Analysis the Language Teaching Style of Second Language in the Classroom at Senior

High School 2 Blitar (on Video)

RESEARCH

Arranged to fulfil lesson of Second Language Acquisition the teachable

by Mrs. Afifah Rayhani, M. Pd

Written by :

Hairunnas (20170701031051)

Arini Hikmah Wildani (20170701032025)

Eli Safitri (20170701032037)

Khairun Nisya Seftiana (20170701032070)

ENGLISH TEACHING LEARNING PROGRAM

FACULTY TARBIYAH

STATE ISLAMIC INSTITUTE OF MADURA

2019
 ACKNOWLEDGEMENTS

No word suits us as a writer of this research only thank to Allah SWT. Alone
the almighty. Because grace and the guidance this research can finish a project to fulfil
Final Test of Second Language Acquisition.
There is a trouble in settlement this research, however there is a help from all
member of this group and any hero. I say thank you so much for:
1. Mrs. Afifah Rayhani, M. P.d as I lecturer of second language Acquisition in IAIN
MADURA who has given the care, spirit, and pray to all of her students.
2. YouTube, who has given an example of second language learning in the classroom.
Exactly, Senior High School 2 at Blitar.
3. Mr. Mukhid, M. P.d as I lecturer of research methodology in IAIN MADURA who
has given guide about research methodology.
4. Nur Diana Bilkish as I friend who has given explanation that we not understood.
5. Muti’a as I friend who has given borrow her laptop.
 TABLE OF CONTENT

ACKNOWLEDGEMENTS

CHAPTER I : INTRODUCTION

A. Research Context
B. Research Focus
C. Objectives of Study
D. The Definition of Key terms
CHAPTER II : REVIEW OF LITERATURE
CHAPTER III : RESEARCH METHOD
A. Research Approach and Design
B. Research Setting
C. Data Source Subject and Object of Study
D. Data Collection Procedure
E. Data Analysis
CHAPTER IV : RESEARCH AND DISCUSSION
CHAPTER V : CONCLUSION
REFFERENCES
APPENDIXES
 CHAPTER I

INTRODUCTION

In this chapter, the researcher discusses about research context, research focus,
research objectives, and also definition of key terms. The explanation of all as follow:
A. Research Context
According to (H.H. Stern, Fundamental Concepts of Language Teaching.
Oxford University Press, 1983), that “Second language is any language acquired (or to
be acquired) later than the native language. The term second language is used to refer
to the level of language command in comparison with a primary or dominant language.
In this second sense, second language indicates a lower level of actual or believed
proficiency. Hence ‘second’ means also ‘weaker’ or ‘secondary’”.
Second language is a language learned after first language. Second language
needs a way to learn it namely use language teaching style. There are four teaching
style the first, the academic style of language teaching; the second, the audio-lingual
style; the third, the communicative style; and the last is the task-based learning style.
In the classroom also learn and get second language pass through the ways
above. In English has four skills namely, listening, speaking, reading, writing.
According to Peterson (in Murcia, 2002: 87) says, “No other type of language input is
as easy to process as spoken language, received through listening. At the beginning of
language study, before students have learned to read well, it is by listening that they
can have the most direct connection to meaning in the new language.”1
Before learn second language, it is better to training the sense of hearing in order
to when lecturer speaks anything. Listening also help second language learning in the
classroom. “Cassettes and CDs are excellent media for teaching foreign languages.
They allow students to hear words pronounced by native speakers” (Heinich, dkk.
2001:197).
In the second language context, teachers need to anticipate learners’ needs for
additional assistance in understanding both the instructional processes and the linguistic
medium that conveys them. Effectively meeting learners’ need may involve
modifications of the language used for management, social relations, and instruction,
aside from possible methodological choices concerning materials and learning tasks.

1
Sugeng Susilo Adi, Audio Scaffolding in Learning English a Research R and D (Malang: Brawijaya University
Press, 2012), page 06.
 Classroom-oriented research must not only take these differences into consideration
when comparing results across the contexts, but it must adopt the secondary goal of
understanding the nature of the contextual demands on learners and teachers.2

B. Research Focus
1. What are the language teaching style that use in second language in the classroom
at Senior High School 2 Blitar (on Video)?
2. How do process to apply the language teaching style in second language in the
classroom at Senior High School 2 Blitar (on Video)?

C. Objectives of Study
1. To describe every language teaching style that use in second language in the
classroom at Senior High School 2 Blitar (on Video).
2. To describes the application process language teaching style in second language in
the classroom at Senior High School 2 Blitar (on Video).

D. The Definition of Key Terms

In this research there are four key terms it need explained again in order to no
misunderstanding occurred. The key terms as follow:
1. Language
Language is a series of sound that generated by aware utterance human.
(Santoso 1990:1). Language is that it is a unified system of signs (words) that allows
people to think, share meanings and define reality. Uses of language is our primary
means of exchanging messages. In a general way, we use language to tell each other
who we are and how we feel about each other. We describe our experiences of the
world by using language. We also use language to transmit our culture.3 Language
is a conscious that doing to result a sound with use words. Doing communication
with other need language in order to the communication go on.
2. Teaching style
Teaching term model has wide meaning then a strategy or procedure. Every
teaching style is need management system and environment study which a little

2
Craig Chaudron, Second Language Classrooms Research on Teaching and Learning (New York: Cambridge
University Press, 1988) page. 05.
3
Juta, An Introduction to Communicative Studies (South Africa: Mercury Crescent, 2007), page. 116-117.
 different. For example in cooperative teaching style is need flexible environment
study such as available table and chair that easy to moved. In cooperative teaching
style, students need communication each other. Whereas, in direct teaching style a
student must silent and pay attention to teacher.4 Language teaching style there are
four style namely, first; the academic style of language teaching, second; the audio-
lingual style, third; the communicative style, and four; the task-based learning style.
3. Second language learning
Second language learning is conscious process where the learning of another
than the First Language (L1) takes place. Often confused bilingualism and
multilingualism, the process has to take place after the first languages has already
been acquired. Having said that, second language learning could also refers to the
third, fourth, or fifth (so on and so forth) language the learner is currently learning.5
Second language learning is a learning which go on aware besides first language.
Second language still need studied because it is different with first language (mother
tongue).

4
Lefudin, Study and Learning (Yogyakarta: Deepublish, 2017), page 273-274.
5
Vivian Cok, Second Language Learning and Language Teaching (New York: 2 Park Square, 2016), p. 02.
 CHAPTER II

REVIEW OF LITERATURE

A. The Definition of Second Language Learning

Second language learning is conscious process where the learning of another

than the First Language (L1) takes place. Often confused bilingualism and
multilingualism the process has to take place after the first languages has already
been acquired .having said that, second language learning could also refers to the
third, fourth, or fifth (so on and so forth) language the learner is currently learning
.in this chapter we are going to focus on experimental studies that were designed to
test hypotheses about how teaching affects second language learning.

There are six proposals for classroom teaching:

1. Get it right

The activity tells students to read a text together line by line and are
asked to translate it from the target language into their native language .and the
teacher draws attention to a specific grammar rule that is illustrated by the text.
Student are asked to practice the grammatical rule by filling with the appropriate
verb form in series of sentence.

2. Just listen and read

This proposal is based on the hypothesis that language acquisition take

place when learners are exposed to comprehensible input through listening and
reading. Krashen, Stephen (1985;1989) stated that the one essential requirement
for second language acquisition is the availability of comprehensible input.

3. Let’s talk

To emphasize the important of access to both comprehensible input and

conversational with teachers and others students. When learner are given the
opportunity to engage in interaction, they are compelled to ‘negotiate for
meaning’, to express and clarify their intentions, thoughts, opinions, etc., in a
way that permits them to arrive at mutual understanding.
 Negotiation of meaning is accomplished through a variety of
modifications that naturally arise in interaction such as request for clarification
or confirmation, repetition with a questioning intonation.

4. Two for one

This approach to language teaching referred to as content based

instruction is one in which learners acquire a second foreign language as they
study subject matter taught in that language.

5. Teach what is teachable

Manfred Pienemann said that some things can be taught

successfully where as other thing even after extensive or intensive
teaching seem to remain unacquainted.

6. Get it right in the end

Get it right in the end focus on classroom activities should be built

primarily on creating opportunities for student to express and understand
meaningful language. This proponent also agree of ‘Teach what is teachable’
position that something cannot be taught if the teaching fails to take the students
readiness (stage of development) into account.

The difference from ‘Teach what is teachable’ is this proposal

emphasizes the idea that some aspects of language must be taught and may need
to be taught quite explicitly.

B. Second Language Learning in Classroom

1. Input/interaction in classroom settings

Interest in the language of the classroom has grown steadily in the last
twenty years. It has been motivated by the recognition that whether it is a subject
lesson or a language lesson, successful outcomes may depend on the type of
language used by the teacher and the type of interactions occurring in the
classroom. In the case of the language classroom, the growth of interest in the
analysis of teacher language and interaction has been stimulated by the rejection
of language teaching method as the principal determiners of successful learning.
 2. Interaction analysis

Classroom interaction be accounted for in terms of three types of

analysis: (1)a turn taking analysis, which consists of several categories grouped
under the general headings of ‘turn-getting’ and ‘turn-giving’; (2)a topic
analysis, which makes use of such categories as instances of the target language
intended primarily as ‘models’, and instances of communication concerned
primarily with information about the target language; (3)a task analysis, which
does not provide a detailed set of categories, but distinguishes tasks at the levels
of turn-taking and topic management, and also at the cognitive level.

3. Teacher talk

Studies of the first type include those of Gales (1977;1979), Henzl

(1979), Long (1983), and Long and Sato (1983). The following is a summary
of the main findings: (1)formal adjustments occur at all language levels; (2)in
general, ungrammatical speech modifications do not occur; (3)interactional
adjustments occur, Gales notes interactional devices in teachers’ speech similar
to those observed in motherese.

4. Discourses analysis

McTear notes a number of other differences in the discourse of language

classrooms. He identifies four types of language use: (1)mechanical, where no
exchange of meaning is involved; (2)meaningful, where language usage is
contextualized but still no real information is conveyed; (3)pseudo-
communicative, where information is exchanged, but in a way that would be
unlikely to occur outside the classroom; and (4)real communication, which
consists of spontaneous natural speech.

C. Language teaching style

If we talk about second language learning in the classroom, it has connection

with language teaching methods. Because by using methods, the learning will be
success.
 There are many successful ways to teach second language in the classroom.

1. The academic style of language teaching

An advanced language lesson in academic context often consist of

reading text taken from a newspaper or similar source. The teacher leads the
students through the text sentence by sentence. The academic style does not
directly teach people to use the language for some external purpose outside in
the classroom, but the academic style is nevertheless supposed to prepare the
student for the actual use language.

2. The audio-lingual style

The style that stresses language learning is habit and the importance of
spoken language. A typical lesson in audio lingual style start with a dialogue
and after that they have structure drill.

The teacher want the student to be able to use the target language
communicatively. In order to do this, they believe that student need to overlearn
the target language. The teacher is directing and controlling the language
behaviour of her student. The teacher also responsible for providing her student
with a good model for imitation. The student follow the teacher’s direction and
respond as accurately and as rapidly as possible. The direction here like making
dialogue.

After they make a dialogue, they will have structure drill in which they
practice grammatical points connected with the dialogue. From the dialogue
they know the new vocabulary and they will use it in various ways to get an
output.

3. The communicative style

The communicative teaching style covers only some of the relevant

aspects of L2 learning, however desirable they may be in themselves. In general,
communicative language teaching has sophisticated ideas of what students need
to learn, which have undoubtedly freed the classroom from the rigours of the
academic and audio-lingual style.
 The communicative style is appropriate for student and societies that
value international goals of a non-specific kind. The teacher using it with a
particular class has to remember that it will not appeal to students with other
types of goals, say an interest in language or desire of personal liberation.

4. The task-based learning style

A task is an activity which requires learners to use language, with

emphasis on meaning, to attain a goal. This definition illustrates some of the
main points of TBL that most of its enthusiasts agreed on. Of course, as with
any teaching exercise, the task the teacher plans may be very different from
what the students actually do (Hosenfeld, 1976; Seedhouse, 2005b).

According to the definition, a task ‘requires learners to use language’:

students are learning the language by using it, as assumed by the communicative
style. The teaching focus is not on the structures, language functions,
vocabulary items, and soon, of earlier approaches, but on the meaning of what
is said. Hence structure drills count as exercises, not as tasks, since they do not
involve meaning. Meaning in TBL is one person conveying information
appropriate to the particular task to another person, rather like information
communicative teaching.

The goals for task-based learning that are usually mentioned are fluency,
accuracy and complexity (Skehan, 1998). But people need to be fluent, accurate
or complex because they need a second language for buying and selling, for
translating poetry, for passing an exam, for listening to operas, for travelling,
for praying, for writing a novel, for organising a revolution, or any of the myriad
reasons for which people learn second languages.

Task-based learning concentrates on what can work in the classroom. Its

expressed goal is short-term fluency. Though classroom tasks may well lead to
all these outcomes, this is unlikely to work if they are not explicitly included in
the design and implementation.

Everybody learns different ideas at different times at different paces.

Some people can learn something on the first try after being told what to do
whereas others might need to have hand-on experience in order to learn and
possibly repeat it a few times to really get the hang of things different teaching
and learning styles are necessary because the teacher need to be able to teach
what the student is learning and make easier the student understood the material
lesson.
 CHAPTER III

RESEARCH METHOD

This chapter is provided to give the description of teaching style of second

language in the classroom. The description of the procedures involves Research
Approach Design, Research Setting, Data Source, Data Collection Procedure, and Data
Analysis.

A. Research Method
1. Approach

In this research, the researcher used qualitative approach. Qualitative

research is a research that uses naturalistic approach for looking for or to find
out the definition or understanding about phenomenon.6 Qualitative is to
describe about the problem and, of course here the researcher described the
problem. While according to Donald Ary qualitative research is an inquiry
process of understanding social of human problem based on building a complex,
holistic picture, formed with detail information and conducted in natural
setting.7

2. Research Setting

Research Setting is a place to get a data can be obtained. The research

setting can be seen as the physical, social, and cultural site in which the
researcher conducts the study. In qualitative research, the focus is mainly on
meaning/ making and the researcher studies the participant in their natural
setting.

3. Data Source

Data source is a subject where data can be obtained. In gathering the

valid data, the researcher took the data from the video of Senior High School 2
Blitar about second language learning through observation, documentation
(assignments) and interview with the video of second language in the classroom.

6
Lexy j. Moleong, Metodelogi Kualitatif (Bandung: PT.RemajaRosdakarya,2011),Pg.5.
7
Donald Ary, et.ai, Introduction to Research in Education (New York: Holt Rinehart and Wiston, 1979), Pg.11
 In gathering the data the researcher took all students of Senior High
School 2 Blitar because they only consist of 25 students. and the researcher took
the object from one of the teacher at Senior High School 2 Blitar.
4. Data Collection

Data collection is one of the ways to collect and to get the valid
information. According to Donald Ary “ data collection is a system procedure
and standard to get a data are needed, involve validity, reliability, and
practically”. So, to collect the validity of the data the researcher watched the
video of second language learning in the classroom at Senior High School 2
Blitar. The step to collect the data which is used in this qualitative study were :

1. Observation

Observation is a technique to gather a data that have a specific

characteristic compared with another technique.8 As a result, observation is
one of important to be used, through observation the researcher can know
surely that the teacher and the students learning second language in the
classroom.

Riyanto in Buna’i’s book say that there are two kinds of observation,
these are :

a. Partirticipan observation
b. Non-participant observation9
1.) Participant observation is the observer does two activities at
ones.
Namely as an observer and the object which is being
observed.
2.) Non-participant observation is an observer does one activity
that is observation only.

In observation the researcher used non-participant observation

because the researcher did one activity that is watching the video only.
The aim of it was the researcher wanted to know the teaching styles in

8
Sugiono, Penelitian Quantitatif Qualitative R & D (Bandung: Alfabeta, 2010), Pg.145.
9
Buna’I, Buku Ajar Metodelogi Penelitian Pendidikan (Pamekasan: Stain Pamekasan Press,2006), Pg.104
 learning second language when the teacher used the teaching style to
explain about the material lesson. The researcher also observed to make
it sure that the students got the assignments to the teacher to analyze the
errors that were made by them.

2. Documentation

Documentation is the data collection technique used by observing

writing things like a book, pictures, magazine, arcive document, watching
video and others.10 In this research, the researcher used documentation,
because the researcher gathered the data from the students error by using
reported speech in writing argumentation.

5. Data Analysis

Data analysis is very important in every observation. The fungtion

of data analysis of to know the result of the investigation. Frequently takes
place at the same time and interaction with informants. After collecting the
data, the researcher would analyze by using descriptive qualitative
procedure. Miles and Huberman’s define data analysis as consisting of three
activities; data reduction, data display and conclution drawing. 11 The
researcher applies some steps in analyzing the collected data as follow:

1. Identifying the Data

The researcher identified the students assignment in writing

argumentation text by using reported speach. Then the researcher
identified the error by underline it.

2. Classifying the Dat

The researcher classified the data based on the researchfocus. In

this case the data was gotten from the students assignment. After
identified the error then the researcher classified the error.

3. Analyzing the Data

10
Suharsini Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik ( Jakarta: PT Rineka Cipta,2006), Pg.236
11
Matthew, Miles & a. Michael. Huberman, Qualitative Data Analysis (California: SAGE Publications
Inc,1994), Pg.10
 The researcher analyzed the data of students error based on the
error that make by them. It’s as documentation of course. While
observation and documentation support the data.

4. Drawing and Conclution

The researcher gave a conclution based on the data that the

researcher get from the result of documentation based on the students
error.