Language Instructions used by Lecturers in EAP Classrooms (A Case Study at UPT Bahasa, Universitas Sebelas Maret) - UNS Institutional Repository

  

LANGUAGE INSTRUCTIONS USED BY LECTURERS IN EAP

CLASSROOMS (A Case Study at UPT Bahasa, Universitas Sebelas Maret)

  

THESIS

By:

AMANDA PRADHANI YANWAR

  

S891602002

Written as a Partial Fulfillment of the Requirements for Graduate Education

Degree of English Language Teaching

ENGLISH EDUCATION OF GRADUATE SCHOOL

  

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

2017

  

APPROVAL

LANGUAGE INSTRUCTIONS USED BY LECTURERS IN EAP

CLASSROOMS

(A Case Study at UPT Bahasa, Universitas Sebelas Maret)

  By: AMANDA PRADHANI YANWAR NIM. S891602002

  This thesis has been approved by the Consultants of Graduate Program of English Education Department, Teacher Training and Education Faculty, Sebelas Maret University.

  Surakarta, December 2017 Consultant I,

  Consultant II, Dr. Sri Marmanto, M.Hum Dr. Sumardi, M.Hum NIP. 19500901 198601 1001 NIP. 19740608 199903 1002

  Approved by: The Head of English Department of Graduate Program

  Teacher Training and Education Faculty Sebelas Maret University

  Dr. Ngadiso, M.Pd NIP. 196212311988031009

  

LEGITIMATION

LANGUAGE INSTRUCTIONS USED BY LECTURERS IN EAP

CLASSROOMS

(A Case Study at UPT Bahasa, Universitas Sebelas Maret)

THESIS

  

By:

Amanda Pradhani Yanwar

S891602002

  This Thesis has been examined by the Board of Examiners of Graduate Program of English Education Department, the Faculty of Teacher Training and Education, Sebelas Maret University, Surakarta

  In January 2018 The Board of Examiners Signatures Chairman Dr. Ngadiso, M.Pd.

  …..……………… NIP. 196212311988031009 Secretary Dr. Abdul Asib, M.Pd.

  …..……………… NIP. 195203071980031005

  Examiners Dr. Sri Marmanto, M.Hum. …..……………… NIP. 195009011986011001 Dr. Sumardi, M.Hum.

  …..……………… NIP. 197406081999031002

  

Legalized by

  The Dean of the Faculty of Teacher The Head of the Graduate Program of Training and Education English Education Department Prof. Dr. Joko Nurkamto, M.Pd. Dr. Ngadiso, M.Pd.

  NIP. 196101241987021001 NIP. 196212311988031009

  

PRONOUNCEMENT

  This is to certify that I myself write this thesis entitled “Language Instructions Used by Lecturers in EAP Classrooms (A Case Study at UPT

  Bahasa, Universitas Sebelas Maret

  )”. It is not a product of plagiarism or made by others. Anything related to others ’ works is written in quotation, the sources of which are listed on the list of references.

  If then this pronouncement proves false, I am ready to accept any academic punishment including the withdrawl or cancelation of my academic degree.

  Surakarta, December 2017 Amanda Pradhani Yanwar

  MOTTO “The Only Thing We Need is to Love and to be Loved.” “Sesungguhnya aku ini adalah hamba Tuhan; jadilah padaku menurut perkataanMu itu.” (Luk 1:38)

  

DEDICATION

  This thesis is dedicated to my beloved parents (Bambang Suwarno and Woro Wuryani) who always pray and support me in any condition. I would like to thank my lovely sisters, Bernadine Lorena Yanwar and Chelsea Larasati Yanwar, who always be there for me. Last, but not least, I would like to thank Trio

  Kentingan, Trio Wek-Wek, Burchin Kingdom, PKB, and all of my friends who always make me laugh.

  

ABSTRACT

  Amanda Pradhani Yanwar. S891602002. 2017. Language Instructions used by

  

Lecturers in EAP Classrooms (A Case Study at UPT Bahasa, Universitas

Sebelas Maret). A Thesis. First Supervisor: Dr. Sri Marmanto, M.Hum; Second

  Supervisor: Dr. Sumardi, M.Hum. English Education Department, Graduate School, Universitas Sebelas Maret.

  This research aimed to describe: (1) the kinds of language instructions used by lecturers in EAP classrooms, (2) the aspects of language instructions used by lecturers in EAP classrooms, (3) the students’ responses towards the use of language instructions.

  This research was conducted at UPT Bahasa, Universitas Sebelas Maret, Surakarta. The techniques of collecting the data used in this research were observation, interview, document analysis, and questionnaire. The informants consisted of three lecturers and the students of each EAP classroom at UPT

  

Bahasa , Universitas Sebelas Maret. The documents were transcript of the

  lecturers’ language instructions during the teaching and learning process, field notes, transcript of the questionnaire, and transcript of the interview.

  Based on the analysis of the data, it can be concluded that (1) the dominant languages used by those three lecturers during English teaching and learning process respectively were Indonesian language, English, and Javanese language. (2) In general, the dominant aspects used in English were DP/disciplining pupils, CW/commenting on work, GAI/giving activity instructions, AQ/asking questions, and CIP/chatting informally with pupils. In addition, the dominant aspects used in Indonesian language consisted of SH/setting homework, CM/correcting mistakes, TG/teaching grammar, EM/explaining meaning, and EL/explaining lesson. (3) The students could interact with the lecturers when the lecturers used both English and Indonesian language during the teaching and learning process. Therefore, it is recommended for English lecturers to use language instructions properly to make the students understand more about what the lecturers are talking about, to make the students use more English vocabulary, to make the lecturers and the students have an enjoyable and successful English teaching and learning process. For the other researchers who want to conduct a similar research, the result of this research can be an additional reference.

  Keywords: Language instructions, lecturers, EAP Classrooms

  

ACKNOWLEDGEMENT

  Praise The Lord Jesus Christ for all His abundant blessing, mercies, and guidance because the writer could complete the process of writing this thesis. First of all, the researcher would like to express the biggest thanks to Beasiswa

  

Unggulan . The completion of this thesis was due to valuable support and help

  from some people as mentioned below: 1.

  The Dean of Teacher Training and Education Faculty, Universitas Sebelas Maret , Prof. Dr. Joko Nurkamto, M.Pd.

  2. The Head of English Department of Graduate Program, Dr. Ngadiso, M.Pd.

  3. Dr. Sri Marmanto, M.Hum, the first supervisor for his kind guidance, support, and academic advice.

  4. Dr. Sumardi, M.Hum, the second supervisor for his academic advice, support, and patience.

  5. Mr Herianto Nababan, the Coordinator of Administrative Affairs at UPT

  Bahasa Universitas Sebelas Maret for his kind permission in doing the research.

  6. Ms Nunung Diyah, the Academic Manager at UPT Bahasa Universitas

Sebelas Maret for her kind cooperation and help in doing the research.

  7. Mr Theandin K. Y., S.Pd, M.Pd, the English lecturer of EAP C07 for his kind cooperation and help in collecting the data.

  8. Ms Desy K., S.Pd, M.Pd, the English lecturer of EAP C14 for her kind cooperation and help in collecting the data.

  9. Ms Jotika P. Y., S.S, the English lecturer of EAP C26 for his kind cooperation and help in collecting the data.

  10. The students of EAP C07, C14, & C26 classes.

  11. The writer’s family, all friends and everyone who has given help to the researcher in accomplishing this thesis.

  Surakarta, December 2017 Amanda Pradhani Yanwar

  TABLE OF CONTENT TITLE ............................................................................................................................... i APPROVAL ..................................................................................................................... ii LEGITIMATION ............................................................................................................. iii PRONOUNCEMENT ...................................................................................................... iv MOTTO ............................................................................................................................ v DEDICATION .................................................................................................................. vi ABSTRACT ...................................................................................................................... vii

ACKNOWLEDGEMENT ............................................................................................... viii

TABLE OF CONTENT ................................................................................................... x

LIST OF TABLES ........................................................................................................... xiii

LIST OF FIGURES ......................................................................................................... xiv

LIST OF APPENDICES ................................................................................................. xv

  CHAPTER I INTRODUCTION A. Background of the Study ........................................................................................ 1 B. Research Questions ................................................................................................. 6 C. Objectives of the Research ...................................................................................... 6 D. Significance of the Research ................................................................................... 7 CHAPTER II LITERATURE REVIEW A. Language instructions ........................................................................................... 9 1. English as Medium of Instruction in EFL Classroom ....................................... 9 2. First Language as Medium of Instruction in EFL Classroom .......................... 10 3. Code-Switching and Code-Mixing ................................................................... 10

  a. Code-Switching ............................................................................................ 11

  b. Code-Mixing ................................................................................................ 12 B. Formal & Informal Language instructions ............................................................. 12 C. Roles of the Use of Language instructions ............................................................. 12 D.

  Aspects of Language instructions ........................................................................... 13 1.

  Aspects of English as Language instructions in EFL Classroom ..................... 13

  2. Aspects of the First Language as Language instructions in EFL Classroom ......................................................................................................... 18 E. EAP classrooms & UPT Bahasa ............................................................................ 19 F. Previous Studies ..................................................................................................... 19 G.

  Conceptual Framework .......................................................................................... 24

  CHAPTER III RESEARCH METHODOLOGY A. Research Setting ...................................................................................................... 27 1. Place of the Research ...................................................................................... 27 2. Schedule of the Research ................................................................................ 27 3. Subject of the Research ................................................................................... 28 B. Research Design ...................................................................................................... 28 C. Sources of Data ....................................................................................................... 31 1. Informants ....................................................................................................... 31 2. Event ................................................................................................................ 32 3. Document ........................................................................................................ 32 D. Techniques of Collecting Data ................................................................................ 33 1. Observation ..................................................................................................... 33 2. Interview .......................................................................................................... 34 3. Document Analysis ......................................................................................... 34 4. Questionnaire .................................................................................................. 35 E. Trustworthiness ...................................................................................................... 36 F. Techniques of Analyzing Data ............................................................................... 39 1. Data Reduction ................................................................................................ 40 2. Data Display .................................................................................................... 40 3. Drawing Conclusion and verification ............................................................. 41 CHAPTER IV RESULTS AND DISCUSSION A. Results ......................................................................................................................... 42 1. Kinds of Language Instructions used by Lecturers in EAP Classrooms ................ 42 2. Aspects of Language Instructions used by Lecturers in EAP Classrooms ............. 44 3. The Students’ Responses towards the Use of Language Instructions .................... 75 B. Discussion ................................................................................................................... 85 1. Kinds of Language Instructions used by Lecturers in EAP Classrooms ................ 85 2. Aspects of Language Instructions used by Lecturers in EAP Classrooms ............. 87 3. The Students’ Responses towards the Use of Language Instructions .................... 91 CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS A. Conclusions ................................................................................................................. 94

  1. Kinds of Language Instructions used by Lecturers in EAP Classrooms ................ 94 2.

  Aspects of Language Instructions used by Lecturers in EAP Classrooms ............. 94 3. The Students’ Responses towards the Use of Language Instructions .................... 95 B. Implications ................................................................................................................. 95 C. Suggestions ................................................................................................................. 96

  

REFERENCES .................................................................................................................. 97

  LIST OF TABLES

Table 3.1 Research Schedule ............................................................................................. 27Table 4.1 Percentages of the Lecturers’ Use of Language Instructions ............................. 43Table 4.2 Average Percentages of Sir J’s Aspects of Language Instructions .................... 45Table 4.3 Average Percentages of Sir TA’s Aspects of Language Instructions ................ 54Table 4.4 Average Percentages of Mam D’s Aspects of Language Instructions ............... 64Table 4.5 Percentages of Students’ Responses towards Lecturers’ Use of

  Language Instructions ..................................................................................... 76

  LIST OF FIGURE

Figure 3.1 Flow Model Proposed by Miles and Huberman ............................................... 40

  LIST OF APPENDICES

  Appendix 1: Observation Checklist ................................................................................... 102 Appendix 2: Observation Transcript of Sir J ..................................................................... 104 Appendix 3: Observation Transcript of Sir TA .................................................................. 115 Appendix 4: Observation Transcript of Mam D ................................................................ 128 Appendix 5: Result of Observation Checklist of Sir J ....................................................... 141 Appendix 6: Result of Observation Checklist of Sir TA ................................................... 154 Appendix 7: Result of Observation Checklist of Mam D .................................................. 168 Appendix 8: Field Notes of Sir J’s Observation ................................................................ 182 Appendix 9: Field Notes of Sir TA’s Observation ............................................................. 190 Appendix 10: Field Notes of Mam D’s Observation ......................................................... 198 Appendix 11: Interview Transcript of Sir J ........................................................................ 206 Appendix 12: Interview Transcript of Sir TA .................................................................... 211 Appendix 13: Interview Transcript of Mam D .................................................................. 214 Appen dix 14: Interview Transcript of Sir J’s Students ...................................................... 216 Appendix 15: Interview Transcript of Sir TA’s Students .................................................. 224

Appendix 16: Interview Transcript of Mam D’s Students ................................................. 227

  Appendix 17: List of Pictures ............................................................................................ 230 Appendix 18: Letter of Research Permission ..................................................................... 233 Appendix 19: Questionnaire .............................................................................................. 234 Appendix 20: Responses of Questionnaire ........................................................................ 237