The Teacher Talk in Online Learning Verbal Interaction Using The Flanders Interaction Analysis Categories System

This paper was aimed at identifying and classifying the types of teacher talk applied to the students during an online teaching, analyzing the realization of teacher talk, and explaining the reasons why the teacher talk applied based on Flanders’ Interaction Analysis Categories System (FIACS). A descriptive qualitative study was used for this study. The source of the data was an English teacher at SMP Ahmad Yani Binjai. The data were collected by using video recording and unstructured interview with the teacher. The findings of the results were: six types of teacher talk were applied by the teacher during an online verbal interaction in the classroom (Accept Feelings, Praises or Encourages, Accepts or Uses Ideas of Students, Ask Questions, Lecturing, and Giving Direction). The most dominant types was Giving Direction (63 times/22.99 %); Criticizing or Justifying Authority was not found in the interaction. In addition, there are 3 reasons for the teacher to apply the teacher talk, namely: (1) to influence learners’ L2 acquisition of foreign language, (2) to influence the students’ participation in the classroom, and (3) to motivate the students in the classroom.