Abstract
ABSTRACT
 This study was aimed to find out the type of teacher talk and the characteristic of classroom interaction take place in the English language classroom of Semarang Multinational School.This study applied descriptive qualitative research. There were two activities in gathering the data of this study: observation and audio recording. In analyzing this study, the researcher used interactive theory proposed by Flander (1989). The findings showed that based on Flanders Interaction Analisys Categories (FIAV), the teacher indirectly influenced the students in teaching and learning process by relying hard on asking questions. Besides asking questions to students, teacher also used (1) accepting students’ feeling, (2) praising or encouraging students, and (3) accepting or even using students’ ideas. In addition the pattern of content cross interaction tended to be more on asking questions than lecturing behavior. It indicated that teacher often relied on asking questions to students in the teaching and learning process rather than to introduce new learning material and help conveying information to students. In conclusion, the teacher indirectly influenced the students in the teaching and learning process. This kind of interaction indicated that teacher often relied on asking rather than lecturing the students.
 Keywords: Teacher Talk, Classroom Interaction, Flanders Interaction Analysis Categories
Highlights
This study focuses on the teacher talk and classroom interaction during teaching and learning activities in the classroom
Findings present the result of the observation and audio coding from elementary teachers and their students at Semarang Multinational School in the chapter of the detail explanation regarding the types of teacher talk and the characteristic of classroom interaction take place during the class and the perception of the students about their teacher talk in teaching English for young learners
Based on the data analysis in the previous chapter, the researcher found out that the result of the research denotes that teacher talk type in the classroom interaction is indirect influence based on Flanders' Interaction Analysis Categories (FIAC)
Summary
As a tool of implementing teaching plans and achieving teaching goals, teacher talk plays an important role in classroom activities. Some researchers have discussed the relationship between teacher talk and language learning. Gebhard (2006, p.81) stated that in English as a foreign language classroom, teacher talk is an important input for the students. There has been a growing number of attention in regards to classroom interaction which involve teacher and students. Rivers (Brown, 2000, p.65) previously states that through classroom interaction, students could enhance their language ability since they are exposed to teacher’s explanation or authentic materials teacher provides, group discussion, etc and students has chances to practice the language that they possess
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