TEACHER TALK IN TEACHING SPEAKING ANALYTICAL EXPOSITION TEXT AT THE ELEVENTH GRADE OF SENIOR HIGH SCHOOL

This present study focuses on the teacher talk in teaching speaking analytical exposition text which conducted in an eleventh grade classroom of SMA Swasta Teladan Medan. This research aims to find out the categories of teacher talk occur in the speaking analytical exposition text classroom in the eleventh grade of SMA Swasta Teladan Medan and to describe how the categories teacher talk affect the students’ learning process during the teaching of speaking analytical exposition to the eleventh graders of SMA Swasta Teladan Medan. In this research, the FLINT is used to identify the categories of teacher talk occur during the learning process. Moreover, this study is conducted in the form of descriptive qualitative research where the researcher as the non-participant observer on the classroom. The subject of this study is a senior high school English teacher and the eleventh graders of SMA Swasta Teladan Medan.
From the data that has been taken, it is obtained that the categories of teacher talk used by the teacher in teaching speaking analytical exposition in the eleventh grader of SMA Swasta Teladan Medan are deals with feelings, praises or encourages, jokes, uses ideas of students, repeats students response verbatim, asks questions, gives information, corrects without rejection, gives direction, and criticizes student behavior. Moreover, the categories of teacher talk used also have been proven to help the students understand better about the subject and elicit students’ contribution during the learning process.
In conclusion, the researcher has found that the teacher who teaches speaking analytical exposition text in an eleventh grade classroom of SMA Swasta Teladan Medan has performed some categories of teacher talk from FLINT. Those categories of teacher talk used are found to be able to elicit students’ contribution and assist the students’ speaking skill development in the speaking analytical exposition learning process