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Syamsul Bahri

Universitas Negeri Medan

Author-ID : 3023654

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TEACHER TALK IN CLASSROOM INTERACTION IN TEACHING SPEAKING FOR THE FIRST GRADE STUDENTS AT SMA NEGERI 20 MEDAN Nur Aini Villy; Siti Aisah Ginting; Syamsul Bahri
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 7, No 2 (2018)
Publisher : Universitas Negeri Medan

This study aims at analyzing features of teacher talk in teaching speaking. The subject of this study were English Teacher and 40 students at first grade of SMA Negeri 20 Medan. The data were collected through the following: observation, and audio recording. In this research, the FLINT is used to identify the categories of teacher talk occur during the learning process. Moreover, this study is conducted in the form of descriptive qualitative research where the researcher as the non-participant observer on the classroom. From the data that has been taken, it is obtained that the categories of teacher talk used by the teacher in teaching speaking in the first grader of SMA Negeri 20 Medan are deals with feeling, praises or encourages, jokes, uses ideas of students, repeats students response verbatim, ask questions, gives information, corrects without rejection, give direction, criticizes student behavior, and Criticize student response. The finding of the study showed that there are eleven features of teacher talk occur in English classroom interaction and the dominant feature of teacher talk was ask questions (40.2%). The feature of teacher talk which is dominantly used by the teacher help students more active in the class because the teacher gave the oppurtunity to the learners to deliver their ideas, and try their ability in speaking skill. Keywords : Features of Teacher Talk, Foreign Language Interaction, Learning Process

TEACHER TALK IN CLASSROOM INTERACTION IN TEACHING SPEAKING FOR THE FIRST GRADE STUDENTS AT SMA NEGERI 20 MEDAN Nur Aini Villy; Siti Aisah Ginting; Syamsul Bahri
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 7, No 2 (2018)
Publisher : Universitas Negeri Medan

This study aims at analyzing features of teacher talk in teaching speaking. The subject of this study were English Teacher and 40 students at first grade of SMA Negeri 20 Medan. The data were collected through the following: observation, and audio recording. In this research, the FLINT is used to identify the categories of teacher talk occur during the learning process. Moreover, this study is conducted in the form of descriptive qualitative research where the researcher as the non-participant observer on the classroom. From the data that has been taken, it is obtained that the categories of teacher talk used by the teacher in teaching speaking in the first grader of SMA Negeri 20 Medan are deals with feeling, praises or encourages, jokes, uses ideas of students, repeats students response verbatim, ask questions, gives information, corrects without rejection, give direction, criticizes student behavior, and Criticize student response. The finding of the study showed that there are eleven features of teacher talk occur in English classroom interaction and the dominant feature of teacher talk was ask questions (40.2%). The feature of teacher talk which is dominantly used by the teacher help students more active in the class because the teacher gave the oppurtunity to the learners to deliver their ideas, and try their ability in speaking skill. Keywords : Features of Teacher Talk, Foreign Language Interaction, Learning Process

QUESTIONS USED BY ENGLISH TEACHER IN TEACHING READING COMPREHENSION TO GRADE X AT SMAN 1 MUARA Suryani G Siregar; Berlin Sibarani; Syamsul Bahri
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 9, No 2 (2020)
Publisher : Universitas Negeri Medan

This research focused on the types of questions used by teacher and the reason for using the questions. It was a qualitative research design. The subject of this study was an English teacher of the tenth grade students of SMA Negeri 1 Muara. The data were collected by observing, video recording, and interview. The result showed that the teacher only used 4 out of 5 types of questions, they were question of literal, question of reorganization, question of inference, and question of personal response. It was also found that there were other types of questions which categorized as students’ knowledge, vocabulary, and students’ experiences. Out of the 4 types of question, the type of questions frequently used was question of literal. Followed by question of reorganization came as the second, and the least used by the teacher was question of personal response. The reasons for using the types of questions were to measure students’ comprehension and to facilitate students towards comprehension. Key words: teaching reading comprehension, types of questions

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Journal : Genre Journal: Journal of Applied Linguistics of FBS UNIMED