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All Journal Register : Journal of English Language Teaching and Learning of FBS UNIMED Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris
Neni Afrida Sari Harahap
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Humanities Education Languange, Linguistic, Communication & Media

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Teacher Talk in Teaching Speaking of English Classroom Interaction Based on Foreign Language Interaction System Khairani Hapshah Panggabean; Neni Afrida Sari Harahap
REGISTER: Journal of English Language Teaching of FBS-Unimed Vol 12, No 3 (2023)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/reg.v12i3.49130

Abstract

This research is aimed at analyzing the categories of teacher talk in teaching speaking of English classroom interaction based on the FLINT system at grade VIII SMPIT Al-Hijrah Deli Serdang and explaining why teachers realize the categories of teacher talk as the way they do. The research design of this study was qualitative. The data were taken by recording and interviewing the teachers. FLINT system was used to analyze the data that contained eleven categories of teacher talk, namely: deals with feeling, praises or encourages, jokes, uses ideas of student, repeats student response verbatim, asks questions, gives information, corrects without rejection, gives direction, criticizes student behavior, and criticizes student response. The results showed that teacher 1 not applied corrects without rejection while teaching. Meanwhile, teacher 2 not applied jokes and repeats student response verbatim. The most significant difference between the two teachers was the class atmosphere taught by the first teacher was more cheerful than the second teacher. Then, the reasons teachers realize teacher talk categories are because of positive feeling atmosphere, increasing students' enthusiasm, creating a humorous class, developing ideas, emphasizing the words, providing the opportunity to speak, conveying information, building students' awareness, achieving the goals, changing students' non-acceptable behavior, and responding properly.
Teacher Talk Analysis in The Youtube Video "Differentiated Learning on Self-Introduction" From SMAN 1 Pangkalan Susu Through FIAC Feny Nursyahwa Aulia Tarigan; Rahmad Husein; Neni Afrida Sari Harahap
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 2 No. 5 (2024): September : Publikasi Para ahli Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/sintaksis.v2i5.1090

Abstract

This study analyzes teacher talk in the YouTube video "Differentiated Learning on Self-Introduction" from SMAN 1 Pangkalan Susu using the Flanders Interaction Analysis Category (FIAC) system. Teacher talk, which includes both direct and indirect verbal interactions, plays a critical role in fostering an engaging and effective learning environment. The research focuses on identifying patterns of teacher-student interactions that support differentiated learning, a method designed to cater to individual student needs. The results reveal that indirect talk, such as accepting feelings and giving encouragement, accounts for 60.87% of the interactions, while direct talk, like giving instructions and lecturing, constitutes 39.13%. This balance suggests a strong emphasis on student engagement through supportive communication, essential for differentiated learning environments.
Co-Authors Feny Nursyahwa Aulia Tarigan Khairani Hapshah Panggabean Rahmad Husein