Teacher Talk in Teaching English for Young Learners

Nur Najibah Sukmawati(1*)

(1) 
(*) Corresponding Author

Abstract

Popularitas pengajaran Bahasa Inggris sebagai bahasa asing untuk anak-anak
semakin meningkat di Indoesia. Praktiknya, pengajaran bahasa Inggris untuk anakanak bukan hanya tntang mengajar bahasa.guru  harus memperhatikan perkembangan dan pertumbuhan siswa disamping perkembangan pengetahuan. Secara khusus, dalam hal pengembangan bahasa, ujaran pada anak-anak yang masih terbatas dan berciri khas membuat guru harus mempu untuk melakukan manipulasi pilihan-pilihan ujaran yang sesuai dengan perkembangan kemampuan siswa. Penelitian deskriptif ini bertujuan untuk menganalisis ujaran guru dalam mengajar bahasa Inggris untuk anakanak dari perspektif aalisis sosiolinguistik. Objek penelitian ini adalah sekelompok siswa aman kanak-anak dari salah satu sekolah favorit di Surakarta.penelitian ini menemukan bahwa dalam berkomunikasi dengan siswa, guru memberikan (a) pola kalimat sederhana, (b) memperlambat kecepatan ujaran, (c) artikulasi yang jelas, (d) membatasi produksi kosakata, dan (e) jeda yang sangat jelas antara satu ujaran dengan ujaran berikutnya. Hal ini dilakukan guru untuk memaksimalkan pemahaman siswa sehingga siswa lebih mudah mengikuti kegiatan belajar mengajar. Hal ini menunjukkan bahwa memodifikasi ujaran penting dilakukan agar terjadi komunikasi yang lebih baik antara guru dan siswa.

Keywords

anak-anak; interaksi; pilihan kata

Full Text:

PDF

References

Ashworth, M. & Wakefi eld, H.P. (2004). Teaching the world’s children: ESL for ages three to

seven. Toronto: Pippin Publishing.

Bolitho, Rod. (2006).”Teacher talk and learner talk.” Journal of European Centre for Modern

Languages, no. 2, vol. 2, 1 – 15.

Brendon. (2013). “The Characteristics of Young Learners” (http://brendabrendon.blogspot.

com/2012/12/characteristic-of-young-learners.html), accessed on 16 th November 2015

California Department of Education. 2009. Preschool English Learners. California:

Sacramento.

Chaudron, C. (2001). “Second Language Classroom Research: Evidence from the Modern

Language.” Modern Language Journal, no. 8 vol. 5. 57 – 76.

Colley, Declan. 2014. “English Teachers, Are You Talking Too Much in Class?” (https://www.

britishcouncil.org/voices-magazine/english-teachers-are-you-talking-too-much-class)

accessed on 21 November 2016

Coulmas, F. 2005. Sociolinguistics: The Study of Speakers Choice. New York: Cambrige

University Press.

Dardjowidjojo, Soenjono. 2012. Psikolinguistik: Pengantar Pemahaman Bahasa Manusia.

Jakarta: Yayasan Pustaka Obor Indonesia.

Davies, Matthew J. 2011. “Increasing students’ L2 usage: An analysis of teacher talk time and

student talk time.” Journal of English Language Teaching, no. 32, Vol. 2, 2 – 23.

Doughty, C. and Long, M.H. 2003. The Handbook of Second Language Acquisition. Oxford:

Blackwell.

Dickinson, D. & Tabors, P. (Eds.). 2001. Beginning literacy with language: Young children

learning at home and at school. Baltimore, MD: Brookes Publishing.

Elliot, Joanne. 2004. “Six Group Activities for Teaching ESL Children.” The Internet TESL

Journal, no. 5, vol. 11, 2 - 18

Ellis, R. 2003. Task-based Language Teaching and Learning. Oxford: Oxford University

Press.

Fauziati, E. 2010. Teaching English as a Foreign Language. Surakarta: Era Pustaka.

Gawi, Elsadig Mohamed Khalifa. 2012. ”The Effects of Factor on Learning English: A Case

Study of Learning English in Saudi Schools, Saudi Arabia.” Canadian Centre of Science

and Education, no. 5, Vol. 1, 127-139.

Halliday, M.A.K. 1985b. Spoken and Written Language. Victoria: Deakin University Press.

Kiasi, Mohammad Aghajanzadeh and Hemmati, Fatemeh. 2014. “The Importance of Teacher

Talk in Teaching EFL Writing.” Porta Linguarium, no. 22. Vol.1, 95 – 108.

Law, Sue Roulstone James, Rush, Roben, and Cleg, Judy. 2014. Investigating the Role of

Language in Children’s Early Educational Outcomes. UK Department of Education,

Research Report.

McCarthy, M. 1991. Discourse Analysis for Language Teachers. Cambridge: Cambridge

University Press.

McKay, S.L. 2002. Teaching English as an International Language: Implications for cultural

materialsin the classroom. TESOL Journal, no. 9, vol. 4, 7 – 11.

Nunan, D. 1991. Language Teaching Methodology: A Textbook for Teachers. Cambridge:

Cambridge University Press.

Owens Jr., Robert E. 1996. Language Development: An Introduction. Boston: Allyn and

Bacon.

Pan, Barbara A. and Snow, E. Catherine. 1999. The Development of Conversational and

Discourse Skill. London: Oxford University Press.

Piaget, J. 1972. The Language and Thought of the Child. Ohio: World Publishing Company.

Qicen, Feng. 1999. “The Effect of Referential Questions on ESL Classroom Discourse.”

TESOL Quarterly, no. 20, vol. 2. 47 – 59.

Richards, J. 2002. The Context of Language Teaching. Cambridge: Cambridge University

Press.

Rodgers, Ted. 2000. Strategies for Individualized Language Learning and Teaching. In

Richard, Jack C. (Ed). 2000. Understanding Second and Foreign Language Learning

Issues and Approaches. Rowley, Mass: Newbury House Inc. 251 – 273.

Snow, C.E. 1993. Billingualism & Second Language Acquisition. Fort Worth: Harcourt Brace

Jovanovich.

Stern, H. H. 1983. Fundamental Concepts of Language Teaching. Shanghai: Shanghai

Foreign Language Education Press.

Taylor, I., & Taylor, M. 1990. Psycholinguistics: Learning and Using Language. London:

Newbury House.

Vygotsky, L. 1978. Mind in Society. New York: Harvard University Press.

Xiayo, Yan. 2006. ”Teacher Talk and EFL in University Classroom.” Disertasi. Chongqing

Normal University School of Language and Literature.

Yanfen, Liu & Yuqin, Zao. 2010. “A Study of Teacher Talk in Interactions in English Classes.”

Chinese Journal of Applied Linguistics. no. 3, vol. 2, 76 – 87.

DOI: 10.23917/varidika.v30i1.6546

Article Metrics

Abstract view(s): 548 time(s)
PDF: 466 time(s)

Refbacks

  • There are currently no refbacks.