a descriptive study on the teacher talk at eyl classroom - Jurnal UPI

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Liani Setiawati A Descriptive Study on the Teacher Talk at EYL Classroom Teacher Talk Time Table 2 - The Results of the questionnaire about TTT (Teacher Talk Time) Appropriate - t Less than 20 20 – 25 25 – 30 30 – 35 (min) Students Number 12 ------ 6 ------- Percentage 67% ------- 33% ------- From the raw and percentage results of questionnaire, we can see that most students, that is 12 out of 18 (67%) believe that the appropriate TTT should be less than 25 minutes, and according to the class teacher‟s information, most of them are smart and active students. This shows that they prefer being given more activities and chances to get involved in the class. Some other 6 students (33%) still feel not too confident to talk in English, that‟s why they need their teachers to talk more in class. Table 3 The Results of the Questionnaire Questions with high points 120 100 80 60 40 20 0 Question 3 Question 5 Question 6 Question 10 Question 12 Question 13 Question 15 Question 16 3 5 6 10 12 13 15 16 : I like to listen to teacher‟s instruction. : I like to be asked and answer the questions in class. : I like the teacher to give us some problems to work on. : I like to be encouraged by teacher‟s praise. : I like the teacher to let me find my mistake. : I like to be pointed immediately when my answers are incorrect : I like to be given more chances to talking and discussing in class. : I like teachers to negotiate with me for correction. The students‟ questionnaire consists of 17 questions, and from the data collected, there were 8 questions that got very high points, while the others didn‟t get good responses from the student participants. Since the eight questions are designed in terms of one particular behavior, the height of each bar shows the number of subjects who prefer it. These language behaviors, which have reached over 50% percentage of subject students‟ satisfaction will definitely indicate the majority preferences. The followings are the summary of those behaviors and events which are welcomed by the subject students in their classroom learning. 40
CONAPLIN JOURNAL Indonesian Journal of Applied Linguistics, Vol. 1 No. 2 (January 2012) @The Author(s) 2012 From the histogram data above, we can make a conclusion that most of the students (since all the questions above got over 50% points) prefer their teachers minimize their TT and give them more initiation to get involved in class. Table 4 - Amount of Teacher Talk and the percentage in the total class time Teachers Teacher Talk Student Talk Other Activities t(min) % t (min) % t(min) % T1 20 25% 15 19% 45 56% T2 40 50% 20 25% 20 25% T3 20 25% 40 50% 20 25% Note: „Other activities‟ refers to the classroom activities such as dictation, reading the text silently, writing in classrooms, in which neither teachers not students need to speak. The class observation conducted by the researcher showed that the more TT used by teachers in class, the less motivated the students were. They became sleepy, lazy and reluctant. I noticed that the class taught by T1 was so lively. T1 minimized her TT and replaced it with so many games and activities so the students didn‟t realize that they actually were learning by playing. I saw that all the students in her class enthusiastically participated in every activities given by the teacher. Meanwhile, the other two classes seemed so boring for the students. This strengthened the idea that TT should be minimized. Table 5 - The Features of TT (Teacher Talk) The Features of TT Teachers Amount Warm – Up Chats Direct Instruction Indirect Instruction T1 T2 T3 T1 T2 T3 T1 T2 T3 1 0 0 13 8 6 4 2 5 41 | P a g e
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a descriptive study on the teacher talk at eyl classroom - Jurnal UPI

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