Teacher Talk in Efl Classroom of Junior High School: Classroom Interaction Research

Abstract

This research explores the important role of fostering students' communication skills. These communication skills are fostered through interactions between teachers and students in the English language learning process. Non-Native English Speaking Teachers (NNESTs) inevitably encounter unique challenges in teaching English in the classroom. Therefore, this study addresses three aspects: (1) The types of teacher talk used by teachers to interact with students in EFL classrooms. (2) The challenges faced by teachers in implementing teacher talk. (3) The solutions teachers employ to tackle these challenges. This study employs a mixed methods approach, with Concurrent Embedded Design. The qualitative is the primary method and the quantitative is the secondary method. Data was obtained through direct classroom observations and interviews with an English teacher at a Junior High School. Additionally, to identify the types of teacher talk used by the teacher, the researcher utilized the FLINT analysis system developed by Moskowitz. The results of this study reveal that the most frequently used type of teacher talk during interactions with students in the classroom is 'Giving Directions', with a frequency 52 of 30.7%. This type is followed by 'Gives Information' with a frequency of 47 (27.8%) and 'Asking Questions' with a frequency of 26 (15.4%). This indicates that the teacher often provided directions and information to guide students through activities and tasks. Other types of teacher talk, such as 'Praises or Encourages', and 'Deals with Feelings and Jokes', had lower frequencies. The challenges faced by the teacher include low student interest, an unsupportive learning environment, time constraints, inadequate learning media, and a lack of confidence from both teachers and students. Some solutions to address these challenges include using a combination of languages, providing motivation and praise, conducting outdoor learning activities, and continuously improving personal skills. The conclusion is that teachers predominantly use 'Giving Directions' to build interaction with students, and several challenges faced by NNEST can be overcome with specific solutions. This study is expected to serve as a reference for teachers in selecting types of teacher talk to foster interaction with students and developing creative approaches to enhance student interest. Additionally, this research benefits future researchers by exploring effective teaching strategies to improve interaction in EFL classrooms. Educators can enhance their pedagogical practices and improve student outcomes by using the appropriate teacher talk, addressing the challenges, and implementing practical solutions. Keyword: Teacher Talk, Analysis FLINT, EFL Classroom