TEACHER TALK IN THE CLASSROOM INTERACTION BY USING FIACS AT SMP NEGERI 37 MEDAN

This study aimed to investigate the types of teacher’ talk that occurs in English
classroom interaction and to investigate the teacher’ reasons to use the types of
categories in classroom interaction. This study focuses on analyzing the process
of classroom interaction through Flanders Interaction Analysis Categories
System (FIACS). This study was conducted by using descriptive qualitative
research. It was conducted in SMP Negeri 37 Medan at the VII-D grade class.
The subject of this research was an English teacher in SMP Negeri 37 Medan.
The observation, recording, and interview techniques were used to collect the
data. According to the findings of the study, the English teacher used all
categories based on category of FIACS. The types of teacher talk that occurred
were accept feeling, praises and encouragement, accepts’ or uses ideas of
students, asking question, lecturing, giving direction and criticizing or justifying
authority. The reasons why the teacher’ used that types of categories in
classroom interaction. Accept Feelings, the teacher used that type is to help
students be bolder in expressing their ideas or opinions. Praise or Encourages, the
teacher used that type is to make students can feel appreciated. Praised given by
the teacher can make students confident to interact in the classroom. Uses student
idea, the teacher used that type is to develop ideas or suggestions given by
students. Asking Questions, the teacher used that type because the teacher wants
to hone students’ skill and to make students’ understood about the topic being
discussed before getting into the next topic. Lecturing, the teacher used lecturing
in the classroom during teaching and learning process to make process of
teaching and learning in the classroom to be successful. Giving Direction, the
teacher used that type because the teacher’ want to know whether the students
understand about the material or not. Criticizing or justifying authority, the
teacher used that type is to create comprehensible condition for students to
acquire target language.