CLASSROOM LANGUAGE APPLIED BY THE FIRST GRADE
PRE-SERVICE TEACHERS IN EYL COURSE AT UNIVERSITY
OF MUHAMMADIYAH MALANG
THESIS
By:
Mutho’in Amin
09360037
ENGLISH DEPARTMENT
FACULTY OF TEACHER AND TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
CLASSROOM LANGUAGE APPLIED BY THE FIRST GRADE
PRE-SERVICE TEACHERS IN EYL COURSE AT UNIVERSITY
OF MUHAMMADIYAH MALANG
THESIS
By:
Mutho’in Amin
09360037
ENGLISH DEPARTMENT
FACULTY OF TEACHER AND TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
CLASSROOM LANGUAGE APPLIED BY THE FIRST GRADE
PRE-SERVICE TEACHERS IN EYL COURSE AT UNIVERSITY
OF MUHAMMADIYAH MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
Mutho’in Amin
09360037
ENGLISH DEPARTMENT
FACULTY OF TEACHER AND TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
ACKNOWLEDGMENTS
Bismillahirrohmanirrohim
Alhamdulillah, all praise is to Allah, the Merciful and Charitable. Because of His guidance, blessing and affection, the writer can finish this thesis.
The writer would like to express his great appreciation to many persons who had been involved in finishing this thesis. The writer thanks to his first advisor, Drs. Jarum, M.Ed, and his second advisor, Fardini Sabilah, S.Pd, M.Pd, for their guidance, suggestion, correction and comment on this thesis without real understanding and strong motivation, this thesis would have never found its completion.
His thanks also go to her beloved father and mother, who always give their love to the writer, his sister who always gives the expectation, and his big family for their praying and support in finishing this thesis. His special thanks go to his beloved girl Ai Hartati who always supports him every day. For the first grade pre-service teachers in EYL course at UMM who helped the writer to be a research subjects. Finally, his sincere gratitude goes to everybody that cannot be mentioned one by one who helped her in finishing this thesis.
MOTTO AND DEDICATION
MOTTO
Every soul has a taste: And only the Day of Judgment shall you be paid your full recompense. Only he who is saved far from the Fire and admitted to the Garden will have succeeded: For the life of this world is but goods and chattels and deception. (Q.S.
Ali Imron: 185 )
The best person who is useful for other people (H.R. Ahmad)
Life on time must be useful
DEDICATION
I dedicated this thesis to:
My beloved parents “they are my spirit” My beloved sister “thanks for the expectation” My lovely big family “thanks a lot in completing my life”
TABLE OF CONTENTS
CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Teaching English to Young Learners ... 8
2.1.1 The Characteristics of young Language Learners ... 9
2.2.3 The Characteristics of Young Learners’ Teacher ... 10
2.2.4 The Rule of Young Learners’ Teacher ... 11
2.2 Classroom Language ... 12
2.2.1 Simple Instruction ... 13
2.2.2 Language of Social Interaction ... 14
2.2.3 Language of Spontaneous Situation ... 16
CHAPTER III RESEARCH METHODOLOGY 3.1 Design of Study ... 18
3.2 Research Subject ... 20
3.3 Research Instrument ... 20
3.3.2 Interview ... 21
3.4 Data Collection... 22
3.5Data Analysis ... 23
CHAPTER IV RESEARCH FINDING AND DISCUSSION 1.1 Findings ... 25
1.1.1 Classroom Language Applied by the first grade Grade Pre-service teachers in EYL Course at UMM ... 25
1.1.2 Kinds of Classroom Language Applied by the first grade Grade Pre-service teachers in EYL Course at UMM ... 28
1.1.3 Pre-service teachers’ Reason in Applying Classroom Language in Teaching the first grade Grade of EYL Course at UMM ... 29
1.2 Discussion ... 31
CHAPTER V CONCLUTION AND SUGGESTION 5.1 Conclusion ... 34
5.2 Suggestion ... 35
5.2.1 For the Pre-service teacher of EYL... 35
5.2.2 For the EYL subject ... 35
5.2.2 For the Next Researcher ... 36 REFERENCES
REFERENCES
Ary, Donald, et. all. 2002. Introduction to Research in Education: Sixth Edition. USA: Wadsworth Group.
Ary, Donald, at, all. 2006. Introduction to Research in Education: Seventh Edition. Canada: Thomson Wadsworth.
Brumfit, et, all. 1991. Teaching English to Children. London: HarperCollins Publishers.
Bogdan and Biklen. 2003. Qualitative Research of Education an Introduction to Theory and Methods: Fourth edition. USA: Pearson Education Group, Inc.
Best, John W. 1981. Research in Education: Fourth Edition. London: Prentice-Hall International, Inc.
Kasbolah, K.E, Kasihani. 2010. English for Young Learners: Third Edition. Jakarta: PT Bumi Aksara.
Leedy and Ormrod. 2010. Practical Research Planning and Design. USA: Pearson Education, Inc.
Paul, david. 2003. Teaching English to Children in Asia. Hong Kong: Logman Asia ELT.
Phillips, Sarah. 1993. Young Learners: New York: Oxford University Press.
Plaistowe, Jennifer. Kontroversi Pentingnya Bahasa Inggris Bagi Siswa Sekolah Dasar di Indonsia. Unpublished Research. University of Muhammadiyah Malang.
Rif’ah, Lailatul. 2010. Study on the Communication Strategies Used by Practice Teachers in Giving Classroom Instruction at 2nd Grade of EYL Course at UMM. Unpublished Thesis. University of Muhammadiyah Malang.
Slattery and Willis. 2001. English for Primary Teachers. New York: Oxford University Press.
Salaberri, Sagrario. 1995. Handbooks of the English Classroom, Classroom Language. Scotland: A division of Heinemann Publishers, Ltd.
Wahyuni, Sari. 2012. Qualitative Research Method Theory and Practice. Jakarta: Salemba Empat
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CHAPTER I
INTRODUCTION
This chapter presents the background of study, the statement of problem, the purpose of the study, the significance of the study, the scope and limitation, and the definition of key terms.
1.1. Background of study
Globalization era makes English become very important in Indonesia. The importance of English should be responded quickly by the Indonesia’s government to make the students understand English well in term of speaking, listening, reading, and writing. Consequently, English should be learnt as earlier as possible by the students. Elementary students are very possible to start learning English.
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language and elementary students can study English easily. It means that English subject in Indonesian elementary is still important.
Furthermore, the purpose of teaching English to young learners is to introduce basic component of foreign language. Smith (1995) stated that the aims of teaching English to young learners are more comprehensive than in language with older learners. The teaching English to young learners (so forth TEYL) is focused on introducing the children as the future user of English in the world which requires a high level of spoken and written communication.
Students of elementary school are usually called as young learners. According to Philips (1993:5), young learners are children from the first year of formal schooling (five or six years old) to eleven or twelve years, who respond according to what it does or what they can do with it. In addition, young learners have different characteristics from adult learners. Furthermore, young learners tend to like something fun and interesting; otherwise they like a story, a song, and a game in learning. Their characteristics are very active, easy to be bored, and having short attention. Those characteristics make teaching English to young learners different.
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TEYL is very important because in this stage children have more time in learning foreign language. So, it is possible for them to know more foreign language especially English. Singletion (1989 pp.242-5), in Brumfit (1991), stated that there are a number of reasons for teaching English at primary level that do not simply on the claim that is the best time to learn languages well: one of them is the need for maximum learning time for important language-the earlier you start the more time you get.
TEYL is hard, because the teacher has to know many teaching strategies in order to make an active and lively class. There are many teaching strategies that can be used in TEYL such as: using a song, a game, a storytelling, an experiment, a craft, and a role play. A teaching strategy will run well when the teacher is able to communicate in a good way, because communication is a part of the process of learning language. Moreover, to communicate with young learners in an English class, the teacher needs necessary tools. One of the tools that can be used is classroom language; it can make the students learn simple and meaningful expression in English. Moreover, it is used to give an interaction, a respond, or a speech. Classroom language is a kind of simple English which is used to communicate in the class with the children in order to make them know the English through oral communication. Philips (1993) stated that classroom language is one of the realistic communicative languages which the children find themselves.
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based on the strategy of giving instructions which included approximation, circumlocution, literal translation, appeal for assistance, and mime. Those interactions are used in order to make the students understand the English lesson.
Based on the finding above, she stated that the objective of English for young learners (so forth EYL) is how to give stimulus to the students in order to understand about what the teacher says or talks and how the students give the respond about what
the teacher says and teacher’s instruction. To have a good respond from the students,
it needs simple language which is easier to be understood by students, and the importance is simple language has benefits to train the students about the English language itself.
Dealing with simple language, in this case classroom language, the writer is interested in conducting a study on classroom language applied by the first grade pre-service teachers in teaching EYL course at University of Muhammadiyah Malang. Furthermore there are two reasons why the writer conducts this study. First,
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1.2. Statement of Problem
Based on the background of the study, the writer is interested in analyzing three things, they are follows:
1. What are classroom languages applied by the first grade pre-service teachers in EYL course at University of Muhammadiyah Malang?
2. What kinds of classroom languages are applied by the first grade pre-service teachers in teaching EYL course at University of Muhammadiyah Malang?
3. What are the first grade pre-service teachers’ reasons in applying classroom languages in teaching EYL course at University of Muhammadiyah Malang?
1.3. Purpose of study
Base on the statement of problems above, they are three purposes of study, those are:
1. To find the classroom languages applied by the first grade pre-service teachers in EYL course at University of Muhammadiyah Malang.
2. To find kinds of classroom languages applied by the first grade by pre-service teachers in EYL course at University of Muhammadiyah Malang.
3. To describe the first grade pre-service teachers’ reasons in applying classroom languages in teaching EYL course of at University of Muhammadiyah Malang?
1.4. Significant of study
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1. The result of this study is expected to give some advantages to pre-service teachers of EYL course in the forms of giving example of classroom languages that can be used in teaching to young learners.
2. The result of this study is also expected to give to give new knowledge to EYL course in which this can be used as a reference to improve the quality of EYL pre-service teacher especially in English Department UMM.
1.5. Scope and limition
1. Scope of this study is classroom languages applied by pre-service teachers in teaching the first grade students of EYL conducted by English Department at University of Muhammadiyah Malang.
2. Limitation of this study is classroom languages applied by 18 pre-service teachers in teaching the first grade students of EYL Course in academic year 2012-2013, kinds of classroom languages they applied, and the pre-service teachers’ reasons in using classroom languages.
1.6. Definition of key term
1. Classroom language is a kind of simple English which is used to communicate in the class with the children in order to make them know the English trough oral communication. Philips (1993) stated that classroom language is one of the realistic communicative languages which the children find themselves.
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3. Young Learners are children who stay in the first grade to the sixth grade of elementary school. Based on Phillips (1993) young learners are children from the first year of formal schooling (five or six years old) to eleven or twelve years, who respond according to what it does or what they can do with it.
