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Abstrak :
Bite-sized learning works in synergy with microlearning. It promotes small activities and content to understand the materials in a sequence of ways with meaningful information. Telegram, one social media, can be used as an online learning platform. Bite-sized learning encourages Telegram features in providing simple and fun activities comprehensively. Teachers shared knowledge and skills, organized teaching activities, and helped students practice through teacher talks, either in organizing a classroom or achieving the teaching goals. Since this study explored how bite-sized learning and teacher talk on Telegram in L2 Listening class, this study used a qualitative approach with a case study. The result revealed how well the teacher communicates with the students during online learning in giving instruction, sharing ideas and knowledge, stimulating students to respond to the teacher and material, cultivating students’ intellectual ability, and managing classroom activities. Furthermore, those activities need to be more noticed, extra patience and energy, a more creative in delivering instruction and materials to initiate and stimulate students to respond and engage in the class. These study results imply that during online learning, the teacher talk and bite-sized learning need to be implemented and improved well and creatively to promote students’ understanding, interaction and engagement.

Abstrak :
ABSTRAK Penelitian ini bertujuan untuk mengungkapkan apakah penggunaan teacher talk di kelas bahasa Inggris untuk anak-anak sudah sesuai dengan prinsip-prinsip teacher talk untuk pemelajar anak-anak, yaitu teacher talk, teacher questions, dan teacher feedback. Penelitian ini merupakan penelitian studi kasus dengan ancangan kualitatif. Data dalam penelitian ini diperoleh melalui observasi kelas. Hasil penelitian menunjukkan bahwa penggunaan teacher talk dapat dilihat dari dua aspek yaitu jenis mode dan interactional feature. Jenis mode dan interactional feature yang sesuai dengan prinsip-prinsip teacher talk untuk pemelajar anak-anak yaitu the materials mode, the skills and systems mode, the classroom context mode, referential question, extended learner turn dan corrective feedback. Sedangkan jenis mode dan interactional feature yang tidak sesuai dengan prinsip-prinsip teacher talk untuk pemelajar anak-anak yaitu the managerial mode, display question dan extended teacher turn. Dengan demikian, dapat disimpulkan bahwa penggunaan teacher talk di kelas bahasa Inggris untuk anak-anak tidak sepenuhnya sesuai dengan prinsip-prinsip teacher talk untuk pemelajar anak-anak. Oleh karena itu, pengajar sebaiknya memperhatikan penggunaan teacher talk yang disesuaikan dengan prinsip-prinsip teacher talk untuk pemelajar anak-anak demi mencapai tujuan pemelajaran.

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ABSTRACT The focus of this study is the appropriateness of teacher talk used in a young learner English as a Foreign Language (EFL) classroom in accordance with the principles of teacher talk for young learners, namely: teacher talk, teacher questions, and teacher feedback. This design of this study is a case study that applies qualitative approach. The instrument used to collect the data is classroom observations. The results of this study show that teacher talk is seen through two aspects: mode and interactional feature. Some modes and interactional features are appropriate with the principles of teacher talk for young learners, namely the materials mode, the skills and systems mode, the classroom context mode, referential question, extended learner turn and corrective feedback. However, the other modes and interactional features are not appropriate with the principles of teacher talk for young learners. They are the managerial mode, display question and extended teacher turn. In sum, teacher talk used in a young learner EFL classroom is not fully appropriate with the principles of teacher talk for young learners. The teacher in a young learner EFL classroom, then, should take into account about her use of teacher talk to achieve the institutional goals.