SIMPLE INPUT TO NON NATIVE SPEAKER IN
EFFORTLESS ENGLISH CLUB BY A.J. HOGE
THESIS
Presented in partial fulfillment of the requirements for the completion of Strata 1
Program of English Language specialized in Linguistics
by: Dedi Sujatmo C11.2008.00978
FACULTY OF HUMANITIES
DIAN NUSWANTORO UNIVERSITY
PAGE OF APPROVAL
This thesis has been approved by Board of Examiners, Strata 1 Study Program of English Language, Faculty of Languages and Letters, Dian Nuswantoro University on September 7, 2012.
Board of Examiners
Chairperson First Examiner
Sunardi, S.S, M.Pd. Achmad Basari, S.S, M.Pd.
Second Examiner Third Examiner, as first Advisor
Setyo Prasiyanto Cahyono, S.S., M.Pd. Dra. Sri Mulatsih, M.Pd.
Approved by:
Dean of
Faculty of Languages and Letters
STATEMENT OF ORIGINALITY
I hereby certify that this thesis is definetely my own work. I am completely responsible for the content of this thesis. Opinion or findings of other included in this thesis is quoted or cited to ethical standard.
Semarang, september 2012
MOTTO
Whoever fears Allah - He will make for him a way out and will provide for him from where he does not expect. And whoever relies upon Allah - then He is sufficient for him. Indeed, Allah will accomplish His purpose. Allah has already set for everything a [decreed] extent. (At-Talaq; verses 2-3)
DEDICATION
This thesis is dedicated with love to:
My God (Allah) who are accompany me every time.
My mom who has been giving me endless love and support. My dad who gave me endless struggle and support.
ACKNOWLEDGEMENT
At this happiest moment, I wish a prayer to the Almighty Allah S.W.T who has blessed me during the writing of this thesis and thank you for loving me unconditionally. Your love is the greatest.
I would like, furthermore, to express my sincere thanks to:
1. Mr. Achmad Basari, S.S., M.Pd., Dean of Faculty of Humanities of Dian Nuswantoro University, who gave permission to me to conduct this study; 2. Mr. Sunardi, S.S., M.Pd., Head of English Department of Strata 1
Program, Faculty of Humanities, Dian Nuswantoro University, who gave me permission to conduct this study;
3. Mrs. Dra. Sri Mulatsih, M.Pd., my first adviser, not only for inspiring me to choose the good topic and ideas but also for her continuous and valuable suggestion, guidance, advice, and encouragement in completing this thesis;
4. Ms. Nina Setyaningsih, S.S, M.Hum., my second adviser, not only for inspiring me to write the good sentences and ideas but also for her continuous and valuable suggestion, guidance, advice, and encouragement in completing this thesis;
6. All lecturers at the English Department of Faculty of Humanities of Dian Nuswantoro University, who have taught, motivated, and given guidance to me during the writing of this thesis;
7. My beloved parents, all of old brothers, and young sister who have supported me to complete this thesis.
8. Librarians of Self Acces Central of faculty of humanities of Dian Nuswantoro University for their permission for me to use some valuable references in writing this thesis;
9. Ir. H. Nurimawan, M.Si, headmaster of “BALDATUNNUR” Islamic Boarding School, who support me to finish this thesis;
10. My friends at English Department of Faculty of Humanities of Dian Nuswantoro University, who have supported me to complete this paper; 11. My kind-hearted friends in Gombel Lama (Semarang) „Arquinto wildan,
Wibi, Vandame, Rado, Fakhri, Dimas, Amy, Burhanuddin, Lutfi Nur Fitri, Sulatri, Annisa Rahmawati, who have supported and helped me to finish my education;
12. The last but not the least, all people who have helped me.
Finally, I do realize that due to my limited ability, this paper must have shortcoming. For this, I welcome any suggestions and criticisms.
Semarang, 7 September 2012
TABLE OF CONTENTS
PAGE OF TITLE……… i
PAGE OF APPROVAL……….. ii
STATEMENT OF ORIGINALITY... iii
2.2.1. Three Views on Input in Language
Acquisition... 12
2.2.2. The Role of the Input... 14
2.2.3. Input and Intake... 15
2.2.4. Input and Interaction in Classroom Settings... 16
2.2.5. Input and Interaction in Natural Setting... 17
2.3 Foreigner Talk …... 17
2.4 Simple Input in Foreigner talk... 19
2.5 Teacher Talk... 24
2.5.1. The Functions of Teacher Talk... 25
2.5.2. Formal Modifications of Teacher Talk... 26
2.5.3. Interactional Features of Teacher Talk... 29
2.6 Effortless English Teaching System... 32
4.2.1.1. The word “Again”... 45
4.2.1.2. The word “Learn”... 45
4.2.1.3. The word “Repeat”... 47
4.2.1.4. The word “Lesson”... 47
4.2.1.5. The word “Go”... 48
4.2.2. Fewer contractions... 49
. 4.2.3. Use of nouns rather than pronouns... 51
4.2.4. Shorter sentences with simple grammar... 53
4.2.5. Use of tag question... 56
4.2.6. Repetition... 57
CHAPTER V CONCLUSION AND SUGGESTION………. 60
5.1 Conclusion……… 60
5.2 Suggestion……… 61
BIBLIOGRAPHY………....……. 62
LIST OF TABLES
Table 2.1 Input Modification in Foreigner Talk... 20
Table 2.2 Interaction modification in foreigner talk ...……….... 21
Table 3.1 Table to classify the features of the simple inputs………. 40
LIST OF APPENDICES
Appendix 1. Transcript of A,J Hoge‟s Speech in Effortless
English Club at www.EffortlessEnglishClub.com ... 65 Appendix 2. List of Frequency Vocabulary of A.J Hoge‟s speech in
ABSTRACT
This final project is entitled “Simple Input to Non Native Speaker in Effortless English Club by A.J. Hoge”. The aims of this thesis are to analyze features of simple inputs and their reason of producing them in Effortless English Club by A.J Hoge.
The design to compose this research is qualitative descriptive that is intended to describe simple input in native speaker‟s speech. The procedure of research will produce descriptive data in the form of written words or oral words about the object that is observed. The data were native speaker speech in Effortless English Club which were taken by downloading in video and audio form. Then, the data were analyzed using some steps, they are identifying every word in the utterances which are included in simple input, classifying features of the simple input, interpreting the data, and drawing conclusion.
The result of the analysis shows that there are five features of simple inputs used by A.J Hoge, they are 179 (22,5%) high frequency vocabulary, 61 (7,7%) Fewer contraction, 397 (49,9%), use of nouns rather than pronouns, 138 (17,3%) shorter sentences with simple grammar and 21 times (2,6%) repetition. Mostly, he used nouns rather than pronouns in giving simple input to learners because the teacher talk should be explicitly focused on understanding, using more pronouns might make the learner think more rather than when he/she listen the nouns in order to get meaning and some purposes. Beside that he also used more yes/no question rather than use question tag. A.J Hoge‟s speech focuses on himself and the data in the monologue form.
A.J Hoge used features of simple inputs in order to make the words go deep into learners‟ brain, relax and focus understanding. The most important thing is speed. The learners are expected to answer quickly and respond to speech which is made by him.
