Study of Teacher Talk in English for Specific Purposes Class at Poltekkes

Kemenkes Surabaya Jurusan Keperawatan Prodi D III Keperawatan Kampus

Sutopo Surabaya
Zenith Rachmayanti Lasantu

Abstract

This study concerns on types of teacher talk in class and it aims to find out which type of teacher talk
occurred during classroom interaction and the responses of student talk in relation to the types of teacher talk
used by the teacher. The data of this study were taken from a class activity of the Regular and Non-Regular
class in Poltekkes Kemenkes Surabaya Jurusan Keperawatan Prodi D III Keperawatan Kampus Sutopo
Surabaya. The method used in this study is descriptive-qualitative method. The classroom interaction
between teacher and students were observed and recorded on digital camera recording with visual support.
The participants of this study are the English teacher and two classes that consist of 37 students in Regular
class and 38 students of Non-Regular class. To complete the data, the writer also conducted interview with
the teacher. The data were then analyzed using the types of teacher talk in class based on Brown (2001). The
writer found that the teacher produced all types of teacher talk. Giving information was the type of teacher
talk that most frequently occurred during the class. The writer also found that the teacher produced direct
teacher talk more than indirect teacher talk. It affected the amount of the teacher talk, when the teacher
produced direct teacher talk, it increased the teacher talk and restrained student talk. It was concluded that
the teacher should try to use appropriate utterance in creating an interactive learning classroom to involve
more participation from students. Teachers should limit the use of types of teacher talk that belong to direct
teacher talk to increase student talk.
Keywords: Classroom Language; English for Specific Purposes; Student Talk; Teacher Talk; TEFL

1. Introduction
Teacher talk is part of classroom interaction that is important for student acquisition. Nunan
(1991, p.189) argued that teacher talk has crucial importance not only for the organization of the
classroom but also for the processes of the acquisition. In this case, teacher talk is important for
students’ achievement. He also added that the teacher have to avoid the high amount of teacher talk.
However, in some classes the high amount of teacher talk still occurred. One of example, it
occurred in English for Nursing class at Poltekkes Kemenkes Surabaya Jurusan Keperawatan Prodi
D III Keperawatan Kampus Sutopo Surabaya. Poltekkes Kemenkes Surabaya Jurusan Keperawatan
Prodi D III Keperawatan Kampus Sutopo Surabaya is one of college that holds English for Specific
Purposes class.
Since English becomes an International Language, it is important to learn and teach. Teaching
English has developed dramatically in the recent year because of the globalization impact. In
English Language Teaching (ELT) there has been recognized a term of English for Specific
Purposes (ESP) to indicate English teaching with specific discipline in its content. ESP develops
and is needed in many areas of education and professions. ESP is focused on the language
appropriate to the activities of a given discipline. In Indonesia ESP is usually learned and taught in
tertiary levels especially in university.
Johns and Price-Machado (2001:43) defines ESP as ‘a movement based on the proposition that
all language teaching should be tailored to the specific learning and language use needs of identified
groups of students and also sensitive to the sociocultural context in which these students will be
using English’.
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Anglicist Volume 01 Number 02 (August 2012) | Zenith Rachmayanti Lasantu

According to Strevens (cited in Johns and Price-Machado,2001) ESP is focused on the learner’s
need and wstes no time, relevant to the learner, successful in imparting learning and more cost-
effective than “General English”.
In ESP class, as same as in another language class, teacher is an important factor in learning activity.
Teacher plays a role in creating a suitable environment for interaction and learning. The way the teacher
delivers the subject will control the classroom situation and interaction with students. Teacher’s
behavior also gives great influence on students’ performance and participation in the classroom. The
teachers use language in order to control the patterns of classroom communication.
Teacher talk refers to the language used by teacher when addressing students in classroom
interaction. Teacher talk plays a very important role in the teaching process as an interactive device.
Based on Cook (cited in Muhayyang, 2012) assumption, teacher supplies more speech rather than
students in classroom interaction. It is obviously reasonable since the teaching under the teacher
overall guidance takes, not surprisingly, 70% of the utterances in most classroom. Realizing that
teacher domination in English Foreign Language class is not very good for improving learner’s
ability to talk in the target language, Herawati (2012) suggests teacher has to manage their talk into
appropriate proportion. It means that teacher have to make learners talk more.
Based on that statement above, the writer is interesting in analyzing teacher talk especially in
English for Specific Purposes classroom. This topic might be interesting to conduct since there are
still many teachers who dominated the class interaction and produced more teacher talk.
There are some previous studies that are quite similar with this study. This is one of the
examples, the master dissertation written by Ribas (2010). She worked in the effects of teacher talk
on students’ oral production. Another study who investigated teacher talk comes from Szendrıi (
2010). She investigated teacher talk in the ESP classroom – the results of a pilot observation study
conducted in the tourism context.
Another previous study that addressed teacher talk is a study from Dewi (2012). She conducted a
study of teacher talk in junior classes of Atma English Course Surabaya. She attempts to find out
the types of teacher talk found in junior level classes of Atma English Course Surabaya
Almost all of the studies above work on teacher talk among the English class in school or in
EYL levels. While there have been some studies that also work in teacher talk among English class
or in EYL levels, little has been worked on the tertiary levels especially in university. In addition,
the studies above are concerned in English for General Purposes. This research proposal, however,
is concerned with teacher talk in English for Specific Purposes class especially in university level.
This study is needed to conduct because from the result of the study we could identify what types
of teacher talk that occurred in class and the responses of student talk in relation to the types of
teacher talk used by the teacher. The purpose of this qualitative study is to analyze types of teacher
talk that occurred in class and how the responses of student talk in relation to the types of teacher
talk used by the teacher at Politeknik Politeknik Kesehatan Surabaya Prodi D3 Keperawatan Sutopo
using Brown’s theory (2001)
2. Method
This study was directed at investigating and analyzing teacher talk in English for Specific
Purposes classroom interaction. This study was designed to describe naturally the types of teacher
talk that occurred at English for Specific Purposes class and the responses of student talk in relation
to the types of teacher talk used by the teacher. To achieve those goals, the study was conducted in
some stages. There were recording, transcribing, coding, categorizing, and analyzing.
This study is conducted in Poltekkes Kemenkes Surabaya Jurusan Keperawatan Prodi D III
Keperawatan Kampus Sutopo Surabaya. Poltekkes Kemenkes Surabaya Jurusan Keperawatan Prodi D
III Keperawatan Kampus Sutopo Surabaya is one of state nursing academies in Surabaya. It is located
on Jalan Parang Kusumo no 1 Surabaya. Poltekkes Kemenkes Surabaya Jurusan Keperawatan Prodi D
III Keperawatan Kampus Sutopo Surabaya is one of institutions that run English for Specific Purposes
class, especially the one for English for Nursing. Poltekkes Kemenkes Surabaya Jurusan Keperawatan
Prodi D III Keperawatan Kampus Sutopo Surabaya has six classes, consist of two

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Study of Teacher Talk in English for Specific Purposes Class at Poltekkes Kemenkes Surabaya Jurusan Keperawatan Prodi D III
Keperawatan Kampus Sutopo Surabaya

classes of first grade, two classes of second grade, and second classes also of third grade. English is
taught only in first and second grade. In first grade, the students are taught only General English.
Students in the second grade obtain English for specific purposes, especially English in Nursing.
There are two classes in second grade, Regular and Non-regular. For the purpose of this research,
the writer chose to observe both Regular and Non-Regular classes.
The data obtained by conducting observation in Regular and Non-regular class during March to
April. The English subject for both of class is taught twice meetings in a week. Regular class obtains
English subject every Tuesday and Friday. On Tuesday, it is held from 08.00-09.40 and on Friday it is
held from 09.40 to 11.00. The length of the class is 100 minutes for each meeting. There were 37
students which consist of 26 female students and 11 male students. Their average age 18-19.
Non-regular class obtains English subject on every Tuesday and Thursday with the same duration,
100 minutes, in each meeting. On Tuesday, it is held from 09.40-11.20 and on Thursday it is held on
13.30-15.10. There were 38 students in class, their average age 18-19. There were 10 male students and
28 female students. Both of classes are taught by the same teacher. The teaching aids in both of the
classes were whiteboard, computer, projector, and tape recorder. The participants of this study were
teacher and students of Regular and Non-Regular of second grade class at Poltekkes Kemenkes
Surabaya Jurusan Keperawatan Prodi D III Keperawatan Kampus Sutopo Surabaya.
The technique of data collecting consist of doing pre-observation, doing observation by
recording audio-lingual data of the process of teaching English and doing interview with the teacher
and recording the answer of the questions based on the list. While technique of data analysis consist
of transcribing data from recorded classroom observation into written text, classifying the types of
teacher talk that occurred in the class, identifying how the responses of student talk in relation to the
types of teacher talk used by the teacher in class, transcribing the recorded data from interview with
the teacher and concluding the finding from all of the collected data.
3. Types of Teacher Talk Occurred in ESP Class at Poltekkes Kemenkes Surabaya
Jurusan Keperawatan Prodi D III Keperawatan Kampus Sutopo Surabaya.
In this section, the writer gives the example of teacher talk used by the teachers and also explains
each type. The teacher performed all types of teacher talk in each meeting. Before explaining each
type, the writer is going to present the frequency of types of teacher talk. The use of teacher talk
types used by the teacher was similar in each meeting of two classes. The writer presented the table
of frequency of teacher talk types.

1st meeting 2nd meeting

1st meeting 2nd meeting
Non- Non-
No Types of TT Regular Regular Total
Regular Regular
Class Class
Class Class
1 Deal with feelings 3 1 2 2 8
2 Praising or encouraging 8 24 6 15 53
2a Joking 28 41 22 25 116
3 Using ideas of students 11 17 7 10 45
3a Repeating students response verbatim 15 41 21 32 109
4 Asking question 70 157 78 104 409
5 Giving information 207 135 238 219 799
5a Correcting without rejection 6 15 7 9 37
6 Giving directions 41 93 23 67 224
7 Criticizing student behavior 7 6 1 3 17
7a Criticizing student response 2 6 1 5 14
Total 398 536 406 491 1831
Table 1 Number of Utterances of Teacher Talk Types
The table above presented the types of teacher talk used by the teacher in two different classes in
English for Specific Purposes classes. From the table above, it can be seen that the teacher used all
types of teacher talk based on Brown’s theory (2001). The table 3.1 above shows that the teacher
produced 1831 utterances during the four meeting observed. It can be seen that all types of teacher
talk produced by teacher in both of classes.
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Anglicist Volume 01 Number 02 (August 2012) | Zenith Rachmayanti Lasantu

The most frequently used types of teacher talk was giving information with 799 utterances,
followed by asking question with 409 utterances and giving direction with 224 utterances. In the
other hand, the smallest frequency type of teacher talk that occurred in both of class was dealing
with feelings with 8 utterances. In order to give clear information about the frequency of types of
teacher talk produced by the teacher, the data shown in table 3.1 was converted into percentage
form and chart below.

Chart 1 Frequencies of Types of Teacher Talk

3.1 Dealing with feelings

The smallest frequency in types of teacher talk that occurred in the class was dealing with
feelings. However, these types of teacher talk produced by the teacher in both of those classes.
There were only eight utterances occurred in four meetings. The teacher produced this type of
teacher talk in order to help the students to understand their feelings and attitudes by letting them
know that they will not be punished when they are expressing their emotions. The example of
giving direction made by the teacher is provided below.
First Meeting Non-Regular Class
There were only one utterances of dealing with feelings found in this meeting. The following is
one of the examples.
(D0001) T : Good afternoon everybody
Ss : Good afternoon sir
(D0002) T : How are you today?
Ss : Fine
3.2 Praising or Encouraging
Praising and encouraging were teacher’s statements carrying the value judgment of approval.
This type of teacher talk occurred in both of the classes. The teacher often gave praise and
encourage to the students during the class interaction. The teacher’s purpose in praising and
encouraging the student is to give honors to them who actively participate in teaching and learning
process. There were 53 utterances produced by the teacher in both of those classes. The following is
an example of praising or encouraging produced by the teacher.
First Meeting Non-Regular Class
There were 24 utterances of praising and encouraging found in this meeting. The following is
one of the examples.
(A067) T : Make a documentation. It means you make a brief report
S : Evaluation
(A068) T : Brief evaluation, good
3.3 Joking

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Study of Teacher Talk in English for Specific Purposes Class at Poltekkes Kemenkes Surabaya Jurusan Keperawatan Prodi D III
Keperawatan Kampus Sutopo Surabaya

In order to make the classroom interaction relax, sometimes the teacher made a joke. Joking
occurred in all the meetings in both of those classes. There were 116 utterances of joking that
produced by the teacher during the classroom interaction. This type of teacher talk occurred in both
of class. The teacher performed a joke in order to make the student enjoy in classroom activities.
The following is an example of joking that occurred in the class.
First Meeting Regular Class
There were 28 utterances of joking found in this meeting. The following is one of the
examples.
(B0332) T : Stroll means take a walk
Ss : Oh take a walk
S : Jalan-jalan
(B0333) T : Bukan bawa trolley
Ss : Hahahaha
It can be seen from the transcription, the teacher often use Indonesian Language when performed
this type of teacher talk. In the classroom activities sometimes the teacher made funny sentences,
funny intonation and even a funny gesture. The teacher did it in order to make the students laugh.
3.4 Using Ideas of Students
In a classroom interaction, sometimes the teacher was using ideas of students. This type dealt
with the teacher responses toward the student’s idea. From four meetings observed, it can be found
that the teacher produced 45 utterances of using ideas of students in all classes. This type of teacher
talk occurred in all meeting of Regular and Non-Regular class. The teacher purpose in use idea of
student was to develop the student’s idea become clearer. The following is an example of using
ideas of students produced by the teacher.
Second Meeting Non-Regular Class
There were only ten utterances of using ideas of students found in this meeting. The following is
one of the examples.
(C0134) T : Explain the…
S : Procedure
(C0135) T : Explain the procedure, or the implementation, or
nursing cares.
3.5 Repeating Students Response Verbatim
During the classroom interaction, students often responded the teacher’s talk. Regarding to it, the
teacher sometimes repeated students’ response verbatim. Based on the transcription, the teacher
very often produced this type of teacher talk. There were 109 utterances produced by the teacher.
This type of teacher talk occurred in all meeting of Regular and Non-Regular class. The teacher
often repeated the student’s response verbatim. Based on the transcriptions, it frequently occurred
when the students responded or answered the teacher’s talk correctly. The teacher repeated the
students’ responses, in order to give information that the students’ answer was correct. The example
of repeating students response verbatim found in all meetings is provided below.
Second Meeting Non-Regular Class
There were 32 utterances of repeating students response verbatim found in this meeting. The
following is one of the examples.
(C0277) T : So, what you do always greet your patient
(C0278) T : Selalu memberi salam kepada…
Ss : Pasien.
(C0279) T : Pasien
3.6 Asking Questions
Asking questions was a type of teacher talk that also occurred in all meetings. During the four
meetings, the teacher very often produced this type of teacher talk. Based on the transcriptions, there
were 409 utterances occurred in all meetings. Asking questions were the second most frequently types
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Anglicist Volume 01 Number 02 (August 2012) | Zenith Rachmayanti Lasantu

of teacher talk that occurred in both of those classes. The example of asking question made by the
teacher is provided below.
Second Meeting Regular Class
There were 78 utterances of asking question found in this meeting. The following is one of the
examples.
(D0028) T : Okay, again remember the procedure, greeting
and then?
(D0029) T : And then what, greeting?
S : Introduce
3.7 Giving Information
Based on the observation, this type of teacher talk occurred in all meetings. In classroom
interaction, the teacher often gave information to the students. It can be showed in form of
lecturing. From the table 3.1, it can be seen that giving direction was type of teacher talk that the
most frequently used by the teacher. There were 799 utterances made by the teacher during four
meetings. The example of giving information made by the teacher is provided below.
First Meeting Regular Class
There were 207 utterances of giving information found in this meeting. The following is one of
the examples.
(B0134) T : You need to talk to your patient, if you talk to your
patients it means you give courage
(B0135) T : You motivate them. You are showing that you care
to them.
3.8 Correcting Without Rejection
Based on the observation, this type of teacher talk occurred in all meetings. During teaching
process, the teacher sometimes corrected the students’ answers or responses without rejection.
There were 37 utterances of correcting without rejection produced by the teacher during four
meeting observed in both of those classes. The example of correcting without rejection made by the
teacher is provided below.
Second Meeting Regular Class
There only seven utterances of correcting without rejection found in this meeting. The following
is one of the examples.
(D0257) T : Sunrise until?
S : Sunset
Ss : Hahahaha
(D0258) T : Dawn bukan sunset
3.9 Giving Direction
Giving direction was one type of teacher talk that also occurred in this study. There were 224
utterances occurred in four meetings. Giving direction was one types of teacher talk that frequently
occurred during four meetings. It can be seen from the table and chart above, giving direction was
third most frequently type produced by the teacher in both of those classes. The example of giving
direction made by the teacher is provided below.
First Meeting Non-Regular Class
There were 93 utterances of giving direction found in this meeting. The following is one of the
examples.
(A350) T : I want you, you, and you! Pick up one here and you
emmm, you answer!
(A351) T : You are the nurse. Stand up please! Just choose one
of that!
3.10 Criticizing Student Behavior
Criticizing student behavior is one type of teacher talk that also occurred in this study. There were
only 17 utterances occurred in four meetings. Criticizing student behavior was types of teacher talk
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Study of Teacher Talk in English for Specific Purposes Class at Poltekkes Kemenkes Surabaya Jurusan Keperawatan Prodi D III
Keperawatan Kampus Sutopo Surabaya

that rarely produced by the teacher in this study. The example of criticizing student behavior made
by the teacher is provided below.
First Meeting Regular Class
There were only seven utterances of criticizing student behavior found in this meeting. The
following is one of the examples.
(B0044) T : Ini kalian berdua! Ngomong sendiri aja.
(B0045) T : Kamu bangun
S : Gak papa pak, saya di sini aja.
3.11 Criticizing Student Response
Criticizing student response is one type of teacher talk that also occurred in this study. There
were only 14 utterances occurred in four meetings. From the transcriptions and the table, it can be
seen that criticizing student response was rarely occurred in all of the meeting. However, this type
of teacher talk occurred in each meeting. It can be seen from the transcription, teacher usually
criticized student response when the students made a mistake. The teacher’s purpose in criticized
student response was to let the students know that their answer or response is incorrect. The
example of criticizing student response made by the teacher is provided below.
First Meeting Non-Regular Class
There were only six utterances of criticizing student response found in this meeting. The
following is one of the examples.
(A151) T : You, Agung! Use different expression! Tadi she said
my name is Siti. You, now, use another expression!
S :My name is…
(A152) T : No, no, no. Not my name, she already uses it!
4. the responses of student talk in relation to the types of teacher talk used by the teacher
In this section, after finding the types of teacher talk occurred in ESP Class at Poltekkes
Kemenkes Surabaya Jurusan Keperawatan Prodi D III Keperawatan Kampus Sutopo Surabaya, the
writer attempted to analyze how the responses of student talk in relation to the types of teacher talk
used by the teacher. According to Brown (2001), there are two functions of teacher talk; indirect
influence and direct influence. From these two functions, it can be seen the responses of student talk
in relation to the types of teacher talk used by the teacher in ESP Class at Poltekkes Kemenkes
Surabaya Jurusan Keperawatan Prodi D III Keperawatan Kampus Sutopo Surabaya.
Before explaining the responses of student talk in relation to the types of teacher talk used by the
teacher in ESP Class at Poltekkes Kemenkes Surabaya Jurusan Keperawatan Prodi D III Keperawatan
Kampus Sutopo Surabaya, the writer is going to present the frequency of two functions of teacher talk.
The writer presented the table of frequency of direct and indirect teacher talk.
No Types of TT Total %
1 Deal with feelings 8
2 Praising or encouraging 53

2a Indirect Teacher Joking 116 740 40.42%

Talk
3 Using ideas of students 45
3a Repeating students response verbatim 109
4 Asking question 409
5 Giving information 799
5a Correcting without rejection 37
Direct Teacher
6 Talk Giving directions 224 1091 59.58%
7 Criticizing student behavior 17
7a Criticizing student response 14
Total 1831 1831 100%
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Anglicist Volume 01 Number 02 (August 2012) | Zenith Rachmayanti Lasantu

Table 2 Frequency of Direct and Indirect Teacher Talk

It can be seen from the table above, the amount of indirect teacher talk that occurred in four
meetings was higher than the amount of direct teacher talk. The teacher produced 740 utterances of
direct teacher talk. It took 40.42% from the whole utterances that were produced by the teacher
from both of classes. Meanwhile, the higher one, the indirect teacher talk took 59.58% from whole
utterances produced by the teacher during four meetings. The teacher produced 1093 utterances of
indirect teacher talk.
Before explaining further about how the responses of student talk in relation to the types of
teacher talk used by the teacher, the writer is going to show the amount of teacher talk and student
talk. The writer presented the table and chart of frequency of teacher talk and student talk.

Teacher Talk Student Talk Total

First Meeting Non-Regular Class 536 373 909

Second Meeting Non-Regular Class 491 204 695

First Meeting Regular Class 398 268 666

Second Meeting Regular Class 406 234 640
Total 1831 1079 2910
Percentage 63% 37% 100%
Table 3 the Amount of Teacher Talk and Student Talk

Chart 2 Frequencies of the Amount of Teacher Talk and Student Talk

From the table and the chart above, it can be seen that the percentage of teacher talk produced by
the teacher in ESP class at Poltekkes Kemenkes Surabaya Jurusan Keperawatan Prodi D III
Keperawatan Kampus Sutopo Surabaya is higher than student talk. The teacher produced 1831
utterances during four meetings observed. Meanwhile, the students only produced 1079 utterances.
Teacher dominated the class by producing 63 % utterances, while the students produced only 37%.
A study conducted by Khusnah (2010) found that the amount of student talk related to types of
teacher talk produced by the teacher. As seen at table 3.2, the type of teacher talk that belongs to
direct teacher outnumbers types of teacher talk that belongs to indirect teacher talk. Indirect teacher
talk usually refers to a minimum teacher talk and maximum student talk, a minimum lecture and
maximum discussion. Brown (2001) states indirect teacher talk takes place when teacher
intentionally decides to let the students respond verbally and encourages them to do so. Indirect
teacher talk results in a minimum teacher talk and maximum student talk. In other words, indirect
teacher talk encourages students’ participation in classroom verbal interaction. The more teacher
uses indirect teacher talk, the more the students will actively participate in the verbal interaction.

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Study of Teacher Talk in English for Specific Purposes Class at Poltekkes Kemenkes Surabaya Jurusan
Keperawatan Prodi D III Keperawatan Kampus Sutopo Surabaya

On the other hand, Brown (2001) also states that direct teacher talk happens when
teacher curtails the students’ verbal response. Direct teacher talk comes about when the
active control of the teacher increases and often aims at conformity and compliance. It
tends to increase the teacher talk and restrains student talk. The more direct teacher talk,
the more domination of the teacher. This verbal domination conditions students to become
passive and dependent on him.
In this study, teacher performed indirect teacher talk only 40.42% from the total of his
utterances. Whereas, to obtained more student talk, the teacher needs to increase the
production of indirect teacher talk. In fact, the teacher produced more direct teacher talk.
The direct teacher talk limited the student talk by not inviting the students to respond
verbally. When the teacher gave lectures, gave directions, criticized student behavior and
response, he limited the students opportunity to respond verbally.
In teaching English for Specific Purposes, teaching learning process should use what is
called Students Active Learning and students talk time (Abdurrohman, 2012). It means
that teacher should limit their talk to give students more time to participate. However, in
this study, the teacher still produced a high amount of teacher talk. Although he performed
all types, the high amount of direct teacher talk restrained the students’ opportunity to
talk.
At last, in order to increase the amount of student talk the teacher should limit their
teacher time.
They also have to maintain the use of direct and indirect teacher talk in teaching process.
5. Conclusion
This study was designed to find out the types of teacher talk that occurred in English
for Specific Purposes Class. This study also aimed at identifying the responses of student
talk in relation to the types of teacher talk used by the teacher. As the basic theory to
analyze the data of the study, the writer was used seven types of teacher talk proposed by
Brown (2001). After analyzing the data, the writer found that the teacher produced all of
teacher talk type during four meeting observed in both of the classes. The teacher used a
total of 1831 utterances during class observation. Among those teacher talk types, giving
direction was the most frequently (43.64%) occurred during class observation. It was
followed by asking questions (22.34%) and giving direction (12.23%). The least
frequently occurred type was dealing with feelings (0.44%)
In this study, the teacher produced more giving information than the other types
because he believed that giving information is important during teaching and learning
activity. He produced giving information to make the students understand about the lesson
and to give the students example how to compose conversations as a nurse. Asking
questions were produced by the teacher only as a strategy to increase his students’
participation during classroom.
The writer also found that the teacher produced both direct teacher talk and indirect
teacher talk. The amount of direct teacher talk (59.58%) was higher than indirect teacher
talk (40.42%). The high amount of direct teacher talk affects the amount of student talk.
The teacher produced 1831 (63%) utterances, while the students produced 1079 (37%).
This result related with the function of direct teacher talk which increase the teacher talk
and restrains student talk. This situation makes the classroom interaction categorized as
teacher-centered.
6. References
Brown, H. D. (2001). Teaching by Principles An Interactive Approach to Language Pedagogy (Second
Edition). Pearson Education Company.

Dewi L. C. (2012). Teacher talk in Junior Level Classes of Atma English Course Surabaya (Undergraduate’s
thesis, Airlangga University, Surabaya, Indonesia)
Herawati, D. R. (2012). Teacher Talk in Young Learner's Classroom Interaction (A Descriptive study at
Fifth Grade Students at SD Nur El-Hikmah Kutawaringin. Bandung: STKIP Siliwangi.
John, A. M., & Price-Machado, D. (2001). English for Specific Purposes: Tailoring Courses to Student
Needs – and to Outside World. In M. Celce-Murcia, & M. Celce-Murcia (Ed.), Teaching English as a
Second or Foreign Language (pp. 43-54). Boston: Heinle & Heinle.
Muhayyang, M. (2012). Teacher Talk in Classroom Interaction. Makassar: Universitas Negeri Makassar.
Nunan, D. (1991). Language Teaching Methodology: a textbook for teacher. Cambridge: Cambridge University
Process.

21
English for Specific Purposes
By Travis

The world is becoming more of a global community through air travel, Skype, Facebook
and other social media. This is making the need to increase understanding and improve
communication among all citizens more urgent. An international exchange of ideas
addressing crucial issues is essential.

Affecting all of us are environmental issues, such as global warming and the thinning
ozone layer; health and medical issues, including research, genetic engineering and the
distribution of modern drug therapies; and finally the political challenges of a global
economy.

For this reason, more and more individuals are seeking to improve their English language
skills for highly specific academic or professional reasons. Courses that fall under the
heading English for Specific Purposes (ESP) hold particular appeal with these students.
These types of English courses are designed to meet the specific academic or professional
needs of learners. Examples of ESP are courses in English for business or law. Each
curriculum is centered on the language and culture specific to the field, while teaching
grammar, vocabulary, communication style, and study skills.

Who Should Enroll in English for Specific Purposes Programs?

Generally, advanced students who have a specific area of academic or professional interest
should consider these programs instead of a general English language course. Many
programs require that applicants’ English be at a high-intermediate or advanced level.

Learning by Example
Yale University English Language Institute Yale Summer Session

Yale University offers a Law Seminar for non-native English speakers who are planning
to enter a U.S. law school, or who are working in the field of law in an international
context. Taught by attorneys and professors of law, Law Seminar students learn to analyze
cases, identify issues, and understand the precedents formed in “case law,” as well as the
reasoning of a court. Seminar students have a variety of field trip opportunities that give
them a direct glimpse into the world of law:

 Trips to federal and state prisons

 Visits to state and federal courts that often include meetings with judges,
prosecutors and public defenders

 A visit to the United States Mission to the United Nations and a meeting with its
lawyers, followed by a tour of the United Nations
  A visit to the U.S. Attorney’s Office where students meet with its lawyers and with
a representative from the Federal Bureau of Investigation.

Meanwhile, instructors of Yale’s Business Seminar focus on readings and cases that deal
with international and cross-cultural issues. This encourages the sharing of insights across
nationalities and the examination of culturally based assumptions about behavior in
organizations. Business Seminar students take field trips to small businesses and the New
York Stock Exchange.

Custom Designed Programs

Often U.S. universities, usually through an intensive English language institute, will
arrange short- or long-term specific English programs for groups. If a university does not
offer English instruction focused on the field you seek, inquire about the possibility of
developing such a program. As we are brought closer together, closing the gap of time and
distance, communication through a common language is becoming a pressing need.
English for Specific Purposes programs present one of the unique ways to address that
need.

How is ESP different from general English language courses?

1. The English words and sentences learned, the subject matter discussed, all relate to
a particular field or discipline, for example, a lawyer writing a brief, or a diplomat
preparing a policy paper. The courses make use of vocabulary and tasks related to
the field, such as negotiation skills and effective techniques for oral presentations.

2. English for Specific Purposes programs use materials that are specially designed to
meet the needs of a specific group of learners, usually adults.

3. Tuition for an ESP course may be somewhat higher than that of a general English
language course. (The specialized teaching, requiring professionals, the broad
range of supporting activities and facilities explain this higher cost.) In general, the
course will conform to the length of a school's regular English language programs,
although a highly specialized course lasting only two or three weeks might be
designed to meet the needs of a specific group.

Apart from differences in ESP programs' duration and cost, these courses have a common
purpose: to increase students' skill and confidence in using English.
By Margaret-Mary Palladino Director of the English Language Institute at Yale
University in New Haven, Connecticut.
Pace University ELI English Language Institute

Pre-Law courses and programs designed to provide international LL.M students and
lawyers with the language and academic skills they can use for legal purposes and to
understand American laws are offered at Pace University New York City, Pleasantville,
and White Plains Law School campuses. Academic work includes typical activities that
transpire in an American law school class. Courses include Legal Writing, Reading Legal
Materials, Listening and Speaking Skills for Law School, Introduction to U.S. Common
Law, and Legal Education. Extracurricular activities include visits to courthouses and law
firms.

INTO University of South Florida

At the University of South Florida, the English Language Institute offers a content and
project-based curriculum. In addition to core classes, students can select two electives
each term from titles such as Health and Fitness, Advanced Business Topics, Travel and
Tourism. The classes include projects that incorporate skills, content, and strategies they
have been learning. For instance, students in the Business Case Studies class research a
company that has expanded overseas. Global Issues students explore issues such as
homelessness, hunger and poverty, and the financial crisis.
 NEED ANALYSIS DALAM MATA KULIAH
‘ENGLISH FOR SPECIFIC PURPOSES’

Reni Kusumaningputri

Abstract. Need analysis for English for specific purposes course is something very
necessary. The benefits are for answering the questions of needs which have been
always specific for the learners themselves, and for the sake of make up purpose,
that is to impress the students positively that the course is carried out seriously. The
analysis is classified broadly into 3 categories; target situation analysis, learning
analysis, and learner analysis. The better the need analysis the more suitable the
course will be. This paper aimed at describing how to do need analysis for a course
namely English for Specific Purposes.

Key words: need analysis, target situation analysis, learning analysis, learners’
analysis

PENDAHULUAN
Analisa kebutuhan (need analysis) sejatinya merupakan sebuah hal mutlak bagi
pembelajaran. Keuntungan yang diperoleh dari analisa kebutuhan itu sendiri sangat
banyak. Dalam mata kuliah ESP need analysis sangat perlu karena satu, pembelajar
mempunyai kebutuhan yang spesifik. Oleh karenanya setiap pembelajar, atau sebuah
kelompok belajar akan berbeda kebutuhannya dengan seorang atau kelompok lain.
Kebutuhan pembelajar tahun ini berbeda dengan kebutuhan pembelajar dari jurusan
yang sama tapi 3 tahun lalu, begitu pula 2 tahun kemudian. Selain karena kebutuhan
pembelajar yang berbeda, kebutuhan institusi yang menaunginya pun berbeda. Ini
membuat ESP di perguruan tinggi menjadi berbeda-beda sehingga need analysis sangat
menciri materi pengajaran yang digunakan program ESP tersebut.
Keuntungan kedua adalah keuntungan ‘make-up’nya (Garinger, 2002). Hal ini
maksudnya adalah keuntungan impresi atau kesan bagi pembelajar ESP itu sendiri.
Bahwa dengan adanya need analysis yang mendasari pembuatan materi atau buku ajar
ESP maka pembelajaran akan dianggap serius. Hal ini sangat berperan untuk
mendongkrak motivasi pembelajar karena kebanyakan ESP dianggap bukan mata kuliah
serius bagi pembelajarnya (Alwasilah, 2000).
Selain ini, menganalisa kebutuhan merupakan salah satu tugas pengajar karena
pengajarlah yang mengetahui kondisi dan potensi pembelajarnya. Penganalisaan
Reni K. : Need Analysis Dalam Mata Kuliah ‘English for... 325

kebutuhan yang dapat digunakan selanjutnya untuk pengembangan materi dapat pula
beimbas positif pada finansial pengembangnya. Oleh karenanya mengapa tidak
menganalisa kebutuhan?

NEED ANALYSIS
Analisa kebutuhan dilakukan untuk menjawab ketepatan dan kesesuaian
program dengan pembelajar, dengan kurikulum dan situasi-situasi dimana Bahasa
Inggris (akan) dipergunakan.. Disini maka akan terungkap masalah-masalah
penghambat kesuksesan belajar pembelajar, karakteristik pembelajar, situasi-situasi apa
dan bagaimana bahasa Inggris digunakan. Hall dan Crabbe (1994) menyatakan beberapa
informasi yang terungkap dari analisa kebutuhan ini seperti kondisi lokal dimana
program ini akan dilaksanakan seperti layout kelas, ketersediaan alat bantu dengar
seperti kaset, tape, salon, mike, dan lainya, serta besar kelas untuk program itu, kesiapan
petugas yang tersedia, waktu pelaksanaan program serta ada tidaknya asesmen eksternal
bagi kelayakan, keberjalanan program.

METODE NEED ANALYSIS

Analisa kebutuhan bisa dilaksanakan lewat kuesioner, interview, observasi, tes,
koleksi data otentik, dan studi kasus. Caranya dengan melaksanakan pengumpulan data
ini kepada orang-orang yang punya otoritas atas pembelajar, dan kepada pembelajar itu
sendiri. Contohnya, bila ESP dilaksanakan di perguruan tinggi, pada fakultas dan
jurusan/ program studi tertentu, maka analisa kebutuhan selain dilakukan kepada calon
pembelajar juga dilaksanakan pada ketua program studi, dosen-dosen pengampu mata
kuliah ‘content’ pada jurusan tersebut, serta mengetahui visi-misi fakultas dan jurusan
tersebut. Analisa kebutuhan bisa dilaksanakan juga lewat hasil riset pada area yang
sama.
Namun perlu diingat bahwa dalam menganalisa kebutuhan, analis harus
mewaspadai antara keinginan (wants) dengan kebutuhan (needs). Needs, menurut
Hutchinson dan Waters (1994) adalah deskripsi permintaan sesuai dengan situasi-situasi
target dimana bahasa Inggris akan digunakan oleh pembelajar. Hasil dari deskripsi
needs ini adalah deskripsi fitur-fitur linguistik yang diperlukan oleh pembelajar. Selain
itu needs juga menghasilkan deskripsi proficiency atau kemampuan pembelajar
menggunakan fitur-fitur tersebut.