BACKGROUND

Teacher talk roles very prominent in a teaching-learning process (Cook 2000). It is

harmony with Yanfen and Yuqin (2010) stating that teacher talk is the language in the classroom
that takes up a major portion of class time employed to give direction, explain activities and
check students’ understanding. Nunan (1991) also points out that teacher talk is a crucial of
importance, not only for the organization of the classroom but also for the process of acquisition.
in other words teacher talk is the most important aspect that must be considered by every teacher.

However, there are some problems of the teacherS in building interaction with the
students. First, when the teacher builds the interaction with the students, it could not run well
because the teacher could not get the good responser from the students. Second, when the teacher
talked to the students, they are lively with their activities like talking with their friends. Third,
when the teacher gives the discussion about the lesson there was only several students that
follow the direction. The last, when the teacher gives the group for discussion in a random, some
students not want with the teacher’s choice. This problem happens because the teacher cannot
build a good interaction Susanti by (2018). In line with the curriculum 2013 the teacher becomes
a facilitator so that the teacher is no longer the only information in the class by (Vusparatih,
2014)

Related previous studies related to this topic have been done. Conducted in university
done by Jing (2018), Nurpahmi (2017), Xiao-Yan (2006), Rahyana (2014), Samburskiy
(2017), and Winarti (2017) with result that teacher talk now adays still conforms to the widely
acknowledged IRF pattern, which is in line with previous studies conducted on teachers talk,
however, one thing worthy our notice is that the feedback part is sometimes omitted when the
first round of IRF is followed by a second round or when feedback is not so necessary. There
are 3 studies were conducted in senior high school as in Putri (2015), Wasiah (2016), Jae
Hwang (2005) with the result the teacher indirectly affects students in the teaching and learning
process, the teacher utilizes the acceptance of student feelings, praises or encourages students,
and accepts or even uses student ideas. Most student's perceptions also reflect the indirect
influence that teachers use in class interactions. And then 2 studies were conducted in junior
high school by Lailatul Magfiroh (2015) dan Ivon Sagita (2018) After analyzing the data, she
found that the teacher used all of teacher talk type which includes asking questions, giving
 information, giving directions and many others types of teacher talk. This way is sustained to
make classroom atmosphere as friendly as possible. The latest research was conducted at the
course by Ami Fatmah Mulyati (2013) this study shows that mostly teacher uses prompting
students’ knowledge, inviting students to talk, and praising/ encouraging students, correcting
students’ talk when he talked to them. Meanwhile, students mostly use asking questions,
creating student’ talk, repeat teacher talk, and answer teacher’s or peers’ questions. So teacher's
talk influences student learning process at the classroom.

From the previous studies above, it is clear to say that most of them focus on teacher
talk in public junior High School level. It means that there is still intriguing area to discuss this
topic in different focus: one of them in Religion School. This paper aims to find out about Type
of Teacher Talk and its contribution to the 2013 curriculum in the 8th grade of junior high
school.