CLASSROOM LANGUAGE APPLIED BY THE FIRST GRADE PRE-SERVICE TEACHERS IN EYL COURSE AT UNIVERSITY OF MUHAMMADIYAH MALANG
CLASSROOM LANGUAGE APPLIED BY THE FIRST GRADE
PRE-SERVICE TEACHERS IN EYL COURSE AT UNIVERSITY
OF MUHAMMADIYAH MALANG
THESIS
By:
Mutho’in Amin
09360037
ENGLISH DEPARTMENT
FACULTY OF TEACHER AND TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
AGUSTUS 2013
CLASSROOM LANGUAGE APPLIED BY THE FIRST GRADE
PRE-SERVICE TEACHERS IN EYL COURSE AT UNIVERSITY
OF MUHAMMADIYAH MALANG
THESIS
By:
Mutho’in Amin
09360037
ENGLISH DEPARTMENT
FACULTY OF TEACHER AND TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
AGUSTUS 2013
CLASSROOM LANGUAGE APPLIED BY THE FIRST GRADE
PRE-SERVICE TEACHERS IN EYL COURSE AT UNIVERSITY
OF MUHAMMADIYAH MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
Mutho’in Amin
09360037
ENGLISH DEPARTMENT
FACULTY OF TEACHER AND TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
AGUSTUS 2013
ACKNOWLEDGMENTS
Bismillahirrohmanirrohim
Alhamdulillah, all praise is to Allah, the Merciful and Charitable. Because of His
guidance, blessing and affection, the writer can finish this thesis.
The writer would like to express his great appreciation to many persons who
had been involved in finishing this thesis. The writer thanks to his first advisor, Drs.
Jarum, M.Ed, and his second advisor, Fardini Sabilah, S.Pd, M.Pd, for their guidance,
suggestion, correction and comment on this thesis without real understanding and
strong motivation, this thesis would have never found its completion.
His thanks also go to her beloved father and mother, who always give their
love to the writer, his sister who always gives the expectation, and his big family for
their praying and support in finishing this thesis. His special thanks go to his beloved
girl Ai Hartati who always supports him every day. For the first grade pre-service
teachers in EYL course at UMM who helped the writer to be a research subjects.
Finally, his sincere gratitude goes to everybody that cannot be mentioned one by one
who helped her in finishing this thesis.
Eventually, may Allah SWT always keep them in safe, peace condition, and
give them the appropriate rewards.
MOTTO AND DEDICATION
MOTTO
Every soul has a taste: And only the Day of Judgment shall you be paid your full
recompense. Only he who is saved far from the Fire and admitted to the Garden will
have succeeded: For the life of this world is but goods and chattels and deception.
Ali Imron: 185 )
The best person who is useful for other people
(H.R. Ahmad)
Life on time must be useful
DEDICATION
I dedicated this thesis to:
My beloved parents “they are my spirit”
My beloved sister “thanks for the expectation”
My lovely big family “thanks a lot in completing my life”
My lovely friend “thanks for everything”
(Q.S.
TABLE OF CONTENTS
ADVISORS APPROVAL.....................................................................................
i
EXAMINERS APPROVAL .................................................................................
ii
MOTO AND DEDICATION ................................................................................
iii
ACKNWOLEDMENTS .......................................................................................
iv
ABSTRACT ..........................................................................................................
v
TABLE OF CONTENTS ......................................................................................
vi
CHAPTER I INTRODUCTION
1.1 Background of the Study ...............................................................................
1
1.2 Statement of Problems ...................................................................................
5
1.3 Purpose of Study ...........................................................................................
5
1.4 Significant of Study .......................................................................................
5
1.5 Scope and Limitation .....................................................................................
6
1.6 Definition of Key Term .................................................................................
6
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Teaching English to Young Learners ..............................................................
8
2.1.1 The Characteristics of young Language Learners ................................
9
2.2.3 The Characteristics of Young Learners’ Teacher .................................
10
2.2.4 The Rule of Young Learners’ Teacher .................................................
11
2.2 Classroom Language .......................................................................................
12
2.2.1 Simple Instruction .................................................................................
13
2.2.2 Language of Social Interaction .............................................................
14
2.2.3 Language of Spontaneous Situation......................................................
16
CHAPTER III RESEARCH METHODOLOGY
3.1 Design of Study ...............................................................................................
18
3.2 Research Subject .............................................................................................
20
3.3 Research Instrument ........................................................................................
20
3.3.1 Observation ...........................................................................................
20
3.3.2 Interview ...............................................................................................
21
3.4 Data Collection................................................................................................
22
3.5 Data Analysis ..................................................................................................
23
CHAPTER IV RESEARCH FINDING AND DISCUSSION
1.1 Findings ..........................................................................................................
25
1.1.1 Classroom Language Applied by the first grade Grade Pre-service teachers
in EYL Course at UMM .......................................................................
25
1.1.2 Kinds of Classroom Language Applied by the first grade Grade Pre-service
teachers in EYL Course at UMM .........................................................
28
1.1.3 Pre-service teachers’ Reason in Applying Classroom Language in Teaching
the first grade Grade of EYL Course at UMM .....................................
29
1.2 Discussion ......................................................................................................
31
CHAPTER V CONCLUTION AND SUGGESTION
5.1 Conclusion ......................................................................................................
34
5.2 Suggestion .......................................................................................................
35
5.2.1 For the Pre-service teacher of EYL.......................................................
35
5.2.2 For the EYL subject ..............................................................................
35
5.2.2 For the Next Researcher ........................................................................
36
REFERENCES
APPENDIXS
REFERENCES
Ary, Donald, et. all. 2002. Introduction to Research in Education: Sixth Edition.
USA: Wadsworth Group.
Ary, Donald, at, all. 2006. Introduction to Research in Education: Seventh Edition.
Canada: Thomson Wadsworth.
Brumfit, et, all. 1991. Teaching English to Children. London: HarperCollins
Publishers.
Bogdan and Biklen. 2003. Qualitative Research of Education an Introduction to
Theory and Methods: Fourth edition. USA: Pearson Education Group, Inc.
Best, John W. 1981. Research in Education: Fourth Edition. London: Prentice-Hall
International, Inc.
Kasbolah, K.E, Kasihani. 2010. English for Young Learners: Third Edition. Jakarta:
PT Bumi Aksara.
Leedy and Ormrod. 2010. Practical Research Planning and Design. USA: Pearson
Education, Inc.
Paul, david. 2003. Teaching English to Children in Asia. Hong Kong: Logman Asia
ELT.
Phillips, Sarah. 1993. Young Learners: New York: Oxford University Press.
Plaistowe, Jennifer. Kontroversi Pentingnya Bahasa Inggris Bagi Siswa Sekolah
Dasar di Indonsia. Unpublished Research. University of Muhammadiyah
Malang.
Rif’ah, Lailatul. 2010. Study on the Communication Strategies Used by Practice
Teachers in Giving Classroom Instruction at 2nd Grade of EYL Course at
UMM. Unpublished Thesis. University of Muhammadiyah Malang.
Slattery and Willis. 2001. English for Primary Teachers. New York: Oxford
University Press.
Sutter, W. Newton. 2006. Intruduction to Educational Research, a Critical Thinking
Approach. London: Sage Publications, Inc.
Salaberri, Sagrario. 1995. Handbooks of the English Classroom, Classroom
Language. Scotland: A division of Heinemann Publishers, Ltd.
Wahyuni, Sari. 2012. Qualitative Research Method Theory and Practice. Jakarta:
Salemba Empat
Ytreberg and Scoot. 1990. Teaching English to Children. USA: Logman Inc.
CHAPTER I
INTRODUCTION
This chapter presents the background of study, the statement of problem, the
purpose of the study, the significance of the study, the scope and limitation, and the
definition of key terms.
1.1. Background of study
Globalization era makes English become very important in Indonesia. The
importance of English should be responded quickly by the Indonesia’s government to
make the students understand English well in term of speaking, listening, reading,
and writing. Consequently, English should be learnt as earlier as possible by the
students. Elementary students are very possible to start learning English.
The Decree of Education and Culture (R.I/No.0487/4/1992) stated that an
elementary school can include extra lesson in its curriculum as long as they are not in
contradiction with the objectives of national education. Starting from 1993, English
can be introduced to the fourth grade students of elementary school (No.060/U/1993).
Although this rule has been deleted by the government on 2013, Plaistowe (2013)
who studied about “The Controversial of The Importance English Subject in
Elementary School” found that the parents of young learners thought that teaching
English to elementary school in Indonesia is still important. There were several
reasons from the young learners’ teacher and parents why they thought that teaching
English in elementary school is still important, two of them were English is global
1
language and elementary students can study English easily. It means that English
subject in Indonesian elementary is still important.
Furthermore, the purpose of teaching English to young learners is to introduce
basic component of foreign language. Smith (1995) stated that the aims of teaching
English to young learners are more comprehensive than in language with older
learners. The teaching English to young learners (so forth TEYL) is focused on
introducing the children as the future user of English in the world which requires a
high level of spoken and written communication.
Students of elementary school are usually called as young learners. According
to Philips (1993:5), young learners are children from the first year of formal
schooling (five or six years old) to eleven or twelve years, who respond according to
what it does or what they can do with it. In addition, young learners have different
characteristics from adult learners. Furthermore, young learners tend to like
something fun and interesting; otherwise they like a story, a song, and a game in
learning. Their characteristics are very active, easy to be bored, and having short
attention. Those characteristics make teaching English to young learners different.
TEYL is different from teaching English to junior and senior high schools.
Junior and senior high schools English teaching is very complex; they study about
grammar or the rules of language, and also many kinds of long text which have
several characteristics and components. The TEYL is emphasized to introduce the
words and simple sentences, to spell the words, and to pronounce the words and
simple sentences correctly.
2
TEYL is very important because in this stage children have more time in
learning foreign language. So, it is possible for them to know more foreign language
especially English. Singletion (1989 pp.242-5), in Brumfit (1991), stated that there
are a number of reasons for teaching English at primary level that do not simply on
the claim that is the best time to learn languages well: one of them is the need for
maximum learning time for important language-the earlier you start the more time
you get.
TEYL is hard, because the teacher has to know many teaching strategies in
order to make an active and lively class. There are many teaching strategies that can
be used in TEYL such as: using a song, a game, a storytelling, an experiment, a craft,
and a role play. A teaching strategy will run well when the teacher is able to
communicate in a good way, because communication is a part of the process of
learning language. Moreover, to communicate with young learners in an English
class, the teacher needs necessary tools. One of the tools that can be used is classroom
language; it can make the students learn simple and meaningful expression in
English. Moreover, it is used to give an interaction, a respond, or a speech. Classroom
language is a kind of simple English which is used to communicate in the class with
the children in order to make them know the English through oral communication.
Philips (1993) stated that classroom language is one of the realistic communicative
languages which the children find themselves.
Dealing with communication, Rifah (2010) who studied about the
communication strategies used by pre-service teacher in giving classroom instruction
at 2nd grade of EYL course at UMM found out that the teachers’ instructions were
3
based on the strategy of giving instructions which included approximation,
circumlocution, literal translation, appeal for assistance, and mime. Those interactions
are used in order to make the students understand the English lesson.
Based on the finding above, she stated that the objective of English for young
learners (so forth EYL) is how to give stimulus to the students in order to understand
about what the teacher says or talks and how the students give the respond about what
the teacher says and teacher’s instruction. To have a good respond from the students,
it needs simple language which is easier to be understood by students, and the
importance is simple language has benefits to train the students about the English
language itself.
Dealing with simple language, in this case classroom language, the writer is
interested in conducting a study on classroom language applied by the first grade preservice teachers in teaching EYL course at University of Muhammadiyah Malang.
Furthermore there are two reasons why the writer conducts this study. First,
classroom language is a need for young learners’ teacher in order to introduce simple
language which is very common in daily life such as “good morning.” and “silent
please!” Second, in previous study which was conducted by Rifah, she only took
classroom instruction as a part of classroom language. In this present study, the writer
takes classroom language as the study which has several parts like simple instruction,
language of social interaction, and language of spontaneous.
4
1.2. Statement of Problem
Based on the background of the study, the writer is interested in analyzing
three things, they are follows:
1. What are classroom languages applied by the first grade pre-service teachers in
EYL course at University of Muhammadiyah Malang?
2. What kinds of classroom languages are applied by the first grade pre-service
teachers in teaching EYL course at University of Muhammadiyah Malang?
3. What are the first grade pre-service teachers’ reasons in applying classroom
languages in teaching EYL course at University of Muhammadiyah Malang?
1.3. Purpose of study
Base on the statement of problems above, they are three purposes of study,
those are:
1. To find the classroom languages applied by the first grade pre-service teachers in
EYL course at University of Muhammadiyah Malang.
2. To find kinds of classroom languages applied by the first grade by pre-service
teachers in EYL course at University of Muhammadiyah Malang.
3. To describe the first grade pre-service teachers’ reasons in applying classroom
languages in teaching EYL course of at University of Muhammadiyah Malang?
1.4. Significant of study
The result of this study is expected to give some contributions:
5
1. The result of this study is expected to give some advantages to pre-service teachers
of EYL course in the forms of giving example of classroom languages that can be
used in teaching to young learners.
2. The result of this study is also expected to give to give new knowledge to EYL
course in which this can be used as a reference to improve the quality of EYL preservice teacher especially in English Department UMM.
1.5. Scope and limition
1. Scope of this study is classroom languages applied by pre-service teachers in
teaching the first grade students of EYL conducted by English Department at
University of Muhammadiyah Malang.
2. Limitation of this study is classroom languages applied by 18 pre-service teachers
in teaching the first grade students of EYL Course in academic year 2012-2013,
kinds of classroom languages they applied, and the pre-service teachers’ reasons
in using classroom languages.
1.6. Definition of key term
1. Classroom language is a kind of simple English which is used to communicate in
the class with the children in order to make them know the English trough oral
communication. Philips (1993) stated that classroom language is one of the
realistic communicative languages which the children find themselves.
2. Pre-service teachers are students of seventh semester who take EYL II academic
year 2012-2013.
6
3. Young Learners are children who stay in the first grade to the sixth grade of
elementary school. Based on Phillips (1993) young learners are children from the
first year of formal schooling (five or six years old) to eleven or twelve years,
who respond according to what it does or what they can do with it.
4. EYL course is one of elective course in English Department University at
Muhammadiyah Malang, it is for students who stay in six and seven semester.
7
PRE-SERVICE TEACHERS IN EYL COURSE AT UNIVERSITY
OF MUHAMMADIYAH MALANG
THESIS
By:
Mutho’in Amin
09360037
ENGLISH DEPARTMENT
FACULTY OF TEACHER AND TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
AGUSTUS 2013
CLASSROOM LANGUAGE APPLIED BY THE FIRST GRADE
PRE-SERVICE TEACHERS IN EYL COURSE AT UNIVERSITY
OF MUHAMMADIYAH MALANG
THESIS
By:
Mutho’in Amin
09360037
ENGLISH DEPARTMENT
FACULTY OF TEACHER AND TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
AGUSTUS 2013
CLASSROOM LANGUAGE APPLIED BY THE FIRST GRADE
PRE-SERVICE TEACHERS IN EYL COURSE AT UNIVERSITY
OF MUHAMMADIYAH MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
Mutho’in Amin
09360037
ENGLISH DEPARTMENT
FACULTY OF TEACHER AND TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
AGUSTUS 2013
ACKNOWLEDGMENTS
Bismillahirrohmanirrohim
Alhamdulillah, all praise is to Allah, the Merciful and Charitable. Because of His
guidance, blessing and affection, the writer can finish this thesis.
The writer would like to express his great appreciation to many persons who
had been involved in finishing this thesis. The writer thanks to his first advisor, Drs.
Jarum, M.Ed, and his second advisor, Fardini Sabilah, S.Pd, M.Pd, for their guidance,
suggestion, correction and comment on this thesis without real understanding and
strong motivation, this thesis would have never found its completion.
His thanks also go to her beloved father and mother, who always give their
love to the writer, his sister who always gives the expectation, and his big family for
their praying and support in finishing this thesis. His special thanks go to his beloved
girl Ai Hartati who always supports him every day. For the first grade pre-service
teachers in EYL course at UMM who helped the writer to be a research subjects.
Finally, his sincere gratitude goes to everybody that cannot be mentioned one by one
who helped her in finishing this thesis.
Eventually, may Allah SWT always keep them in safe, peace condition, and
give them the appropriate rewards.
MOTTO AND DEDICATION
MOTTO
Every soul has a taste: And only the Day of Judgment shall you be paid your full
recompense. Only he who is saved far from the Fire and admitted to the Garden will
have succeeded: For the life of this world is but goods and chattels and deception.
Ali Imron: 185 )
The best person who is useful for other people
(H.R. Ahmad)
Life on time must be useful
DEDICATION
I dedicated this thesis to:
My beloved parents “they are my spirit”
My beloved sister “thanks for the expectation”
My lovely big family “thanks a lot in completing my life”
My lovely friend “thanks for everything”
(Q.S.
TABLE OF CONTENTS
ADVISORS APPROVAL.....................................................................................
i
EXAMINERS APPROVAL .................................................................................
ii
MOTO AND DEDICATION ................................................................................
iii
ACKNWOLEDMENTS .......................................................................................
iv
ABSTRACT ..........................................................................................................
v
TABLE OF CONTENTS ......................................................................................
vi
CHAPTER I INTRODUCTION
1.1 Background of the Study ...............................................................................
1
1.2 Statement of Problems ...................................................................................
5
1.3 Purpose of Study ...........................................................................................
5
1.4 Significant of Study .......................................................................................
5
1.5 Scope and Limitation .....................................................................................
6
1.6 Definition of Key Term .................................................................................
6
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Teaching English to Young Learners ..............................................................
8
2.1.1 The Characteristics of young Language Learners ................................
9
2.2.3 The Characteristics of Young Learners’ Teacher .................................
10
2.2.4 The Rule of Young Learners’ Teacher .................................................
11
2.2 Classroom Language .......................................................................................
12
2.2.1 Simple Instruction .................................................................................
13
2.2.2 Language of Social Interaction .............................................................
14
2.2.3 Language of Spontaneous Situation......................................................
16
CHAPTER III RESEARCH METHODOLOGY
3.1 Design of Study ...............................................................................................
18
3.2 Research Subject .............................................................................................
20
3.3 Research Instrument ........................................................................................
20
3.3.1 Observation ...........................................................................................
20
3.3.2 Interview ...............................................................................................
21
3.4 Data Collection................................................................................................
22
3.5 Data Analysis ..................................................................................................
23
CHAPTER IV RESEARCH FINDING AND DISCUSSION
1.1 Findings ..........................................................................................................
25
1.1.1 Classroom Language Applied by the first grade Grade Pre-service teachers
in EYL Course at UMM .......................................................................
25
1.1.2 Kinds of Classroom Language Applied by the first grade Grade Pre-service
teachers in EYL Course at UMM .........................................................
28
1.1.3 Pre-service teachers’ Reason in Applying Classroom Language in Teaching
the first grade Grade of EYL Course at UMM .....................................
29
1.2 Discussion ......................................................................................................
31
CHAPTER V CONCLUTION AND SUGGESTION
5.1 Conclusion ......................................................................................................
34
5.2 Suggestion .......................................................................................................
35
5.2.1 For the Pre-service teacher of EYL.......................................................
35
5.2.2 For the EYL subject ..............................................................................
35
5.2.2 For the Next Researcher ........................................................................
36
REFERENCES
APPENDIXS
REFERENCES
Ary, Donald, et. all. 2002. Introduction to Research in Education: Sixth Edition.
USA: Wadsworth Group.
Ary, Donald, at, all. 2006. Introduction to Research in Education: Seventh Edition.
Canada: Thomson Wadsworth.
Brumfit, et, all. 1991. Teaching English to Children. London: HarperCollins
Publishers.
Bogdan and Biklen. 2003. Qualitative Research of Education an Introduction to
Theory and Methods: Fourth edition. USA: Pearson Education Group, Inc.
Best, John W. 1981. Research in Education: Fourth Edition. London: Prentice-Hall
International, Inc.
Kasbolah, K.E, Kasihani. 2010. English for Young Learners: Third Edition. Jakarta:
PT Bumi Aksara.
Leedy and Ormrod. 2010. Practical Research Planning and Design. USA: Pearson
Education, Inc.
Paul, david. 2003. Teaching English to Children in Asia. Hong Kong: Logman Asia
ELT.
Phillips, Sarah. 1993. Young Learners: New York: Oxford University Press.
Plaistowe, Jennifer. Kontroversi Pentingnya Bahasa Inggris Bagi Siswa Sekolah
Dasar di Indonsia. Unpublished Research. University of Muhammadiyah
Malang.
Rif’ah, Lailatul. 2010. Study on the Communication Strategies Used by Practice
Teachers in Giving Classroom Instruction at 2nd Grade of EYL Course at
UMM. Unpublished Thesis. University of Muhammadiyah Malang.
Slattery and Willis. 2001. English for Primary Teachers. New York: Oxford
University Press.
Sutter, W. Newton. 2006. Intruduction to Educational Research, a Critical Thinking
Approach. London: Sage Publications, Inc.
Salaberri, Sagrario. 1995. Handbooks of the English Classroom, Classroom
Language. Scotland: A division of Heinemann Publishers, Ltd.
Wahyuni, Sari. 2012. Qualitative Research Method Theory and Practice. Jakarta:
Salemba Empat
Ytreberg and Scoot. 1990. Teaching English to Children. USA: Logman Inc.
CHAPTER I
INTRODUCTION
This chapter presents the background of study, the statement of problem, the
purpose of the study, the significance of the study, the scope and limitation, and the
definition of key terms.
1.1. Background of study
Globalization era makes English become very important in Indonesia. The
importance of English should be responded quickly by the Indonesia’s government to
make the students understand English well in term of speaking, listening, reading,
and writing. Consequently, English should be learnt as earlier as possible by the
students. Elementary students are very possible to start learning English.
The Decree of Education and Culture (R.I/No.0487/4/1992) stated that an
elementary school can include extra lesson in its curriculum as long as they are not in
contradiction with the objectives of national education. Starting from 1993, English
can be introduced to the fourth grade students of elementary school (No.060/U/1993).
Although this rule has been deleted by the government on 2013, Plaistowe (2013)
who studied about “The Controversial of The Importance English Subject in
Elementary School” found that the parents of young learners thought that teaching
English to elementary school in Indonesia is still important. There were several
reasons from the young learners’ teacher and parents why they thought that teaching
English in elementary school is still important, two of them were English is global
1
language and elementary students can study English easily. It means that English
subject in Indonesian elementary is still important.
Furthermore, the purpose of teaching English to young learners is to introduce
basic component of foreign language. Smith (1995) stated that the aims of teaching
English to young learners are more comprehensive than in language with older
learners. The teaching English to young learners (so forth TEYL) is focused on
introducing the children as the future user of English in the world which requires a
high level of spoken and written communication.
Students of elementary school are usually called as young learners. According
to Philips (1993:5), young learners are children from the first year of formal
schooling (five or six years old) to eleven or twelve years, who respond according to
what it does or what they can do with it. In addition, young learners have different
characteristics from adult learners. Furthermore, young learners tend to like
something fun and interesting; otherwise they like a story, a song, and a game in
learning. Their characteristics are very active, easy to be bored, and having short
attention. Those characteristics make teaching English to young learners different.
TEYL is different from teaching English to junior and senior high schools.
Junior and senior high schools English teaching is very complex; they study about
grammar or the rules of language, and also many kinds of long text which have
several characteristics and components. The TEYL is emphasized to introduce the
words and simple sentences, to spell the words, and to pronounce the words and
simple sentences correctly.
2
TEYL is very important because in this stage children have more time in
learning foreign language. So, it is possible for them to know more foreign language
especially English. Singletion (1989 pp.242-5), in Brumfit (1991), stated that there
are a number of reasons for teaching English at primary level that do not simply on
the claim that is the best time to learn languages well: one of them is the need for
maximum learning time for important language-the earlier you start the more time
you get.
TEYL is hard, because the teacher has to know many teaching strategies in
order to make an active and lively class. There are many teaching strategies that can
be used in TEYL such as: using a song, a game, a storytelling, an experiment, a craft,
and a role play. A teaching strategy will run well when the teacher is able to
communicate in a good way, because communication is a part of the process of
learning language. Moreover, to communicate with young learners in an English
class, the teacher needs necessary tools. One of the tools that can be used is classroom
language; it can make the students learn simple and meaningful expression in
English. Moreover, it is used to give an interaction, a respond, or a speech. Classroom
language is a kind of simple English which is used to communicate in the class with
the children in order to make them know the English through oral communication.
Philips (1993) stated that classroom language is one of the realistic communicative
languages which the children find themselves.
Dealing with communication, Rifah (2010) who studied about the
communication strategies used by pre-service teacher in giving classroom instruction
at 2nd grade of EYL course at UMM found out that the teachers’ instructions were
3
based on the strategy of giving instructions which included approximation,
circumlocution, literal translation, appeal for assistance, and mime. Those interactions
are used in order to make the students understand the English lesson.
Based on the finding above, she stated that the objective of English for young
learners (so forth EYL) is how to give stimulus to the students in order to understand
about what the teacher says or talks and how the students give the respond about what
the teacher says and teacher’s instruction. To have a good respond from the students,
it needs simple language which is easier to be understood by students, and the
importance is simple language has benefits to train the students about the English
language itself.
Dealing with simple language, in this case classroom language, the writer is
interested in conducting a study on classroom language applied by the first grade preservice teachers in teaching EYL course at University of Muhammadiyah Malang.
Furthermore there are two reasons why the writer conducts this study. First,
classroom language is a need for young learners’ teacher in order to introduce simple
language which is very common in daily life such as “good morning.” and “silent
please!” Second, in previous study which was conducted by Rifah, she only took
classroom instruction as a part of classroom language. In this present study, the writer
takes classroom language as the study which has several parts like simple instruction,
language of social interaction, and language of spontaneous.
4
1.2. Statement of Problem
Based on the background of the study, the writer is interested in analyzing
three things, they are follows:
1. What are classroom languages applied by the first grade pre-service teachers in
EYL course at University of Muhammadiyah Malang?
2. What kinds of classroom languages are applied by the first grade pre-service
teachers in teaching EYL course at University of Muhammadiyah Malang?
3. What are the first grade pre-service teachers’ reasons in applying classroom
languages in teaching EYL course at University of Muhammadiyah Malang?
1.3. Purpose of study
Base on the statement of problems above, they are three purposes of study,
those are:
1. To find the classroom languages applied by the first grade pre-service teachers in
EYL course at University of Muhammadiyah Malang.
2. To find kinds of classroom languages applied by the first grade by pre-service
teachers in EYL course at University of Muhammadiyah Malang.
3. To describe the first grade pre-service teachers’ reasons in applying classroom
languages in teaching EYL course of at University of Muhammadiyah Malang?
1.4. Significant of study
The result of this study is expected to give some contributions:
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1. The result of this study is expected to give some advantages to pre-service teachers
of EYL course in the forms of giving example of classroom languages that can be
used in teaching to young learners.
2. The result of this study is also expected to give to give new knowledge to EYL
course in which this can be used as a reference to improve the quality of EYL preservice teacher especially in English Department UMM.
1.5. Scope and limition
1. Scope of this study is classroom languages applied by pre-service teachers in
teaching the first grade students of EYL conducted by English Department at
University of Muhammadiyah Malang.
2. Limitation of this study is classroom languages applied by 18 pre-service teachers
in teaching the first grade students of EYL Course in academic year 2012-2013,
kinds of classroom languages they applied, and the pre-service teachers’ reasons
in using classroom languages.
1.6. Definition of key term
1. Classroom language is a kind of simple English which is used to communicate in
the class with the children in order to make them know the English trough oral
communication. Philips (1993) stated that classroom language is one of the
realistic communicative languages which the children find themselves.
2. Pre-service teachers are students of seventh semester who take EYL II academic
year 2012-2013.
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3. Young Learners are children who stay in the first grade to the sixth grade of
elementary school. Based on Phillips (1993) young learners are children from the
first year of formal schooling (five or six years old) to eleven or twelve years,
who respond according to what it does or what they can do with it.
4. EYL course is one of elective course in English Department University at
Muhammadiyah Malang, it is for students who stay in six and seven semester.
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