An Analysis on Functional Features of Teacher Talk in Classroom Interaction in Learning English at the Eleventh Grade of SMA N 1 Bukittinggi
This research is related to the use of functional features of teacher talk in the classroom interaction in learning English. The researcher found several problems in the process of learning English, which became the background for this research. The first problem was the dominance of teacher talk over student talk in the classroom. The second problem was that the teacher often asked yes/no questions. The third problem was the teacher provided monotonous feedback, such as using the words “good”, “okay” or “yes” in response to student contributions. So, the purpose of this research was to find out the types of teacher question and to find out the types of teacher feedback that the teacher used in the classroom interaction in learning English at the eleventh grade of SMA N 1. The research used a descriptive qualitative research design. The data was collected from observation and interview. The setting of this research was SMA N I Bukittinggi, specifically in one of eleventh-grade classes. The selected class was XI F.2, which consisted of 35 students. To analyze the data, the researcher used interactive model: (1) Data condensation, (2) Data display, and (3) Conclusion (drawing/verifying). Based on the results, it was found that the English teacher employed the three types of question: procedural, convergent and divergent questions. The most dominant type of the question in the classroom interactions is convergent questions. Regarding the types of feedback used by the teacher in the classroom, the teacher applied several types of feedback. Teacher feedback is divided into two main categories. The first type is feedback to the correct response, the teacher provides remarks such as "that's very good", and "that's a very good answer,". The second type of feedback is feedback to the incorrect and no response: prompt, criticizing, encouragement and ignoring. In this type of feedback, the teacher only used two types of feedback: encouragement and ignore. Encouragement is given by the teacher when a student is unsure or lacks confidence in providing an answer. The teacher ignored students when they remain silent or provide incorrect responses.