The Teacher’s Introductory Language

CHAPTER IV ANALYSIS RESULTS

This chapter discusses the answers to the research problems. This chapter is divided into three main parts, namely the teacher’s introductory language, the role of the teacher’s introductory language in teaching Senior High School students and the other findings. In the first part, the writer analyzes the language used by the teachers while they were teaching in classroom and describes the code switching made by the teachers. In the second part, the writer analyzes the role of the teacher’s introductory language in teaching Senior High School students which were the purpose of the teacher’s talk. Meanwhile, the last part reveals the other findings from the data obtained. The analysis from each part, excluding the last part, gives examples of the teacher’s talk taken from the data transcript which is provided in the appendix .

A. The Teacher’s Introductory Language

The teacher’s introductory language or the teacher’s talk could not be separated from the language used. It included talk in Indonesian as mother tongue and in English as the target language. However, the teacher also made code switching when he or she taught the Senior High School students see appendix 3- 5. In addition, in English as second or foreign language classroom, the teachers modified their speech or talk in such a way so that the target language was easy to acquire by the students. Therefore, this research discussed the language used both 37 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI in English and Indonesian. In addition, it also discussed the speech modification and the code switching made by the teachers.

1. Indonesian

The English teachers in Senior High School were demanded to use the target language in teaching. However, the use of mother tongue, i.e. Indonesia still existed in teaching the Senior High School students. This research found that the mother tongue was used less dominant in teaching the Senior High School students. The language used by the teacher depended on the teacher’s perception of how the students learned the lesson. SMA N 1 Klaten, which had an International standard, tried to limit the use of Indonesian in teaching English to the students. However, the teacher sometimes used Indonesian when she or he taught English in the classroom. There were some reasons why the teachers used Indonesian in teaching Senior High School students. According to Slattery and Willis 2001: 12, the teachers used mother tongue to support when teaching a new activity or if no one understood on the explanation. It also happened in the classrooms where the research took place. Indonesian was used when the teacher taught a story telling in which the students should translate it into English see appendix 3. The teacher corrected the students’ grammar mistakes or vocabulary mistakes in the teaching learning activities. However, two of the three teachers observed had practiced English well and one of them still used Indonesian when they taught English. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI The tenth grade teacher used Indonesian almost in the teaching learning activities as their medium of communication. The teacher’s authority had been ignored by his students. The students seemed not to respect the teacher. Moreover, the tenth grade students used the local language when they asked questions to the teacher. In this grade, the main reason the teacher used Indonesia was that the teacher gave the students a task to translate the passage into English form. However, this research found that the students were not used to using English to communicate with their teacher. Therefore, the teaching learning processes almost used Indonesian. The researcher found that the students were not accustomed to English as their main medium in the learning process. It could also be seen in Q.001, taken from appendix 3. 001 t: “Okay, we will continue our story last week.” s: ”Opo kuwi pak? Sik alon-alon pak.”exclaimed dishonour However, the students listened to the teacher’s story carefully when the teacher started to tell the story in Indonesian form. The reason was that the students had to rewrite the story in their notebook as seen in Q.002. The students asked questions in the mother tongue if they faced difficult vocabulary or they could not understand the teacher’s talk Q.002. In addition, the students replied to the teacher’s talk in Indonesian as in Q.003. It showed that the students at tenth grade had less knowledge in English and the students could not answer the teacher’s questions using English. 002 t: “Ok. Diselamatkan atau Terselamatkan oleh Kejujuran.” s: “Apa pak?” They asked the teacher to read the story slowly 003 t:“Ok, by. ok, next line Agus, sebenarnya aku tidak ingin menghukum kamu sebenarnya, what is in English?” s: “apa pak?” the students did not know sebenarnya in English and the teacher asked me to help the students t: “okay, other word.after wait for severals second the teacher answered his own question, In fact” t: “...okay, berpura-pura what do you say it in English?” ss: “pura-pura....opo?” “Not to know” answered in bad attitude t: the teacher wrote the word pretend on the whiteboardwithout waiting students answered s: “ooh... pretend” The tenth grade teacher often practiced Indonesian because the teacher would make the lesson became easier to the students. The other reason was that the tenth grade students still adapted with a new level of school, from Junior High School to Senior High School. The teacher also used Indonesian as in Q.004 because the teacher perceived the students were at the lower level than eleventh or twelfth grade students and the students had minimum knowledge about vocabularies. The students behaved as if they were still at the junior or even the elementary level during the teaching learning processes. Therefore, the classroom was so noisy when the teacher taught the lesson to the students. Moreover, the students acts rude when there was a new person entered the classroom. These following data which were taken from appendix 3 could explain the interaction between the teacher and students. 004 t: “...saved by. You may open the dictionary.” “You can use past tense.” s: “kalau kalimat langsung pak?” t: “ya, boleh pakai present.” s: “kok tadi pakai did not?” asked one of the students t: “o yeah, doesn’t kalau gitu” the teacher smiled s: yelling dissapointed t: “sekarang dikerjakan sampai bel berbunyi” The eleventh and twelfth grade teachers used more English than Indonesian in the teaching learning activities. The eleventh grade teacher even did not use Indonesian during the teaching learning processes. The teacher used PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI English all the time see appendix 4. Consequently, speech modifications occurred while the teacher was teaching the students. The teacher made his talk or pronunciation in English slower to the students and the teacher often used past tense when the teacher asked question to the students as in Q.005 – Q.007. 005 t: “...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.” 006 t: “..I would like to read the text to you and we are going to discuss the questions about the text.” 007 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. The twelfth grade classroom was a very active classroom. Since they were in the last year of Senior High School, the teacher gave more times to speak up in the classroom. In this classroom, each student who was pointed by the teacher in the previous week had to tell a story in front of the class. As told by the teacher, the students always did it before they had begun the lesson. However, the teacher sometimes used Indonesian when teaching English to Senior High School students. The teacher used Indonesian because of certain reasons, i.e. to correct student’s mistakes as provided in Q.008 and Q.009 008 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” 009 t: “...But, I think that when you say in my brain; so, you want to say dalam pikiran saya” The teacher also used Indonesian when the teacher tried to explain the lesson in which the students found it difficult as in Q.010. Indonesian was also used when the teacher explained the lesson by modeling, as in Q.011 and Q.012 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI which taken from appendix 5. The teacher gave example of what sentence could not become a passive sentence. 010 t: “...I mean that to differentiate whether we can add the -s-es in verb or not. So, I think you are alright in making of that note. Jadi itu benar catatan kamu, kalau V0 kalau mengikuti to do karena tidak bias ditambah –s-es, tapi kalau V1 bisa ditambah -s-es. That’s to differentiate. Another, Ayu?” 011 t:“For example, we want to say barang itu dibuat di Inggris oh no, misalnya Ayu membuat barang itu; the verb happened in the past but we can say Ayu makes a pair of shoes; the verb is really happened; kenyataan, daily activities” 012 t:“Remember that there are some verbs that cannot be put into passive. Do you remember that? When you want to say; kamu ditunggu ibumu loh.” The teacher also used the mother tongue when she gave a comment to the students’ story then the teacher corrected it as in Q.013 and Q.014. By doing that, the teacher let the students know the mistake made by themselves. In addtion, the teacher also used Indonesian because it would make the student acquire the teacher’s talk easily. 013 t: “Thank you. One more think, yeah. 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. Tadi kamu ngomongnya apa ya?saya lupa.” s: “Do you want me to tell you about?” 014 t: “…Ok, write them down. Kamu tulis dulu. Next week, we will talk about it” It could be concluded that Indonesian as mother tongue was still important in teaching English to Senior High School students of all grades. It helped the students to comprehend what the teacher talked to them. Moreover for the tenth grade students, mostly the teacher used Indonesian because the lesson is a translation lesson and the students still had minimum knowledge of English than the eleventh or twelfth grade.

2. English

The first research problem also discussed the use of English as the target language in teaching Senior High School students. English was the major source of the language input which the students learned. English as the target language taught had been used widely often in order to make the students become more familiar to the target language. It was proposed in the latest curriculum that the students had to be able to use English in written and spoken. As shown in full transcript in appendix 3 – 5, the teacher students’ activities almost practiced English as their main vehicle of communication. The teacher at tenth grade used English in simple way to make the students understand English easily as in Q.016. 016 t: “Morning. Today we have a new teacher and you can ask her to know anything about her.” He often used English in giving students question. Sometimes, the teacher answered his own question if the teacher waited too long for the students’ answer as in Q.017. 017 t:” What do say menginjak in English?” s: “step...” The students became so noisy t: “Yeah, step on negeri ini lagi. okay next line ya Yang Mulia. Kemudian Agus meninggalkan istana. Pagi berikutnya, Raja itu memerintahkan what do you say the word of memerintahkan? order kedua pengawalnya what is the meaning of pengawal?” s: “guard.” The teacher used mostly a sentence like “what do say in English?” or “What is the meaning of…?” because the teacher tried to make the students understand the questions asked by the teacher then the students could answer the questions in English. In addition, those utterances were familiar with the students because the students could understand it easily. It was also called as speech modification in which the teacher modified the speech or talk to make the students understood the questions asked. Moreover, the teacher made some code switching by combining the use of both English and Indonesian as in Q.018 018 t: “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 tenth grade teacher used English mostly to asked questions to the students as shown in appendix 3. The situation was different with the eleventh grade teacher, the teacher used almost English when the teacher taught English in the classroom. As provided in appendix 4, the teacher always used English. However, the teacher made his speech slower to the students since English was the target language. The teacher and students activities were also done using English. As shown in Q.019, the teacher was greeting in English and the students replied it using English. 019 t: “ morning” s: “morning, Sir” t: “I will introduce you with our new student. You move here” Teacher pointed one of the students who sat on the back. t: “Okay, good morning everybody” s: “morning sir” t: “Is there anyone absent today?” s: “no one sir.” 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?” Those showed that this classroom was a kind of a good English classroom which implemented English as well. This classroom also used communicative language PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI teaching method, because there were two direction communications and the use of language between the teacher and students was real. The teacher at twelfth grade used English to communicate with the students. Before the teacher had started the lesson, the students had to perform a story telling based on their experience or a fancy thought. It made the students have more chance in speaking in classroom. The teacher talked in the classroom to correct grammar mistakes, vocabulary mistakes, ask questions and give feedback for the students. All of the language used could be seen in appendix 5. The teacher used English almost for the whole process of teaching learning activities. The teacher even communicated with the students using English as in Q.020 and Q.021. 020 t: “Ok. So, who get the turn now?” s: “Alif...” all students were screaming t: “Oh, you are the first today?” s: “Yes I come first, and the second comes before me” smiled 021 t: “What about the story?” s: “I forget about the story.” He laughed and so did the other students t: “If you sing a song, so you just memorize the lyric?” s: “Yes” t: “But, I want you to use your own word.” s: “But, I translate it with my own word. This is an Indonesian song and I translate it into an English.” The way the teacher communicated with the students was very fluently as if they were using Indonesian. They used English fluently in communicating though there were some vocabulary or pronunciation mistakes. The teacher often used English in order to give the students positive feedback, as shown in Q.022 and Q.023. 022 t: “Good.” 023 t: “Anyway, thank you for doing your best. Hopefully, that next you will give us more and a better voice. Ok, thank you. Have your sit.” The teacher also used English to explain the lesson to the students as in Q.024 – Q.026 024 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.” 025 t: “I think that you are right if infinitive. I usually use that for telling you about infinitive and I will use verb one for telling you about simple present. Because according to me, if there is to do so there should be infinitiveCO but if there is no to do we should use first form the verb simple present. I mean that to differentiate whether we can add the -s-es in verb or not” 026 t: “As I say that there is no object so it’s difficult to put it into a passive one. I think that you know about impersonal it? Impersonal it, do you remember that? It’s important to have breakfast in the morning. It here has no meaning and it here is not marked as a pronoun but it minimum. But it needed to make this sentence and it here is impersonal. What do you think if we use it to make it sentence? So, how to use it?” s: “We put it in front of the sentence.” t: “Yes, good. Gave the students to write the sentence For passive, you can also omit the doer or someone who do it. t: “It can’t, we usually say your mom is waiting for you. More question about simple present and passive? The students kept silent So, once again your homework is to make a list of adverb of time that we are usually used in simple present. And remember, when you have adverb of time like Fonda wrote in whiteboard there are other adverb time. For this one I’d like you to put it in order.” The full data transcript see appendix 5 showed that the teacher used English in the teaching learning processes. The Senior High School teachers perceived the students had higher knowledge of English than the students at the lower level, such as Junior High School or Elementary School. Therefore, the teachers often spoke English than Indonesian. The language used could not be separated from code switching. The teacher switched the use of both English and Indonesian for certain reasons. The purpose of code switching was to make the language used by the teacher comprehensible for the students so that they would have better understanding of the teachers’ talk. The students could lose interest in following lesson if the language used by the teacher was not comprehensible. They sometimes turned into passive or felt boredom. The reason why the teacher of tenth grade made code switching was that the teacher meant to tell a story in which the students translated it into English. The teacher often made code switching when he asked questions related with the story. If the teacher did not combine the use of both English and Indonesian, the students would not get the idea of the teacher’s talk as in Q.027. 027 t: “Yeah, Your Majesty” Okay next line “Ya, kamu telah menipuku tiga kali. menipu? You know the meaning of menipu?” s: Kept silent, then said “cheat” t: “yeah, cheat. Other word? waited students’ answer but he answered by himself Fool” s: “ooh fool...” t: “Ok, by. ok, next line Agus, sebenarnya aku tidak ingin menghukum kamu sebenarnya, what is in English?” s: “apa pak?” the students did not know sebenarnya in English and the teacher asked me to help the students o: “actually” t: “okay, other word. In fact t: “Tetapi lihatlah aku. Apakah aku menginjak tanah? Tidak, aku sedang berenang. Agus menjawab lagi. ok, next line Pengawal itu tidak mampu berdebat dengan Agus what is the word for tidak mampu?” s: students kept silent Whereas, the eleventh grade teacher did not switch the use of both language. He used English as the source language all the time he taught. Code switching could be seen at twelfth grade classroom. The teacher at twelfth grade switched the use of both languages to make the students get the main idea of what the teacher spoke as in Q.028 – Q.30. 028 t: “You translate kupu-kupu malam as” t: “When you want to say kamu ingin aku crita apa? You say you want…apa tadi ya. I forget it. Tadi kamu ngomongnya apa ya? saya lupa.” 029 t: “For this one I’d like you to put it in order. Kamu urutkan mulai dari yang selalu, semakin berkurang sampai yang tidak pernah. You know what I mean?” t: “Ok, write them down. Kamu tulis dulu. Next week, we will talk about it.” 030 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” 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