vi
ABSTRACT
Widhiatama, Daniel Ari. 2011. A Study on the Use of Classroom Language Functions by the Biology Teacher of SMUN 1 Sleman Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
This research is aimed to know the use of classroom language functions by the Biology teacher in SMUN 1 Sleman as a RSBI. One of the methods that teachers in RSBI can use to make a good interaction with the students in bilingual class is by applying classroom language function in English. Some classroom language functions which are often used by teachers are greeting, instructing, explaining, conveying the meaning of new language, narrating, correcting, eliciting, prompting, checking learning, giving feedback to students, and closing. This research was aimed to answer two research questions, those are (1) What classroom language functions are used by the Biology teacher of the tenth grade of SMUN 1 Sleman to deliver learning materials in English? (2) What are the difficulties faced by the Biology teacher of the tenth grade of SMUN 1 Sleman in applying classroom language functions to deliver learning materials in English?
This research was included as descriptive qualitative research. In order to answer the two research questions, interview and direct observation were employed in the research. In addition, the research also employed video camera to record the teacher’s performance. The purpose was to complete the data obtained from the fieldnotes. The researcher categorized the problems faced by the biology teacher into three categories. The first category was that the difficulty caused by the teacher’s habit. This category included (1) the teacher’s habit to open the meeting by using Arabic greeting (2) The teacher never tried to use English to close the meeting.
vii
The third category was the difficulty that was caused by the limited of time to learn English. This category included one problem, which was the limited of time that the teacher had to learn English because she had so many things to do.
Considering the research result, the researcher provided several suggestions that the biology teacher may use in order to solve the problems and improve the biology teacher’s competence in applying classroom language functions in English.
viii ABSTRAK
Widhiatama, Daniel Ari. 2011. A Study on the Use of Classroom Language Functions by the Biology Teacher of SMUN 1 Sleman Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Penelitian ini bertujuan untuk mempelajari tentang penggunaan fungsi bahasa kelas dalam bahasa Inggris yang dilakukan oleh guru Biologi di kelas X di SMUN 1 Sleman sebagai Rintisan Sekolah Bertaraf Internasional (RSBI). Salah satu cara yang bisa digunakan oleh guru–guru di RSBI untuk menciptakan sebuah interaksi yang baik dengan para murid adalah dengan menggunakan fungsi bahasa kelas dalam bahasa Inggris di kelas bilingual. Beberapa fungsi bahasa kelas yang sering digunakan oleh guru-guru diantaranya adalah greeting, instructing, explaining, conveying the meaning of new language, narrating, correcting, eliciting, prompting,
checking learning, giving feedback to students dan closing. Pelitian ini bertujuan
untuk menjawab 2 pertanyaan, yaitu (1) fungsi bahasa kelas apa saja yang digunakan oleh guru Biologi di SMUN 1 Sleman, khususnya di kelas X, dalam menyampaikan bahan ajar dalam bahasa Inggris? (2) kesulitan apa saja yang dihadapi oleh guru Biologi tersebut dalam menggunakan fungsi bahasa kelas untuk menyampaikan bahan ajar dengan bahasa Inggris?
Penelitian ini termasuk deskriptif kualitatif. Peneliti menggunakan 2 tehnik pengumpulan data untuk memecahkan masalah dalam penelitian ini yaitu wawancara dan observasi secara langsung. Selain itu, peneliti menggunakan kamera video untuk merekam penampilan guru untuk melengkapi data dari fieldnotes. Peneliti mengelompokkan masalah yang dihadapi oleh guru biologi menjadi tiga kategori. Kategori pertama adalah masalah yang disebabkan oleh kebiasaan guru dalam membuka pelajaran dengan menggunakan bahasa Arab. Kategori ini meliputi (1) kebiasaan guru dalam membuka pelajaran dengan menggunakan sapaan dalam bahasa Arab (2) Guru tidak pernah menggunakan bahasa Inggris dalam menutup pelajaran.
ix
dalam mengkoreksi kesalahan siswa dengan menggunakan bahasa Inggris (9) Guru mempunyai keterbatasan kosakata untuk memberikan komentar terhadap penampilan siswa (10) Guru mempunyai kesulitan dalam mengingat kosakata baru.
Kategori ketiga adalah kesulitan yang disebabkan oleh karena keterbatasan waktu untuk belajar bahasa Inggris. Kategori ini meliputi satu masalah yaitu guru tidak mempunyai banyak waktu untuk belajar bahasa Inggris karena kegiatan lain yang harus ia kerjakan.
Setelah mengamati hasil dari penelitian ini, peneliti memberikan beberapa saran yang bisa digunakan oleh guru Biologi untuk menyelesaikan masalah-masalah yang dihadapi dan untuk meningkatan kemampuan guru dalam menggunakan fungsi bahasa kelas.
A STUD
BY THE
E DE FA
DY ON THE
E BIOLOGY Present to NGLISH L EPARTME ACULTY O S
E USE OF C
Y TEACHE
ted as Partial o Obtain the
in Englis
Dani Student
LANGUAGE ENT OF LA
OF TEACHE SANATA D
YO
CLASSROO
ER OF SMU
A THESIS
l Fulfillment Sarjana Pen sh Language
By iel Ari Widh
Number: 05 E EDUCAT NGUAGE A ERS TRAIN DHARMA U OGYAKAR 2011 OM LANGU
UN 1 SLEM
S
t of the Requ
ndidikan Deg
e Education
hiatama 5 1214 065
A STUD
BY THE
E DE FA
DY ON THE
E BIOLOGY Present to NGLISH L EPARTME ACULTY O S
E USE OF C
Y TEACHE
ted as Partial o Obtain the
in Englis
Dani Student
LANGUAGE ENT OF LA
OF TEACHE SANATA D
YO
i
CLASSROO
ER OF SMU
A THESIS
l Fulfillment Sarjana Pen sh Language
By iel Ari Widh
Number: 05 E EDUCAT NGUAGE A ERS TRAIN DHARMA U OGYAKAR 2011 OM LANGU
UN 1 SLEM
S
t of the Requ
ndidikan Deg
e Education
hiatama 5 1214 065
iv
DON'T QUIT
by Edgar A. Guest
Success is a failure turned inside out- The silver tint of the clouds of doubt, And you never can tell how close you are;
It may be near when it seems afar; So stick on the fight when you’re hardest hit,
IT’S WHEN THINGS SEEM WORST THAT YOU MUSN’T QUIT
“SEIZE THE DAY OR DIE REGRETTING THE TIME
YOU LOST”
(by: Avenged Sevenfold - Seize The Day)
The greatest pleasure in life is doing what people say you cannot do!!
(by: Walter Bagehot)
This thesis is dedicated to:
9 My beloved father and mother
9 My dearly-loved mbah kung and mbah uti 9 My beloved brothers: Mas Kris and Dek Nico
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, expect those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, February 7, 2011 The Writer,
vi
ABSTRACT
Widhiatama, Daniel Ari. 2011. A Study on the Use of Classroom Language Functions by the Biology Teacher of SMUN 1 Sleman Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
This research is aimed to know the use of classroom language functions by the Biology teacher in SMUN 1 Sleman as a RSBI. One of the methods that teachers in RSBI can use to make a good interaction with the students in bilingual class is by applying classroom language function in English. Some classroom language functions which are often used by teachers are greeting, instructing, explaining, conveying the meaning of new language, narrating, correcting, eliciting, prompting, checking learning, giving feedback to students, and closing. This research was aimed to answer two research questions, those are (1) What classroom language functions are used by the Biology teacher of the tenth grade of SMUN 1 Sleman to deliver learning materials in English? (2) What are the difficulties faced by the Biology teacher of the tenth grade of SMUN 1 Sleman in applying classroom language functions to deliver learning materials in English?
This research was included as descriptive qualitative research. In order to answer the two research questions, interview and direct observation were employed in the research. In addition, the research also employed video camera to record the teacher’s performance. The purpose was to complete the data obtained from the fieldnotes. The researcher categorized the problems faced by the biology teacher into three categories. The first category was that the difficulty caused by the teacher’s habit. This category included (1) the teacher’s habit to open the meeting by using Arabic greeting (2) The teacher never tried to use English to close the meeting.
vii
The third category was the difficulty that was caused by the limited of time to learn English. This category included one problem, which was the limited of time that the teacher had to learn English because she had so many things to do.
Considering the research result, the researcher provided several suggestions that the biology teacher may use in order to solve the problems and improve the biology teacher’s competence in applying classroom language functions in English.
viii ABSTRAK
Widhiatama, Daniel Ari. 2011. A Study on the Use of Classroom Language Functions by the Biology Teacher of SMUN 1 Sleman Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Penelitian ini bertujuan untuk mempelajari tentang penggunaan fungsi bahasa kelas dalam bahasa Inggris yang dilakukan oleh guru Biologi di kelas X di SMUN 1 Sleman sebagai Rintisan Sekolah Bertaraf Internasional (RSBI). Salah satu cara yang bisa digunakan oleh guru–guru di RSBI untuk menciptakan sebuah interaksi yang baik dengan para murid adalah dengan menggunakan fungsi bahasa kelas dalam bahasa Inggris di kelas bilingual. Beberapa fungsi bahasa kelas yang sering digunakan oleh guru-guru diantaranya adalah greeting, instructing, explaining, conveying the meaning of new language, narrating, correcting, eliciting, prompting,
checking learning, giving feedback to students dan closing. Pelitian ini bertujuan
untuk menjawab 2 pertanyaan, yaitu (1) fungsi bahasa kelas apa saja yang digunakan oleh guru Biologi di SMUN 1 Sleman, khususnya di kelas X, dalam menyampaikan bahan ajar dalam bahasa Inggris? (2) kesulitan apa saja yang dihadapi oleh guru Biologi tersebut dalam menggunakan fungsi bahasa kelas untuk menyampaikan bahan ajar dengan bahasa Inggris?
Penelitian ini termasuk deskriptif kualitatif. Peneliti menggunakan 2 tehnik pengumpulan data untuk memecahkan masalah dalam penelitian ini yaitu wawancara dan observasi secara langsung. Selain itu, peneliti menggunakan kamera video untuk merekam penampilan guru untuk melengkapi data dari fieldnotes. Peneliti mengelompokkan masalah yang dihadapi oleh guru biologi menjadi tiga kategori. Kategori pertama adalah masalah yang disebabkan oleh kebiasaan guru dalam membuka pelajaran dengan menggunakan bahasa Arab. Kategori ini meliputi (1) kebiasaan guru dalam membuka pelajaran dengan menggunakan sapaan dalam bahasa Arab (2) Guru tidak pernah menggunakan bahasa Inggris dalam menutup pelajaran.
ix
dalam mengkoreksi kesalahan siswa dengan menggunakan bahasa Inggris (9) Guru mempunyai keterbatasan kosakata untuk memberikan komentar terhadap penampilan siswa (10) Guru mempunyai kesulitan dalam mengingat kosakata baru.
Kategori ketiga adalah kesulitan yang disebabkan oleh karena keterbatasan waktu untuk belajar bahasa Inggris. Kategori ini meliputi satu masalah yaitu guru tidak mempunyai banyak waktu untuk belajar bahasa Inggris karena kegiatan lain yang harus ia kerjakan.
Setelah mengamati hasil dari penelitian ini, peneliti memberikan beberapa saran yang bisa digunakan oleh guru Biologi untuk menyelesaikan masalah-masalah yang dihadapi dan untuk meningkatan kemampuan guru dalam menggunakan fungsi bahasa kelas.
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPERLUAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Daniel Ari Widhiatama
No. Mahasiswa : 05 1214 065
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma Karya Ilmiah saya yang berjudul:
A STUDY ON THE USE OF CLASSROOM LANGUAGE FUNCTIONS
BY THE BIOLOGY TEACHER OF SMUN 1 SLEMAN YOGYAKARTA Dengan demikian saya memberikan hak kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain dan mengelolanya dalam bentuk pangkalan data, mendistribusikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya ataupun memberikan royalti kepada saya selama mencantumkan nama saya sebagai penulis.
Demikian pernyataan saya buat dengan yang sebenarnya. Dibuat di Yogyakarta.
Pada tanggal: 7 Februari 2011 Yang menyatakan
xi
ACKNOWLEDGEMENTS
It will be a wonderful opportunity for me to express my deepest gratitude to all of those who have supported and facilitated me in accomplishing this thesis. First and foremost, my greatest gratitude is addressed to Jesus Christ and Mother Mary for
the blessings which have been given to me so that I can finish my thesis and my study.
For the beneficial feedback, encouragement, and patience, I would like to express my heartfelt teacher and my sponsor, Mrs. Dr. Retno Muljani, M.Pd.,who is willing to spend her precious time for the dedication to develop her students. I particularly appreciate her detail correction. I am truly indebted to all of my lecturers in PBI who have educated me very well. I also thank Mbak Danik and Mbak Tari
for giving me a hand in administrative matters.
I would also like to address my special gratitude to the principal of SMUN 1 SLEMAN Yogyakarta, Drs. Tulus Raharjo, who has permitted me to conduct my research there. I would also like to address my thanks to the Biology teacher in the RSBI class, Dra. Nunung Sri Nuryani and also Drs. Mujiyatna Basuki, who helped me during the research. Besides, I also want to address my big thanks to the head of curriculum development, Drs. Sulistyo Pranoto, for giving me a lot of information about the development of RSBI program in SMUN1 Sleman.
I am immeasurably grateful to my beloved parents, Heronimus Sudjati and
Yustina Suharni who have supported me through the prayer, companion, hope, guidance and a lot of affection. I would also like to thank my beloved brothers,
Christianus Kurnia Widhiawan and Nicodemus Yan Prima Widhia Nugraha for their support during the completion of this thesis.
My thanks also go to my best friends in MILESTONE English Course,
xii
wonderful friendship that we have. I am glad to be the part of this solid group. My thankfulness is also given to all friends from PBI Angkatan ’05 for sharing a precious time and great experiences during my period of study in Sanata Dharma University.
I also would like to address my special appreciation to my best friend Fillus
for helping me recording the teaching and learning process in RSBI class of SMUN 1 Sleman Yogyakarta when I conducted some observations there. Great thanks also fly to Candra ‘Dewa’for keeping my data safe and helping me with the troubleshooting when my laptop was damaged. Thanks to Invani Leila, Bangkit Setiyaji and
Stephen Lenghaus for becoming my proofreaders and giving me a lot of suggestions. My sincere thanks also go to Andre, Maria, Ida, Ade, Antik, Aya’,
Mbak Maya, Mas Wawan, Mbak Lenny, Mas Toro, Mbak Restu, Benny, Anton ,
Dika ‘Plongoh’, Sedik ‘Sedin’, Adit ‘Koel’ and Benny ‘Gondrong’, who always supported and accompanied me when I was down.
Many thanks are also addressed to all of my friends in Language Institute Sanata Dharma University (LBUSD). They have been accompanying me during good and bad times, especially when I was engaged in Lembaga Bahasa USD. Their laughter, jokes, hard work and spirit have made things easier.
There are other people whom I cannot mention individually, but surely this thesis could not been completed without their help. May God bless them all.
xiii
TABLE OF CONTENTS
page
CHAPTER I INTRODUCTION………... 1
A. Research Background………... 1
B. Problem Formulation………... 5
C. Problem Limitation………...……….. 5
D. Research Objectives………... 6
E. Research Benefits……… 6
F. Definition of Terms………... 7
CHAPTER II REVIEW OF RELATED LITERATURE………. 9
A. Theoretical Description……….. 9
1. Bilingual Education………... 10
2. Language Functions Theory ………... 11
TITLE PAGE ……….. i
APPROVAL PAGES ……….. ii
MOTTO AND DEDICATION PAGE……… iii
STATEMENT OF WORK’S ORIGINALITY ………...……… v
ABSTRACT ……… vi
ABSTRAK ………. viii
LEMBARPERNYATAAN PERSETUJUAN PUBLIKASI KARYA x ACKNOWLEDGEMENTS ………. xi
TABLE OF CONTENTS ……….... xiii
LIST OF TABLES ………... xvi
LIST OF FIGURES ………... xviii
xiv
3. Classroom Language Functions………..…………... 12
4. Teacher Talk………..………. 22
a. The definition of Teacher Talk……… 22
b. The roles of teacher talk in managing classroom……….. 23
c. The functional features of Teacher Talk……... 24
5. The Role of Interaction in Bilingual Class………. 24
6. SBI (Sekolah Berstandar Internasional) Curriculum………. 25
B. Theoretical Framework………...………... 26
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION……….. 41
A. Classroom Language Functions Used by the Biology Teacher in Tenth grade of SMUN 1 Sleman in Delivering Materials in English……….. 41
B. The difficulties faced by the Biology teacher of grade tenth in SMUN I Sleman in using classroom language functions in English………. 51
1. The difficulties faced by the biology teacher in grade tenth in applying classroom language functions caused by the teacher’s habit to always use Indonesian……… 51
2. The difficulties faced by the Biology teacher of grade tenth in applying classroom language functions caused by her limited of CHAPTER III. METHODOLOGY……….. 28
A. Research Method ……….………... 28
B. Research Participant……….………... 29
C. Research Instruments……….………... 30
D. Data Gathering Technique……….. 33
E. Data Analysis Technique……… 34
xv
English proficiency………. 52
3. The difficulty faced by the Biology teacher in grade tenth in applying classroom language functions caused by a limited of time to learn English………... 59
CHAPTER V CONCLUSIONS AND SUGGESTIONS……… 60
A. Conclusions………..………. 60
B. Suggestions………... 62
xvi
LIST OF TABLES
TABLE Table 3.1 Observation Checklist………. 30
Table. 3.2 The Categorization of the First Interview Results with the Biology
Teacher, 10th Grade ………. 35 Table 3.3 The Use of Classroom Language Functions
in Biology Class, 10th Grade……… 36 Table. 3.4 The Categorization of the Second Interview Results with the
Biology Teacher, 10th Grade………. 38 Table 4.1The Findings on the Use of Classroom Language Functions in
xvii
LIST OF APPENDICES
Appendix APPENDIX A Permission Letters
1. Permission Letter from Sanata Dharma
University…... 2. Permission Letter from BAPPEDA………...
74 75 APPENDIX B Statement Letter from SMUN 1 Sleman Yogyakarta…... 76 APPENDIX C Statement Letter from Direktur Pembinaan Sekolah Menengah
Atas about Penetapan Sekolah Penyelenggara Program Rintisan Sekolah
Menengah Atas Bertaraf Internasional (R SMA BI)………... 77 APPENDIX D The Interview Guidelines for the Biology Teacher,
10th Grade………..……….. 81 APENDIX E The Categorization of the First Interview Result with
the Biology Teacher, 10th Grade ………..……… 83 APPENDIX F The Categorization of the Second Interview Result with
the biology Teacher,10th Grade………..……….. 93 APPENDIX G The Observation Sheet for the Biology Teacher,
1
CHAPTER 1
INTRODUCTION
In this chapter, the writer would like to discuss the background of the study, problem formulation, problem limitation, research objectives, research benefits, and the definition of terms used in this research.
A. Research Background
The need of being able to master oral and written English is essential in this globalization era, where people from all over the world use English as the main language of communication. English has become an international language for most people (Lewis and Hill, 2002). In this era, English mastery is an important requirement for someone to be referred to as a high quality human resource. Indonesia government has also realized the importance of mastering English language in recent years since English is also a universal language. That is why the government has decreed English as a compulsory subject to learn from the level of elementary
school until the level of senior high school. Nowadays, many schools in Indonesia have declared to change their status
into Rintisan Sekolah Berstandar Internasional (RSBI) as a preparation to be a
Sekolah Berstandar Internasional (SBI). One of the Government acts regulating SBI
Indonesia, article 50 verse 3 which states that “the national government together with the local government initiate at minimum one school in the level of Elementary School, Junior High School and Senior High School to be developed into SBI
(Sekolah Berstandar Internasional)”. Chodidjah (2009), a British Council education
advisor, states that SBI is a national school which adopts an international standard curriculum, hence, the teaching and learning process at the school is conducted using bilingual instruction. Through bilingual instruction, the government hopes that both teachers and students are able to learn English while the teaching and learning process occurs. Mackey (1971) as cited by Hoffman (1991) says that “bilingualism is the alternate use of two or more languages by the same individual”.
meaning. The teachers and also the students of RSBI are expected to be able to communicate well using Indonesian and English.
There are some problems which need to be solved concerning the process of preparing a bilingual class in a particular school. One of the important problems towards the development of RSBI in Indonesia which are often discussed in many media, such as internet or newspaper is about the RSBI teacher’s competence in using English. Dharma (2010) states that as many as 60% of 600 headmasters and teachers of RSBI school in Indonesia do not have a sufficient TOEIC score to be a RSBI teacher. Some non English teachers only learn to improve English in short courses and it seems that they still have problems in using English as the medium of interaction in the teaching and learning process.
According to Harmer (2007), “language function is a purpose people wish to achieve when they say or write something. By performing the function, people are performing an act of communication”. Language function is also used by teachers in classroom when they are delivering learning materials. Spratt, Pulverness, and Williams (2005) argue that in order to be able to manage the class well, teachers should apply some classroom language functions which are frequently used in an appropriate way, such as: instructing, explaining, conveying the meaning of new language, narrating, correcting, eliciting, prompting, and checking learning. Besides, Davies and Pearse (2000) also add some other classroom language functions such as greeting, closing and giving feedback to students.
B. Problem Formulation
The problems of the research are formulated as follows:
1. What classroom language functions are applied by the Biology teacher of the tenth grade of SMUN 1 Sleman Yogyakarta to deliver learning materials in English?
2. What are the difficulties faced by the Biology teacher of the tenth grade of SMUN 1 Sleman in using the classroom language functions to deliver learning materials in English?
C. Problem Limitation
D. Research Objectives
This research attempts to discover the following aspects:
1. The classroom language functions which are applied by the Biology teacher of the tenth grade of SMUN 1 Sleman Yogyakarta to deliver learning materials in English.
2. The difficulties faced by the Biology teacher of the tenth grade of SMUN 1 Sleman in using the classroom language functions to deliver learning materials in English.
E. Research Benefits
This study is expected to give benefits for: 1. The Biology Teacher
Hopefully, this finding will be able to help the Biology teacher to solve the problems that the teacher has, especially in using classroom language functions in English.
2. English Language Education Study Program Students
F. Definition of Terms
Below are the list of the terms that are used in this research and the definitions of the terms:
1. Classroom Language Functions
In this study, classroom language functions refer to “the purpose for which teachers and learners use language in the classroom” (Spratt et al., 2005). Harmer (2007) also states that “language function is a purpose that a teacher wishes to achieve when he says or writes something”. There are some classroom language functions which are often used by teachers, those are: instructing, explaining, conveying the meaning of new language, narrating, correcting eliciting, prompting, and checking learning. In addition, Davies and Pearse (2000) state that there are still some other functions of classroom language such as greeting, closing, and giving feedback. Each of those aspects has its own functions. In this study the researcher will analyze the use of classroom language functions including greeting, instructing, explaining, conveying the meaning of new language, narrating, correcting eliciting, prompting, checking learning, giving feedback and closing, which are used by the Biology teacher in tenth grade class.
2. Biology Teacher
natural science concerned with the study of life and living organisms, including their structure, function, growth, origin, evolution, distribution, and taxonomy.
3. SMUN 1 Sleman Yogyakarta
9
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses the theoretical description and the theoretical framework. The theoretical description discusses some theories related to the study, while the theoretical framework discusses most relevant theories which help the researcher to answer the research problems.
A. Theoretical Description
The theoretical description consists of six parts, namely theories on (1) Bilingual Classroom, (2) Language Functions Theory, (3) Classroom Language Functions, (4) Teacher Talk, (5) Classroom Interaction of Second Language Acquisition, (6)SBI Curriculum
1. Bilingual Education
Mc Groarty (as cited in Murcia, 2001) defines her point of view about bilingual approach. She states that
bilingual approach as one in which two languages are used as media of classroom instruction for the same group of students, so that students receive some of their instruction in one language and one in the other, with the nature and proportion of each language varying according to program type, instructional goals, and various contextual influences.
Some universities in India, as said by Ghosh as cited by Boey (1980), have used bilingual education as a program to learn a language through subject matter. This situation is the same as what is happening in Indonesia since many schools in Indonesia also start applying bilingual program even though only for some particular subjects in order to develop the students and teachers’ English language competence as they are in a process of gaining SBI (Sekolah Berstandar Internasional) status.
Bilingual education seeks to develop the learners’ ability in their first language while building both social and academic language proficiency in their second language. This type of setting allows them to keep up academically with others by way of first language instruction in the core curriculum until such time as they have gained sufficient cognitive and second language development to allow them an opportunity to succeed in their second language.
2. Language Functions Theory
Brown (1987) states that “the result of language learning is not simply in the mastery of the forms of the language, but the mastery of the forms in order to accomplish the communicative functions of language”. He adds that forms of language generally serve specific functions. For example, “How much does it cost?” is usually a form functioning a question, and “He bought a car” functions as a statement.
Since the term function has been variously interpreted, Halliday (1973) as cited by Brown (1987) uses the term to mean the purposive nature of communication, and outlines seven different functions of language.
a. The first function is known as the instrumental function. Instrumental function is the use of language to get things.
c. The third function is the representational function. It is the use of language to make statements, convey facts and knowledge, explain or report.
d. The fourth function of language is the interactional function. People use interactional function of language in order to ensure social maintenance.
e. The fifth function of language is the personal function. People usually use this function when they want to express feelings, emotion and personality.
f. The sixth function of language is the heuristic function, which is used to acquire knowledge and to learn about the environment. Heuristic functions are often conveyed in the form of question that will lead to answer.
g. The last function of language is the imaginative function. People will use imaginative function to create imaginary system or idea. People use this function, for instance, when they are telling fairy tales, joking or writing a novel, which require their imagination to create a fantasy.
By knowing the functions of language, people are intended to be able to recognize each of the language function. Halliday also would like to give information to people so that people may know the basic theory of language functions and also its description.
3. Classroom Language Functions
need a different language function. For instance, language functions which are used by people who speak in traditional market are different with those students who speak in office because the communication purposes are also different. That is why it is important to classify language functions into its specific category based on its setting. Those seven functions of language also cover some language functions which are used in teaching and learning process with classroom as the setting. That is the reason why teachers should be able to know which kind of language functions are appropriate to be used when a teaching and learning process occur in class and how to use them appropriately. As it is used in class, hence, the language function is commonly recognized as classroom language functions. Classroom language functions refer to “the purpose for which teachers and learners use language in the classroom” (Spratt et al., 2005). So, the quality of language that teachers use will effect on their understanding level towards materials that they share through the arranged activities.
Spratt et al. (2005) and Davies and Pearse (2000)describe classroom language functions that teachers often use during teaching and learning process occur as follows:
a. Greeting and closing
farewell or closing, for instance, ”See you tomorrow”, “That’s all for today”, “We’ve run out of time. So…”, “I’m afraid it’s time to finish now”, etc. Based on the theory of seven language functions stated by Halliday, this classroom language included in interactional function since the function are to ensure social maintenance between one and others.
b. Eliciting
According to Gower et.al (2005), “Eliciting is when a teacher brings out students’ knowledge, suggestions and ideas. The teacher can do this by asking questions and by encouraging and guiding”. While, Borich (1996) says that eliciting has a similar meaning with probing which is done by questioning that immediately followed by students’ response in order to ask for new information to extend or build upon the student’s response and to redirect or restructure the student’s response in a more productive direction. In relation to Borich’s statement, Spratt et al. (2005) state that “eliciting is when teacher achieves information from students rather than giving it to them”. Through eliciting, a teacher will be able to get the students involved and interest, for instance, when a teacher asks a question to a student “Any question?”, “Do you understand?”, “What can you see in the picture?”, “What do you think about the story? Do you have any other opinion about the theory?” and many more.
the teacher to assess how far the students are with them as they go through the lesson. Besides, eliciting may become a way to increase the amount of students talk and help students take responsibility for their own learning.
Language function which exists in this classroom language is heuristic function. The aim of this function is to acquire knowledge. Eliciting has a main purpose to gain information from students related to the clarity of teacher’s explanation.
c. Conveying the meaning of new language
It is very often for students in every grade to meet confusion in finding the meaning of a new word or phrase during the learning process. When this situation happens, the teacher should help his students clarify the meaning. According to Spratt et al. (2005), teachers need this function to explain a meaning of a word, phrase, or new structures. This function can be applied by translating, giving demonstration, or bringing an object into the class to be explained. Ridell (2003) suggests that those are some activities that teachers may use to explain new meaning of language. Pictures or any others actual object (realia) could be as media for teachers to facilitate them and make them easier in conveying a new meaning of language. Teachers also may use a mimic to explain a particular meaning and then let students guess what it is about.
teacher not only shares his knowledge but also explain a meaning of a particular term to his students.
d. Instructing
Instruction giving also becomes one important technique for a teacher to acquire students’ attention when the teaching and learning process is taking place. The example of this action is when a teacher is giving a command to his/her students to do a particular activity (Spratt et al., 2005), for example, “Listen to me!” or “Open your book on page 24!”
Ridell (2003) also provides some guidelines for successful instructions giving. His suggestions are:
1) If students are getting confused with the teacher’s instructions, the teacher should adjust his language as he speaks to be more understandable.
2) In the middle of giving instructions process, the teacher has to make sure that his students are paying attention at him.
3) Once the teacher’s instructions are over, he is supposed to tell his students to begin and they should check whether everyone is doing the activity correctly or not.
e. Narrating
Narrating can be one example of language function which is considered as imaginative function since the speaker will use his imagination in telling his story. In the language classroom, sometimes, a teacher feels that he should tell a particular story or experience to his students in order to provide a real explanation so that the students are able to imagine the concept being explained. This kind of method is called as narrating. Spratt et al. (2005) state that this function is the same as telling a story that has happened in the past in a chronological order.
There are some requirements which teachers should know when they are narrating a story as described by Knapp and Watkins (2005). When sequencing people and events in time and space, narrating typically uses action verbs, such as
went, ate, slept, etc and also temporal connectives, such as after, when, and, then,
therefore, next, etc.
f. Prompting
There is a big possibility for learners to have a problem with their memory system or they may forget to do a particular activity in a right way, so that teachers’ role is needed to guide them. Spratt et al. (2005) describe that a teacher may give a clue to the learners to help them in memorizing words or difficult idea so that they will be able to understand or do a particular task.
1) Verbal Prompts
Borich (1996) says that verbal prompts can be in the form of cues, reminders, or instructions to learners that help them perform correctly the skill teachers are teaching. For example, saying to a first grade student of elementary school as he is writing, “Leave a space between words,” reminds him what the teacher previously said about neat handwriting. Verbal prompts also help guide the student to connect performances and prevent mistakes and frustration.
2) Gestural prompts
Gestural prompts are related to any model or demonstration of a particular skill that a teacher wants his students to perform (Borich, 1996). For example, there are students and teacher who are to make point to the fine adjustment knob on the microscope. Then, the teacher makes a turning gesture with his hand.
3) Physical prompts
Borich (1996) says that teacher may use physical prompts when he finds a student who has a lack ability of following a demonstration which is being told and also the action being modeled. For example, a teacher might verbally describe how to form the letter “A” correctly. In such a case, the teacher might use his hands to guide student’s hand as he is writing. Through physical prompt, the teacher uses hand-over-hand assistance to guide the student to correct performance.
utterance which is aimed to make a kind of instruction is considered as instrumental function of language. For this reason, prompting belongs to instrumental function.
g. Explaining
Most of teachers use this technique to clarify a certain question or theory to their students. Besides, teacher also uses this language function to explain to students how to do an activity, how to organize a project they are doing and to clarify the meaning of vocabulary or a particular concept (Spratt et al., 2005). Wragg (1984) shows that explanation has three main orientations, they are to answer a question started by what, which is known as interpretive explanation; how and where, which is known as descriptive explanation andthe last is why, which is known as reason – giving explanation. For instance, there is a teacher who gives an explanation about narration to his students by saying, “In a narration, we write an event chronologically” or “A topic sentence in a paragraph is a sentence that contains the main idea of a paragraph”.
Based on the theory of language functions formulated by Halliday, giving explanation can be categorized as representational function. According to Halliday (1973) as cited by Brown (1987), representational function has a purpose to convey facts or explain a particular thing.
h. Checking learning
The teacher needs to check the learners’ understanding especially after teaching new vocabularies, concept, theory, or after giving a summary of materials which have just been given before (Spratt et al., 2005). They also state that the teacher may use concept questions to check learners’ understanding.
Borich (1996) also states that “reviewing and checking at the beginning of the lesson are also the most efficient and timely ways of finding out if their students have mastered task-relevant prior knowledge sufficiently to begin a new lesson: if not then teachers may repeat the explanation of the missing content”.
One alternative way of checking students’ understanding is by questioning them. After that, teacher will be able to decide the next step of leaning because it is impossible for a teacher to continue explaining the materials while some students are still in confusion. In this classroom language, the teacher employs heuristic function.
i. Correcting
According to Ridell (2003), “mistakes are part of the learning process as such should be treated positively, assuming that students probably will learn from their mistakes and not to repeat them again”. So, when a teacher corrects students’ mistake, it is also a chance for a teacher to measure his students’ understanding
Ridell (2003) states that there are three kinds of corrections based on the subject who gives the correction; those are teacher correction, self correction, student-to-student correction (peer correction). In this part, the focus is on the teacher correction method.
A teacher should make an effort to correct students’ mistake through a particular way by motivating them without making his students losing their enthusiasm. Thus, a teacher may use such an expression as “Great effort, but you still need more practice with these words”, “Go ahead, you were almost right.” Besides, the teacher needs to make a correction so that the students are able to know how the mistake could happen and in which part that a mistake occurs (Spratt et al., 2005), for example, “You still have some troubles with pronunciation”.
j. Giving Feedback
In order to reinforce students’ performance, the teacher needs to give them feedback. This function of language is also aimed to motivate students and appreciate their courage in producing a particular action. For example, “That’s interesting, Maria. Very good.” While a teacher is giving feedback to a student, he also shares his opinion based on what his student did. In this case, the teacher employs personal function of language.
4. Teacher Talk
a. The definition of Teacher Talk
b. The roles of Teacher Talk in managing classroom
Teachers need some media to transfer their knowledge to students and also to manage classroom. Based on Qican (1999) as cited by Xiao-yan (2006), “teacher talk is used in class when teachers are conducting instructions, cultivating their intellectual ability and managing classroom activities”. There are still some other functions of teacher talk. Nunan (1991) as cited by Xiao-yan (2006) also pointed out that “teacher talk is important not only for the organization of the classroom but also for the processes of acquisition”. It is important for the organization of the classroom because it is through language that teachers either succeed or fail in implementing their teaching plans.
c. The functional features of teacher talk
Since teacher talk also contains some classroom languages employed to communicate with learners, hence, it is needed to categorize some functional features of teacher talk.
Those features are: a) Teacher’s questions
question-and-
answer exchanges. Some classroom languages which are frequently used to question students or to get students’ response are greeting, eliciting and checking learning.
b) Teacher’s feedback
In language classrooms, feedback on a students’ spoken language may be a response either to the content of what a student has produced or to the form of utterance. “Teachers need to motivate their students learning progress in order to give them evaluation of the students’ response” (Cook, 2000, as cited in Xiaou-yan, 2006). Feedback can be given by means of praise or by any relevant comment (Richards, J. and Lockhart, 2000). This technique also employs one of the classroom language functions namely giving feedback, which is aimed to motivate and encourage students after they do a certain performance.
5. The Role of Interaction in Bilingual Class
Doughty and Long (2003, as cited in Leily, 2006) mention that there are two types of evidence in the environment that foster acquisition, those are positive and negative evidence. Positive evidence is the well-formed sentences or models in which learners are exposed to, and negative evidence is the type of information which is given directly or indirectly to the learners when they make an incorrect form in their interactional exchange (Long, 1996, as cited in Leily, 2006). In this case, teachers should be a positive evidence for their students. The teacher should be able to give a correct model for the students when the teacher is explaining something through L2. Now it is apparent that the correct form of classroom language functions used in classroom affects the nature of interaction and also the process of L2 acquisition.
6.SBI (Sekolah Berstandar Inernasional) Curriculum
adopts international standard curriculum. If it is so, then the school output will have an excellence national and international quality, whether it is related to their cognitive, affective or psychomotor aspect.
B. Theoretical Framework
This study is conducted based on some theoretical concepts which are aimed to help answering two research problems namely 1) What classroom language functions are applied by the Biology teacher of the tenth grade of SMUN 1 Sleman Yogyakarta to deliver learning materials in English?, and 2) What are the difficulties faced by the Biology teacher of the tenth grade of SMUN 1 Sleman in using the classroom language functions to deliver learning materials in English?
In order to answer the first research problem, the researcher employs the theories of classroom language functions by Spratt et al (2005). The theory of classroom language functions is employed to provide the explanation about what classroom language function is and how to apply it appropriately. After that, the researcher employs that theory to observe the Biology teacher when the teacher is teaching in bilingual class.
says that it is through language that teachers either succeed or fail in implementing their teaching plans.
The theory of classroom interaction in bilingual class is used in order to support an idea that the usage of classroom language functions in bilingual class is essential for the process of second language acquisition through participation in speech events, which is, talking to others, or making conversation (Lier ,1988, as cited by Xiao-yan, 2006). In RSBI schools, the teachers should be able to make a good interaction with the students by using English as the target language. The purpose is to enable them to compete both nationally and internationally (Chodidjah, 2008).
Afterwards, in order to be able to answer the second research problem, which is to discover the Biology teacher’s difficulties in using classroom language functions, the researcher employs the theory of classroom language functions as the basic theory and information to assess teacher’s language.
28
CHAPTER III
METHODOLOGY
This chapter presents detailed information about the research methodology used to answer the questions stated in chapter I. The discussion involves the research method, research participants and setting, research instruments, data gathering techniques, data analysis techniques, and research procedures.
A. Research Method
In carrying out the study, the researcher applied the qualitative approach. A qualitative approach is described as an approach which is used to gather data systematically, but the data is purely descriptive, and therefore not numerical (Sprinthall, 1991). In this research, the data collected are in the form of words or picture rather than number. The data included interview transcript, fieldnotes, photographs, personal documents, memos, and other official records about the non English teacher’s difficulties in SMUN 1 Sleman Yogyakarta.
Further, Hopkins (1976) states that “descriptive research is generally used to classify procedures used to generate knowledge by studying conditions as they currently exist”. Similarly, Ary et. al. (1985) support this idea by stating that
descriptive research is concerned with conditions or relationships that exists; practices that prevail; beliefs, point of view, or attitudes that are developing; processes that are going on; effects that are being felt; or trends that are developing.
Since research study also concerns with a particular process that is going on, hence, the researcher analyzed the biology teacher while the teacher was conducting teaching and learning process by using classroom language functions in English. This research also aimed to discover the use of English in classroom language functions which were applied by the tenth grade Biology teacher of SMUN 1 Sleman Yogyakarta in delivering materials in English as part of their preparation to teach in SBI school. The next problem to solve was to discover the difficulties faced by the Biology teacher of SMUN 1 Sleman in using the classroom language functions to deliver materials in English.
B. Research Participant
C. Research Instruments
In this study, three instruments were used to collect the data. They were described in the following parts.
1. Observation Checklist
[image:52.612.113.532.252.705.2]In this study, observation checklist was the main research instrument. Hopkins (1976) says that one of the ways to obtain data is by organizing a direct observation and observation checklist can be an instrument to gain data. The researcher employed direct observation to discover what classroom language functions applied by the Biology teacher of grade tenth together with the difficulties possessed by the teacher. Ary et al (1985) said that a researcher should do some preliminary steps before conducting a direct observation, such as selecting the aspect of behavior to be observed and defining the chosen category clearly. Here, the researcher provides the observation checklist which is used to observe the research participant.
Table 3.1 Observation Checklist`
The Occurrence of Classroom Language Functions in Biology Class, 10th Grade
No.
Classroom Language Functions
Observation
First Second Third Fourth Fifth Sixth
1. Greeting
2. Eliciting
3.
Conveying the meaning
No.
Classroom Language Functions
Observation
First Second Third Fourth Fifth Sixth
6. Prompting
7. Explaining
8. Inquiring students 9. Checking
learning
10. Correcting
11. Giving feedback
12. Closing
2. Interview Guidelines
The next instrument used in this study was an interview guideline. Since this research was focusing on one participant, the researcher employed in-depth interview in obtaining the data. Boyce and Neale (2006) state that “in-depth interview is a qualitative research technique that involves individual interviews with a small number of respondent to explore their perspective on a particular idea, program or situation”. In addition, Ary et al (2002) state that there are two basic types of questions which were used in an interview according to the nature of the response desired from the respondents. They were open-ended and closed questions. In order to be able to answer the first and second research questions, the researcher used open-ended questions because it permitted a free response from the respondents to answer rather than restricting the response to a choice from among stated alternatives (Best, 1970). The researcher used Indonesian to interview the Biology teacher, such as “Kalau pada saat memasuki kelas apakah ibu sudah menggunakan greeting dalam
bahasa Inggris?”, “Apakah ibu menggunakan bahasa Inggris untuk memberikan
perintah kepada siswa?”, “Apakah ibu pernah menggunakan bahasa Inggris pada
saat menceritakan suatu peristiwa atau kejadian?” The participant was free to
respond from their own view and the answers should be based on what they felt and experienced related to the problems which were being concerned. He also added that the important point of an open ended question was that the writer as the interviewer should gain the rapport or establish a friendly relationship with the subject or interviewees.
3. Fieldnotes
D. Data Gathering Technique
In conducting this qualitative research, the researcher employed two major techniques to gather the data needed. The techniques were observation and interview. The interview was conducted twice. The first interview was conducted on February 4th, 2010. The aim of the first interview was to get the information about what classroom language functions which were used by the Biology teacher. The second interview was conducted on April 1st, 2010 and the aim was to get any data about the difficulties that the teacher had in applying classroom language functions in bilingual class.
As stated before, in order to complete the data, the researcher also conducted observations in X1 class until X6 class when there is a Biology class. The reason of why the researcher used observation as a data gathering technique is that because observation provides more objective information related to the research topic (Hancock and Algozone, 2006).The results of the observations were transcribed in a form of observation sheets and fieldnotes which were used to support the data to answer the research problem.
In this study, the researcher also employed video recorder during the observation. The purpose was to crosscheck the data obtained from the fieldnotes. Besides, it was also used to complete the data to make them more reliable. In addition, some points which were missed from the observation were added by watching the result of the video recording and vice versa.
Related to that data completion process, there are some other benefits that the researcher may get since the researcher employed video recorder during the observation as stated by Marshall and Rossman (1989). They state that “research-filming is a powerful tool for inquiry into past events. Film has the unique ability to capture visible phenomena objectively”.
E. Data Analysis Technique
[image:57.612.114.528.227.699.2]
data were also in form of recording materials, the researcher analyzed them by listening to the recording for several times after obtaining the data from the first interview. Second, the researcher filled the interview questions which had been prepared before and also made an interview transcription. Third, the researcher categorized the interview results using the technique of data analysis suggested by Bogdan and Biklen (1982) which is called as coding categories. They say that coding categories could be carried out by separating data that have been collected by researcher and grouping each of the data based on a certain topic. The researcher used the following table to categorize the first interview result and interpret the result to know what classroom language functions which were already used by the Biology teacher. The table will facilitate the researcher to analyze the findings because there are teacher’s statements over the use of each classroom language functions.
Table. 3.2 The Categorization of the First Interview Results with the Biology Teacher, 10th Grade
No.
Interview Transcription
Classroom Language Functions
Interview Interpretation on the
Use of CLF by the Biology Teacher
1. Greeting
2. Eliciting
3. Conveying the
meaning of new language
4. Instructing
5. Narrating
6. Prompting
[image:58.612.114.530.112.696.2]
After categorizing the data obtained from the first interview, the fourth step was analyzing the observation results together with the video recording and then crosschecked them with the first interview findings. Before conducting the observations, the researcher had made an observation checklist as it was shown in the following table. This table was used to sign what classroom language functions used by the Biology teacher.
Table 3.3 The Use of Classroom Language Functions
in Biology Class, 10th Grade
No. Classroom Language
Functions
Observation
First Second Third Fourth Fifth Sixth
1. Greeting
2. Eliciting
4. Conveying the meaning
of new language
6. Narrating
7. Prompting
No.
Interview Transcription
Classroom Language Functions
Interview Interpretation on the
Use of CLF by the Biology Teacher
8. Inquiring students
9. Checking learning
10. Correcting
11. Giving feedback
12. Closing
No.
Classroom Language
Functions Observation
First Second Third Fourth Fifth Sixth
8. Explaining
9. Checking learning
10. Correcting
11. Giving feedback
12. Closing
( + ) : teacher used classroom language function in English.
( - ) : the teacher did not use the related classroom language functions in English. ( ± ) : means the teacher used both English and Indonesia to apply classroom
language functions.
Fifth, the researcher transcribed the data discovered from the observation and then combined them with the teacher’s statement obtained from the first interview to support the findings. The theory which was utilized so as to address the first research problem was the theory of the classroom language functions.
In order to address the second research problem, the researcher employed four steps to analyze the data obtained from the second interview, fieldnotes and also observation. As the first step, the researcher transcribed the results of the second interview. The second step was categorizing the second interview result and also interpreting the data gained from the second interview. This step was the same as what the researcher used to answer the first research problem. The researcher also employed coding categories as what Biklen and Bogdan (1982) state to categorize the data into a certain topic.
[image:60.612.121.520.215.557.2]
The researcher used the following table to cluster the second interview results. This table will facilitate the researcher to analyze the data to answer the second research problem.
Table. 3.4 The Categorization of the Second Interview Results with the Biology Teacher, 10th Grade
The third step was transcribing the data gained from the second interview, fieldnotes, and also from the observations which dealt with the difficulties faced by the Biology teacher in applying classroom language functions. The underlying theory of the second research problem was the theory of classroom language functions.
No. Interview Transcription
Classroom Language Functions
Interview Interpretation on the
Difficulties Faced by the Biology Teacher
in Applying CLF
1. Greeting
2. Eliciting
3. Conveying the
meaning of new language
4. Instructing
5. Narrating
6. Prompting
7. Explaining
8. Inquiring students
9. Checking learning
10. Correcting
11. Giving feedback
Since this study was employing qualitative data, hence, the analysis was working with data, organizing it, breaking it into manageable units, synthesizing it, searching for patterns, discovering what is important and what is to be learned, and deciding what the researcher will tell others (Bogdan and Biklen,1982). The data obtained in the interview I were used to answer the research question number 1, meanwhile, the result of interview II were used to answer second research question, which was the Biology teacher’s difficulties in applying classroom language functions in English.
The researcher employed some methods to evaluate the data in order to increase both validity and reliability of the data which were going to be analyzed. Patton (1980) said that by using a variety of sources and resources, the observer can build on the strengths of each type of the data collection while minimizing the weaknesses of any single approach. This step was also intended to know whether the observation findings were right or wrong based on the teacher’s answer in the interview.
F. Research Procedure
high schools in Yogyakarta that opens a bilingual class program especially for tenth grade. The next step was gaining the access to SMUN 1 Sleman, Yogyakarta. Afterwards, the researcher conducted some observations there. Before asking permission to SMUN 1 Sleman Yogyakarta, the researcher asked permission to
Kantor BAPPEDA Yogyakarta. Afterwards, the researcher continued to ask
permission to SMUN 1 Sleman Yogyakarta to conduct the research in that school. After getting the permission to conduct the research, the researcher learned the situation or condition in SMUN 1 Sleman Yogyakarta, including the teachers, the students, the environment and the facilities there. It was needed to get closer to the participants so that it would make the researcher easier to conduct the research.
41
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
In this chapter the researcher would discuss the answer of the research questions as stated in chapter I. The research questions were: (1) What classroom language functions are used by the Biology teacher in tenth grade of SMUN 1 Sleman Yogyakarta to deliver learning materials in English? (2) What are the difficulties faced by the Biology teacher of tenth grade in SMUN 1 Sleman to deliver learning materials in English? To answer those questions the researcher would provide the answers and discussion based on the data collected.
A. Classroom Language Functions Used by the Biology Teacher in Tenth grade
of SMUN 1 Sleman in Delivering Materials in English
[image:64.612.131.513.151.561.2]
Table 4.1The Findings on the Use of Classroom Language Functions
In Biology Class, 10th Grade
No.
Classroom Language Functions
Observation
First Second Third Fourth Fifth Sixth
1. Greeting - - - - - -
2. Eliciting - - - - - -
3.
Conveying the meaning
of new language
- - + - - -
4. Instructing - ± - - - -
5. Narrating - - - - - -
6. Prompting - - - - - -
7. Explaining - + + - - ±
8. Checking
learning + + + + - -
9. Correcting - - ± - - -
10. Giving
feedback - + - - - -
11. Closing - - - - - -
( + ) : teacher used classroom language function in English.
( - ) : the teacher did not use the related classroom language functions in English. ( ± ) : means that the teacher used both English and Indonesia to apply classroom
language functions.
a. Greeting
that the teacher always used Assalamualaikum Wr. Wb. when she opened the lesson. Then, the teacher continued by asking whether or not there are any absent students by saying, “Who is absent today?” However, this English question was only used by the teacher on the first observation. In the second until sixth observation the teacher always used bahasa Indonesia, for example “Siapa yang tidak masuk hari ini? or
“Sudah masuk semuanya?” The teacher rarely used English because it already been
her habit to always use Indonesian in greeting the students.
[image:65.612.111.530.272.510.2]b. Eliciting
Table 4.1 showed that the teacher did not elicit any information from students by using English. However, the researcher found that the teacher used some words in English and combined with Indonesian sentence, for instance, “Ikan apa saja
contohnya yang bisa digunakan untuk bio- indicator?” (second observation).
Through this question, the teacher was able to acquire some responses from the students as additional information. In the other observation the teacher tended to employ Indonesian in eliciting information from students, such as “Bagaimana cara
memutus daur hidup cacing pita? Tau engga?” (sixth observation). The purpose of
this question was to elicit students’ opinion. Some other examples of the use of Indonesian when the teacher elicited students response was “Reptil apa hayo? Yang
ovovivipar contohnya apa? ”(fourth observation), “Apa itu saccus pneumaticus?”
to speak and convey their opinion. Besides, by eliciting students’ opinion, the teacher was also able to get students involved and interest to the materials which were being discussed.
c. Conveying the meaning of new language
According to Spratt et al. (2005), the function of this classroom language is to explain the meaning of a certain word, phrase or structure. Table 4.1 showed that the teacher used English in conveying the meaning of new language was only in the third observation. The teacher said, “Polikiothermic is cold blood. Homokiothermic is hot blood.”
In the other observations the researcher discovered that the teacher often used Indonesian to convey the meaning of a certain biology term. For example, “Corda
dorsalis adalah tali pada tulang belakang”, “Apa itu saccus pneumaticus? Anda
pernah dengar kantong udara? Pundi-pundi hawa? Nha, itulah saccus pneumaticus.”
(Both of the questions were found in the third observation), “Anterior dorsal itu apa?
Sirip depan.”The teacher tried to convey a meaning of a Biology term by asking a
[image:67.612.107.534.257.521.2]
d. Instructing
Table 4.1 showed that the teacher did not use Engl
