Teacher Talk in EFL Speaking Class for Eleventh Grade Students

This research aimed to analysed the types of teacher talk that are being applied in
EFL speaking class and to elaborate the reasons why teacher talk applied as the way
they are for eleventh grade students at SMKN 1 Medan. The research used
qualitative method with observation and interview as the instruments of the data
collection. The researcher observed the classroom interaction during speaking class
and interviewed the English teacher based on the Flanders Interaction Analysis
Categories Systems (FIACS). The findings showed that the teacher applied all
seven types of teacher talk. Asking questions (25%) was used to stimulate students’
thinking, guide them toward the learning objectives, and encourage active
classroom participation. Giving directions (22.37%) was used to help students
understand learning tasks, ensure learning activities ran smoothly, and guide
students during classroom activities. Praise or encouragement (21.05%) was used
to recognize students’ correct answers and learning efforts, increase their
motivation and confidence, and encourage positive learning behaviors. Lecturing
(15.13%) was used to provide the necessary knowledge, clarify concepts, and
connect the lesson to the learning objectives. Using students’ ideas (9.87%) was
applied to value students’ contributions, develop the discussion based on their
responses, and connect their ideas to the lesson. Criticizing or justifying authority
(5.26%) was used to maintain appropriate classroom behavior, reinforce classroom
rules, and restore order when classroom discipline was disrupted. Lastly, accepting
students’ feeling (1.32%) was used to acknowledge students’ emotions, show
empathy, and maintain a supportive classroom atmosphere. In conclusion, the
findings indicate that the teacher used all seven types of teacher talk to support the
teaching and learning process in the EFL speaking classroom.