Syntax Literate : Jurnal
Ilmiah Indonesia � ISSN : 2541-0849
e-ISSN : 2548-1398
Vol.
2, No 1 Januari 2017
TEACHING PATERN USED BY THE ENGLISH
TEACHERS IN TEACHING AND LEARNING PROCESS
Rika Septiani
Universitas Islam Al Ihya
Email :
[email protected]
Abstrak
The research was carried out at SMA Negeri 1 and SMA
Negeri 3 Kuningan from August 2014 to October 2014by using qualitative method
in observational design. The respondents of this research were the English
teachers of grade XII. The data analysis applied the descriptive data. The data
were taken from the observation and interview. The observation held in the
activity of the teaching and learning process, and the interview done to the
English teachers after teaching and learning process. Descriptive analysis was
applied to analyze by underlying words, word phrase and sentences, sharpening the
early focus by continued observation and/or in depth interview The result of this research is the English teachers
used the pattern of classroom English with several aspects; get thing done in
the classroom, asking questions, beginning of lesson, end of lesson, textbook
activity, games and songs, repetition and response, encouragement and
confirmation, set phrase, text book activity, blackboard activity, repetition
and response, progress in work. The aspect of asking question was the most
patterns used by the English teachers in teaching and learning process. The
main reason that the English teachers more use asking and question in the
teaching and learning process were they want to stimulate the students to be an
active one and to rich the effective of classroom teaching and learning
activity.�
Key
word:Teaching
Patterns, English Teachers, Teaching and Learning Process
Introduction
In
Indonesia English is one of the compulsory subject which is taught in
elementary school, junior high school, senior high school and university as the
first foreign language. In other words, learning English is needed in
Indonesia. Therefore, English is an essential subject to be learned at school
in Indonesia. Learning foreign language is not easy, so that the role of
English teacher is an important in English teaching learning process.
Many problems
are commonly encounter in the English teaching and learning process, may hinder
the success of teaching and learning target language. It is coming from
internal and external factors which have played some significant roles that
influence the learning process; such as first is the target language group, including
the learner�s language aptitude, the intelligence and the motivation. The next
is the learning environment, encompassing the instructor, the learning
materials and the attitude of learner towards the target language. Many cases
turn up that the English teachers is neglect the use of classroom English in
explaining the materials, in the fact teachers have to be able to interact with
English in the classroom.
Classroom
English plays an important role in the English teaching and learning process
especially for the non native teachers. As Hughes and Moate (2007: i) explain
practical classroom English is basically a comprehensive list of classroom
phrases that he/she will need when running a lesson in the English. It also has
extensive exercise and activities to help you practice and use the phrases. It
is intended for non-native teachers of English who work with teenager and young
adult in formal education.� The mastery
of classroom English is one of the teacher�s requirement competencies. It is an
important aspect for teaching both productive and receptive skills. In English
teaching and learning process is necessary to use English in the interaction of
the teacher in explaining the material. In the English classroom interaction
the teacher�s explanation on the material is mostly performed in English. In
the other hand, the all activity in English classroom are mostly verbally done
in English.
The aim of using
classroom English in the classroom during the teaching and learning process is
to provide the learners to get the authentic language experience. Hughes and
Moate (2007: i) states that the benefits from using classroom English are: 1)
to encourage non native teacher to use more English in the day to day running
of the English classes, 2) to extend the range of classroom situations and
learning activities that the teacher feel confident and competent to handle in
English, 3) to make the teacher think more deeply about the role of their
English in the classroom, 4) to inspire the teacher with ideas for making the
classroom a more dynamic and authentic environment for the students to practice
their English, and 5) to develop the teacher language skills in two important
areas of teaching: instruction giving and question asking
�
Findings And Result
1.
Pattern
/ Utterance Used By The English Teachers in Kuningan
Get
things done in the classroom,� was found
the pattern of� commanding,� persuading, and� requesting
Table
1 The Finding in Get Thing Done
in the Classroom
|
Get thing done
in classroom 1. commanding 2. requesting 3.sugesting
and persuading |
Classroom English Patterns |
Kinds of CE |
|
- Open your
dictionary ! - close your
book ! |
Commanding |
|
|
- follow me
please |
Requesting |
|
|
�Don�t forget to study |
Persuading and
suggesting |
2. Asking Question.
Table� 2� Asking Question Aspect
|
Asking
question |
Classroom EnglishPatterns |
Kinds
of CE |
|
- What did your
mother tell story when you are child?(language question) |
Purpose of question , Language
question � wh form |
|
|
- Why does your
parent tell the story before you sleep (yes no question ) |
Purpose
question , Language question � WH form |
|
|
- Are you ready
to be mom or dad? |
Purpose question � Lesson
progress question |
|
|
- Do you agree
with me? |
Yes
No question |
|
|
- Is there any
question about that? |
Yes no question |
|
|
- What do you
think about the country man, the golden egg, and the goose? |
Purpose
question � language
question �WH form |
|
|
- So, what the
character of the country man? |
Purpose
question�
comprehension question� WH Form |
|
|
- Is there any
ideas? |
Purpose
question � opinion� Yes No
Question |
|
|
- Another
opinion? |
Purpose question � opinion� Yes No
Question |
|
|
- Is enough? |
-
Purpose question � opinion� Yes No
Question |
|
|
- May I ask
you? |
-
Purpose question � opinion� Yes No
Question |
|
|
- Who wants to
try? |
-
Purpose question� preference
question |
|
|
- Any question |
-
Purpose question � opinion� Yes No
Question |
|
|
- You
understand |
Purpose question � opinion� Yes No
Question |
3.
Beginning
of the lesson
Table 3 Beginning of the
Lesson
|
Beginning of
the lesson 1.
In the corridor 2.
Greetings 3.
Transition to work 4.
Absence 5.
Lateness |
Classroom
English Patterns |
Kinds of CE |
|
-
Good morning |
Greeting
|
|
|
-
Please pray |
Transition
to work |
|
|
-
How is life? |
Greeting
|
|
|
-
Who is absent today? |
Checking
absence |
4. End of Lesson
Table 4 End of lesson
|
End
of the lesson |
Classroom English Pattern |
Kinds of CE |
|
- Ok please keep
study |
|
|
|
- Thank you for
your attention, see you |
Stop working |
|
|
- Please read
the next page in the home, |
Setting homework |
|
|
- See you |
Stop working |
5. Set Phrase
Table
5 Set phrase
|
Set phrase |
Classroom English Pattern |
Kinds |
|
Thank you � |
thanks giving |
6. Text Book Activity
Table 6 Classroom English about text book activity
|
Text books
activity 1.
Distribution of books 2.
Books out, find page 3.
Collect, put away 4.
Position on page 5.
Reading 6.
Understanding 7.
Exercises 8.
Writing 9.
Drawing Acting out |
Classroom English Patterns |
Kinds of CE |
|
-
Has everybody got the book? |
Distribution
of books |
|
|
-
Open the book |
Position of
page |
|
|
-
Close the book |
-
|
|
|
-
Read the story |
Reading |
|
|
-
Just read |
Reading
|
|
|
-
Can you read aloud please? |
Reading |
|
|
-
Who want to read? |
Reading
|
|
|
-
How much character in this story? -
Now let�s see |
Reading
, writing |
|
|
-
Let�s see number 4 |
Find
page |
|
|
-
Can you read first? |
Reading
|
|
|
-
You understand? |
Understanding
the text |
|
|
-
Read, read, read |
-
Reading |
|
|
-
Open your dictionary please |
Reading
|
|
|
-
What is the social function of the narrative
text? |
Writing,
reading |
|
|
-
What is the social function of the text |
Writing
and reading |
|
|
-
Who can tell in front of the class? |
Acting
out |
7. Blackboard Activity
Table 7 Blackboard Activity
|
Blackboard
activity 1.
Come out, write 2.
Attention, read, clean |
Classroom EnglishPattern |
Kinds of CE |
|
-
Can you write in the white board please? |
Clean the
blackboard |
|
|
-
Please write on the blackboard |
Write, come
out |
8.
Repetition
and� Response
Table
8 Repetitionand Response
|
Repetition and
responses 1.
repeat, louder 2.
grouping 3.
cycles, not catching |
Classroom English Patterns |
Kinds
of CE |
|
-
Follow me please |
Repeat
|
|
|
-
Would you like to speak louder? |
Louder |
|
|
-
Speak |
Speak
|
|
|
-
Listen to me and repeat |
Repeat |
|
|
-
Speak up |
Speak
louder |
|
|
-
Can you repeat |
Repeat
|
|
|
-
Ok together, 1..2..3 |
Repeat |
9. Encouragement and Confirmation
Table 9 Encouragement
and Confirmation
|
Encouragement
and confirmation 1.
confirmation 2.
encouragement 3.
crumbling |
Classroom
English Patterns |
Kinds
of CE |
|
-
Good |
Encouragement |
|
|
-
Thank you |
Confirmation |
|
|
-
The beautiful flower like your face |
Encouragement |
|
|
-
Next |
Encouragement
|
|
|
-
That�s it |
Encouragement
|
|
|
-
Ok good |
Encouragement
|
|
|
-
Give applause |
Encouragement
|
|
|
-
Thank you , good |
Encouragement
|
|
|
-
Next |
Encouragement
|
|
|
-
Ok good |
Encouragement
|
|
|
-
Yes thank you |
Encouragement
|
10. Progress in Work
Table 10 Progresses in work
|
Progress
in work 1.
able to participate 2.
readiness 3.
choices 4.
transitions 5.
explaining, outlining |
Classroom EnglishPatterns |
Kinds of CE |
|
-
What do you think about...? |
Outlining
|
|
|
-
Is there anyone here? |
Able
to participate |
|
|
-
Ok |
Readiness
|
|
|
-
Good |
Able
to participate |
|
|
-
lets gone |
Readiness |
|
|
-
why you must understand the kinds of the text |
Outlining
|
|
|
-
what is the orientation of the text |
Explaining |
The
dominant pattern of the classroom English used by the English teacher in the
teaching and learning process
Table 11 �Dominant
pattern of classroom English
|
Get thing done in the classroom |
3 |
|
Asking question |
21 |
|
Beginning of the lesson |
4 |
|
Text book activity |
16 |
|
Blackboard activity |
2 |
|
Repetition and response |
11 |
|
End of the lesson |
4 |
|
Set phrase |
1 |
|
Progress in work |
8 |
|
Encouragement and confirmation |
11 |
�����������
Asking question was
becomes the dominant pattern used by the English teachers in teaching and
learning process, which are 21kinds of phrase of question. The pattern of
question used by teachers was WH Form, yes no question, preference question.
The teachers used the direct question to the students.
The text book activity
become the second rank of the pattern used by elnglish teacher in the teaching
and learning process. text book activity is the main process in the teaching
and learning process in the classroom. Teachers transferred the materials use
text book. The materials was about genre, it mean needed text book in teaching
and learning process. the process of teaching and learning in the classroom was
active classroom, teacher asked student be an active students when the process,
by dividing them group discussion in the classroom, after that teacher asked
them to present what they get in the book, in front of the class.
Conclusion
The
Classroom English is playing important in the English teaching and learning
process. Classroom English can be called as a tools for increasing the ability
of English both students and teachers as non native speaker who need more
practice in English and make� teaching
and learning process is done effectively.
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