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PRAGMATIC ANALYSIS OF HEDGING ON ENGLISH
TEACHER’S TALK IN MA NURUL ISLAM TENGARAN
(IN THE ACADEMIC YEAR OF 2017/2018)
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the
requirements for the degree of Sarjana Pendidikan (S.Pd)
English Education Department of Teacher Training and Education
Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
MITA ALFIRA ROSALITA
113 13 021
ENGLISH EDUCATION DEPARTMENT OF
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
2017
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MOTTO
“Everything in This World Is Possible”
-The writer-
“God never give you a problem which bigger than your
ability”
-Dand Allen-
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DEDICATION
In the name of Allah, the gracious and merciful, This graduating paper is
whole-heartedly dedicated to:
1. My God the Almighty
2. My beloved mother (Mrs. Mahwiyah). Thanks for all support, trust, guidance,
finance, encouragement and thanks for your love and prayer. Allah always
blesses you and his affection around you. You are my best mother in the world. I
strongly love you.
3. My beloved sister (Puspa peny Pudhiya Ningrum), thanks for your motivations,
kindness, and loves.
4. My amazing friends in TBI 2013 especially my classmate of TBI A Fitri Nazilah,
Afidhatus S.K, Kurnia Dewi, Ika Yuliastuti, Siti Munawaroh, thank you for
togetherness and happiness.
5. My beloved friends are Indy Lutfiyatun Nasiha, Ismatun nikmah andFarikha
thanks for your support and loves.
6. The big family of MA Nurul Islam Tengaran thanks for your attention and
support.
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ACKNOWLEDGEMENTS
All praise due to Allah, the Most Gracious, and the Most Merciful. First and
foremost, I would like to express gratitude Allah because of great blessing the writer could
finish this graduating paper as one of the requirement for Sarjana Pendidikan in English
Department of Educational Faculty of State Institute for Islamic Studies (IAIN) Salatiga.
Second, peace and solution always be given to our prophet Muhammad SAW who has guided
us from the darkness to the lightness.
However, this success would not be achieved without supports, guidance, advice,
help, and encouragement from institutions and individual, and I somehow realize that an
appropriate moment for me to deepest gratitude for:
1. Mr. Rahmat Hariyadi, M. Pd., as the Rector of State Institute for Islamic Studies
(IAIN) of Salatiga.
2. Mr. Suwardi, M.Pd, as the Dean of Teacher Training and Education Faculty of
IAIN Salatiga
3. Mrs. Noor Malihah, M.Hum, Ph.D., as the Head of English Education
Departement
4. Mr. Faizal Risdianto, S.S., M. Hum as consultant of this graduating paper.
Thanks for your suggestion, recommendation, guidance, and support for this
graduating paper from beginning until the end.
5. Dr. Zakiyuddin Baidhawy, M.Ag. as my academic consultant.
6. The entire lecturers in English Education Department of Tarbiyah Faculty who
had given valuable knowledge.
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TABLE OF CONTENT
TITLE .................................................................................................................. i
DECLARATION ................................................................................................. ii
ATTENTIVE CONSELOR NOTES ................................................................. iii
PAGE OF CERTIFICATION ........................................................................... iv
MOTTO ............................................................................................................... v
DEDICATION ..................................................................................................... vi
ACKNOWLEDGMENT .................................................................................... vii
TABLES OF CONTENTS ................................................................................. ix
LIST OF TABLES .............................................................................................. xii
ABSTRACT ......................................................................................................... xiii
CHAPTER 1 INTODUCTION .......................................................................... 1
A. Background of the Study ........................................................................... 1
B. Limitation on Problem .............................................................................. 3
C. Statement of Problem ................................................................................ 3
D. Objective of the Study ............................................................................... 4
E. Benefite of the Study ................................................................................. 4
F. Scope of the Research ............................................................................... 5
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G. Definition of Key Terms ........................................................................... 5
H. Review of Previous Research.................................................................... 7
I. Graduating Paper Organization ................................................................. 8
CHAPTER II THEORITICAL REVIEW ........................................................ 10
A. Definition of Pragmatics ........................................................................... 10
B. Teacher’s Talk ........................................................................................... 11
C. Cooperative Principle ................................................................................ 11
D. Hedging ..................................................................................................... 14
1. Quality of Hedging .............................................................................. 15
2. Quantity of Hedging ............................................................................ 16
3. Relevance of Hedging ......................................................................... 17
4. Manner of hedging .............................................................................. 17
E. Application of hedging by English teacher’s talk ..................................... 18
F. Pragmatic functions of hedging in English class ...................................... 18
1. Protect Face and Strengthen Cooperation ........................................... 19
2. Soften Attitude and Shorten Distance ................................................. 19
3. Fill Lexical Gaps and Avoid Embarrassment ..................................... 20
4. Improve Understanding of Culture Differences .................................. 20
G. The Impact of Hedges Maxim in English Teacher ................................... 21
CHAPTER III RESEARCH METHODOLOGY ............................................ 22
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A. Type of the Research ................................................................................. 22
B. Object of Study ......................................................................................... 23
C. Data Source ............................................................................................... 23
D. Method of Collecting Data ........................................................................ 24
E. Technique of Data Analysis ...................................................................... 25
F. Instrument of the Study ............................................................................. 26
G. Setting of Study ......................................................................................... 26
H. Profile of MA Nurul Islam ........................................................................ 27
I. Respondent of the Research ...................................................................... 27
J. Data Presentation ...................................................................................... 30
CHAPTER IV DATA ANALYSIS .................................................................... 39
A. Research Finding ....................................................................................... 39
B. Data Analysis ............................................................................................ 41
1. Data In Line Cooperative Principle..................................................... 41
2. The Most Dominant Use Of Teacher Hedging ................................... 54
CHAPTER VCLOSURE .................................................................................... 57
A. Conclusion ................................................................................................ 57
B. Suggestion ................................................................................................. 58
REFERENCES
APPENDICES
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LIST OF TABLES
Table 3.1List of Students XI-2 .............................................................................. 27
Table 3.2 List of Students X-1 .............................................................................. 29
Table 3.3Data Hedging in Line of Cooperative Principle teacher 1 ..................... 30
Table 3.4Data Hedging in Line of Cooperative Principle Teacher 2 .................... 35
Table 4.1Frequency Hedging in Cooperative Principle ........................................ 39
Table 4.2Percentage of Hedging In Cooperative Principle ................................... 40
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ABSTRACT
Rosalita, M. A. 2017. Pragmatic Analysis Of Hedging On English Teacher’s Talk In
MA Nurul Islam Tengaran In The Academic Year 2017/2018 . Graduating
Paper English Education Department of State Institute for Islamic Studies
(IAIN) Salatiga. Counsellor: Faizal Risdianto M.Hum.
The study investigated the hedging used by English teachers toward teacher’s
talk. The aims are to know what the hedging in line cooperative principle and reason
of hedging that used by English teachers. This research is descriptive qualitative
study. The data was collected from documentation and then transcribed of teacher’s
talk during English teaching learning process. It was founded that the most hedging in
line cooperative principle used by teachers is cooperative principle of Quality. The
cooperative principle of qulity appears for 9 times out of the 25 maxims or 36% of all
the maxim listend and cooperative principle of relation appears times for 7 times or
28%. The other types of maxim with least percentage of infrequently used by the
teacher are maxim of manner that appears 20% and maxim of quantity 16%. The
reason why hedging in line cooperative principle of quality are most often appeared
because the teachers want to give true information, true answer of the material with
example directly. Sometimes the teachers must take short explanation and answers of
studentss question based on realistis. The teachers hope with give example directly
the studentas can easy to understand and students easy to get what the information or
material.
Key words : Hedging, teacher’s talk, cooperative principle
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CHAPTER I
INTRODUCTION
This chapter focuses on giving an introductory explanation of the research. It
presents background of the study, limitation of problem, statement of problem,
objective of the study, benefit of the study, definition of key terms, research method,
review of previous researches and graduating paper organization.
A. Background of The Study
Language is very important key in the world, because we communicated using it.
Communication is how people use message to generate meaning to other people.
Communication consists of speakers and listeners, they must be able to deliver
their intended message clearly and understand each other. Within comunication
in the classroom, there is effective teaching and learning process. There are two
types of communication or interaction in the classroom. First, it is between the
student and teacher in the class. Second, between the student and student. When
they share information to other, they deliver it as utterance. Utterance means of a
sentence or some information when it use in communication by speaker and
listeners. The utterance meaning also called pragmatic meaning.
Based on Yule (1996:3) Pragmatic is concerned with the study of
meaning as communicated by a speaker (or writer) and interpreted by a listener
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(or reader). It is the study of the relationships between linguistic forms and the
users of those forms. In Pragmatic, there are many topics of discussion. In this
case is about “Hedging”. According to Lakoff (1972), a hedge is one of
implicature that utterances directed and it refers to “words whose job is to make
things fuzzier or less fuzzy”. It is a lessening word or sound is use to lessen the
impact of an utterance or limiting word. Hedging played an important role in
communication. This part is communication of hedging by English teachers in
the classroom. It aims to present a general situation of hedging used in
classroom. When teacher give the explanation in the learning process sometimes
teacheruse ofhedging in classroom communication in line cooperative principle.
An expression in hedging consists of maxim. The cooperative principles of
maxim are quantity, quality, relation, and manner.
Most of all the principle can make the conservation work effectively. In
fact, some people sometimes speak or communication without fulfilling all
maxims, they violate them because they have some certain reason. Maxim
quality expects the speaker to give the listener true information. He should not
say something which he belief to be false or maybe he does not have inquired
information about what he said.
Maxim is an expression discourses showed many kinds of perception as
well as clear or not clear to accept. Beside it, hedging also can help the speaker
correct their speech. Usually it applied by teacher in communication with the
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students in the classroom. However, most of teachers are still having difficulty to
do not use hedging to communicate with their students. As the teacher must be
careful to use it because hedging can make the students are difficult to accept the
information and has different perception of each other student.
From that phenomenon, the writer is in conducting the study of hedging
used in English teacher. Here the writer carries out a research entitled
“PRAGMATIC ANALYSIS OF HEDGING ON ENGLISH TEACHER’S
TALK IN MA NURUL ISLAM TENGARAN IN THE ACADEMIC YEAR
OF 2017/2018”.
B. Limitation of Problem
In this study, the researcher used the pragmatic study to analysis the
hedging on English teacher’s talk in the classroom discourse. For getting data,
the writer observes of English teacher of MA Nurul Islam Tengaran in academic
year 2017/2018.
The researcher would like to limit in order to investigate and solve the
problem clearly, accuracy, exactly and correctly. This research focused on why
the teacher using hedging for their talk in English class.
C. Statement of Problems
Based on the explanation above, this research the writer would like to
answer the following:
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1. What is the most dominant the use of hedging by English teacher in learning
process in MA Nurul Islam Tengaran?
2. What is the reason of the teacher’s use of hedging in MA Nurul Islam
Tengaran?
D. Objectives of the Study
Based on the problem, this research has some purposes, namely:
1. To analyze the most dominant the use of hedging by English teacher in
learning process in MA Nurul Islam Tengaran.
2. To analyze the reason of the teachers use of hedging in MA Nurul Islam
Tengaran.
E. Benefit of the Study
The study is very useful and good for their knowledge in speaking ability
or talk.
a. For Teacher
The teachers have to create enjoyable classroom, it can improve their
speaking ability or talk, expand the teacher’s language and can help the
teacher in teaching process.
b. For Student
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It can result good interaction between the teacher and students. Using
hedging in line cooperative principle (quantity, quality, relation, and
Manner) can expand their language.
c. For Reader
The reader will get more information, knowledge and speak well.
d. For Writer
The writer will get new experience and we can improve our skill in
speaking and has good talk when teach or else.
F. Scope of the Reseach
The research focuses on hedging in line cooperative principle used by the
English teachers of MA Nurul Islam in teaching learning process, their
frequencies and their reasons to make hedging applied in classrooms of X and XI
MA Nurul Islam in the academic year of 2017/2018.
G. Definition of Key Terms
In this topic is a necessary key term to explain each context of this
graduating paper. In addition, with key term, will be know and understand what
the definition of each context is:
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1. Pragmatic analysis
Pragmatic analysis is a sub-field of linguistics that studies how
meaning is accepting from context. It studies how to get knowledge of
language and make the speaker or listener understand more to result good
meaning in structure.
2. Hedging
Yule (1996: 38) states that Hedging is where the speaker seems
follow the maxims, but they use words that indicate the speaker is not sure
that what the speaker says is exactly true or complete.
3. Teacher’s talk
Based on Ellis (1988:96 as cited in Yulianti 2013:20), teacher’s talk
is the special language the teacher uses when addressing second language
learner in the classroom. It shares a number of common characteristic with
foreigner-talk. According to Richard and Lackhof (1988:184 as cited in
Yulianti 2013:20), teacher’s talk is also called kind of modification in
teacher’s speech, how teacher initiates the students and gives feedback to
them with their speech.
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4. English teacher
English teacher is someone that has a duty to teach foreign language
well based on his or her knowledge or authentic material. In addition, as the
teacher must professional in teach and must consider the student ability.
5. Cooperative Principle
Paul Grice proposed the principle in the conversation called as
“cooperative principle”. In Yule (1996: 37), Paul Grice (1975) defines the
cooperative principle as “make your conversational contribution such as is
required, at the stage at which is occurs, by the accepted purpose or direction
of the talk exchange in which you are engaged”.
H. Review of Previous Researches
In this research, the writer takes three previous researches the first is
research that has been done by Nastiti Rokhmania (2012), entitled “Descriptive
Analysis on Flouting and Hedging of Conversational Maxims In the “Post
Grad” Movie”.She found that the main characters of “Post Grad” movie flout the
maxims when they broke the utterances in delivering their opinion with other
character by using the utterances in the form of rhetorical strategies then also
hedge the maxim in their conversation. They hedge the maxim of quantity and
maxim of relevant when the information in their utterances is not as much or as
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precise as it might be expected and it is not as relevant at the stage at which it
occurs.
The second study had been done by Yuling Wang (2010), entitled
“Analyzing Hedging in Verbal Communication: An Adaptation-Based
Approach”. He analyzes the production process of hedging. The procedure
consists of thecontinuous making of choices in linguistic forms and
communicative strategies. These choices are make just foradaptation to the
contextual correlates. Besides, the adaptation process is dynamic, intentional and
bidirectional.
Then, the third study had been done by JIANG Hua, with the entitled “A
Study on Pragmatic Functions of Hedging and Applied by College English
Teachers in the Class”. He found hedging are core of fuzzy language and the
study on hedging contributes to the understanding of the essence of language.
From the pragmatic perspective, this thesis carries on a study of the employment
of hedging by college English teachers in the classroom. It aims to present a
general situation of hedging used in classroom discourses and explore their
pragmatic functions.
Therefore, it can be concluded that in every utterance from speaker can
easy to understand or maybe difficult to understanding. It is because
pronunciation, the words use, and the maxim when the speakers say about
information with different purpose but us accept it with different meaning.
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The sameness from the three previous studies are talking hedging in apply
in general. They present hedging in working through in an English classroom.
Like in applied in college English teacher, hedging in conversational maxim in
scrip of movie then in verbal communication.
The difference from the three previous studies is the case. It is focus on
the flouting in movie’s character, moral value, and script from the movie and for
the third previous focus to explore the pragmatics function.
Furthermore, the writer interest to analysis English teacher’s talk with
hedging in cooperative principle.
I. The Organization of the Graduating Paper
This researcher wants to arrange the graduating paper in order to the
reader can catch the content easily. It is dividing into five chapters. Chapter I
presents the background of study, limitation of problem, statement of problem,
objectives of the study, benefit of the study, scope of the research, definition of
key terms, review of previous researches, method of the research and graduating
paper organization. Chapter II is theoretical framework, which consists of
definition of pragmatic analysis, cooperative principle, hedging maxim, and
application of hedging maxim by English teacher in talk, pragmatic functions of
hedging maxim in English class, and the impact of hedging maxim of the teacher.
Chapter III is research method, which consists of the general description of
teacher’s talk in English class and method of research. Chapter IV is analysis,
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which consists of data analysis, conclusion, and the result of theoretical analysis.
Chapter V is closure, which consists of conclusion and suggestion.
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CHAPTER II
THEORETICAL FRAMEWORK
In this chapter, the writer would like to discuss about the pragmatics analysis.
The term include the definition of pragmatic, teachers talk, cooperative principle,
hedging, application of hedging by English teacher in talk, pragmatic functions of
hedging maxim in English class, and the impact of hedging maxim of the teacher.
A. Definition of Pragmatics
In linguistics, there are many branches, such as semantics, syntax, and
pragmatic. Linguistics is the study of language use. There is a great difference
among semantics, syntax, and pragmatics. Semantics is study the meaning of the
text or the sentence based on sentence structure. Yule (1996:7) semantics also
concerned with the truth-conditions of proposition expressed in sentence. It is
refers to the meaning of words in a language and the meaning within the sentence.
Semantics considers the meaning of the sentence without the context.
According to Yule, (1996; 3) pragmatics is concerned with the study of
meaning as communicated by a speaker (or writer) and interpreted by a listener (or
reader). On the other hand, we can also definition of pragmatic is the study about
speaker meaning, gets communicated that sets, and expression of relative distance.
Pragmatics is a study of speaker meaning based on contextual meaning not based
on utterance meaning.
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Here the writer can conclude that the pragmatics is the study of the spoken
language and context. It is concerned on aspect of the meaning that cannot be
predicte by linguistic form. It is focuse on the meaning of the speaker utterances
on the conversation rather than on the meaning of words or sentences, and the
interesting topic of this discussion is talking about break the maxim, like hedging.
B. Teacher’s Talk
Based on Mehan (1979) as quoted by Yanfen and Yuqin (2010:77), one
definition goes that teacher talk is the language in the classroom that takes up a
major portion of class time employed to give directions, explain activities and
check students understanding. Teacher’s talk is language was teacher use when
they deliver the material in the classroom or in learning process. The language
employed by teachers in language classes is served as the source of input of
language knowledge, and use to instruct language communication and organize
classroom activities. Moreover, teacher talk plays a very important role in
teaching process as an interactive device.
C. Cooperative Principle
The success of a conversation depends on the various speakers approaches
to the interaction. Talk is that both people in conversation are cooperating. The
way in which people try to make conversation works is call a cooperative
principle. In Yule (1996: 37), Paul Grice (1975) defines the cooperative principle
as “make your conversational contribution such as is required, at the stage at
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which is occurs, by the accepted purpose or direction of the talk exchange in
which you are engaged”.
The cooperative principle is also dividing into four types, which is call
Grice’s maxim. They are maxim of quality, maxim of quantity, maxim of
relevant, and maxim of manner. Grice’s four maxims scan is express in synopsis
as be brief, be true, be relevance, be clear.
According to Yule (1996:37) the following are the four sets of
conversational maxim, there are:
1. Maxim of Quality
Be as truthful as is appropriate.
a. Do not say what you believe to be false.
b. Do not say that for which you lack adequate evidence.
These ideas run into these sets of problem: those are connecting
with the notion “truth”, those connected with the logic of belief, and those
involved in the nature of ‘adequate evidence’.
2. Maxim of Quantity
Say as much as is helpful:
a. Make your contribution as informative as is required for the current
purposes of the exchange.
b. Do not make your contribution more informative than is required the
maxim is “said as much as is helpful but no more and no less”. In a
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conversation, the participants must present the message as informative
as is required.
For example : I went to Balapan train station yesterday.
It will implicate that you went to no other place than the train
station. If it is later discovering that you got on to the train and went
somewhere else, it means that you disobeyed the maxim of quantity, as
you are did not being informative.
3. Maxim of Relation
Make what you say bear on the issue at hand:
“Make your contributions relevant”
The maxim relation is treating to be the relevancy condition that is
interprets in such away to be directly relevance to the present interaction. It
means that the connection between participants can be one of relevance not
only in simple cases of replies.
For example:
George : where is the roast beef?
Yui : the Cat looks happy.
Yui’s answer means something like “in answer to your question, the
beef has been eating by the cat.” However, Yui does not to say that, instead
he says something that seems irrelative to George’s question. Yui’s answer
can be making relevant to George’s question, supposing Yui does not know
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the exact answer; by implicating, that cat may eat the beef since it looks
happy and full.
4. Maxim of Manner
“Be perspicuous, and specifically”
a. Avoid obscurity of expression
b. Avoid ambiguity
c. Be brief
d. Be orderly
For example:
“This may be a bit confused, but I remember being in a car”
That passage shows the use of the maxim of manner. It shows that
although he is being in the bad condition, he tells his condition clearly,
briefly, and orderly.
D. Hedging
According to Grundy (2000:79-80), hedging maxim is avoiding to make
bold statement. Maxims are hedging when the information is not very accurate but
seem informative, well found, and relevant. The information is taking by quoting
from other person opinion. Yule (1996: 38) states that hedging is a kind of
expression which show the speaker concern to use the maxim to be a cooperative
participant in the conversation.
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Hedging can be as a words or phrase to indicate that the speaker are not sure
about his information is totally true or complete. For example, the speaker can use
sort of or kind of as hedging on the exactness of his statement, as in this
description; “His hair was kind of long” (rather than It was long) or “The cover of
the book is sort of yellow” (rather than It is yellow). These are example of hedging
on the quality maxim. In the italic version, we will assume that the speaker is not
sure that his hair is long or the book’s cover is yellow, because it seems that it does
not has a very good evidence for the statement.
Hedging, intentionally or unintentionally, can be employe in both spoken and
written language, since they are crucially important in communication. Hedging
help the speaker and writer communicate more precisely in the degree of accuracy
and truth in assessment. In this case, Grundy (2000:79), hedging are markers tied
to the expectation of the maxim of quantity, quality, manner, and relation. In
Rokhmania (2012:20) there is hedging in line four maxims:
1. Quality of Hedging
Based on Brown and Levinson (1990 as cited in Rokhmania 2012:20)
state that quality of hedging may suggest that the speaker is not taking full
responsibilities for the truth of his utterances. For instance, Ithink… I
believe… I assume…
Alternatively, they may stress speaker’s commitment to the truth of his
utterances; in other words, they reflect the commitment of the writer to the
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quality of the proposition contained in the subsequent part of the statements
and do not contribute truth-value to the statements as a whole. Such as, I
absolutely (deny/ promise/believe) that…, others take the opposite view and
say…, The issue says…, It is quite right what people say…, Some people
believe that…, So you can imagine even…, In this case..., etc. Alternatively,
they may disclaim the assumption that the point of speaker’s assertion is to
inform the hearer, such as, as you know…, as it well known…, as you and I
both know…, etc.
For example: All I know, smoking is harmful to your health.
This sentence can be observed that the information conveyed by the
speaker is limited by adding “all I know”. By those words, the speaker not
only wants to make an assertion but also observe the maxim of quantity.
(http://awinlanguage.blogspot.co.id/2012/05/hedging-ofmaxims.html?m=1)
2. Quantity of Hedging
Quantity of hedging gives notice that not as much or not as precise
information is provid as might be expected. Such as: roughly, more or less,
approximately, give or take a few, or so, I should think, I can’t tell you more
than that it’s…, to some extent, all in all, in short, basically, so to speak, etc.
the assertion of personal opinion show that the information tried to be
conveyed is limited.
For exampleThey told me that they are married.
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If the speaker says, “they are married” and he does not know for sure
whether they are married, he may violate the maxim of quality because he
says something that he does not know if it is true or false. Yet, by adding,
“they told me that”, the speaker wants to confirm that he is observing the
conversational maxim of quality in conversation.
(http://awinlanguage.blogspot.co.id/2012/05/hedging-ofmaxims.html?m=1)
3. Relation of Hedging
In relation of hedging, we note that because of sensitivity of topic
changes as impositions on the hearer’s face, such changes are often done off
record. Hedging that mark the change, and perhaps partially apologize for it,
include, by the way…, oh I know…, anyway…, this may not be relevant/
appropriate/ timely but…, I might mention at this point…, while I
remember…, etc.
For exampleWhere is your sister, by the way?
In this utterance, “by the way” shows that what the speaker said is not
as relevant at the stage at which it occurs in the conversation as he is entitled
to expect.
(http://awinlanguage.blogspot.co.id/2012/05/hedging-ofmaxims.html?m=1)
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4. Manner of Hedging
Finally, some common Manner of hedging includes, what I meant
was…, more clearly…, to put it more simply…, you see, yeah? Got it?, OK?, is
that clear?, see?, etc.
For example: It was dead funny – if you see what I mean “If you see
what I mean”
By saying, “It was dead funny” and added, “If you see what I mean”
the speaker tries to advise us to the obscurity of his utterance.
(http://awinlanguage.blogspot.co.id/2012/05/hedging-ofmaxims.html?m=1)
E. Application of hedging by English teacher’s talk
In order to find out the application of hedging by English teachers in the class, and
they also used it to make color their utterance because hedging are maxim that
added by other lexemes, like anyway, by the way, well, may be, etc. Using
hedging also can make good interaction between teacher and student. Application
of hedging is not mistakenly and it just for help them when they have difficulties
in talk or communication.
English teaching is a person-to-person talk and an activity for the teacher
and students to exchange ideas, feelings, and information. From the survey, we
also find that the better their relationship is the more teachers use hedging during
the class; it can build good interaction between teachers and students.
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F. Pragmatic functions of hedging in English class
The researcher has found pragmatic functions existing in classroom
teaching. If they are use properly, hedging are a kind of effective tool for the
teachers to communicate with the students. To be concrete, four pragmatic
functions can be founding in classroom teaching.
1. Protect Face and Strengthen Cooperation
Teacher proper use of hedging may encourage students to participate
more and thus make the class more active. By using hedging for person, the
teacher may encourage students to coordinate by answering questions
voluntarily.
For example: any volunteer? Do not afraid of making mistakes.
In this way, the teacher can help students save his/her face if he/she
cannot give a correct answer. Then classroom activities can go smoothly.
The teacher may also express it by using plausibility shields: “I wonder if
someone will answer this question”. The word of “I wonder” sounds so
polite and so proper. The purpose for using this kind of hedging lies in the
fact that it provide free choices and create relaxing classroom atmosphere.
As a result, the efficiency of teaching will be improved.
2. Soften Attitude and Shorten Distance
Hedging can make teachers words more objective and euphemistic,
and proper use of it may keep teachers good image.
For example: I am afraid I cannot agree with you on this point.
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The example is an evaluation to student’s answer. Though the
student’s answer is completely wrong, the teacher’s words sound very
euphemistic.
For example: you made a small mistake.
Here “a small” greatly weakens criticism to the student, for whom
it is easier to be accepting without hurting is/her feeling.
3. Fill Lexical Gaps and Avoid Embarrassment
In classroom talk, it is natural that sometimes the teacher cannot say
the right word or he/she forgets it. The example is as follows:
For example: She is kind of doctor who takes care of people’s teeth.
In this example, the teacher wants to express the word “dentist”.
However, she cannot remember the word or does not know the word at all,
so she replaces it with “kind of doctor”. Topic continuity is also one of the
situations where the teachers and students might use hedging. When there is
something difficult to explain or some pauses because of thinking or
hesitation, they can use hedging to continue their speech.
Filling Lexical Gaps is an important function of hedging in
classroom. The use of hedging can help the speakers express what they want
to express when they do not know the word or do not need to offer the exact
information or want to continue their topic and then the use of hedging can
avoid embarrassment as well.
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4. Improve Understanding of Culture Differences
The teacher’s use of hedging in the classroom can provide students
much knowledge about culture differences. It can improve students’ ability
to use language to some extent. As we all know, pragmatic failure is mainly
due to culture differences.
For example: Teacher : You have done a good job today!
Student : Thank you! It seems not bad!
In the example, the student has made a pragmalinguistic failure by
using “seems”. The correct answer should be Thank you! Obviously, this
failure results from culture differences. This example also tells us that it is
not always proper when using hedging, and sometimes it can be passive.
G. The Impact of Hedging Maxim in English Teacher
The impact of application of break hedging is good to help the teacher’s talk
and make teacher’s language be strong. It is also make good interaction with
students. Using hedging also can help the teachers to more expressive in give the
explanation about the material to students.
The impact of hedging maxim in teacher’s talk is not all positive, but also
negative. The negative impact of this maxim is making teacher not creative and it
can make student confuse when they get information from teacher (for example, in
the word of “may be” it is word/lexeme that make information be doubt or unclear
because still not sure about the spoken said). It looked that teacher doubt in
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information which give for students, and teachers can addicted to use this maxim,
because it is simply a conversational implicature.
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CHAPTER III
DATA PRESENTATION
In this chapter the writer will reviews type of the research, object of study,
method of collecting data, the technique of data analysis, instrument of the study,
setting of the study, respondent of the research and data presentation,
A. Type of the Research
The type of this research is descriptive qualitative research. Arikunto says
that a descriptive research is conducted by describing an event of the social
phenomena (1998:12).
According to Lodico (2006: 264) defines qualitative research as a study
of social phenomena in a naturalistic setting which involves observation and
interview in collecting data, and the results are reported in narrative form.
Therefore, the description of qualitative research entails the presentation of the
facts of the case in everyday language.
Furthermore, according to Creswell (2007: 37), “qualitative research
begins assumptions, a world view, the possible use of the theoretical lens, and the
study of research problems inquiring into the meaning individuals or group
ascribe to a social or human problem.” That means that qualitative research has
any regular steps within its practice and involves the overview of human
behavior in the society.
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B. Object of Study
The object of the research is the teacher’s utterance, teacher’s talk, and
teachers’s explanation in the view of hedging in line cooperative principle that
used in learning process in English classroom. The data can be forms of words
and sentences.
C. Data Source
According to Sugiyono (2006:329) data source is a record of events in the
past in the form of handwriting, pictures, or even literature works and it can be
classified to be primary and secondary data source. Most importantly, in this
research, the data sources can be explained below:
a. Primary Data
Primary data sources is the data that directly given for researcher. In
this study, the writer gains the data from the utterances and the expalanation
made by English teachers of MA Nurul Islam Tengaran through learning
process observations.
b. Secondary Data
Sugiyono (2006:308) states that secondary data sources is the data
indirectly given for researcher like by supportive documents. In this study, the
writer takes sources such as taken from:
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1) Yule, George. (1996). Pragmatics. London: Oxford University Press.
2) Hua, J. A study on Pragmatic Function of Hedges Applied by College
English Teachers in the Class. Journal of School of Foregn Studies, Henan
Polytechnic University, China, 454003. M & D FORUM
D. Method of Collecting Data
The act of collecting data will be presented as follows:
a. Interview
The main data of this research was the result of the interview with the
teachers. This method is very useful for writer to know the teachers opinion
about condition in learning process in the classroom. Then the data from the
interviews was analyzed to reveal the answer of this research problem.
b. Observation
The observation is one of the important methods, by observation the
writer be able to watch and observe by self. Observing class was conducted
to obtain an image about the kinds of teacher’s talk which used by English
teacher during teaching learning process. The writer observes two teachers in
different classes of tenth grade and eleventh grade of MA Nurul Islam
Tengaran.
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c. Documentation (Recording and Transcribing)
According to Arikunto, (1998: 274) documentation is use to get
information and data about teacher, students, and school. It helps the writer to
collect data. The documentary data from teacher in learning process is the
most important for this thesis.
The recording of documents and visual materials as are based on the
writer’s structure for taking notes. Typically, notes reflect information about
the document or other material as well as key ideas in the documents. For
documents, it is helpful to note whether the information represents primary
material. After recording during observation the writer listen and make
transcriptions before analyze the hedging data in line cooperative principle.
After the writer had been collected the data, the writer grouped the data
hedging in line cooperative principle. Therefore, we can found the percentage
in every kinds of cooperative principle based on hedging in English teacher’s
talk.In Jati (2016:21) there is the formula to know percentage of hedging in
every kinds of cooperative principle.
Percentage=the Number of X hedging in Cooperative Principle x100%
The Total Number of Cooperative Principle
X: certain type of Hedging in cooperative Principle
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E. Technique of Data Analysis
After collecting the data, the next step of this study is analyzing the data. In
the analyzing of the data, the writer can know how much hedging was used by
teachers in learning process. They are many steps, as follows:
1. The first step, the writer conduct the reading the transcription and observing
the conversations in the English classrooms and then relates them to the
maxim carefully.
2. The writer classifies and analyzes the compiled data hedging in line
cooperative principle.
3. Finally, the writer makes a report of the research study.
F. Instrument of the Study
The writer herself as the main research is instrument to obtain the data by
observation and recording methods. The writer did not take a part in conversation
that happens in the teaching learning situation in the classroom interaction. First
the writer observes the class and record the conversation, after that the writer listen
the conversations, rewrite the conversations to be transcribed as the second method
to collect the data, reading the script and coding the intended data that related to
the hedging with Grice Maxim Theory.
G. Setting of study
This research is doing at MA Nurul Islam Tengaran Semarang and the
information is mentioned below:
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Adress : Jl. Raya Salatiga-Solo KM 8, Kaligandu, RT 11/08 Klero,
Tengaran
Regency : Semarang
NSM : 131233220000
NPSM : 69881433
Post code : 50775
Coordinate : latitude:-7,396,610 (in south latitude),
Longitude: 110,515,625
Website :www.ypisabibulkhoirot.com
Email :[email protected] .
Headmaster : Purwoko, S.Pd
It is a strategic location and placed under the slope of Merbabu
Mountain, which is very cool and natural.
H. Profile of MA Nurul Islam
Islamic senior high school Nurul Islam Tengaran is an educational
institution that combines between religion and national curriculum in their
learning process to create a leader who ready to lead in the future. This school
use boarding school model (pesantren) so in 24 hours the students will get the
good environment.
I. Respondent of the Research
The respondents of this researcher are the English Teachers in Islamic
senior high school (MA) Nurul Islam.There are two teachers Miss A and Mr S.
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Miss A is teaching in elevanth grade in female’s class, and Mr S is teaching in
tenth grade in male’s class. For my first research in class’s Miss A in XI-2, and
second research in class’s Mr.S in X-1.
Class’s Miss A(female’s class)
Table 3.1
List of students XI-2
No Name
1. AA
2. AQA
3. AS
4. AWA
5. DAF
6. EP
7. HIM
8. IDR
9. IN
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10. Ka
11. KA
12. KYA
13. LSS
14. NH
15. NUD
16. NHFR
17. NT
18. RNF
19. RA
20. R
21. SQA
22. SUS
23. WM
24. ZZAZ
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Class’s Mr. S (male’s class)
Table 3.2
List of students X-1
No Name
1. AFR
2. AHF
3. BY N.R
4. BGE
5. CA
6. DN
7. FDO
8. FP
9. HAT
10. HMH
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11. MFQ
12. MI
13. MSU
14. MSH
15. MT
16. MTP
17. MMAH
18. MYHF
19. NAR
20. RN
21. WHM
22. YR
23. YYP
24. AZR
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J. Data presentation of Hedging in line Cooperative Principle
After conductiong research and observations at MA Nurul Islam, the
utterances below are the result of hedging performed by the teachers that will be
analized detaily in the next chapter.
Table 3.3
Data hedging in line of Cooperative Principle teacher 1
No Kinds of Hedging Data Code
1. Quality Hedging T1 : tadi katanya sudah? Belum dibaca? As far as I know
yesterday I was command you to read this page
right? Kemarin saya ngomong biar kalian baca dulu
dan di pelajari. Sudah di pelajari?
S : belum
1.1A
. . T1 : tidak hanya adjective tidak hanya verb juga,
pokoknya ya informasi tentang subject tersebut.Ya,
informasi tersebut sabject itu apa, nah disini butuh
yang namanya lingking verb. Paham? Kira-kira yang
dibutuhkan nanti apa?
S : is
1.1B
S : kertas, kardus, hitam, hhahha
T1 : hitam? Hahah sangking tebelnya, iya benerya
1.1C
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kardus? Ya ya okey. Nah disitu ada kata torn, apa itu?
Torn torn sudah pernah denger kata itu belum? I am
sure that you have hear it is, on your junior high, when
we use the book rings or the other rings book, book of
K-13 itu lho ya, yang pertama kali makai kan pas
kalian kelas 8 kan?
S : iya
T1 : Any volunteer? Do not afraid of making mistakes. 1.1D
T1 : merubah arti, secara structure grammernya mungkin
bisa tapi Izzatun is money, Izzatun itu adalah uang.
Tapi kan artinya disana jadi salah, jadi berubah. Itulah
salah satu ciri dari lingking verb, ketika kamu bisa
menggantikannya dengan to be maka itu adalah
lingking verb. But as far as I know, kalau action
verb mau di ganti sampai kapan pun juga, sampai
kiamat pun diganti dengan to be gak akan bisa.
Paham?
S : paham Ust
1.1E
T1 : okay and also remember please study learn about,
page 18-19. Kalian pahami dulu kalo mau di kerjakan
duluan juga silahkan. Tomorrow we will discuss about
1.1F
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it I guess all of you was learned this material in
class 7. Okay udah paham berartiya? Okay question?
S : no
S : sampul kertas
T1 : sampul kertas? I think if book’s cover must be
paper,
S : covernya ya Ust
1.1G
2. Quantity Hedging T1 : when I read this sentence “Iqma beautiful” you
understand what I mean?
S : no
T1 : sure? Are you serious? Faham gk kalo saya baca
“Iqma Beautiful” kamu sudah paham gk maksudnya?
S : paham
1.2A
T1 : oh iya, do you get the memory? Yes on the rings
book. Sudah pernah kan yang ada gambarnya masih
inget? Gak inget?
1.2B
T1 : okay now, what animal you like best? Yes? Em...
Yaudah Mashroom aja lah. “Are you like
mashroom” and “do you like mashroom? (Write in
white board). Oky for frist question, “are you like
mashroom?
1.2C
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S : No
3. Relation Hedging T1 : I guess all of you was do that. Anaway,well before
kemarin kita bermain apa? Yesterday?
S : long, long, long
1.3A
T1 : apa lagi ya? Mau adjective apa lagi? Any other
idea? Hello this is (moval hand “the index finger in
the cheek) beautiful
S : (laugh)
T1 : okay? (Moval hand)
1.3B
S : satu dengan yang lain? Kata benda satu dengan yang
lain? Kalimat dengan kalimat?
T1 : I have...Oke...Well anyway kalian dulu sudah belajar
tentang nominal sentence? Ya ada nominal sentence
dan..? Coba kalian lihat mbk Iqma. What do you think
when you see mbk Iqma?
S : glasses
1.3C
T1 : gak inget? Yang pakai berarti yang mana ya? Okay,
the rings book we have on junior high. Ketika kelas 8?
Oh by the way, now I want to just ask you, kalo ini
kalian tau artinya apa? (Word tear)
S : menagis, sedih
1.3D
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T1 : okay kalo kalian nagis itu, kalo saya ya em... This is
just for easier your understanding, may be this is
not important. Kata tear itu...
S : air mata
1.3E
4. Manner Hedging T1 : Do you bring your paper?
S : yes, maybe
T1 : Yes? Have we discuse it?
1.4 A
T1 : oky ling itu apa kira-kira? Lingkan dong ke sana.
Apa itu kira-kira? Lingkan mbok an. Come on, this
may be a bit confused, but actually we often heared
word Ling or Lingking. Come on, anyone?
S : hubungan?
T1 : what is it?
S : hubungan
1.4B
S : lingking?
T1 : maybe yes, maybe no? Oky lets go continue number
two? Number 2 please... You all here please readed
sentence. (Right section)
1.4C
T1 : apa lagi ya? Anymore? Izzatun gets money from?
Em, Where? Any idea?
S : dari aku
1.4D
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Table 3.4
Data hedging in line of cooperative principle teacher 2
No Kinds of Hedging Data Code
1. Quality Hedging T2 : oky everybody last week we study about personal
description. We would countineu our material, new
material for today. I will ask you some question that
realated from our last material. And then, please close
your books. Your writing book, your text book, all.
And I will give you one point if you can answer my
question. As far as I know, you was study last night.
Oky the first question, if you want to answer with
English or bahasa or you can mix English and bahasa.
The frist question is Hidan stand up, oky what the
meaning of Personal Description?
S : personal description is intoduce self
1.1A
. . S : kata benda
T2 : kata benda? Are you sure?I am not sure if that is
corect answer. Anyone know?
1.1B
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S : hahahha
2. Quantity Hedging T2 : oky please open your book. Next for our material is
use lingking verbs appear is uses has and have. For
example: I have two brothers, I have one sister. She
has one mother and one father. And use has and have.
And next use question verb. What is your father?
When one of you asks to the student when to be role
what playing in other class. Where is your sister?
Where is your father? and etc. And then use pronoun
“I, me, you, they, them, him, her” etc. Posesive
adjective, my pen, this book, her class, etc. Let’s
continue with simple present tense. What is simple
present tense? Apa pengertiannya. Anyone know?
Don’t affraid to make mistake. Pakai bahasa
Indonesia aja gak papa
S : simple present tense itu menjelaskan kebiasaan
sehari-hari.
1.2A
3. Relation Hedging T2 : oky sit down please, one point to Tegar. Oky please
open your book lets continue our materi. Oky anyway
all of class this time we continue still related with
personal description, lets we study language feature
1.3A
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of personal description. When we intoduce our self we
must use many grammar and language feture. The
example is use adjective. What is the meaning of
adjective? Hakim, apa arti dari adjective Hakim? You
are graduated from SMP IT Nurul Islam, right?
S : yes
T2 : oh I am sory I can not agree with you, he is very
handsome. haha
S : hahahah, I can not belief it Ust.
T2 : oky lets continue the adjective is a word that describe
noun or verb. Noun. What is noun? I will ask to, yes
you cahaya umat.
1.3B
4. Manner Hedginig S : ustad, yang verbal ya, yang introgative itu kenapa
verbnya tidak pakai s atau es?
T2 : karena tidak boleh ada 2 dalam 1 kalimat, tidak
boleh ada 2 kata bantu. Lihat contoh yang positif
tadi Andi eats some food nah disini kan tidak ada kata
bantunya, lihat andi disini kan he ya menjelaskan dia
maka verbnya di tambah s. Kemudia kalo dalam
bentuk negatif harus di tambah do atau does, Andi
does not eat food. Nah does disini menggunakan does.
1.4A
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I, you, they, we menggunakan do agar nanti do not.
Nah kalo pertanyaan simple present harus
menggunakan do atau does. Nah kalo di simple itu
paling mudah menggunakan nominal karena hanya
perlu menambahkan, menggunakan we, is, am, are
lalu penjelasan, bisa dalam bentuk noun atau kata
kerja, adjective, bagaiman dalam screen disitu
disebutkan formulanya yang nominal sentence s + to
be (is, am, are) + complement. Jadi kalo yang bentuk
nominal maka to be-nya di pindah ke depan ketika kita
membuat yang bentuk pertanyaan. Is that clear?You
got it?
S : yes sir
T2 : Mari kita coba silahkan translate to English. No 1.
Ahmad seorang dokter.
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CHAPTER IV
DATA ANALYSIS
A. Research Findings
In this section the writer persents the result of the data analysis, it is about
findings as to answer the two research questions stated in chapter one.
Concerning how many hedging in line of cooperative principles in English
classroom focus with teacher’s talk of MA Nurul Islam Tengaran.
Table 4.1
Frequency hedging in cooperative principle
No In Line T1 T2 Total
1. Quality Hedging 7 2 9
2. Quantity Hedging 3 1 4
3. Relation Hedging 5 2 7
4. Manner Hedging 4 1 5
25
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Table 4.2
Percentage of Hedging in cooperative Principle
No In line T1 T2 Total
1. Quality Hedging 28% 8% 36%
2. Quantity Hedging 12% 4% 16%
3. Relation Hedging 20% 8% 28%
4. Manner Hedging 16% 4% 20%
T1 : Teacher 1
T2 : Teacher 2
From the table 4.1 and table 4.2 indicate the hedging in type of cooperative
principle or in four maxim. In table, those above describe that there are several
data in section frequency and percentage of hedging. That maxim ofquality and
maxim relationare the most frequently used by the teachers in classroom.Maxim of
qulity appears for 9 times out of the 25 maxims or 36%of all the maxim listend,
and the second level is maxim of relation. Maxim of relation appears times for 7
times or 28%. The other types of maxim with least percentage of infrequently used
by the teacher such as maxim of manner that appear 20%and maxim of
quantity16%.
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B. Data Analysis
1. Data in line cooperative principle
b. Quality
1) 1.1A
T1 : tadi katanya sudah? Belum dibaca? As far as I know yesterday
I was command, you to read this page right? Kemarin saya
ngomong biar kalian baca dulu dan di pelajari. Sudah di
pelajari?
S : belum
The marker of hedging is the teacher, in the context as far as I
know. It is the hedging was teacher used in line cooperative principle of
quality. The dialogue between students and teacher that discussed about
command was teacher gave last meeting but the teacher uncertain with
her command.
2) 1.1B
T1 : tidak hanya adjective tidak hanya verb juga, pokoknya ya
informasi tentang subject tersebut. Ya, informasi tersebut sabject
ituapa, nah disini butuh yang namanya lingking verb. Paham?
Kira-kira yang dibutuhkan nanti apa?
S : is
The context pokoknya ya in the dialogue are hedging in line
cooperative principle of quality. There the teacher ask to students about a
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sentence must be complete, and then the students answer but, the teacher
give feedback with ambiguity. The teacher gave answer not accurate and
then she answer to next question without give correct explanation.
3) 1.1C
S : kertas, kardus, hitam, hhahha
T1 : hitam? Hahah sangking tebelnya, iya bener ya kardus? Ya ya
okey. Nah disitu ada kata torn, apa itu? Torn torn sudah pernah
denger kata itu belum? I am sure that you have hear it is, on
your junior high, when we use the book rings or the other rings
book, book of K-13 itu lho ya, yang pertama kali makai kan pas
kalian kelas 8 kan?
S : iya
The context I am sure that you in the dialogue are hedging in line
cooperative principle of quality. The situation of the dialogue is when
students and teacher discuss about difficult words is paperbackbook, but
there the teacher only answer with a joke and continue to the other
difficult word without give the correct answer.
4) 1. 1D
T1 : Any volunteer? Do not afraid of making mistakes.
The marker of hedging is the teacher in context any volunteer? Do
not afraid of making mistakes in line cooperative principle of quality. The
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situation in the dialogue the teacher asks to the students about the
meaning of difficult word is bland. There the students only burble, and
the teacher ask for twice but the students busy with each other, so the
teacher say that hedging because feel confused then teacher change the
topic and ask different question.
5) 1.1E
T1 : merubah arti, secara structure grammernya mungkin bisa
tapi Izzatun is money, Izzatun itu adalah uang. Tapi kan
artinya disana jadi salah, jadi berubah. Itulah salah satu ciri
dari lingking verb ketika kamu bisa menggantikannya dengan
to be maka itu adalah lingking verb. But as far as I know,
kalau action verb mau di ganti sampai kapan pun juga, sampai
kiamat pun diganti dengan to be gak akan bisa. Paham?
S : paham Ust
The context but as far as I know from the dialogue is hedging in
line cooperative principle of quality. The conversation is between teacher
and students when teacher gave explanation with smoothly, but after that,
the techer doing hedging with purpose gave pressing about the material
with a joke.
6) 1.1F
T1 : okay and also remember please study learn about page 18,
19. Kalian pahami dulu kalo mau di kerjakan duluan juga
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silahkan. Tomorrow we will discuss about it, I guess all of
you was learned this material in class 7. Okay udah paham
berartiya? Okay question?
S : no
The marker of hedging I guess all of you was learned this material
in class 7is the teacher.In the dialogue when the teacher want to finished
her meeting, she give instruction to the students to study in page 18, 19
and will be discuss it in the next meeting, but she doing hedging in line
cooperative principle of quality.
7) 1.1G
S : sampul kertas
T1 : sampul kertas? Ithink if book’s cover must be paper,
S : covernya ya Ust?
The context Ithink if book’s cover must be paper is the hedging in
line cooperative principle of quality. This converstaion between the
students and teacher, then the students give answer about some difficult
words. One of the vocabulari is paperback, then the teacher give a joke
with ambiguity and then students ask again to clarify the answer.
8) 1.1A
T2 : okay everybody last week we study about personal description.
We would countineu our material, new material for today. I will
ask you some question that realated from our last material. And
then, please close your books. Your writing book, your textbook,
all. And I will give you one point if you can answer my question.
As far as I know, you was study last night. Okay the first question,
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if you want to answer with English or bahasa or you can mixs
English and bahasa. The first question is Hidan stand up, okay
what the meaning of Personal Description?
S : personal description is intoduce self
The marker of hedging As far as I know, you was study last night
is the teacher.The situation of the dialogue is when the teacher want to
give quiz to students. After that, the teacher says hedging about as far as
the teacher knows the students was study in last night. The teacher made
hedging in line cooperative principle of quality.
9) 1.1B
S : kata benda
T2 : kata benda? Are you sure? I am not sure if that is correct
answer. Anyone know?
S : hahahha
The context Are you sure? I am not sure if that is correct
answer. Anyone know? is the hedging. The marker of hedging is the
teacher. The conversation deals with hedging in line cooperative principle
of quality because the teacher gives feedback with soften attitude. The
students make a mistake with the answer, to correct it the teacher ask to
another student to give the correct answer.
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b. Quantity
1) 1.2C
T1 : When I read this sentence “Iqma beautiful”, you understand
what I mean?
S : no
T1 : sure? Are you serious? Faham gk kalo saya baca “Iqma
Beautiful” kamu sudah paham gk maksudnya?
S : paham
In this case, teacher gave example about the material and asked
to the students about meaning sense, and then the teacher convinced the
students about their answer with doing hedging in context sure? Are you
serious?. The teacher doing hedging in line cooperative principle of
quantity.
2) 1.2B
T1 : oh iya, do you get the memory? Yes, on the rings book.
Sudah pernahkan yang ada gambarnya, masih
inget?Gakinget?
S : Globe Ust
In the case, the teacher using hedging in the contextSudah
pernahkan yang ada gambarnya, masih inget?Gak inget?. The teacher
ask to the students with ambiguity. When the teacherexplained in front of
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the class she wants to show what the cover of rings’s book, but she forget
what the picture. So to protect her face she doing hedging included of
cooperative principle of quantity.
3) 1.2C
T1 : okay now, what animal you like best? Yes? Em.. Yaudah
Mashroom aja lah. “Are you like mashroom” and “do you like
mashroom? (Write in white board). Okay for frist question,
“are you like mashroom?
S : NO
In this case, the teacher using hedging in contextEm... Yaudah
Mashroom aja lah. When the teacher wants to give an example but
silence for a few minute, then she feel confused. She gave unclear
intention about the example. The teacher’s situation included of hedging
of quantity.
4) 1.2A
T2 : okay please open your book. Next, for our material is use
lingking verbs appear is uses has and have. For example, I have
two brothersI have one sister. She has one mother and one father.
And uses has and have. Next use question verb. What is your
father? When one of you, asks to the student when to be role
what playing in other class. Where is your sister? Where is your
father? And etc. Then use pronoun “I, me, you, they, them, him,
her” etc. Posesive adjective, my pen, this book, her class, etc. Let
us continue with simple present tense. What is simple present
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tense? Apa pengertiannya. Anyone know? Do not affraid to make
mistake. Pakai bahasa Indonesia aja gak papa
S : simple present tense itu menjelaskan kebiasaan sehari-hari.
The marker of hedging is the teacher, in the context Anyone
know? Do not affraid to make mistake. In the dialogue in that time the
teacher was explaining about simple present tense. After that the teacher
asks to the students about the meaning of simple present. The teacher
invited the students to be brave give opinion to answer the question.
c. Relation
1) 1.3A
T1 : I guess all of you was do that. Okay, well before, kemarin kita
bermain apa? Yesterday?
S : long, long, long (utterance and moval hand)
The marker of hedging is the teacher, in the context I guess all of
you was do that. The situation in the dialogue when the teacher asks about
was the students read or study about material in the last meeting but the
teacher presumes the student done that. Then the teacher asks to students
but the students answer not what the game. The teacher case be included
of cooperative principle of relation
2) 1.3B
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T1 : apa lagi ya? Mau adjective apa lagi? Any other idea? Hello
this is (moval hand “the index finger in the cheek) beautiful
S : (laugh)
T1 : okay? (Moval hand)
When the teacher want to give another example and her ask to
the students, but before students answer the teacher giving clue by
body language. The teacher situation is was not relevance between
question and answer. It is belongs to hedging in cooperative principle
of relation. In the context apa lagi ya? Mau adjective apa lagi? Any
other idea? The teacher wants to give another example when doing
games. She asks to students twice to protect her face and strengthen
cooperation like in fungtion of hedging.
3) 1.3C
S : satu dengan yang lain? Kata benda satu dengan yang lain?
Kalimat dengan kalimat?
T1 : I have...Oke...Well anyway kalian dulu sudah belajar tentang
nominal sentence. Ya ada nominal sentence dan..? Coba kalian
lihat mbk Iqma. What do you think when you see mbk Iqma?
The marker of hedging is the teacher. In the context I
have...Oke...Well anyway is hedging in line cooperative principle of
relation because the teacher did not give feedback with answer from
the students but she change the topic with give an example.
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4) 1.3D
T1 : gak inget? Yang pakai berarti yang mana ya? Okay, the rings
book we have on junior high. Ketika kelas 8? Oh by the way,
now I want to just ask you, kalo ini kalian tau artinya apa?
(Word tear)
The marker of hedging is the teacher in the context Oh by the
way, now I want to just ask you. Teacher’s talk above includes hedging in
the cooperative principle of relation. The situation discussed about book
of curriculum 13 when they use in junior high school, but the students did
not remember it so the teacher change topic about the meaning word tear
in the sentence.
5) 1.3E
T1 : okay kalo kalian nangis itu, kalo saya ya em... This is just for
easier your understanding, may be this is not important. Kata
tear itu...
S : air mata
The context of this is just for easier your understanding, may be
this is not important is hedging in line cooperative principle of relation.
Then, whenthe teacher try to give explanation about word tear, before she
finished her explanation about what the reason she tears, she was using
hedging. The explanation from the teacher it is did not relate with the
reason why she tear.
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6) 1.3A
T2 : okay sit down please, one point to Tegar. Okay please open
your book lets continue our materi. Okay anyway all of class
this time we continue related with personal description, lets we
study language feature of personal description. When we
intoduce our self we must use many grammar and language
feture. The example is use adjective. What is the meaning of
adjective? Hakim, apa arti dari adjective Hakim? You are
graduate from SMP IT Nurul Islam, right?
S : yes
The marker of hedging is the teacher in the context Okay anyway,
all of class this time we continue related with personal description. The
conversation is hedging in line with cooperative principle of relation
because the teacher gives information about the next material ambiguity.
He says the information twice, after say information to continue the
material first time the teacher silent for a few minute then he say the
information again with hedging anyway.
7) 1.1B
T2 : Oh, Iam sory I cannot agree with you, he is very handsome.
Haha
S : hahahah, I cannot belief it Ust.
T2 : okay let us continue the adjective is a word that describes
noun or verb. Noun. What is noun? I will ask to, yes you
cahaya umat.
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The marker of hedging is the teacher and the students. First is the
teacher in this context Iam sory I cannot agree with you and second is the
students in context I cannot belief it Ust. The conversation deals with the
hedging in line cooperative principle of relation. After the teacher gives
the question, the students answer but the teacher give joke because the
students answer with joke too.
d. Manner
1) 1.4A
T1 : Do you bring your paper?
S : yes, maybe
T1 : Yes? Have we discussed it?
The marker of hedging is the students in the context yes, maybe. The
students’s talk about hedging in line cooperative principle of manner. The
students answer the question from the teacher about brings the paper or not,
but the students answer it with ambiguity.
2) 1.4B
T1 : okay ling itu apa kira-kira? Lingkan dong ke sana. Apa itu
kira-kira? Lingkan mbok an. Come on, this may be a bit
confused, but actually we often heared word Ling or Lingking.
Come on, anyone?
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S : hubungan?
T1 : what is it?
S : hubungan
The marker of hedging is the teacher in the context Come on, this may
be a bit confused, but actually we often heared word Ling or Lingking and
what is it?. This situation describe the teacher ask to the students to give
answer about the difficult word is ling or lingking, but the teacher doing
hedging because the students only silent and burble. After the sudents answer,
the teacher asks again because she does not hear clearly. That hedging in line
cooperative principle of manner.
3) 1.4C
S : lingking?
T1 :maybe yes, maybeno? Okay, let us go continue number two?
Number two please... You all here please readed sentence.
(Right section)
The marker of hedging is the teacher in the context maybe yes,
maybe no. The teacher gave feedback with ambigity or not clearly. Then,
the teacher does not give the correct answer but she changes in the next
question.
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3) 1.4D
T1 : apa lagi ya? Anymore? Izzatun gets money from? Em,
Where? Any idea?
S : dari aku
In the context apa lagi ya? Anymore?is hedging. The marker of
the hedging is the teacher. The conversation deals with hedging in
cooperative principle of manner. The teacher gave example about action
and lingking verb. There the students feel confuse with the sentence so
she asks to the students to easier complete the sentence.
4) 1.4A
S : ustad, yang verbal ya, yang introgative itu kenapa verbnya
tidak pakai s atau es?
T2 : karena tidak boleh ada 2 dalam 1 kalimat, tidak boleh ada 2
kata bantu. Lihat contoh yang positif tadi Andi eats some food
nah disini kan tidak ada kata bantunya, lihat andi disini kan he
ya menjelaskan dia maka verbnya di tambah s. Kemudia kalo
dalam bentuk negatif harus di tambah do atau does, Andi does
not eat food. Nah does disini menggunakan does. I, you, they,
we menggunakan do agar nanti do not. Nah kalo pertanyaan
simple present harus menggunakan do atau does. Nah kalo di
simple itu paling mudah menggunakan nominal karena hanya
perlu menambahkan, menggunakan we, is, am, are lalu
penjelasan, bisa dalam bentuk noun atau kata kerja, adjective,
bagaiman dalam screen disitu disebutkan formulanya yang
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nominal sentence s + to be (is, am, are) + complement. Jadi
kalo yang bentuk nominal maka to be-nya di pindah ke depan
ketika kita membuat yang bentuk pertanyaan. Mari kita coba
silahkan translate to English. Number one “Ahmad seorang
dokter”.
The marker of hedging is the teacher. The conversation is
between students and teachers. Students ask to the teacher about verb
in introgative using s or es, and then the teacher answer unclearly or
ambiguity. The teacher use hedging in line cooperative principle of
manner.
2. Most Dominant Use of Teachers Hedging in Cooperative Principles
From the table 4.1 and table 4.2 indicate the hedging in type of
cooperative principle or in four maxim. In table, those above describe that there
are several data in section frequency and percentage of hedging. That maxim of
relation and maxim quality are the most frequently used by the teachers in
classroom. Maxim of relation appears for 10 times out of the 32 maxims or
31,25% of all the maxim listend, and the second level is maxim of quality.
Maxim of quality appears time for 9 times or 28,10%. Each teacher used hedging
in line cooperative principles of, maxim relation for seven times second level is
maxim of quality. They are the resons whay each teacher used maxim of relation
and maxim of quality in their classes:
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1. Teacher 1
The teacher using hedging in line cooperative principle of relation
because the teacher wants to give example directly when has done give
explanation of the material. She hopes it can make the students easy to
understand the material and know usefulness from the material. Beside that
the teacher knows sometimes she have a difficult to make some example
directly. The teacher gave more explanation that the students needed. Then,
the teacher gave details information to make easy to understand such as
using familiar word or diction, using bilingual language and gave some
baits to her students in the class.
The reason why the teacher always uses hedging in line cooperative
principle of quality is because the teacher should gave true informations,
material or about anything in her class to transfer her knowlegde to her
students. That is the duty as a teacher.
2. Teacher 2
The reason why teacher uses maxim of relation because, the teacher
always tried to make the students in him class brave, active, attention when
the teacher give explanation or information about the material in the class.
The teacher always invites the students to speak up, to brave give their
opinion. Then sometimes, the teacher invite the students to answer the
question but in bilingual or in bahasa. It is make students easy and not
afraid if they want to answer of give their opinion.
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The other reason why the teacher use amxim quality in his class are
he must covey the message or information about the materials to all of
students. As a teacher he must give true information, explanation and
answer based on realitis and him know to his students.
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CHAPTER V
CLOSURE
A. Conclusion
After obtaining and analyzing the data in the previous chapter, the
researcher presents the conclusion at the last part of this paper. The conclusion is
drawn based on the formulated research question. Those are:
1. The aim of the study is to explore the most dominant the use of hedging by
English teachers in MA Nurul Islam Tengaran. The most dominant the use of
hedging in learning process is teacher 1. Hedging in line cooperative principle
have four types with different range of occurances such as the data of maxim
of qulity appears for 9 times out of the 25 maxims or 36% of all the maxim
listend, and the second level is maxim of relation. Maxim of relation appears
times for 7 times or 28%. The other types of maxim with least percentage of
infrequently used by the teacher such as maxim of manner that appear 20%
and maxim of quantity 16%. The result shows that the cooperative principle
of quality is the most frequently uttered by the teachers. Cooperative
principle of relation is the most appear for 9 times out of 25 data or 36% of all
percentage.
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2. The reason why hedging in line cooperative principle of quality is the most
often appeared because the teachers want to give true information, true
answer of the material with example directly, and students be brave to
deliver their opinion in learning process . Sometimes the teachers must take
short explanation and answers of students question based on reality. The
teachers hope with gave example directly the students can easy to
understand and get what the information or material.
B. Suggestion
From the findings presented earlier in chapter four, there are some
suggestions that can be taken as a consideration for English teachers to use their
talk in view of hedging in classroom:
1. For the academicly
The student’s achievement of a lesson is very important especialy for
English course. To realize it needs clearly utterance, explanation, and answer
from the teacher.
2. For the teachers
The teachers have great influence for students to be successful in
learning English. The teacher should improve their ability in teaching. They
can use good strategy when teaching in class but if something happen when
their teaching we can use alternative like hedging to protect our face or use
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many kinds of cooperative principle to support their teaching learning process,
and as a teacher must motivate students to learn English.
3. To the students
Motivation is an important factor in the process of English learning so
the students should develop their motivation. Students should always to be
active in teaching learning process and not afraid to ask when you find
difficulties during the learning process.
4. To other researcher
Finally hoped that the result of the study makes the English teachers
use an appropiate teaching mode of presentation on improving student’s
comprehension of the materials. Based on the explanation above the writer
would like to suggest other researchers, that the result of the study can be used
as additional reference for further research with different sample and situation.
5. FTIK IAIN Salatiga
Interaction in the learning process is important to make students
understand well about what they learn in class. As the function of cooperative
principle that is to control and guides the way, what they speak between the
speakers and hearers in some condition in everywhere and every time
including in the cllasroom discourse. Therefore, it can be additional archive
for English Department.
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Interview
Teacher 1
1. I : do you know about Hedging?
T1 : hedging? Nah sebenarnya kemarin saya memahami hedging itu seperti, e,
gini ya kalo misalnya kita menjelaskan sesuatu ya, kemudian anak bertanya
misalnya seperti itu dan itu salah satu upaya ketika kita tidak memberikan
jawaban yang pasti. Jadi itu kegiatan mereka berfikir atau ada alternatif
lain, jadi jawabnnya tidak pasti misalnya, saya mungkin bisa mengatakan
oh ini bisa berarti ini, berarti ada alternatif yang lain. Nah itu seperti yang
di maksud mbk e apa bukan?
I : sebenarnya hedging itu kan ekspresi ya buk, ketika seorang speaker
membuat bold statement atau bisa di katakan hedging itu pagar before the
information, like I think....as far as I know....
T1 : nah jadi yang saya tangkap dari hedging itu ya yang ambigu, misalnya
anak itu bertanya tentang sesuatu maka saya memberikan alternatif
jawaban yang itu sebenarnya tidak langsung mengarah pada satu jawaban
itu. Jadi mungkin kalo seorang guru itu kadang mengalami hal yang seperti
itu ya, masalah yang sebenarnya kita sendiri tidak pasti jadi kita membuat
bahasa mungkin oh saya sendiri tidak yakin itu artinya apa maka saya kasih
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pagar misalnya maybe, atau mungkin can seperti itu ya, jadibisa jadi seperti
ini padahal bisa artinya jadi yang lain tapi bisa seperti ini. Itu yang saya
pahami.
2. I : do you often using Hedging?
T1 : kalo saya sendiri itu tidak terlalu sering menggunakan itu, karena terkadang
anak-anak ketika bertanya atau saya mejelaskan itu belum terlalu jauh
dengan materi yang umum.
3.I : can you give the examples of situation where you should use hedging?
T : seperti tadi kalo saya gak di kelas langsung juga bingung, ya intinya
ketika anak bertanya dan ketika itu sebenarnya saya sendiri juga tidak
yakinya. Terkadang saya mengatakan, ini sepertinya artinya berhubungan
dengan ini, bisa seperti ini gitu ya. Itu yang sering terjadi di kelas.
4. I : do you think that using hedging is important or not?
T : important untuk mengelak, hahaha. Important untuk ketika kita memang
keterbatasan kita ya apalagi tentang kosakata ya itu cukup penting, tapi
memang kadang yang saya gunakan cuma itu tadi sih maybe atau can, jadi
ya penting kemampuan untuk menggunakan itu. Terkadang itu belum
terlalu mengeksplor keingintahuan anak, jadi itu kan juga masih kurang ya.
Terkadang kita sebagai guru juga menghindari ya tapi ya gimana ya, itu
juga termasuk kelemahan juga. Tapi terkadang ya masak ya di depan anak-
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anak kita ditanya masak gak tau, makanya di pelajari dulu sebelum masuk
sehingga bisa memberikan jawabn yang mereka minta tapi sebenernya
saya juga pinginnya anak-anak bisa men-discover sendiri maknanya apa,
yang saya gunakan seperti itu.
Teacher 2
1. I : do you know about Hedging?
T2 : em, belum pernah itu
I : hedging itu is kinds of expression, which show the speaker concern to
use the maxim, or hedging is avoiding making bold statement. Hedging
sendirikan pagar pak, jadi pagar before the information. Like, I think..., I
believe...
T2 : I think... ya ya ya ya
2. I : do you often using Hedging in learning process?
T2 : yes, but not always
I : can you give the examples of situation where you should use hedging?
T2 : the example is,,, ketika mungkin kita lupa, lupa apa namanya bisa jadi
em, penjelasan real dari suatu pembahasan jadi kita hanya
memperkirakan I think like this.
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3. I : do you think that using hedging is important or not?
T2 : I think not very important, but sometimes we use that. Karena ya
kita kadangkan kita suatu ketika ragu ya jadi terkadang muncul
sendiri.
I : Interviewer
T1 : Teacher 1
T2 : Teacher 2
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Teacher 1
T1 : Assalamualaikum wr, wb
S : Walaikumslam wr wb
T1 : okay, good afternoon
S : afternoon
T1 : good afternoon
S : good afternoon!
T1 : how are you today?
S : I am fine, thanks.
T1 : are you happy today?
S : yes
T1 : are you hungry?
S : yes (some students)
No (one student “ilmi”)
T1 : wow no? Are you fasting?
S : no
T1 : okey Ilmi not hungry because she happy. Oky today we will continue our
lesson. But before us lets we keep our attention by saying basmalah together
S : bismilahhirohmannirohim
T1 : and this is occasionspecial day because we have ... miss Mita and miss Isma,
okay lets help him oh sorry to help her with the final, her final apa ya
namanya? Istilahnya apa ya? Thesis? Thesis itu kalo dalam bahasa inggris
bukan thesis untuk S2 ya tapi skripsi dalam bahasa inggris. Okay, and today
we will continue our lesson. Yesterday we have learned about? About?
S : simple present tanse and verb, present continous tense.
T1 : Do you brings your paper?
S : yes, maybe
T1 : Yes? Have we discuse it? Kemarin udah dibahas belum?
S : (mumble...)
T1 : Sudah?
S : sudah
T1 : yes yes yes. Azizahdo you have it?
S : no
T1 : oky this. Okay today we will continue our lesson, please open your book on
page 5. Have you study? Have you read it? Have you done the excercise?
Sudah dikerjakan exercise-nya?
S : not yet
T1 : sudah di baca?
S : not yet
T1 : tadi katanya sudah? Belum dibaca? As far as I know yesterday I was
command you to read this page right? Kemarin saya ngomong biar kalian
baca dulu dan di pelajari. Sudah di pelajari?
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S : belum
T1 : I guess all of you was do that. Okay, well before, kemarin kita bermain apa?
Yesterday?
S : long, long, long
T1 : this is (hand movement)
S : long, short, long, short, long, long, long, long , short, high, low, high, low,
high, high, high, high, hiiighhhh, low, low, low, low,low, low, low, high
T1 : oky and this is (hand movement “thumbs-up) oky?
S : okay. Delicious, delicious, long, delicious, long.
T1 : apa lagi ya? Mau adjective apa lagi? Any other idea? Hello this is (hand
movement “the index finger in the cheek) beautiful
S : (laugh)
T1 : okay? (Hand movement)
S : beautiful, delicious, beautiful, and delicious
T1 : (touch the stomach) aghhh...
S : Hungry...
T1 : yes, hungry. Oky (hand movement)
S : delicious, beautiful, hungry
T1 : (hand movement “hands in beside the body”) tired. Oky lets us in the page
one. Today we will learn about Lingking?
S : verb
T1 : lingking?
S : varb?
T1 : verb or varb?
S : verb
T1 : okay, lingking verb. When I, when I am on in middle class they only say”
lingking?”
S : varb
T1 : lingking?
S : verb
T1 : okay. Ling. Are you familiar with this word “ling”? What is ling? Sudah
pernah denger kata “ling”? Serings denger kata “ling”? Where usually you
hear word “ling”?
S : komputer
T1 : computer? Di komputer ada?
S : website
T1 : website? Okay what is ling? Sudah kenal belum? Ling itu kira-kira apa?
Biasanya denger “ling” dimana? Hemm ling?
S : internet
T1 : internet. Apa yang kamu pahami Fatiha tentang ling?
S : web
T1 : web? Ling-nya dimana? Kayak gitu..What? What is ling? Jaringan?
S : no
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T1 : no? What is ling? Searching? Serings denger kan? “Hey minta lingnya
dong” gitu ya? Ya? Ling itu apa kira-kira?
S : alamat
T1 : what? Alamat palsu?
S : (laugh)
T1 : oky ling itu apa kira-kira? Lingkan dong ke sana. Apa itu kira-kira? Lingkan
mbok an. Come on, this may be a bit confused, but actually we often heared
word Ling or Lingking. Come on, anyone?
S : hubungan?
T1 : what is it?
S : hubungan
T1 : very good. Hubungan. Ling or lingking menghubungkan atau hubungan, ling
itu hubungan. So when we say about lingking verb it is means?
S : kata hubung?
T1 : what? Ling is?
S : hubungan
T1 : verb is?
S : kata kerja
T1 : so lingking verb is?
S : kata hubung
T1 : kata hubung?
S : kata penghubung
T1 : kata penghubung?
S : kata kerja penghunung.
T1 : iya, kata kerja penghubung. Kata yang menghubungkan apa maksudnya?
S : satu dengan yang lain? Kata benda satu dengan yang lain? Kalimat dengan
kalimat?
T1 : I have...Oke...Well anyway kalian dulu sudah belajar tentang nominal
sentence? Ya ada nominal sentence dan..? Coba kalian lihat mbk Iqma. What
do you think when you see mbk Iqma?
S : glasses
T1 : glasses. Anymore?
S : beautiful.
T1 : okay, Najma beautiful too?
S : no
T1 : so Najma handsome?
S : ya, hahah
T1 : Najama say that “Iqma beautiful” (write in white board). Cantik dalam
bahasa inggris apa?
S : beautiful
T1 : when I read this sentence “Iqma beautiful” you understand what I mean?
S : no
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T1 : sure? Are you serious? Faham gk kalo saya baca “Iqma Beautiful” kamu
sudah paham gk maksudnya?
S : paham
T1 : but, how about the structure? Remember apakah susunan ini sudah benar apa
belum?
S : not yet
T1 : why?
S : karena belum punya to be
T1 : belum punya to be? Oky rembember this sentence that must be sabject and
predicate. Sabject and?
S : verb
T1 : sekali lagi, udah ada verbnya belum?
S : belum
T1 : look di sini hanya ada subject and adjective. Verbnya belum ada. Nah disini
menggunakan lingking verb, untuk menghubungkan. Nah untuk
menagubungkan apa? Saubject dan?
S : adjective
T1 : not only adjective,
S : verb
T1 : tidak hanya adjective tidak hanya verb juga, pokoknya ya informasi tentang
subject tersebut. Ya, informasi tersebut sabject itu apa, nah disini butuh yang
namanya lingking verb. Paham? Kira-kira yang dibutuhkan nanti apa?
S : is
T1 : oky we can use “is”. “Iqma is beautiful” so to be is here “is” is as lingking
verb. Bisa di pahami sampai sini?
S : yes
T1 : another example. As you probably knows what is our menu in this
afternoon?
S : Soto
T1 : Soto? Was you see before?
S : sudah
T1 : oky. When I say Soto, what do yo think?
S : delicious, hungry, yummy, berkuah, ayam
T1 : jadi, ((Soto......delicious) write in the whiteboard) tapi kalimatnya udah
bener? We need verb. Selain pakai to be kita juga bisa pakai kata-kata yang
lain. Sudah pernah denger kata-kata yang lain? Kira-kira apa yang bisa kita
gunakan di sini selain kata is?
S : feel, become,
T1 : Soto feel? Eat? Keep? Oky bisa sebenarnya, nah untuk itu kita lihat di kotak,
there are many word there,
S (mumble)
T1 : iya? Lets say the word together appear, be, become, feel, measure, run, get,
go grow, look, come, make, prove, remain, seem, smell, keep, realize
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S : (be, become, feel, measure, run, get, go grow, look, come, make, prove,
remain, seem, smell, keep, realize)
T1 : oky, you can use this word as lingking verb. So now please choose one word
to complete this sentence.
S : smell
T1 : Soto? Seem? Oky you can use it, Soto seem delicious. Soto tampaknya enak.
Ada lagi? Soto?
S : smell?
T1 : Soto smells delicious. Bisa?
S : bisa
T1 : bisa. Soto aromanya delicious. Soto?
S : taste
T1 : taste itu apa? Soto itu rasanya delicious.
Go to the exercise one there are 10 questions. Please analysis where is lingking verb,
number 1 until 10.
Read together question number one.
S : when Mark woke up, he felt energetic.
T1 : okay, where the lingking verb?
S : felt
T1 : how about woke? Em felt, do you agree?
S : yes
T1 : how about woke? Woke up? Yes it is lingking verb or no?
S : Verb
T1 : verb? Verb apa?
S : verb two?
T1 : (laugh) verb two? Yes? But not lingking verb?
S : lingking?
T1 : maybe yes, maybe no? Oky lets go continue number two? Number 2
please... You all here please readed sentence. (Right section)
S : Sandra Jenkins is the excecutor of the estate. (Mumble)
T1 : repeat please.
S : Sandra Jenkins is the excecutor of the estate. (Mumble)
T1 : repeat please.
S : Sandra Jenkins is the Esseutor of the estate (laugh students)
T1 : oke coba yang paling bnayak disini, coba number two read it. (Middle rows)
S : Sandra Jenkins is the Exsseutor of the estate. (Laugh students)
T1 : you please together. (Left section)
S : Sandra Jenkins is the excecutor of the estate.
T1 : one more?
S : Sandra Jenkins is the excecutor of the estate.
T1 : ececutor, essesutor, xcee... Okay repeat after me “okay okay”
S : okay okay, lingking verb
T1 : okay repeat after me,
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S : okay, okay, sibbbbbbeek
T1 : okay excecutor
S : excecutor
T1 : excecutor
S : excecutor
T1 : Sandra Jenkins is the excecutor of the estate
S : Sandra Jenkins is the excecutor of the estate
T1 : estate
S : estate
T1 : okay estate, pernah degar kata itu?
S : tanah?
T1 : iya, yang berkaitan dengan tanah? Perumahan gitu ya. Oky excecutor itu apa
artinya kira-kira?
S : ketua?
T1 : apa? Mertua?
S : ketua
T1 : owh ketua, hhahahh
S : hahahhahha
T1 : excecutor ya, oke ketua, wali, pengawas atau yang mengurusi tanah itu, gitu
ya. Pemilik, pemilik tanah dari tanah itu. Okay, now please show to me where
is the lingking verb?
S : is
T1 : is? Okay, is to be a verb, lingking verb disitu, very good. Next number 3,
you please (left section), read the sentence
S : the piano, piano sound...
T1 : together, please
S : the piano sound out of tune
T1 : okay the piano sound out of tune. Where is the lingking verb?
S : sound
T1 : okay, very good. Oke next number 4, you (middle section)
S : the paperback book with the torn cover looked well read (mumble)
T1 : okay, repeat please, 1, 2, 3 go!
S : the paperback book with the torn cover looked well read (mumble)
T1 : ini ngantuk apa laper nih?
S : hahhahah, lengkap Ust
T1 : lengkap, okay
S : the paperback book with the torn cover looked well read
T1 : good, the paperback book with the torn cover looked, looked, looked,
together
S : looked
T1 : looked, looked, oky looked well read.
S : looked well read
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T1 : now, I want to ask before, what is paperback? Paperback book, it is like
what?
S : sampul Ust?
T1 : sampul bukan?
S : sampul kertas
T1 : samapul kertas? I think if book’s cover must be paper,
S : covernya ya Ust
T1 : paperback book itu yang seperti apa? Kalo putra tadi bilang “itu lho Ust tas
kertas” kalo itu beda lagi ya penulisannya. Okay paperback book? Itu buku
yang bersampul?
S : kertas, kardus, hitam, hhahha
T1 : hitam? Hahah sangking tebelnya, iya benerya kardus? Ya ya okey. Nah
disitu ada kata torn, apa itu? Torn torn sudah pernah denger kata itu belum? I
am sure that you have hear it is, on your junior high, when we use the book
rings or the other rings book, book of K-13 itu lho ya, yang pertama kali
makai kan pas kalian kelas 8 kan?
S : iya
T1 : still remember it?
S : ingat,
T1 : when bell ringss, masih inget buku itu?
S : gak Ust,
T1 : gak inget? Yang pakai berarti yang mana ya? Okay, the rings book we have
on junior high. Ketika kelas 8? Oh by the way, now I want to just ask you,
kalo ini kalian tau artinya apa? (The word “tear”)
S : menagis, sedih
T1 : tangisan?
S : nangis
T1 : nangis? Kalo kalian mengeluarkan air mata ngapain?
S : sedih, mewek,
T1 : oke sedih, kenapa kalian sedih?
S : sakit, lapar,
T1 : lapar sampi nagis? Kalo Najma nagis ngapain?
S : lapar, kurang minum,
T1 : oky, kalo Raisa kalo nagis ngapain?
S : kalo itu Ust ada yang ilang.
T1 : kalau ad ayang hilang. Okay, Kalo kamu nagisnya ngapain Nis?
S : kalo kangen rumah, uang jajan habis,
T1 : okay kalo kalian nagis itu, kalo saya ya em this is just for easier your
understanding, may be this is not important. Kata tear itu...
S : air mata
T1 : oky kalo mengeluarkan air mata itu hatinya sedang sedih, terluka, ya,
terabik-cabik sedang robek. Hahah itu ya, jadi tear itu sebagai noun tadi bisa
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berarti air mata tapi ketika menjadi verb artinya, em bisa menjadi robek juga,
merobek juga gitu ya. Jadi ini tear tadi verb 3 nya menjadi torn
S : oalah
T1 : oh iya, do you get the memory? Yes on the rings book. Sudah pernah kan
yang ada gambarnya masih inget? Gak inget?
S : Globe Ust
T1 : sudah jadi kenagan ya haha. Iya oky, so bisa mengartikan kalimat ini? The
paperback book with the torn cover, berarti? Yang covernya?
S : sobek
T1 : iya, looked well read
S : melihat baik-baik
T1 : tampak?
S : tampak baik-baik
T1 : tampak? Iya pokoknya gitu ya, tampak baik-baik. Okay disitu where the
linking verb?
S : looked
T1 : okay, looked. Okay next number five. Tadi bagaiman tadi, disisni ya (middle
section). Oky sekarang sini (choose the right section). Number five
S : the mushroom soup tasted a hit bland
T1 : sop? Sop opo?
S : sop
T1 : soup
S : soup
T1 : okay, the mushroom soup tasted a hit bland. Okay together please,
S : the mushroom soup tasted a hit bland
T1 : bland, bland
S : bland
T1 : what is bland? Any one knows what is bland?
S : I don’t know Ust
T1 : Any volunteer? Do not afraid of making mistakes.
S : (mumble)
T1 : okay now, what animal you like best? Yes? Em... Yaudah Mashroom aja lah.
“Are you like mashroom” and “do you like mashroom? (Write in white
board). Oky for frist question, “are you like mashroom?”
S : No
T1 : are you like mashroom?
S : no
T1 : kok jadi no, tadi ada yang Yes? Tadi yes ya?
S : NO!
T1 : do you like mashroom?
S : yes!
T1 : are you like mashroom?
S : No!
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T1 : udah tau sekarang?
S : sudah,
T1 : tadi kenapa jawabnya yes?
S : karena mirip
T1 : iya, kalian mirip sekali dengan mashroom, warnanya putih-putih
S : hahhahah jamuren
T1 : haha iya kayaknya juga kenyil-kenyil gitu ya
S : hahhahh
T1 : okay mashroom, tau distu kira-kira lingking verbnya dimana?
S : tasted
T1 : okay number six, you please. 1, 2, 3 go
S : the record sounded scratchly (mumble)
T1 : haha what? Okay repeat 1, 2, 3, go!
S : the record sounded scratchly
T1 : scratchy
S : scratchy
T1 : okay, the record sounded scratchly
S : the record sounded scratchly
T1 : record tau ya?
S : tau, rekaman, rekaman itu lho
T1 : rekaman apa?
S : hahhahhah
T1 : rekamannya kedenganran....?
S : scratchly, sedang
T1 : scratchly, kira-kira kalo saya ngomong scratchly itu kira-kira bagus gak
artinya?
S : nggak
T1 : kenapa nggak?
S : (mumble)
T1 : scratchly, scratchly berarti kalian tau ya katanya gak bagus, scratchly itu gk
bagus juga ya artinya, kalo saya bilang kata soft itu bagus gak artinya?
S : bagus, mbk Sofi.
T1 : mbak soft?
S : hahhah
T1 : scratchly itu artinya kalo kalian punya rekaman suaranya endet-ndet gak
bagus, gak enak di denger suaranya kasar. Scratchly itu kasar, suaranya kasar
gak enak di telinga,
S : macet-macetam miss?
T1 : gak macet-macetan juga sih tapi suaranya gak enak gitu gak kayak suara
saya gitu
S : hahahh
T1 : okay, so where the lingking verb?
S : saunded
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T1 : okay, now number 7
S : the sky become cloudy very quickly
T1 : okay, so where the lingking verb?
S : became
T1 : became or become?
S : become
T1 : okay, number 8. Where the lingking verb?
S : was
T1 : yes was. Next number 9
S : were (mumble)
T1 : were or ware?
S : were
T1 : okay, number 10. Where the lingking verb?
S : appeared (mumble)
T1 : so you understand?
S : yess
T1 : yes?
S : insyaallah
T1 : okay you understand?
S : insyallah!
T1 : thumbs-up (hand movement)
S : Delicious
T1 : you are? (Thumbs-up hand movement)
S : Delicious, Not, hahhahh
T1 : okay let’s continue to the second exercise. If I ask you, where is it action or
lingking verb? Can you? Can you?
S : yes
T1 : tidak semua verb itu lingking verb ada yang namanya action verb, action
verb itu berarti ada, actionya. For example: Risma look at me or Risma is
looking at me. Kira-kira verb-nya dimna?
S : look
T1 : disini kira-kira action verb or lingking verb?
S : Action
T1 : kenapa action?
S : sedang melihat ku
T1 : iya yang di tekankan disini apanya?
S : verb?
T1 : verbnya? Kegiatan dia melihatnya. Kalo contoh lainnya?
S : Risma is beautiful
T1 : Risma is beautiful
S : ugly,, haha
T1 : ugly? Risma is beautiful, nah yang di tekankan disini apanya?
S : is
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T1 : Is-nya? Yang di tekankan disini apanya?
S : adjective?
T1 : kalimat utamanya yang bagian mana? Kata-kata utamanya yang mana?
S : beautiful
T1 : Risma and beautiful. Kalo “is” nya saya hilangkan masih bisa paham?
S : ya
T1 : masih bisa di pahami, tapi kalau “beautiful-nya” yang saya hilangkan, Risma
is, masih bisa di pahami?
S : no
T1 : ya coba saya masih punya satu sentence lagi. Nisa
S : missing
T1 : missing disini? Nisa write, apa ya, a letters, apa ya,
S : to someone?
T1 : no, every night. Nisa write letters every night. Gak tau ya kalo di tulis hari
ini di berikan sama sampingnya Zaza, besoknya Mila, besok diberikan
kepada? Siapa?
S : someone
T1 : someone ya, misalnya verbnya disini dimana?
S : write
T1 : read together
S : write
T1 : kalo ini saya hilangkan “letters”, kalian paham?
S : paham
T1 : Nisa ngapain?
S : nulis
T1 : Beda kalo ini saya hilangkan “write” Nisa ngapain?
S : (mumble)
T1 : nggak paham ya? Nah disitulah lingking verb dan action verb bedanya. Bisa
di pahami? Kira-kira kalo saya minta mengerjakan soal yang disitu ada
sepuluh number. Tandai verbnya dimana, lingking verb and action verb.
When find action verb, please write it and discuss it! If you get any difficult
you can ask me.
(Teacher walk around the students and ask if any problem?)
T1 : Oky, now lets check your answer. Where is the verb?
S : tastes
T1 : taste is lingking verb or action verb?
S : lingking verb?
T1 : lingking verb? Semuanya sepakat?
S : yes
T1 : okay number 2, tua artinya ya?
S : insyallah
T1 : okay, what is experts?
S : ahli
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T1 : Ahli, orang yang ahli, Experts di bidangnya. Kalo di bidang menagis yang
experts siapa.. gitu ya hahah. Siapa disini?
S : Iqma mahir Ust
T1 : iqma lagi? Iqma nagis?
S : Silvi
T1 : Iqma sama Silvi? Kalo Iqma wajar nagis gitu ya orang jauh rumahnya, kalo
silvi? Haha
S :hahahha sak nyuk
T1 : okay, Experts handled the case. Where is the verb?
S : handled
T1 : is that action verbor lingking verb?
S : action
T1 : action verb, okay. Next number 3. These bananas are ripe.
S : ripe
T1 : action verb or lingking verb?
S : lingking
T1 : what is ripe? Ripe artinya apa? These bananas are ripe. Wow bananas is
ripe, it just so delicious and so sweet,
S : manis, matang
T1 : kalo udah matang jadinya nikmat. Kalo kamu nikmat mau?
S : nggak
T1 : gak mau? Kalo udah matang emang enak ya? Ripe is matang. Next number 4
please, read together.
S : your perfume smells nice.
T1 : repeat please
S : your perfume smells nice
T1 : Enta please
S : your perfume smells nice.
T1 : okay perfume
S : perfume
T1 : your perfume smells nice.
S : your perfume smells nice.
T1 : tau artinya ya? Parfumnya Enta enak. The perfume, I am sorry, your
perfume smells nice. Where the verb?
S : smells
T1 : lingking verb or action verb?
S : lingking
T1 : lingking verb, next number 5.
S : premier Bennett singned the ball
T1 : gimana itu?
S : sing
T1 : sing? Singned
S : singned
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T1 : artinya apa?
S : memandatangani?
T1 : iya, menandatagani, sign kan tanda, okay where is the verb?
S : singned
T1 : action or lingking?
S : action
T1 : oky action, next number 6
S : lady Govida chocolates ate expensive
T1 : coba Silmi baca Silmi
S : lady Govida chocolates ate expensive
T1 : Where the verb?
S : ate
T1 : action or lingking?
S : lingking
T1 : number 7
S : Tricia exercised
T1 : what is exercised?
S : olahraga?
T1 : apa? Olahraga? Olahraga yang kalian tau apa?
S : sholat,
T1 : kalo mau sholat dulu itu berarti olahraga?
S : joging, lari, senam poco-poco,
T1 : exercised artinya apa? Exercised disini artiny apa?
S : latihan
T1 : latihan apa? Olah kanuragan ya? Hahha
S : hahah
T1 : ya olahraga ya maksudnya. Exercised, action verb or lingking verb?
S : action verb
T1 : good, action verb. Ngomongin soal exercised kalian, ngomongin soal
pelajaran olahraga apa? Penjaskes gitu?
S : yes
T1 : penjaskes itu apa?
S : pendidikan jasmani dan kesehatan
T1 : iya, kalo ada pelajaran penjaskes apa? Pelajarannya penjaskes, iya in English
S : sport
T1 : sport? Do you know PE?
S : no Ust
T1 : PE? Physical Exercised. Ini pembelajaran Penjaskes ya. Jadi Kali kamian
mau ngomong saya mau olahraga jangan I will sport ya.. hahah okay next
number 8. The Coast Guard rescued us
S : the Coast Guard rescued us
T : where is the verb?
S : rescued
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T1 : okay, rescued. Action or lingking?
S : action
T1 : any problem with number 8?
S : rescued
T1 : okay. The Coast Guard rescued us. Penjaga pantai...... kita. ada yang tau
artinya apa?
S1 : menolong Ust,
T1 : iya, menolong. Jadi penjaga pantai itu menolong kita. Very good. Number 9.
Where is the verb?
S : seems
T1 : action or lingking?
S : lingking
T1 : number 10. Those tourists look tired
S : Those tourists look tired
T1 : look, action or lingking?
S : action
T1 : oky very good, number 9 crooked apa?
S : lika-liku Ust seperti Iqma
T1 : haduh baru SMA udah berlika-liku hidupnya, kalo sama mbknya itu lho
mau skripsi aja berliku-liku, cari dosennya gak ketemu, ngajuin judul ya mbk
ya. Oky good, jadi painting itu apa?
S : menggambar
T1 : menggambar?
S : melukis
T1 : melukiskan, lukisannya tambak berliku-liku. Number 10 ada masalah?
S : tidak Ust
T1 : udah paham ya?
S : insyallah
T1 : Tadi Iqma punya pertanyaan buat saya? Apa pertanyaan nya Iq?
S : di dalam kotak itu semuanya lingking?
T1 : pertanyaannya bagus. It is the good guestion. You know that how many
word in the boxs? Are these are lingking verb or also there are action verb? Is
there action verb to?
S : yes, eh no
T1 : semuanya apakah lingking verb atau ada action verb juga disana?
S : ada
T1 : mana?
S : grow
T1 : grow, tumbuh? Okay apalagi?
S : get, run, stay
T1 : let me make an example, siapa ya? Who, here likes angry?
S : semua hhaha
T1 : semua?
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S : Izzatun
T1 : Izatun?
S : iya Ust kalo lg hafalan di ganggu pasti huuuh.
T1 : kalo kalian ganggu tak marah in kamu. Okay, Izzatun gets angry, bisa dibaca
gak tulisan saya?
S : bisa
T1 : kata dosen saya tulisan itu gak perlu bagus. Bener?
S : iya
T1 : Izzatun gets angry because of you. Kamu semunya yang ganggu Izzatun.
Where is the verb?
S : gets
T1 : gets. Okay this is action verb or lingking verb?
S : lingking verb.
T1 : lingking verb?
S :Action
T1 : action verb?
S : lingking
T1 : bingung ya? Lingking verb or action verb?
S : (mumble)
T1 : verb?
S : hahahha
T1 : apa lagi ya? Anymore? Izzatun gets money from? Em,,Where? Any idea?
S : dari aku
T1 : daria aku? From me? Kamu mau ngasih uang ke Izzatun?
S : ayahnya
T1 : oky her mom. Yes, sama-sama get. Yang bwah kira-kira lingking verb or
action verb?
S : action
T1 : yang atas?
S : lingking verb.
T1 : oky jadi ada yang kata-kata yang bisa kita gunakan untuk dua-duanya, gets
disini bisa berfungsi sebagai action verb dan lingking verb. Gets ini sebagai
penghubung antara Izzatun dan keterangan tentang Izzatun, atau dia sebagai
kata inti disini, kelakuannya izzatun. Kalo yang pertanda intinya di mana?
S : Angry
T1 : actually gets disini bisa aja gk beraarti, kita bisa change dengan is. Paham?
good, kalo yang bawah? Izzatun is money. Bisa?
S : nggak.
T1 : merubah arti, secara structure grammernya mungkin bisa tapi Izzatun is
money, Izzatun itu adalah uang. Tapi kan artinya disana jadi salah, jadi
berubah. Itulah salah satu ciri dari lingking verb, ketika kamu bisa
menggantikannya dengan to be maka itu adalah lingking verb. But as far as I
Page 102
know, kalau action verb mau di ganti sampaikapan pun juga, sampai kiamat
pun diganti dengan to be gak akan bisa. Paham?
S : paham Ust
T1 : ada pertanyaan lagi?
S : tidak
T1 : Paham semua?
S : Insyallah
T1 : sudah jam 3, kita sampai jam berapa?
S : 3
T1 : 3 lebih 10
S : bonus
T1 : bonus? Masih 7 menit ini, oky kalo begitu please make sentences, 5
sentences on your book. Buat 5 sentences using the word base on boxs.
Gunakan lima kata yang ada disini tapi sebagai lingking verb. Only 5
sentences. I believe you can do it. Okay?
S : okay
T1 : tomorrow will be begin with miss Mita again. Ada pertanyaan tidak? Sudah
paham banget?
S : insyaallah
T1 : okay and also remember please study learn about, page 18-19. Kalian
pahami dulu kalo mau di kerjakan duluan juga silahkan. Tomorrow we will
discuss about it I guess all of you was learned this material in class 7. Okay
udah paham berartiya? Okay question?
S : no
T1 : okay good. What we learn today?
S : lingking verb,
T1 : coba sebutkan lingking verb apa aja yang kalian tau?
S : (mumble)
T1 : okay this is our lesson today, thanks for your atention, for coming, and say
hamdalah together
S : alhamdulilahirobilalamin
T1 : wassalamualikum wr wb
S : waalaikumsalam wr wb
Teacher 2
T2 : good morning
S : good morning
Page 103
T2 : how are you to day?
S : I am fine
T2 : how many students are absent today?
S : Ikhsan, absent
T2 : Ikhsan? Where is Ikhsan?
S : absent, sick (burble)
T2 : sick?
S : yes
T2 : oky class, this time we have guest from student of IAIN, just 2 students.
They want to research in my school, to finish their research. Oky and then
don’t worry there are students from IAIN, understood?
S : understand
T2 : oky everybody last week we study about personal description. We would
countineu our material, new material for today. I will ask you some question
that realated from our last material. And then, please close your books. Your
writing book, your text book, all. And I will give you one point if you can
answer my question. As I probably know, you was study last night. Oky the
first question, if you want to answer with English or bahasa or you can mix
English and bahasa. The frist question is Hidan stand up, oky what the
meaning of Personal Description?
S : personal description is intoduce self
T2 : intoduce self? Our?
S : our self
T2 : oky good, sit down, one point to Hidan. Oky next, when we intoduce our self
first, so what whe must mention to our friend or to new classmate or in front
of class? I will ask you, Yusuf. Stand up Yusuf. When Yusuf intoduce your
self to your new friend, so you must mention obout your self, the example of?
S : name
T2 : name, and then?
S : name, adress, age, etc
T2 : oky good, one point to Yusuf. Yusuf Rahmatullah?
Page 104
S : yes sir
T2 : oky next question, the next question still about personal description. Oky I
will ask Tegar, stand up Tegar. Do you have new classmate here? Apa kmu
punya teman baru?
S : yes
T2 : mention your new classmate.
S : Zuha
T2 : what?
S : Yahya, Yahya, Yahya
T2 : Yahya. Please describe about your friend. Kamu bisa mendiskripsikan?
S : yes
T2 : how about your new friend?
S : his name is Yahya, Yahya from tengaran,
T2 : and then? He is very handsome, or very fat or thin? Hahah
S : hahhahah
S : he is rodok.
S : hahhahahh
T2 : what is his hoby?
S : I don’t know
T2 : you don’t know? You must ask to Yahaya. You can ask “what is your hobby
Yahya?”
T2 : what is your hobby?
S : my hobby is playing football
T2 : playing football, player of soccer. Soccer a player. And then how old he is?
S : I don’t know
T2 : you don’t know? Ask him
S : how old you?
S : 15
Page 105
T2 : oky sit down please, one point to Tegar. Oky please open your book lets
continue our materi. Oky anyway all of class this time we continue still
related with personal description, lets we study language feature of personal
description. When we intoduce our self we must use many grammar and
language feture. The example is use adjective. What is the meaning of
adjective? Hakim, apa arti dari adjective Hakim? You are graduated from
SMP IT Nurul Islam, right?
S : yes
T2 : so, what is the meaning of adjective? Apa maksud dari adjective? Using
Indonesian is no problem.
S : ...
T2 : Hurry up. Fadlan? Farhan. What is the meaning of adjective? Indonesian
language.
S : kata benda
T2 : kata benda? Are you sure? I am not sure if that is corect answer. Anyone
know?
S : hahahha
S : kata sifat
T2 : kata sifat. Oky what the example of adjective? Em Nabil. What the example
of adjective? Indonesian language. Contoh dari adjective itu apa? Huda says
adjective is kata sifat, what is the example of kata sifat in Indonesian?
S : Farhan nakal
S : hahahhah
T2 : Farhan nakal. Farhan is handsome boy, Huda is very clever. Clever is one of
example of adjective. Understood?
S : understand
T2 : handsome, then? Bad, ugly, tired, what the meaning of ugly?
S : Farhan. Hahah
T2 : oh I am sory I can not agree with you, he is very handsome. haha
S : hahahah, I can not belief it Ust.
T2 : oky lets continue the adjective is a word that describe noun or verb. Noun.
What is noun? I will ask to, yes you cahaya umat.
Page 106
S : hahah cahaya umat
T2 : yes you, the example of noun? Contoh dari noun, sorry the meaning of noun.
S : now is sekarang
T2 : no, not now but noun, N-O-U-N. No sense?
S : no
T2 : noun bukan no, tidak. You, Fikri what the meaning of noun?
S : ...
T2 : Tegar?
S : kata benda
T2 : kata benda, Farhan is very clever.
S : hahahhah
T2 : kata benda, the example of noun? You can mention, just one? You Farhan?
Eh Fadlan, sorry. Kata benda
S : book
T2 : book. The example of some tools, what it is?
S : pen, boldmarker
T2 : marker pen. This is kinds of noun. Ini adalah contoh dari kata benda. What is
it?
S : pen
T2 : it is pen. This is pen. This is my pen, and this is, you know this?
S : notebook
T2 : notbook? This is laptop, this is my laptop, my new laptop hahah
S : hahah
T2 : what it this?
S : Al Quran
T2 : the holy Quran. Who this? Ini punya nya siapa?
S : Fajar
Page 107
T2 : Fajar’s holy Quran. Oky, kata benda, yang ada di sekita kita ini banyak
sekali. The example of noun, chair, table, cable, screan, whiteboard, window.
What is that?
S : lamp
T2 : lamp, next, what is that?
S : picture
T2 : picture of Mr. Joko Wi. Mr Precident he very very handsome.
S : hahahha
T2 : Mr. Joko Wi, the name Joko Wi is one kind of noun. Oky and then what this
is?
S : book
T2 : this is my writing book, this is?
S : writing book
T2 : this is Yusuf’s writing book. My pen is very good, pena saya bagus. Good is
the example of adjective, pen is example of noun. Then adjective describe the
pen. My pen is very good. This pen is very usefull, sangat berguna. Sangat
bergun the example of adjective. Understood?
S : understand
T2 : the other example is, who name?
S : Adib
T2 : do you know Xiaomi?
S : yes
T2 : Xiaomi is noun. Xiaomi is very expensive, mahal.
S : mahal
T2 : and Adib xiaomi is nothing. Oky next, pronoun. Do you know pronoun? I,
you, we, they, he, she, it? What it in Indonesia language?
S : kata ganti
T2 : kata ganti. The example, I am so happy. Saya sangat bahagia, happy is
adjective and I am, I is pronoun. The adjective is more describe noun and
ponoun. Berarti benar, adjective diantara kegunaannya membrikan sifat
Page 108
kepada kata ganti. I am tired. Saya capek. Tired is one of kind of adjective.
The example is this class very dirty. Do you know dirty?
S : kotor
T2 : but, in our class is very clean because here some students are doing piket.
Next she is happy. Happy is the adjective we must use is because the example
of present tense nominal form. Bentuk nominal. Without verb tanpa kata
kerja. Oky next happy is predicated adjective. They are friendly boys, I am
very tired, and etc. Oky, em what your name?
S : Taufiq
T2 : oky Taufiq, give me one example of sentences, one sentence, one sentence
using pronoun and ajective. Coba buat satu contoh yang menggunakan kata
ganti dan kata sifat.
S : I am very handsome
S : hahahha wihh
T2 : hahah oky any question?
S : no
T2 : understood?
S : understan
T2 : oky next continue types of adjective. Adjective not only one kind but many
are these see the screen over that the many kind of adjective. The first is
demonstrative. The example of demonstrative is this is my book, this is my?
S : book
T2 : what the meaning of this is my book?
S : ini buku ku.
T2 : ini buku ku. Where is the word related to ajective, demonstrative adjective?
“This” this is my book, this is demonstrative adjective. Type of demonstrative
adjective. This is my book the first example. Next, that is your friend. That is
kinds of demonstrative adjective. The plural from word this is these. These are
my books. More than one. Next, the plural of that is those. Those are my
friend. This, that is example or kinds of demonstrative adjective. Understood?
S : understand
T2 : any question? Ada pertanyaan?
Page 109
S : no
T2 : okay please write in your script. The first kind of adjective is demonstrative
adjective. The second is distributive. The kinds of distributive adjective is all
of you do the best or each of you do your best, kalian semua telah melakukan
yang terbaik. The meaning of did “telah” using past tense or verb 2. Each of
you artinya setiap dari kalian, did your best melakukan yang terbaik. Telah
melakukan, telah mengerjakan dan telah berbuat yang terbaik. Next example
distributive adjective is I am not student ans Rudi is not either. Either is one
kinds of distributive adjective. Actually we can say I am not students and
Rudi not student. But we can change with other example sentence Rudi is not
either Rudi juga bukan seorang murid. Each and either are kinds of
distributive adjective. Masuk pada golongan bentuk yang ke dua kata sifat
distributif. Every day I am doing my homework. Every is one of kinds of
distributive adjective. The third kinds is quantitative, example “I have some
money” apa artinya?
S : saya punya beberapa uang
T2 : some is kinds of quantitaive adjective. Next example, she has any pen, dia
tidak punya pena sama sekali. Some, any, little, is kind of quantitavie
adjective. Any question?
S : no
T2 : understood?
S : understand
T2 : oky good, lets continue next is introgative. You can see in the screen.
Intogative we can translate pertanyaan. Which way I should go. Then, what is
your name. Which, what, who are kinds of interogative adjective. Next kinds
of adjective are posesive. When I say “this is my writing book”. “My” kind
posesive adjective. This is your text book. This is kind of posesive adjective.
That is his pen. This, my, your, their, is example or kinds of poseisve
adjective. And the last is quality, kualitas. The example she is thr clever
students, then the t-shirt was dry. Clever, dry are kinds of posesive adjective.
Any question?
S : no
T2 : understood?
S : understand
T2 : oky, if you understand or only say understand, I give 5 minute to write in
your text book, and then I will ask you one by one. Silahkan di pelajari dulu.
Page 110
(Teacher walking around students and ask if they have any problem and question,
they can ask to him)
T2 : oky time is up, please close your book. I will call you one by one. Start
from...Andi. Stand up, Andi what the meaning of adjective in Indonesia
language. Apa arti adjective dalam Bahasa Indonesia?
S : adjective is kata sifat
T2 : kata sifat, silahkan duduk. Good job Andi. Ok next Yusuf. “This is my
book” this sentence is example of? This is kinds of...? This adalah bagian
dari...?
S : ...
T2 : oky Fajar
S : demonstrative
T2 : demonstrative, welldone. Oky next question, Yazid. The example of
distibutive?
S : everyday is...
T2 : no, Hanif
S : I am not army, Fauzan not either
T2 : good, is very easy. Next Yusuf Rahmatullah. The example of qualitative
adjective?
S : I have some money
T2 : oky good Yusuf. Dhani stand up. The example of introgative
S : where my pen?
T2 : oky next question, I will to Taufiqurahman. The example of posesive
adjective?
S : ...
T2 : 1, 2, 3, Rozak
S : my bag
T2 : posesive, mana yang di sebut posesive?
S : my
T2 : oky next, Abdi, Cahaya Cahaya. The example of qualitaive adjective?
Page 111
S : this is clever student
T2 : good, Fadlan. Mention kinds of demonstrative adjective. Berapa jenis dari
demonstrative adjective?
S : 5, 6
S : ...
T2 : 1, 2, 3. Oky
S : this, those, that, these, there
T2 : okay, Daffa? Clever, dry, clean kind of?
S : quality
T2 : Fadlan
S : udah sir
T2 : sorry, sorry.Yusuf Yoga Pratama, oky mention kind of introgative
S : some, I have
T2 : no no. Okay
S : what is your name?
T2 : what,
S : what is your name?
T2 : and then?
S : lha iyo opo
S : what, opo
S : what, where, who
T2 : oky please open your book. Next for our material is use lingking verbs
appear is uses has and have. For example: I have two brothers, I have one
sister. She has one mother and one father. And use has and have. And next use
question verb. What is your father? When one of you asks to the student when
to be role what playing in other class. Where is your sister? Where is your
father? And etc. And then use pronoun “I, me, you, they, them, him, her” etc.
Posesive adjective, my pen, this book, her class, etc. Let’s continue with
simple present tense. What is simple present tense? Apa pengertiannya.
Anyone know? Don’t affraid to make mistake. Pakai bahasa Indonesia aja gak
papa
Page 112
S : simple present tense itu menjelaskan kebiasaan sehari-hari.
T2 : contohnya?
S : I always use my shoes
T2 : I go to school everyday. I study at class everyday. Simple present itu
kejadian yang di ulang-ulang. The formula from simple present tense is verbal
sentence.verbal sentence, verbal is taken to verb yang artinya kata kerja, harus
menggunakan kata kerja. What the formula of verbal sentence? Subject +
verb+s/es + object. The example is the teachers teach us in the class. Guru
sedang mengajar didalam kelas. Andi eats some food. Ketika kita
menggunakan kata ganti he, she, it maka di tambah dengan s or es. Nah
bagaimana kalo tidak menggunakan s or es? Example: you eat rice, we study
together. Next, what bentuk negative is subjec + do /does+ not+ verb+ object.
The example: Andi does not eat some food. Next untuk introgative atau
pertanyaan do/ does nya di pindah ke depan. Does Andi eat rice? This is
example of verbal simple present. The second from simple present is
Nomimnal. The example using to be. I am a students. Kamu seorang guru apa
bahasa inggrisnya?
S : you are a teacher
T2 : dia seorang teman
S : he is a friend, she is a girlfriend hahaha
T2 : girlfriend?
S : hahahha
T2 : Aisyah seorang perawat
S : Aisyah is a nurse.
T2 : is, are, and am. Mereka adalah seorang siswa.
S : they are students.
T2 : and then, it is very expensive. Ini sanagat mahal. Kita tentara
S : we are army.
T2 : any question about simple present?
S : ustad, yang verbal ya, yang introgative itu kenapa verbnya tidak pakai s atau
es?
T2 : karena tidak boleh ada 2 dalam 1 kalimat, tidak boleh ada 2 kata bantu. Lihat
contoh yang positif tadi Andi eats some food nah disini kan tidak ada kata
Page 113
bantunya, lihat andi disini kan he ya menjelaskan dia maka verbnya di tambah
s. Kemudia kalo dalam bentuk negatif harus di tambah do atau does, Andi
does not eat food. Nah does disini menggunakan does. I, you, they, we
menggunakan do agar nanti do not. Nah kalo pertanyaan simple present harus
menggunakan do atau does. Nah kalo di simple itu paling mudah
menggunakan nominal karena hanya perlu menambahkan, menggunakan we,
is, am, are lalu penjelasan, bisa dalam bentuk noun atau kata kerja, adjective,
bagaiman dalam screen disitu disebutkan formulanya yang nominal sentence s
+ to be (is, am, are) + complement. Jadi kalo yang bentuk nominal maka to
be-nya di pindah ke depan ketika kita membuat yang bentuk pertanyaan. Mari
kita coba silahkan translate to English. No 1. Ahmad seorang dokter.
S : di tulis?
T2 : yes, write. Second, kamu pergi ke sekolah. 3. Kami makan nasi. 4. Dia (pr)
bukan seorang perawat. 5. Apakah mereka pergi ke sekolah? Kalo sudah
selesai silahkan maju ke depan nanti nilai kalian akan ditambah.
(Several minute)
S : saya ustad.
T2 : oke please, write in the white board.
S : number 3 sir.
T2 : oky
(Students write the answer in the white board)
T2 : he eat rice. Right or no?
S : wrong
T2 : one of you want to corect that sentence?
S : Sir,
T2 : oky stand up.
S : He eats rice
(some student give the answer with write in the whiteboard)
T2 : oky lets we answer together. Number one Ahmad seorang dokter = Ahmad is
a doctor. Second, kamu pergi ke sekolah = you go to school. Number 3, kami
makan nasi = we eats rice. Number 4, Dia (pr) bukan seorang perawat= she is
not nurse. The last, apakah mereka pergi ke sekolah? Pergi is verb, we use
does or do. Become= do they go to school?
Page 114
(Bells ringing)
S : alhamdulilah
T2 : okay time is up we will continue our lesson next time thanks you very much,
wasalamualikum wr wb
S : walikumsalam wr wb
Page 115
CURRICULUM VITE
TEACHER 1
1. Personal Detail
a. Full Name : Anis Cholisatul Masruroh. S. Pdi
b. Place, Dateof Brith : Semarang, 29 Agustus 1987
c. Sex : Female
d. Nationality : Indonesia
e. Address : Senden, Jatijajar, Bergas, Semarang
f. Email :[email protected]
g. Educational Background : S-1 Tadris Bahasa Inggris STAIN Salatiga
(2010)
2. Teaching History
a. SMP IT Nurul Islam Tengaran (2013-2016)
b. MA Nurul Islam Tengaran (2016- now)
Page 116
CURRICULUM VITE
TEACHER 2
1. Personal Detail
h. Full Name : Sahroni, S. Pdi
i. Place, Dateof Brith : Boyolali, 24 April 1989
j. Sex : Male
k. Nationality : Indonesia
l. Address : JL. Raya Salatiga-Solo km 8 Rt 11 Rw 3
m. Email : [email protected]
2. Educational Background
a. Elementary School : MI Muhammadiyah Kauman
b. Junior High School : MTs Muhamadiyah Kauman, Boyolali
c. Senior High School : MA Al Mukmin Ngruki
d. University : STA Umbul Waton Riau
Page 117
TEACHING AND LEARNING PROCESS
TEACHER 1
Page 119
TEACHING AND LEARNING PROCESS
TEACHER 2
Page 123
CURRICULUM VITAE
Name : Mita Alfira Rosalita
Place of Birth : Semarang
Date of Birth : 06 April 1995
Sex : Female
Religion : Islam
Address : Walen, Simo, Boyolali.
E-mail : [email protected]
Education Background :
1. 2001-2006 : Program Primary School (MIM) 01 Walen
2. 2006-2010 : Islamic Junior High School (MTSN) Walen
3. 2010-2013 : Islamic Senior High School (MAN) 02 Boyolali
4. 2013-2017 : English Education Departmentof State Institute for
IslamicStudies (IAIN) Salatiga.
Page 124
DAFTAR NILAI SKK
(Satuan Kredit Kegiatan)
Nama : Mita Alfira Rosalita
Fakultas : Tarbiyah dan Ilmu Keguruan
NIM : 11313021
Progdi : TBI
Pembimbing Akademik : Dr. Zakiyuddin Baidhawy, M.Ag.
No Jenis Kegiatan Pelaksanaan Jabatan Nilai
1. Orientasi Pengenalan Akademik
dan Kemahasiswaan (OPAK) oleh
Dewan Mahasiswa (DEMA)
STAIN Salatiga
26-27 Agustus 2013 Peserta 3
2. Orientasi Pengenalan Akademik
dan Kemahasiswaan (OPAK)
Tarbiyah oleh HMJ (Himpunan
Mahasiswa Jurusan) Tarbiyah
STAIN Salatiga
29 Agustus 2013 Peserta 3
3. “Making an Incridible Youth
Generation oleh Masa Ta’aruf
(MASTA) oleh Ikatan Mahasiswa
Muhammadiyah (IMM) kota
Salatiga
06 September 2013 Peserta 2
4. “Library User Education”
(Pendidikan Pemakai
Perpustakaan) oleh UPT
Perpustakaan STAIN Salatiga
16 September 2013 Peserta 2
5. “English Friendship Camp 2013”
held by Communicative English
Club (CEC) at Candi Gedong
Songo oleh CEC STAIN Salatiga
28-29 september 2013 Peserta 2
6. Sosialisai dan Silaturahmi 30 September 2013 Peserta 8
Page 125
Nasional “Sosialisasi UU no.1 th
2013, Peran Serta Fungsi OJK”,
“Peran Pemerintah Dalam
Pengawasan LKM (lembaga
Keuangan Mikro) oleh Himpunan
Mahasiswa Jurusan (HMJ)
Tarbiyah dan Syari’ah STAIN
Salatiga
7. “Training SIBA – SIBI Semester
Gasal 2013-2014”
diselenggarakan oleh CEC dan
ITTAQO STAIN Salatiga
08-0 9 November
2013
Peserta 2
8. Sarasehan Akbar bersama Tokoh
Nasional “Komitmen Politik
Islam dalam Menata Arah Masa
Depan Bangsa Indonesia” oleh
HMI STAIN Salatiga
15 Maret 2014 Peserta 8
9. Public Hearing “STAIN Menuju
IAIN dari Mahasiswa oleh
Mahasiswa untuk Mahasiswa”
oleh SEMA STAIN Salatiga
10 Juni 2014 Peserta 2
10. Diskusi Terbuka 2014
“Mahasiswa Menulis” oleh LPM
Dinamika STAIN Salatiga
25 September 2014 Peserta 2
11. Seminar Nasional “Seminar
Nasional Entrepreneurship” oleh
Gerakan Pramuka Racana
Kusuma Dilaga – Woro Srikandi
Gugus Depan Kota Salatiga
Pangkalan STAIN Salatiga
16 November 2014 Peserta 8
12. Workshop Nasional “Sukses
Akademik, Sukses Bakat Dan
Hidup Bermartabat Dengan
Karya” oleh Himpunan
Mahasiswa Studi Pendidikan
Agama Islam (HMPS)
berkerjasama dengan Talents
Center Nusantara
16 Desember 2014 Peserta 8
Page 126
13. Seminar Nasional “Peranan
Technopreneur dalam Mendukung
Program Pemerintah Melalui
Ekonomi Kreatif” oleh Koperasi
Mahasiswa (KOPMA)
“FATAWA” IAIN Salatiga.
15 April 2015 Peserta 8
14. Seminar Nasional “Mencegah
Generasi Pemuda Islam dari
Pengaruh Radklisme ISIS” oleh
Ahwal Al-Syakhshiyyah (AS)
IAIN Salatiga
06 Mei 2015 Peserta 8
15. Seminar Nasional “Pendidikan
Agama Menjadi Pelopor
Kebangkitan Nasional Di Era
Moderen” oleh HMJ PAI IAIN
Salatiga
21 Mei 2015 Peserta 8
16. Seminar Nasional “Pemuda,
Peradaban Islam dan
Kemandirian” oleh KARIMA
Learning and Training Center
02 September 2015 Peserta 8
17. Seminar Nasional “Peningkatan
Profesionalisme Guru Sebagai
Dalam Pembelajaran di Era
Globalisali” oleh Dewan
Mahasiswa Fakultas Tarbiyah
Ilmu Keguruan (DEMA FTIK)
23 November 2015 Peserta 8
18. National Seminar “English-
Preneurship: Do You Dare To Be
The Next Moslem Business
Owner?” conducted By English
Education Depatment and the
Association of English Education
Depatment Students Teacher
Training or (HMJ) TBI
27 November 2015 Peserta 8
19. Seminar Nasional “Implementasi
Nilai-Nilai Pancasila Sebagai
Benteng dalam Menolak Gerakan
Radikalisme” oleh Dewan
Mahasiswa IAIN Salatiga
10 Februari 2016 Peserta 8
20. Teacher Training Workshop “Ice 27 july 2016 Peserta 2
Page 127
Breaking to Teach Language
Skills” conducted IALF
Educational For Development
Bali
21. Premiun Award Seminar
Internasional “Menjadi
Mobilepreneur Dalam Era E-
Commerce” olehTapp Indonesia
25 April 2017 Peserta 8
