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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,
during teaching and learning process, each instruction was delivered in English
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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 interview. The data were analyzed by descriptive qualitative data analysis. The result
Eva Fitriani Syarifah, 2012 Teachers English Oral Instructions in EFL Young Learners Classroom
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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 demonstration is coded as TS6. TS7 is assigned for checking students
’ understanding
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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?
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
Table 3.5 Illustration of Coding System Regarding the Types of Instructions
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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
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 investigate the strategies applied by the teacher in giving oral instruction, the types of
Eva Fitriani Syarifah, 2012 Teachers English Oral Instructions in EFL Young Learners Classroom
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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 teacher.
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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
