Teachers Talk and Students Talk in Advance Speaking Class of The Third Semester Students of English Education Department of Teacher Training and Education Faculty of Muria Kudus University in academic year 2011/2012.
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Institusion
Universitas Muria Kudus
Author
Aini, Nurma
Subject
Bahasa Inggris
Datestamp
2013-05-07 07:44:51
Abstract :
Teacher talks and students talks are included in classroom interaction. It is kind of discourse. To make clear and understand about the interaction, we need discourse analysis especially ranks structure of classroom interaction. They are lesson, transaction, exchange, move and act, but here I only focus to analyze the move such as initiation, respond and feedback (I-R-F) of teacher talks and students’ talks in Advance Speaking Class of third semester students of English Education Department of Teacher Training and Education Faculty of Muria Kudus University in academic year 2011/2012. The objectives of this study are to find out the move of teacher’s talks and students’ talks in Advance Speaking Class of third semester students of English Education Department of Teacher Training and Education Faculty of Muria Kudus University in academic year 2011/2012 and also to explain the distribution of them. For raising the objectives of the study, the descriptive qualitative and discourse analysis is used to design this study. Besides, the data of this study are the moves of teacher’s talks and students’ talks of the third semester students of English Education Department of Teacher Training and Education Faculty of Muria Kudus University in academic year 2011/2012 and the data source are the transcriptions of teacher’s talks and students’ talks. Based on the analysing of the data, the moves of teacher talks and students’ talks in Advance Speaking Class of third semester students of English Education Department of Muria Kudus University in two meetings are  65.6% of initiations,  9.4% of responds and  19.08 % of feedbacks in teacher’s talks and  23.55% initiations,  75.5% of responds and  6.86% of feedback in students’ talks. In conclusion, I suggest that students should enrich themselves by understanding discourse analysis and they should use discourse analysis especially rank structure as the way to analyze the move or the turn of talk in the classroom interaction. For the teachers, they also should give the information how to analyze the classroom interaction based on the move. It means that they should examine initiations, responds or feedback only. So, they can explore the classroom interaction as a discourse more detail.
Teacher talks and students talks are included in classroom interaction. It is kind of discourse. To make clear and understand about the interaction, we need discourse analysis especially ranks structure of classroom interaction. They are lesson, transaction, exchange, move and act, but here I only focus to analyze the move such as initiation, respond and feedback (I-R-F) of teacher talks and students’ talks in Advance Speaking Class of third semester students of English Education Department of Teacher Training and Education Faculty of Muria Kudus University in academic year 2011/2012. The objectives of this study are to find out the move of teacher’s talks and students’ talks in Advance Speaking Class of third semester students of English Education Department of Teacher Training and Education Faculty of Muria Kudus University in academic year 2011/2012 and also to explain the distribution of them. For raising the objectives of the study, the descriptive qualitative and discourse analysis is used to design this study. Besides, the data of this study are the moves of teacher’s talks and students’ talks of the third semester students of English Education Department of Teacher Training and Education Faculty of Muria Kudus University in academic year 2011/2012 and the data source are the transcriptions of teacher’s talks and students’ talks. Based on the analysing of the data, the moves of teacher talks and students’ talks in Advance Speaking Class of third semester students of English Education Department of Muria Kudus University in two meetings are  65.6% of initiations,  9.4% of responds and  19.08 % of feedbacks in teacher’s talks and  23.55% initiations,  75.5% of responds and  6.86% of feedback in students’ talks. In conclusion, I suggest that students should enrich themselves by understanding discourse analysis and they should use discourse analysis especially rank structure as the way to analyze the move or the turn of talk in the classroom interaction. For the teachers, they also should give the information how to analyze the classroom interaction based on the move. It means that they should examine initiations, responds or feedback only. So, they can explore the classroom interaction as a discourse more detail.
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