AN ANALYSIS ON CLASSROOM LANGUAGE USED BY LITTLE CAMEL MOJOKERTO PRECHOOL TEACHER IN USING ENGLISH AS A MEDIUM OF INSTRUCTION
CHAPTER I
INTRODUCTION
This chapter consists of background of study, statement of problems,
purposes of the study, significant of the study, scope and limitation, and definition
of key terms.
1.1 Background of Study
Modern era makes English become one of important languages in the
world, especially in Indonesia. It gives positive effects for education in Indonesia
such as English as the tool for communication between one to another people and
makes the people have competent in English skills such as listening, writing,
speaking and reading. Nowadays, many people learn English for fluently using
English as a second language or studying overseas. The increasing awareness of
the important mastering English in this modern era has encouraged some schools
to teach it. The phenomenon shows that English does not only start on elementary
schools but many preschools start to learn English as a world language which has
made people to learn English as early as possible. There is the reason why
preschools would like to prepare students’ English ability for their elementary
school. It is in line with Pavlikova (2013) “A kindergarten students have a great
advantage; they will be well prepared for foreign language studies at later stages
this way. “
1
Cameron (2001) explains that teaching English in the early age has many
advantages as a foreign language such as listening comprehension and
pronunciation give benefits mainly. It shows that teaching English in early age is
very important because it develops the children language competence especially
in learning foreign language. Young learners will absorb effectively what they
learn because they have good memory. Also, they have high motivation to learn
something new. They have many opportunities to construct their abilities using
English.
Furthermore, teaching English to young learners is different from teaching
adult learners. Teaching English to young learners is focusing on shaping the
children as the future users of English in the world which regress a high level of
spoken and written communication. Young learners will learn and emphasize in
vocabulary, how to spell, pronounce and simple sentences not in grammatical
rules or determine the sentence pattern.
Based on Liruso (2003), young learners have special characteristics, they
are: young learner is learned naturally, also they will learn while play. It means,
they get some new knowledge from their experiences. Therefore, it is very
important to interact and adapt with their world. Teaching young learners should
be relevant with their way of thinking or their cognitive aspect such as playing,
coloring and singing. In line with Shin (2009) statement, “Participants will engage
in enjoyable activities designed specifically for young learners, such as songs,
chants, finger plays, and storytelling.” It will give positive attitude toward English
than thinking with the grammar rules.
2
Realizing the characteristics of young learners and the importance of
English as one of important languages in the world, many schools use English as
classroom language and as a medium of instruction as well. Classroom language
is needed for communication tools between teacher and students in routine daily
activity as habituation (Malley, 1997). While, English as medium of instruction
essentially refers to the teaching of a subject using the medium of English and to
give instruction in lesson activity in the class, what the students do based on the
teacher’s instruction (McDonald,in Dearden, 2014).
Then, the usage of English as medium of instruction should be compatible
with phases of lesson activity during teaching learning process. That is because
the usage of language instruction in every step of activity can influence students’
understanding. Based on Crookes &Chaudron (in Celce& Murcia, 2001) activity
is a part of lesson. Every activity has different aim to develop the student’s ability
and reach the comprehension of lesson. Therefore, the teacher should manage the
phases of instructional sequence in lesson to reach the expected goal.
Related to this study, Amin (2013) studied about classroom language
applied by the first grade pre-service teacher in EYL course at UMM. He focused
on classroom languages and the kinds, and the reason why classroom languages
were implemented in EYL course at UMM. He found that the first grade preservice teacher applied fifty seven classroom languages and two kinds of
classroom language in EYL course at UMM. Classroom languages were applied
for helping the students to understand simple language, introducing English,
accustoming the students with English, improving students’ English ability, and
3
giving stimulation to the students. Also, Rahman (2013) studied about classroom
language used by pre service teacher of 3rd grade in teaching EYL course in
English in UMM. He focused on classroom languages and the kinds, and the
reason why classroom languages were implemented. He found that there were
classroom instruction and classroom interaction. Classroom instruction used to
give instruction through simple and meaningful expression and create good
relationship or social-cultural.
Based on the reason above, it is interesting to conduct an analysis of
classroom language used by Little Camel Mojokerto preschool teacher using
English as a medium of instruction. This study is different from the two previous
studies above because this study focused on classroom language used by
preschool teacher and classroom languages are classified into phase of lesson
activity.
1.2 Statement of Problems
The problems which are going to be discussed based on background of
study are:
1. What are classroom languages used by the Little Camel Mojokerto
preschool teacher in using English as a medium of instruction?
2. How are classroom languages used by Little Camel Mojokerto preschool
teacher in using English as a medium of instruction classified into the
phases of lesson activity?
4
1.2 Purpose of Study
The purpose of study is directly connected to the problems of the study;
the purposes of the study are as follows:
1. To identify classroom languages used by Little Camel Mojokerto
preschool teacher in using English as a medium of instruction.
2. To investigate how classroom languages used by Little Camel Mojokerto
preschool teacher in using English as a medium of instruction are
classified into the phases of lesson activity.
1.3 Significance of Study
The result of this study is expected to give some contributions to:
1. The students and the lecturers of English department in University of
Muhammadiyah Malang to know classroom language used by Little
Camel Mojokerto preschool teacher and also classroom language used by
Little Camel Mojokerto preschool teacher in using English as a medium of
instruction is classified into the phases of lesson activity.
2. The teachers, especially at Little Camel Mojokerto preschool teacher to
provide them classroom language related to English as a medium of
instruction and the phases of lesson activity that helps the student easy to
reach the goal and motivate the preschool student to be active in the class.
3. The next researcher which has the similar topic related to classroom
language and English as a medium of instruction, it can be a reference to
see what matter needs to be studied further.
5
1.4 Scope and Limitation
The scopes of this study are classroom languages used by Little Camel
Mojokerto preschool teacher and classroom languages used by Little Camel
Mojokerto preschool teacher in using English as a medium of instruction is
classified into the phases of lesson activity. This study is limited on Little Camel
Mojokerto preschool teacher in using English as a medium of instruction.
1.5 Definition of Key Terms
To avoid misunderstanding in this study the writer gives the definition of
key terms that are used in this study. The terms are defined as followed:
1. Classroom Language is language trough the normal day-to-day routine of
what they do in class (Malley, 1997).
2. English as a Medium of Instruction (EMI) is the use of English language
in teaching a subject, where English is not the national language for the
students (McDonald,in Dearden, 2014).
3. Preschool is school which is preparing for entered the formal school.
Preschooler about 4-6 years old.(www.littlecamelscool.com)
4. Preschool Little Camel Mojokerto is one of kindergarten school in
Mojokerto. It is Islamic International School at Jl. Mentawai – Kranggan Mojokerto (0321) 382 603. Little Camel has some programs they are baby
class,
playgroup,
preschool
and
elementary
school.
(www.littlecamelscool.com)
6
AN ANALYSIS ON CLASSROOM LANGUAGE USED BY LITTLE CAMEL
MOJOKERTO PRECHOOL TEACHER IN USING ENGLISH
AS A MEDIUM OF INSTRUCTION
THESIS
By:
RIFKATUZAHRO
20111010311057
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
AN ANALYSIS ON CLASSROOM LANGUAGE USED BY LITTLE CAMEL
MOJOKERTO PRESCHOOL TEACHER IN USING ENGLISH
AS A MEDIUM OF INSTRUCTION
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
RIFKATUZAHRO
201110100311057
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
ACKNOWLEDGEMENT
Bismillahirahmanirrahim,
Alhmadulillah, all praise to Allah, the Merciful and Charitable, who has given the
writer guidance and blessing in finishing this thesis.
Then, she would like to express his great appreciation and thanks to her first advisor,
Rina W. Setyaningrum., M.Ed., and her second advisor, Puji Sumarsono., M. Ed., M. Pd., for
their guidance, suggestion, correction and comment on this study, without real understanding
and strong motivation, this study would never found its completion.
Her thanks also go to his beloved parents, who always give their love till the end of
time. Her sister, who always pray and support, and give the affection during writing this
study. His deepest gratitude is also extended to Little Camel Mojokerto Preschool (B2)
teachers who have given her a permission to do this study. Her special thanks to her best
friends who always accompanied and given supporting to do her study, also for her love who
always support to finished this study.
Eventually, may Allah SWT always keep them in safe and peace condition and give
them appropriate rewards.
Malang, November 2015
RIFKATUZAHRO
TABLE OF CONTENTS
APPROVAL ................................................................................................. i
LEGALIZATION ........................................................................................ ii
MOTTO AND DEDICATION.................................................................... iii
ORIGINALITY DECLARATION ............................................................. iv
ABSTRACT .................................................................................................. v
ACKNOWLEDGEMENTS ........................................................................ vi
TABLE OF CONTENTS ............................................................................ vii
CHAPTER I INTRODUCTION
1.1 Background of the Study .................................................................. 1
1.2 Statement of the Problems ................................................................ 4
1.3 Purposes of the Study ....................................................................... 5
1.4 Significance of the Study ................................................................. 5
1.5 Scope and Limitation........................................................................ 6
1.6 Definition of Key Terms .................................................................. 6
CHAPTER II REVIEW RELATED LITERATURE
2.1 Teaching EYL .................................................................................. 7
2.2 Kindergarten ..................................................................................... 9
2.3 Classroom language ......................................................................... 9
2.3.1 Language Instruction ............................................................... 11
2.3.2 English as a Medium of Instruction ........................................ 11
2.4 The Phase of Lesson Activity ........................................................... 13
2.4.1 Presentation ............................................................................. 13
2.4.2 Practice .................................................................................... 13
2.4.3 Production ............................................................................... 14
2.5 Little Camel Preschool ..................................................................... 15
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design .............................................................................. 18
3.2 Research Subject ............................................................................. 19
3.3 Research Instrument........................................................................ 19
3.3.1 Observation ............................................................................ 19
3.3.2 Interview ................................................................................ 20
3.3.3 Documentation ....................................................................... 21
3.4 Data Collection ................................................................................. 21
3.5 Data Analysis ................................................................................... 22
CHAPTER IV RESEARCH FINDING AND DISCUSSION
4.1 Findings ............................................................................................ 23
4.1.1 The Classroom Language Used by Little Camel Mojokerto Preschool Teacher
in Using English as a Medium of Instruction ................................... 23
4.1.2 The Classroom Language Used by Little Camel Preschool Teacher in Using
English as a Medium of Instruction Classified into Phases of Lesson Activity
4.2 Discussion ........................................................................................ 44
CHAPTER V CONCLUSSIONS AND SUGGESTIONS
5.1 Conclusions .................................................................................... 47
5.2 Sugestions ....................................................................................... 48
5.2.1 For the Little Camel Mojokerto Preschool Teacher ............. 48
5.2.2 For the Next Reseachers ....................................................... 48
REFERENCES
APPENDICES
32
REFERENCES
Amin, Mutho’in. 2013. “Classroom Language Used by Pre Service Teacher of 3rdGrade in
Teaching EYL Course in English in UMM”. Malang. Unpublished Thesis of UMM.
Ary, Donald; Jacobs, Lucy C &Razavieh. 2002. “Intoduction to Research in Education (Sixth
Edition). New York: Wadsworth Group a Devision of Thompsom Learning, Inc.
Ary, Donald; Jacobs, Lucy C &Razavieh. 2010. “Intoduction to Research in Education (Eigth
Edition)”. New York: Wadsworth Group a Devision of Thompsom Learning, Inc.
Beckman, Leslie, Opp & Klinghammer, Sarah J. 2006. “Shaping the Way We Teach English:
Successful Practices Around the World”. Eugene. University of Oregon. Retrieved
from http://www.uoregon.edu
Cameron, Lynne. 2001. “Teaching Language to Young Learners”. Cambridge. Cambridge
University Press.
Celce& Murcia. (Ed.). 2001. “Teaching English as a Second or Foreign Language (Third
Edition)”.USA. Heinley&Heinley.
Creswell, John, W. 2012. “Educational Research: Planning, Conducting and Evaluating
Quantitative and Qualitative Research (Fourth Edition)”. Boston. Pearson
Education.
Dearden, Julie. 2014. “English as a Medium of Instruction – A Growing Global Phenomenon:
Phase 1: Interim Report”. Retrieved from www.britishcouncil.org/education/ihe
Fraenkel, Jack, R. &Wallen, Norman, N. 2004. “How to Design and Evaluate Research in
Education: Seventh Edition”. New York. McGraw-Hill Companies, Inc.
Grugeon, Elizabeth.et al. 2005. “Teaching Speaking and Listening in the Primary School”.
London. David Fulton Publishers Ltd.
Halimi, Sisilia S. 2010. “Becoming a Creative Teacher: A Manual for Teaching English to
Indonesian Elementary Students”. Bandung. LBI FIB UI
Harmer, Jeremy. 2007. “The Practice of English Language Teaching (Third Edition)”.
Edinburgh. Pearson Longman.
Hill, Jane, D. & Flynn, Kathleen, M. 2006. “Classroom Instruction with Works English
language Learners”. Alexandra. Association for Supervision and Curriculum
Development.
Liruso, Susana, Maria. 2003. “Giving Oral Instructions to EFL Young Learners”. Cordova.
Universidad
Nacional
de
Cordoba.
Argentina.
Encuentro
Revista
deinvestigacióneinnovaciónenlaclasedeidiomas. 13-14 2002 – 2003.
Malley, Alan. 1997. “Very Young Learner”. New York. Oxford University Press.
Masi. 2014. “Intergrated Kindergaten Curriculum: A Holistic Approach to Children’s Early
Learning”. Northwest.
Mudzielwana, Ndileleni, P. 2014. “Assessing the Effects of Second Language as a Medium of
Instruction in Teaching Preschool Children”. Department of Early Childhood
Education, University of Venda. International Journal Education Sciece, 7(1): 87-98
(2014)
Mortensen, Kristian. 2008. “Instructions and Participation in the Second Language
Classroom”. Denmark. Institute of Language and communication. University of
Southern Denmark.
Pavlikova, Monica. 2013. “Teaching English to Very Young Learners”. Brno. Unpublished
Thesis of Masaryk University Brno.
Rahman, Ali. 2013. “Classroom Language Applied by the First Grade Pre-Service Teacher
in EYL Course at UMM”. Malang. Unpublished Thesis of UMM.
Scott, Wendy, A. &Ytreberg, Lisbeth, H. 2000. “Longman Keys to Language Teaching:
Teaching English to Children”. London. Longman.
Team Kindergarten Victoria. 2014. “The Kindergarten Guide 2014”. Department of
Education and Early Childhood Development. Melbourne. Group State of Victoria
Shin, Joan, K. 2009. “Teaching English to Young Learners”. Baltimore County. University
of Maryland.
Uys, Mandie. et al. 2007. “English Medium of Instruction: A Situation Analysis”. South
African Journal of Education. EASA. Vol 27(1)69–82.
INTRODUCTION
This chapter consists of background of study, statement of problems,
purposes of the study, significant of the study, scope and limitation, and definition
of key terms.
1.1 Background of Study
Modern era makes English become one of important languages in the
world, especially in Indonesia. It gives positive effects for education in Indonesia
such as English as the tool for communication between one to another people and
makes the people have competent in English skills such as listening, writing,
speaking and reading. Nowadays, many people learn English for fluently using
English as a second language or studying overseas. The increasing awareness of
the important mastering English in this modern era has encouraged some schools
to teach it. The phenomenon shows that English does not only start on elementary
schools but many preschools start to learn English as a world language which has
made people to learn English as early as possible. There is the reason why
preschools would like to prepare students’ English ability for their elementary
school. It is in line with Pavlikova (2013) “A kindergarten students have a great
advantage; they will be well prepared for foreign language studies at later stages
this way. “
1
Cameron (2001) explains that teaching English in the early age has many
advantages as a foreign language such as listening comprehension and
pronunciation give benefits mainly. It shows that teaching English in early age is
very important because it develops the children language competence especially
in learning foreign language. Young learners will absorb effectively what they
learn because they have good memory. Also, they have high motivation to learn
something new. They have many opportunities to construct their abilities using
English.
Furthermore, teaching English to young learners is different from teaching
adult learners. Teaching English to young learners is focusing on shaping the
children as the future users of English in the world which regress a high level of
spoken and written communication. Young learners will learn and emphasize in
vocabulary, how to spell, pronounce and simple sentences not in grammatical
rules or determine the sentence pattern.
Based on Liruso (2003), young learners have special characteristics, they
are: young learner is learned naturally, also they will learn while play. It means,
they get some new knowledge from their experiences. Therefore, it is very
important to interact and adapt with their world. Teaching young learners should
be relevant with their way of thinking or their cognitive aspect such as playing,
coloring and singing. In line with Shin (2009) statement, “Participants will engage
in enjoyable activities designed specifically for young learners, such as songs,
chants, finger plays, and storytelling.” It will give positive attitude toward English
than thinking with the grammar rules.
2
Realizing the characteristics of young learners and the importance of
English as one of important languages in the world, many schools use English as
classroom language and as a medium of instruction as well. Classroom language
is needed for communication tools between teacher and students in routine daily
activity as habituation (Malley, 1997). While, English as medium of instruction
essentially refers to the teaching of a subject using the medium of English and to
give instruction in lesson activity in the class, what the students do based on the
teacher’s instruction (McDonald,in Dearden, 2014).
Then, the usage of English as medium of instruction should be compatible
with phases of lesson activity during teaching learning process. That is because
the usage of language instruction in every step of activity can influence students’
understanding. Based on Crookes &Chaudron (in Celce& Murcia, 2001) activity
is a part of lesson. Every activity has different aim to develop the student’s ability
and reach the comprehension of lesson. Therefore, the teacher should manage the
phases of instructional sequence in lesson to reach the expected goal.
Related to this study, Amin (2013) studied about classroom language
applied by the first grade pre-service teacher in EYL course at UMM. He focused
on classroom languages and the kinds, and the reason why classroom languages
were implemented in EYL course at UMM. He found that the first grade preservice teacher applied fifty seven classroom languages and two kinds of
classroom language in EYL course at UMM. Classroom languages were applied
for helping the students to understand simple language, introducing English,
accustoming the students with English, improving students’ English ability, and
3
giving stimulation to the students. Also, Rahman (2013) studied about classroom
language used by pre service teacher of 3rd grade in teaching EYL course in
English in UMM. He focused on classroom languages and the kinds, and the
reason why classroom languages were implemented. He found that there were
classroom instruction and classroom interaction. Classroom instruction used to
give instruction through simple and meaningful expression and create good
relationship or social-cultural.
Based on the reason above, it is interesting to conduct an analysis of
classroom language used by Little Camel Mojokerto preschool teacher using
English as a medium of instruction. This study is different from the two previous
studies above because this study focused on classroom language used by
preschool teacher and classroom languages are classified into phase of lesson
activity.
1.2 Statement of Problems
The problems which are going to be discussed based on background of
study are:
1. What are classroom languages used by the Little Camel Mojokerto
preschool teacher in using English as a medium of instruction?
2. How are classroom languages used by Little Camel Mojokerto preschool
teacher in using English as a medium of instruction classified into the
phases of lesson activity?
4
1.2 Purpose of Study
The purpose of study is directly connected to the problems of the study;
the purposes of the study are as follows:
1. To identify classroom languages used by Little Camel Mojokerto
preschool teacher in using English as a medium of instruction.
2. To investigate how classroom languages used by Little Camel Mojokerto
preschool teacher in using English as a medium of instruction are
classified into the phases of lesson activity.
1.3 Significance of Study
The result of this study is expected to give some contributions to:
1. The students and the lecturers of English department in University of
Muhammadiyah Malang to know classroom language used by Little
Camel Mojokerto preschool teacher and also classroom language used by
Little Camel Mojokerto preschool teacher in using English as a medium of
instruction is classified into the phases of lesson activity.
2. The teachers, especially at Little Camel Mojokerto preschool teacher to
provide them classroom language related to English as a medium of
instruction and the phases of lesson activity that helps the student easy to
reach the goal and motivate the preschool student to be active in the class.
3. The next researcher which has the similar topic related to classroom
language and English as a medium of instruction, it can be a reference to
see what matter needs to be studied further.
5
1.4 Scope and Limitation
The scopes of this study are classroom languages used by Little Camel
Mojokerto preschool teacher and classroom languages used by Little Camel
Mojokerto preschool teacher in using English as a medium of instruction is
classified into the phases of lesson activity. This study is limited on Little Camel
Mojokerto preschool teacher in using English as a medium of instruction.
1.5 Definition of Key Terms
To avoid misunderstanding in this study the writer gives the definition of
key terms that are used in this study. The terms are defined as followed:
1. Classroom Language is language trough the normal day-to-day routine of
what they do in class (Malley, 1997).
2. English as a Medium of Instruction (EMI) is the use of English language
in teaching a subject, where English is not the national language for the
students (McDonald,in Dearden, 2014).
3. Preschool is school which is preparing for entered the formal school.
Preschooler about 4-6 years old.(www.littlecamelscool.com)
4. Preschool Little Camel Mojokerto is one of kindergarten school in
Mojokerto. It is Islamic International School at Jl. Mentawai – Kranggan Mojokerto (0321) 382 603. Little Camel has some programs they are baby
class,
playgroup,
preschool
and
elementary
school.
(www.littlecamelscool.com)
6
AN ANALYSIS ON CLASSROOM LANGUAGE USED BY LITTLE CAMEL
MOJOKERTO PRECHOOL TEACHER IN USING ENGLISH
AS A MEDIUM OF INSTRUCTION
THESIS
By:
RIFKATUZAHRO
20111010311057
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
AN ANALYSIS ON CLASSROOM LANGUAGE USED BY LITTLE CAMEL
MOJOKERTO PRESCHOOL TEACHER IN USING ENGLISH
AS A MEDIUM OF INSTRUCTION
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
RIFKATUZAHRO
201110100311057
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
ACKNOWLEDGEMENT
Bismillahirahmanirrahim,
Alhmadulillah, all praise to Allah, the Merciful and Charitable, who has given the
writer guidance and blessing in finishing this thesis.
Then, she would like to express his great appreciation and thanks to her first advisor,
Rina W. Setyaningrum., M.Ed., and her second advisor, Puji Sumarsono., M. Ed., M. Pd., for
their guidance, suggestion, correction and comment on this study, without real understanding
and strong motivation, this study would never found its completion.
Her thanks also go to his beloved parents, who always give their love till the end of
time. Her sister, who always pray and support, and give the affection during writing this
study. His deepest gratitude is also extended to Little Camel Mojokerto Preschool (B2)
teachers who have given her a permission to do this study. Her special thanks to her best
friends who always accompanied and given supporting to do her study, also for her love who
always support to finished this study.
Eventually, may Allah SWT always keep them in safe and peace condition and give
them appropriate rewards.
Malang, November 2015
RIFKATUZAHRO
TABLE OF CONTENTS
APPROVAL ................................................................................................. i
LEGALIZATION ........................................................................................ ii
MOTTO AND DEDICATION.................................................................... iii
ORIGINALITY DECLARATION ............................................................. iv
ABSTRACT .................................................................................................. v
ACKNOWLEDGEMENTS ........................................................................ vi
TABLE OF CONTENTS ............................................................................ vii
CHAPTER I INTRODUCTION
1.1 Background of the Study .................................................................. 1
1.2 Statement of the Problems ................................................................ 4
1.3 Purposes of the Study ....................................................................... 5
1.4 Significance of the Study ................................................................. 5
1.5 Scope and Limitation........................................................................ 6
1.6 Definition of Key Terms .................................................................. 6
CHAPTER II REVIEW RELATED LITERATURE
2.1 Teaching EYL .................................................................................. 7
2.2 Kindergarten ..................................................................................... 9
2.3 Classroom language ......................................................................... 9
2.3.1 Language Instruction ............................................................... 11
2.3.2 English as a Medium of Instruction ........................................ 11
2.4 The Phase of Lesson Activity ........................................................... 13
2.4.1 Presentation ............................................................................. 13
2.4.2 Practice .................................................................................... 13
2.4.3 Production ............................................................................... 14
2.5 Little Camel Preschool ..................................................................... 15
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design .............................................................................. 18
3.2 Research Subject ............................................................................. 19
3.3 Research Instrument........................................................................ 19
3.3.1 Observation ............................................................................ 19
3.3.2 Interview ................................................................................ 20
3.3.3 Documentation ....................................................................... 21
3.4 Data Collection ................................................................................. 21
3.5 Data Analysis ................................................................................... 22
CHAPTER IV RESEARCH FINDING AND DISCUSSION
4.1 Findings ............................................................................................ 23
4.1.1 The Classroom Language Used by Little Camel Mojokerto Preschool Teacher
in Using English as a Medium of Instruction ................................... 23
4.1.2 The Classroom Language Used by Little Camel Preschool Teacher in Using
English as a Medium of Instruction Classified into Phases of Lesson Activity
4.2 Discussion ........................................................................................ 44
CHAPTER V CONCLUSSIONS AND SUGGESTIONS
5.1 Conclusions .................................................................................... 47
5.2 Sugestions ....................................................................................... 48
5.2.1 For the Little Camel Mojokerto Preschool Teacher ............. 48
5.2.2 For the Next Reseachers ....................................................... 48
REFERENCES
APPENDICES
32
REFERENCES
Amin, Mutho’in. 2013. “Classroom Language Used by Pre Service Teacher of 3rdGrade in
Teaching EYL Course in English in UMM”. Malang. Unpublished Thesis of UMM.
Ary, Donald; Jacobs, Lucy C &Razavieh. 2002. “Intoduction to Research in Education (Sixth
Edition). New York: Wadsworth Group a Devision of Thompsom Learning, Inc.
Ary, Donald; Jacobs, Lucy C &Razavieh. 2010. “Intoduction to Research in Education (Eigth
Edition)”. New York: Wadsworth Group a Devision of Thompsom Learning, Inc.
Beckman, Leslie, Opp & Klinghammer, Sarah J. 2006. “Shaping the Way We Teach English:
Successful Practices Around the World”. Eugene. University of Oregon. Retrieved
from http://www.uoregon.edu
Cameron, Lynne. 2001. “Teaching Language to Young Learners”. Cambridge. Cambridge
University Press.
Celce& Murcia. (Ed.). 2001. “Teaching English as a Second or Foreign Language (Third
Edition)”.USA. Heinley&Heinley.
Creswell, John, W. 2012. “Educational Research: Planning, Conducting and Evaluating
Quantitative and Qualitative Research (Fourth Edition)”. Boston. Pearson
Education.
Dearden, Julie. 2014. “English as a Medium of Instruction – A Growing Global Phenomenon:
Phase 1: Interim Report”. Retrieved from www.britishcouncil.org/education/ihe
Fraenkel, Jack, R. &Wallen, Norman, N. 2004. “How to Design and Evaluate Research in
Education: Seventh Edition”. New York. McGraw-Hill Companies, Inc.
Grugeon, Elizabeth.et al. 2005. “Teaching Speaking and Listening in the Primary School”.
London. David Fulton Publishers Ltd.
Halimi, Sisilia S. 2010. “Becoming a Creative Teacher: A Manual for Teaching English to
Indonesian Elementary Students”. Bandung. LBI FIB UI
Harmer, Jeremy. 2007. “The Practice of English Language Teaching (Third Edition)”.
Edinburgh. Pearson Longman.
Hill, Jane, D. & Flynn, Kathleen, M. 2006. “Classroom Instruction with Works English
language Learners”. Alexandra. Association for Supervision and Curriculum
Development.
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