TEACHERS’ PERCEPTION ON THE RATIO OF TEACHER TALKING TIME (TTT) AND STUDENT TALKING TIME (STT) IN ENGLISH CLASSROOM OF THREE JUNIOR HIGH SCHOOLS IN PURWOKERTO

MAJDINA, AZMI NUR (2015) TEACHERS’ PERCEPTION ON THE RATIO OF TEACHER TALKING TIME (TTT) AND STUDENT TALKING TIME (STT) IN ENGLISH CLASSROOM OF THREE JUNIOR HIGH SCHOOLS IN PURWOKERTO. Bachelor thesis, UNIVERSITAS MUHAMMADIYAH PURWOKERTO.

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Abstract

The aims of the research were to find out the ratio of Teacher Talk Time (TTT) and Students Talk Time (STT) in English classes at three Junior High Schools in Purwokerto and teachers’ perception of it.The research was carried out in April and May 2015 at three Junior High Schools in Purwokerto: SMP N 1 Sokaraja, SMP N 2 Sokaraja, andSMP N 3 Purwokerto.The subjects of research were six English teachers from the three schools, or two English teachers of each. The research was qualitative research and instruments used in this research were observation and interview. This research used FIAC (Flanders’ Interaction Analysis Categories) system as indicators in observation as well as interview.Based on the result, it revealed that all teachers being observed still dominated the classroom talk time. In general, the talk time which excluded pair/group work time took up to approximately 70 % of TTT while STT was only 30%. For the data including pair/group work time, the average ratio was 55% of TTT and 45% of STT. From 7 categories of Teacher Talk (TT), three categories dominated the TTwere lecturing that appeared at approximately one-third of the teacher talk, then followed by direction giving, and accepting students’ feeling. As for the students’ talk, pair/group work took the longest time of STT (45%) followed by initiation, and the last was response.Meanwhile, the main data of teachers’ perception showed all teachers had different perception on the ideal ratio of TTT and STT. Two teachers believed that the ideal proportion for TTT and STT was 40:60, while three of them stated 30:70. On the other hand, one teacher believed that the ideal ratio was 60:40. Based on the explanation it could be concluded that mostly the observation results were not the same with teachers’ perception about ideal ratio of TTT and STT. However, for one teacher his observation result which included pair/work group time was in line with his perception of the ideal ratio of TTT and STT.

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