TEACHER’S TALK AND CHARACTERISTIC OF CLASSROOM INTERACTION IN ENGLISH FOR YOUNG LEARNER
CHAPTER I
INTRODUCTION
This chapter discusses
the following subchapters:
background of the
study, reasons for choosing
the study, research
problems, the objectives
of the study,
the significance of the study, the scope of the study, the definition of
key terms, and the outline of the study. However, further explanation will be
discussed below.
1.
Background
of the Study
There is no
learning without teaching
in an effort to
make the teaching
plan successful. So as a tool of implementing teaching plans and
achieving teaching goals, teacher
talk plays an
important role in
classroom activities. Some
researchers have discussed the
relationship between teacher talk and language learning. Nunan (1991) stated: "Teacher
talk is one of important
aspect not only
for the organization
of the classroom but also for the
processes of the acquisition."
The type of
teacher talk is
often seen as
a determining factor
for success or failure in teaching in the classroom
(Hakansson, cited from ZhouXing and Zhou Yun, 2002). Most of the research on
teacher talk mainly discuss its features and the types of teacher
talk itself. One of the
significant features is its being
facilitator for the students. It is an alternative way to the
teacher-fronted classroom (Clifton, 2006). By Cullen (2002), another critical
feature of teacher talk is supportive teacher talk. Walsh (2002), further
believes that how teachers, through their choice of language, construct or
obstruct learner participation and learning in classroom communication.
In another previous study, Gorcev Incecay(2010) focused
on investigating the characteristic
of teacher talk.
According to his
research, he stated
that the teacher needs to be more aware of the recent
approaches to minimize the obstruction of their talk in the young learner'
learning process. They also need to be improved to increase the proficiency
level of the
students as much
as their participation. Besides,
the teachers also need to choose an appropriate methodology to be used
in their teaching activities.
Through the research
result above, it
can be seen
that a school
need a god quality of teacher to support success in
teaching and learning activities. So, to make the teaching and learning
successful, the school should know the goal of teaching and learning itself.
Regarding the objectives
of the English
teaching at an
elementary school, English is
taught to children
to make them
be able to
comprehend pure oral and written English (Cf.Huda,1999;
Suyanto,1997; Sinaga,1997).
Teaching using English to children is not the same as
teaching adults because it has something
to do with
helping children to
achieve the goals
and objectives deemed (Jarolimekand
Foster,1989). Rather than
show character opportunistically, they should
slightly modify the
academic instruction to
systematically and regularly address virtues (Narvaez,
2005:721). The teacher-student relationship is one of the most powerful
elements within the learning environment (Liberante, 2012:1). The teachers are
the second parents for their
students; they know
what the students
need, especially in the school environment. For example, the teachers
should understand what the students need in the
classroom activity, including
a right subject
which should be
learned by the students.
Therefore, this study aims to find the type of teacher
talk and characteristic of classroom interaction in the class of an Internasional?????
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