INSTITUT PENDIDIKAN GURU

KEMENTERIAN PENDIDIKAN MALAYSIA

TSLB3422 CLASSROOM LANGUAGE

TASK 2: WRITTEN ASSIGNMENT

NAME : MUHAMMAD NADZMI HAKIM BIN MOHD

IDENTIFICATION CARD NUMBER : 031013030383

INDEX NUMBER : 2021302340479

CLASS GROUP : TESL3

CODE AND NAME OF COURSE : TSLB3422

LECTURER’S NAME : MR. TAN YUET ZHOU

DATE OF SUBMISSION : 31.10.2023

STUDENT’S ADMISSION
I, MUHAMMAD NADZMI HAKIM BIN MOHD NAWI, acknowledge that the work of this
course is the result of my own work except for excerpts and summaries each of which I
explain the source.

Signature : Nadzmi Date : 31.10.2023

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 INSTITUT PENDIDIKAN GURU KAMPUS TUANKU BAINUN 14000
MENGKUANG BUKIT MERTAJAM

PULAU PINANG.

COURSEWORK FEEDBACK FORM

Name: MUHAMMAD NADZMI HAKIM Index Number: 2021302340479

Code: TSLB3422 Course Name: CLASSROOM LANGUAGE

Lecturer’s Name : MR. TAN YUET ZHOU

Submission Date: 31.10.2023 Received Date: 16.10.2023

COURSEWORK FEEDBACK DETAILS

EXAMINER MODERATOR

Strength: Strength:
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Aspect that can be improved: Aspect that can be improved:

Signature: Date: Signature: Date:

STUDENT’S FEEDBACK
I, MUHAMMAD NADZMI HAKIM BIN MOHD NAWI confirm the feedback given by the
lecturer I have consulted and understood.

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 Student’s signature :______________Nadzmi_____ Date :
_____________________

Table of contents

Aspect Page number

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INTRODUCTION
Teacher talk is important in controlling the students’ behaviour as it shows the
teacher’s ability to get the students’ attention. From the research by Wahyuni, S., et. al
(2022), teacher talk can be defined as the vocabulary that educators use to instruct pupils in
the classroom. Teacher talk dominates the classroom because it tends to regulate student
conversation and encourage participation. In other words, teacher can also be described as
the way the teacher control the classroom and the significance in every instruction given to
the students. This writing aims to highlight the strengths and weaknesses of a teaching
session by an English teacher in Vietnam.

STRENGTHS

In the video, it is shown the teacher uses variety of methods to teach the students in
order to get their attention throughout the whole session. First of all, one of the strengths that
are being displayed throughout her class is the clarity in giving any instruction towards the
students. From the research by Smith, L. R., & Land, M. L. (1980), they highlight that the
essential component of good instruction is the teacher’s clarity. From the statement, it can
be analysed that the teacher’s clarity determines whether the students are able to get the
maximum understanding of the classroom session or not. For example, in the video, the
teacher display clarity in her teaching when she always gives command to the students in a
clear manner. When she asks for two volunteers from each gender, she projects her voice
loudly so that the students can hear her instruction clearly.

Apart from that, the teacher also applies an appropriate amount of pacing in her talk
to ensure that the students are not overwhelmed by the lesson. In specific, the general
definition of pacing would be ‘the rate at which new instructional material is introduced to
students’ (Barr & Dreeben, 1983, p.33). To relate this with the sample, the teacher in the
video is employing a suitable amount of pacing for the students to concentrate on an activity
before proceeding to another. For example, in the video, it can be observed that the teacher
is giving the opportunity and time for the students to finish their task first before proceeding
to the other activity. The teacher is allowing them to take their time to write the colour on
their drawing board before she checks their spelling. Next, the teacher practises different
tone and expression throughout the class according to the situation and context they are
into. The tone and expression of the teacher are able to impact the students’ understandings
as it can also convey the meaning behind the teacher’s words. According to the research by
Lengn, H., & Rubdy, R. (2003), tone management is the crucial task of creating the right
socio-emotional environment for the conversation. Teachers and students can engage more

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favourably when there is effective tone management in place. This is proven in the video
where the teacher uses different tones in the classroom for different purposes. For example,
she is using the rising intonation when she intends to ask a question towards the students.
On the other hand, she uses the descending intonation when trying to give a statement or to
answer the students’ questions. This variation of tone is also utilised to convey enthusiasm,
warmth, and also encouragement.

WEAKNESSES

Moving on, the teaching session also have some weaknesses that can be observed
through the way she handles the class. First of all, the learning environment is mainly
revolved around the teacher’s instruction only and not considering the students’ needs and
desires. From the study by Hustiana, H., & Akbar, A. (2021), explain that a traditional
teaching strategy involves the teacher providing students with facts, information, ideas, and
personal opinions about a subject. From the statement, it can be analysed that the teacher’s
method of teaching is out-of-date because the 21st century learning encourage the students
to be active during the classroom. However, in this context, the teacher’s method is not
totally wrong because she is teaching lower primary students which need much more
attention compared to higher level. Hence, she has no choice but to lead the students’
learning in her own than just letting the students to learn independently. Nevertheless, the
teacher should still include some elements of student-centred learning in her class as to
stimulate the creativity among the students. Moreover, the teacher does not control the
students’ behaviour well when she is delivering her teaching. Though “teacher talk” mostly
refers to the spoken exchanges between educators and students, classroom management
which include methods for reining in disruptive behaviour is closely related to it. Nowadays,
teachers deal with a big issue on a daily basis: disruptive behaviour. This behaviour is
thought to impair the classroom environment, student learning, and the teacher’s instruction
(Wangdi, T. & Namgyel, S. ,2022). From the video, when the teacher asks for answers from
the students, they start to shout the answers loudly without the teacher advising them a little
bit. This scenario continue even after the teacher has finished writing on board. In this case,
the teacher should play the role to advise the students on the manner of learning which is to
respond when needed and to be quiet when the teacher talks.

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CONCLUSION

In conclusion, the teacher has performed a very good job in delivering her knowledge
towards the students by using interesting learning materials and effective methods.
However, there are still some aspects that can be refined to ensure that the learning session
become more effective than before. Firstly, by referring to the research by Hustiana, H., &
Akbar, A. (2021), the traditional teaching method are not aligned with the notion of 21 st
century learning. In the video, the learning process takes place only when the teacher is fully
involved with the student from the start of the class until the end. However, the steps taken
by the teacher are not completely wrong because she is teaching the Standard One student.
Hence, to make it more appropriate, the teacher can divide the students into several groups
so that it can develop the value of teamwork among them. Next, the teacher can implement
a set of rules within the classroom which the students need to follow throughout the session.
From Alter, P. & Haydon, T. (2017), classroom rules are recognized as an essential
component of classroom management because they are relatively easy to apply and
concentrate on eliminating troublesome behaviours before they occur. All in all, every
teacher should consider the elements of teacher talk very carefully in order to come up with
a wonderful lesson.

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Appendix
Link: https://youtu.be/2GOdShwnMlo

References

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Talk in English Classroom Interaction Analysis: A Literature Study. In Proceedings of
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Retrieved from https://eudl.eu/doi/10.4108/eai.14-8-2021.2317642

Smith, L. R., & Land, M. L. (1980). Student Perception of Teacher Clarity. Retrieved from
https://eric.ed.gov/?id=ED183105

Hoadley, Ursula. (2003). Time to learn: Pacing and the external framing of teachers' work 1.
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Lengn, H., & Rubdy, R. (2003). The role of tone-management in improving classroom
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https://repository.au.edu/bitstream/6623004553/14336/1/AU-netij-Fulltext-14336.pdf

Hustiana, H., & Akbar, A. (2021). TEACHER TALK AND THE PATTERN OF ENGLISH
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https://journal3.uin-alauddin.ac.id/index.php/elstic/article/view/25379

Wangdi, Thinley & Namgyel, Samten. (2022). Classroom to Reduce Student Disruptive
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Alter, Peter & Haydon, Todd. (2017). Characteristics of Effective Classroom Rules: A Review
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assroom_Rules_A_Review_of_the_Literature/citation/download