An Analysis of Teacher and Students’ Talk in their Online Public Speaking Class Interaction Via Zoom Cloud Meeting (Qualitative Research)

Ine Nurfitriani, Didih Faridah, Dedeh Rohayati

Abstract


The phenomena of Covid-19 challenges the government in carrying out the classroom activity; for this reason, the government issued a policy to change studying activities which are commonly achieved in the classroom into studying from home throughout the Covid-19. This research discusses teacher and students’ talk in their online public speaking class interaction via zoom cloud meeting. The purpose of this study was aimed to find out the types of teachers and students chatting in their online interaction via zoom cloud meetings, the types of classroom interaction in public speaking class via zoom cloud meetings, and to find out students’ perceptions toward their teacher talk through zoom cloud meeting. The present study used a qualitative paradigm with the type of  intrinsic case study. Thirteen students from a 2C public speaking class in an English education program, and an English lecturer participated in this research. The data taken from observation aims to find out types of teacher and students talk in public speaking class via zoom cloud meeting, and types of classroom interaction in public speaking class. Meanwhile, a set of questionnaires was employed to collect data about the students’ perceptions toward their teacher talk through zoom cloud meeting. The data from observation were proceeded by means of FLINT System to interpret teacher and students' talk; regarding the type of classroom interaction was adapted from Malamah-Thomas (1987 as cited in Alifea Asanuary Sharliz, 2017). The questionnaire data were analyzed using the Likert Scale measurement. The findings revealed that the types of teachers and student talk and the types of classroom interaction that occurred in class 2C were dominated by the teacher talk. Although students prefer to talk a lot in class, the results of this study indicated that the teacher talks more in class. The researcher suggests for the public speaking teacher to make changes in classroom activity for the coming semester, i.e., the teacher facilitates students to talk a lot during the process of teaching and learning.

Keywords


Classroom Interaction; FLINT System; Public Speaking; Student Talk; Teacher Talk;Zoom Cloud

Full Text:

PDF

References


Brown, H. D. (2000). Teaching by principles an interactive approach to language Pedagogy. (p. 249). (z-lib.org)

Chen, T., Peng, L., Jing, B., Wu, C., Yang, J., & Cong, G. (2020). The impact of the COVID-19 pandemic on user experience with online education platforms in China. Sustainability (Switzerland), 12(18), 1–31. https://doi.org/10.3390/SU12187329

Creswell, J. W. (2012). Planning, conducting, and evaluating quantitative and qualitative research.

Endahati, N., & Purwanto, E. (2016). Analysis of the effectiveness of public speaking subject module Information-Technology (It) based. Ahmad Dahlan Journal of English Studies, 3(1), 17. https://doi.org/10.26555/adjes.v3i1.3622

Gharbavi, A., & Iravani, H. (2014). Is teacher talk pernicious to students? A discourse analysis of teacher talk. Procedia-Social and Behavioral Sciences, 98, 552-561.

Guzacheva. (2020). Zoom technology as an effective tool for distance learning. Bulletin of Science and Practice, 6(5), 457–460.

Hall, J. K. (2000). Second and foreign language learning through classroom interaction.

Hamsia, W. (2018). Developing students' speaking ability through story completion, 5(1).

Huriyah, S., & Agustiani, M. (2018). An analysis of English teacher and learner talk in the classroom interaction. Linguistic, English Education and Art (LEEA) Journal, 2(1), 60-71.

Lazaraton, E. H. and A. (1991). Research design and statistics for applied linguistics. In TESOL Quarterly (Vol. 19, Issue 1). https://doi.org/10.2307/3586777

Pujiastuti, R. T. (2013). Classroom interaction: an Analysis of teacher talk and student talk in English for Young Learners (EYL). Journal of English and Education, 1(1), 163–172.

Sari, I., Sinaga, P., Hernani, H., & Solfarina, S. (2020). Chemistry learning via distance learning during the Covid-19 pandemic. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 5(1), 155–165. https://doi.org/10.24042/tadris.v5i1.6346

Sharliz, A. A. (2017). Classroom interaction in English speaking class: A naturalistic study at queen English course Karanganyar Submitted. Occupational Medicine, 53(4), 130.

Sukarni, S., & Ulfah, S. (2015). An analysis of teacher and student talk in the classroom interaction of the eighth grade of SMPN 18 Purworejo. Vision: Journal for Language and Foreign Language Learning, 4(2), 261. https://doi.org/10.21580/vjv4i21594

Sundari, H. (2017). Classroom interaction in teaching english as foreign language at lower secondary schools in Indonesia. Advances in Language and Literary Studies, 8(6), 147. https://doi.org/10.7575/aiac.alls.v.8n.6p.147

Sutrisno, T., Rohayati, D., & Irianti, L. (2024). Teachers’ Challenges in Optimizing Students’ Speaking Skills by Using Flipped Classroom. Journal of English Education Program (JEEP), 11(2), 175-184.

Tao, Y., & Chen, G. (2024). The Relationship Between Teacher Talk and Students’ Academic Achievement: A Meta-Analysis. Educational Research Review, 100638.

Taylor, S. J. (2016). Introduction to qualitative research methods.

Wasi’ah, N. (2016). A study of teacher talk in classroom interaction at an Islamic Senior High School. OKARA: Jurnal Bahasa Dan Sastra, 10(1), 29. https://doi.org/10.19105/ojbs.v10i1.809




DOI: http://dx.doi.org/10.25157/(jeep).v12i1.17393

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

JEEP has been indexed in