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In learning second language, the goal is to use and produce the target
language as much as possible inside the classroom.
What are the reasons of the teachers in using the utterances in those
purpose of teacher talk?
CHAPTER II
LITERATURE REVIEW
Categories for
Foreign Language International (FLINT) system
1. Accepting feelings
2. Praising or encouraging
2a. Joking
Indirect Influence
3. Using ideas of students
3a. Using ideas of students verbatim
5. Giving information
5a. Correcting without rejection
Direct Influence 6. Giving direction
7. Criticizing students’ behavior
7a. Criticizing students’ responses
Lasantu, Zenith Rachmayanti. A Study of Teacher Talk in English for Specific Purpose
Class at Poltekkes Kemenkes Jurusan Keperawatan Prodi DIII Keperawatan Kampus
Sutopo Surabaya. Undergraduate Thesis, Surabaya: Universitas Airlangga, 2013.
2. Praising or Encouraging
Praising or encouraging could build
S : They were investigating. and strength the teacher-students
S : What?
S : Were. W-e-r-e. relationship inside the classroom.
(C0055) T : Good Santoso.
2a. Joking
Joking also could be one of the
(D0002) T: Ok let’s go to the lab.
S: One computer for two person ya miss? ways to strength teacher-students’
(D0003) T: Are you Highflyers students? relationship.
4. Asking Questions
Asking question has many
S: No, it’s his favorite day because he
like to sleep all day. functions and give benefits for the
(Teacher wrote on the board) teachers.
(B0056) T: Ok, correct sentence or not?
Ss: No.
5. Giving Information By keep adding new information to
S: Miss what’s the meaning of this word? the students, teachers help the
(B0026) T: Recently is like last week, last month. students to improve their self in
S: This time?
(B0027) T: No, it’s different from this time. many aspects.
Giving direction
– Teachers play the role as the controller and director during the learning process.
Giving information
– Teachers play their role as the resource for the students.
Praising
Interpretation of The Findings
Asking questions
– Teacher could promote the classroom interaction in many ways covers all the
learning participants.
Giving direction
– Teachers should give and explain the instruction clearly about what the students
have to do.
Giving information
– Teachers should provide new information to the students.
Interpretation of The Findings
Criticizing students’ behavior
– The students have a good self-awareness about what are allowed and prohibited
to do during the learning process.
In a nonthreatening way, accepting, discussing, referring to, or communicating understanding of past, present, of future feelings of students.
Praising or encouraging
Praising, complimenting, and telling students why what they have said or done is valued. Encouraging students to continue, trying to give
them confidence in themselves.
Joking
Intentionally joking, kidding, making puns, attempting to be humorous, and providing the joking is not at anyone’s expense. Unintentional
humor is not included in this category.
Accepting, clarifying, using interpreting, the ideas of students. The ideas must be reworded by the teacher, but still recognized as the
students’ idea.
Asking questions
Asking questions to which an answers is anticipated. Rhetorical questions are not included in this category.
Types of Teacher Talk
Giving information
Giving information, facts, own opinion or ideas, lecturing, stating procedure, or asking rhetorical
questions.
Correcting without rejection
Telling students who have made a mistake the correct response without using words or intonations
which communicate criticism.
Giving direction
Giving directions, requests, or commands which students expected to follow.
Criticizing student behavior
Rejecting the behavior of students; trying to change the non-acceptable behavior; communicating
anger, displeasure, annoyance, dissatisfaction, with what the students are doing.
Criticizing student response
Telling the students his response is not correct or acceptable and communicating by words or
intonations, criticism, displeasure, annoyance, and rejection.