LANGUAGE INSTRUCTIONS USED BY LECTURERS IN EAP CLASSROOMS
(A Case Study at UPT Bahasa, Universitas Sebelas Maret)
THESIS
By:
AMANDA PRADHANI YANWAR S891602002
Written as a Partial Fulfillment of the Requirements for Graduate Education Degree of English Language Teaching
ENGLISH EDUCATION OF GRADUATE SCHOOL TEACHER TRAINING AND EDUCATION FACULTY
APPROVAL
LANGUAGE INSTRUCTIONS USED BY LECTURERS IN EAP CLASSROOMS
(A Case Study at UPT Bahasa, Universitas Sebelas Maret)
By:
AMANDA PRADHANI YANWAR
NIM. S891602002
This thesis has been approved by the Consultants of Graduate Program of
English Education Department, Teacher Training and Education Faculty,
Sebelas Maret University.
Surakarta, December 2017
Consultant I, Consultant II,
Dr. Sri Marmanto, M.Hum Dr. Sumardi, M.Hum NIP. 19500901 198601 1001 NIP. 19740608 199903 1002
Approved by:
The Head of English Department of Graduate Program Teacher Training and Education Faculty
Sebelas Maret University
iii
LEGITIMATION
LANGUAGE INSTRUCTIONS USED BY LECTURERS IN EAP CLASSROOMS
(A Case Study at UPT Bahasa, Universitas Sebelas Maret) THESIS
By:
Amanda Pradhani Yanwar S891602002
This Thesis has been examined by the Board of Examiners of Graduate Program of English Education Department, the Faculty of Teacher Training and Education,
Sebelas Maret University, Surakarta In January 2018
The Board of Examiners Signatures
Chairman Dr. Ngadiso, M.Pd.
NIP. 196212311988031009
…..………
Secretary Dr. Abdul Asib, M.Pd. NIP. 195203071980031005
…..………
Examiners Dr. Sri Marmanto, M.Hum. NIP. 195009011986011001 The Dean of the Faculty of Teacher
Training and Education
Prof. Dr. Joko Nurkamto, M.Pd. NIP. 196101241987021001
The Head of the Graduate Program of English Education Department
PRONOUNCEMENT
This is to certify that I myself write this thesis entitled “Language Instructions Used by Lecturers in EAP Classrooms (A Case Study at UPT
Bahasa, Universitas Sebelas Maret)”. It is not a product of plagiarism or made by
others. Anything related to others’ works is written in quotation, the sources of
which are listed on the list of references.
If then this pronouncement proves false, I am ready to accept any
academic punishment including the withdrawl or cancelation of my academic
degree.
Surakarta, December 2017
v MOTTO
“The Only Thing We Need is to Love and to be Loved.”
“Sesungguhnya aku ini adalah hamba Tuhan; jadilah padaku
DEDICATION
This thesis is dedicated to my beloved parents (Bambang Suwarno and Woro Wuryani) who always pray and support me in any condition. I would like to thank my lovely sisters, Bernadine Lorena Yanwar and Chelsea Larasati Yanwar,
who always be there for me. Last, but not least, I would like to thank Trio Kentingan, Trio Wek-Wek, Burchin Kingdom, PKB, and all of my friends who
vii ABSTRACT
Amanda Pradhani Yanwar. S891602002. 2017. Language Instructions used by Lecturers in EAP Classrooms (A Case Study at UPT Bahasa, Universitas Sebelas Maret). A Thesis. First Supervisor: Dr. Sri Marmanto, M.Hum; Second Supervisor: Dr. Sumardi, M.Hum. English Education Department, Graduate School, Universitas Sebelas Maret.
This research aimed to describe: (1) the kinds of language instructions used by lecturers in EAP classrooms, (2) the aspects of language instructions used by lecturers in EAP classrooms, (3) the students’ responses towards the use of language instructions.
This research was conducted at UPT Bahasa, Universitas Sebelas Maret, Surakarta. The techniques of collecting the data used in this research were observation, interview, document analysis, and questionnaire. The informants consisted of three lecturers and the students of each EAP classroom at UPT Bahasa, Universitas Sebelas Maret. The documents were transcript of the lecturers’ language instructions during the teaching and learning process, field notes, transcript of the questionnaire, and transcript of the interview.
Based on the analysis of the data, it can be concluded that (1) the dominant languages used by those three lecturers during English teaching and learning process respectively were Indonesian language, English, and Javanese language. (2) In general, the dominant aspects used in English were DP/disciplining pupils, CW/commenting on work, GAI/giving activity instructions, AQ/asking questions, and CIP/chatting informally with pupils. In addition, the dominant aspects used in Indonesian language consisted of SH/setting homework, CM/correcting mistakes, TG/teaching grammar, EM/explaining meaning, and EL/explaining lesson. (3) The students could interact with the lecturers when the lecturers used both English and Indonesian language during the teaching and learning process. Therefore, it is recommended for English lecturers to use language instructions properly to make the students understand more about what the lecturers are talking about, to make the students use more English vocabulary, to make the lecturers and the students have an enjoyable and successful English teaching and learning process. For the other researchers who want to conduct a similar research, the result of this research can be an additional reference.
ACKNOWLEDGEMENT
Praise The Lord Jesus Christ for all His abundant blessing, mercies, and
guidance because the writer could complete the process of writing this thesis. First
of all, the researcher would like to express the biggest thanks to Beasiswa
Unggulan. The completion of this thesis was due to valuable support and help
from some people as mentioned below:
1. The Dean of Teacher Training and Education Faculty, Universitas Sebelas
Maret, Prof. Dr. Joko Nurkamto, M.Pd.
2. The Head of English Department of Graduate Program, Dr. Ngadiso, M.Pd.
3. Dr. Sri Marmanto, M.Hum, the first supervisor for his kind guidance, support,
and academic advice.
4. Dr. Sumardi, M.Hum, the second supervisor for his academic advice, support,
and patience.
5. Mr Herianto Nababan, the Coordinator of Administrative Affairs at UPT
Bahasa Universitas Sebelas Maret for his kind permission in doing the
research.
6. Ms Nunung Diyah, the Academic Manager at UPT Bahasa Universitas
Sebelas Maret for her kind cooperation and help in doing the research.
7. Mr Theandin K. Y., S.Pd, M.Pd, the English lecturer of EAP C07 for his kind
cooperation and help in collecting the data.
8. Ms Desy K., S.Pd, M.Pd, the English lecturer of EAP C14 for her kind
cooperation and help in collecting the data.
9. Ms Jotika P. Y., S.S, the English lecturer of EAP C26 for his kind cooperation
ix 10.The students of EAP C07, C14, & C26 classes.
11.The writer’s family, all friends and everyone who has given help to the
researcher in accomplishing this thesis.
Surakarta, December 2017
TABLE OF CONTENT
TITLE ... i
APPROVAL ... ii
LEGITIMATION ... iii
PRONOUNCEMENT ... iv
MOTTO ... v
B. Research Questions ... 6
C. Objectives of the Research ... 6
D. Significance of the Research ... 7
CHAPTER II LITERATURE REVIEW A.Language instructions ... 9
1. English as Medium of Instruction in EFL Classroom ... 9
2. First Language as Medium of Instruction in EFL Classroom ... 10
3. Code-Switching and Code-Mixing ... 10
a. Code-Switching ... 11
b. Code-Mixing ... 12
B. Formal & Informal Language instructions ... 12
C. Roles of the Use of Language instructions ... 12
D.Aspects of Language instructions ... 13
xi 2. Aspects of the First Language as Language instructions in EFL
Classroom ... 18
E. EAP classrooms & UPT Bahasa ... 19
F. Previous Studies ... 19
G. Conceptual Framework ... 24
CHAPTER III RESEARCH METHODOLOGY A. Research Setting ... 27
1. Place of the Research ... 27
D. Techniques of Collecting Data ... 33
1. Observation ... 33
2. Interview ... 34
3. Document Analysis ... 34
4. Questionnaire ... 35
E. Trustworthiness ... 36
F. Techniques of Analyzing Data ... 39
1. Data Reduction ... 40
2. Data Display ... 40
3. Drawing Conclusion and verification ... 41
CHAPTER IV RESULTS AND DISCUSSION A. Results ... 42
1. Kinds of Language Instructions used by Lecturers in EAP Classrooms ... 42
2. Aspects of Language Instructions used by Lecturers in EAP Classrooms ... 44
3. The Students’ Responses towards the Use of Language Instructions ... 75
B. Discussion ... 85
1. Kinds of Language Instructions used by Lecturers in EAP Classrooms ... 85
2. Aspects of Language Instructions used by Lecturers in EAP Classrooms ... 87
3. The Students’ Responses towards the Use of Language Instructions ... 91
1. Kinds of Language Instructions used by Lecturers in EAP Classrooms ... 94
2. Aspects of Language Instructions used by Lecturers in EAP Classrooms ... 94
3. The Students’ Responses towards the Use of Language Instructions ... 95
B. Implications ... 95
C. Suggestions ... 96
xiii LIST OF TABLES
Table 3.1 Research Schedule ... 27
Table 4.1 Percentages of the Lecturers’ Use of Language Instructions ... 43
Table 4.2 Average Percentages of Sir J’s Aspects of Language Instructions ... 45
Table 4.3 Average Percentages of Sir TA’s Aspects of Language Instructions ... 54
Table 4.4 Average Percentages of Mam D’s Aspects of Language Instructions ... 64
LIST OF FIGURE
xv LIST OF APPENDICES
Appendix 1: Observation Checklist ... 102
Appendix 2: Observation Transcript of Sir J ... 104
Appendix 3: Observation Transcript of Sir TA ... 115
Appendix 4: Observation Transcript of Mam D ... 128
Appendix 5: Result of Observation Checklist of Sir J ... 141
Appendix 6: Result of Observation Checklist of Sir TA ... 154
Appendix 7: Result of Observation Checklist of Mam D ... 168
Appendix 8: Field Notes of Sir J’s Observation ... 182
Appendix 9: Field Notes of Sir TA’s Observation ... 190
Appendix 10: Field Notes of Mam D’s Observation ... 198
Appendix 11: Interview Transcript of Sir J ... 206
Appendix 12: Interview Transcript of Sir TA ... 211
Appendix 13: Interview Transcript of Mam D ... 214
Appendix 14: Interview Transcript of Sir J’s Students ... 216
Appendix 15: Interview Transcript of Sir TA’s Students ... 224
Appendix 16: Interview Transcript of Mam D’s Students ... 227
Appendix 17: List of Pictures ... 230
Appendix 18: Letter of Research Permission ... 233
Appendix 19: Questionnaire ... 234
