TEACHER TALK IN ENGLISH TEACHING AND LEARNING

PROCESS AT SMP N 1 BANYUDONO IN 2015/2016 ACADEMIC YEAR

PUBLICATION ARTICLE

Submitted as a Partial Fulfillment of the Requirements

for Getting Bachelor Degree of Education
in English Department

by
YUNITA NURMA SETIANINGRUM
A320120252

DEPARTEMENT OF ENGLISH EDUCATION

SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2016
 APPROVAL

TEACHER TALK IN ENGLISH TEACHING AND LEARNING

PROCESS AT SMP N 1 BANYUDONO IN 2015/2016 ACADEMIC YEAR

PUBLICATION ARTICLE

by
YUNITA NURMA SETIANINGRUM
A 320 120 252

Approved to be Examined by Consultant

Consultant

Prof. Dr. Endang Fauziati, M.Hum.

NIK/NIP: 274

i
 ACCEPTANCE

TEACHER TALK IN ENGLISH TEACHING AND LEARNING PROCESS AT

SMP N 1 BANYUDONO IN 2015/2016 ACADEMIC YEAR

by
YUNITA NURMA SETIANINGRUM
A 320 120 252

Accepted and Approved by Board of Examiners

School of Teacher Training and Education
Muhammadiyah University of Surakarta
on June 3, 2016

Team of Examiners:
1. Prof. Dr. Endang Fauziati, M.Hum ( )
(Chair Person)

2. Drs. Djoko Srijono, M.Hum ( )

(Member I)

3. Dra. Muamaroh, M.Hum., P.hD ( )

(Member II)

Dean,

Prof. Dr. Harun Joko Prayitno

NIP: 196504281993031001

ii
 TESTIMONY

Herewith, I state that there is no plagiarism of the previous literary studies which have
been conducted to obtain bachelor degree of neither university nor ideas or opinions that have
been published by others except those in which the writings are refered in literature review and
bibliography. Hence, if it is proven that there are mistakes in this testimony, I will be fully
responsible.

Surakarta, June 3, 2016

The writer

YUNITA NURMA SETIANINGRUM

A 320 120 252

iii
 TEACHER TALK IN ENGLISH TEACHING AND LEARNING PROCESS AT SMP
N 1 BANYUDONO IN 2015/2016 ACADEMIC YEAR

Abstract
This research has major objectives proposed by the researcher, they are (1) to identify the languages of
Teacher Talk found in English teaching and learning process, (2) to identify the dominant language of Teacher Talk
in English teaching and learning process, (3) to identify the types of Teacher Talk found in English teaching and
learning process, and (4) to identify the dominant type of Teacher Talk in English teaching and learning process.
The type of this research is descriptive qualitative research especially naturalistic study in analyzing the data. The
data source of this study is taken from SMP N 1 Banyudono. Regarding with the method of collecting data, the
researcher applies observation, interview as well as documentation. The researcher uses FLINT theory as the way to
find language used in Teacher Talk and type of teacher Talk based on language used. The result of this study
indicates that first, there are five languages found in Teacher Talk, such as Javanese, Indonesian, English, Arabic,
and Mixed languages. Second, the dominant language used of teacher talk in English teaching and Learning is mixed
languages. Third, there are 11 types of Teacher Talk based on language used. 10 types from FLINT, and the new
type found is greeting as another finding from the researcher. The most frequent type of teacher talk formed by
three teachers was ask question (type 4). The percentage was 33.30% from 337 data for six meetings. Fourth, the
dominant type of Teacher Talk based on language used is ask question. The teacher tended to ask many questions
to the student in order to make the class more active and to know whether the students understood or not. It was a
way to make students understood with the lesson.
Keywords: teacher talk, language used, type of teacher talk.
Abstrak
Penelitian ini bertujuan untuk mengidentifikasi bahasa dari ujaran guru yang ditemukan dalam proses
belajar dan mengajar bahasa Inggris, mengidentifikasi bahasa ujaran guru yang ditemukan dalam proses belajar dan
mengajar bahasa Inggris, mengidentifikasi tipe- tipe ujaran guru menurut bahasa yang digunakan dalam proses
belajar dan mengajar bahasa Inggris, dan mengidentifikasi dominan tipe- tipe ujaran guru menurut bahasa yang
digunakan dalam proses belajar dan mengajar bahasa Inggris. Ujaran guru adalah alat untuk membuat murid paham
dengan materi pembelajaran. Tipe dari penelitian ini adalah diskriptif kualitatif kususnya naturalistik studi dalam
menganalisis data. Sumber data diambil dari SMP N 1 Banyudono. Ada tiga metode untuk mencari data dalam
penelitian ini, yakni: observasi, wawancara, dan dokumen analisis. Penelitian ini mengguanakan FLINT teori sebagai
cara untuk menemukan bahasa yang digunakan dalam ujaran guru dan tipe ujaran guru menurut bahasa yang
digunakan. Hasil dari penelitian ini terindikasi bahwa pertama, ada lima bahasa yang ditemukan dalam ujaran guru
seperti bahasa Jawa, Indonesia, Inggris, Arab, dan bahasa Campuran. Kedua, dominan bahasa yang digunakan ujaran
guru dalam proses belajar dan mengajar bahasa Inggis adalah bahasa Campuran. Ketiga, ada 11 tipe ujaran guru
menurut bahasa yang digunakan guru.10 tipe dari FLINT teori, dan tipe baru ditemukan adalah sambutan sebagai
penemuan dari penulis. Tipe dari ujaran guru yang sering muncul dari tiga guru adalah memberi pertanyaan (tipe
4). Persentasenya 33, 30 % dari 337 data untuk enam pertemuan. Keempat, dominan tipe ujaran guru menurut
bahasa yang digunakan adalah memberi pertanyaan. Guru menunjukan member pertanyaan untuk siswa agar
membuat kelas jadi lebih aktif dan guru mengetahui apakah muridnya sudah paham atau belum.
Kata Kunci: ujaran guru, bahasa yang digunakan, tipe ujaran guru

1. INTRODUCTION
In Indonesia, there are a lot of languages such as Indonesian, Javanese, Sudanese, Balinese, etc. Everyone
use language to communicate with other people. In this era, everyone is required to have two or more languages.
English is one of important language which is required. Indonesian people who only use Indonesian language, it will
be difficult for them to participate in global competition. Therefore, language education is very important in this era.
In Indonesia, English is taught as a compulsory subject in Junior and Senior High Schools. In this study, SMP N 1
Banyudono is one of schools which teaches English subject as a compulsory subject.
SMP N 1 Banyudono is a school located in Boyolali, Central Java. The English teachers who are teaching
English in this school are non native speakers. Language was used by teacher in English teaching and learning
process is very important. One of the components to determine the students success in learning English is a
teacher. In particular, the way the teachers deliver their lesson. The use of languages is called Teacher Talk. In other
words, the Teacher Talk is very important in order to create good interactions during the teaching and learning
process. As confirmed by Nunan (1991) who point out that Teacher Talk is vital for the organization of the
classroom and the process of acquisition. In Teacher Talk, teacher make interaction such as questions, invitation,

1
direction, inform, prompt, encouragement, criticism, ignoring, acknowledgment and comment, to the students in
order to create conducive learning atmosphere. It is clear that Teacher Talk has significant roles in teaching learning
process.
In SMP N 1 Banyudono, English teacher uses multilingualism language. Edward defines multilingualism as
a wonder fact which is occurred from a cross speech communication (2003, p. 1). Teacher uses another language
beside English in English teaching and learning process. Javanese and Indonesian was combined teacher to teach
their student in English teaching and learning class. Sometimes, teacher used Javanese to give explanation, direction,
warning, and jokes. Javanese is native language in Boyolali. Therefore, Javanese is used in SMP N 1 Banyudono.
Teacher also uses Indonesian to give explanation, direction, warning, jokes and etc. Indonesian is a national
language of Indonesia. Teacher and student know about this language. The other language is Arabic. Arabic
language was used by teacher because the most of students and teachers are Muslim. And then Indonesia has Middle
East culture. Arabic language was used by teacher when teacher opened and closed the class. The portion of using
Javanese, Indonesian, and Arabic are as an additional language. Teachers still use English in this teaching and
learning process. Teacher combines some languages in English teaching and learning process. These languages can
help student to make student understand about English teaching and learning class. The way of combining
languages used by the teacher are called mixed language. Teachers used mixed language in English teaching and
learning process.
Usually, Teacher Talk is about foreign language learning. Based on the characteristic of Indonesia which
has a lot of languages, Teacher Talk in Indonesia is very unique. Therefore, the current study is interested in finding
out what language used in Teacher Talk and type of Teacher Talk based on language used by the English teachers in
SMP N 1 Banyudono. Based on the background above, this study interested in conducting a research entitled
Teacher Talk In English Teaching And Learning Process At SMP N 1 Banyudono In 2015/2016 Academic Year.
Based on background of study, to prove the originality this research, the writer takes some previous study
related to communication strategies. The previous studies include Asmara (2007), Nafrina (2007), Jae-Hwang (2007),
Astiti (2012), Nurma (2012), and Mukhamirudin (2015)..
The first previous finding was conducted by Asmara (2007). The purpose of the study was to describe the
interaction between the teacher and the learner in the speaking classroom at the tenth grade of SMA Negeri 7
Surakarta in academic year 2006/2007. The type of this study was qualitative. This study used FLINT theory to
analyze the data. The result of this study showed that The teacher took most of the time, the teacher initiated the
major of interaction by asking question (type 4), giving explanations (type 5), giving directions (type 6), and praising
or encouraging (type 2).
The second previous finding was written by Hwang (2007). The purpose of this study was to identify the
interaction patterns between teacher and students and teacher skills in the real classroom lesson. Hwang
works was qualitative study. This study used FLINT theory to analyze the data. The results showed that teacher
utterances was quite dominant in every pattern of tasks during the class, while student responses or other
attributes were relatively low in volume in a teacher-focused classroom. The analysis also showed that
elicitation, response, and feedback were used systematically by teacher, and students was part of the structure of
classroom discourse activities. The pattern, however, can be changed depending on the teacher intention or
the periods of lesson that students learn.
The third previous finding was taken from Nafrina (2007). The aims of this study were to describe in the
interaction between the teacher and learners while they are in the classroom and to identify Indonesian or English
language used most by the teacher and students in the classroom interaction. The result of this study showed that
the teacher was more active (or the superior) in this interaction. Meanwhile, the learner was less active than the
teacher (or the inferior). Another result of this study showed English was used most of the time by the teacher.
Students gained more advantages when they were given more opportunity to hear and speak English in the
classroom. This study used FIAC as the theory.
The fourth previous finding was taken from Astiti (2012). The objective of this study was describing the
types of Teacher Talk, the effectiveness/ineffectiveness of Teacher Talk, and the aspect of Teacher Talk in
classroom observation. This study used FIAC as the theory. The findings revealed that the three teachers most
frequently used six footing such as mediator, evaluator, learning task, assignor, teaching material interpreter,
inspector and classroom climate conductor. This study showed that the students were active in the classroom
interaction. The interaction in these English classes was in threeway communication; there were interaction
between teacher-student, student-teacher, and students-students. The effectiveness of Teachers Talk was effective
in the classroom interaction. The results showed, in average, 75% from the total teaching-learning time was devoted
to question and lectures by the tacher. The Teacher Talk participated in direct in inderect statement.Based on the

2
data results from the questionnaire, the data could be concluded that the students responded positively to some
extent in the teaching-learning process. The research found that there was three major Teacher Talk Aspects,
covering physiological aspect, interpersonal aspect, pedagogical aspect, whichwere stated as strong / effective
aspects.
The fifth previous finding was taken from Mukhamirudin (2015). The purposes of the study were to find
out the interaction pattern in the class room during the teaching- learning activity, to find out the effort might bed
one to improve teacher talk and to know how to enhance teacher- students interaction throug him proving the
teacher talk. This study used FLINT theory to analyze the data. The result of the study showed that the teacher talk
was not dominating and the students got more opportunities to interact. It was shown by the decrement of the
teacher talk percentage occurred in teaching-learning activity. The teacher talk in pre cycle activity was 66.2%, 64%
in cycle 1 and 57.3% in cycle 2. The teacher also succeeded to enhance the interaction in the classroom. The
students become more responsive and participate actively in the teaching-learning activity. The enhancement of
interaction was shown by the students response. In the pre cycle the students talk achieved 28.3%, 22.5% in cycle 1
and 37.5% in cycle 2.
Based on the reason above, the spotlight of the previous studies was to identify interaction Teacher Talk
and learner talk in the teaching learning classroom. On the other hand, the current study is investigating Teacher
Talk particularly its language used and type of Teacher Talk based on language used. Some previous studies used
Flander's Interaction Analysis System (Nafrina (2007), Astiti (2012)) and Foreign Language Interaction System
(FLINT) theory (Asmara (2007), Hwang (2007), Mukhamirudin (2015) in analyzing the data. On the other hand, the
current study utilized Foreign Language Interaction System (FLINT) theory to analyze the data. Moskowistz in 1968
modify Flanders' Interaction Analysis Category become the Foreign Language Interaction Analysis system (FLINT)
theory (Allwright and Bailey, 1991: 202).
In conducting the study the researcher has certain purposes or objectives as the main target to gain in this
research paper. The purpose of this study is as follows: (1) to identify the languages used in Teacher Talk found in
English teaching and learning process, (2) to identify the dominant language of Teacher Talk based on language
used in English teaching and learning process, (3)to identify the types of Teacher Talk found in English teaching
and learning process, and (4) to identify the dominant type of Teacher Talk based on language used in English
teaching and learning process. Teacher Talk is a tool to make student understand with the lesson.

2. RESEARCH METHOD
The type of this research is a descriptive qualitative research. This research is naturalistic study about Teacher Talk
in SMP N 1 Banyudono. The researcher gets the data from three sources, namely: events and informants.. The
methods of collecting data in this research are observation, interview, and documentation. The validity of the data in
this study is trustworthiness. There were five steps in analyzing the data such as rereading, segmenting, coding,
counting, and conclusion drawing the subject of this study is the English teachers and students of SMP N 1
Banyudono. The researcher observes in class 7A, 7D, 8G, and 9A.

3. FINDING AND DISCUSSION

3.1 Research Finding
It presents what language used in Teacher Talk. It also showed the dominant language used in Teacher Talk. Then
this study outlines type of Teacher Talk based on language used by the English teacher. In the last, this study shows
the dominant type of Teacher Talk based on language used by English teacher found in English teaching and
learning process at SMP N 1 Banyudono.
3.1.1 The Language Used in Teacher Talk
This study observed three English teachers. There were 6 observations which conducted to find the finding. The 6
observations divided 2 meetings each teacher. There were 1012 numbers of data based on 6 meetings. The data
used to get the finding of research question. Englishteachers are non native speaker. Therefore, there were five
languages used in Teacher Talk at SMP N 1 Banyudono. Those languages were Javanese, Indonesian, English,
Arabic and Mixed language. Below are the examples of languages used in Teacher Talk.
a.Javanese
Javanese language is recognized as one of regional languages in Indonesia. Javanese is actually not official language
of Indonesia, but it is mostly spoken in Java islands especially in three provinces of Java including Central Java, East
Java and Yogyakarta. Javanese languages have three styles including informal (ngoko), polite informal (madya), and
polite formal (krama). This study found that the English Teacher spoke Javanese using informal (ngoko) register.

3
There were 19 Javanese languages found in teaching and learning process. The purposed of using Javanese language
were giving direction, correct without rejection, jokes, asking question, criticizes student behavior and criticizing
student response. Teacher used Javanese because these languages make closest between students and teacher.
Student also can easy to understand about the lesson.
Example :
Obs2/010/J/7/TF2/VIIIG : TF2: Ojo rame dewe!
b. Indonesian
Indonesian is a national language of Indonesia. It has been a lingua franca. It is the medium of instruction in
educational institutions at all levels throughout the country. Most of Indonesian people can speak this language
because it is a native and an official language of this country. Indonesian is still frequently used by English teachers
during the teaching and learning process. There were 226 Indonesian languages found in teaching and learning
process. Teacher used Indonesian language to make student understand because their student are not native speaker.
Indonesian language helps students in English teaching and learning process. The purposed of using Indonesian
language found in Teacher Talk were greeting, praise or encourages, jokes, explanation, ask question, giving
direction, correct without rejection, uses ideas of students, repeat student response verbatim, criticizes student
behavior, and criticizing student response.
Example :
Obs2/023/I/4/TF2/VIIIG : TF2 : Siapa yang belum bisa?

c. English
English is an international language. It has come to be most widely learned second language and is an official
language and is an official language of the United Nations, of the European Union, and of many other world and
regional international organizations. In Indonesia, this language is taught at every level of educations ranging from
elementary school until university. These teachers are English teacher. Although, the English teachers who are
teaching English in this school are non native speakers. One of the components to determine the students success
in learning is a teacher. The ability of teachers about English is important. Therefore, teacher used this language in
teaching and learning process. There were 360 English languages found in teaching and learning process. The
purposed of using English language were greeting, praise or encourages, ask question, give information, criticizes
student behavior, give direction, correct without rejection, uses ideas of students, and repeat student response
verbatim.
Example 1:
Obs2/010/E/4/TF1/VIIA : TF1: How are you today?

d. Arabic Language
Arabic language is a language used by teacher in teaching and learning process. This language used by teacher when
opening and closing on teaching and learning process. It is all because of teachers and students are Muslim.
Moreover, Indonesia has eastern culture. People used Arabic language to greet with everyone in everywhere. In
Indonesia, greeting used Arabic language is a habit. Arabic found in every start the lesson. Teachers are frequently
used Arabic language for greeting with their student. This language sometime is not being greeting but also attention
greeter. It was suitable with the context. There were 11 Arabic language found in teaching and learning process.
This study found that some English teachers spoke Arabic as in the following situation. Teacher frequently used
Arabic language to opening and closing teaching and learning process. Example 1 teacher used this language to be
greeting in opening. Example 2, teacher used this language to be closing.
Example 1:
Obs1/002/A/0/TM/IXA : TF1: Assalamualaikum Warahmatullahi Wabarakatuh
Example 2
Obs1/200/A/0/TF2/VIIIG: TF2: Wassalamualaikum Warahmatullahi Wabarakatuh.

e. Mixed Languages
Mixed languages are the fusion of usually two source languages to be a language, normally in situations of thorough
bilingualism (Meakins, 2013). Mixed languages are the combining two languages in one sentence. Sometime, mixed
languages combined word by word of source languages or sentences.
There were 396 mixed language found in teaching and learning process. This study found mixed language from
English Javanese, Indonesian- Javanese and English- Indonesian. English- Indonesia, Sometime, teacher mixed

4
language word by word and sentence by sentence. Teacher used mixed language to make student know about the
meaning what teacher said. The other aimed of mixed languages are a way to make student enrich of vocabulary,
make students understand with the lesson and as stimulate their student.
Here were the example of mixed languages was used by teacher. Example 1, teacher used mixed language to give
direction. Teacher combined English and Indonesian. Example 2, teacher combined Indonesian and Javanese.
Teacher used mixed languages when teacher gave direction for student. Example 3, teacher used mixed language
when teacher asked question about the lesson. From those utterances, it can be seen that the teacher was changing
their language when teacher was speaking.
Example 1:
English- Indonesian
Obs2/023/M/6/TM/IXA : TM:Okay, please open your notebook! On the table, all.shortcutbuku Akasia.
Example 2:
Indonesian- Javanese
Obs2/015/M/6/TM/IXA : TM:Ayo cepet. Satu lagu Nasional!
Example 3:
English- Javanese
Obs1/012/M/4/TM/IXA : TM: Have you got it? Have you got it? Sampun ketemu?
.
Based the finding above, language is very important in teaching and learning process. Language was used by teacher
to communicate with their student. Teacher used languages such as Javanese, Indonesian, English, Arabic, and
Mixed Languages. This study showed the example all of languages was used by teachers.

3.1.2 The Dominant Language Used as Medium of Instruction

To identify the dominant language used by the teacher, this study typed the language used by the teacher based on
the kinds of language and counted the number of cases that found in six meetings of teaching and learning activities
in English classes. This study also revealed the result of the dominant language used by the teacher from the
conversation of interview. This study found that there were five languages used by the teachers. Those languages
were Javanese, Indonesian, English, Arabic, and Mixed languages. The results can be seen as in the following table,
diagram, and the extracts of interview with the English teachers.

Table1 : Type of language in 6 meetings

No Language Number of Cases Percentage

1. Mixed 396 39%
2. English 360 36%
3. Indonesian 226 22%

4. Javanese 19 2%
5. Arabic 11 1%
Total cases 1012 100%

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 Dominant language used In
Teacher Talk
2%

JAVANESE
22%
39% INDONESIAN
ENGLISH
ARABIC
36% MIXED
1%

Diagram 1: Type of language in 6 meetings

Based on the finding above, this study found that the language which frequently occurred in this teaching
and learning process was Mixed Languages. The mixed languages were found 396 utterances. The percentage was
39%. It can be concluded that the dominant language used by the English teacher was mixed language. The mixed
languages were from English- Javanese, Indonesian- Javanese and English- Indonesian. The English teachers
frequently used mixed language in teaching and learning process.
3.1.3 The Types of Teacher Talk based on Language used
This study found type of Teacher Talk based on language used. The language was used by teacher are
Javanese, Indonesian, English, Arabic, and Mixed Languages. Every language was used by teacher has type of
Teacher Talk. This study used FLINT theory to find type of Teacher Talk. There were 12 types of Teacher Talk in
FLINT theory. These types of teacher talk based on FLINT theory that are deals with feelings (1), praise or
encourage (2), jokes (2a), uses ideas of students (3), repeat student response verbatim (3a), asks question (4), give
information (5), corrects without rejection (5a), give direction (6), directs pattern drills (6a), criticizes student
behavior (7), and criticizes student response (7a). The other type of teacher talk which not occurred in FLINT
theory is greeting (0). This study found 11 types from 1012 utterances which were occurred in English teaching and
learning. Here, types of Teacher Talk based on language used for 6 meetings found in this study. Beside the
explanation of data was presented, the example of data found in classroom also presented
a. Type of Teacher talk in Javanese
Javanese is recognized as one of regional languages in Indonesia. Based on the observation, teachers and
students used Javanese in interaction. This study found that Javanese used by teacher when teacher jokes, ask
question, corrects without rejection, give direction, criticizes student behavior and criticizes student response.
b. Type of Teacher Talk in Indonesian
Based on the observation, teachers and students used Indonesian language in teaching and learning
process. Indonesian was used by teacher when teacher greeting, praises or encourages, jokes, uses ideas of student,
repeat student verbatim, ask question, give information, corrects without rejection, give direction, criticizes student
behavior and criticizes student response.
c. Type of Teacher Talk in English
Based on the observation, teachers and students used English language. This study found that English was
used by teacher and students in teaching and learning process. English language used by teacher when teacher
greeting, praises or encourages, jokes, uses ideas of student, repeat student verbatim, ask question, give information,
corrects without rejection, give direction, and criticizes student behavior.
d. Type of Teacher Talk in Arabic
Based on the observation, teachers and students used Arabic. This study found that Arabic was used by
teacher and students in teaching and learning process. Arabic was used by the teacher when opening and closing.
Arabic used by teacher when teacher greeting.
e. Type of Teacher Talk in Mixed Languages

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 Based on the observation, teachers and students used mixed languages. There are English, Indonesia, and
Javanese. These languages were combined by teacher to make mixed languages. This study found that mixed
language was used by teacher and students in teaching and learning process. Mixed language used by teacher when
teacher greeting, praises or encourages, jokes, uses ideas of student, repeat student verbatim, ask question, give
information, corrects without rejection, give direction, and criticizes student behavior.
Here is the table of the classification of type of teacher talk based on language used which occurred in
English teaching and learning process for 6 meetings shown by the three teachers.
No Type of Teacher talk Total Percentage
1. Asks question 337 33.30%
2. Gives direction 225 22.23%
3. Give information 218 21.54%
4 Correct without rejection 60 5.92%
5 Praise and encourages 48 4.74%
6 Repeat student response verbatim 35 3.45%
7 Uses ideas of student 31 3.06%
8 Criticizes student behavior 25 2.47%
9 Greeting 18 1,77%
10 Jokes 12 1.18%
11 Criticizes student response 3 0.29%
Total 1012 100%

FLINT theory has 12 types of teacher Talk. FLINT theory was used by this study to find types of Teacher
Talk based on the language used. This study finds 11 types of Teacher Talk based on language used. Every language
has type of teacher talk. There are 10 types of teacher Talk are included in FLINT theory. One of types of Teacher
Talk is another type of teacher talk which is not including in FLINT theory. It is greeting (type 0). Greeting was
occurred in Indonesian, English, Arabic and Mixed Languages.

3.1.4 The Dominant Type of Teacher Talk

This study also showed the dominant type of Teacher talk. This study used FLINT theory to find the type
of Teacher Talk to know the dominant of Teacher Talk in English teaching learning and process. Based on the
finding of research question before, this study found there were 11 types of Teacher Talk in English teaching and
learning process. The finding before, this study was showed the types of Teacher Talk which appear in the English
teaching and learning process. After this study found types of Teacher talk which appear in English teaching and
learning process. Therefore, it was obtained the frequency of Teacher Talk.Here was the pie diagram of frequency
of types of teacher talks which occurred in English teaching and learning process for 6 meetings shown by teachers.
Criticizes Student Greeting, 1.77% Praise and
Response, 0.29% courages , 4.74%
Criticizes Without Jokes; 1,18% Uses Ideas of
Behavior, 2.47%
Student , 3.06%
Repeat Student
Response
give direction,
Verbatim, 3.45%
22.23%

Corrects Without Asks Question,

Rejection, 5.92% 33.30%
Give Information,
21.54%

From the diagram above, it can be seen that the most dominant type of teacher talk based on language
used occurred in English teaching and learning process was ask question. The teacher tended to ask many questions

7
to the student in order to make the class more active and to know whether the students understood or not. It was a
way to make students understood with the lesson.
A. Discussion
Based on the research finding, this study discussed the answer of the research question. SMP N 1
Banyudono was object of the study. This study used FLINT theory as a way to found the answer of the research
question. First, this study found there are five languages which occur in teaching and learning process at SMP N 1
Banyudono. There were Javanese, Indonesian, English, Arabic, and Mixed Language. Second, the dominant
language used by teacher was mixed language. It proved when the researcher checks with the teacher through
interview. The result of interview was all of teacher use Indonesia, English and Javanese in teaching and learning
process. Third, this study found the type of teacher Talk based on languages. Teacher used FLINT theory to find
type of teacher talk based on language used. FLINT theory has 12 types of teacher Talk. FLINT theory was used by
this study to find types of Teacher Talk based on the language used. This study finds 11 types of Teacher Talk based
on language used. Every language has type of teacher talk. There are 10 types of teacher Talk are included in FLINT
theory. One of types of Teacher Talk is another type of teacher talk which is not including in FLINT theory. It is
greeting (type 0). Greeting was occurred in Indonesian, English, Arabic and Mixed Languages.
These types were not acted by the three teachers such as dealing with feelings (type 1) and directing pattern
drills (type 6a). There was no dialogue which illustrated of those types. It can be seen from the results of the
percentage that there were several types of teacher talk which had percentage 0% or not happening at all during
teaching and learning process. Fourth, the dominant type of Teacher Talk was formed by asking question. The two
female teacher and male teacher showed the type of teacher talk mostly represented by them was asking question.
However, teachers produced the utterances 337 about for 6 meetings. It showed that teacher were active speaking.
Teacher used this type to make their student active in teaching and learning process.
Based on the research finding, the researcher discusses the result finding according to the previous finding
and theory. First, this study found that this research completes the study before, because this study focuses on the
teacher talk in English teaching and learning process at Junior High School. Second, this study compares this finding
to the theory of teacher talk that is FLINT theory. This study applied this theory because it is suitable with the
research finding from the researchers observation of teaching and learning process of English.
The first previous finding was conducted by Asmara (2007). Based on the finding, this current finding, the
researcher found some types in line with Asmaras findinging, there are asking question, giving explanation and
giving directions as the most frequently occurred in teaching learning process. But in this study still has differences
with her. In Asmaras finding, the researcher showed that the percentage of teacher's talk time was higher than
students' talk time in the speaking classroom interactions. It is different with this study.
The second previous finding was written by Hwang (2007).Based on the finding, the researcher found
some types in line withHwangs finding. Hwangs research also used FLINT theory.
The third previous finding was taken from Nafrina (2007). Based on the result of this study, the researcher
found some types in line with Nafrinas finding. FIAC is the expanded of FLINT theory. There is a relationship of
FIAC and FLINT theory. The result of this study is still different with the previous research.
The fourth previous finding was taken from Astitis (2012). Based on the finding, the researcher found
some types in line withAstitis finding. FIAC is the expanded of FLINT theory. There is a relationship of FIAC and
FLINT theory. The result of this study is different with the previous research.
The fifth previous finding was taken from Mukhamirudin (2015).Based on the finding, the researcher
found some types in line with Mukhamirudinsfinding. FLINT theory was used as a way to analyze teacher talk. The
result of this study is different with the previous research.
This study used FLINT theory as theory to analyze language used in teacher talk and type of teacher talk
based on language used in teaching and learning process. Here, this study used FLINT theory because it is suitable
with the situation in SMP N 1 Banyudono.
4. Conclusion
Based on the research finding, this study discusses the answer of the research question. SMP N 1
Banyudono was object of the study. English teacher was a participant in this study. This study uses three methods in
collecting the data. They are observation, interview and documentation.This study used FLINT theory as a way to
found the answer of the research question. First, this study found there are five languages which occur in teaching
and learning process at SMP N 1 Banyudono. There were Javanese, Indonesian, English, Arabic, and Mixed
Language. Second, the dominant language used by teacher was mixed language. It proved when the researcher
checks with the teacher through interview. The result of interview was all of teacher use Indonesia, English and

8
Javanese in teaching and learning process. Third, this study found the type of teacher Talk based on languages.
Teacher used FLINT theory to find type of teacher talk. This study found that the teacher used 10 type of Teacher
Talk from 12 type of Teacher Talk in FLINT theory. These types were not acted by the three teachers such as
dealing with feelings (type 1) and directing pattern drills (type 6a). There was no dialogue which illustrated of those
types.It can be seen from the results of the percentage that there were several types of teacher talk which had
percentage 0% or not happening at all during teaching and learning process.And then this study also found type of
Teacher Talk which not occurred in FLINT theory such as greeting (0).Fourth, the dominant type of Teacher Talk
was formed by asking question. The two female teacher and male teacher showed the type of teacher talk mostly
represented by them was asking question. However, teachers produced the utterances 337 about for 6 meetings. It
showed that teacher were active speaking. Teacher used this type to make their student active in teaching and
learning process.
Finally, this study draws conclusion that there are many variation of Teacher Talk which found in English
teaching and learning process at SMP N 1 Banyudono. The new variation type of teacher Talk which was found in
this study has purpose and function. Then, Teacher Talk in Indonesia used many variations of languages. It makes
the differences with the other Teacher Talk. And the last, The using of FLINT theory have many variation such as
to find languages which was occurred in English teaching and learning process.

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