Eva Fitriani Syarifah, 2012 Teachers English Oral Instructions in EFL Young Learners Classroom
Universitas Pendidikan Indonesia
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3.2 Subjects of the Research
This study was conducted in one of the primary schools state in Cimahi. The school can be categorized as a challenging school for the research because lack of
English exposures in the classroom and English teacher’s competence. Therefore, the
researcher as a novice teacher tried to apply English oral instructions in the classroom involved fifth grade students.
3.3 Data Collection
Several techniques were employed to collect data of this study. As stated by Alwasilah 2002: 149 survey or questionnaire, interview, observation and document
analysis are several methods that can be employed to collect data. In collecting the data needed for this study, the researcher used two of them they were observation and
semi – structured interview. Some instruments were also employed in this research.
Those were observation sheet, field note, teacher’s note, videotaping, and interview.
3.3.1 Observation
As stated by Fraenkel and Wallen 1990: 369 observation is a collecting data process to record the information of things that are observed. In
addition, through observation, the researcher could observe implicitly the understanding, how theories are related, and the
respondents’ point of view Alwasilah, 2002: 155.
During the teaching and learning process, there were several English teachers as observers. Observation sheet and field notes were applied in order to
document the data. The observation sheet focused on investigating the
Eva Fitriani Syarifah, 2012 Teachers English Oral Instructions in EFL Young Learners Classroom
Universitas Pendidikan Indonesia
| repository.upi.edu
strategies applied by the teacher in giving oral instructions. It can be seen as follows.
Table 3.1 Observation Sheet
No. How does the teacher give English
instructions? Evidence
Examples of Teacher’s Instructions
1. The teacher draws
students’ attention before giving instruction
2. The teacher gives instructions briefly and
clearly
3. The teacher uses simple language and simple
sentence
4. The teacher uses gestures and facial
expression 5.
The teacher delivers one instruction at a time 6.
The teacher
gives modeling
and demonstration
7. The teacher checks students’ understanding
by engaging students’ 8.
The teacher uses pauses 9.
The teacher uses repetition, paraphrase and speech modification
10. The teacher uses visual aids such as photo,
picture or drawing Comment:
Eva Fitriani Syarifah, 2012 Teachers English Oral Instructions in EFL Young Learners Classroom
Universitas Pendidikan Indonesia
| repository.upi.edu
To find out the types of instructions and problems which were encountered while giving oral instructions, the researcher used field notes for
investigating the student
s’ response. As what stated by Creswell 2008 field
notes can be applied to record data during an observation Creswell. The field note was used to see the types of instructions used by teacher and
the students’ responses toward oral instructions. Furthermore, the information taken from
field notes was also used to support the data finding from other instruments of this research.
Table 3.2 Field Note
No. Teacher’s Instructions
Types of teacher instructions and the examples
Students’ Response
1 Imperative
2 Interrogative
3 Declarative
Eva Fitriani Syarifah, 2012 Teachers English Oral Instructions in EFL Young Learners Classroom
Universitas Pendidikan Indonesia
| repository.upi.edu
3.3.2 Videotaping
As suggested by Fraenkel and Wallen 1990 recording can be replayed for several times in order to check and to correct the data. The researcher
applied videotaping to check and to complete the needed information. Videotaping was done during teaching and learning process. In addition, by
using videotaping, the information could be gathered to complement the information that was not observed when the research was conducted to recheck
the data. Moreover, Alwasilah 2002: 157 agrees that the transcription also is used in the research to understand how respondents organize their perspectives.
Since the researcher was the novice teacher, the researcher observed and gathered the data to answer the research questions through the videotaping and
video transcriptions. See appendix E for video transcriptions.
3.3.3 Interview
To complement the data and to get more information, semi – structured
interview was conducted to find out more aspects about the problems of research and to add the data from observation and videotaping. Alwasilah
2000: 154 says that some conditions that cannot be captured by other instruments can be covered during the interview. Furthermore, Stake 2010:95
mentions that the purposes of interview for qualitative researcher are: 1 to obtain unique information held by the person interviewed; 2 to collect a
Eva Fitriani Syarifah, 2012 Teachers English Oral Instructions in EFL Young Learners Classroom
Universitas Pendidikan Indonesia
| repository.upi.edu
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
