This study analyzed how several interactional features proposed by Walsh (2006) were performed by an English teacher, and how those features performed help the teacher to reach the teaching objective.
A descriptive qualitative was applied in this study to depict and discuss how the talk established interaction. The English teacher in charged of as a subject in this study by involving 13 males and 15 females students. The observation was conducted twice meetings. Audio and video were used to collect the data accompanied by field note. An interview with the English teacher helped this study to find any that have not find during the observation.
The result showed that eleven features from fourteen features were performed by the English teacher. The eleven features were scaffolding, extended wait time, seeking clarification, confirmation check, extended learner turn, teacher echo, teacher interruption extended teacher turn, turn completion, display question, and form focused feedback. While the three remain features which were not performed were direct repair, content feedback, and referential question. A reformulation was used in scaffolding rather than extension and modelling. An extended wait time was also performed once in a while to provide sufficient time for the students in responding question. The using of extended wait time related to display questions, seeking clarification, and teacher echo. Here, display questions was performed rather than referential question. As to order a clarification, seeking clarification used once by the teacher as their answer was not expected and to know what the students really mean. Extended teacher turn was also frequently performed as its functioned to complete an instruction, explanation, which expected to be well understood later. Teacher echo was also performed by the teacher by repeating students contribution or utterance to establish their courage, and motivate them to speak.
To sum up, that the implementation of those eleven features proposed by Walsh (2006) helped the teacher to reach the learning objective which was analytical exposition. It was seen from the matching between the talk with the indicator stated on the lesson plan as a goal of study and the students assessment. While the three remain features which were not performed not simply effected to the reaching of learning objective.
Studi ini menganalisa bagaimana interactional features yang diusulkan oleh Walsh (2006) dilakukan oleh seorang guru Bahasa Inggris, dan bagaimana fitur-fitur tersebut membantu guru untuk mencapai objek pembelajaran.
Metode deskriptif kualitatif digunakan untuk menggambarkan dan mendiskusikan bagaimana talk yang disampaikan memicu interaksi. Guru Bahasa Inggris sebagai subjek dalam studi ini dengan melibatkan 13 siswa laki-laki dan 15 siswa perempuan. Observasi dilakukan dua kali. Audio dan video digunakan dalam pengambilan data juga sebuah field note. Wawancara dengan guru juga membantu studi ini untuk mengetahui pemahaman guru mengenai teacher talk, metode yang digunakan, dan untuk mengkonfirmasi kejadian ganjil selama pembelajaran.
Hasilnya menunjukkan bahwa delapan dari empat belas fitur digunakan oleh guru. Kedelapan fitur tersebut adalah scaffolding, extended wait time, seeking clarification, confirmation check, extended learner turn, teacher echo, teacher interruption, extended teacher turn, turn completion, display question, and form focused feedback, dimana tiga fitur yang tidak digunakan adalah direct repair, content feedback, and referential question. Dalam scaffolding, reformulation digunakan daripada extension dan modelling. Extended wait time juga digunakan beberapa kali untuk memberikan sedikit ruang waktu untuk siswa dapat menjawab pertanyaan. Hal ini juga berkaitan dengan halnya pemberian ruang waktu dengan display question, seeking clarification, dan teacher echo. Display question lebih digunakan daripada referential question. Sebagai permintaan klarifikasi, seeking clarification digunakan sekali oleh guru mengetahui respon siswa tidak sesuai dan untuk mengetahui apa yang sebenarnya mereka maksud. Extended teacher turn juga sering digunakan yang fungsinya agar sebuah instruksi, penjelasan agar dipahami dengan baik. Teacher echo digunakan dengan mengulang kontribusi siswa guna untuk menumbuhkan keberanian mereka dalam berbicara, dan sebagai motivasi untuk berani berbicara.
Ringkasnya, penerapan kesebelas fitur yang diusulkan oleh Walsh (2006) membantu guru untuk mencapai objektif pembelajaran yakni analytical exposition. Hal tersebut dilihat dari penyerasian antara talk dengan indikator yang tertera pada rencana pembelajaran sebagai tujuan pembelajaran dan penilaian siswa. Dimana tiga fitur yang tidak digunakan oleh guru tidak terlalu berdampak pada ketercapaian objektif pembelajaran.