Student talk in intensive course classroom 2010/2011

Nata, Welly Adi (2011) Student talk in intensive course classroom 2010/2011. Undergraduate thesis, Widya Mandala Catholic University Surabaya.

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Abstract

Intensive Course is basic English course in Teacher Training English of Widya Mandala Catholic University Surabaya. This course determines the students’ success in joining and finishing other English courses in the following semester. Since the classroom is the place where comprehensible input and modified interaction are available, what goes on inside the language classroom is very important. This situation challenges the writer to observe the IC classrooms. So far, there has never been done to see what actually happens in IC classrooms in terms of student talk. The objectives of this study are to know various kinds of student talk that are found in IC classes and a kind of student talk is commonly xx used in IC classes. This study based on the theory Seventeen-Category System by Tsui Bik May, theory of Acquisition-Learning Hypothesis, and the Monitor Hypothesis by Stephen Krashen. An observation has been applied as the research design of this study since it is a qualitative research. Three voice recorders, a set of video camera, observation tally sheets, interview sheets, and the writer itself are the instruments of this study. Eighty students of IC classes who consist of three classes, IC A with thirty students, IC B twenty three students, IC C with twenty seven students, and four teachers who consist of two males and two females are chosen as the subject of this study. In analyzing the data, the writer has transcribed the spoken data using an application named “Transcriber 1.5.1” and has classified the data based on the theory Seventeen- Category System by Tsui Bik May. This observation has discovered that kinds of student talk are found in IC classes are students’ response restricted reply, students’response expanded reply, students’ response apologize, students’ initiate elicit, and students’ initiate interrupt. Students’ response restricted reply takes up the major portion of student talk in IC classes. It is suggested that the students’ initiate and students’ response are balance in IC classes. The teachers should provide more comprehensible input which enrich the students’initiate takes place in the classroom.

Item Type: Thesis (Undergraduate)
Department: ["eprint_fieldopt_department_Faculty of Teacher Training and Education" not defined]
Uncontrolled Keywords: Intensive Course, student talk, students’ response, and students’ initiate
Subjects: English Education
Divisions: Faculty of Teacher Training and Education > English Education Study Program
Depositing User: Aurelia Riana Ika Susanti
Date Deposited: 11 Jun 2015 12:14
Last Modified: 11 Jun 2015 12:14
URI: http://repository.wima.ac.id/id/eprint/2366

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