A STUDY ON CLASSROOM LANGUAGE USED BY PRE-SERVICE TEACHERS IN TEACHING 2 ND GRADE STUDENTS IN EYL COURSE OF ENGLISH DEPARTMENT AT UMM
A STUDY ON CLASSROOM LANGUAGE USED BY PRE-SERVICE
TEACHERS IN TEACHING 2ND GRADE STUDENTS IN EYL
COURSE OF ENGLISH DEPARTMENT AT UMM
THESIS
By:
AJIF MUHAMMADIYAH ROSYID JABBAR
09360298
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
A STUDY ON CLASSROOM LANGUAGE USED BY PRE-SERVICE
TEACHERS IN TEACHING 2ND GRADE STUDENTS IN EYL
COURSE OF ENGLISH DEPARTMENT AT UMM
THESIS
This thesis is submitted to fulfill one of the requirements to achieve
Sarjana Degree in English Education
By:
AJIF MUHAMMADIYAH ROSYID JABBAR
09360298
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
MOTTO AND DEDICATION
“Don’t ever give up getting your dreams. Be strong in every condition.
Remember that God always helps you
DEDICATION:
I dedicate this thesis to :
My beloved father and mother,
My sister,
My friends,
And my wife to be
ACKNOWLEDGEMENTS
Alhamdulillahi Rabbil ‘Alamin, Wassholatu Wassalamu ‘Ala Rasulillah.
Praise is to Allah SWT, the main source of strength who always gives strength and
patience to finish this thesis. Shalawat and Salam may always be upon to the holy
prophet, Muhammad SAW.
The researcher would like to express his deepest gratitude to his first advisor
Fardini Sabilah, S.Pd., Mpd, and his second advisor Drs. Taufiq Burhan, M.Pd for
their suggestion, invaluable guidance and advice during the consultation period, and
their comments, valuable time, and correction during the completion of this thesis.
His
sincere
gratitude
and
appreciation
are
also
extended
to
FardiniSabilahM.Pd, the chairwoman of English Department at University of
Muhammadiyah Malang who has given the opportunity to the researcher in order to
conduct the research.
The last but not the least, a special thank goes to his beloved mother (Mrs. Siti
Musyaropah) who always gives spirit and motivation, father (Mr. Misno Pranoto)
who always gives advice, financial, and everything in his life, his sister ( Nur Aulia
Rahma Jabbar ), his Lovely one ( Nila ), his close friends ( Rudi, Daru, Indra, Eko,
Ramdan, Haris), and for all of his friends who cannot be mentioned one by one for
their encouragement, love, care and pray so that he can finish this thesis.
Malang, July 2013
Ajif Muhammadiyah
TABLE OF CONTENTS
Approval ........................................................................................................... i
Legalization ...................................................................................................... ii
Motto and Dedication ....................................................................................... iii
Abstract ........................................................................................................... iv
Acknowledgements ........................................................................................... v
Table of Contents ............................................................................................. vi
CHAPTER I INTRODUCTION
1.1 Background of The Study .................................................................... 1
1.2 Statement of The Problems .................................................................. 4
1.3 The Purposes of The Study .................................................................. 4
1.4 Significance of The Study ................................................................... 5
1.5 Scope And Limitation ......................................................................... 5
1.6 Definition of The Key Terms ............................................................... 5
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Teaching English for Young Learners ............................................... 8
2.1.1 The Principle of Teaching EYL .................................................. 9
2.1.2 The characteristic of Young Learners .......................................... 11
2.1.3 How Children Learn Language .................................................... 14
2.2 Classroom Language………................................................................. 15
2.2.1 Classroom Instruction ............................................................... 16
2.2.2 Language of Spontaneous Situation ............................................. 17
2.2.3 Language of Social Interaction ................................................. 19
2.3 Communication Strategies to TEYL .................................................. 23
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design ................................................................................ 26
3.2 Research Subject .............................................................................. 27
3.3 Research Instrument .......................................................................... 27
3.4 Data Collection ................................................................................. 28
3.5 Data Analysis ................................................................................... 29
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings .............................................................................. 30
4.1.1 Classroom Language .................................................................... 30
4.1.2 Kinds of Classroom Language ....................................................... 44
4.1.3 The Reason Influenced The Student Teachers Used Classroom
Language ....................................................................................... 55
4.2 Discussion ............................................................................................ 56
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion ........................................................................................... 58
5.2 Suggestion ............................................................................................ 59
REFERENCES
APPENDIX I
APPENDIX II
REFERENCES
Ary, Donald. Lucy Cheser Jacobs. Chris Sorensen. 2010. Introduction to Research in
Education. United States: Wadsworth Engage Learning.
Ary, Donald. 2002. Introduction to Research in Education. New York: Holt,
Rinehart, and Winston.
Bogdan, Robert C. And Sari Knopp Biklen. 2003. Qualitative Research for
Education. Syracuse University: Pearson Education Group, Inc.
Brown, H. Douglas. 2000. Principles of Language Learning and Teaching. San
Fransisco University: Longman.
Brown, H. Douglas. 2000. Teaching by Principles. California: Pearson Education.
Cameron, Lynne. 2001. Teaching Languages to Young Learners. Cambridge
University Press The Edinburgh Building CB2 2RU, UK
Creswell, John W. 2012. Planning, Conducting, and Evaluating Quantitative and
Qualitative Research. University of Nebraska–Lincoln: Edwards Brothers,
Inc.
Harmer, Jeremy. The Practice of English Language Teaching. England: Pearson
Education Limited.
Kasbollah, Kasihani. 2008. Teaching English to Young Learners. State University of
Malang.
McMillan, James H. 1992. Educational Research: Fundamentals for the Consumer.
New York: Harper Collins Publishers.
Philip, Sarah. 1993. Young Learners. New York: Oxford University Press.
Sabillah, Fardini. 2003. Teaching English to Young Learners. Unpublished
Salaberri, Sagrario. 1995. Classroom Language. Oxford: Heinemann Publisher Ltd
Scott, Wendy A. and Lisbeth H. Yteberg. 1990. Teaching to Young Children.
London: Longman
Shipton, James. Mackkezie S Alan and Shipton, Isela. 2006. The Child as Learners 2.
(online). (www.Teaching.org.uk/think/methodology).
(http://www.britishcouncil.org/portugal-inenglish-1998apr-ways-of-presentingclassroom-language.pdf), June 4th 2013
www.cmu.edu/teaching/principles/teaching.html), June 23rd 2013
(http://www.thefreedictionary.com).
CHAPTER I
INTRODUCTION
Chapter 1 of this research presents topics such as: background of the study,
statement of the problems, purposes of the study, significance of the study, scope and
limitation, and definition of key terms. Each section is described as follows.
1.1 Background of the Study
In this era, English has become an international language. By the end of the
twentieth century, English was already well on its way to becoming a genuine Lingua
franca, that is a language used widely for communication between people who do not
share the same first (or even second) language (Harmer, 2007: 13). It means that all
of people must be able to speak English well. However, English is not easy to learn.
In this case, the way to solve this problem is learning English in early age.
According to Smith (1995), the aims of teaching a foreign language to young
learners are more comprehensive than in language with older learners. The children
have the unique characteristics. They have a strong desire and also less-risk-taking in
learning a foreign language. Besides, the children have a strong memory to remember
everything that has been done. In addition, the children learn all the time without
worries and have more opportunities than adult. In the other hand, teaching English in
the early age is the best period for acquiring the language.
1
64
Early ages are the time in which children’s brain is developing rapidly. Rixon
in Sabillah (2007) claims that children at early ages are those about 5 -12 years old,
they are called young learners. It can be assumed that children who join in elementary
school are suggested to learn English. Meanwhile, the existence of parent, friend, and
teacher are needed to help the children in order to learn comfortably.
Teaching English for young learner needs some aspects to succeed the
teaching learning process. The most influenced aspect is the teacher. In teaching
English for young learner, the teacher is the key in order to make the students
understand the lesson. The young learners are able to understand the lesson not only
from the teacher’s explanation, but also from what they see and hear around them.
Unfortunately, the children have a limited attention span. As the result, they can get
easily bored in teaching – learning process.
English teaching process is a process to teach English. There are many aspects
that can support this process. One of them is classroom language which is very
important in teaching learning process. According to British Council (1998)
“Classroom language is the kind of language necessary to communicate and survive
in the classroom without having to use the student’s mother tongue”
(http://www.britishcouncil.org/portugal-inenglish-1998apr-ways-of-presentingclassroom-language.pdf), retrieved on June 4th 2013 at 03.00 pm. Using the simple
classroom language can help the young learner to avoid the boredom. It can be seen
from the principle English for young learner by Though in Sabillah (2007). She states
that teaching English for young learner usually use simple words / sentences, simple
grammar, clear articulation, correct pitch voice, correct model, and based on
65
something real in the immediate environment which is of children’s interest and a
distinctive action so that the language used has clear context and reference.
Therefore, a teacher should have a good classroom language in order to be a good
model.
In the previous research, Hariyanti (2005) has written a descriptive study
about the teacher’s communication strategies in the EYL classroom. She found out
that the teacher’s communication strategies in teaching English for Young Learners
included comprehension checks, clarification requests, and other repetitions. Those
kinds of teacher’s communication strategies were used in order to invite the student’s
response to understand, to enhance, to memorize, and to comprehend the English
lesson.
English department at University of Muhammadiyah Malang offers English
for Young Learner (EYL) course. This course held on Sunday morning at 08.30 am to
10.00 am and followed by 1- 6 grades of elementary school students which are
divided into different class. The teachers are students at University of
Muhammadiyah Malang from English department who choose EYL course. As stated
before, the teacher in EYL class is the key in order to make the students understand
the lesson. Therefore, they have to use good classroom language to the children.
Based on the reasons above, the researcher is interested in conducting the
study on classroom language used in teaching EYL. The researcher will analyze “The
Classroom Language Used by 2nd Grade Pre-service Teachers in teaching EYL course
of English Department at University of Muhammadiyah Malang”.
66
This study is expected to be meaningful in providing the English teacher with
the forms of simple classroom language in the 2nd grade students of EYL that can
attract and motivate the students to be active in the class. Besides, this research can be
used as the source of information for the next researcher to continue or develop this
research.
1.2 Statement of the Problems
1. What are classroom languages used by 2nd grade pre-service teachers in
teaching EYL course of English Department at UMM?
2. What kinds of classroom language are used by 2nd grade pre-service
teachers in teaching EYL course of English Department at UMM?
3. What are the pre-service teachers’ reasons in using classroom language in
teaching EYL course of English Department at UMM?
1.3 Purpose of the Study
1. To find the classroom languages used by2 ndgrade pre-service teachers
in teaching EYL course of English Department at UMM
2. To find the kinds of classroom language used by 2nd grade pre-service
teachers in teaching EYL course of English Department at UMM
3. To describe the pre-service teachers’ reasons in using classroom
language in teaching EYL course of English Department at UMM
67
1.4 Significance of the Study
The result of this study is expected to give contribution for English Teachers
in teaching EYL. It means that the result of this study hoped to provide the English
Teachers with the forms of simple classroom language that can attract and motivate
the students in order to be active in the class. In the one hand, it is also hoped that
students can receive the material given by the teacher well. In addition, this study is
expected to improve and enlarge the researcher’s understanding in teaching EYL
classes practically and principally. By reading this research, the students are expected
to give new insight to EYL course in which this can be used as a reference to increase
the quality of EYL teaching.
1.5 Scope and limitation
Scopes of this study are classroom language used by pre-service teachers in
teaching 2nd grade students of English for Young Learners’ course (EYL) conducted
by English Department.
Limitations of this study are English classroom language used by pre-service
teachers in teaching 2nd grade students of EYL course academic year 2012-2013,
kinds of English language used, and the reasons in using classroom language.
1.6 Definition of key terms
1. Classroom language
Classroom language is the kind of language necessary to communicate and
survive in the classroom without having to use the student’s mother tongue
(http://www.britishcouncil.org/portugal-
inenglish-1998apr-ways-of-
68
presentingclassroom language.pdf). In this study, Classroom language is the
routine language that is used by practice teachers of University of
Muhammadiyah Malang in teaching 2 nd grade elementary school students, For
example “Take out your books” or “Please sit down”. This is language that
teachers are used to using and students are used to hearing, but when teaching
a language it takes a while to learn this part of the language. Knowing these
language basics reduces the amount that students are forced to use their
mother tongue and increases the amount of the target language they are using;
it makes the language classroom environment more authentic.
2. Pre-service teachers
A college student who is teaching under the supervision of a certified teacher
in
order
to
qualify
for
a
degree
in
education
(http://www.thefreedictionary.com). In this study, the practice teachers are the
students of University of Muhammadiyah Malang who take EYL course in
October – December 2012.
3. Young Learners
Children at early ages are those about 5 years old to 12 years old, they are
called young learner. (Rixon in Sabillah: 2007). In this study, young learner is
the 2nd grade elementary school students.
69
4. EYL course
Innovative and exciting course to encourage students to speak as much
English as possible, and ensure that language learning is a fun experience
(w w w.brit ishcouncil.in/ learn-english/ courses-children).
The aim of these courses is to improve knowledge of all aspects of the English
language, including speaking and listening skills, reading and grammar. The
courses are designed to consolidate and extend the English learnt at school.
5. Simple language
A simple language is used by the practice teachers in order to make easy to be
understood
TEACHERS IN TEACHING 2ND GRADE STUDENTS IN EYL
COURSE OF ENGLISH DEPARTMENT AT UMM
THESIS
By:
AJIF MUHAMMADIYAH ROSYID JABBAR
09360298
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
A STUDY ON CLASSROOM LANGUAGE USED BY PRE-SERVICE
TEACHERS IN TEACHING 2ND GRADE STUDENTS IN EYL
COURSE OF ENGLISH DEPARTMENT AT UMM
THESIS
This thesis is submitted to fulfill one of the requirements to achieve
Sarjana Degree in English Education
By:
AJIF MUHAMMADIYAH ROSYID JABBAR
09360298
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2013
MOTTO AND DEDICATION
“Don’t ever give up getting your dreams. Be strong in every condition.
Remember that God always helps you
DEDICATION:
I dedicate this thesis to :
My beloved father and mother,
My sister,
My friends,
And my wife to be
ACKNOWLEDGEMENTS
Alhamdulillahi Rabbil ‘Alamin, Wassholatu Wassalamu ‘Ala Rasulillah.
Praise is to Allah SWT, the main source of strength who always gives strength and
patience to finish this thesis. Shalawat and Salam may always be upon to the holy
prophet, Muhammad SAW.
The researcher would like to express his deepest gratitude to his first advisor
Fardini Sabilah, S.Pd., Mpd, and his second advisor Drs. Taufiq Burhan, M.Pd for
their suggestion, invaluable guidance and advice during the consultation period, and
their comments, valuable time, and correction during the completion of this thesis.
His
sincere
gratitude
and
appreciation
are
also
extended
to
FardiniSabilahM.Pd, the chairwoman of English Department at University of
Muhammadiyah Malang who has given the opportunity to the researcher in order to
conduct the research.
The last but not the least, a special thank goes to his beloved mother (Mrs. Siti
Musyaropah) who always gives spirit and motivation, father (Mr. Misno Pranoto)
who always gives advice, financial, and everything in his life, his sister ( Nur Aulia
Rahma Jabbar ), his Lovely one ( Nila ), his close friends ( Rudi, Daru, Indra, Eko,
Ramdan, Haris), and for all of his friends who cannot be mentioned one by one for
their encouragement, love, care and pray so that he can finish this thesis.
Malang, July 2013
Ajif Muhammadiyah
TABLE OF CONTENTS
Approval ........................................................................................................... i
Legalization ...................................................................................................... ii
Motto and Dedication ....................................................................................... iii
Abstract ........................................................................................................... iv
Acknowledgements ........................................................................................... v
Table of Contents ............................................................................................. vi
CHAPTER I INTRODUCTION
1.1 Background of The Study .................................................................... 1
1.2 Statement of The Problems .................................................................. 4
1.3 The Purposes of The Study .................................................................. 4
1.4 Significance of The Study ................................................................... 5
1.5 Scope And Limitation ......................................................................... 5
1.6 Definition of The Key Terms ............................................................... 5
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Teaching English for Young Learners ............................................... 8
2.1.1 The Principle of Teaching EYL .................................................. 9
2.1.2 The characteristic of Young Learners .......................................... 11
2.1.3 How Children Learn Language .................................................... 14
2.2 Classroom Language………................................................................. 15
2.2.1 Classroom Instruction ............................................................... 16
2.2.2 Language of Spontaneous Situation ............................................. 17
2.2.3 Language of Social Interaction ................................................. 19
2.3 Communication Strategies to TEYL .................................................. 23
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design ................................................................................ 26
3.2 Research Subject .............................................................................. 27
3.3 Research Instrument .......................................................................... 27
3.4 Data Collection ................................................................................. 28
3.5 Data Analysis ................................................................................... 29
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings .............................................................................. 30
4.1.1 Classroom Language .................................................................... 30
4.1.2 Kinds of Classroom Language ....................................................... 44
4.1.3 The Reason Influenced The Student Teachers Used Classroom
Language ....................................................................................... 55
4.2 Discussion ............................................................................................ 56
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion ........................................................................................... 58
5.2 Suggestion ............................................................................................ 59
REFERENCES
APPENDIX I
APPENDIX II
REFERENCES
Ary, Donald. Lucy Cheser Jacobs. Chris Sorensen. 2010. Introduction to Research in
Education. United States: Wadsworth Engage Learning.
Ary, Donald. 2002. Introduction to Research in Education. New York: Holt,
Rinehart, and Winston.
Bogdan, Robert C. And Sari Knopp Biklen. 2003. Qualitative Research for
Education. Syracuse University: Pearson Education Group, Inc.
Brown, H. Douglas. 2000. Principles of Language Learning and Teaching. San
Fransisco University: Longman.
Brown, H. Douglas. 2000. Teaching by Principles. California: Pearson Education.
Cameron, Lynne. 2001. Teaching Languages to Young Learners. Cambridge
University Press The Edinburgh Building CB2 2RU, UK
Creswell, John W. 2012. Planning, Conducting, and Evaluating Quantitative and
Qualitative Research. University of Nebraska–Lincoln: Edwards Brothers,
Inc.
Harmer, Jeremy. The Practice of English Language Teaching. England: Pearson
Education Limited.
Kasbollah, Kasihani. 2008. Teaching English to Young Learners. State University of
Malang.
McMillan, James H. 1992. Educational Research: Fundamentals for the Consumer.
New York: Harper Collins Publishers.
Philip, Sarah. 1993. Young Learners. New York: Oxford University Press.
Sabillah, Fardini. 2003. Teaching English to Young Learners. Unpublished
Salaberri, Sagrario. 1995. Classroom Language. Oxford: Heinemann Publisher Ltd
Scott, Wendy A. and Lisbeth H. Yteberg. 1990. Teaching to Young Children.
London: Longman
Shipton, James. Mackkezie S Alan and Shipton, Isela. 2006. The Child as Learners 2.
(online). (www.Teaching.org.uk/think/methodology).
(http://www.britishcouncil.org/portugal-inenglish-1998apr-ways-of-presentingclassroom-language.pdf), June 4th 2013
www.cmu.edu/teaching/principles/teaching.html), June 23rd 2013
(http://www.thefreedictionary.com).
CHAPTER I
INTRODUCTION
Chapter 1 of this research presents topics such as: background of the study,
statement of the problems, purposes of the study, significance of the study, scope and
limitation, and definition of key terms. Each section is described as follows.
1.1 Background of the Study
In this era, English has become an international language. By the end of the
twentieth century, English was already well on its way to becoming a genuine Lingua
franca, that is a language used widely for communication between people who do not
share the same first (or even second) language (Harmer, 2007: 13). It means that all
of people must be able to speak English well. However, English is not easy to learn.
In this case, the way to solve this problem is learning English in early age.
According to Smith (1995), the aims of teaching a foreign language to young
learners are more comprehensive than in language with older learners. The children
have the unique characteristics. They have a strong desire and also less-risk-taking in
learning a foreign language. Besides, the children have a strong memory to remember
everything that has been done. In addition, the children learn all the time without
worries and have more opportunities than adult. In the other hand, teaching English in
the early age is the best period for acquiring the language.
1
64
Early ages are the time in which children’s brain is developing rapidly. Rixon
in Sabillah (2007) claims that children at early ages are those about 5 -12 years old,
they are called young learners. It can be assumed that children who join in elementary
school are suggested to learn English. Meanwhile, the existence of parent, friend, and
teacher are needed to help the children in order to learn comfortably.
Teaching English for young learner needs some aspects to succeed the
teaching learning process. The most influenced aspect is the teacher. In teaching
English for young learner, the teacher is the key in order to make the students
understand the lesson. The young learners are able to understand the lesson not only
from the teacher’s explanation, but also from what they see and hear around them.
Unfortunately, the children have a limited attention span. As the result, they can get
easily bored in teaching – learning process.
English teaching process is a process to teach English. There are many aspects
that can support this process. One of them is classroom language which is very
important in teaching learning process. According to British Council (1998)
“Classroom language is the kind of language necessary to communicate and survive
in the classroom without having to use the student’s mother tongue”
(http://www.britishcouncil.org/portugal-inenglish-1998apr-ways-of-presentingclassroom-language.pdf), retrieved on June 4th 2013 at 03.00 pm. Using the simple
classroom language can help the young learner to avoid the boredom. It can be seen
from the principle English for young learner by Though in Sabillah (2007). She states
that teaching English for young learner usually use simple words / sentences, simple
grammar, clear articulation, correct pitch voice, correct model, and based on
65
something real in the immediate environment which is of children’s interest and a
distinctive action so that the language used has clear context and reference.
Therefore, a teacher should have a good classroom language in order to be a good
model.
In the previous research, Hariyanti (2005) has written a descriptive study
about the teacher’s communication strategies in the EYL classroom. She found out
that the teacher’s communication strategies in teaching English for Young Learners
included comprehension checks, clarification requests, and other repetitions. Those
kinds of teacher’s communication strategies were used in order to invite the student’s
response to understand, to enhance, to memorize, and to comprehend the English
lesson.
English department at University of Muhammadiyah Malang offers English
for Young Learner (EYL) course. This course held on Sunday morning at 08.30 am to
10.00 am and followed by 1- 6 grades of elementary school students which are
divided into different class. The teachers are students at University of
Muhammadiyah Malang from English department who choose EYL course. As stated
before, the teacher in EYL class is the key in order to make the students understand
the lesson. Therefore, they have to use good classroom language to the children.
Based on the reasons above, the researcher is interested in conducting the
study on classroom language used in teaching EYL. The researcher will analyze “The
Classroom Language Used by 2nd Grade Pre-service Teachers in teaching EYL course
of English Department at University of Muhammadiyah Malang”.
66
This study is expected to be meaningful in providing the English teacher with
the forms of simple classroom language in the 2nd grade students of EYL that can
attract and motivate the students to be active in the class. Besides, this research can be
used as the source of information for the next researcher to continue or develop this
research.
1.2 Statement of the Problems
1. What are classroom languages used by 2nd grade pre-service teachers in
teaching EYL course of English Department at UMM?
2. What kinds of classroom language are used by 2nd grade pre-service
teachers in teaching EYL course of English Department at UMM?
3. What are the pre-service teachers’ reasons in using classroom language in
teaching EYL course of English Department at UMM?
1.3 Purpose of the Study
1. To find the classroom languages used by2 ndgrade pre-service teachers
in teaching EYL course of English Department at UMM
2. To find the kinds of classroom language used by 2nd grade pre-service
teachers in teaching EYL course of English Department at UMM
3. To describe the pre-service teachers’ reasons in using classroom
language in teaching EYL course of English Department at UMM
67
1.4 Significance of the Study
The result of this study is expected to give contribution for English Teachers
in teaching EYL. It means that the result of this study hoped to provide the English
Teachers with the forms of simple classroom language that can attract and motivate
the students in order to be active in the class. In the one hand, it is also hoped that
students can receive the material given by the teacher well. In addition, this study is
expected to improve and enlarge the researcher’s understanding in teaching EYL
classes practically and principally. By reading this research, the students are expected
to give new insight to EYL course in which this can be used as a reference to increase
the quality of EYL teaching.
1.5 Scope and limitation
Scopes of this study are classroom language used by pre-service teachers in
teaching 2nd grade students of English for Young Learners’ course (EYL) conducted
by English Department.
Limitations of this study are English classroom language used by pre-service
teachers in teaching 2nd grade students of EYL course academic year 2012-2013,
kinds of English language used, and the reasons in using classroom language.
1.6 Definition of key terms
1. Classroom language
Classroom language is the kind of language necessary to communicate and
survive in the classroom without having to use the student’s mother tongue
(http://www.britishcouncil.org/portugal-
inenglish-1998apr-ways-of-
68
presentingclassroom language.pdf). In this study, Classroom language is the
routine language that is used by practice teachers of University of
Muhammadiyah Malang in teaching 2 nd grade elementary school students, For
example “Take out your books” or “Please sit down”. This is language that
teachers are used to using and students are used to hearing, but when teaching
a language it takes a while to learn this part of the language. Knowing these
language basics reduces the amount that students are forced to use their
mother tongue and increases the amount of the target language they are using;
it makes the language classroom environment more authentic.
2. Pre-service teachers
A college student who is teaching under the supervision of a certified teacher
in
order
to
qualify
for
a
degree
in
education
(http://www.thefreedictionary.com). In this study, the practice teachers are the
students of University of Muhammadiyah Malang who take EYL course in
October – December 2012.
3. Young Learners
Children at early ages are those about 5 years old to 12 years old, they are
called young learner. (Rixon in Sabillah: 2007). In this study, young learner is
the 2nd grade elementary school students.
69
4. EYL course
Innovative and exciting course to encourage students to speak as much
English as possible, and ensure that language learning is a fun experience
(w w w.brit ishcouncil.in/ learn-english/ courses-children).
The aim of these courses is to improve knowledge of all aspects of the English
language, including speaking and listening skills, reading and grammar. The
courses are designed to consolidate and extend the English learnt at school.
5. Simple language
A simple language is used by the practice teachers in order to make easy to be
understood