Farah Nabilla Nuraini (2020) Interactional Features Of Teacher Talks In Beginner And Intermediate Classes Of Adolescents At EF English First Sidoarjo. Skripsi thesis, UNIVERSITAS AIRLANGGA.

	Text 1. COVER .pdf Download (607kB)
	Text 2. TABLE OF CONTENTS.pdf Download (64kB)
	Text 3. ABSTRACT.pdf Download (88kB)
	Text 4. CHAPTER I - INTRODUCTION.pdf Download (137kB)
	Text 5. CHAPTER II - LITERATURE REVIEW.pdf Restricted to Registered users only until 28 December 2023. Download (208kB) | Request a copy
	Text 6. CHAPTER III - METHODS.pdf Restricted to Registered users only until 28 December 2023. Download (104kB) | Request a copy
	Text 7. CHAPTER IV - RESULTS AND DISCUSSION.pdf Restricted to Registered users only until 28 December 2023. Download (478kB) | Request a copy
	Text 8. CHAPTER V - CONCLUSION.pdf Restricted to Registered users only until 28 December 2023. Download (94kB) | Request a copy
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Abstract

This qualitative study descriptively examines the types of teacher talk of two local teachers at EF Sidoarjo in a communicative classroom context of beginner adolescences aged ten to fourteen. This study aims to find out the interactional features of teacher talk and its relations to specific classroom modes along with the pedagogical aims of the lesson. The data was collected through classroom observation of Trailblazers 2 and 8 for eight sessions in total in terms of audio recording with each 80 minutes and interview with the local teachers. In analyzing the data, this study applies the integrated framework from the Self-Evaluation of Teacher Talk (SETT) by Walsh. The results indicate that there are fourteen interactional features performed by the local teacher in Trailblazers 2 while twelve interactional features are performed in Trailblazers 8. The results also show that most of the interactional features performed in both levels are included in the classroom context mode that pedagogically aims to promote students’ oral fluency, establish contexts, and help the students to express the ideas easily. This denotes that the students’ learning opportunities are enhanced since the students are given more chances to contribute and get involved in the classroom interaction through the use of various beneficial interactional features such as extended learner turn, referential questions, content feedback, and scaffolding as the most features that are performed by the teachers.

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