A STUDY ON CLASSROOM LANGUAGE USED BY PRE - SERVICE TEACHERS IN EYL COURSE OF ENGLISH DEPARTMENT AT UMM IN TEACHING 5TH GRADE STUDENTS OF ELEMENTARY SCHOOL
A STUDY ON CLASSROOM LANGUAGE USED BY PRE - SERVICE
TEACHERS IN EYL COURSE OF ENGLISH DEPARTMENT
AT UMM IN TEACHING 5TH GRADE STUDENTS
OF ELEMENTARY SCHOOL
THESIS
By:
EKO PRASETIYO NURRAHMAN
09360297
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
A STUDY ON CLASSROOM LANGUAGE USED BY PRE - SERVICE
TEACHERS IN EYL COURSE OF ENGLISH DEPARTMENT
AT UMM IN TEACHING 5TH GRADE STUDENTS
OF ELEMENTARY SCHOOL
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
EKO PRASETIYO NURRAHMAN
09360297
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
MOTTO AND DEDICATION
TO BE IMPORTANT PERSON IS GOOD
BUT
IT IS IMPORTANT TO BE GOOD PERSON
DEDICATION:
I dedicated this thesis to:
My beloved father and mother,
My sister ,
My friends,
And my pretty girl.
ACKNOWLEDGEMENTS
The researcher would like to express his deepest innumerable gratitude to
Allah SWT for His blessing and mercy to him upon this thesis writing process. The
researcher truly believes that without Him, it is absolutely absurd for him complete
the thesis smoothly.
The researcher also dedicated his great appreciation and gratitude to his first
advisor, (bunda) Fardini Sabilah S.Pd, M.Pd and second advisor, Drs. Taufiq Burhan
M.Pd for the guidance, patience and support, and trust along the process of
completing his thesis from the beginning up to end. The researcher also gives the
great gratitude to all of student teachers who taught 5th grade students in EYL Course.
They helped the researcher to do this research.
Moreover, the researcher dedicated his deepest love to his beloved parents
(Mr. Kholil Nurrahman and Mrs. Rita Agustina), younger sister (Ita Dwi Nuraini),
and Agnesio Ayu Mahalia who always support him with love, attention and pray for
his success. Her thank is dedicated for his big family for encouraging and motivates
him. This would be nothing without them.
The researcher is very thankful to his friends in “ Flava 99 “ who always give
him support to do the thesis. Especially for his friends in “ E Koplak Community “
who give him so many experience during his study in UMM and all friends who
cannot be mentioned one by one.
The researcher,
Eko Prasetiyo Nurrahman
TABLE OF CONTENTS
CONTENT
PAGE
APPROVAL SHEET ..............................................................................
LEGALIZATION ...................................................................................
MOTTO AND DEDICATION ...............................................................
ABSTRACT .............................................................................................
ACKNOWLEDGEMENTS ...................................................................
TABLE OF CONTENTS .......................................................................
LIST OF TABLE ....................................................................................
ii
iii
iv
v
vi
vii
ix
CHAPTER I INTRODUCTION ............................................................
1.1. Background of Study .............................................................
1.2. Statement of Problem ............................................................
1.3. Purpose of Study ..................................................................
1.4. Significance of Study ............................................................
1.5. Scope and Limitation ............................................................
1.6. Definition of Key Terms .......................................................
1
1
4
4
5
5
5
CHAPTER II REVIEW OF RELATED LETERATURE ..................
2.1. Teaching English to Young Learners ....................................
2.1.1 The Principle of Teaching EYL ..................................
2.1.2 The Characteristic of Young Learners ........................
2.1.3 How Children Learn Language ...................................
2.2. Classroom Language .............................................................
2.2.1 Simple Instruction ........................................................
2.2.2 The Language of Spontaneous Situations ....................
2.2.3 The Language of Social Interactions ............................
2.3. Communication of Strategies to Teach EYL ........................
7
7
8
10
12
13
14
16
17
20
CHAPTER III RESEARCH METHODOLOGY ................................
3.1. Research Design ....................................................................
3.2. Research Subject ...................................................................
3.3. Research Instrument ..............................................................
3.3.1 Observation ..................................................................
3.3.2 Interview ......................................................................
3.4. Data Collection ......................................................................
3.5. Data Analysis ........................................................................
23
23
24
24
24
25
26
27
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ...........
4.1. Research Findings .................................................................
4.1.1 Classroom Language ....................................................
28
28
28
4.1.2 Kinds of Classroom Language .....................................
4.1.3 The Teacher’s Reason in Using Classroom Language
4.2. Discussion .............................................................................
39
48
49
CHAPTER V CONCLUSION AND SUGGESTION ..........................
5.1. Conclusion ............................................................................
5.2. Suggestion ..............................................................................
5.2.1. For the Student Teachers of EYL ........................
5.2.2. For the next Researchers .......................................
51
51
52
52
52
REFERENCES
APPENDIX
LIST OF TABLE
2.1. Characteristic of Young Learners ..................................................
3.1. Classification of the Kinds of Classroom Language .......................
11
27
REFERENCES
Ary, Donald, et.al. 2010. Introduction to research in Education. California:
Wadsworth Group a Devision of Thomson Learning Inc.
Ary, Donald. 2002. Introduction to Research in Education. New York: Holt,
Rinehart, and Winston.
Brown, H.Douglas. 2000. Principles of Language Learning and Teaching. New
York:Addison Welsey Longman.
Brown, H. Douglas. 2000. Teaching by Principles. California: Pearson Education.
Cameron, Lynne. 2001. Teaching Language to Young Learners. Cambridge:
Cambridge University Press.
Dornyei, Zoltan. 2001. Motivational Strategies in the Language Classroom.
Cambridge: Cambridge University Press.
Ersoz, A.(2007).Teaching English to Young Learners . Ankara : EDM Publishing .
(online).(ocw.metu.edu.tr)
Gay L.R, Peter Airasian. 2003. Educational Research. New Jersey: Pearson
Education, Inc
Harmer, Jeremy. 2007. The Practice of English Language Teaching. Cambridge:
Pearson Education Limited.
Kirana, Galuh D.A. 2010. Optimizing the Use of Classroom Language to Improve the
Speaking Confidence of Students at Beginner Level.Semarang State
University.Vol 5 No.1.
McMillan, James H. 1992. Educational Research: Fundamentals for the Consumer.
New York: Harper Collins Publishers.
Orlich, Donald C.,et.al. 2009. Teaching Strategies: A Guide to Effective Instruction.
Boston: Wadsworth, Cengage Learning.
Philips, 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 Publishers Ltd.
Scott, Wendy A. and Ytreberg,Lisbeth H.1990.Teaching English to Children.London:
Longman
Shipton, James. Mackkezie S Alan and Shipton, Isela. 2006. The Child as Learners 2
. (online).(www. Teaching.org.uk/think/methodology)
Teresa, M. FletaGuillen. 2007. The Role of Interaction in the Young Learners’
Classroom. (online), (http://www.encuentrojournal.org/textos/Fleta.pdf)
http://library.um.ac.id/images/stories/pidatogurubesar/Pidato%20Guru%20Besar%20
Prof.%20Kasihani%20E.%20Suyanto,%20M.A.,%20Ph.pdf retrieved on February
25th 2013
CHAPTER I
INTRODUCTION
This chapter presents the background of the study, statement of the problems,
purposes of the study, significance of the study, scope and limitation, and definition
of the key terms.
1.1 Background of Study
At first glance, teaching English to the children seems easier than teaching
junior high school students, high school, or college students. We just teach the basic
parts of the English, such as, food, fruit, apple, sit down, etc. We just tell students to
listen, imitate, and memorize what we say. But if we see at it deeply, teaching English
to children is more difficult and more detail than teaching adult, because it is the
basic part of learning and a provision for the child to continue to higher education.
Teacher’s knowledge and experience in teaching play a vital role in how to create a
competent student.
Many things must be considered by the teachers in teaching the children. One
of which is the use of classroom language in the form of simple language in the
classroom. Some examples of classroom language are: open your book!, close the
door!, raise your hand!. Many teachers still pay less attention on the use of it in which
then it will give bad impacts on their next learning process. Teachers do not
encourage themselves to start communicate with the children by using simple
1
language. Classroom language is very important to increase the children’s second
language acquisition.
The existence of the schools in facilitating their students to learn English and
followed by a small numbers of professional English teacher for young learners
causes the problem in teaching English for young learners in Indonesia. Whereas,
learning English in the early age gives the significant effect on the children’s
language development. Lightbown & Spada (2006:74) in Teresa stated that:
“Age is one of the characteristics that determine the way in which an
individual approaches second language learning (both inside and outside the
classroom), the motivation to learn, and the individual differences in aptitude
for the language learning are also determining factors that affect both rate of
learning and eventual success in learning.”
The methods or techniques to teach young learners are also different from
those of teaching adult. In the age of 7 to 12, children are interested in games or
playing. So we can teach English to the young learners through games, picture, or
everything around them. There are four stages in the children’s development, which
are:
“Sensorimotor stage, (0–2 years old); preoperational stage (2–8 years old);
concrete operational stage (8–11 years old); and formal stage (11–over 15
years old). The young learners will be in the concrete operational stage. It
means that they need more illustration, picture, and other example in teaching
learning process. (Piaget in Orlich et.al.,2009).”
Teaching English for young learners needs more attention from the teacher.
The teachers in the EYL classes are the key in the teaching learning process. The
young learners need more guidance from the teachers. They will imitate what the
teachers do in the class. The young learners are very good at imitating the teachers.
2
So the teacher must use a simple language to build up the student’s understanding.
Brown (2001: 99) stated that children are highly dependent on the teacher for
language models and so a teacher-centered or teacher-fronted classroom is
appropriate for some of the classroom time. Due to this fact, a teacher should be a
good model.
In the previous research, Galuh Kirana (2010) has written a journal about
classroom language to improve student’s speaking ability in the EYL classroom. In
her journal, she wrote that the use of classroom language makes teachers easier to
organize their classes as they have set the ‘rules’ before doing any activities to the
students. Moreover, classroom language can encourage the students to speak by using
the target language because the students are willingly to obey the ‘rules’ and aware to
remind their friends who break the ‘rules’. Hopefully, the use of the classroom
language can increase student’s confidence in using the target language in their
English classes.
English Department at University of Muhammadiyah Malang facilitates the
students who take EYL course as one of the elective courses by giving a practical
teaching which is held in 3 months of each year. The pre – service teachers are
divided into first grade until sixth grade of the Elementary School students. The
classes are only held every Sunday at University of Muhammadiyah Malang. As
stated before, the teachers in EYL classes play the important role in teaching learning
process. So, in this research, the researcher is interested in investigating “The
Classroom Language Used by Pre - service teachers in Teaching 5th Grade Students
in EYL Course of English Department at University of Muhammadiyah Malang”.
3
1.2 Statement of Problems
Based on the background of the study above, the problems are formulated as
follows:
1. What are classroom languages used by pre - service teachers in teaching 5th
grade students in EYL course of English Department at UMM?
2. What are the kinds of classroom languages used by pre - service teachers in
teaching 5th grade students in EYL course of English Department at UMM?
3. What are the pre – service teacher’s reasons in using classroom language in
teaching 5th grade students in EYL course of English Department at UMM?
1.3 Purpose of Study
This study has some purposes as stated below:
1. To find the classroom languages used by pre - service teachers in teaching 5th
grade students in EYL course of English Department at UMM.
2. To find the kinds of classroom languages used by pre - service teachers in
teaching 5th grade students in EYL course of English Department at UMM.
3. To describe the pre – service teacher’s reasons in using classroom language in
teaching 5th grade students in EYL course of English Department at UMM.
4
1.4 Significance of Study
The result of this study is expected to give some contributions as follows:
The researcher hopes that the result of this study will give contribution for
English teachers in teaching EYL classes. It means that the result of the study can be
used as a feedback by the teachers to improve their teaching. In addition, it is hoped
that the result of this study will give some information about the way to teach and
learn English better in EYL class. Then, it is also hoped that students can receive the
material given by teacher well. Theoretically, this study is expected to increase and
enlarge the researcher’s understanding in teaching EYL classes principally and
practically.
1.5 Scope and Limitation
The scope of this study is the classroom languages used by pre - service
teachers in teaching 5th grade students of EYL course conducted by English
Department of UMM. Then, the limitations of this study are limited on the English
classroom languages used by pre – service teachers of University of Muhammadiyah
Malang in teaching 5th grade students of EYL Course in academic year 2012-2013.
1.6 Definition of Key Terms
To avoid misunderstanding of the key terms used, they are defined as follows:
Classroom language is the kind of language necessary to communicate
and survive in the classroom without having to use the student's
mother tongue. (Goncalves, S:1998) In this study, classroom language
5
is kinds of English which used by practice teacher of University of
Muhammadiyah Malang in teaching 5th grade elementary school
students.
Pre - service teachers are students from a tertiary institution who has
not completed their teaching qualifications and is completing the
teaching practice requirements of the pre-service professional
education courses (School Teacher Qualifications- ACT Government
Education and Training : 2009). In this study, pre - service teachers are
the students of University of Muhammadiyah Malang who take EYL
II course on October – December 2012.
Young learners are young children who are learning English. They are
the children of primary school age who received English lessons at
school as local content (Suyanto, K:2007). In this study, young
learners are the 5th grade elementary school students.
EYL course is the English course that is held at the English
Department of UMM in which English is taught by the pre-service
teachers who take EYL II subject.
Simple language also called plain language is using language,
structure, and design so clearly and effectively that the audience has
the best possible chance of readily finding what they need,
understanding it, and using it (Cheek : 2010).
6
TEACHERS IN EYL COURSE OF ENGLISH DEPARTMENT
AT UMM IN TEACHING 5TH GRADE STUDENTS
OF ELEMENTARY SCHOOL
THESIS
By:
EKO PRASETIYO NURRAHMAN
09360297
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
A STUDY ON CLASSROOM LANGUAGE USED BY PRE - SERVICE
TEACHERS IN EYL COURSE OF ENGLISH DEPARTMENT
AT UMM IN TEACHING 5TH GRADE STUDENTS
OF ELEMENTARY SCHOOL
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
EKO PRASETIYO NURRAHMAN
09360297
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
MOTTO AND DEDICATION
TO BE IMPORTANT PERSON IS GOOD
BUT
IT IS IMPORTANT TO BE GOOD PERSON
DEDICATION:
I dedicated this thesis to:
My beloved father and mother,
My sister ,
My friends,
And my pretty girl.
ACKNOWLEDGEMENTS
The researcher would like to express his deepest innumerable gratitude to
Allah SWT for His blessing and mercy to him upon this thesis writing process. The
researcher truly believes that without Him, it is absolutely absurd for him complete
the thesis smoothly.
The researcher also dedicated his great appreciation and gratitude to his first
advisor, (bunda) Fardini Sabilah S.Pd, M.Pd and second advisor, Drs. Taufiq Burhan
M.Pd for the guidance, patience and support, and trust along the process of
completing his thesis from the beginning up to end. The researcher also gives the
great gratitude to all of student teachers who taught 5th grade students in EYL Course.
They helped the researcher to do this research.
Moreover, the researcher dedicated his deepest love to his beloved parents
(Mr. Kholil Nurrahman and Mrs. Rita Agustina), younger sister (Ita Dwi Nuraini),
and Agnesio Ayu Mahalia who always support him with love, attention and pray for
his success. Her thank is dedicated for his big family for encouraging and motivates
him. This would be nothing without them.
The researcher is very thankful to his friends in “ Flava 99 “ who always give
him support to do the thesis. Especially for his friends in “ E Koplak Community “
who give him so many experience during his study in UMM and all friends who
cannot be mentioned one by one.
The researcher,
Eko Prasetiyo Nurrahman
TABLE OF CONTENTS
CONTENT
PAGE
APPROVAL SHEET ..............................................................................
LEGALIZATION ...................................................................................
MOTTO AND DEDICATION ...............................................................
ABSTRACT .............................................................................................
ACKNOWLEDGEMENTS ...................................................................
TABLE OF CONTENTS .......................................................................
LIST OF TABLE ....................................................................................
ii
iii
iv
v
vi
vii
ix
CHAPTER I INTRODUCTION ............................................................
1.1. Background of Study .............................................................
1.2. Statement of Problem ............................................................
1.3. Purpose of Study ..................................................................
1.4. Significance of Study ............................................................
1.5. Scope and Limitation ............................................................
1.6. Definition of Key Terms .......................................................
1
1
4
4
5
5
5
CHAPTER II REVIEW OF RELATED LETERATURE ..................
2.1. Teaching English to Young Learners ....................................
2.1.1 The Principle of Teaching EYL ..................................
2.1.2 The Characteristic of Young Learners ........................
2.1.3 How Children Learn Language ...................................
2.2. Classroom Language .............................................................
2.2.1 Simple Instruction ........................................................
2.2.2 The Language of Spontaneous Situations ....................
2.2.3 The Language of Social Interactions ............................
2.3. Communication of Strategies to Teach EYL ........................
7
7
8
10
12
13
14
16
17
20
CHAPTER III RESEARCH METHODOLOGY ................................
3.1. Research Design ....................................................................
3.2. Research Subject ...................................................................
3.3. Research Instrument ..............................................................
3.3.1 Observation ..................................................................
3.3.2 Interview ......................................................................
3.4. Data Collection ......................................................................
3.5. Data Analysis ........................................................................
23
23
24
24
24
25
26
27
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ...........
4.1. Research Findings .................................................................
4.1.1 Classroom Language ....................................................
28
28
28
4.1.2 Kinds of Classroom Language .....................................
4.1.3 The Teacher’s Reason in Using Classroom Language
4.2. Discussion .............................................................................
39
48
49
CHAPTER V CONCLUSION AND SUGGESTION ..........................
5.1. Conclusion ............................................................................
5.2. Suggestion ..............................................................................
5.2.1. For the Student Teachers of EYL ........................
5.2.2. For the next Researchers .......................................
51
51
52
52
52
REFERENCES
APPENDIX
LIST OF TABLE
2.1. Characteristic of Young Learners ..................................................
3.1. Classification of the Kinds of Classroom Language .......................
11
27
REFERENCES
Ary, Donald, et.al. 2010. Introduction to research in Education. California:
Wadsworth Group a Devision of Thomson Learning Inc.
Ary, Donald. 2002. Introduction to Research in Education. New York: Holt,
Rinehart, and Winston.
Brown, H.Douglas. 2000. Principles of Language Learning and Teaching. New
York:Addison Welsey Longman.
Brown, H. Douglas. 2000. Teaching by Principles. California: Pearson Education.
Cameron, Lynne. 2001. Teaching Language to Young Learners. Cambridge:
Cambridge University Press.
Dornyei, Zoltan. 2001. Motivational Strategies in the Language Classroom.
Cambridge: Cambridge University Press.
Ersoz, A.(2007).Teaching English to Young Learners . Ankara : EDM Publishing .
(online).(ocw.metu.edu.tr)
Gay L.R, Peter Airasian. 2003. Educational Research. New Jersey: Pearson
Education, Inc
Harmer, Jeremy. 2007. The Practice of English Language Teaching. Cambridge:
Pearson Education Limited.
Kirana, Galuh D.A. 2010. Optimizing the Use of Classroom Language to Improve the
Speaking Confidence of Students at Beginner Level.Semarang State
University.Vol 5 No.1.
McMillan, James H. 1992. Educational Research: Fundamentals for the Consumer.
New York: Harper Collins Publishers.
Orlich, Donald C.,et.al. 2009. Teaching Strategies: A Guide to Effective Instruction.
Boston: Wadsworth, Cengage Learning.
Philips, 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 Publishers Ltd.
Scott, Wendy A. and Ytreberg,Lisbeth H.1990.Teaching English to Children.London:
Longman
Shipton, James. Mackkezie S Alan and Shipton, Isela. 2006. The Child as Learners 2
. (online).(www. Teaching.org.uk/think/methodology)
Teresa, M. FletaGuillen. 2007. The Role of Interaction in the Young Learners’
Classroom. (online), (http://www.encuentrojournal.org/textos/Fleta.pdf)
http://library.um.ac.id/images/stories/pidatogurubesar/Pidato%20Guru%20Besar%20
Prof.%20Kasihani%20E.%20Suyanto,%20M.A.,%20Ph.pdf retrieved on February
25th 2013
CHAPTER I
INTRODUCTION
This chapter presents the background of the study, statement of the problems,
purposes of the study, significance of the study, scope and limitation, and definition
of the key terms.
1.1 Background of Study
At first glance, teaching English to the children seems easier than teaching
junior high school students, high school, or college students. We just teach the basic
parts of the English, such as, food, fruit, apple, sit down, etc. We just tell students to
listen, imitate, and memorize what we say. But if we see at it deeply, teaching English
to children is more difficult and more detail than teaching adult, because it is the
basic part of learning and a provision for the child to continue to higher education.
Teacher’s knowledge and experience in teaching play a vital role in how to create a
competent student.
Many things must be considered by the teachers in teaching the children. One
of which is the use of classroom language in the form of simple language in the
classroom. Some examples of classroom language are: open your book!, close the
door!, raise your hand!. Many teachers still pay less attention on the use of it in which
then it will give bad impacts on their next learning process. Teachers do not
encourage themselves to start communicate with the children by using simple
1
language. Classroom language is very important to increase the children’s second
language acquisition.
The existence of the schools in facilitating their students to learn English and
followed by a small numbers of professional English teacher for young learners
causes the problem in teaching English for young learners in Indonesia. Whereas,
learning English in the early age gives the significant effect on the children’s
language development. Lightbown & Spada (2006:74) in Teresa stated that:
“Age is one of the characteristics that determine the way in which an
individual approaches second language learning (both inside and outside the
classroom), the motivation to learn, and the individual differences in aptitude
for the language learning are also determining factors that affect both rate of
learning and eventual success in learning.”
The methods or techniques to teach young learners are also different from
those of teaching adult. In the age of 7 to 12, children are interested in games or
playing. So we can teach English to the young learners through games, picture, or
everything around them. There are four stages in the children’s development, which
are:
“Sensorimotor stage, (0–2 years old); preoperational stage (2–8 years old);
concrete operational stage (8–11 years old); and formal stage (11–over 15
years old). The young learners will be in the concrete operational stage. It
means that they need more illustration, picture, and other example in teaching
learning process. (Piaget in Orlich et.al.,2009).”
Teaching English for young learners needs more attention from the teacher.
The teachers in the EYL classes are the key in the teaching learning process. The
young learners need more guidance from the teachers. They will imitate what the
teachers do in the class. The young learners are very good at imitating the teachers.
2
So the teacher must use a simple language to build up the student’s understanding.
Brown (2001: 99) stated that children are highly dependent on the teacher for
language models and so a teacher-centered or teacher-fronted classroom is
appropriate for some of the classroom time. Due to this fact, a teacher should be a
good model.
In the previous research, Galuh Kirana (2010) has written a journal about
classroom language to improve student’s speaking ability in the EYL classroom. In
her journal, she wrote that the use of classroom language makes teachers easier to
organize their classes as they have set the ‘rules’ before doing any activities to the
students. Moreover, classroom language can encourage the students to speak by using
the target language because the students are willingly to obey the ‘rules’ and aware to
remind their friends who break the ‘rules’. Hopefully, the use of the classroom
language can increase student’s confidence in using the target language in their
English classes.
English Department at University of Muhammadiyah Malang facilitates the
students who take EYL course as one of the elective courses by giving a practical
teaching which is held in 3 months of each year. The pre – service teachers are
divided into first grade until sixth grade of the Elementary School students. The
classes are only held every Sunday at University of Muhammadiyah Malang. As
stated before, the teachers in EYL classes play the important role in teaching learning
process. So, in this research, the researcher is interested in investigating “The
Classroom Language Used by Pre - service teachers in Teaching 5th Grade Students
in EYL Course of English Department at University of Muhammadiyah Malang”.
3
1.2 Statement of Problems
Based on the background of the study above, the problems are formulated as
follows:
1. What are classroom languages used by pre - service teachers in teaching 5th
grade students in EYL course of English Department at UMM?
2. What are the kinds of classroom languages used by pre - service teachers in
teaching 5th grade students in EYL course of English Department at UMM?
3. What are the pre – service teacher’s reasons in using classroom language in
teaching 5th grade students in EYL course of English Department at UMM?
1.3 Purpose of Study
This study has some purposes as stated below:
1. To find the classroom languages used by pre - service teachers in teaching 5th
grade students in EYL course of English Department at UMM.
2. To find the kinds of classroom languages used by pre - service teachers in
teaching 5th grade students in EYL course of English Department at UMM.
3. To describe the pre – service teacher’s reasons in using classroom language in
teaching 5th grade students in EYL course of English Department at UMM.
4
1.4 Significance of Study
The result of this study is expected to give some contributions as follows:
The researcher hopes that the result of this study will give contribution for
English teachers in teaching EYL classes. It means that the result of the study can be
used as a feedback by the teachers to improve their teaching. In addition, it is hoped
that the result of this study will give some information about the way to teach and
learn English better in EYL class. Then, it is also hoped that students can receive the
material given by teacher well. Theoretically, this study is expected to increase and
enlarge the researcher’s understanding in teaching EYL classes principally and
practically.
1.5 Scope and Limitation
The scope of this study is the classroom languages used by pre - service
teachers in teaching 5th grade students of EYL course conducted by English
Department of UMM. Then, the limitations of this study are limited on the English
classroom languages used by pre – service teachers of University of Muhammadiyah
Malang in teaching 5th grade students of EYL Course in academic year 2012-2013.
1.6 Definition of Key Terms
To avoid misunderstanding of the key terms used, they are defined as follows:
Classroom language is the kind of language necessary to communicate
and survive in the classroom without having to use the student's
mother tongue. (Goncalves, S:1998) In this study, classroom language
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is kinds of English which used by practice teacher of University of
Muhammadiyah Malang in teaching 5th grade elementary school
students.
Pre - service teachers are students from a tertiary institution who has
not completed their teaching qualifications and is completing the
teaching practice requirements of the pre-service professional
education courses (School Teacher Qualifications- ACT Government
Education and Training : 2009). In this study, pre - service teachers are
the students of University of Muhammadiyah Malang who take EYL
II course on October – December 2012.
Young learners are young children who are learning English. They are
the children of primary school age who received English lessons at
school as local content (Suyanto, K:2007). In this study, young
learners are the 5th grade elementary school students.
EYL course is the English course that is held at the English
Department of UMM in which English is taught by the pre-service
teachers who take EYL II subject.
Simple language also called plain language is using language,
structure, and design so clearly and effectively that the audience has
the best possible chance of readily finding what they need,
understanding it, and using it (Cheek : 2010).
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