Yanifa Karimatinnisa’, 2201415040 (2019) AN ANALYSIS OF TEACHER TALK IN SUPRA SEGMENTAL-BASED ENGLISH PHONETICS CLASS OF ENGLISH DEPARTMENT OF UNNES. Under Graduates thesis, UNNES.

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Abstract

This study aims to explain classroom interaction, especially teacher talk in Segmental-based English Phonetics Class of English Department of UNNES. The subject of this study is a male lecturer of Supra Segmental-based English Phonetics class. This study belongs to descriptive qualitative. The researcher collects the data through observation by using audio-video recording and fieldnotes, based on the theory of Cresswel. The data were analyzed by using SETT framework namely interactional features proposed by Walsh. This study reveals that in the first meeting there are three interactional features out of fourteen used by the lecturer, they are scaffolding, extended-wait time, and extended teacher turn. All of the three interactional features succeed in helping the lecturer achieve the pedagogic goals. The second meeting shows that there are seven interactional features out of fourteen used by the lecturer. They are scaffolding, direct repair, extended wait-time, seeking clarification, teacher echo, extended teacher turn, and display question. Some interactional features in the same extract in the second meeting cannot help the lecturer in achieving the pedagogic goals. They are scaffolding, extended wait time, and seeking clarification. In the third meeting, there are eight interactional features out of fourteen used by the lecturer. They are scaffolding, direct repair, extended wait-time, seeking clarification, confirmation checks, teacher echo, teacher interruptions, and extended teacher turn. All of the interactional features in the third meeting are successfully assisted the lecturer in achieving the pedagogic goals. It can be concluded that the most interactional features used by the lecturer is scaffolding. The lecturer is good enough in delivering materials in the class. He can achieve the pedagogic goals almost in every part of his talk. It is suggested that the lecturer to become more innovative, so he can achieve the pedagogic goals in every teaching and learning process.

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