teacher also takes a big part on presenting some part of the lesson, such as when facing with linguistic accuracy and evaluating the students’ performances.
B. Theoretical Framework
This section presents the theoretical framework used in this study. There are four theories discussed to answer the research problem. Each theory supports the
other theories. Therefore, they complete each other because all theories have each role in collecting the data to answer the questions formulated in problem
formulation.
1. Teacher’s Introductory Language
The theory of teacher’s talk is related with the other theories. They are theory of cognitive development by Piaget 2003 and the theory of the teacher’s talk by
Nunan 1989. The Senior High School students as said by Piaget in Educational Psychology Interactive cited by W, Huitt Hummel 2003, are in the age of
around 15 above which are included in the stage of formal operational stage. In this stage, they have an abstract thinking so they can understand the material
taught well. They actually can speak English but have a little understanding on pronunciation, diction and grammar so they still need an English teacher who can
be the source of the knowledge. The teacher’s introductory language which is known as the teacher’s talk is a language used by the teacher in classroom to teach
the students whose complexity varies according to the level of the learners. It means that the teacher needs to adjust the language the teacher uses to the students
proficiency level. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
The theory of teacher’s talk by Nunan 1989 involves the way the teacher organizes the teaching learning activities in the classroom and it is used to
know the role of the introductory language of the teacher. The teacher’s introductory language characterizes of how the use of language in teaching English,
whether in the mother tongue or the target language. In addition, the teacher sometimes modifies the speech in order to make the students understand what is
taught. Therefore, the theory of speech modification by Chaudron as cited by Rod Ellis 1994 is used to find out the modification made by the teacher. The use of
each language in teaching Senior High School students depends on the perception of how the teacher notices the students act to the lesson taught. Therefore, the
teacher should adjust the way the teacher speaks to the students’ cognitive development. It will make the teacher easy to teach the lesson. In other word, as
proposed by Nunan the teacher should notice in what level the students are so that the students can understand the lesson.
Moreover, the teacher’s introductory language in teaching English to Senior High School students is not always using the target language but the teacher also
speaks in Indonesian, the mother tongue, because of certain reasons. This case is called as code switching in which the teacher speaks both English and Indonesian.
The code switching can also be analyzed by knowing discourse analysis. Code switching is a phenomenon where bilingualmultilingual individuals move from
one language to another within a single utterance and sometimes even within a sentence because of certain reasons. In short, by combining the use of English and
Indonesian it is expected that the students can acquire the material taught. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2. The Role of Teacher’s Introductory Language
The teacher speaks in classroom for certain reasons. The theory of teacher’s talk which majored at purposes is divided into four main points. They are
explanation by Nunan 1989, questions by Gebhard 1996, error correction by Nunan 1989 and Larsen-Freeman 2005 and providing feedback by Nunan
1991. However, the questions are still divided into five major question types. They include display question, referential question, comprehensible check,
confirmation question and clarification question. The teacher’s introductory language has purposes on how the teacher asks
questions to know the students knowledge, gives feedback to make the students become more confident and corrects the students mistakes to let the students
know their mistakes and never repeat it, gives instruction and explanations to keep the students focus on the lesson taught, and makes the target language
comprehensible to the students. The question types which are analyzed using question theory by Gebhard 1996 can deliver to the understanding of the role of
the teacher’s introductory language.
3. The English Language Teaching
This theory has a relation with Language Acquisition and Communicative Language Teaching Methodology by Larsen Freeman 2005. There are two
language acquisition happened in students commonly, first language acquisition theory by Cummins 1984 and second or foreign language acquisition theory by
Lennerberg as written by Brown 1987. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
According to the latest curriculum in Senior High School, ommunicative Language Teaching methodology is the most relevant method
applied since the major purpose of teaching learning activities is a real communication using the target language. The theory proposed by Larsen-
Freeman 2005 gives clear explanation that the teacher is demanded to apply a real language to communicate between the teacher and students. In addition,
this theory is also employed to find out the role of the teacher’s introductory language.
In implementing this method, the teacher views the language acquisition acquired by the students. It is noticed that Senior High School students have already
known the first language well. Therefore, the teacher gives more attention to the second or foreign language acquisition. This can help the teacher to adjust the role
of the teacher’s introductory language and by applying this theory, the teacher can
teach the students according with the students’ proficiency level.
As a conclusion, by implementing all theories this research can find out the language used by the teacher when she or he taught the Senior High School
students and describe the role of the teacher’s introductory language when the teacher taught English to the Senior High School students.
CHAPTER III METHODOLOGY
This chapter discusses the methodology used in this study. The discussion includes the research method, research participants, setting, research instruments,
data gathering technique, and data analysis.
A. Research Method
In choosing the appropriate research method, the researcher has to see the problem formulation in the chapter one first. The reason is that the research
method will provide the way to answer the research problems formulated. According to Ary, Jacob, Razavieh 2002 the research methods refer to the
general strategy providing the data necessary for answering the research problem. According to Nasution 1988: 5 qualitative research is a research method
which has the objective to see human being in their life, interact with them, and try to understand their language and their interpretation about their life. On
particularly, this research aims to know what the language used by teacher in teaching English to Senior High School students and the role of the teacher’s
introductory language in teaching English. This kind of research method is usually employed to investigate
descriptive data. In this study, descriptive research will be employed to obtain the data. According to Best 1982:119 descriptive research is a research method
which has objective to describe and interpret the data. This type of research is
30 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
