Rizqiana, Nafila Ulfa (2018) Teacher talk in an English for youg learner class / Nafila Ulfa Rizqiana. Diploma thesis, Universitas Negeri Malang.
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v SUMMARY Rizqiana Nafila Ulfa. 2018. Teacher Talk in an English for Young Learner Class. Thesis Department of English Faculty of Letters Universitas Negeri Malang. Advisors (1) Dr. Niamika El Khoiri M.A. (2) Dr. Mirjam Anugerahwati M.A. Key words Teacher talk young learners Teaching English to young learners specifically elementary school students in EFL setting is challenging. English teachers encounter problems due to the government s regulation unsupportive learning environment and young learners characteristics. This study states that teacher talk is one of the suitable methods to solve those problems. This study displays the categories and functions of teacher talk as well as discusses supporting aspects that underlie the use of teacher talk categories and functions in the observed EYL class. This study is a qualitative-descriptive study which describes the use of teacher talk in a 3rd grade classroom of Gracia Primary School Malang a local elementary school which adopted an international curriculum. The data was collected in May-June 2018. The data was taken from transcriptions of four-meeting observation recording during the natural teaching processes. Data analysis was carried out using a framework of teacher talk categories namely Foreign Language Interaction model (FLINT) suggested in Brown (2001 170) to identify the types and functions. The finding shows that five out of eleven categories appeared highest in frequency indicating its prominence towards the learning process. They are giving information (27.52%) giving direction (17.63%) asking questions (13.10%) repeating students responses (12.85%) and showing praises (9.98%) which are the common types of TT which contribute positively in the class. The discussion scopes the highest and the lowest categories based on the amount in the classroom. This study inferred that teacher talk categories work out within proper use and amount. There are two suggestions drawn from the research findings. First this study suggests English teachers of elementary schools should be aware when uttering positive teacher talk regarding the use of language amount and situations in the classroom. Next future researchers who are interested in this topic might want to investigate the correlations of teacher talk functions and the implications on young learners to make it in-depth.
| Item Type: | Thesis (Diploma) |
|---|---|
| Subjects: | ?? ?? |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S1 Pendidikan Bahasa Inggris |
| Depositing User: | Users 2 not found. |
| Date Deposited: | 30 Nov 2018 04:29 |
| Last Modified: | 09 Sep 2018 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/10465 |
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