A STUDY ON CLASSROOM LANGUAGE USED BY PRE-SERVICE TEACHERS IN TEACHING 2ND GRADE STUDENTS IN EYL
COURSE OF ENGLISH DEPARTMENT AT UMM
THESIS
By:
AJIF MUHAMMADIYAH ROSYID JABBAR
09360298
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
A STUDY ON CLASSROOM LANGUAGE USED BY PRE-SERVICE TEACHERS IN TEACHING 2ND GRADE STUDENTS IN EYL
COURSE OF ENGLISH DEPARTMENT AT UMM
THESIS
This thesis is submitted to fulfill one of the requirements to achieve
Sarjana Degree in English Education
By:
AJIF MUHAMMADIYAH ROSYID JABBAR
09360298
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
MOTTO AND DEDICATION
“Don’t ever give up getting your dreams. Be strong in every condition.
Remember that God always helps you
DEDICATION:
ACKNOWLEDGEMENTS
Alhamdulillahi Rabbil ‘Alamin, Wassholatu Wassalamu ‘Ala Rasulillah. Praise is to Allah SWT, the main source of strength who always gives strength and patience to finish this thesis. Shalawat and Salam may always be upon to the holy prophet, Muhammad SAW.
The researcher would like to express his deepest gratitude to his first advisor Fardini Sabilah, S.Pd., Mpd, and his second advisor Drs. Taufiq Burhan, M.Pd for their suggestion, invaluable guidance and advice during the consultation period, and their comments, valuable time, and correction during the completion of this thesis.
His sincere gratitude and appreciation are also extended to FardiniSabilahM.Pd, the chairwoman of English Department at University of Muhammadiyah Malang who has given the opportunity to the researcher in order to conduct the research.
The last but not the least, a special thank goes to his beloved mother (Mrs. Siti Musyaropah) who always gives spirit and motivation, father (Mr. Misno Pranoto) who always gives advice, financial, and everything in his life, his sister ( Nur Aulia Rahma Jabbar ), his Lovely one ( Nila ), his close friends ( Rudi, Daru, Indra, Eko, Ramdan, Haris), and for all of his friends who cannot be mentioned one by one for their encouragement, love, care and pray so that he can finish this thesis.
Malang, July 2013
TABLE OF CONTENTS
CHAPTER II REVIEW OF RELATED LITERATURE 2.1Teaching English for Young Learners ... 8
2.1.1 The Principle of Teaching EYL ... 9
2.1.2 The characteristic of Young Learners ... 11
2.1.3 How Children Learn Language ... 14
2.2Classroom Language………... 15
2.2.1 Classroom Instruction ... 16
2.2.2 Language of Spontaneous Situation ... 17
2.2.3 Language of Social Interaction ... 19
CHAPTER III RESEARCH METHODOLOGY
3.1Research Design ... 26
3.2Research Subject ... 27
3.3Research Instrument ... 27
3.4Data Collection ... 28
3.5Data Analysis ... 29
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION 4.1Research Findings ... 30
4.1.1 Classroom Language ... 30
4.1.2 Kinds of Classroom Language ... 44
4.1.3 The Reason Influenced The Student Teachers Used Classroom Language ... 55
4.2 Discussion ... 56
CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusion ... 58
5.2 Suggestion ... 59
REFERENCES
Ary, Donald. Lucy Cheser Jacobs. Chris Sorensen. 2010. Introduction to Research in Education. United States: Wadsworth Engage Learning.
Ary, Donald. 2002. Introduction to Research in Education. New York: Holt, Rinehart, and Winston.
Bogdan, Robert C. And Sari Knopp Biklen. 2003. Qualitative Research for Education. Syracuse University: Pearson Education Group, Inc.
Brown, H. Douglas. 2000. Principles of Language Learning and Teaching. San Fransisco University: Longman.
Brown, H. Douglas. 2000. Teaching by Principles. California: Pearson Education. Cameron, Lynne. 2001. Teaching Languages to Young Learners. Cambridge University Press The Edinburgh Building CB2 2RU, UK
Creswell, John W. 2012. Planning, Conducting, and Evaluating Quantitative and Qualitative Research. University of Nebraska–Lincoln: Edwards Brothers, Inc.
Harmer, Jeremy. The Practice of English Language Teaching. England: Pearson Education Limited.
Kasbollah, Kasihani. 2008. Teaching English to Young Learners. State University of Malang.
McMillan, James H. 1992. Educational Research: Fundamentals for the Consumer. New York: Harper Collins Publishers.
Philip, Sarah. 1993. Young Learners. New York: Oxford University Press. Sabillah, Fardini. 2003. Teaching English to Young Learners. Unpublished
Salaberri, Sagrario. 1995. Classroom Language. Oxford: Heinemann Publisher Ltd Scott, Wendy A. and Lisbeth H. Yteberg. 1990. Teaching to Young Children. London: Longman
Shipton, James. Mackkezie S Alan and Shipton, Isela. 2006. The Child as Learners 2.
(http://www.britishcouncil.org/portugal-inenglish-1998apr-ways-of-presenting-classroom-language.pdf), June 4th 2013
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CHAPTER I INTRODUCTION
Chapter 1 of this research presents topics such as: background of the study, statement of the problems, purposes of the study, significance of the study, scope and limitation, and definition of key terms. Each section is described as follows.
1.1 Background of the Study
In this era, English has become an international language. By the end of the twentieth century, English was already well on its way to becoming a genuine Lingua franca, that is a language used widely for communication between people who do not share the same first (or even second) language (Harmer, 2007: 13). It means that all of people must be able to speak English well. However, English is not easy to learn. In this case, the way to solve this problem is learning English in early age.
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Early ages are the time in which children’s brain is developing rapidly. Rixon in Sabillah (2007) claims that children at early ages are those about 5 -12 years old, they are called young learners. It can be assumed that children who join in elementary school are suggested to learn English. Meanwhile, the existence of parent, friend, and teacher are needed to help the children in order to learn comfortably.
Teaching English for young learner needs some aspects to succeed the teaching learning process. The most influenced aspect is the teacher. In teaching English for young learner, the teacher is the key in order to make the students understand the lesson. The young learners are able to understand the lesson not only from the teacher’s explanation, but also from what they see and hear around them. Unfortunately, the children have a limited attention span. As the result, they can get easily bored in teaching – learning process.
English teaching process is a process to teach English. There are many aspects that can support this process. One of them is classroom language which is very important in teaching learning process. According to British Council (1998) “Classroom language is the kind of language necessary to communicate and survive in the classroom without having to use the student’s mother tongue”
65 that the teacher’s communication strategies in teaching English for Young Learners included comprehension checks, clarification requests, and other repetitions. Those kinds of teacher’s communication strategies were used in order to invite the student’s response to understand, to enhance, to memorize, and to comprehend the English lesson.
English department at University of Muhammadiyah Malang offers English for Young Learner (EYL) course. This course held on Sunday morning at 08.30 am to 10.00 am and followed by 1- 6 grades of elementary school students which are divided into different class. The teachers are students at University of Muhammadiyah Malang from English department who choose EYL course. As stated before, the teacher in EYL class is the key in order to make the students understand the lesson. Therefore, they have to use good classroom language to the children.
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This study is expected to be meaningful in providing the English teacher with the forms of simple classroom language in the 2nd grade students of EYL that can attract and motivate the students to be active in the class. Besides, this research can be used as the source of information for the next researcher to continue or develop this research.
1.2 Statement of the Problems
1. What are classroom languages used by 2nd grade pre-service teachers in teaching EYL course of English Department at UMM?
2. What kinds of classroom language are used by 2nd grade pre-service teachers in teaching EYL course of English Department at UMM?
3. What are the pre-service teachers’ reasons in using classroom language in teaching EYL course of English Department at UMM?
1.3 Purpose of the Study
1. To find the classroom languages used by2ndgrade pre-service teachers in teaching EYL course of English Department at UMM
2. To find the kinds of classroom language used by 2nd grade pre-service teachers in teaching EYL course of English Department at UMM 3. To describe the pre-service teachers’ reasons in using classroom
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1.4 Significance of the Study
The result of this study is expected to give contribution for English Teachers in teaching EYL. It means that the result of this study hoped to provide the English Teachers with the forms of simple classroom language that can attract and motivate the students in order to be active in the class. In the one hand, it is also hoped that students can receive the material given by the teacher well. In addition, this study is expected to improve and enlarge the researcher’s understanding in teaching EYL classes practically and principally. By reading this research, the students are expected to give new insight to EYL course in which this can be used as a reference to increase the quality of EYL teaching.
1.5 Scope and limitation
Scopes of this study are classroom language used by pre-service teachers in teaching 2nd grade students of English for Young Learners’ course (EYL) conducted by English Department.
Limitations of this study are English classroom language used by pre-service teachers in teaching 2nd grade students of EYL course academic year 2012-2013, kinds of English language used, and the reasons in using classroom language.
1.6 Definition of key terms
1. Classroom language
inenglish-1998apr-ways-of-68
presentingclassroom language.pdf). In this study, Classroom language is the routine language that is used by practice teachers of University of Muhammadiyah Malang in teaching 2nd grade elementary school students, For example “Take out your books” or “Please sit down”. This is language that teachers are used to using and students are used to hearing, but when teaching a language it takes a while to learn this part of the language. Knowing these language basics reduces the amount that students are forced to use their mother tongue and increases the amount of the target language they are using; it makes the language classroom environment more authentic.
2. Pre-service teachers
A college student who is teaching under the supervision of a certified teacher in order to qualify for a degree in education (http://www.thefreedictionary.com). In this study, the practice teachers are the students of University of Muhammadiyah Malang who take EYL course in October – December 2012.
3. Young Learners
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4. EYL course
Innovative and exciting course to encourage students to speak as much English as possible, and ensure that language learning is a fun experience (w w w.brit ishcouncil.in/ learn-english/ courses-children ).
The aim of these courses is to improve knowledge of all aspects of the English language, including speaking and listening skills, reading and grammar. The courses are designed to consolidate and extend the English learnt at school. 5. Simple language
