TEACHER’S ENGLISH ORAL INSTRUCTIONS IN EFL YOUNG LEARNERS’ CLASSROOM : A Descriptive Study at One of Primary Schools in Bandung.

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REFERENCES

APPENDICES

Appendix A Observation Schedule Appendix B Field Notes

Appendix C Interview Schedule Appendix D Interview Transcriptions Appendix E Video Transcriptions Appendix F Coding and Categorizing Appendix G Lesson Plan

Appendix H Administrative Letters

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CHAPTER I

INTRODUCTION

This chapter provides a brief description of the whole content of the

research. It includes the statements of the problem, the scope of the study, the

aims of the study, and the significance of the study. Clarification of terms and the

organization of the paper are also enlightened in this chapter.

1.1 Background

In Indonesian context, English is a foreign language. Although it is taught

from kindergarten level and has become one of the important subjects at schools,

it is not used as a communication language in Indonesia. Therefore, in general the

learners are limited to use English only in the classroom. In other words, students

cannot use English to communicate with their surrounding outside the classroom.

This fact is supported by Xiao-yan who states that “For foreign language

learners, classroom is the main place where they are frequently exposed to the

target language” (2006: 5). Then, Cameron comes up with on interesting

suggestion dealing with the limitation of use English in Indonesia that lack of

exposure outside classroom can be taken by the teacher as considerations to

maximize learners’ exposures to the language through classroom activities (2001:

199). Thus, providing plenty of language exposures for learners during the

teaching and learning process in the classroom are needed to support an active use

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Teacher talk can be used as one of alternative ways to give plenty of language

exposures for learners in the classroom. Liruso and Debate (2003:140) say that

teacher talk is generally the only source of comprehensible input and live target

language model in classroom. There are many reasons for teachers to talk in their

classroom. One of the reasons is to give instructions (Moon, 2000: 61).

In giving instructions, teachers use several ways such as modifying their

language to give instructions by using lower rate of speech, basic vocabulary,

more frequent pauses, declarative and repetition (Chaudron (1988) as cited in

Lisruso and Debate (2003: 140). In addition, Nunan (1991: 191) as cited in Liruso

and Debate (2003: 141) states that modified speech is more intelligible source and

potentially more helpful for language acquisition. In addition, as explained by

Enright (1991) in giving instructions teachers have several language adjustments

to address to young learners through nonverbal adaptation such as gestures,

mimes, contextual visual aids and para-verbal such as speaking clearly, slowing

pace, using pause, rephrasing, and repetition. Thus, instruction can be considered

as one of teacher’s way to give comprehensible input for young learners in

acquiring language.

Moreover, delivering instructions in target language is considered beneficial.

As proposed by Slattery and Willis (2001:20) through English instructions, the

learners are provided with language expressions for real purpose, they have the

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the language, and they also are able to understand the sounds and patterns of the

language intuitively.

Teachers can use instructions as a routine and start from the simple ones.

They may repeat the same words and patterns of instructions in each meeting so

that the learners become accustomed to them (Paul, 2003: 37). It will be better for

the teacher to do scaffolding in giving instructions. They can try from the simple

ones such as using one word to give instructions such as “look!” and then try

again with longer ones such as “look at the picture!” (Moon, 2000: 73). However,

sometimes communication breakdowns occur while the teachers deliver

instructions (Pinter, 2006: 48). Communication breakdown happens when the

learners do not understand what they should do.

There are some points can be taken into consideration by teachers in order to

avoid communication breakdown between the teacher and learners. Teachers can

use mime (Paul, 2003: 81), and gesture (Philips, 1993:7). In addition, Liruso and

Debate (2003: 3) state that drawing student’s attention, no modeling and checking

students’ understanding can be teachers’ consideration in delivering English

instructions.

Referring to the issues discussed above, this study tries to investigate the

strategies used by a primary school teacher in giving oral instructions in EFL

young learners’ classroom, the types of instructions and the students’ responses

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1.2 Statement of the Problems

The main purpose of this study is to investigate the strategies used by a

primary school teacher in giving oral instructions, to find out the types of

instructions, and students’ responses toward oral instructions. They are guided by

answering the questions:

1.What strategies are used by a primary school teacher in giving oral

instructions in EFL young learners’ classroom?

2.What types of instructions are delivered by the teacher?

3.What are the students’ responses toward oral instructions?

1.3 Aims of the Research

From the earlier explanation and the proposed research questions, it is clear

that the study attempts to explore the strategies used by a primary school teacher

in giving oral instructions in EFL young learners’ classroom, to find out the types

of oral instructions delivered by the teacher, and to investigate the students’

responses toward oral instructions. The fact that English is a foreign language in

Indonesia thus it is only taught in a formal setting. Classroom is main place for

learners to get exposures. Therefore, using English oral instructions can be one of

alternative ways for the teacher to give language exposures. This phenomenon is

so interesting to be investigated.

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1.4Scope of the Research

There are many aspects of teacher talk and classroom language that can be

investigated. However, this study specifically looks at the oral instructions in EFL

young learners’ classroom by investigating the strategies used by the teacher in

giving oral instructions, the types of the instructions, and the students’ responses

toward the instructions.

1.5Significance of the Research

There are two significant outcomes expected from the study namely

theoretical and practical benefits. _{Theoretically, the result of the research is}

expected to enrich the literature on English instructions by providing a

comprehensive description about the practice of the English oral instructions

performed by the English teacher in EFL young learners’ classroom. For other

researchers, this study is expected to be used as an additional source. Practically,

for the teacher, the result of the research is expected to give some benefits for the

teachers in terms of practical matters on the English oral instructions in EFL

young learners’ classroom by considering the students’ characteristics. Through

this research, the students are expected to be able to improve their English ability,

be motivated to learn English, be more active to involve themselves into learning

process and apply the language for real purpose. For the management of the

school, principals or policy makers, the result of the research is expected to lead

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process or to hold a training for the smallest scale related to the use of teacher talk

or classroom language.

1.6Clarification of Key Terms

There are some significant terms in the research that are needed to be

clarified to avoid misinterpretation, they are:

a. Instruction

Instructions refer to directions that are given to introduce a learning task

which entails some measure of independent student activity (Ur as cited

in Liruso and de Debat, 2003: 143). In this study, instructions refer to

each direction delivered by the teacher orally during the teaching and

learning process.

b. Young Learners

Young learners are children between 5-14 years old (Pinter, 2006: 1). In

this research young learners refer to the fifth grade of primary school

students, 11-12 years old.

1.7Organization of Paper

This paper is divided into five chapters. Chapter I is about introduction.

Chapter II is theoretical foundations. Chapter III is the research methodology.

Chapter IV is the findings and discussion of the research. Last, Chapter V is the

conclusions and suggestions.

Chapter I consists of an introduction which provides the background of the

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significance of the research. Clarification of terms and organization of the paper

entitled teacher’s English oral instructions in EFL young learners’ classroom are

also presented.

Chapter II focuses on the theoretical foundations from the experts that are

relevant to the present study. This chapter also presents research investigation

from previous researchers regarding English oral instructions.

Chapter III comprises the methodology of the research employed to

investigate the strategies used by the teacher in giving oral instructions, the types

of instructions and the students’ responses toward oral instructions. It includes the

research design, subject of the research, data collection procedure, and data

analysis.

Chapter IV provides the findings and discussion of the study. In answering

the proposed research questions, the presentation is organized based on the

question. Therefore, the first section discusses the strategies used by the teacher in

giving oral instructions from both classroom observation and videotaping

observation. The second part of the chapter presents the types of instructions

delivered by the teacher. The last section provides students’ responses toward oral

instructions from observation and interview.

Chapter V presents all the conclusion of the study and also provides the

recommendations for further researchers and related institution concerning

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1.8 Concluding Remark

This chapter has discussed the importance of English oral instructions. Since

English as foreign language in Indonesia therefore plenty of exposures in

classrooms are needed to encourage students’ ability. For that reason, finding an

appropriate way to give exposure in the classroom is needed. Instructions as one

of the parts of teacher talk can be used to give comprehensible language input.

The terms have been clarified to give introduction to the study and organization of

this paper has been explained in order to give a brief description about the whole

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CHAPTER III

RESEARCH METHODOLOGY

This chapter covers the research methodology that elaborates the research

method and procedures used by the writers. This chapter includes research design,

subjects of the research, data collection, and data analysis. Specifically, this research

was conducted to find out the strategies applied by the teacher in giving oral

instructions, the types or instructions and the students’ response toward oral

instructions.

3.1 Research Design

Qualitative approach and descriptive method were employed in this study. The

purpose of qualitative approach is to understand, describe and explain beliefs,

behaviors and meanings in context-specific settings (Wu and Volker, 2009). As stated

by Creswell (2008: 254) descriptive study is an investigation which is a detailed

rendering of people, places, or events in a setting in qualitative approach. In line with

that descriptive was used to give detail of portrayal of specified situations (Wu &

Volker, 2009). Both qualitative approach and descriptive method were to describe

and interpret the strategies used by the teacher in giving oral instructions in EFL

young learners’ classroom, the types of instructions, and students’ response toward

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3.2 Subjects of the Research

This study was conducted in one of the primary schools state in Cimahi. The

school can be categorized as a challenging school for the research because lack of

English exposures in the classroom and English teacher’s competence. Therefore, the

researcher as a novice teacher tried to apply English oral instructions in the classroom

involved fifth grade students.

3.3 Data Collection

Several techniques were employed to collect data of this study. As stated by

Alwasilah (2002: 149) survey or questionnaire, interview, observation and document

analysis are several methods that can be employed to collect data. In collecting the

data needed for this study, the researcher used two of them they were observation and

semi – structured interview. Some instruments were also employed in this research.

Those were observation sheet, field note, teacher’s note, videotaping, and interview.

3.3.1 Observation

As stated by Fraenkel and Wallen (1990: 369) observation is a

collecting data process to record the information of things that are observed. In

addition, through observation, the researcher could observe implicitly the

understanding, how theories are related, and the respondents’ point of view

(Alwasilah, 2002: 155).

During the teaching and learning process, there were several English

teachers as observers. Observation sheet and field notes were applied in order to

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strategies applied by the teacher in giving oral instructions. It can be seen as

follows.

Table 3.1

Observation Sheet

No. How does the teacher give English instructions?

Evidence

(Examples of Teacher’s Instructions)

1.

The teacher draws students’ attention before giving instruction

2. The teacher gives instructions briefly and

clearly

3. The teacher uses simple language and simple

sentence

4. The teacher uses gestures and facial

expression

5. The teacher delivers one instruction at a time

6. The teacher gives modeling and

demonstration

7. The teacher checks students’ understanding _{by engaging students’}

8. The teacher uses pauses

9. The teacher uses repetition, paraphrase and

speech modification

10. The teacher uses visual aids such as photo,

picture or drawing

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To find out the types of instructions and problems which were

encountered while giving oral instructions, the researcher used field notes for

investigating the students’ response. As what stated by Creswell (2008) field

notes can be applied to record data during an observation Creswell. The field

note was used to see the types of instructions used by teacher and the students’

responses toward oral instructions. Furthermore, the information taken from

field notes was also used to support the data finding from other instruments of

this research.

Table 3.2

Field Note

No.

Teacher’s Instructions

(Types of teacher instructions and the examples)

Students’ Response

1 Imperative

2 Interrogative

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3.3.2 Videotaping

As suggested by Fraenkel and Wallen (1990) recording can be replayed

for several times in order to check and to correct the data. The researcher

applied videotaping to check and to complete the needed information.

Videotaping was done during teaching and learning process. In addition, by

using videotaping, the information could be gathered to complement the

information that was not observed when the research was conducted to recheck

the data. Moreover, Alwasilah (2002: 157) agrees that the transcription also is

used in the research to understand how respondents organize their perspectives.

Since the researcher was the novice teacher, the researcher observed and

gathered the data to answer the research questions through the videotaping and

video transcriptions. See appendix E for video transcriptions.

3.3.3 Interview

To complement the data and to get more information, semi – structured

interview was conducted to find out more aspects about the problems of

research and to add the data from observation and videotaping. Alwasilah

(2000: 154) says that some conditions that cannot be captured by other

instruments can be covered during the interview. Furthermore, Stake (2010:95)

mentions that the purposes of interview for qualitative researcher are: (1) to

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numerical unit of information from many persons; (3) to find out about a thing

that the researchers are unable to observe themselves.

The interviews consisted of some questions related to students’

responses toward teacher’s English oral instruction in EFL young learners’

classroom. As stated by Nunan (1992: 149), semi-structured interview allows

the researcher to take control of the interview. As recommended by Creswell

(1994: 152) the interview was recorded first and the researcher transcribed it

later. The transcription of the interview and note taking during the interview

helped the researcher get more detail information so it would be easier to

analyze the interviewees’ responses toward the interview schedule.

In this study, there were five students interviewed randomly to see their

responses toward English instructions given by the novice teacher. Interview

schedule can be seen in appendix C while interview transcriptions can be seen

in appendix D.

3.4 Research Procedures

There were several procedures employed in conducting the research. Firstly,

after getting the permission from the principal to conduct the research, lesson plans

for six meetings were arranged. To get clear information about lesson plan see

appendix G. Secondly, listing possible of instructions for each lesson plan. Thirdly,

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orally. There were two observers invited to observe the strategies applied by the

teacher in giving oral instructions, the types of instructions, and the students’

response toward oral instructions in each lessons. Next, six meetings of teaching and

learning process were recorded to be transcribed. Coding process occurred along

transcribing. Then, analyzing the data regarding to the theory presented in Chapter 2.

The last is presenting the result.

Table 3.3

General Schedule of the Study

No Date Material

1 October 4, 2011 Time in Daily Routines

2 October 18, 2011 Time in Daily Routines

3 October 25, 2011 My Daily Routines

4 November 1, 2011 Name of the Days

5 November 8, 2011 Months in a year

6 November 15, 2011 Feelings

3.5 Data Analysis

In this study, the data were gained through observation, videotaping and

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of the observation process was a field note and observation sheet done by the other

observers, the result of videotaping was video transcription, observation, field note

done by the researcher, and the result of interview was an interview transcription.

As proposed by Alwasilah (2000: 159) coding is needed to help the researcher

in several ways. First, it helps the researcher identify phenomenon. Second, it helps

the researchers count the frequent of existing phenomenon. Next, the frequent of

codes shows the result of the research. The last, it also helps the researcher to

organize categorization and sub-categorization.

This study employed coding to analyze the video transcription. The use of

parentheses ‘( )’ in the transcriptions is to clarify the subject actions. Less. Stands for

Lesson while figure “1, 2, 3, 4, 5, and 6” show times for each meeting or observation.

For example, Less.6 referred to the lesson in sixth meeting. To answer the first

research question concerning the teacher’ strategies in giving oral instructions, the

data were categorized and coded regarding to the frameworks that were synthesized

from Liruso and Debate (2003), Wright (2003), and Flynn and Hill (2006). The

coding system is as follows, TS refers to teacher’s strategies in giving oral

instructions, and TS1 is drawing students’ attention before giving instructions. TS2

refers to giving instructions briefly and clearly, TS3 is a code for using simple

language and simple sentence, and TS4 is for using gestures and facial expression.

Delivering one instruction at a time is assigned as TS5 and giving modeling and

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by involving the students, while TS8 is for using pauses. TS9 refers to using

repetition, paraphrase and speech modification and using visual aids such as photos,

pictures, drawings or real objects is assigned as TS10.

Here is the example of categorization and coding in data analysis. See

Appendix F for more detailed information.

Less.1

Name of strategy

Teacher’s Instructions

TS1 Hi! Hello!

TS4 Keep silent! (The teacher put the finger on her mouth)

TS8 Now,

silviany please ask Tiara, what time is it?

[image:19.612.113.528.199.516.2]

TS10 Look at this clock! (The teacher pointed to the clock)

Table 3.4 Illustration of Coding System Regarding to the Strategies Used in Giving Oral Instructions

To investigate the second research question concerning the types of

instruction, the data were categorized and coded based on the framework from

Holmes (1983) as cited by Liruso and Debat (2003: 142). The coding system is as

follows, ToI refers to types of instructions, Imp refers to imperatives instructions. Int

refers to interrogatives instructions and Dec is a code for declaratives instructions.

Less.2

Types of Instructions

Teacher’s Instructions

Imp Okay. Putra, ask Hilmi.

Int Can you stop hitting the table?

Dec I want you to keep the picture

[image:19.612.116.526.599.691.2]

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To answer the last research question about the students’ response towards oral

instructions, the data were categorized and coded based on the framework from

Suherdi (2009). The coding system is as follows, SR refers to students’ response

while Rr refers to students’ relevant response, Ro is assigned to students’ no

response and Irr is a code for students’ irrelevant response.

Less.3

Teacher’s Instructions Students’ Response Codes

Repeat after me!

Sunday

Rr

One of you, please raise your hand! Came on!

Miss, ini ada yang mainin tipe x Irr

Now, Wisnu please ask Gilang (Silent) Ro

Table 3.6 Illustration of Coding System Regarding the Students’ Responses

After categorization and coding stage were completed, then the data were

interpreted. Since this was a qualitative descriptive design, as proposed by Miles and

Huberman (1984) cited in Sugiyono (2008:249), the most frequent form of displaying

data for qualitative is in the form of narrative text. However, the data were presented

not only in narrative text form but also in the form of tables.

3.6 Concluding Remarks

This chapter has discussed the methodology used in the study in order to

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instructions and the students’ response toward oral instructions. A qualitative

descriptive design was used in this study. The data was collected through

observations consisted of observation sheet and field note, videotaping, and

interview. To avoid bias two English teachers were invited as observers for each

meeting, videotaping and teacher’s diary also used since the researcher was a novice

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CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter presents the conclusions and suggestions of this research. The

conclusions are formulated from the research questions, while suggestions provide

some ideas addressed to English teachers and further research related to English

oral instructions.

5.1 Conclusion

This study has been concerned with the teacher’s English oral instructions

in EFL young learners’ classroom. The purpose of this study is to investigate the

strategies used by the teacher in giving oral instructions. Furthermore, this study

also aimed to find out the types of instructions used by the teacher and the

students’ responses toward oral instructions. The conclusions regarding to the

study can be drawn as follows.

Firstly, there were ten strategies used by the teacher in giving oral

instructions. It included drawing students’ attention before giving instruction,

giving instructions briefly and clearly, using simple language and simple sentence,

using gestures and facial expression, delivering one instruction at a time, giving

modeling and demonstration, checking students’ understanding by involving the

students, using pauses, using repetition and paraphrase, and using visual aids.

Secondly, there were three types of instructions delivered by the teacher,

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types of instructions used frequently by the teacher were imperatives form. As

shown in Chapter 4, table 4.1 there were 90.75 %% of imperatives form, 3.08 %of

interrogatives form, and 6.16 %declaratives form.

Thirdly, according to the finding result, it was revealed that there were

three types of students’ responses. It included relevant responses, no response and

irrelevant response. Students’ relevant responses frequently appear during the

lessons. The percentages of each response are 70.31% for relevant response,

irrelevant response 24.37% and 5.04 % for no response.

The last, in language aspect English oral instructions contributed positive

influence for the students. First, students are provided with English expressions so

that they can use the language for a purpose. Second, it can be considered as

comprehensible inputs and language model for the students. The last, students are

motivated and excited to learn English. They imitate teacher’s instructions and try

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5.2Suggestions

Based on the research findings, discussion and the conclusion of the research

results, it is suggested that some further actions take place to give the constructive

ideas for the readers, especially for English teachers and further researches

regarding English oral instructions.

Many English teachers think that using English in their classroom is hard

and impossible. They are not confident to speak English or they consider that their

students are the basic level learners. This condition can affect students’ failure in

language acquisition. Therefore, the teacher may want to apply an alternative way

to give English exposures in the classroom.

Instructions as a part of teacher talk can be used by teacher as one of

alternative ways to give language exposures for the students. Instructions cannot

be separated from teaching and learning otherwise it frequently appears in

learning process. Using English oral instructions can be a bait for the teachers to

motivate their students. Through English oral instructions, the teachers use

language for a purpose, give language model, provide comprehensible inputs, and

help students acquire the language. Thus, do not give up before trying.

For further researchers concerning teacher’s oral instructions, it will be

better to conduct the research for longer periods of time to give a clearer

description and a better result about teacher’s English oral instructions in EFL

young learners’ classroom. Next, further researchers are suggested to explore

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TEACHER’S ENGLISH ORAL INSTRUCTIONS IN EFL YOUNG LEARNERS’ CLASSROOM : A Descriptive Study at One of Primary Schools in Bandung.

TABLE OF CONTENTS

REFERENCES

1.1 Background

1.2 Statement of the Problems

1.3 Aims of the Research

1.4Scope of the Research

1.5Significance of the Research

1.6Clarification of Key Terms

1.7Organization of Paper

Chapter III comprises the methodology of the research employed to

1.8 Concluding Remark

CHAPTER III

3.1 Research Design

3.2 Subjects of the Research

3.3 Data Collection

3.3.1 Observation

Table 3.1

Table 3.2

3.3.3 Interview

3.4 Research Procedures

The last is presenting the result.

For example, Less.6 referred to the lesson in sixth meeting. To answer the first

instructions, and TS1 is drawing students’ attention before giving instructions. TS2

pictures, drawings or real objects is assigned as TS10.

Table 3.4 Illustration of Coding System Regarding to the Strategies Used in Giving Oral Instructions

Sunday

not only in narrative text form but also in the form of tables.

CHAPTER V

5.1 Conclusion

5.2Suggestions

REFERENCES