scan skpsi bhs ingrischapter 1

ACKNOWLEDGMENTS

Praised be to Allah SWT, the lord of the universe. For his continuous guidance and for many blessings that he has graciously given to me to complete this thesis. I realize that there are many mistakes and minuses in doing this thesis; I realize that the perfection only belongs to Allah not belongs to me. So that I am waiting for positive criticism and advice from the readers and any people so that I can do better other writing in future.

I also want to say thank you for:

•• My parents, BAPAK and IBU who always support me every time, thank you for everything that you have given to me. I will always remember your merits.

+ My wise supervisor, Pak Suwono, Thank sir. Thank you for your advice and patience in guidance me in completing this thesis Finally I understand what you mean and you want, you did it to me because you want me to do this thesis in right way. Now I understand it. Thank you too for your wise advice.

+ My examiners, Pak Suharsono and Bu Lies Amin, thank you for your time. Pak Suharsono thank you for your wise advice of my thesis. Thu Lies Arnin thank you for your advice, correction and critics the Grammar of my thesis. 1 will always remember what you ask to me when you were examining me.

+ Mr Kuncahyo, the strong heart. You have great position in build my character. How to manage the ego, how to be real man, and how facing all problem like a man. And the answer is patient. That is the beautiful word that I remember from you sir.

+ All my lectures in UNESA, especially English Department’s lecturers, thank you for education and guidance.

Surabaya, 1 August 2009

Writer

MOTTO

•:• GIVE THE BEST THEN DIE.

•:• LIFE IS A PAiN TO GET A GAIN. FROM THE PAIN TO GAIN, WE WRITE THE STORY OF OUR LIFE AND THE STORY WILL BE THE HISTORY TO THE NEXT GENERATION ABOUT STRUGGLE.

DEDICATION

I would like to dedicate this thesis to...

My Family:

•‘ My father Fathollah who always tells me about the meaning of life, how to face a problem without angry, how to say there is no limit for being patient and how to breathe with full of love in every second of my heart. Thank you for everything that you have given to me.

+ My beautiful Mother Suraida. I know, you are in heaven now still look at me in every single bless that always follow my step. I can see your beautiful smile, who always support me every time, thank you for everything that you have given to me. I will always remember all stories about you and that will be history of my life.

+ My Beautiful Mother Dewi Sulaiha. You are not my step mother because there is no step mother as kind as, as good as, as wise as and as beautiful as like you. I thank to God that give me second opportunity to see and feel my beautiful Suraida in you.

• RIAN, my brother, you are really good friend. The way that we choose is the story for us and that story will be history for our good relationship. The glory and luxury that all people think become first priority, they knee under brotherhood of us.

• I want to say thanks to Head office of SD AL — 1KHLASH Lumajang who gave me chance to take data. Moreover, for Ustad Teguh thank you so much ustad. Anturn very nice and patient. Moreover, I want to say thank to Ustadah who taught in KBA class that I toke the conversation as a data of this thesis.

• Mas Dayat and bak Sofi you are so kind. Both of you have great effect to finish this thesis. Thank you so much. And for my naughty and smart nephew Noval and also

chubby Hilwa, I love you full. Don’t ever hurt your parents. Moreover, for rnbak Nora thanks for help me when in Lumajang.

• My thesis examination group (Dek Ririn, Ninut, Rahma, Coy, Savina, and Lastri,), thank you guys for your cooperation, finally we can pass the examination although we have to do it three times. For Ririn, you are so kind. You always help me to inform and submit my draft to Mr. Sowono.

• And for you who read this thesis. I suggest you to read Basmalah before starting read this yellow book to overcome negative effect from this thesis and also to get the positive mind set after you aware that this thesis is not too perfect.

ABSTRACT

THE SPEECH STYLE USED BY KBA TEACHER IN THE FIRST GRADE OF

SD AL-IKHLAS L UMAJANG

Name : Firdaus Shobri

NRM : 042084234

Study Program : S-i

Faculty : Language and Art

Institution : Surabaya State University

Advisor : Drs. Suwono, B.A., Ph.D.

Language is a means of communication of human being. People use language in their daily activity to communicate to one another; they use language to share their thought, feelings, etc. The language that is used by people is different from one to the other. It can be influenced by many things. Their social background and environment are some of factors that make different people speak different language. Moreover, people use some languge style depend on the topic and situation. It also occurs to English teacher in SD Al-Ikhlash Lumajang. The teacher speaks some language style in the same topic and situation.

This study focuses on the speech style used by teacher of KBA (Kelas Bahasa Asing) foreign language class in SD Al-Ikhlash Lumajang. KBA teacher teaches in the first grade of elementary school in SD Al-Ikhlas Lumajang, which has foreign language class program. In teaching the students, the teacher has to use English as main language to transfer the subject. Therefore, she has to adapt to her students. Teacher also cannot be separated with the speech style. A teacher is a greal artist in the class. Teacher is a model for their students, so she has to use appropriate speech style in order that her students can get what she delivers easily. The writer used Martin Joos’ Theory (1976) supported by Holmes (1992: 12) and Susan Ervin — Trip in Preston, (1984; 339). Besides, he also includes some theory that related, such as 0’ Neil (article, 1994), and Dell Hymes’ theory on “The Ethnography of Communication (1964)

In this study, the writer used descriptive qualitative and quantitative. He took descriptive quantitative as tool to find out the highest frequency of speech style used by KBA teacher. He took one meeting of the teacher learning English utterances as the data source to represent speech style. To get the data the writer recorded one meeting by using audio recorder. The meeting was on 28th March, 2008.

From the findings, the writer found that KBA teacher did not use all kinds of speech style, she only used Formal, Consultative, Casual, and Intimate style. She did not use frozen style because

this style was not suitable to apply in her class. She often used Consultative style because this style was the most appropriate style for her students. While her students are still in the first grade of elementary school, it was a good period for them to imitate what teacher says and does. When the teacher used Casual and Intimate Style, she aimed to make the students easily understand what she meant.

TABLE OF CONTENT

TITLE i

HALAMAN PERSETUJUAN ii

ABSTRACT iii

TABLE OF CONTENT iv

CHAPTER I INTRODUCTION

1.1 Background of the Study 1

1.2 Problem of the Study 4

1.3 Purpose of the Study 5

1.4 Significance of the Study 5

1.5. Limitation of the Study 6

1.6 Definition of Key Terms 6

CHAPTER II REVIEW OF RELATED LITERATURE

2.1 Speech Style According to Martin Joos 7

2.2 Language Variation 10

2.3 Language Variation Related To Occupation 11

2.4 Teacher Talk

2.5 The Ethnography of Communication

2.6 Context of Situation

2.7 Preview Study

CHAPTER III RESEARCH METHOD

3.1 Research Design

3.2 Object of the Study

3.3 Instrument of Study

3.4 Data Collection Technique

3.5,Procedure of Data Analysis

CHAPTER IV DATA ANALYZING AND DISCUSSION

4.1 Data Collection

4.2 Data Analysis

4.2.1 Formal Style

4.2.2 Consultative Style

4.2.3 Casual Style

4.2.4 Intimate Style

4.3 Discussion

CHAPTER V CONCLUSION

REFERENCES

APPENDIX I

APPENDIX II

APPENDIX III

ZISTOFTABLE

.3.1 Table 1: The Speech Style Used in KBA Class 32

-3.2 Table 2: The Speech Style that has the highest occurrence in KBA

class 33

APPENDIX

zrc.dix I Speech Style of KBA Teacher

zrendix II The Data of Teaching Learning Process

CHAPTER 1

INTRODUCTION

1.1 Background of the Study

Culture is a universal phenomenon. Each society in the country has culture, although the type and design are different from one another. A culture on clear manner can show the same power from various ethnic, nation, and race. “Culture” is a highly complex and multifaceted phenomenon (Tannen, in Fasold.2006; 347). It means many sides of culture that will grow up and ciange in each generation as long as the human and culture are still connected. There is a creative interaction between human and culture. Culture is the product of human, but human itself is product of culture.

Language is one of the culture products. Language is a city to the building of which every human being brought a stone (Emerson, in Fromkin. 2007; 409). It means that every human has chance to build the language and to modify the appropriate language that they think very useful to help them to communicate. In using language as tool to communicate, human beings are very complex since they are very complete and always change depending on many factors that influence them. These factors can come from their environment, social role, matter of adaptation, etc. This is the nature of humans and language, which every human need to build communication among them.

Language is a kind of tool that very easy to use and modify in all situations and also don’t always follow the rule of standard language as long as the

modification made is understandable and well accepted member of their community or certain speech community. That statement is supported by Holmes (1992; 212) stated that all languages change has its origins in variation. It indicates that there is possibility of a language to change and modify as long as the modification is understandable.

In daily conversation, everyone can modify the language. Some of people modify the language to fulfill their need of good and affective communication. The example of the modification, it can be seen from language variety that is used in one society that still exists, they do that because of the differences of profession, for example: the language which used by trader, politician, teachers, motivators, and beggars. They have different professions and duties to survive but they have the same tool to communicate and have certain characteristic that different from others. Moreover, different social and economic factors also have certain characteristic. As Holmes (1992; 146) stated that “the way people speak is characterized by patterned variation. The patterns are fascinating and reflect the social factors which are significant in a society”. It is indicating that every people has their own way to speak, and the language that people use can be characterized who are they, and what they do. As stated by Labov (1972; 208) that in his thirteen general principles in Principles of Linguistic Methodology. One of the thirteen general principles is Principle of Style- Shifting: “There are no single- style speakers”. It means that everyone not only uses single style, but also uses another style to communicate. Although the people who master formal language, they also use intimate style in other moments.

This study focuses on the speech style used by teacher of KBA (Kelas Bahasa Asing) foreign language class in SD Ai-Ikhlash Lumajang. The writer was interested in the speech style of teacher of KBA for a number of reasons; the first is the writer chooses speech style for this research because speech style for writer is a status. A status for people can socialize and communicate to all level in society in daily conversation. By using speech style, people can adapt with whom he speaks, in what situation he speaks, and which language and vocabulary are appropriate from him to communicate. All of them need a good ability to make good conversation between the speaker and listener.

The second, a teacher has their own style and technique to transfer the knowledge and persuade his pupil to get the lesson that the techer teach to be easier to learn. Perhaps, some of the styles and techniques of a teacher are almost similar to whatTV commercial use, but the writer found something different in a teacher to persuade the audience, the audience means his pupil. If in TV commercial does the advertisement by using media television, which is not direct presentation, but it is not for a teacher. The writer means the burden of a teacher in the first grade as the main model for his pupil to manage the class that need special ability and knowledge to persuade them to get use to speak English. Moreover, the pupil in the class is more variation; they can come from different social background of family, so a teacher has to be smart in using speech style to whom they want to speak.

In other research that other researchers did, especially about language style, the language style that they found has some unique and style. It is also can be found in a KBA teacher, a teacher in KBA class also used a specific language

1.5 Limitation of the study

This research was sociolinguistics study which focuses on the speech style. The writer limited his study on speech styles used by KBA teacher in SD Allkhlash Lumjang. The data were the form of conversation uttered by English teacher.

1.6 The defmition of key terms

To give the same perception to same words or phrases use in this study the writer needs to define some key terms, which are as follows:

1• Speech style is the forms of language that a speaker uses which are usually measured along a formal- informal scale,which involves five speech style such as frozen, formal, consultative, casual, and intimate (Joos, 1976: 153)

2. Speech style uses by KBA teachers is the language used by KBA teacher when she teaches or when she communicates in the classroom that has characteristics because of the influence of knowledge of pupil factors.

3. SD Al-Jkhlash Lumajang is an elementary school in Lumajang that famous as an elementary plus that Islam as basic education for fundamental of pupils.

4. KBA stands for Kelas Bahasa Asing. KBA class only for first grade in SD A!- Ikhlash Lumajang that almost the subjects are using English language as main language to transfer the material,

in the class. When a KBA teacher communicated with the pupil in class, they used language which made them understand well.

For example;

o Ok, yesterday we study about days in a week, now I want to explain about month. Who know the meaning of month? Who know? Date is han. Week is minggu, seminggu. Month is?? Bu..,bu.,.bulan.

Or

o Ok, I want you to memorize in your home tomorrow one by one. Please, memorize this month of the year in your home. Tomorrow, I want you to one by one come forward to memorizing this. Ok!!

The illustration above is one of the conversations when a teacher teaches his pupil in KBA class. The speech a teacher did was o natural or understandable to the pupil in specific class such as KBA class.

In this research, the writer used Martin Joos theory of speech style from The Style of Five Clock as basic theory to help analyze a teacher speech. In The Style of Five Clock, Martin J005 mentions five degrees of formality classification in speech style; they are frozen style, formal style, consultative style, casual style and intimate style. From five degrees who Martin J005 mentions, the writer is curious to identifi the speech style that a teacher used when he or she teaches their pupil in KBA class.

1.2 Problem of the study

Based on the background of the study above, the researcher formulated the problem as the following statement:

except for Arabic, PPKN, Bahasa Indonesia, and Math subject are using Bahasa Indonesia.

CHAPTER II

REVIEW OF RELATED LITERATURE

Based on background of the study, statement of the problem, and so on. This chapter presents some related theories. The theories consist of language variation related to occupation and speech style according to Martin Joos.

The more detailed explanations are as follows:

2.1 Speech Style According to Martin Joos (1976)

According to Martin Joos, speech style means the form of language that a speaker uses and it is characterized by the degree of formality. The degree of formality can be frozen style, formal style, consultative style, casual style and intimate style. In Joos’ The Style of Five Clocks, style may be called higher and referring to meaning of communication. The speaker may use higher style, lower style or both higher and lower at the same time.

2.1.1. Frozen Style

Frozen style is a style, which is used in a very formal setting such as in palace, church ritual, speech for state ceremony, and some other occasion. Gleason has substituted oratorical for frozen style.

In particular, this style is more elaborated than other styles. The sequences of sentences are complicatedly related. Based in the characteristic above, this style

requires high skills and almost used exclusively by specialist, professional orators, and lawyers and preachers. One example can be seen in the introduction of Fundamental Constitution 1945: “Bahwa sesungguhnya kemerdekaan itu ialah hak segala bangsa dan oleh sebab itu maka penjajahan diatas dunia harus dihapuskan, karena tidak sesui dengan..perikemanusiaan da perikeadilan.” (Therefore, independence is the right for every nation and because of that colonialization on the earth has to be abolished, because it does not conform with the humanity and justice).

2.1.2 Formal Style

Formal style is a style which one-way communication and is used in formal situation such as in graduation ceremony. Since the sentence structures are more complex and varied than in consultative. The speaker must plan ahead and frame whole sentences before they are delivered. As Joos (1976: 156) said Formal style is a style that is designed to inform. Its dominating characters, something that is necessarily in consultation, incidental in casual discourse, absent in intimacy.

However, it may be used in speaking in single hearer, for example between strangers. This style usually combines maximum explicit utterances and complexity of sentence structure and frequently is marked by special form or learned vocabulary, for example, the leading code label of the word “may” in “May Ipresent Mr. Roger?”. Gleason (1965: 360) has substitute “deliberative” for formal style. Specifically, there are two defining features of formal style. One feature, of the highest of importance is the innovation while the other is cohesion.

In fact, formal style is designed to inform and the background information are interested into the text in complex sentences.

2.1.3 Consultative Style

Consultative style is a style that shows our norm for coming to terms with stranger people who speak our language but whose personal stock of information may be different (Joos, 1976: 154). Consultative style is a style that is used in semiformal communication situation.

This style is defined into two features. First, the speaker supplies background information and he does not assume that he will be understood without it. Second, the addressee participates continuously. Most often they talk alternately, although one may talk for a very long period. While one is speaking, at intervals the other gives short responses or standard signals, such as”Yes, Yeah, Unhunh, That’s right, Oh I see, Yes I know” and every few others, plus”well”, that is used to reserve the roles between listener and speaker. The patterns of clause connection in consultative is generally simple.

Gleason (1965; 360) stated that When used in a situation where casual is expected, it indicates strained relationships. Thus when a mother calls Johnny (casual), John (consultative), John David Smith (deliberative), a child rightly expects quite different treatment, and responds accordingly. And he also said that consultative style is the central point in the system. It is used in most orally conducted everyday business, particularly between chance acquaintances. It is a usual form of speech in small group.

2.1.4 Casual Style

Joos (1976: 153) defines that Casual style is a style used among friends,

acquaintancesin informal situation such as outside the classroom when the suers ‘have a hat It can be also addressed to a stranger if the speaker wants to

treat him as an insider. —

There are two devices of casual style. First is the ellzsis (omission). It usually shows the differences between casual grammar and consultative grammar. “I believe that I can find one” is found as consultative grammar, while “Believe I can find one” is casual grammar. Second is slang, which is a prime indication of in-group relationship. Slang is non-standard word, which is known by certain groups. For example, in the formal language, young female is called “girl”, while in the slang language, it is saidas “chick”

2.1.5 Intimate Style

Intimate style is an intimate utterance avoids giving the addressee information outside of the speaker’s skin (Joos, 1976: 155). Intimate style is a completely private language that is used within family and much closed friend. Normally the intimate group is in pair. It excludes public information and shows a very close relationship.

There are two systematic features of intimate style that is extraction and jargon. In extraction, the speaker extracts a minimum pattern from some conceivable casual sentence (Joos, 1976: 155). For example the utterance “eng”, there is no dictionary meaning but serves as a code label on intimate style. While jargon is technical vocabulary associated with special activity or group. It is

special vocabulary required to meet the special needs of profession in special interest groups. For instance, health professionals use medical jargon such as HTLV III stands for Human T-cell Leukaemia virus III.

2.2 Language Variation

As social creatures, human cannot live -without others, therefore as social being; they need to communicate with others so that they use language as main tool to communicate. Such as we know, every people speak different because of several differences such as habit, profession, and groups. Wardhaugh, (1972: 5) said that no one speak in the same way all the time, and people constantly exploit the nuance of language they speak for wide variety of purpose. Variety of languages occurs in society where they have certain charactristics linked with the social behaviour, tradition, culture, ethnicity and also social class.

The use variation of language is basically because of the needs of its user which is human as the speaker. For example, teacher who teach in elementary school using language which is more simple, and clearer than teacher in senior high school. By using language variation, people can reflect their social status inside the society, expression, purpose, etc. Janet holmes has opinion about basic choice of variation of language. He stated that linguistic variation can provide social invormation (1992; 4). The variation of a language can be seen from the form of the language, the vocabulary, the grammar, the style, etc. For this study, the variation that will be observed was speech style based on the degree of formality.

2.3 Language Variation Related To Occupation

The variation of language in the society could be seen in all of activities. The occupation of person also has variety of language, particularly in the use of technical term that is in the use of he makes of the jargon of his vocation. Teacher, doctor, engineering, and mechanics all have their particular vocabularies. Because of that different vocation, seldom there was a gapping in communicating with people outside because of the jargon that each occupation has.

Language that is used by teacher has different variation from others since it has language characteristic used by its teacher. According to Susan Ervin — Trip in Preston, (1984: 339). Language changes related to work arises for three reasons. First is that any activity bring with its objects, coIcepts, and value which are talked about specialist in that activity, and indeed maybe know only to them. Another is that whatever identification a reference group may stimulate, it can be eluded by selection of appropriate alternatives in speaking or writing. Many instances of abbreviation in factories or of work group slang or technical terminology synonymous with colloquial vocabulary mast have the second feature. Further, the particular communicative condition might give rise to some features.

Among profession there is always a set of term used by language community. People in particular profession may develop language characteristics that differentiate them from others who are living in the same area. Teacher like many other professionals, use language variation in context with their communication.

2.4 Teacher Talk

Teacher as the main actors in the class has big priority to success their students by understand what the teacher wants to explain. In teaching learning process, teacher talk is something important to goal of effective learning. It’s so important such as what Ellis says that successful outcomes mat depend on the type of language used by the teacher and the type of interactions occurring in the classroom. Thus, the language of teacher uses has big influence for upgrade the discourse of students in lesson. But, the pattern of interaction between teacher and students must be focus on students. It means students talk must cover more the class hour than teacher talk. 0’ Neil (article, 1994) gives most attention to the teacher in managing the class by several questions thatteacher should be aware.

The question should not be ‘how much time do teachers spend talking?’ but rather CHow do teacher talk?’‘What do they do while they are talking to their classes?’‘When they talk, do they engage

the attention of the class, present them with comprehensible input and also allow them to interrupt, comment, ask for clarification, and so on?

The importance of teacher talk to the teacher to build the input of students cannot be ignoring. Same what O’Neil said that “Comprehensible input is essential. The teacher is usually the best and sometimes the only person who can provide comprehensible input. However, teacher in giving the input to the students, make the utterances simpler and pronounces clearly”.

In conclusion, the teacher talk not only delivers material to students, but also attracts the students’ attention and engages them in teaching learning process. If the teacher can attract and engage the students automatically, the interaction between students and teacher will be gained.

2.5 The Ethnography of Communication

The writer provides Dell Hymes’ theory on “The Ethnography of Communication (1964)” because it is about specifying the features of context, which may be relevant to the indication of a type of speech event. It is why the writer uses Hymes in describing the way of situation how the speaker produce the utterance ore sentence and associates the sentences or utterances with component of context. In The Ethnography of Communication, Hymes divided into several categories such as Participants, Topic, Setting, Channel, Code, Message, Form, Event, Key, and Purpose.

Participants is divided into two, they are addressor and addressee. Addressor is the speaker or writer who produces the sçntences ore utterances. And the addressee is the hearer or reader who is the recipient of the sentences ore utteiances.

Topic is what the participants are talking about. In this case, the topic is the subject what teacher takes in teaching process. Channel is the contact between the participants in the even being maintained — by speech, writing, singing, smoke signals. Code is what language or dialect or styles of language are being used, in this case code is the speech style that is used by participants. Message form that is intended — chat, debate, fairly, - tale, sonnet, love letter, etc. Event is the nature of the communicative event within which a genre may be embedded. Key involves evaluation — whether it is a good sermon, a pathetic explanation, or not. And purpose is what the participants intended. It should come about as a result of the communicative event.

The writer uses Dell Hymes’ theory to analyze the data with several categories that makes easy to analyze the data that the writer had collected, since the data are spoken language that including this Ethnography of Communication. Thus, the theory is used to clarify the data since Joos discusses five possible styles in English, which are related to the topic, the participants, and the codes as stated in Ethnography of Communication.

2.6 Context of Situation

As social creature, human needs to communicate with another. And language is an effective tool to express all product of human mind. Language and society are two things that have strong relation; both ofthem cannot be separated. Human being use language in the social interaction, which can happen everywhere such as in office, a company, a market and many other places. And in the process of communication, the use of different languages may express the social context in which the people are communicating. For example, the language used between close friends in a conversation is absolutely different with the language used in formal forum such as court. That is why different context can immerge on the formality or informality and social context.

Holmes (1992: 12) stated that language used is designed by some relevant factors suited to the context, and they can be grouped as follows:

1. The participant: who is speaking and who are they speaking to?

2. The setting and social context of the interaction: Where are they speaking?

3. The topic: What is being talked about?

4. The function: Why are they speaking?

In conclusion, that Holmes just wants to say that knowing the situation is the most important thing before we are getting chat.

Levinson (1983: 276) stated that a context must be understood to be as a set of proposition, describing the beliefs, knowledge and commitments of the participants in a discourse. The purpose is simple, when a sentence is uttered; it more has taken place than the expression of its meaning only.

2.7 Review of previous Studies

The study about the language Style had discussed by many people; one of them is Sovi Hidayati Lathivah entitled A Study of Speech Style TV Commercials “. She studied about how the TV commercial program using language to promote the product to the audiences because she thought it contains many word variations and language style to get the attention of audience to buy the product.

The differences between this study and Sovi Hidayati Lathivah’s study were the objects of the study. In this study, the writer used the objects from KBA’s teacher in the first grade of SD AL-IKHLASH LUMAJANG, while the object of Sovi Hidayati Lathivah’s was TV commercial program. Besides that the focus of Sovi Hidayati Lathivah’s study was only on language style, while the writer did not only focus on language style, he also focused on teacher talk. The writer related language style to teacher talk. Moreover in collecting the data, the speech style used by KBA teacher in the first grade of SD AL-IKHLASH LUMAJANG which spoken directly and orally. The writer studied about what kind

of language style used by KBA teacher to explain the lesson using English language as main language in the class.

CHAPTER III

RESEARCH METHOD

This chapter was devoted to the description of some steps taken to conduct the study. It involved research design, object of the study, instruments of the study, data collection technique, and procedure of data analysis.

3.1 Research Design

The research designs applied in this study were descriptive qualitative and quantitative approach since it dealt with data in the form of question and answer, dialog or monolog in teaching process. Moreover, this study was considered as descriptive study because it recorded words. Quantitative element was still used in a qualitative method to get the percentages of the data. Thus, the writer used mixed methods to support the analysis. Creswell said that:

Data analysis in mixed methods research relates to the types of research strategy chosen for the procedures. Analysis occurs both within the qualitative (description and thematic text or image analysis) approach and the quantitative (descriptive and inferential numeric analysis) approach, and often between the approach.

To analyze the data, the writer chose mixed methods research as appropriate way to easier find out the highest frequency of speech style used by KBA teacher. By elaborating two research designs (descriptive qualitative and quantitative), the writer could take the data easily. Firstly, the writer analyzed the data by using descriptive qualitative and then he used descriptive quantitative to find out the highest frequency of speech style used by KBA teacher.

3.2 Object of the Study

The source of the study was the teacher of the first grade of KBA class in SD AL-IKRLASH LUMAJANG. Since this elementary school was chosen because the teacher in the first grade (KBA class) used English language as tool to communicate in teaching and learning process. Because the object was first grade of elementary school, the writer was interested in observing the teacher who used English language as main language to deliver the material to the students because the writer wanted to know how the teacher used English to communicate and manage her students in the classroom.

3.3 Instrument of Study

Instrument of study was a means to collect the data. The main instrument of this’ study was the writer himself. Since the study was qualitative approach, first the writer recorded the language that teacher used by using recorder. To get the data clearly and understandable, the writer listened to the record repeatedly. While the writer was listening to it, he prepared notes and transcribed the dialog. The writer did this way to make the writer easy to classify the data in the procedure of data classification.

3.4 Data Collection Technique

In collecting the data, the writer used MP4 to record the teacher speech and the student activities in the classroom while they were doing their speaking activities. The writer gave the recorder to the teacher before she came into the class and exactly, the writer did not follow the teacher to the class in order to

make natural condition among teacher and students. Because the data were spoken and there were in the form of dialog. After the writer listened and transcribed the data, he started classifying them. In this research, the writer just limited his analysis to the sentences. In other words, he ignored phrases and other forms because if he took the phrase or other short uttetance in her analysis, it means he also needed to see and analyze the utterance. In the last step he underlined speakers’ sentences.

Ok, yesterday we study about days in a week, now I want to explain about month. Who know the meaning of month? Who know? Date is han. Week is minggu, seminggu. Month is?? Bu..,bu.,.bulan. Ok, 1 want you to memorize in your home tomorrow one by one. Please, memorize this month of the year in your home. Tomorrow, I want you to one by on come forward to memorizing this. Ok!!

3.5 Procedure of Data Analysis

In this process the writer did some procedures to get a clear description of data analysis. In this research, they were three questions, which the writer had to answer.

Transcribe the teacher’s sentences one by one by using Hymes Ethnography of Communication is the first step. The writer did it to give clear description of each recorded teaching process (including topic, participants, code, and also the text).

The second step was the writer identified and analyzed what speech style used in teaching process based on Martin Joos’ five degree of formality; frozen, formal, consultative, casual and intimate style.

And the last step was the writer made percentages to count the frequency of the style used in teaching process of KBA class. In counting the frequency, the writer provided the tables in order to have clear description of the result of this study and to simply the identification. The following was the table that the writer provided:

Speech Style Number of Occurrence

Frozen

Formal

Consultative

Casual

Intimate

Speech Style Number of Occurrence

Frozen

Formal

Consultative

Casual

Intimate

CHAPTER IV

RESULTS AND DISCUSSION

This chapter discussed the analysis of the collected data and answers of the questions in the statement of the problem. The writer divided this chapter into two parts; results and discussion.

4.1 Results

The data of this study were taken from KBA class in the first grade of SD AL-JKRLASHLUMAJANG onMarch 28th, 2008.

Table 4.1.1 : The Speech Style used in KBA class.

NO

TYPES OF SPEECH STYLES TOTAL UTTERANCES

1 Frozen 0

2 Formal 6

3 Consultative 80

4 Casual 49

5 Intimate 41

TOTAL 176

From the table above, it could be seen that KBA teacher only used four types of speech style. Those were Formal, Consultative, Casual, and Intimate

style. KBA teacher used Formal style in her 6 utterances. She used them in some occasion that she thought important, for example:

Appendix 1, no 1, line 1

Teacher: Ok Good morning everybody... Good morning everybody.

If people want to open a program or class they will greet the other people and as usual the first utterance that is use1 to open the program or class is good morning, good afternoon etc. in this case KBA teacher used formal utterance that English usually use. She greeted her students by using “good morning everybody.” This utterance presented formal style. It has the characteristics of for formal style because it use in medium or large groups hearer.


Teacher: Asslamulaikum warah matullohi wabarokatuh

This utterance presented formal style. It has the characteristics of formal

style; this utterance usually is used with Moslem people for greeting. Moreover, in this case, the teacher used complete Salam, she did not brief the Salam because most people in intimate situation usually just brief the salam by saying “Assalamualaikum”. And usually the Salam use in medium or large hearer.


Teacher: jfyou not understand You can ask ustadah, come here!!!

This utterance presented formal style. It has the characteristics of for formal style; this utterance leading code-label “can”. Moreover it has subject “you” and predicates “disturb” and “ask”, there is no sign of intimacy in this utterance. And there is no feedback from the hearer.

Appendix 1, no 173, line 343.

Teacher: Ok you may drink or going to bathroom.

This utterance presented formal style. It has the characteristics of for formal style; this utterance leading code-label “may”. Moreover it has subject “you” and predicates “drink” and “going”. There is no sign of intimacy in this utterance. And there is no feedback from thThearer.

Besides using formal style she also used Consultative style, she used Consultative style in her 80 utterances.

Appendix 1, no 20. line 40.

Teacher: Ok... one by.. I want you one by one to read it. Ok, start from sister An.

In this time, teacher asked the students to do something; she used consultative style in asking her student to do something. It could be seen from her sentence that she used. Her sentence was complete sentence, because it has subject and predicate. Although the sentence is complete, it was not used in formal style. She used non-formal style in the classroom. Therefore, this sentence is called Consultative style


Teacher: Ok Good. Sister Mita. January. Ok the first month is January. Oh yess....

It is clear that the utterance is classified as Consultative style, because teacher used the words “Ok, good and oh. . . yess”. She responded her student by using short respond or standard signals, those words are used to reserve the roles between the listeners and speaker.


Teacher: Ok, please. I want you to memorizing. Ustadah ingin kalian untuk menghafalkan. I want you to memorizing. Yaa the first, Ok please close your eyes. close your eyes. Like usual, f you want to memorizing with ustadah. I want you to close your eyes brother.. Ok the first!!

The sentences above are classified as Consultative style, the teacher asked the students to do something, but in this case teacher did not mention what the students should memorize, because both teacher and student understood what they meant. So these utterances are classified as Consultative style because they have catechistic of Consultative style. Both participant teacher and students knew the background information.

Appendix 1, no 82, line 164,

Teacher: Ok, sister Mita close your eyes.

This utterance applied consultative style. It fulfils some characteristic of consultative style. They are subjects “sister Mita” and predicate “close”. There was no feedback from the students.


Teacher: February good. The third month is...sister Nida! The third month. The third month is?

This utterance applied consultative style. It fulfils the characteristics of consultative style. Both participants had already known the background of the information they talked about. In addition, the addressee participated continuously. It was showed by the teacher respond to the students answer.


Teacher: Brother Ivan. Ok, start brother.

Teacher asked her student to start doing something. In her utterance, she did not mention what her students to do. However, both of them knew what they meant. This utterance applied consultative style. It fulfils some characteristic of consultative style. Both participants had aWeady known the background of the information that they talked about.


Teacher: Brother Noval, what do you doing? What are you doing?? If you not understand you can ask ustadah don ‘t ask your friend!! Come here!! Do you understand?? Yaa. . . don’t disturb your friend!

In the utterance above, teacher repeated her statement twice. She said, “What are you doing?” it indicated ineffective sentence from the teacher to the students, because he realized that her sentence was incorrect, then she corrected it. It can be seen in her next sentence. Besides that, the teacher used code-label of intimacy “ya” to her students.

Thus, her first sentence was categorized as consultative style because the sentence had subject “you” and “brother Noval” and the predicate “doing”, but the sentence was ineffective and inexactly.


Teacher: So, how many months in a year?

This utterance indicated consultative style. Some characteristics of consultative style are fulfilled. There is code-label “so” it used to reserve the roles between listener and speaker. Moreover, the addressee participated continuously. It was showed by the teacher respond to the students answer.


Teacher: Ok, I want you to memorize in your home. Tomorrow one by one.. .ya. . .please memorize. Memorize this month of the year in your home. Tomorrow I want you to one by one come forward to memorizing this. Ok... The first, the first month is...

Teacher asked her students to memorize. In her utterance, in the first and second sentence she did not mention what her students to memorize. However, both of them knew what they meant. This utterance applied consultative style. It fulfils some characteristic of consultative style. Both participants had already known the background of the information that they talked about. Moreover, the sentence had subject “I” and predicate “want”. And the participants also (students) participated continuously.


Teacher: How are you this morning???

When people meet others, besides greeting them, they also ask about their condition, this is also occurred to KBA teacher, she also asked the condition of her students. She used standard form, although her sentence was complete and standard sentence. However, it was used in non-formal situation. Therefore, this sentence was classified as Consultative style.

Besides using Consultative style, KBA teacher also used Casual style in her teaching. She used Casual style in her 49 utterances.


Teacher: Ok, today is March. Last month was February... Ok! Today is june.

Last month what month?

The teacher explained about name of months in a year, in explaining it, her dialect influenced her language; it can be seen in her last utterance “last month what month”. She meant, in Indonesia, “bulan kemarin bulan apa?” Actually, the

correct one is “what month is last month?”, but she did not do it, she used English with her dialect. So the utterance can be classified as Casual style.


Teacher: Ok twelve. Ok month in a year. January, February, March, April, May, June, July, August, September, October, November, December.

The teacher mentioned the name of months in ayear. Her utterance was not complete sentence. It had no subject and predicate, she only uttered words or phrases. Besides that, she also used non standard form of sentence, because it was influenced by her dialect, it can be seen when she said,” Ok month in year January, March....”, actually the correct sentence was “Ok months in year are January, March....” But she omitted “to be are”. So this utterance is classified as Casual style.


Teacher: Yes I don ‘t know. Ten minutes again.

In this situation, the teacher gave the information about the time. She said “ten minutes again” to the student. It is clear that the teacher used Indonesian dialect to inform the student about timing. Actually the teacher wanted to say”sepuluh menit lagi”. The word “again” is not suitable to use in that context. The correct one is” ten minutes remain”. As the result, her utterances can be categorized as casual style.


Teacher: The twelfth month?

This utterance was classified as casual style, because this utterance is incomplete sentences. Besides that, they are colloquial language; they are used in daily conversation.


Teacher: Brother... I don ‘t, I hear like that. Makanya attention.., attention mi. The first month is?

For this utterance can be categorized into casual style like Ellipsis (omission). In sentence “I don’t, I hear like that”, actually the correct one is “I don’t want. I hear like that”. The omission word or it is called Ellipsis is one of characteristics of Casual style. So, this utterance is categorized into Casual style.

Appendx 1, no 110, line 220.

Teacher: Ok together. Ok together one by one. Yang not attention!! ustadah yakin. Jam sure u can not answer my question. Ok, the first month is?

The utterances above are classified as casual style because, the language that is used by the teacher was influenced by the dialect, this can be seen when she said, “yang not attention, the characteristic of casual style is dialect. “Yang not attention” is Indonesian dialect. She used two languages in order her students understood what she meant. Besides, the utterance was incomplete sentence.


Teacher: Next month.

This utterance indicated casual style since it fulfils the characteristics of casual style like ellipsis and incomplete sentence.


Teacher: mi trus knapa Kokjadinya dicorat-coret. (01.09.58). Makanya Tita if ustadah explain.., listen ...jangan maen sendiri... maenan penghapus sendiri

These utterances were categorized as Casual style, because her utterances were influenced by her dialect, it can be seen from some words that she uttered “kenapa kok, macn”. Those words are non standar& words. The word kenapa is from mengapa and the word macn is from main.


Teacher: Ok please close your book Ok, I want you to continuo when take arrest. So I want you to not take arrest if you not finish your exercise, Ok. please open your... in my table, in one B in my table, over there yaa... please put your math book Please put your math book in your bag.

In her next utterance, the teacher still used language that was influenced by her dialect. It can be seen when she asked her students “Over there yaa...” it is clear that she asked the student to use English that is influenced by Indonesia. She said “over there yaa..” she means “sebeleh sana yaa..” while in English, the meaning sebelah sana is there, English does not use over, it is enough for them to say “There”, so in this case teacher used ineffective and inexact word. Therefore, this utterance is categorized as Casual style. Because her dialect influenced it and she used ineffective and inexact word.

The last speech style that she used was Intimate style; she used this style in her 41 utterances.


Teacher: Ta... ta.. .Happy new year!! Happy New Year!!

The teacher said “Ta.. .ta...” to the students. Actually, at that time the teacher gave a clue for students to answer by gave them part of the answer. This

utterance applied intimate style. It fulfils the characteristics of intimate style; it was very short utterance, incomplete sentence and had no subject and predicate.


Teacher: Au.. .August

The teacher tried to help her students by giving little clue to say August. She says “Au” to stimulate her student. Therefore, this utterance applied intimate style. It fulfils the characteristics of intimate style; it is short utterance, it is used between close friends, insiders or family, incomplete sentence and had no subject and predicate.


Teacher: Au. .Au...

The teacher said “Au. .Au..” to the students. Actually, at that time the teacher gave bait to students by saying apart of month word. The teacher wanted the student to say August as the correct answer. This utterance applied intimate style. It fulfils the characteristics of intimate style; it is very short utterance, incomplete sentence and has no subject and predicate.


Teacher: Oh,,no,,no,,no omongane wong becak!!. The second month is? (Oh..no,,no,,no the speech ofpedicab ‘.s’ driver)

Teacher said “omongane wong becak!!” this utterance applied an intimate

style, because some of characteristics of intimate style can be seen in this utterance; it is short utterance, it is incomplete sentence and has no subject and predicate. Moreover, a jargon emphasizes intimate style.


Teacher: Heh!! Number sixth!

This utterance applied intimate style. It fulfils the characteristics of intimate style; it is short utterance, it is used between close friends, insiders or family, incomplete sentence and has no subject and predicate.


Teacher: Heeeaah...!! Ustadah have explain to you. Piye tho mbak yang ustadah

In this time teacher used Javanese jargon, it is “piye”. This word means “how”. The word “piye” is Javanese word, but this word is not used all Javanese, only some of Javanese use this word. Teacher used this word to her student because she was annoyed to her student. So, this utterance is categorized as Intimate style. It has jargon.


Teacher: hurry up!!!

This utterance applied intimate style. It fulfils the characteristics of intimate style; it is short utterance, it is used between close friends, insiders or family.

The Speech Style that has the highest occurrence in KJ3A class.

On table 4.1.1. We could see that Consultative style was most frequently used by KBA teacher. The second rank was Casual Style and on the third rank was Intimate Style. Then the last rank was Formal Style.

Concerning with context situation; participants, setting, topic, and function, were main factors that influenced KBA teacher in using the highest frequency of speech style. The Consultative style was most frequency used by KBA teacher because Consultative style was suitable used in the classroom. Martin Joos, (1976: 154) said that Consultative style is a style that is used in semiformal communication situation.

4.2 Discussion

As stated by Labov (1972; 208) “There are no single-style speakers”. It means that everyone not only use single style, but also use another style to communicate. Although the people master formal language, they also use intimate style in other moments.

According to Martin Joos, speech style means the form of language that a speaker uses and it is characterized by the degree of formality. The degree of formality can be frozen style, formal style, consultative style, casual style and intimate style. In J005’ The Style of Five Clocks, style may be called higher and referring to meaning of communication. The speaker may use higher style, lower style or both higher and lower at the same time.

The writer find some types of speech style based on Martin Jo05 (1976) theory of speech style from the data, they were: formal style, consultative style,

casual style, and intimate style. The frozen style is not found in KBA teacher in the first grade of SD AL-IKHLASH LUMAJANG. Meanwhile, she do not use frozen style in the class because this style is usually use in very formal situation, such as; in palace, church, speech for state ceremony, and some other occasion. Besides that, people rarely used frozen style in conversation.

From the table 4.1.1, the writer realizes that the dominant typical style used by KBA teacher is Consultative Style. It is proved by the fact that was shown by the highest frequency of the speech style used by KBA teacher. The KBA teacher uses Consultative Style in his utterances. She often calls her students’ name by adding ‘brother or sister’ in front of their name. Martin J005 (1976: 154) stated that Consultative style is a style that shows our norm fr coming to terms with stranger people who speak our language but whose personal stock of information may be different. Moreover, it was supported by Gleason (1965; 360) statement that when use in a situation where casual is expected, it indicates strained relationships. Thus when a mother calls Johnny (casual), John (consultative), John David Smith (deliberative), a child rightly expects quite different treatment, and responds accordingly.

KBA teacher uses Consultative Style when the teacher give short respond by saying “Ok” and “Ok, good”. Martin J005 (1976: 154) stated that while one is speaking, at intervals the other gives short responses or standard signals, such as”Yes, Yeah, Unhunh, That’s right, Oh I see, Yes I know” and every few others, plus”well”, that is used to reserve the roles between listener and speaker.

In another occasion KBA teacher also uses short respond “Ok, start brother” and “so”. It indicates that both students and teacher participate

continuously and know the background of information that is features of Consultative Style. Martin Joos (1976: 154) stated that Second, the addressee participates continuously.

Concerning with context situation, participants, setting, topic, and function, are main factors that influence KBA teacher in using the highest frequency of speech style. As Holmes (1992: 12) stated that language used is designed by some relevant factors suited to the context, and they can be grouped as follows:

1. The participant.’ who is speaking and who are they speaking to?

2. The setting and social context of the interaction: Where are they speaking?

3. The topic: What is being talked about?

4. ‘The function: Why are they speaking?

There are some reasons why the Consultative style is most frequency use by KBA teacher. Firstly, look at the participant, the teacher. She is a teacher who teaches in first grade on the elementary school that has KBA (kelas bahasa asing) system. Therefore, because of that, in teaching she has to use English as means of communication with her students, in using English, she has to use good English.

The second are the setting and the social context of interaction. In this case, this interaction between the speaker and the hearer (teacher and students) occurred in the classroom, while the speech style is suitable used in the classroom is Consultative style.

The next reason is the topic; teacher uses Consultative most frequently because it is also influenced by the topic that she talks. In this case, she teaches

her students using good language. Although she has to use good language, she shall not make the topic so difficult to receive. She uses good language as way to make them close and comfortable with the topic. For example; she often calls her students’ name by adding “brother or sister” in front of their name before she asks about the topic. Therefore, she tries to tach her students how to use a polite sentence in all situations including in learning program.

The last reason is function. A teacher is a great artist in the class. Teacher is a model for their students. The main function the teacher often uses Consultative style in learning program was to make a good figure that can be imitated by the students. As we know, in the childhood period is a period of child to imitate all the things they see and hear around theth. Moreover, the attitudes of a tepcher have a great influence in development of personality and mental of the students.

CHAPTER V

CONCLUSION

In interaction, people use language as a means of their communication. In using language, people have different languages and style. Everyone can modify the language. Some of people modify the language to fulfill their need of good and affective communication. The example of the modification, it can be seen from language variety that is used in one society that still exists. They do that because of the differences of profession, for exarnple the language use by trader, politician, teachers, motivators, and beggars. They have different professions and duties to survive, however, they have same tool to communicate and have certain characteristic of differences from others.

This also occurs to teacher, especially to KBA teacher who has been teaching in the first grade of elementary school in SD Al-Ikhlash Lumajang which has foreign language class program. In teaching the student, the teacher has to use English as main language to transfer the subject. Therefore, she has to adapt to her students. Teacher can not be separated with the speech style. A teacher is a great artist in the class. Teacher is also a model for their students, so she has to use appropriate speech style in order her students get what she deliver easily.

KBA teacher do not use all kinds of speech style, she only uses Formal, Consultative, Casual, and Intimate style. She do not use frozen style because this style is not suitable to apply in her class. She often uses Consultative style

because this style is the most appropriate style for her students. While her students are still in the first grade of elementary school, which they are in the period to imitate, what teacher says and do it.

Because her students are still in the first grade of elementary school she has to adapt to them. She usually uses Casual and-intimate style in order to be close to her students. She has to give clues or bait to her students to stimulate them to be active in the classroom and of course she uses both Casual and Intimate style.

In conclusion, in using kinds of speech style, teacher has to pay attention to some aspects, those are participants, setting and social context of interaction, topic, and function in order that what she deliver can be acceptable easily and well. Therefore, the teacher has to kfiow the appropriate speech style to apply for her students.

REFERENCES

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Fasold, Ralph and Conner-linton, Jeef. 2006. An Introduction to Language and Linguistics. United Kindom: Cambridge University Press.

Gleason, H.A Jr. 1965. Linguistics and English Grammar. New York: Holt, Ranehart and Winston, inc.

Hidayati Lathivah, Sovi. 2003 A Study of Speech Style TV Commercials. Unpublished Undergraduate Thesis IJNESA.

Holmes, Janet. 1992. An introduction to sociolinguistic. London UK: Longman Group.

Hymes, Dell. 1974. Foundation in sociolinguistics: An Ethnographic Approach. Philadelphia: University of Pennsylvania Press.

j005, 1976. The Style of Five Clocks Ed. NancyAins worth Johnson,

Current topics in language: Introductory Readings. Massachusetts.

Levinson, Stephen C. 1993. Pragmatics. Cambridge: Cambridge University Press:

Susan, Ervin- Trip. 1984. On Sociolinguistics Rules. Alternation and cooccunense, in Preston, Dennis R and Shuy, Roger w. (ed) Varieties and American English. Washington DC: English Language Program Division, BECA. USIA.

Wardaugh, R. 1972. An introduction to sociolinguistics second Edition. Oxford UK: Blackwell

Yelsma, Paul L. 1984. Words Used by The Fire Fighters of the Denver fire

Department in Preston. Dennis R and Shuy, Rogert W, (eds) Varieties of

American English. Washington DC: English Language Program Division

BECA. USIA.

O’Neil, Robert. 1994. The Myth of the Silent Teacher.

http://www.btinternet.coni1ted.power/es10420.html

APPENDIX I

Speech Style of KBA Teacher

NO LINE TEACHER’S SPEECH SPEECH STYLE

ANALYSIS

1. 1 Ok Good morning everybody.. .Good morning everybody.

Formal Use in medium or large groups hearer.

2. 3 How are you this morning??? Consultative Complete sentence. Both speaker participate continuously

3. 5 You want get fun today?? Casual

Influenced by dialect. Ellipsis. Using nonstandard form. There is intimate sign.

4. 7 Ok be spirit. Be to be spirit. Harus semangat..Ok.,., Let we sing a song.

Casual Influenced by dialect. Using nonstandard form. There is intimate sign.

5. 9 .

Hayoo...hayoo ustadah count until five,


6. 11 Have you pray?? Sudah pray?? Consultative

Complete sentence. Both speakers participate continuously. Know the background information.

7. 13 Asslamulaikum wr wb Formal use in medium or large groups hearer.

8. 15 Good morning student?? Formal use in medium or large groups hearer.

9. 18

Ok, yesterday we study about days, ya. .

.yesterday. Ok keep silent! Yesterday we study about days in a week. Now, I wan to explain about month. Do you know the meaning of month?? Hayoo month. Who know month?? Days is han. Week is minggu. . . seminggu. Month? bu...bu...bulan...

Consultative

Complete sentence. Both speakers participate continuously. Know the background information, it has subject and predicates. using short respond or standard signals

10. 20

Bulan... month is bulan. Now ustadah will explain to you about month... bulan. How many months in a year? Inayear...!! What the meaning of year...

Consultative

Complete sentence. Both speakers participate continuously. Know the background information, it has subject and predicates

11. 22 Good... What the meaning of year?? Consultative Complete sentence. Using short respond or standard signals.

12. 24 Year.. .what the meaning of Intimate Short utterance. A jargon. It used

42

ta. . .ta.. .Happy new year!! Happy new year!!

Ok follow ustadah. January, February, March, April, May, June, July, August, September, October, November, December (teacher repeat three times each months)

Short utterance, incomplete sentenui’ and has no subject and predicate. II used between close friends, insiders or family. Short utterance, incomplete sentence and has no subject and predicate. Using nonstandard forms. It used between close friends, insiders or family.

13.

26

Intimate

17.

34

Intimate

year kok! Artinya year??

between close friends, insiders or family.

14. 28

Yes Good Tahun. How many month in a year ??? How many month in a year??? How many month in a year???

casual Influenced by dialect. There is intimate sign. Colloquial language.

15. 30

Good twelve ... There are twelve month in a year. Ada 12 bulan dalam satu tahun. Ok mention!! One, the first

Consultative

Complete sentence. Both speakers participate continuously. Know the background information, it has subject and predicates

16. 3 Ok now, Ok now, Ok now, ustadah will give you note month in a year.

Consultative Complete sentence. Both speakers

2 The first. . . Ja..

participate continuously. Know the background information, it has subject and predicates

18. 36

So, how many months in a year??

Consultative Complete sentence. using short respond or standard signals.

19. 38

Ok twelve. Ok month in a

year. January, February, March, April, May, June, July, August, September, October, November, December

Casual There is intimate sign. Colloquial language. incomplete sentence

20. 40

Ok... one by,, I want you one by one to read it. Ok, start from sister An,

Consultative

Complete sentence. Both speakers participate continuously. Know the background information, it has subject and predicates. using short respond or standard signals

21. 42

April Intimate Very Short utterance, incomplete sentence and has no subject and predicate. It used between close friends, insiders or family.

22. 44

Ok good Zidan. Intimate Very Short utterance, incomplete sentence and has no subject and predicate. It used between close

friends, insiders or family.

23. 46

April Intimate Very Short utterance, incomplete sentence and has no subject and predicate. It used between close friends, insiders or family.

24.

48

August Intimate Very Short utterance, incomplete sentence and has no subject and predicate. It used between close friends, insiders or family.

25. 50 September Intimate

Very short utterance, incomplete sentence and has no subject and predicate. It used between close friends, insiders or family.

26. 52

Ok Dinda continuo.

Casual There is intimate sign. Colloquial language. incomplete sentence

27. 54

April. Intimate Very short utterance, incomplete sentence and has no subject and predicate. It used between close friends, insiders or family.

28. 56

May... may (Indonesian language) ... May

Intimate Very short utterance, incomplete sentence and has no subject and predicate. It used between close friends, insiders or family.

29. 58

Au...August Intimate Very short utterance, incomplete sentence and has no subject and predicate. It used between close friends, insiders or family.

30. 60

Ok. Brother Irvan.

Consultative Using short respond or standard signals. Know the background information

31. 62

July Intimate

Very short utterance, incomplete sentence and has no subject and predicate. It used between close friends, insiders or family. Using short respond or standard signals. Know the background information

32. 64

Ok good. Dafa. Brother Dafa!

Consultative

(24.56)

33. 66

April Intimate Very short utterance, incomplete sentence and has no subject and predicate. it used between close friends, insiders or family.

34. 68

no June Intimate Very short utterance, incomplete sentence and has no subject and predicate. It used between close friends, insiders or family.

35. 70

Ok. Brother Noval.

Consultative Using short respond or standard

36. 72

April Intimate Very short utterance, incomplete

sentence and has no subject and

predicate. It used between close


37. 74

April . . . Intimate


38. 76

April. b you hun

ukan apel yaaa. Are gry?? April.

Casual Short sentence. Influenced by dialect. There is intimate sign.

39. 78

Ok good. December . ..Ok Once more brother... December.

Consultative Using short respond or standard signals. Krow the background information

40. 80

Ok goo d. Ok start to Maya.

Casual Short sentence. Influenced by dialect. Using nonstandard form. There is intim?te sign. incomplete sentences

41.

42.

43.

82

84

‘

86

February .

April ,

July

Intimate Very short utterance, incomplete sentence and has no subject and predicate. It used between close friends, insiders or family. Intimate Very short utterance, incomplete sentence and has no subject and redkate. 1t used betweeu dose friends, insiders or family. Intimate Very short utterance, incomplete sentence and has no subject and predicate. It used between close friends, insiders or family.

44. 8 Give it bantuan, give it n Casual Short sentence. Influenced by dialect.

8 bantua semuanya!! The first

Ellipsis. Using nonstandard form. There is intimate sign. incomplete sentences

45. 90

April Intimate


46. 92 June 47. 94 July

Intimate Very short utterance, incomplete sentence and has no subject and predicate. It used between close friends, insiders or family. Intimate Very short utterance, Incomplete sentence and has no subject and predicate. It used between close friends, insiders or family.

48. 96 Ok.. Ria. Sister Ria. Ok.. I want you to.... Keep silent Ok (to all students)

Consultative

Using short respond or standard signals. Know the background information. Complete sentence. It has subject and predicates.

49. 98 Ok Good. Sister Mita. January. Ok the first month is January. Oh yess....

Consultative

Using short respond or standard signals. Know the background information. Complete sentence. It has subject and predicates.

50. 100

July Intimate


51. 102

the first.. the first month is January.

Ya mi namanya the fist. first itu

yang pertama, first. Ok, the first. . . the first month is January. Second, second itu yang ke dua. The meaning of second itu yang ke dua.

Casual

Short sentence. Influenced by dialect. Using nonstandard form. There is intimate sign. incomplete sentences

52. 104

Ok, the second month is- February. The third..??

Consultative

Using short respond or standard signals Complete sentence. Both speakers participate continuously. Know the background information, it has subject and predicates.

53. 106

The third month....?? Casual Short sentence. Influenced by dialect. Using nonstandard form. incomplete sentences

54. 108

Fourth, The fourth....??? Casual Short sentence. Influenced by dialect. Using nonstandard form.

incomplete sentences

55. 110

Ok, The fourth month is April. The fifth??

Consultative

Using short respond or standard signals Complete sentence. Both speakers participate continuously. Know the background information. It has subject and predicates.

56. 112

The fifth month is May. The sixth..??

Consultative

Complete sentence. Both speakers participate continuously. Know the background information. It has subject and predicates.

57. 114

Ok, The sixth month is June. The seventh?? Seventh!

Consultative

Using short respond or standard signals Complete sentence. Both speakers participate continuously. Know the background information.

It has subject and predicates.

58.

116

July. The eighth month??

Casual Short sentence. Influenced by dialect. Using nonstandard form. incomplete sentences

59.

118

August. The ninth month??


60. 120

September. The tenth month??


61. 122

October. The twelfth month??


62. 124

Ok, the first month is??

Consultative

Using short respond or standard signals. Complete sentence. Both speakers participate continuously. Know the background information.

63. 126

Ok, all... all... all Ok. Firda!! What do you do?? Ok, the first month is??

Casual Short sentence. Influenced by dialect. .

64. 128 ‘

The first month is?? Consultative Complete sentence. Both speakers participate continuously. Know the background information.

65.

130

The first month is?? Consultative Complete sentence. Both speakers participate continuously. Know the background information.

66. 132

Ok, the first month is January. The second month is??

Consultative


67. 134

Ok, February. The third month is??

Consultative


68. 136

The fourth month is???

Consultative Complete sentence. Both speakers participate continuously. Know the background information.

69. 138

The fifth month is?? Consultative Complete sentence. Both speakers participate continuously. Know the background information.

70. 140

The sixth month is?? Consultative Complete sentence. Both speakers participate continuously. Know the background information.

71. 142

The seventh month is??

Consultative Complete sentence. Both speakers participate continuously. Know the

72.

144

The eighth month is?? Consultative


73. 146

The ninth month is?? Consultative


74. 148

The tenth month is?? Consultative

CompTete sentence. Both speakers participate continuously. Know the background information.

75. 150

The eleventh month?? Casual

Short sentence. influenced by dialect. Using nonstandard form. incomplete sentences

76. 152

The twelfth month?? Casual

Short sentence. Influenced by dialect. Using nonstandard form. incomplete sentences

77. 154

Ok, please. I want you to memorizing. Ustadah ingin kalian untuk menghafalkan. I want you to memorizing. Yaa the first, Ok please close your eyes. close your eyes. Like usual, if you want to memorizing with ustadah. I want you to close your eyes brother.. Ok the first!!

Consultative

Using short respond or standard signals. Complete sentence. Both speakers participate continuously. Know the backgiound information. It has subject and predicates.

78. 156

Ok. Masih ada yang jun dan jul. Ok, once again. If you friends open the eyes ustadah Aulia repeat again. Ok, so I want you to all students close your eyes. Ok! One, Ja..

Consultative

Using short respond or standard signals. Complete sentence. Both speakers participate continuously. Know the background information. It has subject and predicates.

79. 158

Ok, open your eyes one by one. The students that ustadah point, ustadah point, Yang ustadah tunjuk close your eyes. Ok, Zidan close your eyes.

Consultative

Using short respond or standard signals. Complete sentence. Both speakers participate continuously. Know the background information, it has subject and predicates.

80. 160

Au..Au... Intimate


81. 162

Ok good... Zidan. You point your friend, please. Point your friend. Point one of your friends. Ok you can

Consultative

Using short respond or standard signals. Complete sentence. Both speakers participate continuously. Know the background information. It

background information. I

The eighth month is? Consultative

Complete sentence. Both speakers participate continuously. Know the background information. Complete sentence. Both speakers participate continuously. Know the background information.

90 The tenth month is? Consultative

192 The twelve month is?

Consultative Comp’ete sentence. Both speakers participate continuously. Know the bckground information.

94 The first month is? Consultative Complete sentence. Both speakers participate continuously. Know the background information.

196 Please remind ..di inget- inget. First itu yang pertama nak. First! pertama. Second! Kedua. Ok, the first month


is?

198 The fourth month is?


The fourth... four! Casual .

Short sentence. Influenced by dialect. Ellipsis. Using nonstandard form. Incomplete sentences.

The thirçl month is?? Consultative Complete sentence. Both speakers participate continuously. Know the background information.

Ok, one by one. Ok please Rani. The eighth month is?

Consultative Using short respond or standard signals. Complete sentence. Both speakers participate continuously. Know the background information.

Ok, brother Noval. The second month is??


The sixth month is?? Brother Ivan. Sixth.. .The sixth month is??


Sixth... Sixth!! Intimate Very short utterance, incomplete sentence and has no subject and predicate. It used between close friends, insiders or family.

Sixth... number sixth!! Intimate Very short utterance, incomplete sentence and has no subject and predicate. It used between close


107.

214 Heh!! Number sixth! Intimate Very short utterance, A jargon. incomplete sentence and has no subject and predicate. It used between close friends, insiders or

family.

108.

216 Yang number sixth. What month? Bulan apa itu number sixth??

Casual


109.

218

Brother... I don’t, I hear like that. Makanya attention...

attention mi. The first

month is?

Casual

Short sentence. Influenced by dialect. Ellipsis. Using nonstandard form. There is intimate sign. incomplete sentences

110.

220

Ok together. Ok together one by one. Yang not attention!! ustadah yakin. I am sure u can not answer my question. Ok, the first month is?

Consultative


111.

222 The second month is? Consultative Complete sentence. Both speakers participate cntinuously. Know the background information.

112.

224 The third month is?? .


113.

226 The fourth month is??? Consultative

Consultative


114.

228 The fifth month is?? Consultative Complete sentence. Both speakers participate continuously. Know the background information.

115.

230 The sixth month is?? Consultative Complete sentence. Both speakers participate continuously. Know the background information.

116.

232 The seventh month is?? Consultative Complete sentence. Both speakers participate continuously. Know the

background information.

117.

234 The eighth month is?? Consultative Complete sentence. Both speakers participate continuously. Know the background information.

118.

236 The ninth month is?? Consultative Complete sentence. Both speakers participate continuously. Know the background information.

119.

238 The tenth month is?? Consultative Complete sentence. Both speakers participate continuously. Know the background information.

120.

240 The eleventh month?? Casual Short sentence. Using nonstandard

form. incomplete sentences.

121.

242

The twelfth month?? Casual Short sentence. Using nonstandard form. incomplete sentences

122.

244 Lagi Dewi.. Casual Short sentence. Using nonstandard form. incomplete sentences

123.

246 Ok, sister Mia. The seventh month is? The seventh month is?

Consultative


124.

248 To Maya. The eleventh month is?


125 250 Zidan hey! The fourth month is? Casual Short sentence. Using nonstandard

.

Hayoo... opo?? See my written. Fourth... number fourth...fourth...four!!! April

form. Incomplete sentences. There is intimate sign.

126.

252 Sister Rani!! The sixth month is?


127.

254 Brother Zidan. The first month is?


128.

256 January good. Brother Ivan, the second month is??


129.

258 Haah... itu the first. Second!! Intimate

130.

260 February good. The third month is... sister Nida! The third month. The third month is?


131.

262 March. Dafa, the eighth month is?


132.

264 Ok good. The sixth month is?? Noval??

Consultative

Using short respond or standard signals.Complete sentence. Both speakers participate continuously. Know the background information.

133.

266 June. Ok Tita. The tenth month is??


134.

268 Listen.. .Do you know why Tita unanswer my question? Do you know why Tita

Casual Influenced by dialect. Ellipsis. Using nonstandard form. There is intimate sign.

135. 270

Now I want you, now. . . now... now or today is March month. Today is march.

Today han mi bulan March. The

last. Last itu like yesterday. What the meaning of yesterday?

Casual

Influenced by dialect. Using nonstandard form. There is intimate sign. incomplete sentences

136.

272. sekarang the last. The last month. The meaning of last month is?

Casual Short sentence. Influenced by dialed.

137.

274 Ok please! Last month yaaa.,. Intimate


138.

276 Last month Intimate Very short utterance, incomplete sentence and has no subject and predicate. It used between close


139.

278 Last month Intimate


140.

280 The meaning of Last month is? Consultative Complete sentence. Both speakers participate continuously. Know the background information.

141.

282 Ok, today is March. Last month was February.. .0k! Today is june. Last

Consultative


142.

284 May. Today, now is April Casual Influenced by dialect. Using

last month? nonstandard form. There is intimate sign.

143.

286 Ok, ustadah will add because you, all of you can do it. Last month after that. Next. . . next month. Next month is?? Ok, Next month...

Consultative

—


144.

288 Next month Casual Short sentence. Using nonstandard form. incomplete sentences

145.

290 Ok, today. Today is June. Next month. What month?

Casual


146.

292

Ok July yaa... (43.37). kalo last itu diatasnya. Ustadah for example today March, last month is February. But next month itu dibawahnya. Today March, Today March next month is April. Understand??

Consultative

Using short respond or standard signals. Complete sentence. Both speakers participate continuously. Know the background information. It has subject and predicates. t

147. 294

Who do not understand? To Maya. Today May, today May, now May. Last month... (bla bla bla)

Casual


148.

296

April good. Today may next month... (bla..bla..bla..) Risa. Today may next month.. . (bla..bla..bla..). Now May, next month? Risa!!

Casual


149.

298

You say July. Tadi brother Zidan bilang apa? June apa July? Makanya please attention. Once a gain. Please attention. I am sure if you not attention me, you can’t do it. Ok, now, today May, last month, last month itu mesti bulannya ada diatasnya nak. Kalau sekarang May. Now May brarti bulan yang diatasnya bulan apa?(45.53)

Consultative


150.

300 April. If today May, next month dibawahnya under May-June. Understand?

Casual


151 302 Oke once a gain Zidan a Intimate { incomplete sentence and

. has no

gain. Today, now October, now October last month • . . (bla..bla..bla)?

subject and predicate. Using nonstandard forms.

152.

304

September Ok! Sister Tita. Today Oktober, today Oktober next month • • (bla..bla..bla)??

Intimate ‘

incomplete sentence and has no subject. Using nonstandard forms.

153.

306

Keep silent!! You can disturb your friend. Next month, Hah November good! Aaaa... Dafa, now November, next month • . (bla..bla..bla..).

Formal code-label “can” it has subject and predicates no sign of intimacy

154.

308 Ok good. Understand!! Intimate

Very short utterance, incomplete sentence and has no subject and predicate. Using nonstandard forms. It used between close friends, insiders or family.

155.

310

Ok, please take your note book! Ustadah give nice a surprise for you. •

The student that get one hundred and finish at half past eight, ustadah gives one star, Ok. But you should finish at half past eight. Tepat waktu!

Consultative


156.

312 Ya this. Start in here, I want you to answer.(50.00).

Casual

Short sentence. Influenced by dialect. Ellipsis. Using nonstandard form. There is intimate sign.

157.

314 December... D, E, C, E, M, B, E, R (teacher spell December word)

Intimate


158.

316

Now or Know. Know itu tahu. Kalo now sekarang. Kalo No..no..no..no..no..no. . .tidak • .tidak. .idak. .tidak. .tidak. .tida k... Now between, no, and know. Yess I know... ya saya tahu. Now I am going to the Pastro, now.

Casual


No..no..no..no..no.. I am sorry, no. .no thank you.. thank you..

159. 318 Yes I don’t know. Ten minutes a gain.

Casual Short sentence. Influenced by dialect.

160. 320 Makanya hat Intimate Very short utterance, incomplete sentence and has no subject and

predicate. Using nonstandard forms. It used between close friends, insiders or family.

161. 322

Tuh.. .hee. . .your friend. Zidan three, number two yaa. .Zidan. yaa. Yeah. .

.number two that exercise. Casual


162. 324 Sister Maya and sister Tita I want to know. Finish at half past eight or no

Consultative


163. 325

Now July. Now July, next month brarti dibawahinya under. Ok, the child that don’t understood you can ask ustadah. Kamu yaa. . . come here


164. 327 Now July. Next month.. What the meaning of next month??


165. 329 If you not understand you can ask ustadah come here!!!

Formal Code-label “can”. It has subject and predicates. No sign of intimacy. No feedback from the hearer.

166. 331 Finish?? Intimate


167. 333 Heeeaah...!! Ustadah have explain to you. Piye to bak yang ustadah...

Casual Short sentence. Influenced by dialect. Ellipsis. There is intimate sign. incomplete sentences

168. 335

mi trus knapa Kokjadinya dicorat-

coret. (0 1.09.58). Makanya Tita if ustadah explain.. .histen. . .jangan maen sendiri... maenan

Casual Influenced by dialect. Ellipsis. Using nonstandard form. There is intimate sign. incomplete sentences

penghapus sendiri...

169. 336 Ok! I want you to continuo at aaaa... take arrest. Now please social Math book. Continuo when take arrest.

Casual Influenced by dialect. Ellipsis. Using nonstandard form. incomplete sentences

170. 338 hurry up!!! Intimate


171. 339

Brother Noval, what do you doing? What are you doing?? If you not understand you can ask ustadah don’t ask your friend!! Come here!! Do you understand?? Yaa.. .dont disturb your friend!

Consultative


172. 341

Ok please close your book. Ok, I want you to continuo when take arrest. So I want you to not take arrest if you not finish your exercise, Ok. please open your... in my table, in one B, in my table, offer there yaa... please put your math book. Please put your math book in your bag.

Casual

Influenced by dialect. Ellipsis. Using ronstandard form. There is intimate sign. incomplete sentences

173. 343 Ok, for season to pray, for season to pray!! Let’s pray together!

Casual Short sentence. Influenced by dialect.

174. 345 Ok you may drink or going to bathroom Formal

Code-label “may”. it has subject and predicates. no sign of intimacy. No feedback from the hearer.

175. 347 hurry up! Intimate


176. 349 PPKN (The class is finish) Intimate Very short utterance, incomplete

sentence and has no subject and predicate. Using nonstandard forms. It used between close friends, insiders or family.

APPENDIX II

The Data of Teaching Learning Process

1. Teacher: Ok Good morning everybody. . . Good morning everybody.

2. Students: Good morning Ustad

3. Teacher: How are you this morning???

4. Students: Alhamdulillah I am fine thank you and you?

5. Teacher: You want get fun today??

6. Students: Yes...

7. Teacher: Ok be spirit. Be to be spirit. Harus semangat. .0k.,., Let we sing a song.

8. Students: (Children sing a song)

9. Teacher: Hayoo. . .hayoo ustadah count until five.

10. Students: (children counting one until five)

11. Teacher: Have you pray?? Sudah pray??

12. Students: Yess.,.,.

13. Teacher: Asslamulaikum wr wb

14. Students: Waalaikum salam wr wb

15. Teacher: Good morning student??

16. Students: Good morning ustadah

17. (They sing a song about Good Morning)

18. Teacher: Ok, yesterday we study about days, ya...yesterday. Ok keep silent! Yesterday we study about days in a week. Now, I wan to explain about month. Do you know the meaning of month?? Hayoo month. Who know month?? Days is hari. Week is minggu.. . seminggu. Month? bu...bu...bulan...

19. Students: Bulan

20. Teacher: Bulan... month is bulan. Now ustadah will explain to you about month. . . bulan. How many months in a year? In a year...!! What the meaning of year...

21. Students: Malam. . .malam...malam.

22. Teacher: Good... What the meaning of year??

23. Students: Malam. . .malam.. . malam.

24. Teacher: Year.. .what the meaning of year kok! Artinya year??

25. Students: Malam

26. Teacher: ta. . .ta. . .Happy new year!! Happy new year!!

27. Students: Tanggal.. .tahun

28. Teacher: Yes Good Tahun. How many month in a year ??? How many month in a year??? How many month in a year???

29. Students: Seven.., twelve

30. Teacher: Good twelve ... There are twelve month in a year. Ada 12 bulan dalam satu tahun. Ok mention!! One, the first

31. Students: (Children mention 12 months; January, February, March, April, May, June, July, August, September, October, November, December)

32. Teacher: Ok now, Ok now, Ok now, ustadah will give you note month in a year. The first. . . Ja..

33. Students: January

34. Teacher: Ok follow ustadah. January, February, March, April, May, June, July, August, September, October, November, December (teacher repeat three times each months)

35. Student: January, February, March, April, May, June, July, August, September, October, November, December. (The students repeat after ustadah)

36. Teacher: So, how many months in a year??

37. Students: Twelve..

38. Teacher: Ok twelve. Ok month in a year. January, February, March, April, May, June, July, August, September, October, November, December

39. Student: January, February, March, April, May, June, July, August, September, October, November, December. (The students repeat after ustadah)

40. Teacher: Ok... one by,, I want you one by one to read it. Ok, start from sister An.

41. Students: January... February, March, April (“April” In Indonesia language)

42. Teacher: April

43. Students: April, May, June, July, August, September, October, November, December

44. Teacher: ok good Zidan.

45. Students: January... February, March, April (“April” In Indonesia

language)

46. Teacher: April

47. Students: April, May, June, July, Agus

48. Teacher: August

49. Students: August, September

50. Teacher: September

51. Students: September, October, November, December

52. Teacher: Ok Dinda continuo.

53. Students: January, February, March

54. Teacher: April.

55. Student: April,

56. Teacher: May... may (Indonesian language) ... May

57. Students: May, June, July

58. Teacher: Au...August

59. Students: August, September, October, November, December

60. Teacher: Ok. Brother Irvan.

61. Students: January... February, March, April, May, June

62. Teacher: July

63. Students: July August, September, October, November, December

64. Teacher: Ok good. Dafa. Brother Dafa! (24.56)

65. Students: January... February... March

66. Teacher: April

67. Students: April, May, July

68. Teacher: no June

69. Students: July, August, September, October, November, December

70. Teacher: Ok. Brother Nova!.

71. Students: January, February, March, April

72. Teacher: April

73. Students: Apel

74. Teacher: April

75. Students: Ape!

76. Teacher: April. bukan ape! yaaa. Are you hungry?? April.

77. Students: April, May, June, July, August, September, October, November, December

78. Teacher: Ok good. December .. .0k Once more brother... December.

79. Students: December (26.00)

80. Teacher: Ok good. Ok start to Maya.

81. Students: January, February (February in Indonesian language)

82. Teacher: February

83. Students: February, March, April (April in Indonesian language)

84. Teacher: April

85. Students: April, May, June, Jule (Juli in Indonesian language)

86. Teacher: July

87. Students: July

88. Teacher: Give it bantuan, give it bantuan semuanya!! The first

89. Students: January, February, March, April (April in Indonesian language)

90. Teacher: April

91. Students: April, May,

92. Teacher: June,

93. Students: June, Jule

94. Teacher: July

95. Students: August, September, October, November, December. (27.10)

96. Teacher: Ok.. Ria. Sister Ria. Ok.. I want you to.... Keep silent Ok (to all students)

97. Students: January, February, March, April, May, June, July, August, September, October, November, December.

98. Teacher: Ok Good. Sister Mita. January. Ok the first month is January. Oh yess.

99. Students: I am hungry... nanti kita beli es krim. January, February, March, April, May, June, Jul

100.Teacher: July

101. Students: July, August, September, October, NVember, December.

102.Teacher: the first.. the first month is January. Ya mi namanya the fist. first itu yang pertama, first. Ok, the first. . .the first month is January. Second, second itu yang ke dua. The meaning of second itu yang ke dua.

103.Students: February (28.46)

104. Teacher: Ok, the second month is February. The third..??

105. Students: March

106.Teacher: the third month....??


108.Teacher: Fourth, The fourth...

109. Students:’ April

110.Teacher: Ok, The fourth month is April. The fifth??

111. Students: May

112.Teacher: the fifth month is May. The sixth..??

113. Students: June

114. Teacher: Ok, The sixth month is June. The seventh?? Seventh!

115.Students: July

116.Teacher: July. The eighth month??

117. Students: August

118.Teacher: August. The ninth month??

119. Students: September.

120. Teacher: September. The tenth month??

121. Students: October.

122. Teacher: October. The twelfth month??

123. Students: December.

124. Teacher: Ok, the first month is??

125. Students: December

126.Teacher: Ok, all... all.., all Ok. Firda!! What do you do?? Ok, the first month is??


128.Teacher: the first month is??


130.Teacher: the first month is?? —


132.Teacher: Ok, the first month is January. The second month is??

133. Students: February

134. Teacher: ok, February. The third month is??


136.Teacher: The fourth month is???

137. Students: April

138.Teacher: the fifth month is??

139. Students: May

140.Teacher: The sixth month is??

141.Students: June

142.Teacher: The seventh month is??

143. Students: July

144. Teacher: the eighth month is??


146. Teacher: The ninth month is??

147. Students: September

148. Teacher: The tenth month is??

149. Students: October

150.Teacher: The eleventh month??

151. Students: November

152. Teacher: The twelfth month??

153. Students: December (30.34)

154.Teacher: Ok, please. I want you to memorizing. Ustadah ingin kalian untuk menghafalkan. I want you to memorizing. Yaa the first, Ok please

close your eyes. close your eyes. Like usual, if you want to memorizing with ustadah. I want you to close your eyes brother.. Ok the first!!


156.Teacher: Ok. Masih ada yang jun dan jul. Ok, once again. If you friends open the eyes ustadah Aulia repeat again. Ok so I want you to all students close your eyes. Ok! One, Ja..


l58.Teacher: Ok, open your eyes one by one. The students that ustadah point, ustadah point. Yang ustadah tunjuk close your eyes. Ok, Zidan close your eyes.

159. Students: January, February, March, April, May, June, July,

l60.Teacher: Au..Au...

161 . Students: August, September, October, November, December.

162.Teacher: Ok good... Zidan. You point your friend, please. Point your friend. Point one of your friends. Ok you can open your eyes.

163. Students: Sister Mita.

164. Teacher: Ok, sister Mita close your eyes.

165.Students: January, February, March, April, May, June, July, August, September, October, November, December.

166.Teacher: Ok. Open your eyes ...point your friend.

167. Students: Brother Ifan

168.Teacher: Brother Ivan. Ok, start brother.


170. Teacher: Ok good. Brother Ivan point your friend. Ok start.


172.Teacher: ok point one of your friend.

173. Students: sister.. .ehm..sapa yaa!!

174.Teacher: Ok. Close your eyes. Start.

175. Students: January, February, March, April, May, June, July, August,

September, October, November, December.

176.Teacher: ok keep silent, listen to your friend. (35.20)


178.Teacher: Ok, I want you to memorize in your home. Tomorrow one by one.. .ya. . .please memorize, memorize this month of the year in your home. Tomorrow I want you to one by one come forward to memorizing this. Ok.. .The first, the first month is...

179. Students: January, February.

180.Teacher: Oh,,no,,no,,no omongane wong becak. The second month is?


182. Teacher: Hee. . . Second!! Second itu yang kedua. July number what?? Number seventh yang betul... Number seventh! the firstmonth is?


184. Teacher: the third month is??


186. Teacher: the fifth month is?

187.Students: May

188. Teacher: the eighth month is?


190. Teacher: the tenth month is?


192. Teacher: the twelve month is?


194. Teacher: the first month is?


196.Teacher: please remind ..di inget-inget. First itu yang pertama nak. First! pertama. Second! Kedua. Ok, the first month is?


198.Teacher: the fourth month is?


200.Teacher: the fourth... four!


202.Teacher: the third month is??

203. Students: March... March.. .March

204. Teacher: Ok, one by one. Ok please Rani. The eighth month is?


206. Teacher: Ok, brother Nova!. The second month is??

207. Students: Second?!?!? February

208.Teacher: the sixth month is?? Brother Ivan. Sixth.. .The sixth month is??

209. Students: July...

210.Teacher: Sixth... Sixth!!

211.Students: July

212. Teacher: sixth... number sixth!!

213. Students: July. . . July. . . July...

214. Teacher: Heh!! Number sixth!

215.Students: July (38.15)

216.Teacher: Yang number sixth. What month? Bulan apa itu number sixth??

217. Students: May... May... May...

218. Teacher: Brother... I don’t, I hear like that. Makanya attention... attention mi. The first month is?


220. Teacher: Ok together. Ok together one by one. Yang not attention!! ustadah yakin. I am sure u can not answer my question. Ok, the first month is?

221.Students: January

222.Teacher: The second month is?


224. Teacher: The third month is??


226. Teacher: The fourth month is???


228.Teacher: the fifth month is??

229. Students: May

230.Teacher: The sixth month is??

231. Students: June

232. Teacher: The seventh month is??

233. Students: July

234.Teacher: The eighth month is??


236. Teacher: The ninth month is??


238. Teacher: The tenth month is??


240. Teacher: The eleventh month??


242.Teacher: The twelfth month??

243.Students: December (30.34)

244.Teacher: Lagi Dewi..


246.Teacher: Ok, sister Mia. The seventh month is? The seventh month is?

247. Students: July

248.Teacher: To Maya. The eleventh month is?


250.Teacher: Zidan hey! The fourth month is? Hayoo... opo?? See my written. Fourth... number fourth. . . fourth. . . four!!! April


252. Teacher: Sister Rani!! The sixth month is?

253. Students: June

254.Teacher: Brother Zidan. The first month is?


256.Teacher: January good. Brother Ivan, the second month is??

257. Student: January

258.Teacher: Haah... itu the first. Second!!


260.Teacher: February good. The third month is.. .sister Nida! The third month. The third month is?


262.Teacher: March. Dafa, the eighth month is?


264.Teacher: Ok good. The sixth month is?? Nva1??

265. Students: June

266. Teacher: June. Ok Tita. The tenth month is??


268.Teacher: listen.. .Do you know why Tita unanswer my question? Do you know why Tita unanswer my question? Because she already play in here. Salahnya sendiri. . .1 don’t know yaaa. We don’t know ya kalau nilainya jelek, bad! Although, Although, Although your because ninety, one hundred but ustadah don’t like if you when usthdah give point you play your test. Yes, I will change your score that one hundred become zero. Ok please... eeeèee. still you Tita. The ninth month is?


270.Teacher: Now I want you, now.. .now... now or today is March month. Today is march. Today han mi bulan March. The last. Last itu like yesterday. What the meaning of yesterday?

271. Students: kemarin

272. Teacher: sekarang the last. The last month. The meaning of last month is?

273.Students: January... February...

274. Teacher: Ok please! Last month yaaa.,.

275. Students: Last month

276.Teacher: Last month


278.Teacher: Last month


280.Teacher: The meaning of Last month is?

281. Students: bulan kemarin.

282.Teacher: Ok, today is March. Last month was February.. .0k! Today is june. Last month what month??

283.Students: May

284.Teacher: May. Today, now is April last month?

285.Students: May

286.Teacher: Ok, ustadah will add because you, all of you can do it. Last month after that. Next. . . next month. Next month is?? Ok, Next month...

287. Students: Next month

288.Teacher: Next month

289. Students: Next month

290.Teacher: Ok, today. Today is June. Next month. What month?

291.Students: July

292.Teacher: Ok July yaa... (43.37). kalo last itu diatasnya. Ustadah for example today March, last month is February. 1ut next month itu dibawahnya. Today March, Today March next month is April. Understand??

293. Students: Yess...

294.Teacher: Who do not understand? To Maya. Today May, today May, now May. Last month... (bla bla bla)


296.Teacher: April good. Today may next month.. .(bla..bla..bla..) Risa. Today may next month.. . (bla. .bla. .bla..). Now May, next month? Risa!!

297. Students: June

298.Teacher: You say July. Tadi brother Zidan bilang apa? June apa July? Makanya please attention. Once a gain. Please attention. I am sure if you not attention me, you can’t do it. Ok, now, today May, last month, last month itu mesti bulannya ada diatasnya nak. Kalau sekarang May. Now May brarti bulan yang diatasnya bulan apa?(45.53)


300.Teacher: April. If today May, next month dibawahnya under May-June. Understand?

301.Students: Yaa...

302.Teacher: Oke once a gain Zidan a gain. Today, now October, now October last month . . . (bla. .bla. .bla)?


304.Teacher: September Ok! Sister Tita. Today Oktober, today Oktober next month . . . (bla. .bla. .bla)??

305. Students: (Other students are trying to answer). September... September... September!!!

306.Teacher: Keep silent!! You can disturb your friend.

Next month, Hah November good! Aaaa... Dafa, now November, next

month . . . (bla. .bla. .bla..).

307. Students: Desember. (46.55)

308. Teacher: Ok good. Understand!!

309. Students: yess...

310.Teacher: Ok, please take your note book! Ustadal4 give nice a surprise for

you. The student that get one hundred and finish at half past eight, ustadah gives one star, Ok. But you should finish at half past eight.

Tepat waktu!

311. Students: (Students do their homework)

312. Teacher: Ya this. Start in here, I want you to answer.(50.00).

313.Students: (58.40) Ustadah! Desember itu yang kayak apa?

314.Teacher: December... D, E, C, E, M, B, E, R (teacher spell December word)

315. Students: (01 .00.44)Now

316.Teacher: Now or Know. Know itu tahu. Kalo now sekarang. Kalo No. .no. .no. .no. .no. .no. . . tidak. .tidak. .idak. .tidak. .tidak. .tidak... Now between, no, and know. Yess I know... ya saya tahu. Now I am going to the Pastro, now. No. .no. .no. .no. .no.. I am sorry, no. .no thank you.. thank you..

317. Students: I don’t know.

318. Teacher: Yes I don’t know. Ten minutes a gain.

319. Students: kok cepat ustadah.

320.Teacher: Makanya hat.

321. Students: ustadah kok cek cepetnya!!

322.Teacher: Tuh. . .hee. . .your friend. Zidan three, number two yaa..Zidan. yaa. Yeah.. .number two that exercise.

323. Students: Tuh ustadah Flu number one now.

(01.03.53) [Maya and Tita singing in the class]

324.Teacher: Sister Maya and sister Tita I want to know. Finish at half past eight or no

325. Teacher: (01 .06.12) Now July. Now July, next month brarti dibawahnya under. Ok, the child that don’t understood you can ask ustadah. Kamu yaa. . . come here

326. Students: Tidak ustadah.

327.Teacher: Now July. Next month.. What the meaning of next month??

328. Students: bulan depan.

329.Teacher: if you not understand you can ask ustadah come here!!!

330.Students: Wait

331.Teacher: Finish??

332. Students: Nooo....

333.Teacher: Heeeaah...!! Ustadah have explain to you. Piye to bak yang ustadah...

334. Students: mi apanya ustadah

335.Teacher: mi trus knapa Kok jadinya dicorat-coret. (01.09.58). Makanya Tita if ustadah explain.. . listen.. .jangan maen sendiri... maenan penghapus sendiri...

Ok! I want you to continuo at aaaa... take arrest. Now please social Math book. Continuo when take arrest.

336. Students: ustadah number three...

337.Teacher: hurry up!!!

(01 .11.41) Brother Noval, what do you doing? What are you doing?? If you not understand you can ask ustadah don’t ask your friend!! Come here!! Do you understand?? Yaa...dont disturb your friend!

338. Students: (01.12.56) ustadah..Ustadah..!!

339.Teacher: Ok please close your book. Ok, I want you to continuo when take arrest. So I want you to not take arrest if you not finish your exercise, Ok. please open your... in my table, in one

B, in my table, offer there yaa... please put your math book. Please put your math book in your bag.

340.Students: (Some of students singing)

341.Teacher: (01.14.02) Ok, for season to prayjor season to pray!! Let’s pray together!

342. Students and teacher: (They pray together)

343.Teacher: Ok you may drink or going to bathroom

344. Students: Ustadah excuse me I want to go to the bathroom.

345.Teacher: hurry up!

346. Students: ustadah plajaran apa ustadah??

347.Teacher: PPKN (The class is finish)

SURAT KETERANGAN

NOMOR: 76/Sb AL-I/Vt/2009

Yang bertonda tangan di bawab mi Kepala Sb AL-IkhIsh menerangkan dengan sebenarnyo:

Nama : Firdaus Shobri

Tiktiuii Laki-laki -

Perguruan Tinggi : Univer’sitas Negeri Surczbczya (LJNESA)

Ada/oh benar-benar telah me/akukan pene/itian di 51) A/-.tkhlash Lumojang, Kabupaten Lumajang path longga/ 28 Maret 2028.

bemikian surat keterangan ml dibuat untuk dipergunakan sebagaL mestinya.

Eumang. 29 Juni 2009

kepa Sb M-Ikhtash

NGhIyGh. 5.5.

U?bP. 0016.04.01

scan skpsi bhs ingrischapter 1

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