TEACHER’S ENGLISH ORAL INSTRUCTIONS IN EFL YOUNG LEARNERS’ CLASSROOM : A Descriptive Study at One of Primary Schools in Bandung.

TABLE OF CONTENTS

Page of Approval ... i

Statement ... ii

Preface ... iii

Acknowledgements ... iv

Abstract ... vi

Table of Contents ... vii

List of Tables ... ix

CHAPTER I INTRODUCTION 1.1 Background ... 1

1.2 Statement of the Problems ... 4

1.3 Aims of the Study ... 4

1.4 Scope of the Study ... 5

1.5 Significance of the Study ... 5

1.6 Clarification of Key Terms ... 6

1.7 Organization of the Paper ... 6

1.8 Concluding Remark ... 8

CHAPTER II THEORITICAL FOUNDATION 2.1 Teacher Talk ... 9

2.2 Teacher Instruction ... 12

2.2.1 Definition of Teacher Instruction ... 12

2.2.2 The Role of teacher Instruction ... 13

2.2.3 Types of Teacher Instruction ... 13

2.2.4 The Benefits of Using English in Giving Instruction in Young Learners’ Classroom ... 15

2.2.5 Giving English Instruction to Young Learners ... 18

2.2.5.1 Characteristics of Young Learners ... 18

2.2.5.2 Effective English Instruction for Young Learners ... 20

2.2.5.3 Strategies in Giving Oral Instruction for Young Learners ... 22

2.3 Students’ Responses ... 26

2.4 Related Previous Studies ... 27

2.5 Concluding Remark ... 27

CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design... 29

3.3 Data Collection ... 30

3.3.1 Observation ... 30

3.3.2 Videotaping ... 33

3.3.3 Interview ... 33

3.4 Research Procedures ... 34

3.5 Data Analysis ... 35

3.6 Concluding Remark ... 38

CHAPTER IV FINDINGS AND DISCUSSION 4.1 The Strategies Used by the Teacher in Giving Oral Instructions ... 41

4.2 The Types Teacher Instructions ... 54

4.2.1 Imperatives Form ... 55

4.2.2 Interrogatives Form ... 56

4.2.3 Declaratives Form ... 57

4.3 The Students’ Responses toward Oral Instructions ... 59

4.3.1 Relevant Response ... 59

4.3.2 No Response ... 62

4.3.3 Irrelevant Response ... 63

4.4 Findings and Discussion from students’ Interview ... 66

4.5 Concluding Remark ... 69

CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ... 71

5.2 Suggestions ... 73

REFERENCES APPENDICES

Appendix A Observation Schedule Appendix B Field Notes

Appendix C Interview Schedule Appendix D Interview Transcriptions Appendix E Video Transcriptions Appendix F Coding and Categorizing Appendix G Lesson Plan

Appendix H Administrative Letters

CHAPTER I

INTRODUCTION

This chapter provides a brief description of the whole content of the research. It includes the statements of the problem, the scope of the study, the aims of the study, and the significance of the study. Clarification of terms and the organization of the paper are also enlightened in this chapter.

1.1 Background

In Indonesian context, English is a foreign language. Although it is taught from kindergarten level and has become one of the important subjects at schools, it is not used as a communication language in Indonesia. Therefore, in general the learners are limited to use English only in the classroom. In other words, students cannot use English to communicate with their surrounding outside the classroom.

This fact is supported by Xiao-yan who states that “For foreign language learners, classroom is the main place where they are frequently exposed to the

target language” (2006: 5). Then, Cameron comes up with on interesting suggestion dealing with the limitation of use English in Indonesia that lack of exposure outside classroom can be taken by the teacher as considerations to maximize learners’ exposures to the language through classroom activities (2001: 199). Thus, providing plenty of language exposures for learners during the teaching and learning process in the classroom are needed to support an active use of English for students in teaching English as a foreign language in Indonesia.

Teacher talk can be used as one of alternative ways to give plenty of language exposures for learners in the classroom. Liruso and Debate (2003:140) say that teacher talk is generally the only source of comprehensible input and live target language model in classroom. There are many reasons for teachers to talk in their classroom. One of the reasons is to give instructions (Moon, 2000: 61).

In giving instructions, teachers use several ways such as modifying their language to give instructions by using lower rate of speech, basic vocabulary, more frequent pauses, declarative and repetition (Chaudron (1988) as cited in Lisruso and Debate (2003: 140). In addition, Nunan (1991: 191) as cited in Liruso and Debate (2003: 141) states that modified speech is more intelligible source and potentially more helpful for language acquisition. In addition, as explained by Enright (1991) in giving instructions teachers have several language adjustments to address to young learners through nonverbal adaptation such as gestures, mimes, contextual visual aids and para-verbal such as speaking clearly, slowing pace, using pause, rephrasing, and repetition. Thus, instruction can be considered as one of teacher’s way to give comprehensible input for young learners in acquiring language.

Moreover, delivering instructions in target language is considered beneficial. As proposed by Slattery and Willis (2001:20) through English instructions, the learners are provided with language expressions for real purpose, they have the opportunity to show their understanding, they are given another chance to acquire

the language, and they also are able to understand the sounds and patterns of the language intuitively.

Teachers can use instructions as a routine and start from the simple ones. They may repeat the same words and patterns of instructions in each meeting so that the learners become accustomed to them (Paul, 2003: 37). It will be better for the teacher to do scaffolding in giving instructions. They can try from the simple ones such as using one word to give instructions such as “look!” and then try again with longer ones such as “look at the picture!” (Moon, 2000: 73). However, sometimes communication breakdowns occur while the teachers deliver instructions (Pinter, 2006: 48). Communication breakdown happens when the learners do not understand what they should do.

There are some points can be taken into consideration by teachers in order to avoid communication breakdown between the teacher and learners. Teachers can use mime (Paul, 2003: 81), and gesture (Philips, 1993:7). In addition, Liruso and Debate (2003: 3) state that drawing student’s attention, no modeling and checking students’ understanding can be teachers’ consideration in delivering English instructions.

Referring to the issues discussed above, this study tries to investigate the strategies used by a primary school teacher in giving oral instructions in EFL young learners’ classroom, the types of instructions and the students’ responses towards oral instructions.

1.2 Statement of the Problems

The main purpose of this study is to investigate the strategies used by a primary school teacher in giving oral instructions, to find out the types of instructions, and students’ responses toward oral instructions. They are guided by answering the questions:

1.What strategies are used by a primary school teacher in giving oral instructions in EFL young learners’ classroom?

2.What types of instructions are delivered by the teacher?

3.What are the students’ responses toward oral instructions?

1.3 Aims of the Research

From the earlier explanation and the proposed research questions, it is clear that the study attempts to explore the strategies used by a primary school teacher in giving oral instructions in EFL young learners’ classroom, to find out the types of oral instructions delivered by the teacher, and to investigate the students’ responses toward oral instructions. The fact that English is a foreign language in Indonesia thus it is only taught in a formal setting. Classroom is main place for learners to get exposures. Therefore, using English oral instructions can be one of alternative ways for the teacher to give language exposures. This phenomenon is so interesting to be investigated.

1.4Scope of the Research

There are many aspects of teacher talk and classroom language that can be investigated. However, this study specifically looks at the oral instructions in EFL

young learners’ classroom by investigating the strategies used by the teacher in giving oral instructions, the types of the instructions, and the students’ responses toward the instructions.

1.5Significance of the Research

There are two significant outcomes expected from the study namely theoretical and practical benefits. _{Theoretically, the result of the research is}

expected to enrich the literature on English instructions by providing a comprehensive description about the practice of the English oral instructions performed by the English teacher in EFL young learners’ classroom. For other researchers, this study is expected to be used as an additional source. Practically, for the teacher, the result of the research is expected to give some benefits for the teachers in terms of practical matters on the English oral instructions in EFL young learners’ classroom by considering the students’ characteristics. Through this research, the students are expected to be able to improve their English ability, be motivated to learn English, be more active to involve themselves into learning process and apply the language for real purpose. For the management of the school, principals or policy makers, the result of the research is expected to lead to a policy to encourage the teacher to use English during teaching and learning

process or to hold a training for the smallest scale related to the use of teacher talk or classroom language.

1.6Clarification of Key Terms

There are some significant terms in the research that are needed to be clarified to avoid misinterpretation, they are:

a. Instruction

Instructions refer to directions that are given to introduce a learning task which entails some measure of independent student activity (Ur as cited in Liruso and de Debat, 2003: 143). In this study, instructions refer to each direction delivered by the teacher orally during the teaching and learning process.

b. Young Learners

Young learners are children between 5-14 years old (Pinter, 2006: 1). In this research young learners refer to the fifth grade of primary school students, 11-12 years old.

1.7Organization of Paper

This paper is divided into five chapters. Chapter I is about introduction. Chapter II is theoretical foundations. Chapter III is the research methodology. Chapter IV is the findings and discussion of the research. Last, Chapter V is the conclusions and suggestions.

Chapter I consists of an introduction which provides the background of the study, statements of the problem, aims of the research, scope of the research,

significance of the research. Clarification of terms and organization of the paper entitled teacher’s English oral instructions in EFL young learners’ classroom are also presented.

Chapter II focuses on the theoretical foundations from the experts that are relevant to the present study. This chapter also presents research investigation from previous researchers regarding English oral instructions.

Chapter III comprises the methodology of the research employed to investigate the strategies used by the teacher in giving oral instructions, the types

of instructions and the students’ responses toward oral instructions. It includes the research design, subject of the research, data collection procedure, and data analysis.

Chapter IV provides the findings and discussion of the study. In answering the proposed research questions, the presentation is organized based on the question. Therefore, the first section discusses the strategies used by the teacher in giving oral instructions from both classroom observation and videotaping observation. The second part of the chapter presents the types of instructions

delivered by the teacher. The last section provides students’ responses toward oral instructions from observation and interview.

Chapter V presents all the conclusion of the study and also provides the recommendations for further researchers and related institution concerning English oral instructions.

1.8 Concluding Remark

This chapter has discussed the importance of English oral instructions. Since English as foreign language in Indonesia therefore plenty of exposures in classrooms are needed to encourage students’ ability. For that reason, finding an appropriate way to give exposure in the classroom is needed. Instructions as one of the parts of teacher talk can be used to give comprehensible language input. The terms have been clarified to give introduction to the study and organization of this paper has been explained in order to give a brief description about the whole paper.

CHAPTER III

RESEARCH METHODOLOGY

This chapter covers the research methodology that elaborates the research method and procedures used by the writers. This chapter includes research design, subjects of the research, data collection, and data analysis. Specifically, this research was conducted to find out the strategies applied by the teacher in giving oral

instructions, the types or instructions and the students’ response toward oral instructions.

3.1 Research Design

Qualitative approach and descriptive method were employed in this study. The purpose of qualitative approach is to understand, describe and explain beliefs, behaviors and meanings in context-specific settings (Wu and Volker, 2009). As stated by Creswell (2008: 254) descriptive study is an investigation which is a detailed rendering of people, places, or events in a setting in qualitative approach. In line with that descriptive was used to give detail of portrayal of specified situations (Wu & Volker, 2009). Both qualitative approach and descriptive method were to describe and interpret the strategies used by the teacher in giving oral instructions in EFL young learners’ classroom, the types of instructions, and students’ response toward oral instructions.

3.2 Subjects of the Research

This study was conducted in one of the primary schools state in Cimahi. The school can be categorized as a challenging school for the research because lack of English exposures in the classroom and English teacher’s competence. Therefore, the researcher as a novice teacher tried to apply English oral instructions in the classroom involved fifth grade students.

3.3 Data Collection

Several techniques were employed to collect data of this study. As stated by Alwasilah (2002: 149) survey or questionnaire, interview, observation and document analysis are several methods that can be employed to collect data. In collecting the data needed for this study, the researcher used two of them they were observation and semi – structured interview. Some instruments were also employed in this research. Those were observation sheet, field note, teacher’s note, videotaping, and interview.

3.3.1 Observation

As stated by Fraenkel and Wallen (1990: 369) observation is a collecting data process to record the information of things that are observed. In addition, through observation, the researcher could observe implicitly the understanding, how theories are related, and the respondents’ point of view (Alwasilah, 2002: 155).

During the teaching and learning process, there were several English teachers as observers. Observation sheet and field notes were applied in order to document the data. The observation sheet focused on investigating the

strategies applied by the teacher in giving oral instructions. It can be seen as follows.

Table 3.1 Observation Sheet

No. How does the teacher give English instructions?

Evidence

(Examples of Teacher’s Instructions) 1.

The teacher draws students’ attention before giving instruction

2. The teacher gives instructions briefly and

clearly

3. The teacher uses simple language and simple

sentence

4. The teacher uses gestures and facial

expression

5. The teacher delivers one instruction at a time

6. The teacher gives modeling and

demonstration

7. The teacher checks students’ understanding _{by engaging students’}

8. The teacher uses pauses

9. The teacher uses repetition, paraphrase and

speech modification

10. The teacher uses visual aids such as photo,

picture or drawing Comment:

To find out the types of instructions and problems which were encountered while giving oral instructions, the researcher used field notes for investigating the students’ response. As what stated by Creswell (2008) field

notes can be applied to record data during an observation Creswell. The field note was used to see the types of instructions used by teacher and the students’ responses toward oral instructions. Furthermore, the information taken from field notes was also used to support the data finding from other instruments of this research.

Table 3.2 Field Note

No.

Teacher’s Instructions (Types of teacher instructions

and the examples)

Students’ Response

1 Imperative

2 Interrogative

3.3.2 Videotaping

As suggested by Fraenkel and Wallen (1990) recording can be replayed for several times in order to check and to correct the data. The researcher applied videotaping to check and to complete the needed information. Videotaping was done during teaching and learning process. In addition, by using videotaping, the information could be gathered to complement the information that was not observed when the research was conducted to recheck the data. Moreover, Alwasilah (2002: 157) agrees that the transcription also is used in the research to understand how respondents organize their perspectives. Since the researcher was the novice teacher, the researcher observed and gathered the data to answer the research questions through the videotaping and video transcriptions. See appendix E for video transcriptions.

3.3.3 Interview

To complement the data and to get more information, semi – structured interview was conducted to find out more aspects about the problems of research and to add the data from observation and videotaping. Alwasilah (2000: 154) says that some conditions that cannot be captured by other instruments can be covered during the interview. Furthermore, Stake (2010:95) mentions that the purposes of interview for qualitative researcher are: (1) to obtain unique information held by the person interviewed; (2) to collect a

numerical unit of information from many persons; (3) to find out about a thing that the researchers are unable to observe themselves.

The interviews consisted of some questions related to students’ responses toward teacher’s English oral instruction in EFL young learners’ classroom. As stated by Nunan (1992: 149), semi-structured interview allows the researcher to take control of the interview. As recommended by Creswell (1994: 152) the interview was recorded first and the researcher transcribed it later. The transcription of the interview and note taking during the interview helped the researcher get more detail information so it would be easier to

analyze the interviewees’ responses toward the interview schedule.

In this study, there were five students interviewed randomly to see their responses toward English instructions given by the novice teacher. Interview schedule can be seen in appendix C while interview transcriptions can be seen in appendix D.

3.4 Research Procedures

There were several procedures employed in conducting the research. Firstly, after getting the permission from the principal to conduct the research, lesson plans for six meetings were arranged. To get clear information about lesson plan see appendix G. Secondly, listing possible of instructions for each lesson plan. Thirdly, during teaching and learning process, each instruction was delivered in English

orally. There were two observers invited to observe the strategies applied by the teacher in giving oral instructions, the types of instructions, and the students’ response toward oral instructions in each lessons. Next, six meetings of teaching and learning process were recorded to be transcribed. Coding process occurred along transcribing. Then, analyzing the data regarding to the theory presented in Chapter 2. The last is presenting the result.

Table 3.3

General Schedule of the Study

No Date Material

1 October 4, 2011 Time in Daily Routines

2 October 18, 2011 Time in Daily Routines

3 October 25, 2011 My Daily Routines

4 November 1, 2011 Name of the Days

5 November 8, 2011 Months in a year

6 November 15, 2011 Feelings

3.5 Data Analysis

In this study, the data were gained through observation, videotaping and interview. The data were analyzed by descriptive qualitative data analysis. The result

of the observation process was a field note and observation sheet done by the other observers, the result of videotaping was video transcription, observation, field note done by the researcher, and the result of interview was an interview transcription.

As proposed by Alwasilah (2000: 159) coding is needed to help the researcher in several ways. First, it helps the researcher identify phenomenon. Second, it helps the researchers count the frequent of existing phenomenon. Next, the frequent of codes shows the result of the research. The last, it also helps the researcher to organize categorization and sub-categorization.

This study employed coding to analyze the video transcription. The use of parentheses ‘( )’ in the transcriptions is to clarify the subject actions. Less. Stands for Lesson while figure “1, 2, 3, 4, 5, and 6” show times for each meeting or observation. For example, Less.6 referred to the lesson in sixth meeting. To answer the first

research question concerning the teacher’ strategies in giving oral instructions, the

data were categorized and coded regarding to the frameworks that were synthesized from Liruso and Debate (2003), Wright (2003), and Flynn and Hill (2006). The coding system is as follows, TS refers to teacher’s strategies in giving oral instructions, and TS1 is drawing students’ attention before giving instructions. TS2 refers to giving instructions briefly and clearly, TS3 is a code for using simple language and simple sentence, and TS4 is for using gestures and facial expression. Delivering one instruction at a time is assigned as TS5 and giving modeling and demonstration is coded as TS6. TS7 is assigned for checking students’ understanding

by involving the students, while TS8 is for using pauses. TS9 refers to using repetition, paraphrase and speech modification and using visual aids such as photos, pictures, drawings or real objects is assigned as TS10.

Here is the example of categorization and coding in data analysis. See Appendix F for more detailed information.

Less.1

Name of strategy

Teacher’s Instructions

TS1 Hi! Hello!

TS4 Keep silent! (The teacher put the finger on her mouth)

TS8 Now,

silviany please ask Tiara, what time is it?

TS10 Look at this clock! (The teacher pointed to the clock)

Table 3.4 Illustration of Coding System Regarding to the Strategies Used in Giving Oral Instructions

To investigate the second research question concerning the types of instruction, the data were categorized and coded based on the framework from Holmes (1983) as cited by Liruso and Debat (2003: 142). The coding system is as follows, ToI refers to types of instructions, Imp refers to imperatives instructions. Int refers to interrogatives instructions and Dec is a code for declaratives instructions.

Less.2

Types of Instructions

Teacher’s Instructions

Imp Okay. Putra, ask Hilmi.

Int Can you stop hitting the table?

Dec I want you to keep the picture

To answer the last research question about the students’ response towards oral instructions, the data were categorized and coded based on the framework from Suherdi (2009). The coding system is as follows, SR refers to students’ response while Rr refers to students’ relevant response, Ro is assigned to students’ no response and Irr is a code for students’ irrelevant response.

Less.3

Teacher’s Instructions Students’ Response Codes Repeat after me!

Sunday

Sunday

Rr

One of you, please raise your hand! Came on!

Miss, ini ada yang mainin tipe x Irr

Now, Wisnu please ask Gilang (Silent) Ro

Table 3.6 Illustration of Coding System Regarding the Students’ Responses

After categorization and coding stage were completed, then the data were interpreted. Since this was a qualitative descriptive design, as proposed by Miles and Huberman (1984) cited in Sugiyono (2008:249), the most frequent form of displaying data for qualitative is in the form of narrative text. However, the data were presented not only in narrative text form but also in the form of tables.

3.6 Concluding Remarks

This chapter has discussed the methodology used in the study in order to investigate the strategies applied by the teacher in giving oral instruction, the types of

instructions and the students’ response toward oral instructions. A qualitative descriptive design was used in this study. The data was collected through observations consisted of observation sheet and field note, videotaping, and interview. To avoid bias two English teachers were invited as observers for each meeting, videotaping and teacher’s diary also used since the researcher was a novice teacher.

CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter presents the conclusions and suggestions of this research. The conclusions are formulated from the research questions, while suggestions provide some ideas addressed to English teachers and further research related to English oral instructions.

5.1 Conclusion

This study has been concerned with the teacher’s English oral instructions

in EFL young learners’ classroom. The purpose of this study is to investigate the

strategies used by the teacher in giving oral instructions. Furthermore, this study also aimed to find out the types of instructions used by the teacher and the

students’ responses toward oral instructions. The conclusions regarding to the

study can be drawn as follows.

Firstly, there were ten strategies used by the teacher in giving oral instructions. It included drawing students’ attention before giving instruction, giving instructions briefly and clearly, using simple language and simple sentence, using gestures and facial expression, delivering one instruction at a time, giving modeling and demonstration, checking students’ understanding by involving the students, using pauses, using repetition and paraphrase, and using visual aids.

Secondly, there were three types of instructions delivered by the teacher, imperatives, interrogatives, and declaratives. The observation result shows that the

types of instructions used frequently by the teacher were imperatives form. As shown in Chapter 4, table 4.1 there were 90.75 %% of imperatives form, 3.08 %of interrogatives form, and 6.16 %declaratives form.

Thirdly, according to the finding result, it was revealed that there were three types of students’ responses. It included relevant responses, no response and

irrelevant response. Students’ relevant responses frequently appear during the

lessons. The percentages of each response are 70.31% for relevant response, irrelevant response 24.37% and 5.04 % for no response.

The last, in language aspect English oral instructions contributed positive influence for the students. First, students are provided with English expressions so that they can use the language for a purpose. Second, it can be considered as comprehensible inputs and language model for the students. The last, students are motivated and excited to learn English. They imitate teacher’s instructions and try to speak English.

5.2Suggestions

Based on the research findings, discussion and the conclusion of the research results, it is suggested that some further actions take place to give the constructive ideas for the readers, especially for English teachers and further researches regarding English oral instructions.

Many English teachers think that using English in their classroom is hard and impossible. They are not confident to speak English or they consider that their students are the basic level learners. This condition can affect students’ failure in language acquisition. Therefore, the teacher may want to apply an alternative way to give English exposures in the classroom.

Instructions as a part of teacher talk can be used by teacher as one of alternative ways to give language exposures for the students. Instructions cannot be separated from teaching and learning otherwise it frequently appears in learning process. Using English oral instructions can be a bait for the teachers to motivate their students. Through English oral instructions, the teachers use language for a purpose, give language model, provide comprehensible inputs, and help students acquire the language. Thus, do not give up before trying.

For further researchers concerning teacher’s oral instructions, it will be better to conduct the research for longer periods of time to give a clearer description and a better result about teacher’s English oral instructions in EFL

young learners’ classroom. Next, further researchers are suggested to explore

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types of instructions used frequently by the teacher were imperatives form. As shown in Chapter 4, table 4.1 there were 90.75 %% of imperatives form, 3.08 %of interrogatives form, and 6.16 %declaratives form.

Thirdly, according to the finding result, it was revealed that there were three types of students’ responses. It included relevant responses, no response and

irrelevant response. Students’ relevant responses frequently appear during the lessons. The percentages of each response are 70.31% for relevant response, irrelevant response 24.37% and 5.04 % for no response.

The last, in language aspect English oral instructions contributed positive influence for the students. First, students are provided with English expressions so that they can use the language for a purpose. Second, it can be considered as comprehensible inputs and language model for the students. The last, students are motivated and excited to learn English. They imitate teacher’s instructions and try to speak English.

5.2Suggestions

Based on the research findings, discussion and the conclusion of the research results, it is suggested that some further actions take place to give the constructive ideas for the readers, especially for English teachers and further researches regarding English oral instructions.

Many English teachers think that using English in their classroom is hard and impossible. They are not confident to speak English or they consider that their students are the basic level learners. This condition can affect students’ failure in language acquisition. Therefore, the teacher may want to apply an alternative way to give English exposures in the classroom.

Instructions as a part of teacher talk can be used by teacher as one of alternative ways to give language exposures for the students. Instructions cannot be separated from teaching and learning otherwise it frequently appears in learning process. Using English oral instructions can be a bait for the teachers to motivate their students. Through English oral instructions, the teachers use language for a purpose, give language model, provide comprehensible inputs, and help students acquire the language. Thus, do not give up before trying.

For further researchers concerning teacher’s oral instructions, it will be better to conduct the research for longer periods of time to give a clearer description and a better result about teacher’s English oral instructions in EFL

young learners’ classroom. Next, further researchers are suggested to explore

REFERENCES

Allwright, D. & K. Bailey. (1991). Focus on the Language Classroom. Cambridge: Cambridge University Press

Alwasilah, A Chaedar. (2002). Pokoknya Kualitatf: Dasar-dasar Merancang dan Melakukan Penelitian Kualitatif. Jakarta: Pustaka Jaya.

Brown, H. D. (2001). Teaching By Principles: An Interactive Approach to

Language Pedagogy (2nd edition). New York: Longman.

Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press.

Creswell, J. W. (1994). Research Design: Qualitative & Quantitavie Approaches. United States of America: Sage Publications, Inc.

Creswell, J.W. (2008). Educational Research : Planning, conducting, and

evaluating quantitative and qualitative research (3rd.Ed). Upper Saddle

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