The use of English as a medium of instruction by senior-high school EFL teachers in NTT / Agustinus Semiun
| Main Author: | Agustinus |
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| Format: | Thesis NonPeerReviewed |
| Terbitan: |
, 2009
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| Subjects: | |
| Online Access: |
http://repository.um.ac.id/64474/ |
Daftar Isi:
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ABSTRACTSemiunAgustinus.2009.TheUseofEnglishasaMediumofInstructionbySeniorHighSchoolEFLTeachersinNTT.DissertationGraduatePrograminEnglishLanguageEducationStateUniversityofMalang.Advisors(1)Prof.AliSaukahM.A.Ph.D.(2)A.EffendiKadarismanM.A.Ph.D.and(3)Dr.M.D.D.OkaM.A.KeywordsorphrasesIntensityofusingEnglishcomprehensibilityEnglisheducationalbackgroundlengthofteachingexperience.ThisstudydealswiththeuseofEnglishasamediumofinstructionconcentratingontheintensityofusingEnglishbytheteachersandcomprehensibilityonthepartofthestudents.ThesourcesofthedataaresamplesofEFLteachersandtheirstudentsselectedbyproportionatestratifiedrandomsamplingtechniquefromthepublicandprivateseniorhighschoolsinoneKotai.e.Kupangandfourregenciesi.e.KupangTimorTengahSelatan(TTS)TimorTengahUtara(TTU)andBeluinWestTimortheprovinceofNusaTenggaraTimur(NTT).ThedataobtainedbymeansofquestionnairedealwiththeopinionsabouttheintensityofusingEnglishbytheteachersandcomprehensibilityofthestudentswhilebymeansofobservationsandinterviewsdealwithrespectivelythewaytheteachersuseEnglishandthereasonsbehindtheteachersuseornottouseEnglish.Thestudythereforeistoanswerresearchquestionsdealingwith(1)thelevelofintensityofusingEnglishbyteachersandofcomprehensibilityonthepartofthestudents(2)thecontributionoflengthofteachingexperienceoftheteacherstowardstheintensityofusingEnglishbytheteachersandcomprehensibilityonthepartofthestudents(3)thewaytheteachersuseEnglishduringtheclassroominstructionand(4)thereasonsofwhytheteachersuseordonotuseEnglishduringclassroominstruction.Thestudyusesmultipledesignsofquantitativeapproachthatistheuseofdescriptiveandinferentialdesign.Thedescriptivedesigndealswiththeaveragescoresandcategorylevelsofintensitywhiletheinferentialstatisticswithtwo-wayANOVAtoseethecontributionoflengthofteachingexperiencetotheintensityofusingEnglishandcomprehensibilitythedifferencesaccordingtotheeducationalbackgroundandlengthofteachingexperience.Thedescriptivedesignisalsousedtoobtainobservationandinterviewdata.Theinferentialdesignusesaquestionnaireasinstrumentcontaining34itemsdealingwithintensityofusingEnglishand6itemswithcomprehensibility.Intermsofobservationandinterviewthedescriptivedesignusestranscriptsobtainedbymeansofa90-minuteclassroommeetingrecordingandinterviewquestions.Recordingandinterviewingaredonewiththirteenteachersubjectsofdifferentbackgroundsandschoolswheretheyareteachingandthereforearepurposivelyselectedfromtheteachersamples.Toanalyzethequestionnairedatathestudyusesadescriptivestatisticalanalysistoanswerresearchquestion(1)andtwo-wayANOVAtoanswerresearchquestions(2).Thetwo-wayANOVAanalysisisfollowedbyTtestandOne-wayANOVAtotestagaintheequalityinintensityofusingEnglishandcomprehensibilityaccordingtorespectivelytheEnglisheducationalbackgroundandthelengthofteachingexperience.Toanalyzetherecordedandinterviewdatatoanswerresearchquestions(3)and(4)thedescriptivestatisticalanalysisi.e.bycategorizingisused.Theresultsoftheanalysesareasfollows.FirsttheintensityofusingEnglishandcomprehensibilityarecategorizedashighorgoodlevelofintensity(accordingtotheexpectedscales).SecondthereisnosignificantcontributionofthelengthofteachingexperiencetowardstheintensityofusingEnglishbytheteachersandcomprehensibilityonthepartofthestudents.TheanalysisalsoshowsnosignificantdifferenceaccordingtotheEnglisheducationalbackgroundandlengthofteachingexperienceintheintensityofusingEnglishandcomprehensibility.ThirdontheaveragetheteachersuseEnglish(68%)morethanIndonesian(32%)byapplyinganumberofwaysofcodeswitchingorcodemixingandbasedontheanalysisofinterviewdatathechallengestouseEnglisharerelatedwiththestudentsbackgroundclasssizecomplexityofteachingtopicfeelingconfidentcurriculumteacherproficiencyandteachingexperience.InadditiontothesefactorstheteachersfindconveyinginformationthemostdifficultforthemsotheylimittheirEnglishiftheyexplainordescribesomethingtotheirstudents.TocloseusingEnglishinthewayofcodeswitchingorcodemixingiscommonorusualinteachingEnglishasaforeignlanguage.HoweveritisunusualthatthelevelofintensityofusingEnglishaswellasthelevelofcomprehensibilityofthestudentsaspresentedabovedoesnotvarysignificantlyaccordingtobothEnglisheducationalbackgroundandlengthofteachingexperienceoftheteachers.Inotherwordshighereducationandlongerteachingexperiencedonotalwayshaveeffectontheintensitydiscussed.ThiscontradictstothetheorythathighereducationandlongerteachingexperiencecontributestohigherorbetteruseofEnglishparticularlytheintensityofusingEnglishoftheteachersandcomprehensibilityonthepartofthestudents.ThismaybeveryspecificinteachingEnglishinseniorhighschoolsinNTTingeneralandinWestTimorinparticular.ThefindingmaybetrueinthecasethatthefactorsofvariousconditionsintheschoolswheretheteachersofvariousbackgroundsteachcandominantlyaffectindividualpreferenceoftheteacherstouseornottouseEnglishasamediumofinstructionevenbythoseteachersofthesameoralcompetence.InadditionsomeoftheNon-S1teachersaregraduatesofPhilosophyandTheologyinstitutionwhereEnglishiscompulsoryforthem.Howeverthefindingcanbestilldoubtfulduetothesamplingerrori.e.thenumberoftheNon-S1teacherspercellaccordingtothelengthofteachingexperiencedoesnotcompletethecriteriarequiredbyasamplesize.InadditiontonpsignificantcontributionofthelengthofteachingexperiencethereisnosignificantdifferenceaccordingtotheEnglisheducationalbackgroundandlengthofteachingexperience.Thisstudycontributestotheprogramofnationalteachercertificationandsuggeststhattheone-yearteachercertificationshouldpromotethecommunicativecompetenceconcentratingonthelanguagefunctionsusedtoteachintheclassroom.IfpossibletheEnglishlanguagestudyprogramattertiaryinstitutionsisgivenautonomytoselectfreshstudentswhocompleteacertainstandardofEnglishability.