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1. AN ANALYSIS OF TEACHER TALK IN EIGHTH GRADE OF
JUNIOR HIGH SCHOOL
VIRKY UMMAH
UNIVERSITY OF SINGAPERBANGSA KARAWANG
2018
1441172106107

2. Background of problem
Teacher Talk
Recently teacher talk is very important for
language learning and language
teaching to communicate in the classroom
During the teaching process, the
interaction between teachers and students
occurs constantly in the classroom.
The goal is to communicate with students
and develop students' foreign language
proficiency.
Researcher examined
teacher talk, researcher
discovered the
dominant aspect in
processes of teacher
talk.
Solution

3. Process of teacher talk used by English teacher
in eighth classroom
The objective of this research is to analysis the
teacher talk in English teaching and learning
process in a Junior High School State in
Cikampek.
Research Question
Objectives of
the Research
How are the processes of teacher talk used by
English Teacher in eighth classroom?
Limitation of the problem

4. Ellis(ascitedinXiaouYan,2006)statedthatteachertalkisthespeciallanguage
thatteachersusewhenaddressingL2learnersintheclassroom.Therefore,
teachertalkcancreatepositiveatmosphereintheclassroomandmakefriendly
relationshipbetweenteacherandstudents.
Hughes (1989: 6) stated that
language functions had nine types:
giving instruction, sequencing,
supervision, asking questions,
replying questions, meta language,
references, affective attitudes, and
social rituals.
Speech modification in the
classroom by Chaudron (as cited in
Nunan, 1996) stated that “the
following six strategies synthesized
into four types: modifying of
grammar, modifying of vocabulary,
speech rate and gestures” (p.183).
Furthermore, based on code
switching in the classroom by
Holmes (2013) viewed that “even a
speaker who is not very proficient
in a second language may use brief
phrases and words or this purpose”
(p.35).

5. Research
Approach • Qualitative
Research
Method
• Descriptive qualitative
Research
Subject
• The Eight grade of Junior High
School State 1 CIKAMPEK
Instrument
• Observation
• Field notes
• In-depth interview

6. RESEARCH FINDINGS
In the first day, there were found top three:
asking question, giving instructions and
supervision. While, in the second day, there are
also found top three: affective attitudes, giving
instructions and asking questions.
There were found three types: modifying of
grammar, modifying of vocabulary, and
speech rate. Therefore, there was top one of
speech modifications. It was speech rates.
There were eight teacher’s
utterances found of code-switching

7. There was no much difference in the using of
language functions.
The teacher used various types of speech
modification at the time they had their teaching in the
classroom. A different teacher had a different way of
modifying the language. She tried to manipulate her
words using the simpler ones.
The code-switching was done only when there was
no response from the students toward what the
teacher said. The teacher changed the language used
from formal form into the informal one.