Electronic Theses and Dissertation
Universitas Syiah Kuala
NULL
AN ANALYSIS OF TEACHER TALK IN TEACHING SPEAKING ( A DESCRIPTIVE RESEARCH AT SENIOR HIGH SCHOOLS IN PULO ACEH, ACEH BESAR)
Pengarang
Mimma Anggrista - Personal Name;
Dosen Pembimbing
Nomor Pokok Mahasiswa
1006102020025
Fakultas & Prodi
Fakultas KIP / Pendidikan Bahasa Inggris (S1) / PDDIKTI : 88203
Subject
Kata Kunci
Penerbit
Banda Aceh : Universitas Syiah Kuala., 2018
Bahasa
Indonesia
No Classification
-
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Abstract
Name : Mimma Angrista
Student Number : 1006102020025
Study Program : English Education
Title : An Analysis of Teacher Talk in Teaching Speaking
(A Descriptive research at Senior High Schools in Pulo Aceh, Aceh Besar)
Key words : Teacher Talk, Speaking
Abstract
In learning English at early stages, students have been found to experience a lot of problems. These problems can be overcome by performing appropriate teacher talk, which is identified from its features. Therefore, the objectives of this study were to find out how the teachers used those teacher talks in their classroom. This research was focused on analyzing how teachers in Pulo Aceh, Aceh Besar, used the features of teacher talk in improving students’ English speaking ability. SETT (Self Evaluation by Teacher Talk) designed by Walsh (2006) was used to identificate the features of teacher talk occured in teaching and learning process. In addition, observation sheet was also used as the instrument of this study. From the result of data, the writer found that there are eight of fourteen features used by the teachers in their classroom namely display question, extended teacher turn, teacher interruption, extended learner turn, extended wait-time,content feedback, form-focused feedback and direct repair. From these eight features, there were two of eight features used inappropriately by one of two teachers. The writer described the features that were used by the teachers descriptively. Therefore, it can be concluded that the teachers has used teacher talk in their teaching and learning process, however the implementation of the features were not optimal. It is suggested the teacher should utilize more features of teacher talk in improving students’ ability in speaking so that the outcomes of the students in speaking will increase.
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