ISSN 2747-2671 (online)

Vol. 2 No. 5, 2022

in Classroom Interaction at
Vocational High School in Makassar
Penggunaan Bahasa Pengajaran Guru dalam Interaksi Kelas pada Sekolah Menengah Kejuruan di Makassar

Rahmi Ikawati Lestari*, Syarifuddin Dollah, Haryanto Atmowardoyo

English Education Study Program, Universitas Negeri Makassar, Makassar, Indonesia
*Corresponding authors : rahmii.ikawatii03@gmail.com

ABSTRACT

The participants of this research were two English teacher and two classes of tenth grades students at SMKN 10
Makassar. The data of this research were collected by observation. The obtained data were analyzed in four major
phases namely data collection, data display, data condensation and drawing conclusion. The results of this research
revealed that teachers used first language, target language, local language, code mixing and code switching in
classroom interactions. Teachers used Bahasa Indonesia more than English in instructional talk and management
talk.

Keywords: language use, classroom interaction.

ABSTRAK
Tujuan penelitian ini adalah untuk mengeksplor penggunaan Bahasa guru. Peneletian ini menggunakan metode deskriptif
kualitatif. Partisipan penelitian ini adalah 2 guru Bahasa Inggris kelas 10 di SMKN 10 Makassar. Dalam penelitian ini, data
diperoleh melalui observasi. Data yang diperoleh dianalisis dalam 4 tahap utama yaitu pengumpulan data, penyajian data,
kondensasi data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru menggunakan Bahasa Indonesia, Bahasa
Inggris, Bahasa daerah, code mixing dan code switching dalam interaksi kelas. Dalam penggunaan Bahasa sebagai Bahasa
instruksi dan Bahasa menejemen kelas guru lebih banyak menggunakan Bahasa Indonesia daripada Bahasa inggris.

Kata kunci: penggunaan Bahasa, interaksi kelas.

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1. INTRODUCTION
In Indonesia, English is chosen as a foreign language or
EFL (English as a Foreign Language). As a foreign
language, teachers should use English in classroom
interactions because learning a foreign language is a
process that highly depends on the context in which it
occurs. The most effective and efficient way to learn a
foreign language is through practice. The more
students practice, the more fluent their language
becomes. For students to acquire foreign language
skills, it is necessary to surround them with the target
language and be in a situation where they need to use
it. To place students in this situation, teachers can
create an English-language interaction space in the
classroom where students are surrounded by the target
language. So they have more time to practice and can
also bring more benefits to the students.
Students need comprehensible input as a theory of
Krashen (1982), comprehensible input refers to the way
the learner acquires the language by hearing and
understanding the message that is slightly above their
current English level. Students can develop their
speaking skills by listening to teachers engage in more
foreign language input in the target language in
classroom interactions, and practice them when they
have the opportunity to communicate. In terms of
acquisition, the teacher's use of language is important
as it may be the most important source of
understandable input in the target language that
students may receive.
Not all teachers are devoted to using the target
language for instruction, interaction, and activity in the
classroom during the teaching and learning process.
Teachers rarely speak in English because they are
concerned that the students will not understand the
instruction or material if the teacher does so.
Furthermore, if the teacher fails to include target
language into classroom activities, the teaching process
will be ineffective. Aside from that, the necessity for
intelligible teachers' language is critical because if
students do not comprehend what the teacher delivers
or explains about the target language, they will not
receive any information from the teacher during the
learning process and may thus fail the course.
Therefore, some of the teachers assume that the use of
the learners' First Language (L1) or Bahasa Indonesia
has a crucial and facilitating role in the language
classroom. Brown (2001) argues that using students'
first language in a foreign language classroom setting
is a reasonable choice as long as it is controlled by the
necessity for the first language and provides great
advantages in learning the target language.
Interaction in the language classroom has advantages
to the students' speaking performance, therefore the
study of classroom interaction is considerably
important and worth to be analyzed. One of the aspects
to be analyzed during interaction is the teacher's
language use. Teachers' language in EFL classroom
refers to the use of language in teaching English in the
classroom (Zulfah, Rasyid, Rahman, & Rahman, 2015).
Teacher language use is defined as any words or
sentences said by the teacher during the interaction in
the teaching-learning process. She divided the use of
language relates to language position (first, second,
and foreign language), language function
(instructional and management talk), and use the
extent of language use (frequency of language use).
Thus, the purpose of this research was to describe the
teachers' language use in terms of instructional and
management talk. By conducting this research, the
researcher hoped can gradually enable and empower
the teachers and also the students to understand,
interact, and communicate more in classroom
interaction. So, English learning goals can be achieved.
2. LITERATURE REVIEW
2.1.
According to British Council, language use refers to the
communicative meaning of language, it deals with the
language that the teacher uses in the classroom.
According to Ellis (1985), interest in language in the
classroom has continuously increased, owing to the
realization that successful outcomes may be influenced
by the teacher's language and the type of interactions
that occur in the classroom, whether it is a subject or a
language instruction.
the teacher in teaching English in classroom, either first
language or English. It refers to all that teacher say and
read. Teachers' language, according to Xiao-Yan (2006),
is not only the subject of the course, but also the tools
by which the teaching purpose is achieved. The
teacher's use of language helps to organize the
classroom and achieve the purpose of teaching.
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2.2. Kinds of Language Use 1) Instructional Talk

Teacher language use as explaining in background Instructional talk is used to present teaching or
divided in three parts as introduced by (Zulfah, language content. Language is used in teaching the
Rasyid, Rahman, & Rahman, 2015). lesson. There are five contexts in instructional talk.
1) The use of language relates to language position a) Giving explanation
(first, second, and foreign language). b) Giving direction
2) Language use relates to language function c) Giving Correction
(instructional and management talk). d) Asking a question
3) Language use relates to the use extent of language e) Answering the question
use (frequency of language use).
2) Management Talk
Relating to teacher language function and the Management talk is utilized to handle
frequency language use, Kaneko (1992) divides the classroom activities Language is used for ongoing
activities within the classroom that are not inherently
1) Language used for core goals: the language used for part of the classroom. It can be concluded that
course organization needs (eg, instructor guidance, management talk is the utterances or transactional
addressing student behavior, and student questions expressions used to guide teacher and student
about course organization needs). interactions in the classroom from start to finish. There
2) Language used for framework goals: language used are fifteen contexts in management talk.
for the organization requirements for the lesson a) Greeting
b) Checking presence
rganization c) Giving instruction
requirements of the lesson). d) Giving Direction
3) Language used for social goals: language used for e) Giving announcement
personal information (eg, greetings, conversations f) Giving advice
about personal experiences unrelated to the g) Encouraging students
teaching purpose of the course) h) Giving reprimanding
i) Giving Praise
The language functions of instructional talk and j) Giving punishment
management talk are related to the teacher's job as a k) Giving thanks
teacher and a manager in the classroom (Brown, 2001). l) Making humor
A competent teacher possesses both educational and m) Asking question
management skills. Management skills involve n) Answering question
providing effective instruction and controlling student o) Closing activity
discipline and behavior, such as: presence,
condemnation, reward, encouragement, and 2.3. Classroom Interaction
promotion of interaction. Instructional skill involves Classroom activities require interaction. It facilitates
the teacher's interpretation of topics, questioning and the smooth teaching and learning process and can
answering of students' questions and answers, while improve learners' communication skills, especially
leadership competencies involve effective instruction when learning English as a foreign language. It is
and control of student discipline and behavior, such as: accrued every day in the classroom activities between
encouragement and encouragement of attendance, the teacher and the students. The interaction between
blame, reward, interaction. teacher and students in the classroom is called
classroom interaction.
As the purpose of this research which is specially
Classroom interactions initially focused on the
function, they are instructional talk and management language used by teachers, in particular teacher's
talk used by the teacher in classroom interaction, the questions and students' responses triggered teacher
ideas and concept stated by some expert conclude by feedback and behavior for sequential matching.
(Zulfah, Rasyid, Rahman, & Rahman, 2015): interaction between teachers and students, which can

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be either teacher-student interaction or student-
student interaction (Tsui, 2001).
Classroom interaction is the interaction between
teachers and students in the classroom. Classroom
interaction stimulates students' interest in classroom
communication. Goronga (2013) asserts that classroom
interaction engages students in the teaching and
learning process. This means that interactions in the
classroom can encourage students to get involved.
Classroom interactions help students share with each
other the information they gain from the material.
Radford (2011) claims that it is through interactions in
the classroom that the learning process between
students occurs as they share knowledge or
understand each other. This means that interaction in
the classroom encourages students to share with each
other what they know and learn.
Students will learn how much they participate in class
through classroom interaction, and the teacher will
learn how well they take time to talk. Aside from that,
classroom interaction is critical for the teacher to
evaluate their teaching method and make changes if
necessary. It signifies that the teacher's teaching style
will shift from teacher-centered to student-centered,
which is critical for a communicative approach.
Teachers' teaching styles are linked to classroom
interaction. According to Creemers and Kyriakides
(2006), classroom interaction is strongly influenced by
the teacher's personality. The connection appears at
the more varied teaching styles a teacher employs, the
more the teacher know how to engage students in
classroom interaction. It means that the teacher is the
one who will ensure that students participate actively
and meaningfully in classroom interactions.
Classroom interaction involves the teacher and
students as interaction in using target language. In the
classroom, communication is mostly initiated and
maintained by the teachers. They are as the key holder
of classroom communication, play prominent roles to
manage the classroom participant and stimulate
is responsible for managing classroom interaction. If
the teacher is unable to manage the classroom
interaction, the students will become chaotic and loud.
It will result in the failure of the teaching and learning
process. A good classroom interaction also depends on
how the teacher allows students to interact with one
another. According to Khan (2009), classroom
interaction encourages students to participate actively
in the learning process. It indicates that if the teacher
provides students the opportunity to speak, they will
be eager to engage in the learning process. Classroom
interaction, as defined above, is every interaction that
occurs during the teaching and learning process and
must be maintained by the teacher.
2.4. Typical Phases of Classroom Activities
Teacher should manage their teaching activity start
from open to end the class in order to make teaching
and learning activity systematically. Rasyid (2013)
divided the phases that the EFL teacher does in
classroom, which are beginning, running and closing
the class. The phases of teaching activity are mentioned
below.
1) Beginning the class
2) Running the class
3) Ending/closing the class
3. METHOD
The research employed descriptive qualitative
method, which attempted to describe the teacher's
language use in classroom interaction. This study
was carried out at SMK Negeri 10 Makassar. This
study used purposive sampling in defining the
sample of the research. The participants were two
English teachers who have been certified and two
classes of tenth grade student at SMK Negeri 10
Makassar. The data of this research were collected by
observation, and documentation by recorded the
teaching and learning process then analyzed through
interactive model of Miles & Huberman (2014).
4. FINDINGS AND DISCUSSION
4.1. Findings
1) language use in classroom interaction
Instructional talk to present lesson or language content.
In other words, language is used for teaching. In this
language function, most of the utterances which the
teacher used were about the pedagogical talk, which is
related to teaching, displaying knowledge of what one
has learned or understand, and/or knowledge
construction. There are five contexts in instructional
talk. They are giving direction, giving correction,
giving explanation, asking question, and answering
question. By analyzing the transcripts of the video
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recordings, the researchers discovered all five types of
this feature in classroom interactions, as shown below.
2) Giving explanation
This language feature provides detailed information
about teaching material. At the core of the teaching
process is interpreting the material. In this part, the
teacher explains the material to the students in the first
language and the target language.
Extract 1, teacher 1. Study about memo, menu, sign and
symbol, schedule
The following conversation was taken place in teacher
1 first meeting when he explained the material.
T :
before, sebelum ada WA atau sms ini sangat
penting ya. Okay itu yang pertama. Kalau ada yang
Tanya what memo is? memo is similar with sms or
whatsapp.
(so memo is like a massage or whatsapp. Memo is
important before there is a whatsapp or massage.)
Extract 1 above shows the way the teacher explained
the material of the day. Firstly, the teacher informed
the students about what they are going to study. After
that, he asked a question to the students about their
prior knowledge of the material of the day. The extract
above shows that the teacher used first language and
target language (code mixing) in explaining material to
make students understand about the materials given.
3) Giving Direction
In this language function the teacher instructed the
students to do something related to the material which
was discussed that day.
Extract 2, teacher 2: Asking the students to do the task
in teacher 2 first meeting when she was giving the
students a task to be done at the time.
Ss : <xwordsx>
T : okay sekarang, semuanya tulis dibukunya. Tulis
kata kerja ini, verb one dan verb two. Disini ada
35 kata, jadi semuanya nanti mam periksa. Jadi
jam 12.50 semua sudah harus ada 35 dibukunya
verb one and verb two. Jadi kita tinggal belajar
narrative text
(So now, all of you write this on your book.
Write the verb, verb one and verb two. Here
Extract 2 above shows the teacher instructed the
students about next activity and the way they should
do their task at the time. She used first language in
giving instru
semuanya tulis dibukunya. Tulis kata kerja ini, verb
one dan verb two. Disini ada 35 kata, jadi semuanya
nanti mam periksa. Jadi jam 12.50 semua sudah harus
English me
book. Write this verb in verb one and verb two. Here,
there are 35 of verb, so later I will check your task. So
at 12.50 all of you must have already wrote it in your
rd
like okay, verb one and verb two. For the other form
the teacher used first language. The teacher used first
language to make sure the students understand the
way they should do their ask.
4) Giving correction
This language function takes place as the way the
explanation or direction about the mistakes and how to
correct it.
Extract 3, teacher 1: Asking about the price
T : okay, harga. How to say in English Rp. 10.000
perbotol?
S27 : ten thousand rupiah
T : okay ten thousand rupiah for one bottle.
Extract 3 above shows the way teacher 1 corrected the
students what does the price mean, after the students
answered then the teacher asked again how to say Rp.
10.000/bottle. Then, the other student just mentioned
the nominal not in complete sentence. The teacher then
used target language in correcting the student answer
when a student mentioned only the nominal. He used
target language in form of sentences because he
sentence. When the student mentioned the price, it was
target language in form of sentence to show the
students about how the correct way to saying it.
5) Asking question
comprehension toward teaching material. During the
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teaching and learning process, the teacher used target
language and first language to ask the question to the
students as described in the extract below.
Extract 4, teacher 1: Study about memo, menu,
schedule, sign and symbol
This following conversation was taken place in the
beginning of teaching process after the teacher
informed the students what they were going to study.
T :Do you have listen or do you know what memo is?
Adakah yang pernah mendengar apa itu
memo?
(Anyone has heard about what memo is?)
S6 : catatan sir
T : okay, catatan. What else? Apalagi?
S18 : pesan singkat sir
T : Pesan singkat, good.
Extract 4 above shows that the teacher used target
language and first language in giving questions to the
students. At the time, teacher informed students about
the material of the day and then he asked some
questions to kn
material. He used target language in asking question
it in first language. There was a student who answered
his qu
mentioning again the student answer. Then he asked
again to get more information from the other students.
question. As usually, he responded the students
answer by mentioning again their answer and give
praise to those students. He used code switching in
asking question to make students understand the
answering his question.
6) Answering Question
Answering question was given response to the
Extract 5. teacher 1: The difference of food court and
restaurant
The following conversation was happened in the
middle of teaching process when the teacher mention
food court after he explained where the menu can be
found.
S10 : sir what the different between food court and
restaurant?
T : commonly restaurant is bigger than food
court ya. Jadi biasanya restoran lebih besar
Extract 5 above shows that the teacher used target
in English is food court so one of the students asked the
difference of food court and restaurant. Then, the
language first then followed with first language by
ya. Jadi biasanya restoran lebih besar
target language first then followed with Bahasa
Indonesia to make the students could understand the
explanation.
In this language function, most of the utterances which
is the teacher used was to manage classroom activity.
Language is used for ongoing activities within the
lesson which are not inherently part of teaching. The
researcher found thirteen kinds of language function in
this category as explained below;
This language function of management talk
happened when the teacher entered the classroom
then started the learning process and before living the
classroom in ending process.
Extract 6. teacher 2: Opening the class
The following conversation was taken place at
the beginning of the classroom activity in teacher 2 first
meeting.
T : wahyu siapkan, yok.
S6 : stand up please. Say greeting to our teacher.
SS : assalamualaykum warahmatullahi wabarakatuh
T : waalaikumsalam warahmatullahi
wabarakatuh. Good morning everyone how
are you today?
Ss : fine, and you?
T : I am good, thanks
S : sit down please.
Extract 6 above shows the routine activity in opening
the English subject class. Before starting the class, the
teacher asked the students to greet her in order to
make the students ready to study. There was a
student then led the class to greet the teacher. The
students greeted also used Islamic greetings by
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same opening process also occurred in different class
section. The following extract is another example of
greeting in closing activity.
This language function of management talk was to
the students present, absent, or sick.
Extract 7 name
The following extract was taken place in the
beginning of teaching process in teacher 1 first meeting
before they start the lesson.
T : I am good, thank you. Okay before we start, okay
please listen to your name ya. Hadir, where is
Hadir?
S5 : absent sir.
T : absent? Okay. Ainun.
S5 : absent sir
T : oh my god! Akbar
S3 : yes, sir!
Extract 7 above shows the way teacher checked the
the lesson, the teacher called their name. firstly, the
teacher asked the students to keep attention in
hearing their name. he used target language to get
student
sentences without translated it in first language. It
was because all students could understand the
meaning. Then the teacher called the students name
one by one l
on.
7) Giving instruction
This language function of management talk was asking
students to do something now or soon which no
related with teaching material.
Extract 8, teacher 2: Opening the class
The following extract was taken place in teacher 2 first
meeting at the beginning of classroom activity before
the teaching process started.
T : wahyu siapkan, yok.
(Wahyu, prepare the class)
S6 : stand up please. Say greeting to our teacher
Extract 8 above shows the way of giving instruction
from teacher 2. At the time, the teacher instructed the
student to led the class to greet her. She instructed the
used first language because she just made
conversation with the students.
8) Giving direction
This language function of management talk was giving
information about procedure or how to do activity in
classroom.
Extract 9, teacher 2: Doing the game
T : okay. Aturannya ya, baca, kemudian kasih
saya verb two nya kemudian kasih saya
apasih bahasa indonesianya. Do you follow me?
(The rule is, read and then tell me the verb two
then tell me the meaning)
Ss : yes
Extract 9 above shows the way teacher in giving
direction to the students. At the time, the students
were playing the game. Then the teacher gave the
direction to the students about the rule of the game.
The teacher used first language by saying
ya, baca, kemudian kasih saya verb two nya kemudian
kasih saya apasih bahasa indonesianya
continued using first language again. She used first
language to make the students understand about the
rule of the game of the day.
9) Giving announcement
This language function of management talk was giving
information to the students.
Extract 10, teacher 2: Doing the game
The following conversation was taken place in teacher
2 first meeting, when the students were playing the
game.
T : sudah lewat waktunya. Mam kasih saja tiga
poin. Thank you nasrul, sit down. Ayok siapa lagi
kelompok selanjutnya? Ayo cepat-cepat.
(Time is up, I will give you 3 points)
Sss :<xwordsx>
Extract 10 above shows the teacher used first language
in giving information to the students. At the time, the
students were playing a game and the time is up. So,
the teacher informed th
they just get 3 points. She used first language to
informed the students so the students could get the
information clearly
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11) Encouraging students
Encouraging is one of the teacher utterances that used
spirit during the teaching and
learning process. The teacher encouraging students by
challenging them and trying to make them to do the
task in the classroom.
Extract 11, teacher 2: Doing the task
This following extract was taken place in
first meeting.
T : hei, kamu tinggal menulis saja ini, sudah tidak
usah berpikir. Kasihkan saja, biar dia tulis. Yang
menebak yang disini.
and the other one guess it)
Ss : cook, cooked
Extract 11 above shows the way of the teacher in
encouraging her students. At the time, the material was
about narrative text. Firstly, the teacher asked the
students to write the verb in past form, but there was a
student did not want to write because she afraid that
her answered was wrong. Then, the teacher
encouraged that student using first language by saying
kamu tinggal menulis saja ini, sudah tidak usah berpikir.
Which in English means
write it and the
make the student understand easily and also by using
first language would be touched the student itself. The
teacher tried to make the students realize that it was no
problem in making mistake in learning process
because they were still learner.
12) Giving Reprimanding
Giving reprimanding was the teacher criticize
communicating anger, criticism, displeasure,
annoyance, and rejection.
Extract 12, teacher 2: Opening the lesson
The following conversation was taken place in teacher
2 first meeting, when the teacher was opening the
lesson while other students were talking to another
student.
T : all right. Siapa yang bicara?
Ss : mam ely
T : berarti kalau ada yang bicara dan bukan
mam, you go out. Do you understand me?
(so, if someone talk and not mam, you go out)
Ss : yes
Extract 12 above shows the way the teacher in giving
reprimanding to the students. At the time, the teacher
was opening the lesson by standing in front of the class.
The class was crowded. There were some students who
were not pay attention to her. They were talking to
each other. At first, the teacher was asking the students
who was talking right now, after the students
answered then the teacher warned the students that
they should go out if the other one talked other than
her. She used first language and target language in
language first to emphasize her statement easily to be
understood by the students, so they realized what they
did was wrong, then she used target language in term
believed that the sentence was easily to be understood.
13) Giving Praise
In the middle of the teaching and learning process,
during the interaction with students, the teacher
praised the students for the achievement that they
made.
Extract 13, teacher 2: Answering a question
T : What narrative text is?
S10 : narrative text adalah text yang berisi cerita
khayalan
T : good, great.
Extract 13 above shows the way teacher in giving
praise to the students. At the time, the teacher asked
the students about their previous lesson about
narrative text. Then there was a student answered the
meaning of narrative text, the teacher gave a praise to
the s
word was easily to be understood.
14) Giving thanks
Giving thanks was expressing grateful or telling thank.
The teacher gives thanks if students do teacher
instruction or request.
Extract 14
The following conversation was taken in in teacher 1
condition.
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T : okay how are you this morning?
SS : fine, thank you. Kalau kita sir bagaimana?
T : I am good, thank you.
Extract 14 above shows that the teacher used target
language in giving thanks. At the time, the teacher
answered then the students asked the teacher about his
condition too . So he said thanks to the students. He
The teacher used target language in form of phrase,
because that expression was familiar with all the
students.
15) Making Humor
Making humor was telling jokes and kissing or telling
funny utterance to make students laugh. This kind of
language use can help or create a more positive
learning environment by breaking down barriers to
communication between the teacher and the students.
So, the students could speak more and feel more
confident.
Extract 15, teacher 1: Explaining material
T : ok in English, the first one we called positive,
positive degree. The second one, comparative degree
and the last is superlative degree
S : superlative
T : bukan superman yah, tapi superlative. Ok jadi
yang pertama perbandingan positive, yang kedua
perbandingan lebih and the last is perbandingan
paling. Ok, positive
SS : positive lebih dan paling
Extract 15 above shows the way teacher in making
humor. At the time, the material was about comparison
or degree. When the teacher mentioned the types of
degree of comparison, then there was a student
mentioned 1 types of degree of comparison which was
superlative. Then, the teacher made humor using first
rman yah, tapi
superlative, okay) this statement indicates that the
pronoun of superlative is almost same with superman,
so the teacher made a humor like that. The teacher used
first language in making humor because using the first
language the funny of the humor could be understood
easily by the students.
16) Asking question
Asking question of language function in management
talk was the teacher used to asking information to the
students. This kind of questions were no relation to
teaching material.
Extract 16. teacher 1: Beginning the teaching activity
The following conversation was taken place in
the beginning of teaching activity in teacher 1 first
meeting.
T : okay how are you this morning?
SS : fine, thank you. Kalau kita sir bagaimana?
T : I am good, thank you.
Extract 16 above shows the teacher asked a question
which no relation with teaching material. The teacher
question in opening classroom section in English
subject class. The teacher used target language in
asking questi
that question was familiar question for the students.
So, all the students were already known the meaning
of that question.
17) Answering question
Answering question was gi
question which no relation to teaching material.
Extract 17, teacher 1: Usually question in the opening
section
The following conversation was taken place in
the beginning of teacher 1 first meeting.
T : okay how are you this morning?
SS : fine, thank you. Kalau kita sir bagaimana?
T : I am good, thank you.
Extract 17 above shows the way of the teacher in
question occurred in opening section. As the usually
question in opening section, the teacher asked the
students question about their condition. After the
students answered that question, they asked back
about their teacher condition too. The teacher then
answered that question used target language by saying
the sentence was familiar with the students.
18) Closing activity
This was the part when the teacher wants to end the
teaching and learning process. This language function
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was giving information to students that learning
activity was ended.
Extract 18. teacher 2: Ending the class
The following conversation was taken place at the end
of second meeting in teacher 2 teaching activity.
T : oke, time is up. Cukup untuk pelajarannya
hari ini. Oke see you, thank you.
Ss : Thank you mam
Extract 18 above shows the way of closing activity in
English class subject classroom. Before leaved the
class, the teacher informed that the time was end by
lesson . The teacher used code switching, he used
target language then followed by first language to
emphasize that information.
4.2. Discussion
Connected with findings, the data reveal that the
teacher used English, Bahasa Indonesia, code mixing
and code switching in classroom interaction. There are
eighteen kinds of language function that the teachers
used in classroom interaction. Based on Zulfah (2015),
language function divided into two parts namely
instructional talk and management talk.
In explaining material teacher 1 and teacher 2 used first
language to make the material easily to be understood
by the students. Khati (2011), claims that most students
felt that mother tongue should be used to understand
the difficult concept better, in the other words, it is
concept in target language. In line with Cook (2001),
first language could be used to teach explicit grammar
rules to students to help them get a better
understanding of these grammar rules.
In giving direction, both teachers used first language to
explain how students should do their task. The
teachers used first language to make the students
understand easily. Khati (2011), assumes that in order
to carry out the task, the students, must understand
what they have to do. The teachers used target
language then translated into the first language or
directly using first language to make the students
understand about what they have should do.
In giving correction and answering question only
occurred in teacher 1 classroom activity. In giving
correction the teacher used target language. The
teacher used target language in term of sentences
because the teacher showed ow the correct sentences
actually. In answering question, the teacher used target
language because the student also asked in target
language.
In asking question, both teachers used target language
and first language. Teacher 1 checke
comprehension by asking question used target
language then he translated it in first language. It was
the same way with the teacher 2 in asking question to
the students.
In management talk, language is used to manage
classroom activities. The teachers used language for
the ongoing activities within lesson which are not
inherently part of teaching the lesson. It was about
greeting, checking presence, giving instruction, giving
direction, giving announcement, giving advice,
encouraging students, giving reprimanding, giving
praise, giving punishment, giving thanks, making
humor, asking question, answering question, and
closing activity. From the fifteen-language function in
management talk, the researcher found thirteen
language function occurred in teacher 1 and teacher 2
classroom interaction. They are greeting, checking
presence, giving instruction, giving direction, giving
announcement, encouraging students, giving praise,
giving thanks, making humor, asking question,
answering question, and closing activity. There were
two language function in management talk which not
occurred in teacher 1 and teacher 2 classroom activities,
they were giving advice and giving punishment.
In greetings, the way the opening and closing section
in teacher 1 and teacher 2 almost the same. There was
student led the class to greet their teacher, then the
1 and teacher 2 classroom, they used Islamic religion
greetings and the teachers also greeted the students
using English greetings.
In checking presence, teacher 1 only used target
and also, she used target language and directly
translate it in first language when asking who is absent.
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In giving instruction, giving direction, and giving
announcement both teachers used target language and
first language. They used that language to make sure
the students understand what they instructed.
In encouraging students both teachers also used first
language and mixed it with English in form of words
or sentences where the teachers believed the words or
sentences that they used were easy to be understood by
the students.
oom
she used first language and mixed it with English in
form of word, phrase or sentence to critize the
In giving praise and thanks, both teachers used target
language because this expression is familiar using in
classroom activity. In making humor, teacher 1 used
first language. The kind of language use can help to
create a more positive learning environment by
breaking down barriers to communication between
teacher and students. So the students could speak more
and feel more confident. In making joke, the teacher
used first language to make the students understand
the joke. So, the joke was perceived by the students.
humor
was nothing.
Asking question and answering question occurred in
teacher 1 and teacher 2 classroom activity. The question
and the answer were no relation to teaching material.
The teachers used target language to ask and to answer
the question.
In closing activity, the teachers also used target
language. The teachers closed the class by informing
the time is up and informing the homework or
instructing what the students should do.
The data revealed that both instructional talk and
management talk, the teacher used more for first
language than target language. The teachers used code
switching by using target language and followed by
first language. The teachers repeated the same
utterances in target language into first language and
vice versa. The findings of the present study are
consistent with Frohm (2009), he found that translation
use was a helping way in learning the new language.
In addition, mother tongue in the classroom was to
enhance the quality of interaction and it would not be
restricted or banned in the classroom language process.
The teachers also used code mixing, the used target
language in term of word or phrase for some familiar
vocabulary. The differences between this study and
previous study was sometimes the teacher use local
language to make the class atmosphere less tense so the
students can enjoy the learning process.
5. CONCLUSION
From the result of this study, in classroom interaction
the teachers used Bahasa Indonesia, English, local
language, code-mixing and code switching. Related
with teachers' language use in terms of instructional
talk, it was found that all of the language function were
uttered by all teachers in classroom interaction. Related
with teachers' language use in terms of management
talk, it was found that from fifteen language function
only two language function was not uttered by the
teacher 2. It was giving advice and giving punishment.
In teacher 1 classroom interaction there were three
language functions were not uttered. They were giving
advice, giving reprimanding, and giving punishment,
while in teacher 2 classroom interaction there were five
language function were not uttered. They were giving
correction, and answering question in instructional
talk and also giving advice, giving punishment and
making humor. In classroom interaction the teachers
use first language, target language, code switching and
code mixing. All teachers in language function and
management talk used more for first language than
target language. The teachers use more for target
language in management talk than instructional talk.
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