The research entitled The Analysis of Teacher Talk and Learner Talk in the
Classroom Interaction: A Descriptive Study at 1st Grade of Junior High School in
Itterung. aims at describing types of teacher talk and learner talk occur in
classroom interaction, and finding the advantages and disadvantages of teacher
talk and learner talk. This research used descriptive qualitative design. It was at
first grade of junior high school in Itterung. The research involves one class of
first grade students of a junior high school in Itterung as participants. The data
were obtained observasi and interview. The data were analyzed by applying
Flander’s Interaction Analysis Categories (FIAC) focusing on types of teacher
talk and learner talk. Findings were descriptive analyses with transcribing, and
analyzing. The result shows that all of teacher talk categories revealed that asking
question and lecturing was found as the most frequently used. In terms of learner
talk, learner talk response and initiation were revealed in this research. According
to the results, it can be concluded that teacher talk and learners talk categories are
important part in classroom interaction and there are found more advantages
rather than the disadvantages. In addition, the factor that influenced types of
teacher talk and learner talk is also supported by students’ response in the
interviews. This research is expected to give a contribution to the teaching English
especially in classroom interaction.
A. Conclusion
1. This study seeks to examine the teacher talk and learner talk in the classroom
interaction in MTS AS’ADIYAH. The report is aimed to describe (1) what
types of teacher talk occur in classroom interaction, and (2) what types of
learner talk occur in classroom interaction, then analyze the teacher talk and
learner talk occur in classroom interaction with Flanders Interaction Analysis
Categories (FIAC). The types of teacher talk in classroom interaction divided
into seven categories, i.e., 1) accepts feeling, 2) praises or encourages, 3)
asccepts or uses the ideas of student, 4) asks the questions, 5) lecturing, 6)
giving direction, 7) criticizing or justifying authority. The types of learner talk
in classroom interaction divided into three categories, i.e., student talks-
response, student talks-initiation, and silence or confusion.
It is found that types of teacher talk in classroom interaction, 1) teacher
accepts and clarifies an attitude or the feeling tone of the learners in non-
threatening manner. 2) Teachers realize that praises are powerful determinant
behavior. Therefore, along the teaching and learning activities he provides
reward to encourage learners verbally and non-verbally. 3) Accepting and
using the ideas of the students rarely used by teachers. On this occasion, the
learners were less initiated in asking the question. 4) In asking questions, the
teacher uses both referential and display questions. Anyway, display questions
are dominant used by the teacher. This pattern is intended to make the learners
attentive to the subject of discussion. 5) The teacher usually uses lecturing as a
method to deliver lessons. He realized that the concept of communicative
approach requires the teacher as a negotiator rather than as a transmitter of
knowledge. 6) A teacher usually gives direction in every period of the lesson.
They exist in form of directive sentences. In the beginning period, it is done to
inform what the learners will do with the lesson. Whereas, in whilst activities
directions are performed to fulfil the teacher’s intention. 7) Criticizing the
behavior and response of learners is performed in a humorous way. The
teacher’s intention is to make learners comfortable in learning English. This
way is sustained to make the classroom atmosphere as friendly as possible.
2. Furthermore, as the conclusion for answering the second questions in finding
types of learner talk in classroom interaction; 1) The students always give
response to every question or directions from the teacher. The learner’s
response can give a good contribution in building the classroom interactions.
The quantity of learner-response is in proportion of the teacher’s questions.
The more the teacher asks questions the more the learners will responses. 2)
The learners seldom initiate to talk during the classroom interactions. The
more the teacher’s initiates the talk, the less learners initiate the interaction.
B. Suggestion
In line with the conclusions stated above, some suggestions are
proposed for further research and for better practical teaching and learning in
classroom interaction.
This study investigates types of teacher talk and learner talk in
classroom interaction. Further research is recommended to investigate another
aspect on how to set the classroom interaction become more attractive. It will
be better if the study is conducted in longger time in order to give
contributuion in other context. Utilizing other research instruments such as
questionnaire and documents analysis will provide more detailed data since
this stusy only utilized observation and interview to get the data. This study
only took one classroom observation. Other phenomenon could be found if the
classroom observation were done more than three meetings. In relation to the
number of students and classes involved in this study, it would be better if the
class used as the samples more than one teacher and 30 students in one class.
therefore, the finding could be more various.
Related to the teacher talk in classroom interaction in junior high
school level, it will be better if the next researcher compare it with another
teacher based on gender, educational background, teaching experience, or
cultural background. By conducting this, it can be found that whether it is
found different result from one another because it is assume that different
person has different characteristics and personality. The last, in order to
encourage learner initiation, the teacher should give rewards for them who ask
questions. The teacher should be creative. Textbook and lesson plans are
basically just a blueprint or a building frame. Applying games, method,
teaching model, strategy and so on that related to the lesson is suggested.

ST20180257

257/2018

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