AN ANALYSIS OF TEACHERS’ TALK IN AN EFL CLASSROOM

Abstract

This research was aimed at discovering teachers’ talk category occurred the most in an EFL classroom and reasons for teacher in choosing categories that occurred. The data were obtained through observation conducted in the 10th grade of an EFL classroom at BPI 1 Senior High School as well as teacher interview. The observation was conducted in five meetings along with video recording. The data was then analyzed by using framework of teachers’ talk proposed by Flanders (1970) namely Flanders Interaction Analysis Categories (FIAC). The findings showed that all categories of teachers’ talk occurred in the classroom with varied percentage of occurrence. From those various categories, asking questions was the category occurred the most in the classroom. Nevertheless, the occurred categories happened naturally with the consideration of learning situation that take place. In addition the analysis of teachers’ talk in the classroom would be beneficial for teachers to plan and conduct enhanced learning situation.;---Penelitian ini bertujuan untuk menemukan kategori tuturan guru manakah yang paling banyak muncul serta alasan guru dalam memilih kategori tersebut. Data diperoleh melalui observasi yang dilakukan di kelas 10 yang menggunakan Bahasa Inggris sebagai bahasa asing (EFL) di SMA BPI 1 dan juga interview dengan guru. Observasi dilakukan sebanyak lima pertemuan yang diikuti dengan perekaman video. Kemudian data yang telah diperoleh dianalisis dengan menggunakan framework tuturan guru yang diusulkan oleh Flanders (1970) yang bernama Flanders Interaction Analysis Categories (FIAC). Hasil penelitian ini menemukan bahwa semua kategori dari tuturan guru muncul dengan persentase kejadian yang berbeda-beda. Dari berbagai kategori tersebut, memberikan pertanyaan (asking questions) merupakan kategori yang paling banyak muncul. Meskipun demikian, kategori yang muncul terjadi secara alamiah dengan mempertimbangkan situasi kelas. Analisis tuturan guru dalam kelas akan berguna bagi para guru untuk membuat rencana pembelajaran serta melaksanakan proses pembelajaran yang lebih baik.

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