THE INTERACTIONAL FEATURES OF TEACHER TALK IN CLASSROOM INTERACTION IN TEACHING RECOUNT TEXT FOR EIGHTH GRADE AT SMP METHODIST-AN PANCUR BATU

This research examines the interactional features of teacher talk employed by an
English teacher during lessons on recount text for eighth-grade students at SMP
Methodist-An Pancur Batu. It is aimed to examined classroom interaction through
teacher talk. Utilizing a descriptive qualitative approach, the researcher gathered
data though direct observation, video recording, and interview. A Self-Evaluation
of Teacher Talk (SETT) framework designed by Walsh (2006) was used to
determine and interpret the findings. The result indicate that the English teacher
successfully produced a comprehensive range of interactional features as outlined
by Walsh (2006). The analysis identified a total of fourteen interactional features
of teacher talk, with the most frequently utilized being extended learner turn
(19.70%) and display questions (19.70%), which significantly enhanced student
engagement and participation. Other notable features included referential
questions (11.82%) and content feedback (5.42%), which contributed to a
supportive learning environment. The findings revealed that the teacher
effectively employed scaffolding and direct repair techniques to facilitate
comprehension and encourage student interaction. Additionally, the study
highlighted the importance of maintaining a balance in classroom interaction,
where the teacher's questioning methods and feedback strategies played a crucial
role in promoting student understanding. Additionally, the study highlighted the
importance of maintaining a balance in classroom interaction, where the teacher's
questioning methods and feedback strategies played a crucial role in promoting
student understanding. This research not only provides valuable insights into
effective teaching practices but also serves as a resource for enhancing classroom
interactions in English language education.