Evaluating Teachers’ Interactional Competence in English Classroom through SETT Framework

Abstract

Teacher talk played a crucial role in English language learning, serving as the primary medium to manage classroom interactions, deliver content, and create learning opportunities. This study aimed to evaluate teacher talk in the English classroom at SMP N 1 Tayu using the Self-Evaluation of Teacher Talk (SETT) framework. The research focused on four modes of interaction: managerial mode, materials mode, skills systems mode, and classroom context mode. This study employed a qualitative approach involving three English teachers from grades 7, 8, and 9. Data were collected through classroom observations, teacher reflection sheets, semi-structured questionnaires, SETT tables, and semi-structured interviews. The data were analyzed using the SETT framework to identify teacher talk characteristics and interaction patterns. The results indicated that teacher talk varied across participants. Teacher 1 was dominated by the managerial mode (67%), followed by materials mode (19%), skills and systems mode (9%), and classroom context mode (5%). Teacher 2 was dominated by the materials mode (62%), followed by managerial mode (18%), classroom context mode (12%), and skills and systems mode (8%). Meanwhile, Teacher 3 showed a dominance of the materials mode (45%), followed by managerial mode (27%), classroom context mode (21%), and skills and systems mode (7%). The findings revealed that teacher talk was closely related to the application of Classroom Interactional Competence (CIC), the strategic use of translanguaging, and paralinguistic features to support student understanding across different interactional modes. Keywords: teacher talk, Classroom Interactional Competence (CIC), Self-Evaluation of Teacher Talk (SETT), Classroom Discourse Analysis..