A STUDY OF TEACHER TALK IN A CLASSROOM INTERACTION AT A SENIOR HIGH SCHOOL

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Published Feb 1, 2021

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Raden Panji Hartono
Universitas Negeri Surabaya
Slamet Setiawan
Universitas Negeri Surabaya
Maria Mintowati
Universitas Negeri Surabaya

Abstract

Studi ini menganalisa bagaimana interactional features yang diusulkan oleh Walsh (2006) diterapkan oleh seorang guru Bahasa Inggris, sehingga fitur-fitur yang digunakan membantu guru untuk mencapai objektif pembelajaran. Metode deskriptif kualitatif digunakan untuk menggambarkan dan mendiskusikan bagaimana talk yang disampaikan memicu terjadinya interaksi guru-siswa. Pengambilan data melibatkan 13 siswa laki-laki dan 15 siswi perempuan dengan menggunakan audio, video recorder, dan juga field note. Wawancara kepada guru juga dilakukan guna untuk mengkonfirmasi kejadian interaksi yang tercakup dalam interactional features. Hasilnya menunjukkan bahwa sebanyak sebelas dari empat belas fitur ditemukan dan digunakan dalam interaksi guru dan siswa, yakni; scaffolding, extended wait-time, seeking clarification, confirmation check, extended learner-turn, teacher echo, teacher interruption, extended teacher-turn, turn completion, display question, form focused feedback. Sedangkan tiga fitur yang tidak ditemukan dan digunakan adalah direct repair, content feedback, dan referential question. Kesebelas fitur yang diusulkan oleh Walsh (2006) dan diterapkan oleh guru membantu dalam pencapaian objek pembelajaran dikelas. 

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[1]
R. Hartono, S. Setiawan, and M. Mintowati, “A STUDY OF TEACHER TALK IN A CLASSROOM INTERACTION AT A SENIOR HIGH SCHOOL”, JURNAL EDUCATION AND DEVELOPMENT, vol. 9, no. 1, p. 387, Feb. 2021.
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Vol 9 No 1 (2021): Vol.9.No.1.2021
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Artikel

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