may say she is close to me. And then, now until here, I think you want to say up to now sampai saat ini. One more thing that almost all the students forget is
that when you say saya takut, saya senang. You always forget am here. You always say I happy, I angry, I afraid should be I am happy, I am angry, I am
afraid”
s: “I think that I say I am” t: “No, no. I make a note of what you said. You forget the word am here.“
t: “No, no. ada juga tadi yang there are will be. Okay, it should be there will be or if you want to use are just omit the word will
It could be concluded that the eleventh and twelfth grade teachers often used English. However, the teacher of tenth grade often used Indonesian.
B. The Role of Teachers’ Introductory Language
The teachers had many roles in teaching English to the Senior High School students. The teachers’ introductory language or often called as the teacher’s talk
also had important roles in teaching English to the Senior High School students. The data transcript from the interviews of each teacher presented that the role of
the teacher’s introductory language was to facilitate the students in speaking English see appendix 2. The teacher’s talk was also a means to facilitate the
students in exploring more in English because the teacher explained difficult vocabulary and grammar which the students did not know yet.
There were some purposes when the teacher spoke in the classroom. Especially the teachers’ introductory language of Senior High School teachers, the
purposes were vary according to the lesson taught and the teachers’ perception of the students’ knowledge on English. The teacher’s talk in teaching Senior High
School students aimed at giving explanation, asking questions, correcting students’ mistakes and giving feedback to the students.
1. Giving Explanation
The teacher at tenth grade spoke in the classroom to explain what the students should do. The teacher explained the procedure how to do the translation
as in Q.031.
031 t:”Yeah, that is the end of the story. Then, try to translate it in English. sekarang dikerjakan sampai bel berbunyi I will come and if you have difficulties in
translating you may ask your new teacher and collect it when you have finished.”
The eleventh grade teacher’s talk aimed to explain the lesson. The teacher explained the next step the students should do after they had finished listening and
reading the story. The teacher explained it with quiet slow rate voice to make the students understand the main idea of the story. Therefore, the students knew what
the teacher’s talk as in Q.032.
032 t: “The King, the Doctor and the Monk. Specially, you have told me that the King was turned to be a bad tempered King why many people didn’t like King and
were afraid of King. Now, we are going to continue the next. The next part related with the story of the King disease. I would like to read the text to you
and we are going to discuss the questions about the text.”
t: “Ok, now there are the next steps. I would like you not to answer the questions but you try to make questions related with the text”
t: “As I have told you that a question needs subject in interrogative and most of negative and interrogative in English needs auxiliary verb, they should have
question word or auxiliary verb. Especially, those in present simple and past simple tense but for question asking for the subject. It should be treated
differently. They do not need the auxiliary verb, like we have a question; for example Fox has done his work well. If we are going to ask the answer is
“Fox”, we should use who has done the work well?” “We should replace the subject with the question word. So, the correct question for those question is
what happened to the Monk after ate too much.”
The teacher at twelfth grade had more complicated duty on explaining. The teacher explained the lesson which had been explained by her students. The
teacher allowed the student to give the explanation but the teacher still guided the students. Therefore, if the students found difficulties the teacher helped the
students directly as appeared in Q.033. The conversation taken from the data transcript showed us that as soon as the student stopped explaining, the teacher
helped the student. The teacher answered another student’s question which could not be explained by the student who was in front of the classroom. In addition, the
teacher also explained it with quite slow rate voice in order to make the explanation clearer because the teacher used English during her explanation.
033 t: “Ok, thank you Dera. Other students, maybe? You can ask her or give her information. Yup, ok Angga wanna say something? Oh, you first, yes”
s: “I want to ask about simple present tense in the use of passive voice?” t: “Wait, you ask about the passive voice of simple present tense. I think that it’s
better for one of other students to tell you about passive voice. Ok, Fonda thank you have your sit. Every one gave applause for Fonda Next, Angga it’s your
turn now.” s: Explained about the passive voice of simple present tense and wrote it down in
the board. The other students listened carefully at him. He suddenly stopped in the middle of his explanation because he was confused to say that his friend had
already explained about passive voice and the teacher helped him. t: “So, you want to say that Fonda has already explained about simple present
tense and how to make passive voice of the present. After the subject there should be to be and the form of to be depends of the subject.”
s: “Pardon?” t: “The form of to be depends of the subject or the kind of to be depends of the
subject. I mean that if the subject is singular you have to use is for hesheit or am for I and if the subject is plural then you should use are. And then, the verb
should be in the third form.”
2. Asking Question
The teacher of tenth grade often asked questions in which the teacher had already known the answer. This was asked to allow the students demonstrate their
knowledge about the questions. It was called as a display question, as in Q.034 showed.
034 t: “Okay, what do you say Yang Mulia in English?” s: “Your Majesty” screaming together
t: “Yeah, Your Majesty” t: “What is the meaning of penjara?”
s: “Jail...”
t: “yeah jail. Jika itu apa yang Anda inginkan, saya akan melakukan apa yang Anda katakan. okay next line Ingat mulai besok. Ok. What do you say in
English mulai besok?” s: “from tommorow..”
t: “[Ok. Start from tomorrow.]” t: “yes, didn’t say anything. Agus benar-benar cerdas ok, what is the meaning of
cerdas?” s: “smart”
t: “okay, you’re right. Smart.”
One of the purposes which appeared when the teacher of eleventh grade taught was to ask question. The teacher asked almost all types of questions wisely.
The display question took more frequent part of the question types asked than the other type of questions. This display question aimed to allow students share their
knowledge about something the teacher asked as in Q.035.
035 t: “Well, I will continue what we have discussed yesterday related with the King Disease. But today, I would like to ask you some questions related with the
previous one. How many actors you can find in the previous text The King Disease?”
s: “two.” t: “Two, who are they?”
s: “the King and the Doctor.” 036 t: “Okay, good morning everybody”
s: “morning sir” t: “Is there anyone absent today?”
s: “no one sir.” t: “...I will divide you into...How many of you?”
s: “twenty seven”
In addition, the teacher also asked referential questions as shown in Q.036. The
teacher’s introductory language also aimed to communicate in simple way with the students and the teacher had a purpose to ask question in which the teacher did
not know the answer. Comprehension question was often asked by the eleventh grade teacher.
The teacher aimed to check whether the students already understood the material taught or not as in Q.037 and Q.038.
037 t: “Ok, right any words you are not familiar with?” s: “cushion”
038 t: “Yes, well how many actors are there in the second story? two, three, four? s: “two”
t: “two, who are they?”
The eleventh grade teacher also asked question which called as confirmation and clarification check. Confirmation question or check aimed to
verify the students’ statement and to confirm on what the teacher believed that it was true as in Q.039. Moreover, clarification check was a question to clarify on
what the students told as in Q.040.
039 t: “the Monk and the King, you’re right. Do you agree? “ s: “yes”
t: “There are only two persons mention in the story but, in fact the Doctor mentions by...”
s: “Monk” the students helped the teacher 040 t: “Well, Pak Dewa. You still have an opinion that there were only two actors?”
s: “No, three.” s: “I think it should be, What did happen to the Monk after eating too much?”
t: “Ok, good. So, you give the fourth proposal?” s: “Yes” all smiled
Even though the twelfth grade teacher gave more chance for the students to speak, the teacher still spoke in the classroom. The teacher spoke to ask display
questions as in Q.041 and Q.042. However, Q.043 showed that referential questions were asked because the teacher would test the student’s knowledge.
041 t: “So, who get the turn now?” s: “s: “Alif...” all students screaming
t: “So, who are the three students?” s: “Alif, Mita and Niko.”
t: “So, who is the first?” ss: “Alif” all students answered together
042 t: “Yeah, before you sing a song please tell us what is the song about? I mean it’s about someone who falls in love or…?”
s: “I do not know with what the story is about, but in Indonesian people call it as a kupu-kupu malam ketoke.” The other students laughed at him
043 t: “O, yeah if there’s no verb so what about the pattern?” t: “So, if we use modal the verb followed by the modal should be in the form of
infinitive?”
Comprehension question aimed to check the students’ understanding of the lesson learned or their friend’s explanation as in Q.045 and Q.046.
045 t: “Have you ever read the sentence like this, that she was a singer said by them?” s: “Not yet.”
t: “Oh, is it a good one or this is a strange one? What do you think?” s: “I think that’s a bit strange.”
t: “Ok, so you have another sentence?”
046 t: “What do you think if we use it to make it sentence? So, how to use it?” t: “Do you remember that? When you want to say; kamu ditunggu ibumu loh. Any
other questions?”
The teacher’s questions were also discussed below. The teacher asked this question to confirm the students’ statement on what the students told. Therefore,
the teacher often ended the question with a word such as “right”. It functioned as a confirmation check as the literature review proposed. This question type could be
seen in Q.047.
047 t: “Verb one there is verb without toses, right?” t: “You say that, right?”
t: “...and then, there are will be, is it the right one?” t: “Oh, you are first today?”
t:“Yes, em did I tell you to do that?” t:“O yeah, making a short conversation? Are you ready with your conversation?”
t: “We have talked about it?” t: “It’s about simple present tense that I think that I told you to make the list of the
adverb time that usually used in a simple present tense. Ok, are you ready for it?”
3. Correcting Error Mistake
In the teaching learning activities, the students could not ignore their mistakes or error. The students’ mistakes or error would not be corrected
immediately. In the eleventh and twelfth grade classroom, the students had more chance to explore their knowledge. Before the teacher corrected the students’
mistake or error, the teacher of eleventh grade had given the explanation to the students and in the end of the explanation the teacher had corrected the student’s
mistake as in Q.048. However, the tenth grade teacher corrected the student’s mistakes of each vocabularies mistake as in Q.049.
048 t: “Ok, what happened to the Monk after eating too much? Which one is correct and not correct question?”
s: “the first one.” t: “Ok, the first answer is the correct question. What do you think? Which one is
the best in your opinion?” s: “I think it should be, What did happen to the Monk after eating too much?”
t: “Ok, good. So, you give the fourth proposal?” ss: “Yes” all smiled
t: “It’s okay because it is democracy. Ok, which one is the best proposal?” Then,
the teacher asked each group to judge which one the best question. “As I have told you that a question needs subject in interrogative and most of
negative and interrogative in English needs auxiliary verb, they should have question word or auxiliary verb. Especially, those in present simple and past
simple tense but for question asking for the subject. It should be treated differently. They do not need the auxiliary verb, like we have a question; for
example Fox has done his work well. If we are going to ask the answer is “Fox”, we should use who has done the work well?” “We should replace the
subject with the question word. So, the correct question for those question is what happened to the Monk after ate too much.”
049 s: “come back..” t: the teacher corrected “went back.” Then, continued the story “kembali ke
istana untuk melaporkan apa yang telah dia saksikan.” what do say it apa yang telah dia saksikan?”
s: “ what they have see...” t: “yeah what they have seen.
In correcting the students’ mistakes, the teacher of twelfth grade sometimes switched the use of English and Indonesian. The reason of the code
switching was that to make the students understand their mistake. However, the teacher did not directly correct the students’ mistakes. The teacher let the students
finish the story then corrected the students’ mistakes after he or she finished as in Q.050.
050 t:“One more sentence that I remember is that, they are want. You should say they want or they wanted so you have to omit the word are here.”
t:“When you want to say kamu ingin aku crita apa? You say you want…apa tadi ya. I forget it. But I think that you should say what do you want me to tell you
about. What do you want me to tell you about, should be like that.” t:“Yeah, she is close to me means that you have good relationship. So, you may say
she is close to me. And then, now until here, I think you want to say up to now
sampai saat ini. One more thing that almost all the students forget is that when you say saya takut, saya senang. You always forget am here. You always say I
happy, I angry, I afraid should be I am happy, I am angry, I am afraid”
4. Providing Feedback
Giving feedback to the student was important in the teaching learning activities. The teacher’s purpose in giving feedback was to appreciate the
students’ effort. The teacher at tenth grade did not directly give the feedback as in Q.051. The teacher only said “ok” when the students gave the right answer. It
showed that the teacher of tenth grade had less appreciation using a direct compliment to the students.
051
t: “okay, you’re right. “Smart. Yeah, that is the end of the story. Then, try to translate it in English”
The eleventh grade teacher gave appreciation after the students gave the right answer and explanation, it was useful to encourage the students speak in
English. The teacher gave the positive feedback to make the students feel satisfied with their effort in speaking English. In giving feedback to students, the eleventh
grade teacher used short interjection as seen in Q.052.
052 t: “Yes, you’re right”; “good”; “It’s okay because it is democracy.”; “Thanks for your attention and see you”
In addition, the twelfth grade teacher also made short interjection to provide feedback to the students as in Q.053. Nonetheless, the twelfth grade
teacher besides gave feedback, the teacher also gave suggestion to the students.
053 t: “Good” t: “Thank you gave applause to the students who came in front“
t: “Any way, you have done your best. When you tell a story to your friend, the most important thing is that you have to make your friend enjoy the story.”
t:“Thank you for doing your best. Hopefully, that next you will give us more and a better voice. Ok, thank you. Have your sit.”
t: “...if you have no more idea about what you want to say again. So, I think you can stop now. Thank you for your effort of being communicative to your friend”
t: “I think that you need to make your pronunciation better, so always practice it”
The twelfth grade teacher explained that in her classroom, it was always begun with a storytelling before the teacher explained the main lesson. It aimed to
allow the students explored their language ability and knowledge about many things which they shared in their story. The students usually made mistakes on
grammar and pronunciation. Therefore, the teacher always reminded the students about their mistakes. Moreover, the teacher gave detail correction to the students’
mistakes. The reason of the correction was that the teacher would not let the mistakes become fossilize in the students’ mind. Moreover, the twelfth grade
students were in the last level of school and they would face university life or work life which demanded them to speak English either actively or passively.
Overall, the purposes of the teachers’ talk delivered to the roles of the teacher’s introductory language. They appeared when the teachers taught the
students and these could be summarized in the following. •
The role of tenth grade teacher’s introductory language was mostly to explain what the students had to do and give questions which were meant
to help the students in order to find difficult vocabularies in the story. The teacher also corrected the students’ mistake as soon as they made it
without waiting. The role of tenth grade teacher’s introductory language was focused on giving explanation, asking question and correcting
students’ error and mistakes. In other word, the tenth grade teacher helped PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
the students because they were in the lowest level of Senior High School students.
• The roles of the eleventh grade teacher’s introductory language were to
explain, ask questions, correct mistakes or error and give feedback. The teacher asked many questions but gave more time to the students to think
to answer and sometimes let the students know by themselves after the teacher gave explanation. It showed that the teacher perceived the students
have already had problem solving knowledge. However, the teacher still guided them to find the correct answers by giving the clue. In other word,
the eleventh grade students had higher knowledge than the tenth grade students.
• Then, the roles of the twelfth grade teacher’s introductory language were
also similar with the role of the eleventh grade teacher. However, the role of twelfth grade teacher was mainly to assess the students talk in English.
The teacher always made conversation with the students and gave more chance for the students to understand the lesson then shared it with their
friends. It showed that the teacher perceived the students as in the highest level. The students could speak English quiet well in conversation with the
teacher and use English in the teaching learning activities. •
It could be concluded that the main role of the teachers’ introductory language was a means to facilitate the students in speaking English
, to
motivate the students to do better than they did before by providing a positive feedback and correcting error, prepare an English knowledge by
giving explanation related to the lesson and maintain the classroom by asking question related to the lesson so that the students can study well
C. Other Findings
