Indra Budiman, Ida Kaniawati, Anna Permanasari, Iwa Lukmana
According to social-cultural perspectives, the teacher or another skilled person plays an essential part in transmitting existing science to students. Classroom interaction is one factor that contributes to students' understanding of new information. This research aims to identify the pattern of teacher talk that occurs in the classroom during physics learning when the teacher and students take turns talking. This case study investigates the pattern of teacher talk using data from video recordings and semi-structured interviews, and transcript-based lesson analysis. The main findings of this study show that indicators of the teacher talk pattern can be summarized in five main lines, namely teacher presentation (TP), authoritative discussion (AD), dialogic discussion (DD), peer discussion (PD), and others (O). This empirical evidence suggests that it could assist teachers in reflecting on their learning outcomes through investigation transcripts based on lesson evidence to focus on a communicative approach. It focuses on how the teacher collaborates with students to address the various ideas that emerge during the lesson. It is also used as a motivating force to be open to learning improvement. © 2023 Author(s).
Science Education Program, School of Postgraduate Studies, Universitas Pendidikan Indonesia, Bandung, Indonesia
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