Student Talk Encountered in Intensive Course Classes of an English Department in a University in Surabaya  

Oleh:

Nata, Welly Adi ; Taloko, Johanes Leonardi

Jenis: Article from Proceeding
Dalam koleksi: The 61st TEFLIN International Conference : English Language Curriculum Development: Implications for Innovations in Language Policy and Planning, Pedagogical Practices, and Teacher Professional Development, Solo, 7 - 9 October 2014, page 1072-1075.
Topik: Intensive Course; Student Talk; student-respond; student-initiate
Fulltext: STUDENT TALK ENCOUNTERED IN INTENSIVE COURSE CLASSES.pdf (8.1MB)

Isi artikel

Intensive Course (IC) is a basic English course in Teacher Training of Widya Mandala Catholic University Surabaya. This course determines the students’ success in joining and finishing other English courses in the following semester. Since the classroom is the place where comprehensible input and modified interaction are available, what goes on inside the language classroom is very important. This situation challenges the researchers to observe the IC classrooms. So far there has never been any research done to see what actually happens in IC classrooms in terms of Student Talk.The objectives of this study are to explore various kinds of Student Talk which are found in IC classes and a kind of Student Talk commonly used in IC classes. This study is based on the theory of Seventeen-Category System by Tsui Bik May. As a qualitative research, this study conducted eight observations in three different IC classes, involving eighty students and four lecturers. The results of the observations and data analysis show that the kinds of Student Talk found in IC classes are studentrespond restricted reply, student-respond expanded reply, student-respond apologize, student-initiate elicit, and student-initiate interrupt. In addition, student-respond restricted reply is the most commonly used in IC classes.

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