Teopilus, Susana and Harjanto, Ignatius (2012) Problem With Classroom Language Encountered by Students of the English Education Program. In: Prosiding The 59th TEFLIN International, ISBN: 978-602-96839-4-3, 6-8 November 2012, halaman: 312-319, Unika Widya Mandala Surabaya.
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Abstract
Classroom language or ‘teacher talk’ can have a tremendous impact on the success of learning-teaching interactions in the classroom. In line with this, teachers need to use language that is understandable and appropriate for their students’ level and age. The importance of using English as the medium of instruction in class is clearly seen in the teaching and learning activities conducted. Classroom activities need to be verbalized for the students to participate in, and teacher candidates need to be able to verbally interact with the students during the teaching and learning process. Nevertheless, observing the teacher candidates conducting micro teaching practice, the researchers found out that many teacher candidates who had passed Speaking course about classrom language still faced difficulties in using English as the medium of instruction when delivering their English lessons during their teaching practice. Such a condition encouraged the researchers to uncover the teacher candidates’ difficulties in using English as the medium of instruction in the classroom. This research was conducted to find out answers to this question: What common problems with classroom language do the EESP (English Education Study Program) students have during their teaching and learning process? Eight students taking the teaching practice program in the odd semester of 2010/2011 were taken as the research subjects. The verbal English expressions uttered by these subjects during the teaching and learning process in the classroom were recorded. These classroom English expressions were then transcribed for the research data. The transcribed verbal English expressions were coded and classified into types of errors. To achieve trustworthiness, triangulation was conducted. Two raters analyzed the same data with the developed evaluation form. The raters met regularly to discusss the results of analysis. The findings indicated that the common problems with classroom language these subjects had were those related to English grammar, pronunciation, intonation and diction. Of all these problems, the biggest number of mistakes made was related to English grammar (58.02%); the second biggest was related to English pronunciation (23.41%); the third biggest was related to the English diction (17.06%); and the smallest number was related to the English intonation (1.51%). Since the research findings indicated that the biggest problem encountered by the subjects was related to the English grammar, one of the suggestions offered to the EESP is that EESP students should be given more practice of using English grammar in more meaningful contexts (written as well as oral). In addition to that, the students of the EESP should be given a lot of practice in using proper classroom language, for example in Speaking classes and Micro Teaching class, to prepare them to be better teachers of English.
Item Type: | Conference or Workshop Item (Paper) |
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Additional Information: | ISBN: 978-602-96839-4-3 |
Uncontrolled Keywords: | classroom English expressions, teacher candidate, English grammar, pronunciation, intonation, diction |
Subjects: | English Education |
Divisions: | Proceeding |
Depositing User: | F.X. Hadi |
Date Deposited: | 02 Sep 2020 03:10 |
Last Modified: | 30 Mar 2021 02:57 |
URI: | http://repository.ukwms.ac.id/id/eprint/23496 |
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