tolong jangan lupa buku cetaknya dikumpul semua,
SS : Iya pak.
61
APPENDIX 2
TRANSCRIP OF THE TEACHING AND LEARNING PROCESS
Note:
T (Teacher)
SS (Students)
TEACHER B
S : Stand up please! Greeting to our Teacher
SS: Assalamualaikum warahmatullahi wabarakatuh.
T : Waalaikumsalam Warahmatullahi Wabarakatuh.
S : Sit down please!
T : Thank you vert much. Good morning everybody? How are you?
SS: I’m fine.
T : Will still remember our last material. About what? Our last material. We are
discuss about what? We still remember about?
S : yes.
T : About the kinds of … how knows? What is our last material? About?
S : Piranha fish.
T : About Piranha fish, okay sit down please. Eee today we will discuss about
kinds of taste. And taste is very nice.
(Guru mengambil sesuatu didalam saku celananya )
T : Now I will show something to you. You know what is it?
S : Candy.
T : Can…
SS: Candy.
T : Candy or Taste. How do you feel about candy?
S : Sweet.
T : Sweet. Why do you shame? You say sweet. So candy are sweet. Do you like
this? You want?
S : Yes.
62
T : This is … siapa lagi mau? You like too?
S : Yes mam hahaha
T : You?
S : Yes mam.
( Guru membagikan permen kepasa siswa )
T : Okay students who students absent today? How many student?
S : Ardiansyah.
T : What about Ardiansyah? He is present? Ardiansyah?
S : No.
T : Taufik hidayat?
S : Absent mam.
T : Absent oh. What about Nur insannur?
S : Hadir bu.
T : Present. Ya ok. Fahri?
SS: Absent.
T : What about Nisa?
S : No.
T: Siti khadijah?
SS: Absent. Eh sick.
T : Any more? Tidak ada lagi? Imam?
SS: Absent. Hikma mam
T : What number?
S : 13 mam.
T : aaa? 13?
Ok dear students listen to me. before our study…
S : Mam ada lagi yang tidak hadir.
T : Who? The name?
63
S : Sheila.
T : Sheilarika?
SS: Iye. Indah. Indah sari tidak ada juga.
T : Oh indah. Absent or sick?
S : Tidak tau mam.
T : No information
SS: Masih banyak bu.
T : aaa? Ok students. What are you doing? Perhatian dulu jangan ribut.
( Guru menegur siswa yang bermain )
T : eee ya students today we will discuss about kinds of taste. Jadi how we say in
Indonesia? Taste. What is taste?
S : Perasa.
T : Rasa… jadi rasa atau indra perasa. Ok dear students look at here.
( Guru menulis materi dipapan tulis )
T : Ok this is our hope today. Jadi we after finishing our material, you can to
respond the text of report. Jadi bisa merespon bacaan mengenai report atau
laporan about something. Number two to make a simple essay text of report.
Iya make a simple text of report. Ok dear student now aaa we have some to
group in the class. You turn to you group. Kembali ke grupmu. Grup one, two,
three. There four groups. Ok the first of all read the text carefully. Read the text
carefully.
( Guru berjalan mengelilingi grup dan memastikan mereka membaca text )
T : Read the paper students.
S : Ditranslet bu?
T : Yes. Read and translate.
SS: Yes mam.
T : Ok finish? Sudah? What do you know in the text? About what? Have you
read?
SS: Yes mam.
T : What you get from the text? About what? Iya ok. While you are reading? I
would like same typical words here. Look at the whiteboard.
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( Guru menulis dipapan tulis beberapa kalimat )
T : perhatikan ini. Jadi ada kata-kata kalimatnya. You find the text, jadi ada kata-
kata ini dalam bacaan itu?
SS: Yes .
T :Students you read the text, there some question, will be discuss and answer
together in your groups. Next after reading your text there many question in
your text. You must answer with your group. Dear student attention me! this
words you can find from or in your text, and maybe this words can help you. I
want to ask you again. Students what do you get after discuss?
SS: Many mam. Banyak.
T : Hah many? You come here. What words?
S : Ten.
T : Number?
SS: Ten.
T : Number ten. Oh a few second, jadi didalam waktu yang sangat singakat.
SS: Singkat.
T : Any other words. You don’t understand of means? Any others group?
SS: Iye bu.
T : You find difficult words?
S : No.
T: Oh no…ada kata-kata yang sulit? Some difficult words? Are you finish?
( Guru mengecek setiap kelompok dan menanyakan kesulitan apa yang mereka
dapatkan selama beberapa menit)
T : Have you discuss?
S : Jawabannya?
T : Are you finish?
S : Yes
T : Oh number what?
S : Ini bu.
65
T : Discuss it with your friend. You can find answer in the text? What the
meaning? You just read and translation.
SS: Kuncup perasa.
T : Kuncup pe…perasa atau indra perasa. But what mean aaa… kuncup? Kata
mana disini yang berarti kuncup?
S : Bud
T : Ya buds. If this words stand-alone sometimes it means kuncup or saraf
dikamus bahasa Inggris-Indonesia . But if the same bud it’s mean perasa.
S : Perasa.
T : compound words. It’s means perasa pada lidah.
SS: Lidah
T : you answer. Please read and discuss.
SS: Yes mam
T : Diskusikan yah!
S : Diskusikan we.
T : Group one have you finish number one? Group two number two. Have you
finish?
S : Belum bu.
T : Cek anymore and answer
S : Yes
T : What is the meaning? Kita bias merasakan, merasakan apa? Apa yang
dirasakan
Yuhu group four? What number you have done?
SS: Belum bu.
T : Group there? What about? Number one have you finish? Number one. The
first number yah yang pertama.
S : Iya bu.
T : Oke sudahmi habismi waktunya, ya oke please answer this paper you see on
it. Have you? What you answer. Not yet? Oke what number you finish? Hello
group two can you show me.
66
S : Ini mam!
T : Please read the question. When…
S : When we eat very hot or cool food?
T : You read option. A,b,c,d,e. all the option you read, please!
S : A. the food will lose its taste, B. the food won’t smell good. C, the taste of the
food increases. D, the taste buds will be sensitive. E, the taste buds will be very
responsive.
T : So, you choice is?
S : A.
T : A?
S : A, the food will lose its taste.
T : The food will lose its taste. Are you sure?
S : Yes mam.
T : Oh yes. Group one number two, have you? Please answer. Please you read
now the question and than answer.
(Guru berjalan kesetiap kelompok menanyakan jawaban yang didapat dan
memberikan penjelasan)
T : Ok dear students the times over.
S : Waktunya habis.
T : Ok students please you make a simple text about sense of report, jadi make
your task as homework, jadi coba membuat membuat dirumah nanti bacaan
tentang report yang menggambarkan, describe about something. Jadi cari text
lain yah, yang isinya itu berisikan tentang laporan. Ok the leader please!
S : Stand up please! Greeting to our teacher.
SS: Assalamualaikum wr.wb
T : Waalaikumsalam wr.wb.
67
TRANSCRIP OF THE INTERVIEW’S RESULT
Note:
I (Interviewer)
S (Subject)
TEACHER A
I : Bismillah, disini saya mau interview about you as a teacher yang
menggunakan teacher talk management di dalam kelas sir.
S: oh iya silahkan.
I: So, you are asked to anwers the following questions based on your
experiences yang menggunakan management talk di dalam kelas kalau lagi
ngajar.
S: Ok
I: Well, without further a due, let me begin
What do you think about the function of teacher talk management is?
S: I think the function of teacher talk management is to convey a particular
information base on the teacher knowledge to the students. Furthemore,
the management talk is very useful to manage our class according to the
students’ languange ability, knowledge background, and classroom
atmosphere during presenting material.
I: Do you always use management talk in your teaching and learning
process?
68
S: yes I do, because by managing and arranging our communication when
teachers talk or discuss the lesson toward students, theycan understand and
receive our messages easily.
I: Now, according you what are the inhibitting factors of management talk in
the classroom?
S: I think inhibiting factors that can influence management talk are teacher’s
circumtance, student’s readiness and sikologinya siswa, classroom
dinamics, atmosphere or layout, and the last lingkungan and fasilitas yang
kurang memadai.
I: But do you think the teachers talk management are very important to use
in the classroom? And why?
S: Yes I think so. It is nfor development our students’ academic knowledge,
enrich their concept, and bisa memperkuat keinginan siswa untuk belajar,
yang terakhir our students will be easily understand what the teacher
explain about and imitate a good moral.
I: Ok. That the end of the questions
Thank you very much for your time
S: You’re welcome
Good luck
69
TRANSCRIP OF THE INTERVIEW’S RESULT
Note:
I (Interviewer)
S (Subject)
TEACHER B
I : Bismillah, disini saya mau interview about you as a teacher yang
menggunakan teacher talk management di dalam kelas.
S: oh iya.
I: So, you are asked to anwers the following questions based on your
experiences yang menggunakan management talk di dalam kelas kalau lagi
ngajar.
Well, without further a due, let me begin
What do you think about the function of teacher talk management is?
S: In my opinion, the function of this management talk is almost the same as
the management class that I usually do, which is the same as helping me
deliver lessons to students in a structured way. Management talk can help
me easily convey information or convey learning well.
I: And you always use management talk in your teaching and learning
process?
70
S: Almost yes in every single class, but sometimes the class atmosphere is
not conducive so I don't use it but I hope they (students) can take lessons
well.
I: Now, according you what are the inhibitting factors of management talk in
the classroom?
S: I think some inhibiting factors are firstly a non-conducive classroom
atmosphere such as a fight in the classroom before starting or during
learning, the second is inadequate school facilities and environment, and
last the teacher's situation, where during certain learning the teacher is not
healthy but still remains teaching and thus learning cannot be maximized
because of that.
I: But do you think the teachers talk management are very important to use
in the classroom? And why?
S: Of course, this can help develop student learning knowledge and also
students can easily understand learning from the teacher from the use of
management talk in the classroom.
I: Ok. That the end of the questions
Thank you very much for your time mam.
S: My pleasure.
71
CURRICULUM VITAE
AULYANI was born in Sorowako on August 25th
1996. She is
the second child of four siblings, two sisters and one brother,
from lovely couple of her parents Abidin and Sumarni. She
began her study at SDN 256 DONGI Sorowako and graduated in
2009, and then she continued her study at SMPN 1 Nuha Sorowako, and
graduated in 2012. Afterwards she continued her study at SMAN 1 Nuha
Sorowako and graduated in 2015. After finishing her study from senior high
school, she was registered at Muhammadiyah University of Makassar, faculty of
teacher training and education as a student of English Education Department. At
the end of her study, she could finish her thesis with title “An Analysis of
Teachers’ Talk Management used by English Teachers in the Classroom (A
Descriptive Research at the twelve Grade SMA YAPIP SUNGGUMINA)”.
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