Importance Of Teacher Talk

In the classroom, teacher talk is the essential unit to inspire the students in teaching factor process. Her talks are not only to transfer the information and the knowledge that a teacher has, but also as a tool to control the class. In line with important of teacher talk Nunan (1993:189), states that teacher talk is crucial importance, not only for the organization of the classroom but also for the process of acquisition. In organizing and managing the classroom, teacher talk is one of the decisive determinants that it is through language that teachers succeed or fail to implement their teaching plans. Therefore, teacher as the key factor in educational world to organize the classroom activities should use suitable teaching tools to reach

According to pedagogical theory, the language that teachers use in classrooms determines to a larger degree whether a class will succeed or not. Many scholars found teacher talk makes up around 70% of classroom language (Cook, 2000; Chaudron, 1988). Teachers pass on knowledge and skills, organize teaching activities and help students practice through teacher talk. Brown recommends that teachers articulate their language, slow it down, uses simple vocabulary, and speak to students in just above the students’ level. In bilingual classrooms, teachers’ language is not only the object of the course, but also the medium to achieve the teaching

Classroom Interaction

Classroom interaction is the action performed by the teacher and the students during instruction interrelated. They interact with one another for a number of different reason and on a continued basis throughout the school day. According to Wilson (1997) Interaction between students and teacher is fundamental to the learning process.

Chaudron (1998) stated that classroom interaction covers classroom behaviors such as turn-taking, questioning and answering, negotiation of meaning and feedback.

METHODOLOGY

This research applied descriptive qualitative method. The subjects of this research were 2 teachers, teaching in class one and two, and 6 students of SMPN 1 Sungguminasa which was selected by using purposive sampling technique. The primary instrument of the research was the researcher herself who observed and recorded behaviors but did not participate in the life of the setting being studied (Gay, et al 2006:414). The secondary instruments in this research were interview guide and field notes. To collect data from classroom, two of the three main strategies which were suggested by Gay et al (2006:413) would be applied, namely observation and interview. Data analysis was conducted by using the interactive model of Huberman and Miles in Denzin and Lincoln (1998: 429) covering three strategies: