The use of English as a medium of instruction by senior-high school EFL teachers in NTT / Agustinus Semiun - Repositori Universitas Negeri Malang

The use of English as a medium of instruction by senior-high school EFL teachers in NTT / Agustinus Semiun

Agustinus (2009) The use of English as a medium of instruction by senior-high school EFL teachers in NTT / Agustinus Semiun. Doctoral thesis, Universitas Negeri Malang.

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Abstract

ABSTRACT Semiun Agustinus. 2009. The Use of English as a Medium of Instruction by Senior High School EFL Teachers in NTT. Dissertation Graduate Program in English Language Education State University of Malang. Advisors (1) Prof. Ali Saukah M.A. Ph.D. (2) A. Effendi Kadarisman M.A. Ph.D. and (3) Dr. M.D.D. Oka M.A. Key words or phrases Intensity of using English comprehensibility English educational background length of teaching experience. This study deals with the use of English as a medium of instruction concentrating on the intensity of using English by the teachers and comprehensibility on the part of the students. The sources of the data are samples of EFL teachers and their students selected by proportionate stratified random sampling technique from the public and private senior high schools in one Kota i.e. Kupang and four regencies i.e. Kupang Timor Tengah Selatan (TTS) Timor Tengah Utara (TTU) and Belu in West Timor the province of Nusa Tenggara Timur (NTT). The data obtained by means of questionnaire deal with the opinions about the intensity of using English by the teachers and comprehensibility of the students while by means of observations and interviews deal with respectively the way the teachers use English and the reasons behind the teachers use or not to use English. The study therefore is to answer research questions dealing with (1) the level of intensity of using English by teachers and of comprehensibility on the part of the students (2) the contribution of length of teaching experience of the teachers towards the intensity of using English by the teachers and comprehensibility on the part of the students (3) the way the teachers use English during the classroom instruction and (4) the reasons of why the teachers use or do not use English during classroom instruction. The study uses multiple designs of quantitative approach that is the use of descriptive and inferential design. The descriptive design deals with the average scores and category levels of intensity while the inferential statistics with two-way ANOVA to see the contribution of length of teaching experience to the intensity of using English and comprehensibility the differences according to the educational background and length of teaching experience. The descriptive design is also used to obtain observation and interview data. The inferential design uses a questionnaire as instrument containing 34 items dealing with intensity of using English and 6 items with comprehensibility. In terms of observation and interview the descriptive design uses transcripts obtained by means of a 90-minute classroom meeting recording and interview questions. Recording and interviewing are done with thirteen teacher subjects of different backgrounds and schools where they are teaching and therefore are purposively selected from the teacher samples. To analyze the questionnaire data the study uses a descriptive statistical analysis to answer research question (1) and two-way ANOVA to answer research questions (2). The two-way ANOVA analysis is followed by T test and One-way ANOVA to test again the equality in intensity of using English and comprehensibility according to respectively the English educational background and the length of teaching experience. To analyze the recorded and interview data to answer research questions (3) and (4) the descriptive statistical analysis i.e. by categorizing is used. The results of the analyses are as follows. First the intensity of using English and comprehensibility are categorized as high or good level of intensity (according to the expected scales). Second there is no significant contribution of the length of teaching experience towards the intensity of using English by the teachers and comprehensibility on the part of the students. The analysis also shows no significant difference according to the English educational background and length of teaching experience in the intensity of using English and comprehensibility. Third on the average the teachers use English (68%) more than Indonesian (32%) by applying a number of ways of code switching or code mixing and based on the analysis of interview data the challenges to use English are related with the students background class size complexity of teaching topic feeling confident curriculum teacher proficiency and teaching experience. In addition to these factors the teachers find conveying information the most difficult for them so they limit their English if they explain or describe something to their students. To close using English in the way of code switching or code mixing is common or usual in teaching English as a foreign language. However it is unusual that the level of intensity of using English as well as the level of comprehensibility of the students as presented above does not vary significantly according to both English educational background and length of teaching experience of the teachers. In other words higher education and longer teaching experience do not always have effect on the intensity discussed. This contradicts to the theory that higher education and longer teaching experience contributes to higher or better use of English particularly the intensity of using English of the teachers and comprehensibility on the part of the students. This may be very specific in teaching English in senior high schools in NTT in general and in West Timor in particular. The finding may be true in the case that the factors of various conditions in the schools where the teachers of various backgrounds teach can dominantly affect individual preference of the teachers to use or not to use English as a medium of instruction even by those teachers of the same oral competence. In addition some of the Non-S1 teachers are graduates of Philosophy and Theology institution where English is compulsory for them. However the finding can be still doubtful due to the sampling error i.e. the number of the Non-S1 teachers per cell according to the length of teaching experience does not complete the criteria required by a sample size. In addition to np significant contribution of the length of teaching experience there is no significant difference according to the English educational background and length of teaching experience. This study contributes to the program of national teacher certification and suggests that the one-year teacher certification should promote the communicative competence concentrating on the language functions used to teach in the classroom. If possible the English language study program at tertiary institutions is given autonomy to select fresh students who complete a certain standard of English ability.

Item Type: Thesis (Doctoral)
Subjects: L Education > L Education (General)
Divisions: Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S3 Pendidikan Bahasa Inggris
Depositing User: Users 2 not found.
Date Deposited: 22 Oct 2009 04:29
Last Modified: 09 Sep 2009 03:00
URI: http://repository.um.ac.id/id/eprint/64474

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