AN ANALYSIS OF THE TEACHER TALK TO TEACH SPEAKING DESCRIPTIVE TEXT TO THE SEVENTH GRADERS OF SMPN 1 SIDOARJO

DEWI WARDAH MAZIDATUR R.

Abstract


Penelitian in fokus tentang Teacher Talk dalam pengajaran kemampuan berbicara dalam bentuk deskriptif teks yang diaplikasikan pada siswa kelas tujuh di SMPN 1 Sidoarjo. Penelitian ini bertujuan untuk mengetahui bagian - bagian dari Teacher Talk yang digunakan oleh guru dalam mengajar kemampuan berbicara dengan bentuk deskriptif dan untuk mendeskripsikan bagaimana bagian - bagian dari Teacher Talk tersebut mempengaruhi proses belajar siswa kelas tujuh di SMPN 1 Sidoarjo. Selanjutnya, dalam penelitian ini, peneliti berpatok pada pemahaman bahwa Teacher Talk merupakan bahasa yang menjadi mayoritas untuk digunakan di dalam kelas. Teacher Talk ini termasuk member arahan, menjelaskan kegiatan belajar, dan mengkonfirmasi pemahaman siswa (Sinclair & Brazil, 1982). Dalam penelitian ini, SETT (Self-Evaluation of Teacher Talk) yang di desain oleh Walsh (2006) digunakan untuk mengidentifikasi bagian – bagian dari Teacher Talk yang muncul selama proses belajar mengajar. Selain itu, metode penelitian deskriptif kulatiatif digunakan dalam penelitian ini, dimana peneliti tidak sebagai partisipan langsung dalam proses observasi. Subjek penelitian ini adalah seorang guru bahasa Inggris dan siswa sebuah kelas tujuh di SMPN 1 Sidoarjo. Instrumen yang digunakan adalah observation checklist dan field notes.
Berdasarkan data yang telah diambil, diketahui bahwa bagian – bagian dari Teacher Talk yang digunakan oleh guru selama proses belajar mengajar di kelas tujuh SMPN 1 Sidoarjo adalah scaffolding, direct repair, content feedback, extended wait-time, referential questions, seeking clarification, confirmation checks, extended learner turn, teacher echo, teacher interruptions, extended teacher turn, and display questions. Selanjutnya, peneliti juga menemukan bahwa bagian – bagian dari Teacher Talk yang digunakan oleh guru tersebut mampu membantu siswa dalam memahami materi yang dipelajari serta mampu meningkatkan keaktifan atau kontribusi siswa dalam proses belajar mengajar.
Dapat disimpulkan bahwa guru yang mengajar kemampuan berbicara pada siswa kelas tujuh SMPN 1 Sidoarjo telah menggunakan bagian – bagian dari Teacher Talk dari SETT dengan baik. Selain itu, bagian – bagian dari Teacher Talk yang digunakan guru telah mampu meninngkatkan keaktifan siswa dalam proses belajar mengajar dan membantu penguasaan siswa tentang materi kemampuan berbicara dalam bentuk deskriptif teks.
Kata Kunci: Pengajaran Bahasa Inggris, Kemampuan Berbicara, Teks Deskriptif, Teacher Talk.
Abstract
This study focuses on the teacher talk in teaching speaking descriptive which conducted in a seventh grade classroom of SMPN 1 Sidoarjo. This research aims to find out the features of teacher talk occur in the speaking descriptive classroom in the seventh grade of SMPN 1 Sidoarjo and to describe how the features teacher talk affect the students’ learning process during the teaching of speaking descriptive to the seventh graders of SMPN 1 Sidoarjo. In this research, the researcher considers the teacher talk as the
language in the classroom that takes up a major portion of class time employed to give directions, explain activities and check students’ understanding (Sinclair & Brazil, 1982). The SETT framework designed by Walsh (2006) is used to identify the features of teacher talk occurs during the learning process. Moreover, this study is conducted in the form of descriptive qualitative research where the researcher as the non-participant observer on the classroom. The subject of this study is a junior high school English teacher and the seventh graders of SMPN 1 Sidoarjo. The instrument used were observation checklist and field notes.
From the data that has been taken, it is obtained that the features of teacher talk used by the teacher in teaching speaking descriptive in the seventh grader of SMPN 1 Sidoarjo are scaffolding, direct repair, content feedback, extended wait-time, referential questions, seeking clarification, confirmation checks, extended learner turn, teacher echo, teacher interruptions, extended teacher turn, and display questions. Moreover, the features of teacher talk used also have been proven to help the students understand better about the subject and elicit students’ contribution during the learning process.
In conclusion, the researcher has found that the teacher who teaches speaking descriptive in a seventh grade classroom of SMPN 1 Sidoarjo has performed some features of teacher talk from SETT framework. Those features of teacher talk used are found to be able to elicit students’ contribution and assist the students’ descriptive monologue skill development in the speaking descriptive learning process.
Kata Kunci: English Teaching, Speaking, Descriptive Text, Teacher Talk.


Full Text: PDF

Refbacks

  • There are currently no refbacks.