Exploring EFL Classroom Interaction: An Analysis of Teacher Talk at Senior High School Level

Abstract

The study on teacher talk has been considered as a crucial aspect in EFL classroom interactions due to it assists teachers to build interactive teaching-learning activities. The present study attempts to scrutinize talk types of an in-service teacher in an EFL classroom interaction based on the Foreign Language Interaction (FLINT) system proposed by Moskowitz (1971). It was conducted qualitatively through the lens of a case study by involving an experienced female EFL teacher at a senior high school level. The data were collected through several procedures consist of direct observation, audio recording, and interview section. The result disclosed that from 12 talk types in the FLINT system, 9 types were used by the teacher. One of them ‘praises or encourages’ took place as the highest type. It denoted that the teacher really appreciated the students’ effort to boost their learning motivation. Meanwhile, the least type used by the teacher was ‘criticizes student behavior’. According to the interview result, the teacher rarely used criticism because she tried to keep the students' feelings and mental. Thus, this study is expected to provide a new reference especially for EFL teachers as a consideration in using talk to get students’ attention and participation during the learning process.

Peer Interaction in Language Learning at SMAN 1 Galis Pamekasan

“…Similarly, it develops cognitive awareness by allowing students to analyze the tactics employed to complete a task, and it improves social awareness by assisting students in understanding how to engage and collaborate with others. This is consistent with the viewpoint of Winanta, Rochsantiningsih, and Supriyadi (2020) stating that this process of self-reflection can aid in the development of children's knowledge of themselves as language learners However, self-reflection is also crucial for teachers since only by understanding students' impressions of their learning and their opinions of the learning process can teachers successfully organize classes and establish a good learning environment in the classroom. This is consistent with the viewpoint Yuan and Hu (2018) providing opinion that teachers who disregard students' learning beliefs risk negatively impacting students' engagement with learning activities and learner motivation…”

Boosting Students’ Speaking skill using Ted Talks YouTube Videos: Teacher Talk Theory

“…Furthermore, this finding supports the theory of the category of teacher talks namely making joke (Moscowitz, 1971 as cited in Winanta et al, 2020). Finally, the use of TED Talks videos can make students enjoy the learning process because in the video they find humor which can be used as a help for teachers in delivering teacher talk in the category of making jokes.…”

“…According to Moskowitz (1971) as cited in Winanta et al (2020), the categories of teacher talk are dealing with feelings, praises or encourages, making jokes, uses ideas of Students, repeat's students' response verbatim, asks questions, give information, corrects without rejection, give directions, directs pattern drills, criticizes student students' behavior, and criticizes student' response.…”

“…The categories of teacher talks that can be helped or replaced by TED Talks are dealing with feelings, praising and encouraging, making joke, and giving direction as well as lecturing (Moscowitz, 1971 as cited in Winanta et al, 2020). In teacher talks theory, dealing with feelings mean the teachers communicate understanding related to the feelings of students.…”

E-learning Madrasah: Exploring Students and Teachers’ Interactions to Support Literacy

“…Interaction is an essential factor towards e-learning goals realization which has three types; learner-content, learner-instructor and learner-learner [4]. Another study reveals that interaction is a meaningful way in EFL classrooms to create a relationship between teachers as a source of knowledge and students as a receiver to process the knowledge [5]. Hence it can be seen that studentteacher interaction is required in e-learning to achieve the learning goals.…”