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This article examines lexical features of teacher talk in 8th-year senior high English classrooms using type-token ratio and parts of speech to assess lexical density. A descriptive qualitative study analyzes audio-recorded classroom observations from five English teachers. Findings show variation in type-token ratio (around 41% or ≤ 0.41) and a mean lexical density of 0.166, with nouns and verbs each not exceeding 50% of teacher talk.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/dinamika-ilmu-lexical-features-of-teacher-talk-in-english-classrooms-in-senior-high-schools/600759/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/dinamika-ilmu-lexical-features-of-teacher-talk-in-english-classrooms-in-senior-high-schools/600759.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What lexical measures are used to analyze teacher talk in English classrooms?","Question",{"text":112,"@type":113},"The study uses type-token ratio and parts of speech to examine lexical density and lexical variation in teacher oral input.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study data collected?",{"text":117,"@type":113},"Data were gathered through classroom observations of five English teachers from five senior high schools, using audio recordings.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings about lexical density and noun/verb use?",{"text":121,"@type":113},"The teachers’ type-token ratios vary and are around 41% (≤ 0.41). The mean lexical density is 0.166, and the proportion of nouns and verbs in teacher talk is not more than 50%.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600759,1792171753,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","DINAMIKA ILMU  \nVol. 17 No. 1, 2017  \nP-ISSN: 1411-3031; E-ISSN: 2442-9651  \ndoi: [http://dx.doi.org/10.21093/di.v17i1.639](http://dx.doi.org/10.21093/di.v17i1.639)  \nLexical Features of Teacher Talk in English Classrooms in  \nSenior High Schools  \nIrmayani  \nState University of Malang, Indonesia  \n[irmayani1972@yahoo.com](irmayani1972@yahoo.com)  \nSri Rachmajanti  \nState University of Malang, Indonesia  \n[loekisr@gmail.com](loekisr@gmail.com)  \nAbstract  \nEnglish as a Foreign Language (EFL) in Indonesia has been taught since elementary schools. As the only setting for EFL learners to learn English formally, the students of Senior High Schools are in the 7th to 9th year in acquiring English as a foreign language. As non-native English teachers who has been teaching English for years, English teachers in Indonesia are supposed to be the source of language input for learners. This article explores lexical features of teacher talk as an input in EFL classrooms in 8th year of senior high schools of English language classrooms. Type token ratio and parts of speech as some particular modified input of teacher talk are used to see lexical density in English classrooms. This study was conducted by descriptive method with qualitative approach. The data of the present study were taken from classroom observations of 5 English teachers from 5 senior high schools which were equipped with audio recordings tool. The result revealed the variants of type token ratio among the teachers and lexical variety that teachers’ oral input. The type-token ratio of teacher talk is less than or similar as 41% or ≤ 0.41, the mean of lexical density of teacher talk was 0.166 and proportion of the use of nouns and verbs are not more than 50% of teacher talk.  \nKeywords: teacher talk, lexical variation, lexical density  \nA. Introduction  \nIn the process of teaching English as a foreign language, teacher plays various pivotal roles. As a primary foreign language to be learnt compulsorily in Indonesia since lower secondary school, teaching English must be a medium to deliver a foreign language to the students and make them able to utilize the language communicatively in classroom context. Since English has become a compulsary subject taught at a secondary school level in Indonesia, English language teachers are highly required to devote their efforts to make students master the English language. The English teachers are viewed to be the main model for students in the classroom as English isinsufficiently exposed to students outside of the classroom. Being able to be a good foreign language model in the classroom, as Richards (2011) maintains, is a must for the English teachers in that they are the only ones the students can access ina foreign language learning.  \nTheories of second language acquisition have claimed that language input has a consistent positive effect in improving proficiency. These theories maintain that the input has to be comprehensible to the learner and modified through interactions. In vocabulary acquisition, the Input Hypothesis (Krashen 1981, 1982) has inspired studies of incidental vocabulary learning through reading and listening and analysis of teacher talk as oral input. This paper aims to investigate the lexical features as modified input of teacher talk to second year students of senior high schools. The lexical features are seen from the type-token ratio, lexical density and proportion of the use verbs and nouns.  \nB. Literature Review  \nEnglish teachers in Indonesia mostly are not native speakers of English, therefore, they must provide comprehensible input in the classroom. In response to the significance of becoming language inputs to the process of language acquisition, Krashen (1982) states that learning a second language in the classroom setting subconsciously could promote language development. Teachers are key persons who have to convey knowledge, direct the students’ behavior and instruct vocabulary in the classroom. In t","cbCaiuDqXPkjmK5h","https://ap.wps.com/l/cbCaiuDqXPkjmK5h","pdf",389834,12,"English","# Abstract\n# A. Introduction\n# B. Literature Review","[{\"question\":\"What lexical measures are used to analyze teacher talk in English classrooms?\",\"answer\":\"The study uses type-token ratio and parts of speech to examine lexical density and lexical variation in teacher oral input.\"},{\"question\":\"How was the study data collected?\",\"answer\":\"Data were gathered through classroom observations of five English teachers from five senior high schools, using audio recordings.\"},{\"question\":\"What were the main findings about lexical density and noun/verb use?\",\"answer\":\"The teachers’ type-token ratios vary and are around 41% (≤ 0.41). The mean lexical density is 0.166, and the proportion of nouns and verbs in teacher talk is not more than 50%.\"}]","DINAMIKA ILMU - Lexical Features of Teacher Talk in English Classrooms in Senior High Schools | PDF",1792091327]