Ulyatu Mayasari Khurin’in (2020) The Interactional Features Of Teacher Talk And The Classroom Interaction In The Online Ielts Crash Course Of Sun English Surabaya During Covid-19 Pandemic. Skripsi thesis, UNIVERSITAS AIRLANGGA.

	Text (COVER) 1. Cover.pdf Download (512kB)
	Text (TABLE OF CONTENT) 2. Table of Content.pdf Download (256kB)
	Text (ABSTRACT) 3. Abstact.pdf Download (157kB)
	Text (CHAPTER I) 4. Chapter I Introduction.pdf Download (213kB)
	Text (CHAPTER II) 5. Chapter II Literature Review.pdf Restricted to Registered users only until 16 March 2024. Download (229kB) | Request a copy
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	Text (CHAPTER 5) 8. Chapter V Conclusion.pdf Restricted to Registered users only until 16 March 2024. Download (193kB) | Request a copy
	Text (REFERECE) 9. References.pdf Download (202kB)
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Abstract

One important factor in the classroom interaction is the teacher talk. The way the teacher utter and deliver an explanation or instruction affects the students’ English comprehension. As the world facing a coronavirus outbreak by the end of 2019, the online learning has become an alternative to continue the education in Indonesia. This study focused on investigating and analyzing the features of teacher talk used by the teacher in an online IELTS Crash Course of Sun English Surabaya. It is aimed to examine classroom interaction through teacher talk. A qualitative approach was applied in this study to gain the insight of an online second language learning phenomenon. The data was collected by doing an online observation using audio and video recording and semi-structured interview. A Self-Evaluation of Teacher Talk (SETT) framework designed by Walsh (2006) was used to determine and interpret the findings. The result of this study revealed that the teacher produced 13 features of teacher talk out of fourteen, they are Referential Questions with 32, 73 %, Extended Teacher Turn with 22, 02 %, and Teacher Echo with 12, 73 %. While the others namely Scaffolding, Extended Learner Turn, Display Question, Confirmation Checks, Content Feedback, Extended Wait-Time, Direct Repair, Seeking Clarification, Form-Focused Feedback and Teacher Interruption are under 10 %. The only feature that was not produced is Turn Completion. The researcher discovered that interactional features used by the teacher were appropriate and helpful for the students’ English comprehension and competence.

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