Teacher talk plays an essential role in classroom interaction since it can facilitate students to enhance their level of comprehension and further encourage them to be more active during the learning process. This study aimed to find out the proportion of teacher talk, student talk and silence, and the patterns of classroom interaction that takes place in the mathematics classroom of the selected Higher Education Institution in Region 1 based on the framework of Flanders Interaction Analysis Categories (FIAC). This study applied a descriptive research which utilized the conversation analysis. The data were collected through audio recordings and observation for three class session within 30 minutes starting from the review/recall phase of the lesson. The results showed that all of the seven participants, teacher talk dominated the classroom. It indicates that teacher mostly controlled and provided the students with the information, directions and explanation about the topics. Meanwhile, there were four patterns that occurred during the learning process. These were the Lecture pattern, Drill – review pattern, Question – Silence Pattern and Lecture – Silence Pattern. Thus, a training program was developed and proposed in order to lessen the teacher talk and give more opportunities to the students to be more active in the teaching and learning process.
Joy C. Corres (Wed,) studied this question.