A STUDY ON CLASSROOM LANGUAGE USED BY PRE - SERVICE TEACHERS IN EYL COURSE OF ENGLISH DEPARTMENT AT UMM IN TEACHING 5TH GRADE STUDENTS OF ELEMENTARY SCHOOL

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A STUDY ON CLASSROOM LANGUAGE USED BY PRE - SERVICE TEACHERS IN EYL COURSE OF ENGLISH DEPARTMENT

AT UMM IN TEACHING 5TH GRADE STUDENTS OF ELEMENTARY SCHOOL

THESIS

By:

EKO PRASETIYO NURRAHMAN 09360297

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG

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A STUDY ON CLASSROOM LANGUAGE USED BY PRE - SERVICE TEACHERS IN EYL COURSE OF ENGLISH DEPARTMENT

AT UMM IN TEACHING 5TH GRADE STUDENTS OF ELEMENTARY SCHOOL

THESIS

This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Education

By:

EKO PRASETIYO NURRAHMAN 09360297

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG

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MOTTO AND DEDICATION

TO BE IMPORTANT PERSON IS GOOD

BUT

IT IS IMPORTANT TO BE GOOD PERSON

DEDICATION:

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ACKNOWLEDGEMENTS

The researcher would like to express his deepest innumerable gratitude to

Allah SWT for His blessing and mercy to him upon this thesis writing process. The

researcher truly believes that without Him, it is absolutely absurd for him complete

the thesis smoothly.

The researcher also dedicated his great appreciation and gratitude to his first

advisor, (bunda) Fardini Sabilah S.Pd, M.Pd and second advisor, Drs. Taufiq Burhan

M.Pd for the guidance, patience and support, and trust along the process of

completing his thesis from the beginning up to end. The researcher also gives the

great gratitude to all of student teachers who taught 5th grade students in EYL Course.

They helped the researcher to do this research.

Moreover, the researcher dedicated his deepest love to his beloved parents

(Mr. Kholil Nurrahman and Mrs. Rita Agustina), younger sister (Ita Dwi Nuraini),

and Agnesio Ayu Mahalia who always support him with love, attention and pray for

his success. Her thank is dedicated for his big family for encouraging and motivates

him. This would be nothing without them.

The researcher is very thankful to his friends in “ Flava 99 “ who always give

him support to do the thesis. Especially for his friends in “ E Koplak Community “

who give him so many experience during his study in UMM and all friends who

cannot be mentioned one by one.

The researcher,

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LIST OF TABLE

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REFERENCES

Ary, Donald, et.al. 2010. Introduction to research in Education. California: Wadsworth Group a Devision of Thomson Learning Inc.

Ary, Donald. 2002. Introduction to Research in Education. New York: Holt, Rinehart, and Winston.

Brown, H.Douglas. 2000. Principles of Language Learning and Teaching. New York:Addison Welsey Longman.

Brown, H. Douglas. 2000. Teaching by Principles. California: Pearson Education.

Cameron, Lynne. 2001. Teaching Language to Young Learners. Cambridge: Cambridge University Press.

Dornyei, Zoltan. 2001. Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press.

Kirana, Galuh D.A. 2010. Optimizing the Use of Classroom Language to Improve the Speaking Confidence of Students at Beginner Level.Semarang State University.Vol 5 No.1.

McMillan, James H. 1992. Educational Research: Fundamentals for the Consumer. New York: Harper Collins Publishers.

Orlich, Donald C.,et.al. 2009. Teaching Strategies: A Guide to Effective Instruction. Boston: Wadsworth, Cengage Learning.

Philips, Sarah. 1993. Young learners. New York: Oxford University Press.

Sabillah, Fardini. 2003. Teaching English to Young Learners. Unpublished

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Scott, Wendy A. and Ytreberg,Lisbeth H.1990.Teaching English to Children.London: Longman

Shipton, James. Mackkezie S Alan and Shipton, Isela. 2006. The Child as Learners 2

. (online).(www. Teaching.org.uk/think/methodology)

Teresa, M. FletaGuillen. 2007. The Role of Interaction in the Young Learners’

Classroom. (online), (http://www.encuentrojournal.org/textos/Fleta.pdf)

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1

CHAPTER I

INTRODUCTION

This chapter presents the background of the study, statement of the problems,

purposes of the study, significance of the study, scope and limitation, and definition

of the key terms.

1.1Background of Study

At first glance, teaching English to the children seems easier than teaching

junior high school students, high school, or college students. We just teach the basic

parts of the English, such as, food, fruit, apple, sit down, etc. We just tell students to

listen, imitate, and memorize what we say. But if we see at it deeply, teaching English

to children is more difficult and more detail than teaching adult, because it is the

basic part of learning and a provision for the child to continue to higher education.

Teacher’s knowledge and experience in teaching play a vital role in how to create a

competent student.

Many things must be considered by the teachers in teaching the children. One

of which is the use of classroom language in the form of simple language in the

classroom. Some examples of classroom language are: open your book!, close the

door!, raise your hand!. Many teachers still pay less attention on the use of it in which

then it will give bad impacts on their next learning process. Teachers do not

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language. Classroom language is very important to increase the children’s second

language acquisition.

The existence of the schools in facilitating their students to learn English and

followed by a small numbers of professional English teacher for young learners

causes the problem in teaching English for young learners in Indonesia. Whereas,

learning English in the early age gives the significant effect on the children’s

language development. Lightbown & Spada (2006:74) in Teresa stated that:

“Age is one of the characteristics that determine the way in which an individual approaches second language learning (both inside and outside the classroom), the motivation to learn, and the individual differences in aptitude for the language learning are also determining factors that affect both rate of learning and eventual success in learning.”

The methods or techniques to teach young learners are also different from

those of teaching adult. In the age of 7 to 12, children are interested in games or

playing. So we can teach English to the young learners through games, picture, or

everything around them. There are four stages in the children’s development, which

are:

“Sensorimotor stage, (0–2 years old); preoperational stage (2–8 years old); concrete operational stage (8–11 years old); and formal stage (11–over 15 years old). The young learners will be in the concrete operational stage. It means that they need more illustration, picture, and other example in teaching learning process. (Piaget in Orlich et.al.,2009).”

Teaching English for young learners needs more attention from the teacher.

The teachers in the EYL classes are the key in the teaching learning process. The

young learners need more guidance from the teachers. They will imitate what the

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So the teacher must use a simple language to build up the student’s understanding.

Brown (2001: 99) stated that children are highly dependent on the teacher for

language models and so a teacher-centered or teacher-fronted classroom is

appropriate for some of the classroom time. Due to this fact, a teacher should be a

good model.

In the previous research, Galuh Kirana (2010) has written a journal about

classroom language to improve student’s speaking ability in the EYL classroom. In

her journal, she wrote that the use of classroom language makes teachers easier to

organize their classes as they have set the ‘rules’ before doing any activities to the

students. Moreover, classroom language can encourage the students to speak by using

the target language because the students are willingly to obey the ‘rules’ and aware to

remind their friends who break the ‘rules’. Hopefully, the use of the classroom

language can increase student’s confidence in using the target language in their

English classes.

English Department at University of Muhammadiyah Malang facilitates the

students who take EYL course as one of the elective courses by giving a practical

teaching which is held in 3 months of each year. The pre – service teachers are

divided into first grade until sixth grade of the Elementary School students. The

classes are only held every Sunday at University of Muhammadiyah Malang. As

stated before, the teachers in EYL classes play the important role in teaching learning

process. So, in this research, the researcher is interested in investigating “The

Classroom Language Used by Pre - service teachers in Teaching 5th Grade Students

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4 1.2Statement of Problems

Based on the background of the study above, the problems are formulated as

follows:

1. What are classroom languages used by pre - service teachers in teaching 5th

grade students in EYL course of English Department at UMM?

2. What are the kinds of classroom languages used by pre - service teachers in

teaching 5th grade students in EYL course of English Department at UMM?

3. What are the pre – service teacher’s reasons in using classroom language in

teaching 5th grade students in EYL course of English Department at UMM?

1.3Purpose of Study

This study has some purposes as stated below:

1. To find the classroom languages used by pre - service teachers in teaching 5th

grade students in EYL course of English Department at UMM.

2. To find the kinds of classroom languages used by pre - service teachers in

teaching 5th grade students in EYL course of English Department at UMM.

3. To describe the pre –service teacher’s reasons in using classroom language in

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5 1.4Significance of Study

The result of this study is expected to give some contributions as follows:

The researcher hopes that the result of this study will give contribution for

English teachers in teaching EYL classes. It means that the result of the study can be

used as a feedback by the teachers to improve their teaching. In addition, it is hoped

that the result of this study will give some information about the way to teach and

learn English better in EYL class. Then, it is also hoped that students can receive the

material given by teacher well. Theoretically, this study is expected to increase and

enlarge the researcher’s understanding in teaching EYL classes principally and

practically.

1.5Scope and Limitation

The scope of this study is the classroom languages used by pre - service

teachers in teaching 5th grade students of EYL course conducted by English

Department of UMM. Then, the limitations of this study are limited on the English

classroom languages used by pre – service teachers of University of Muhammadiyah

Malang in teaching 5th grade students of EYL Course in academic year 2012-2013.

1.6Definition of Key Terms

To avoid misunderstanding of the key terms used, they are defined as follows:

 Classroom language is the kind of language necessary to communicate

and survive in the classroom without having to use the student's

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is kinds of English which used by practice teacher of University of

Muhammadiyah Malang in teaching 5th grade elementary school

students.

 Pre - service teachers are students from a tertiary institution who has

not completed their teaching qualifications and is completing the

teaching practice requirements of the pre-service professional

education courses (School Teacher Qualifications- ACT Government

Education and Training : 2009). In this study, pre - service teachers are

the students of University of Muhammadiyah Malang who take EYL

II course on October – December 2012.

 Young learners are young children who are learning English. They are

the children of primary school age who received English lessons at

school as local content (Suyanto, K:2007). In this study, young

learners are the 5th grade elementary school students.

 EYL course is the English course that is held at the English

Department of UMM in which English is taught by the pre-service

teachers who take EYL II subject.

 Simple language also called plain language is using language,

structure, and design so clearly and effectively that the audience has

the best possible chance of readily finding what they need,