An Analysis of Teacher Talk in English Classes in Smk PGRI 4 Denpasar

The objective of this study at describing the types of Teacher Talk, the effectiveness/ineffectiveness of Teacher Talk, and the aspect of Teacher Talk in classroom observation. To meet the objective, sampling technique was employed to select three classes together with the three English teachers who taught in those classes. The data were collected through recorded classroom interaction, observer's field notes and questionnaire, while the data were analyzed qualitatively on the basis of Flander's Theory of the Teacher Talk (1980).The Analysis of Teacher Talk Types includes identifying the different types of Teacher Talk, categorizing the various types of Teacher Talk into ten footing patterns and generalizing the relationship among these footing. The findings reveal that the three teachers most frequently used six footings such as Mediator, Evaluator, Learning task assignor, teaching material interpreter, inspector and classroom climate conductor. The observation used three instruments to analyze the data; Flanders Interaction Analysis Categories (FIAC) to identify the classroom interactions, teaching effectiveness elements based on the Walberg's theory, and Likert Scale to measure the students' opinion resulted from questionnaire. The results of the analysis showed that the most dominant characteristic in English classes was the student participation. It reflected that most of the teaching-learning time was devoted to questions and answers by the students. But, without the Teacher Talk the students could not devote their participation. The teacher spent 59.52% of the teaching-learning time, while the students spent 69.05% of the teaching-learning time. It showed that the students were active in the classroom interaction. The interaction in these English classes was in three-way communication; there were interaction between teacher-student, student-teacher, and students-students. The English classroom interaction also met the requirements of teaching effectiveness elements by Walberg (1986). The teaching effectiveness elements used in the classroom were in the form of academic learning time, the use of reinforcement, cues and feedback, co-operative learning, classroom atmosphere, higher order questions, advance organizers, direct instruction, indirect teaching and democratic classroom. Based on the students' opinion, the teaching learning process in the classroom was good enough however some students felt uncomfortable with the classroom atmosphere and the teacher's discipline of time. The research found that there are three major Teacher Talk Aspects, covering physiological aspect, interpersonal aspect, pedagogical aspect, which are stated as strong / effective aspects