TEACHER TALK TIME IN EFL CLASSROOMS: “WHY DO YOU TALK TOO MUCH, TEACHER?”

Abstract

Students majoring in English Language Education must undergo their EFL teaching trainings in classroom as Micro Teaching and in school as Teaching Practice. These teacher candidates are trained with various teaching skills such as opening and closing the lessons, basic and extended questioning skills, giving explanation skills and so forth. Being able to talk efficiently during teaching and learning process is a requirement. However, the tendency of overdoing the talk is very much possible. Some studies showed that excessive teacher talk does not bring quite positive impact on students’ comprehension. This study tries to investigate the sixth semester students or teacher candidates’ belief on Teacher Talk Time (TTT) after they finish their four round of teaching for Micro Teaching Course at the English Department of Lambung Mangkurat University and a 40-minute teaching practice at a school for the field trip in the Academic Year of 2017/2018. There are 101 students taking the course. Random sampling technique is used in determining the respondents who will participate for at least 50% of the total population. The instrument is a questionnaire that contains few statements related to the TTT in EFL classrooms. By doing this research, it is hoped that the results of the students or the teacher candidates’ belief on effective and efficient teacher talk is becoming their concerns.