Teacher Talk on Giving Explanation and Feedback at the Second Semester of English Education Program of STAIN Tulungagung

Adi Indra, Fitriawan, (2012) Teacher Talk on Giving Explanation and Feedback at the Second Semester of English Education Program of STAIN Tulungagung. [ Skripsi ]

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Abstract

Keywords: Teacher talk, explanation, feedback Language is a means of communication. In this world, there are many kinds of language for communication. Yet from those kinds of language, English seems to be the most important language in the world’s civilization. English constitutes a means of international communication. Most of people in Indonesia learn English in the classroom. In language classroom, teacher talk is likely to be the major or even the only source of target language input. Teacher talk involves many aspect of teaching such as giving explanation, instruction, assessment, giving questions and many others. The formulation of the research problems were: 1) How does an English teacher give explanation and feedback to her students? 2) What kinds of explanation and feedback does the teacher use in the classroom? 3) How do the students’ response toward the explanation and feedback given by the teacher? The purposes of this study were to: 1) Describe how an English teacher gives explanation and feedback to her students. 2) Describe what kinds of explanation and feedback used by the teacher in the classroom. 3) Describe how the students response toward the explanation and feedback given by the teacher. Research method: 1) the research design in this study was descriptive research with qualitative approach, 2) the subject of this study was an English teacher of the second semester of English Education Program of STAIN Tulungagung, 3) The research instruments were observation, interview, and questionnaire, 4) The data analysis was inductive. The research findings were: 1) the teacher explained some concepts of a grammar by presenting the example first, and then she went to the pattern of the concept. The teacher also seemed directly gave informative feedback to her students when they did a task. 2) The teacher used deductive approach in giving explanation to her students. It also found that the teacher gave correction to the student’s answer and gave praises to her students’ correct answer. 3) Some students show their strong desire for participation in the interactional classroom activities. They also expected the positive feedback from teachers to encourage them.

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