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TITLE PAGE

A STUDY ON TEACHERS’ USE OF ENGLISH LANGUAGE IN

NATURAL SCIENCE BILINGUAL CLASSES AT SMP N 4 PAKEM

RSBI SCHOOL

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Rina Astuti Purnamaningwulan

Student Number: 071214142

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2012

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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APPROVAL PAGES


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DEDICATION PAGE

I dedicate this little piece of work to

my one and only Mommy

“Sudah selesai, Bu.”


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STA TEM ENT OF WORK’ S

ORIGINALITY


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PERNYATAAN PERSETUJUAN PUBLIKASI


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ABSTRACT

Purnamaningwulan, Rina Astuti. (2012). A Study on Teachers’ Use of English

Language in Natural Science Bilingual Classes at SMP N 4 Pakem RSBI

School. Yogyakarta: Sanata Dharma University.

In 2007, the government of Indonesia issued a new concept of formal

education called SBI or International Standard School. Some schools in Indonesia

are now prepared for becoming a real international standard school. Therefore,

there are schools called RSBI or Future International Standard School. SMP N 4

Pakem is one of the RSBI Schools in Yogyakarta Province. As an RSBI School,

SMP N 4 Pakem applies bilingual concept in the teaching and learning activities,

specifically for natural science subjects. This study aims to answer two problems.

They are: 1) How is English used by the teachers in delivering natural science

subjects to a 7th grade class of SMP N 4 Pakem?, 2) What is teachers‟ perception

on the use of English in delivering natural science subjects?

This research is a survey study. The participants of this research are four

teachers who teach natural science subjects in class 7D at SMP N 4 Pakem. In

order to answer the first problem, classroom observations were conducted. For

answering the second question, the researcher used in-depth interview.

The findings obtained from the classroom observations showed that there

was no exact tendency regarding in which lesson sections the teachers normally

used English in the bilingual classes. In fact, each teacher used English in

different lesson sections. However, it was also found that teachers had similar

patterns in using English for the materials in bilingual classes. There were found

that the teachers produced some full English utterances without Indonesian

translation. There were also found some English utterances which were directly

translated into Indonesian. Besides, the researcher found that teachers combined

English and Bahasa Indonesia in the same utterances.

Based on the interview, it was found that all the four teachers participating

in this research had the same perception on the use of English in delivering natural

science subjects. English in bilingual classes was perceived positively. It was

believed that the use of English in teaching natural science subjects brought

advantages both for the teachers and the students of the RSBI School. However,

there were also some points that needed to be improved from the use of English in

natural science subject classes in terms of the students and teachers‟ preparedness,

the lacking of local reference books, as well as the real classroom practices.

Key words: RSBI School, bilingual classes, natural science subjects, sections in a

lesson


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ABSTRAK

Purnamaningwulan, Rina Astuti. (2012). A Study on Teachers’ Use of English

Language in Natural Science Bilingual Classes at SMP N 4 Pakem RSBI

School. Yogyakarta: Sanata Dharma University.

Pada tahun 2007, pemerintah Indonesia mengeluarkan sebuah konsep

untuk pendidikan formal, yang disebut SBI atau Sekolah Berstandar Internasional.

Beberapa sekolah di Indonesia sekarang sedang dipersiapkan untuk menjadi

Sekolah Berstandar Internasional. Sekolah-sekolah yang sedang dalam persiapan

untuk menjadi SBI disebut RSBI, atau Rintisan Sekolah Berstandar Internasional.

SMP N 4 Pakem adalah salah satu sekolah RSBI yang berada di Provinsi

Yogyakarta. Sebagai RSBI, SMP N 4 Pakem menerapkan konsep bilingual dalam

kegiatan belajar mengajar, khususnya untuk mata pelajaran sains dan matematika.

Berdasarkan fakta-fakta yang diuraikan di atas, kemudian penelitian ini

dilaksanakan. Penelitian ini bertujuan untuk menjawab dua masalah, yaitu: 1)

Bagaimana Bahasa Inggris dipakai oleh para guru dalam menyampaikan materi

pelajaran sains di salah satu kelas 7 di SMP N 4 Pakem?, 2) Bagaimana persepsi

guru terhadap pemakaian Bahasa Inggris dalam penyampaian materi pelajaran

sains dan matematika?

Penelitian ini merupakan sebuah survei. Partisipan dari penelitian ini

adalah empat orang guru yang mengajar mata pelajaran sains di kelas 7D di SMP

N 4 Pakem. Untuk menjawab masalah pertama, peneliti mengadakan observasi

kelas. Sedangkan untuk menjawab pertanyaan kedua, peneliti mengadakan

wawancara terhadap masing-masing guru.

Hasil yang ditemukan dari observasi menunjukkan bahwa tidak ada

kecenderungan yang pasti mengenai di bagian pengajaran yang mana guru

memakai Bahasa Inggris dalam kelas bilingual. Fakta yang ditemukan adalah

bahwa setiap guru memakai Bahasa Inggris pada bagian-bagian pengajaran yang

berbeda. Meskipun demikian, ditemukan juga beberapa pola penggunaan Bahasa

Inggris yang umumnya dipakai oleh para guru saat menyampaikan materi dalam

dua bahasa. Ada pola di mana guru mengucapkan kalimat Bahasa Inggris penuh,

tanpa diikuti terjemahan Bahasa Indonesia. Ada juga ucapan-ucapan Bahasa

Inggris yang secara langsung diterjemahkan ke Bahasa Indonesia. Selain itu,

peneliti juga menemukan pola di mana guru menggabungkan Bahasa Inggris dan

Bahasa Indonesia dalam satu ucapan yang sama.

Hasil wawancara menunjukkan bahwa keempat guru yang menjadi

partisipan dalam penelitian ini memiliki persepsi yang sama terhadap penggunaan

bahasa Inggris dalam penyampaian mata pelajaran sains dan matematika. Para

guru memiliki persepsi positif terhadap penggunaan Bahasa Inggris dalam kelas

bilingual. Mereka percaya bahwa penggunaan Bahasa Inggris dalam pengajaran

sains dan matematika bermanfaat bagi guru dan siswa di sekolah RSBI. Namun

demikian, ada juga beberapa hal yang masih perlu diperbaiki dalam


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pelaksanaannya. Antara lain mengenai kesiapan para guru dan siswa, kurangnya

buku acuan dari penerbit lokal, dan juga dalam hal pelaksanaan di kelas.

Kata-kata kunci: Rintisan Sekolah Berstandar Internasional, kelas bilingual, mata

pelajaran sains dan matematika, bagian-bagian dalam pelajaran


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ACKNOWLEDGEMENTS

After the completion of this thesis, I would like to express my gratitude to

Jesus Christ the Lord, for the wonderful blessings and love that He has given

abundantly. I thank Him also for bestowing me this beautiful miraculous life with

lovely people around who always support me, also in completing this thesis.

I would like to express my deepest gratitude to my beloved sponsor,

Caecilia Tutyandari, S.Pd., M.Pd. for her guidance and assistance during the

process, her patience in reading every single page of my writing as well as

correcting my mistakes. I thank her also for giving me advices and

encouragements from the beginning until the final moments of the completions of

this thesis.

Next, I would address my thanks to the headmaster of SMP N 4 Pakem,

Ibu Woro Triwulan Ambarwati, B.A. for giving me permission to do my

research in her school. I also address my thanks to the teachers who have been

willing to be the participants of this research, Bu Rochmach, Bu Eni, Bu Ika, and

also Bu Hutri. I thank them for their help and cooperation during my research in

SMP N 4 Pakem. Without their help, it was impossible for me to gather the data. I

really appreciate also everyone else in the school, especially my ex-teachers who

have always given their warm welcome and support.

My special regards and gratitude go to my beloved parents, Mami Maria

Agnes Sumarni, and Bapak Heribertus Suranto. I also thank my beloved

siblings Mbak Putri and Mas Herry for the non-stop financial support during the


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completion of my education in the university. I would also thank baby Raka who

always makes everyone around smiles, especially me when I got stuck and

stressful, he always lifted my mood up. Family‟s laughter, love, care, and prayers

are precious things which always encourage me to grow up and reach my dreams.

My sincerest gratitude goes to my second families in Realia Language and

Culture Center as well as in Gereja Katolik Santa Maria Assumpta Pakem,

especially my working partners Bu Sitta, Pak Kris, Bu Fitri, Bu Etik, Mbak TJ,

Mbak Ninik, Martha, Sita, Dika, and Leo. I am also grateful for having such

wonderful fellows like Romo Deny and the members of muda-mudi Katolik

whose names I cannot mention one by one. I thank them all for being my family

and supporters when I was away from home. Keep the spirit!

Finally, I would thank Mas Andreas Satriawan Kusumanto, S.T. for

every second he has spared for me, for the love he has always given to me, for the

happy and sad moments that we have shared together. I thank him also for always

being my shoulders to cry on, and at the same time my best lifetime partner for the

last six years. I always wish the greatest luck for both of us.

-Rina Astuti Purnamaningwulan-


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LIST OF TABLES

Table Page

3.1 The Use of English in Classroom Activities........................................... 27

3.2 English Sentences Used by the Teachers in Material Delivery............... 28

3.3 The Observation Schedule....................................................................... 31

4.1 The Existence of English in the Beginning of Biology Lessons............. 33

4.2 The Existence of English in the Middle of Biology Lessons.................. 36

4.3 The Existence of English in the End of Biology Lessons....................... 41

4.4 The Existence of English in the Beginning of Physics Lessons.............. 44

4.5 The Existence of English in the Middle of Physics Lessons................... 46

4.6 The Existence of English in the End of Physics Lessons........................ 49

4.7 The Existence of English in the Beginning of Mathematics 1 Lessons.. 51

4.8 The Existence of English in the Middle of Mathematics 1 Lessons....... 54

4.9 The Existence of English in the End of Mathematics 1 Lessons............ 59

4.10 The Existence of English in the Beginning of Mathematics 2 Lessons.. 61

4.11 The Existence of English in the Middle of Mathematics 2 Lessons....... 63

4.12 The Existence of English in the End of Mathematics 2 Lessons............ 66


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LIST OF FIGURES

Figure 2.1: An Overview of the Perception Process

(Kreitner and Kinicky, 2002, p.126).................................................................... 19

Figure 2.2: Factors that Influence Perception (Robbins, 2005, p. 135)................ 20


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LIST OF APPENDICES

Appendix 1: Introduction Letter for the Head of Bappeda Sleman...................... 89

Appendix 2: Permission Letter from the Head of Bappeda Sleman..................... 91

Appendix 3: The Observation Field Notes........................................................... 93

Appendix 4: The Interview Scripts..................................................................... 113

Appendix 5: The Samples of Worksheet Used by the Teachers in Bilingual

Classes................................................................................................................. 129


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CHAPTER I

INTRODUCTION

This study investigates Natural science teachers in RSBI School‟s use of

English in delivering the lessons towards an 8th grade class in SMP N 4 Pakem

RSBI school. In addition, this study observes teachers‟ perception on the use of

English as a medium of delivering the lessons. This chapter presents the

background of the study which explains the reasons behind the study and also its

limitation as well as the problem formulation. In addition, this chapter discusses

the objectives of the study, benefits of the study, and definitions of terms in this

research.

A. Research Background

Nowadays, education in the world has been developing rapidly, as well as

the science and technology. Especially in this globalization era, there come bigger

demands in the academic world to fulfill the needs of higher quality of education.

The competition among academic institutions is also becoming tighter. The

government of Indonesia is also making efforts in order to improve the quality of

education regarding that situation. One of the efforts is by revising and developing

the country‟s education system. Since 2007, the use of English is inserted in many

subjects‟ delivery along with the improvement of the country‟s education system.

In 2007, the government of Indonesia issued a new concept of formal

education, named SBI (Sekolah Bertaraf Internasional) or International Standard


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School. Departemen Pendidikan Nasional (2008) mentioned that regarding the

effort to developing the education quality, the conduct of international-based

education becomes very important. The schools which are in the development of

implementing this education system are called RSBI, which stands for Rintisan

Sekolah Bertaraf Internasional (Future International Standard School). RSBI

schools can be defined into schools which are adjusted to global demands by

including the use of international language and technology in their instructions

(Departemen Pendidikan Nasional, 2008). The international-based school itself

has some characteristics, one of them is the use English as the instructional

language in the teaching and learning process. This is stated by Departemen

Pendidikan Nasional (2008, p. 20) that the medium of language used in the

teaching and learning process is Bahasa Indonesia and another foreign language

(especially English).

According to the book of Panduan Pelaksanaan Pembinaan Rintisan SMP

Bertaraf Internasional, the main characteristic of RSBI is that the instructions are

bilingual and technology based (2008, p. 38). Therefore, it is very important for

the teachers, especially those who teach Natural science subjects, to be able to

deliver the lesson bilingually, as well as develop the materials using the

technology. For instance, using the software in order to design the materials, using

online medias to communicate with the students, using up to date teaching tools,

such as digital presentation slides, and so on. In addition, English is inserted in the

delivery of Natural science subjects, which in the Panduan Pelaksanaan

Pembinaan Rintisan SMP Bertaraf Internasional is known as Natural science


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subjects, such as Mathematics, Physics, Chemistry, and Biology (Departemen

Pendidikan Nasional, 2008, p. 17).

Elizabeth (2010) mentioned bilingual is “Where two languages i.e., mother

tongue and the target language are used” (p. 56). Specifically in this study,

bilingual is when the teachers deliver the lesson using both Bahasa Indonesia and

another language used internationally, which in this case is English. There has not

been any clear and strict rule on the percentage of each language used in the

lesson. However, every RSBI school usually has its own standard of how many

percents English and Bahasa Indonesia used in the lesson. Consequently, this has

been a controversial topic in education world nowadays, regarding the ideal

standard of an RSBI School.

Besides being stated to have the brilliant ideas to improve the national

education system, RSBI has been argued to be a form of exclusive schools

without being prepared sufficiently in terms of the concept plan, human resources,

as well as the budgets. RSBI is also said to only focus on the adopting of English

into the lessons rather than improving the teaching quality (Sagita, 2010; Inggried,

2011; Latief, 2011). Based on the great concern in education, and more

specifically English, the researcher is interested in analyzing further on these

phenomena. As the researcher is a candidate of educator, in this study, she mainly

investigates teachers‟ use of English in delivering the natural science subjects

which are taught bilingually, as well as their perception on it.


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B. Research Problem

The researcher formulates two research problems which are expected to be

answered by doing this research. Those questions are as follows:

1. How is English used by the teachers in delivering natural science

subjects to a 7th grade class of SMP N 4 Pakem RSBI School?

2. What is teachers‟ perception on the use of English in delivering

Natural science subjects?

C. Problem Limitation

This research studies how English is used by the teachers when delivering

the lessons of natural science subjects to a 7th grade class of SMP N 4 Pakem

RSBI School. There are three subjects included in natural science subjects, in

which the lesson is delivered bilingually, namely Biology, Physics, and

Mathematics. The main point that the researcher observes is how English is used

by the teacher in each section of the lesson. In addition, the researcher also

investigates the teachers‟ perception on its implementation.

D. Research Objectives

By conducting this research, the researcher expects two objectives of this

study as follows:

1. To identify English used by Natural science teachers in delivering the lessons

towards a 7th grade class of SMP N 4 Pakem RSBI School, especially those

used in each section of a lesson.


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2. To find out the teachers‟ perception on the use of English as one of the

medium languages in teaching natural science subjects in SMP N 4 Pakem

RSBI School.

E. Research Benefits

The researcher expects that this research contributes some benefits for the

natural science teachers, the students, the RSBI School, and the researcher herself.

Those benefits are pointed below:

1. For the Teachers of Natural science Subjects

This research can provide useful information regarding the use of English

in delivering Natural science subjects delivered bilingually. This hopefully can

help the teachers evaluate the delivery of the lesson based on the ideal

requirements of teaching in a bilingual class. In addition, by evaluating the

English use in teaching, hopefully the teachers can improve their English, as well

as the bilingual teaching ability. As a result, the bilingual classes can be real

English for Science classes as it is expected in the Panduan Pelaksanaan

Pembinaan Rintisan SMP-BI (Departemen Pendidikan Nasional 2008, p. 122).

2. For the students of class 7D in SMP N 4 Pakem

It is important for the students to enjoy the lesson delivered bilingually.

They will study the Natural science subjects as well as the English at the same

time. Therefore, it becomes very important for them to get and hear appropriate

and accurate English utterances from their teacher. Hopefully the students can

understand the content of the subject well and also be familiar with English in


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Natural science subjects. In addition, the students are expected also to improve

their English by joining bilingual classes.

3. For SMP N 4 Pakem RSBI School

The conditions in each RSBI School vary. They also have different

methods as well as standards to implement the conduct of RSBI School itself.

Hopefully, this finding can give a new point of view to all developing RSBI

Schools, especially SMP N 4 Pakem. Hopefully, the improvements obtained by

the natural science teachers can also contribute to a better qualification of the

school itself. Moreover, by knowing the teachers‟ perceptions on the use of

English in delivering Natural science subjects, the implementation of RSBI can be

evaluated for any further improvements of education system in Indonesia.

4. For the researcher

The research findings will be useful for the researcher as one of the

stakeholders in education to keep on improving the quality of education in this

country, specifically in the development of RSBI Schools in Indonesia. By finding

the answers of the problems in this research, hopefully the researcher can also

improve and prepare herself as a future teacher.

F. Definition of Terms

This section discusses the definitions of important terms as the keywords

used in this research.


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1. RSBI School

Rintisan Sekolah Bertaraf Internasional (Future International Standard

School) is the realization of Indonesian government‟s education project called

Sekolah Bertaraf Internasional (International Standard School) initiated in 2007

(Kustulasari, 2009, p.1).

RSBI schools are the National Standard Schools which educate the

students based on the Indonesian National Standard of Education as well as

International standard. Those schools are expected to have international quality as

well as international competitiveness of their graduates (Stella Maris School,

2009).

2. Bilingual

Bilingual is the situation when two languages are used (Hornby,

2005:139). In this study, bilingual refers to how language is used as a medium of

subject delivery, as well as interaction in the classroom.

3. Natural science Subjects

Departemen Pendidikan Nasional (2008) divides the school subjects into

two types. Those are natural science and soft science subjects. The subjects

included in natural science are mathematics, physics, chemistry, biology,

astronomy, and any other applied science such as information and technology,

transportation, manufacture, construction, bio, energy, and materials (p.17).

Meanwhile soft science subjects are for instance, language, arts, and social

sciences.


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In the school which is the focus of this study, the science subjects are only

Mathematics, Physics, and Biology.

4. Perception

According to Altman, Valenzi, and Hodgetts: ”Perception is the way

stimuli are selected and grouped by a person so that they can be meaningfully

interpreted” (1985, p. 85). Shortly, they describe perception as a person‟s view of

reality. Someone might have a perception when he or she perceives certain stimuli

from surroundings.

In this research, perception refers to a process in which Natural science

teachers interpret their view on the use of English in delivering the Natural

science subjects bilingually. The teachers‟ perception is observed in order to

understand their point of view towards the use of English as one of the medium

languages used in delivering Natural science subjects in SMP N 4 Pakem RSBI

School.

5. SMP N 4 Pakem

Sekolah Menengah Pertama Negeri (SMP N) 4 Pakem is a junior high

school located in Sukunan, Pakembinangun, Pakem, Sleman, Yogyakarta. Since

year 2006, this school has been approved as one of the International Standard

Schools in Yogyakarta Province.


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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses the theories supporting the research. The researcher

divides this chapter into two sections: Theoretical Description and Theoretical

Framework.

A. Theoretical Description

In this section, the researcher discusses some theories which are related to

this study. There are some points to discuss in this section, namely bilingual in

education, the use of English in bilingual classes, RSBI Schools, sections of a

lesson, natural science subjects, and perception.

1. Bilingual in Education

Brisk (1998) referred bilingual education to the education of children

whose home language is not English. In other words, bilingual is where two

different languages are used in education. In the context of RSBI schools in

Indonesia, bilingual is used in the teaching and learning activities. Departemen

Pendidikan Nasional (2008) mentioned that the main characteristic of RSBI

schools is the use of bilingual instructions in science subjects such as

Mathematics, Physics, Biology, and Information and Communication

Technology.

However, what is meant by bilingual may differ in other different contexts.

One example is the bilingual education system in Singapore, a country where


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English is used as second language. In Singapore, “All students study their

subject-matter curriculum through the medium of English, but they are also

required to reach a „second-language‟ level of proficiency in their official mother

tongue – Mandarin for Chinese, Malay for Malays and Tamil for Dravidian-

speaking Indians.” (Dixon, 2005). A different point of view about bilingual

education was also found in Texas, where its mother tongue is English but

bilingual education program is provided in many public schools. Rossell (2009)

stated that the term „bilingual education‟ is sometimes used loosely to refer to any

type of English teaching program. Then she defined bilingual education as

“Instruction provided to students in their native tongue in all subjects in a self-

contained classroom with other students that speak the same language” (p. 3).

In the case of RSBI School in Indonesia, Natural science subjects are

delivered bilingually, meaning that the classroom instructions use Bahasa

Indonesia and English (Departemen Pendidikan Nasional, 2008). In this situation,

English is used not only as the medium of instruction, but also in the learning

media such as the worksheets and the evaluation instruments.

2. The Use of English in Bilingual Classes

Many have been arguing about the use of English as a medium of

instructions in non-English speaking countries (Corro, 2008; Coleman, 2009).

Most of the studies are in the contrary towards the unclear purpose of English

insertion in non-English subjects in many non-English speaking countries.


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There have been a lot of arguments regarding the use of English in a

bilingual class. Qorro (2008) argues that research in recent years has consistently

shown that the continued use of English as the language of instruction has not

helped students learn English language nor has it enabled students to attain a good

quality of education. Qorro also has a concern about the danger of using an

unfamiliar language as a medium of education (2008, p. 10). She illustrates a

consequence if English is used to teach a content subject: students may fail in

grasping the content of what is taught because their low level of proficiency limits

them to learn. In addition, Qorro (2008) points out that the problem stated above

happens because of people‟s misunderstanding about the concepts and believe that

English medium and English language teaching are synonymous. However, there

are also positive comments arise in the society, especially on the implementation

of English use in bilingual classes. Andayani, Sahid, and Fauzan (2005, p. 20)

mention one of the positive impacts of using English in the classroom is that it

creates English-language atmosphere among the students, particularly in the

classroom learning process. Based on those statements above, the researcher

wants to probe further about the real implementation of English use in bilingual

class.

3. RSBI Schools

Coleman (2009) classified the existence of international schools in

Indonesia into three classifications:

• „True‟ international schools - such as the British International School

(http://www.bis.or.id/index_home.php) and the Ghandi Memorial


http://www.bis.or.id/index_home.php

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International School (http://www.gandhijkt.org/) - aim to serve the

educational needs of the children of expatriaites who are working in

Indonesia.

• Indonesian versions of true international schools cater mainly for the

children of the extremely wealthy Indonesian urban elite as well as some

expatriate children. The medium of instruction is English and many

members of staff are foreigners.

• The Rintisan Sekolah Bertaraf Internasional (RSBI) or „new shoot‟

international standard schools are state or private and secular or Islamic

schools which have been granted special status and additional funding to

enable them to work towards achieving international quality (p. 2).

This section focuses on the third classification of the international schools in

Indonesia.

RSBI which stands for Rintisan Sekolah Berstandar Internasional (Future

International Standard School) was firstly established as a realization of the

enactment of the Act Number 20 Year 2003 on the National Education System.

Coleman (2009) stated that each district in Indonesia is expected to have one

international standard school in each of four categories (primary, junior

secondary, senior secondary and vocational secondary). This statement is based

on the Act of the Republic of Indonesia on National Education System, Chapter

50 verse 3, stating that:

The government and local government organize at least one unit of

education at all levels of education, to be developed further as a unit

having international standards of education (Act of the Republic of

Indonesia No. 20, year 2003 on National Education System, p. 16)

However, in its practice, most schools participating in the scheme have

established RSBI classes which operate in parallel to standard classes, instead of

converting themselves wholescale into international standard institutions

(Coleman, 2009, pp. 2-3). RSBI schools itself are the pioneering schools which in


http://www.gandhijkt.org/

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the future are expected to be SBI (Sekolah Berstandar Internasional) or

International Standard Schools.

According to Departemen Pendidikan Nasional (2008), an RSBI school is

a school which is adjusted to global demands by including the use of international

language and technology in their instructions. Schools which are included in RSBI

Schools are those schools having fulfilled the national education standard (SNP:

Standar Nasional Pendidikan) and by taking into consideration the education

standards of one member nation of the Organisation for Economic Co-operation

and Development (OECD) and/or another advanced nation which has particular

strengths in education such that it achieves competitive advantage internationally

(Departemen Pendidikan Nasional, 2008, p. 13).

As a regulation on the establishment of RSBI Schools, Departemen

Pendidikan Nasional of Indonesia issued the book of Panduan Pelaksanaan

Pembinaan Rintisan SMP Bertaraf Internasional (The Guidebook of International

Standard Junior Secondary Schools Management and Implementation) in 2008.

There are some characteristics of RSBI Schools mentioned in this book. The main

goal of RSBI project is that every instruction in RSBI School is able to fulfill the

demands of global competitiveness such as by providing a learning process which

facilitates the students to improve their skills of innovating, creating, and

experimenting in order to develop the potentials of each of them. How to realize

the goal are by modifying the curriculum, providing technology-based facilities,

and high-skilled teachers. The most dominant characteristic which at the same

time becomes the public‟s centre of attention is that the language used in the


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teaching-learning activities is Bahasa Indonesia and a foreign language (primarily

English).

4. Sections of a Lesson

There are three major sections in a lesson as mentioned by Burden and

Byrd (1999) namely: the beginning of a lesson, the middle of a lesson, and the

ending of a lesson. Every teacher should conduct the instructions based on that

classroom activity outline. Those instructional sections consisting also some sub-

sections in its implementations.

a. The Beginning of a Lesson

A successful classroom beginning can be a great contribution to a

meaningful learning experience for students (Burden & Byrd, 1999, p. 116).

Therefore, it is very important for a teacher to establish effective activities in

order to capture the students‟ attention as well as focus towards the lesson. Burden

and Byrd (1999) mentioned some common ideal actions that a teacher do to begin

a lesson. Those activities are providing daily review, providing set induction,

introducing lesson objectives, distributing materials, and giving clear, focused

directions.

Set induction is also a term used to indicate an instructional activity in the

beginning of a lesson (Gilarso & Suseno, 1986; Shostak, 1982). Set induction is

the activity in which the teacher arouses the students‟ interest and motivation in

joining the lesson (Gilarso and Suseno, 1986). Shostak (1982, p. 114) defined set

induction as “Those actions and statements by the teacher that are designed to


15

relate the experiences of the students to the objectives of the lesson.” Set

induction is used to put the students in a receptive frame of mind, including their

physical, mental, and emotional conditions. Shostak (1982) also stated some

purposes of doing set induction. Those purposes mentioned are focusing the

students‟ attention on the lesson, creating an organizing framework for the ideas,

principles, or information which is to follow, extending the understanding and the

application of abstract ideas through the use of example or analogy, and also

stimulating student interest and involvement in the lesson.

Gagne and Briggs (1979) formulated some instructional events in which

the three of them can be included in set induction activities. Those three elements

are gaining attention, informing the learner of the objective, and stimulating recall

of prerequisite learning. A good set induction must contain those three activities.

b. The Middle of a Lesson

This part of lesson is done during the delivery of the lesson. According to

Burden and Byrd, in the middle of a lesson, a teacher must pay attention to

technical details such as: pacing the lesson, providing smooth transitions, avoiding

satiations, managing seatwork effectively, having a task orientation, being clear,

and exhibiting enthusiasm (1999, p. 123). In order to make effective activities in

the middle of a lesson, a teacher must use some teaching skills as follows:

1) Explaining Skills

In order to explain well, a teacher has to master the material well.

“Explaining refers to planned teacher talk designed to clarify any idea, procedure,


16

or process not understood by a student” (Shostak, 1982, p. 131). Explaining skills

require a lot of teacher‟s knowledge and creativity.

2) Questioning and Assigning Skills

Gilarso and Suseno (1986) defined questioning skills as an instructional

activity aiming to increase students‟ ability of thinking and knowledge gaining.

Questioning is important to develop students‟ critical thinking, enhance students‟

involvements, as well as encourage the students to be more initiative. In this case,

questioning skill also includes assigning the students to do certain activities, such

as coming to the front, writing in their books, and looking to certain figures.

3) Reinforcement Skills

Reinforcement skills are important elements regarding the students‟

motivation in learning. According to Gilarso and Suseno (1986), reinforcement is

a response towards students‟ positive actions aiming at enhancing students‟

motivation in the classroom participation. The expression of reinforcement is for

instance when a teacher says “Good!”, or “Very good!” after a student creates a

positive action.

4) Stimulus Variation Skills

In order to gain attention from the students, a teacher needs to have

stimulus variation skills. This means that a teacher needs to be able to give as

many variations as he can in order not to make the students bored. Teacher‟s

stimulus variation skills are very important in teaching sections, such as when

changing from one topic to another, or from one activity to another.


17

c. The End of a Lesson

There are two important activities that must be conducted in the end of a

lesson. Those are summarizing the lesson and providing closure. According to

Burden and Byrd (1999), providing a summary of a lesson can help the students

gain a better idea of the content as well as clarify any misunderstandings.

Rosenshine and Stevens (1986) stated that “The summary should be used to

determine if the students have grasped the main ideas of the lesson” (as cited in

Burden & Byrd, 1999, p. 132).

Another important point in the end of a lesson is providing closure.

According to Shostak (1982), closure refers to those actions or statements by

teachers that are designed to bring a lesson presentation to an appropriate

conclusion, including reviewing the learned materials and bringing them together

to the students‟ minds. In other words, set closure is the skill of reviewing the key

points of a lesson, of tying them together, and of anchoring them in the students‟

conceptual network (p. 136). All the three classroom sections mentioned above

must be planned and implemented effectively in order to have a successful

learning experience.

5. Natural Science Subjects

Departemen Pendidikan Nasional (2008) categorized the subjects in RSBI

schools into two groups: hard science and soft science subjects. However, in this

thesis, those would be stated as natural science and social science subjects.

According to Departemen Pendidikan Nasional, natural science subjects


18

includes Mathematics, Physics, Chemistry, Biology, Astronomy, and any other

applied science such as information and technology, transportation, manufacture,

construction, bio, energy, and materials (2008, p.17).

In RSBI schools, ideally those subjects are delivered bilingually. However,

every RSBI school has different implementations in real situations. SMP N 4

Pakem as the object of this research is taken as an example. Natural science

subjects delivered bilingually are only Mathematics, Physics, and Biology.

6. Perception

Gibson, Ivancevich, Donnelly, and Konopaske (2009) mentioned four of

the individual psychological variables: perception, attribution, attribution errors,

and attitudes. They defined perception as the process giving meanings to the

environment which involves organizing and interpreting various stimuli into a

psychological experience. According to Robbins (2005), perception is a process

by which individuals organize and interpret their sensory impressions in order to

give meaning to their environment (p. 134). Perception is also a cognitive process

which enables us to interpret and understand our surroundings (Kreitner &

Kinicky, 2008). In other words,”Perception involves receiving stimuli, organizing

them, and translating and interpreting the organized stimuli to influence behavior

and form attitudes” (Gibson, et al., 2009). A figure of the Perception Process

created by Kreitner and Kinicky (1992) is presented on the next page.


19

Figure 2.1. An Overview of the Perception Process

(Kreitner and Kinicky, 1992, p. 126)

In 1992, Kreitner and Kinicky classified perceptions into two big category

namely social perception and object perception (p. 127). An individual perceives

stimuli by using five senses: sight, touch, hearing, taste, and smell (Gibson et al.,

2009). When we perceive an object, for example, our brain processes the

projection of the visual pattern, and then a series of elaborate mental processes

consciously converts it into the perception (Vernon, 1971). According to Robbins

(2005), there are some factors affecting perception, namely the perceiver, the

target being perceived, and the context of the situation in which the perception is

made. Robbins also created a diagram in order to explain the factors influencing

perception.

Important Conceptual

The Individual Process Response


20

Figure 2.2. Factors that Influence Perception (Robbins, 2005, p. 135)

B. Theoretical Framework

The phenomena of inserting English in non-English subject instructions in

Indonesia have reaped controversies. Some people state positive opinions towards

RSBI schools, meanwhile the others are not. Based on this reason, the researcher

decided to study further about the phenomena in RSBI Schools, especially relating

to English which is practically used in their instructional activities.

In conducting the research, the researcher will use the theories stated

above. In order to facilitate the observations, the researcher needs a field note and

observation checklist. Those instruments are designed using the theory of teaching

methodology, bilingual education, and the use of English in bilingual classes,

which in this case are natural science subjects. To guide the interview, the

researcher prepares a list of questions as an interview guideline. Here, the theory

of perception serves as the basic theory of the interview guideline. The researcher


21

will examine the teachers of natural science subjects‟ point of view of delivering

the lessons using English and Indonesia, as well as their feelings toward the

implementation of International Standard Schools. In addition, the researcher will

also use the theories in bilingual education and the use of English in bilingual

class. Since the object of this study is an RSBI School, the researcher will always

refer to the government‟s policy of the International Standard Schools‟

implementation.


22

CHAPTER III

METHODOLOGY

This chapter discusses the methodology that the researcher uses in

conducting the research, including the research method, research participants,

research instruments, data gathering technique, data analysis technique, and

research procedure.

A. Research Method

This research investigated teacher‟s use of English in delivering lessons of

natural science subjects in bilingual classes as well as teachers‟ perception on it.

Since the data obtained in this research was descriptive, the researcher then used

the qualitative method. Sprinthall, Schmutte, and Sirois (1991) described the

qualitative method as “Approaches used to systematically gather the data, but the

data are purely descriptive and therefore not numerical” (p. 100). In addition,

Patton (1985) as cited by Merriam (2009, p. 14) stated: “Qualitative research is an

effort to understand situations in their uniqueness as part of particular context and

the interactions there”. He also emphasized that “The analysis strives for depth of

understanding” (p. 1).

More specifically, the researcher used survey as one type of qualitative

research in order to obtain more detailed description and understanding. Gay

(1992, p. 219) defined a survey as “An attempt to collect data from members of a

population in order to determine the current status of that population with respect


23

to one or more variables.” The survey was applied in gathering the data answering

the second research question. In addition to the research method, the researcher

also used observational research to gather the data answering question number

one. Relating to an observational research, Gay stated that an observational

research studies the current status of a phenomenon (1992, p.234).

B. Research Participants

In this research, the researcher used purposive sampling, in which the

samples were determined homogenously prior to the research. The participants of

this research were four natural science subject teachers of class 7D in SMP N 4

Pakem, Yogyakarta. Those four teachers consisted of 1 Biology teacher, 1 Physics

teacher, and 2 Mathematics teachers. The four teachers were taken as the

participants for the reason that they teach subjects delivered bilingually.

For the survey, the researcher conducts surveys in class 7D also, aiming

that the researcher could observe the same teachers who were the subjects of the

research. The reason was by observing the same classroom and teachers, the

researcher would be able to really understand the phenomena and interactions

between those teachers and students. In addition, the research will be more

consistent in which subjects to study.

C. Research Instruments

In carrying out this research, the researcher used two kinds of instruments.

Those were observations and interview. The researcher obtained the data through


24

classroom observations in order to find out teachers‟ use of English in delivering

Mathematics, Physics, and Biology subjects. The researcher also conducted four

different sessions of in-depth interview towards the four natural science teachers

of class 7D. In order to facilitate the data collection, the researcher prepared some

instruments as follows:

1. Observation Sheet

Since the first problem in this study is how English is used by the teachers

in the natural science subjects‟ delivery, the researcher used classroom

observation to obtain the data. Observations were conducted in order to obtain the

data relating to the real situation of teaching-learning process. The researcher

conducted some observations in order to find out the answer of question number

1. In this case, the researcher conducted direct observations taking place in the

classroom, when the teaching and learning process was running as it was

normally.

Best stated that the reliability and validity of observation are improved

when observations are made at frequent intervals (1970, p.182). Therefore, the

direct observations are done in every meeting of the natural science subjects

within the period of 2 weeks in order to obtain more valid and reliable data. The

researcher conducted survey in two weeks in order not to bother too much the

overall teaching and learning process. In conducting the observations, the

researcher did not make any involvement in the classroom interactions, so that the

teaching and learning activities could run as it was normally.


25

To facilitate the data gathering in the observations, the researcher provided

herself an observation checklist. This sheet contained some points related to the

important things which might probably happen in the teaching and learning

process. The important points were those activities done by the teacher both

written or orally from the beginning up to the end of the meeting. Furthermore,

the researcher took some notes on teacher‟s important actions and statements

which were related to the use of English in delivering the subjects. Overall, the

data obtained from each observation were recorded in this observation checklist.

2. Interview Guideline

As it was formulated in the second research question, the researcher

intended to also find out teachers‟ perceptions towards the use of English in

delivering natural science subjects. Therefore, the researcher conducted an

interview towards each of the natural science subject teachers in order to obtain

the data.

There are 3 different types of interview according to Hancock and

Algozzine. They are structured, semistructured, and unstructured interviews

(2006, p. 40). In this research, the researcher applied semistructured interviews.

By having this kind of interview, the researcher was able to ask some worded

questions as well as follow-up questions in order to probe more deeply issues of

interest to interviewees.

The questions used for the interview might be unpredictable based on the

flow of the teacher‟s open answer. Therefore, the researcher prepared an interview


26

guideline in order to anticipate that issue, as well as to keep the interview going

on in the right track. The interview guideline was categorized into three main

sections. Those are: (1) Teacher‟s understanding on the bilingual concept, (2)

Teacher‟s opinions about the bilingual concept, (3) Teacher‟s ideas on the benefits

and weaknesses of the bilingual concept.

D. Data Gathering Technique

In this research, the researcher gathered two different sources of data. The

first one was the observation data, and the second one was the interview data. In

collecting the observation data, the researcher barely captured everything

happened in the classroom. The researcher then wrote down the English sentences

used by the teacher on the observation sheet. The researcher also recorded the

whole teaching and learning process in order to provide a secondary observation

just in case there was something that the researcher had missed to write during the

observation.

In collecting the data obtained from the interview, the researcher

conducted one interview for each teacher. In addition, the interviews were done in

different time for different teacher. The researcher asked some questions based on

the interview guideline prepared in the list one by one and the teacher answered

them by giving as much and clear information as possible. Each session in the

interview was recorded using an MP3 recorder, so that the researcher could listen

again when analyzing the data.


27

E. Data Analysis Technique

1. Observation

To analyze the data gained from the observation, the researcher read again

the information written in the observation checklist. The data recorded consisted

of English sentences uttered by the teachers when delivering the subjects. The

researcher then classified the sentences into their categories. The categories were

adapted from Burden and Byrd‟s sections of a lesson (1999). In order to facilitate

the categorization, the researcher prepared a table as follow:

Table 3.1 The Use of English in Classroom Activities

No Sections Sub-sections

Observation

1 2 3 4 5

1 The beginning

of a lesson

Greeting and introducing

Reviewing

Introducing lesson objectives

2

The middle of

a lesson

Explaining

Asking questions

Giving reinforcement

Giving stimuli and variations

3 The end of a

lesson

Summarizing the material

Closing

The classification table was used to classify the observation results in each

observation. The observations of different subjects were considered equal,

meaning that the researcher did not categorize the observations based on the

subjects.


28

In the table above, the researcher put symbols either (+), (-), or (±) for

every category or sub-section of classroom activities. The symbol (+) meant that

the teacher used English only. The symbol (-) meant that the teacher did not use

English, meanwhile the symbol (±) meant the teacher used mixed language:

English and Indonesian. By reviewing the table, the researcher could identify the

use of English in every part of classroom activities.

In addition, the researcher also prepared another observation sheet used

per meeting to note down every English sentences used by the teachers as follows:

Table 3.2 English Sentences Used by the Teacher in Material Delivery

No Sections Sub-sections Sentences

1

The beginning

of a lesson

Greeting and introducing 1. _________________

2. _________________

3. _________________

Reviewing 1. _________________

2. _________________

3. _________________

Introducing lesson objectives 1. _________________

2. _________________

3. _________________

2

The middle of

a lesson

Explaining 1. _________________

2. _________________

3. _________________

Asking questions 1. _________________

2. _________________

3. _________________

Giving reinforcement 1. _________________

2. _________________

3. _________________

Giving stimuli and variations 1. _________________

2. _________________

3. _________________

3

The end of a

lesson

Summarizing the material 1. _________________

2. _________________

3. _________________

Closing 1. _________________

2. _________________


29

2. Interview

To analyze the data obtained from the interview, the researcher listened to

the recording several times. The researcher then wrote down all the statements in

the recording and made the transcript. In addition, the researcher highlighted some

important quotations stated by the participants which were the key answers in

answering research problem number 2. The data obtained was used to find out

teacher‟s perception on their use of English in delivering natural science subjects.

F. Research Procedure

In this study, there were some research procedures designed by the

researcher. First of all, the researcher determined the RSBI School which was

about to be used as the site of the research. The researcher then decided to select

SMP N 4 Pakem RSBI School for that school had been approved as one of the

Future International Standard Schools since 2007. Moreover, from the aspects of

the teaching and learning process, the school was known to be qualified to

conduct the research at. Having decided the site for the research, the researcher

gained the access to SMP N 4 Pakem by asking permission to the school‟s

principal.

After getting the access to the school, the researcher started to conduct

some formal meetings with the natural science subject teachers of class 7D in

order to arrange the schedule of the observations as well as the interviews. The

researcher conducted the observations in every class of the subjects delivered

bilingually: Mathematics, Physics, and Biology for 2 weeks. Following the


30

academic schedule in the school, the researcher could do the observation in 12

meetings for the three natural science subjects. That meant, the researcher

conducted the observation as many as 12 times within two weeks. In each

observation, the researcher recorded the whole phenomena happening in the

classroom using an MP3 recorder. The researcher also recorded on the spot every

English utterance that the teacher produced, in the observation sheet.

Having done all the observations, the researcher then started to conduct the

in-depth interviews. The first interview was conducted to the Biology teacher on

January 24, 2012. The next interviews were conducted to two different

Mathematics teachers on January 26, 2012. The last interview to the Physics

teacher was conducted on January 28, 2012. Those teachers were the natural

science subject teachers of class 7D at SMP N 4 Pakem. The interviews were done

separately for each teacher in order to gather more detailed and personal data. For

each interview, the researcher asked more or less nine questions, depending on the

different flow of each teacher‟s open answer. The whole process of the interview

was recorded using an MP3 recorder. The recordings of each interview were

beneficial for the researcher to make the interview script at home. By having the

interview script, the researcher could be more easily analyzing the data. The

whole research process lasted for approximately 3 weeks. The observation

schedule is presented in table 3.3.


31

Table 3.3 The Observation Schedule

Observation Day/date Time Subject Teacher

code

1 Tuesday

January 17, 2012 7.40-9.00 Biology T1

2 Thursday

January 19, 2012 7.00-8.20 Physics T2

3 Thursday


4 Friday

January 20, 2012 8.40-11.00 Mathematics 1 T3

5 Saturday


6 Saturday


7 Tuesday


8 Thursday

January 26, 2012 7.00-8.20 Physics T2

9 Thursday


10 Friday


11 Saturday


12 Saturday



32

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter is a section where the research findings are presented and

analyzed based on the justified methodology. The data were obtained from both

the observations and the interviews conducted at SMP N 4 Pakem RSBI School.

The two research questions are answered in this chapter. This chapter is mainly

divided into two sections. The first section is the presentation of the research

findings, meanwhile the second section is the discussion towards the obtained

data.

A. Research Findings

1. Teachers’ Use of English in Delivering Natural Science Subjects in a

Seventh Grade Class of SMP N 4 Pakem RSBI School

This section specifically answers the first problem, which is how English

is used by the teachers of natural science subjects in a seventh grade class when

delivering the lesson. This section presents the data obtained from the classroom

observations. In addition, the data mainly shows the existence of English

utterances produced by the teachers when delivering the subject to the students. In

order to present the findings, the researcher classifies the data per teacher, and it

would be more specifically classified again into three sections, based on the three

sections in a lesson of Burden and Byrd (1999). They are the beginning of a

lesson, the middle of a lesson, and the end of a lesson. Should there be any


33

samples of teacher‟s oral productions presented, they are presented in their

original versions. This means that the researcher did not make any change towards

the data.

a. Biology Teacher’s Use of English in Delivering Biology Lesson (Teacher

code: T1)

This section discusses English utterances used by the Biology teacher (T1)

in each section of Biology lessons within four times of observation, namely

observation one, three, seven, and nine. The observations for Biology classes were

conducted on January 17, 19, 24, and 26, 2012.

1) The Beginning of Biology Lessons

The beginning section of a lesson is more specifically classified into three

sub-sections, namely greeting and introducing, reviewing, and introducing lesson

objectives. Table 4.1 presents the existence of English in Biology teacher‟s

utterances in the beginning of a lesson.

Table 4.1 The Existence of English in the Beginning of Biology Lessons

(+) means that English is used by the teacher

(-) means that English is not used by the teacher

(±) means that English and Bahasa Indonesia are used by the teacher

No Sub-sections Observation

1 3 7 9

1 Greeting and introducing + + + +

2 Reviewing ± + ± -

3 Introducing lesson objectives ± ± - -


34

a) Greeting and Introducing

Table 4.1 shows that T1 only used English when greeting the students in

each meeting. The most common expression used when greeting the students were

casual expressions such as: “Hi everybody!” and “Hello guys. Good morning.” In

observation three and seven, there was found an English conversation between T1

and the students as follows:

T1 : How are you?

Students: Fine. And you?

T1 : I‟m fine too. Thank you. (observation 7)

Basically, the students were able to answer T1‟s greetings in English. However,

whenever T1 asked whether there was any absent student, the students answered

this question using Indonesian expression “Nihil” due to the habit. There

happened that T1 asked a question that she did not normally ask in any meeting

before. Below is the conversation between T1 and the students of class 7D taken

from the third observation.

T1 : What date is it today?

Students: No one.

T1 : What date is it today?

Students: Thursday. Kamis!

T1 : What DATE is it today? Tanggal berapa sekarang?

Students: Tanggal sembilan belas!

(observation 3)

From the dialog above, it is seen that the students did not answer T1‟s

question correctly. T1 repeated the question as many as three times with the hope

that the students could answer it correctly. In the third repetition, T1 emphasized

the word „date‟ and followed by its Indonesian translation. The repetitions that T1


35

made showed that the students probably did not understand the question or had no

idea about how to answer the new English question.

b) Reviewing

In table 4.1, we can see that T1 used English and also Bahasa Indonesia to

review the previous lesson. In reviewing the previous material, T1 tried to use

English in every utterance she produced. T1 usually said the Indonesian

translation after saying long English sentences. An example of T1‟s utterance in

English and Bahasa Indonesia taken from the first observation is presented below.

“...Make sure that your food web has a producer as the main... Don‟t

forget to always got a producer in every food chain and food web.

Jadi jangan lupa tanaman sebagai produsen dalam setiap rantai

makanan dan juga jaring-jaring makanan.” (T1, observation 1)

In the third observation, T1 only used English to review the previous

material. Below is the English utterance that T1 produced in the third observation.

“Last meeting we have learned about food chain, food web, and food

pyramid. OK. Do you have any difficulties during learn 3 of the

materials?” (T1, observation 3)

The sample utterances stated by T1 above were presented in their original

version, meaning that the researcher did not make any change or revision towards

each of the sentence. The English sentences stated by T1 were not always in a

perfect structure, but they were still understandable. In the ninth observation,

reviewing sub-section did not exist since that meeting was for an examination.

c) Introducing Lesson Objectives

T1 was a teacher who did not regularly introduce the objectives of each

lesson. This happened because not every lesson had a new material to discuss. In

observation one and seven, the materials presented were the continuation of the


36

previous meetings. Meanwhile, in observation nine, it was a meeting for an

examination and discussion. The sub-section of introducing lesson objectives only

existed in observation three. When introducing lesson objectives in the third

observation, T1 used English and Bahasa Indonesia. The utterance that T1

produced in observation three is presented below.

“So I will continue our lesson. Today we will going to learn about

the interactions between organism in ecosystem. Hubungan antara

organisme-organisme yang ada di suatu ekosistem.” (T1,

observation 3)

In the sentences above, Bahasa Indonesia was used as a translation of the

previous English sentences. T1 translated the new topic into Bahasa Indonesia in

order that the students understand what they were about to learn in that meeting.

Again, a grammatical error was found in T1‟s English utterance.

2) The Middle of Biology Lesson

The middle section of a lesson is classified into four sub-sections. Those

are explaining, asking questions and assigning, giving reinforcement, and giving

stimuli. Table 4.2 presents the existence of English in T1‟s utterances in the

middle of Biology lesson.

Table 4.2 The Existence of English in the Middle of Biology Lessons


1 3 7 9

1 Explaining ± ± ± ±

2 Asking questions and assigning ± ± ± ±

3 Giving reinforcement + + + +

4 Giving stimuli and variations ± ± + +


37




a) Explaining

From table 4.2, we can see that T1 used both English and Bahasa

Indonesia when explaining the materials in every observation. From the first,

third, and seventh observation of Biology class, the researcher found two

tendencies regarding how T1 explains the material bilingually. The first tendency

was using English and Bahasa Indonesia in the same sentence. Below are some

samples of utterances found in the explaining sub-section which were produced by

T1 within the first possibility.

“...Kalau the zebra are die, crocodilenya tidak punya makanan. So,

the population of the carnivores are decrease, and the population of

producer are increase.” (T1, observation 1)

“Density in Indonesia called kepadatan. How you can count the

population density? Bagaimana cara menghitung kepadatan

populasi? Caranya: number of organism divided by area.” (T1,

observation 7)

The second tendency of how T1 explained the materials bilingually was by

saying a full sentence in English, and then followed by the Indonesian translation.

The sample utterances are presented below.

“Based on this concept, you should give the more plant in your

aquarium. Harusnya ada banyak tumbuhan sebagai produsen.” (T1,

observation 1)

“So, if there are 2 organisms live together in the same ecosystem,

they will form symbiosis. Ada dua organisme yang hidup bersama di

dalam ekosistem, itu namanya simbiosis.” (T1, observation 3)


38

Besides the two tendencies mentioned above, there happened also when

T1 explained materials in English without any Indonesian translation. This usually

happened when T1 mentioned terms which were quite familiar for the students, or

similar to their Bahasa Indonesia terms. The examples are as follows.

“There are three kinds of symbiosis. First: mutualism symbiosis,

commensalism symbiosis, and parasitism symbiosis.” (T1,

observation 3)

“If all the cats die, the population of chicken and rat will increase.

So, the population of riceplant will decrease.” (T1, observation 7)

In observation nine, the explaining sub-section did not exist since it was

the meeting for examination. Generally, when teaching T1 was always consistent

to use English for every Biological term. This helped the students become more

familiar with English words of Biological terms as well as names of animals,

plants, and other components used in the Biology subject. Besides saying the

English words, T1 also re-stated those biological terms in Bahasa Indonesia. This

was quite effective for the students not only to memorize the words, but also

understand them well.

There were quite many grammatical errors found in the explaining sub-

section, since T1 produced the English utterances spontaneously. However, the

sentences remained understandable. The mistakes seemed not to matter both for

the teacher and the students. In addition, the grammatical errors did not really

bother because in every English sentence, there was always Indonesian expression

to help the students understand.


39

b) Asking Questions and Assigning

From table 4.2, we can see that T1 used English and Bahasa Indonesia in

asking questions and assigning the students in every meeting. In most of the

observations, the researcher found that T1 asked questions in English. The

examples of questions and classroom assignments uttered by T1 are presented

below.

”Can you make the classification? Who is the herbivores? Who is the

carnivores?... “ (T1, observation 1)

“What is symbiosis?... Do you remember how many kinds of

symbiosis?” (T1, observation 3)

“In the food pyramid, who is the top consumer?” (T1, observation 7)

In the case of longer questions and assignments, T1 stated the Bahasa

Indonesia translations after English questions. The examples are as follows.

“Who is in the up of this base of pyramid? Siapa yang ada di

atasnya produsen?”(T1, observation 1)

“Do you ever see two organisms live together in an ecosystem? Ada

yang sudah melihat dua organisme yang hidup bersama dan saling

mendapat keuntungan di suatu ekosistem? (T1, observation 3)

“For part C, please mention how many right numbers from your

friend‟s answer. Untuk yang C, kalian sebutkan berapa jawaban

yang benar dari temanmu.” (T1, observation 7)

“Keep your book. Masukkan bukunya ke dalam tas.” (T1,

observation 9)

The researcher found that most of the time, T1 asked questions and

assigned the students using English first. When she assumed that the students did

not understand the questions by showing no responses, she repeated them in

Bahasa Indonesia. Regarding students‟ responses towards teacher‟s questions,


40

normally the students were able to produce short answers, but when they had to

answer with longer explanations, they tended to use Bahasa Indonesia. T1 then

gave them the correct answer in English, in order to correct students‟ use of

English as well.

c) Giving Reinforcement

Among the four observations conducted in Biology class, it was found that

T1 used English in all of the reinforcements that she made. This fact can be seen

in table 4.2. T1 used short reinforcements like “Good” or “Very good” whenever

there were students who answered correctly. The researcher observed that T1

consistently gave reinforcement to the students in every observation. This is good

for enhancing the students‟ motivation in learning as well as doing the next task.

d) Giving Stimuli and Variations

Table 4.2 shows that T1 used English expressions in giving stimuli and

variations in observations seven and nine. Meanwhile, in observation one and

three, she used English and Bahasa Indonesia. There was still the same indication

in T1‟s use of two languages. In the first observation, it was found that she used

English and Bahasa Indonesia in the same sentence. Below is T1‟s bilingual

utterance taken recorded in the first observation.

“OK. Now time for us to learn about food pyramid or piramida

makanan.” (T1, observation 1)

In the utterance above, T1 gave variation in order to move from one topic

to another. Since the topic being discussed was new, then she restated the topic in

Bahasa Indonesia, in order that the students not get lost in what they were about to

study. In the third observation, the researcher found another indication where T1


41

used stated an utterance in Bahasa Indonesia and then translated into English. The

utterance is presented below.

“Ada yang bisa menjelaskan lebih bagus? Anyone of you can

explain more clearly?” (T1, observation 3)

In the seventh and ninth observations, T1 only used English in giving

stimuli and variations. The samples presented below are taken from seventh and

ninth observations.

“Hello! Pay attention, please!” (T1, observation 7)

“OK. Let‟s continue. Now number 16.” (T1, observation 9)

In addition to producing oral statements as mentioned above, T1 also gave

stimuli and variations by making physical movements, changing speech patterns

and pausing. All of those were used for focusing students‟ attention as well as

increasing students‟ participation during learning.

3) The End of Biology Lesson

The end part of a lesson is classified into two sub-sections. Those are

summarizing the material and closing. Table 4.3 presents the existence of English

in T1‟s utterances in the end of a lesson.

Table 4.3 The Existence of English in the End of Biology Lesson


1 3 7 9

1 Summarizing the material - ± - ±

2 Closing ± + + +


42




a) Summarizing the Material

Table 4.3 shows that in summarizing the materials, T1 used mixed

English and Bahasa Indonesia in the third and the ninth observation. In the first

observation, T1 used Bahasa Indonesia to summarize the materials. Meanwhile in

the seventh observation, this sub-section of a lesson did not exist because there

was no new material to be summarized in that meeting. The meeting observed in

the seventh observation was only for homework discussion and test preparation.

An example of T1‟s utterance when summarizing the material bilingually is

presented below.

“So, what is your conclusion? The relationship between two

organisms can be called mutualism, parasitism, or commensalism

depends on the situation, and your explanation. OK. Gitu ya.” (T1,

observation 3)

Among the three observations in which this sub-section existed, there was

no tendency of T1‟s use of language found in summarizing the materials.

b) Closing

From table 4.3, we can see that T1 used English in closing the lesson in

every meeting. However, Bahasa Indonesia was also used in the first observation.

Below is T1‟s utterance in closing the lesson bilingually.

“OK. That is all for today. And the next meeting, don‟t forget to

always make sure that the aquarium is survive. Ya? dilihat terus

kalau ada yang mati nanti dilihat.” (T1, observation 1)

Another sample in which T1 closed the lesson in English is also presented

on the next page.


43

“OK. This is all for today. Don‟t forget to prepare your examination

for next Thursday. Thank you for your attention. Assalamualaikum

Wr. Wb.” (T1, observation 7)

From the sample dialogs above, we can see that T1 used similar

expressions in order to close a lesson. In closing a lesson, English was mainly

used by T1. Only when there was some additional information then T1 conveyed

it in Bahasa Indonesia.

From the overall process of teaching done by T1, the researcher can

conclude that T1 is a teacher who tried to use as much English as she could. As

long as she perceived that the students understand, then she continued speaking in

English. She turned the language into Bahasa Indonesia whenever she assumed

that the sentences were in complex construction, or the students did not

understand what she was saying. T1 was able to communicate in English both in

daily classroom communications and in the content materials. There were some

grammatical errors found in the observations. However, those did not really

bother the whole teaching process.

b. Physics Teacher’s Use of English in Delivering Physics Lesson (Teacher

code: T2)

This section discusses English utterances used by the Physics teacher (T2)

in each section of Physics lessons within two times of observation. The

observations for Physics classes were conducted on January 19 and January 26,

2012. Those were the second and the eight observations.


44

1) The Beginning of Physics Lesson

The beginning section of a lesson is more specifically classified into three

sub-sections, namely greeting and introducing, reviewing, and introducing lesson

objectives. Table 4.4 presents the existence of English in Physics teacher‟s

utterances in the beginning of each Physics lesson.

Table 4.4 The Existence of English in the Beginning of Physics Lesson





From table 4.4, we can see that in both observations done in Physics

classes, T2 always used English. T2 consistently used English in greeting the

students and asking the students‟ condition as well as whether there was any

absent student. The sample utterances are presented below.

“Good morning students. How are you? ... Who is absent today?”

(T2, observation 2)

“OK. Students, are you ready to continue our lesson? Firman, please

lead your friends to pray.” (T2, observation 8)

The students were able to answer and respond T2‟s greetings in English.


2 8

1 Greeting and introducing + +

2 Reviewing - ±

3 Introducing lesson objectives ± -


45

b) Reviewing

Table 4.4 shows that in the second observation, English did not exist in the

sub-section of reviewing. Meanwhile in the eighth observation, English and

Bahasa Indonesia existed. In fact, the sub-section of reviewing did not exist in the

second observation, since that the meeting observed in observation two was the

first meeting of Physics subject in the semester. Therefore, there was nothing to

review. T2 reviewed the previous materials using a little English and then

continued by re-explanations in Bahasa Indonesia. Teacher‟s English utterances

are presented below.

“OK students, mari kita lanjutkan pembelajaran kita. The last

lesson, you studied about?...What our topic the last meeting?

Expansion.” (T2, observation 8)

From the data above, we can see that T2 barely inserted an Indonesian

expression among other English expressions. The utterances above were then

continued with long explanations about „Expansion‟ delivered in Bahasa

Indonesia.


Referring back to table 4.4, we can see that in the second observation,

English and Bahasa Indonesia were used in introducing lesson objectives..

Meanwhile in the eighth observation, the sub-section of introducing lesson

objectives did not exist for the reason that there was no new material delivered in

that meeting. The meeting observed in the eighth observation was mostly about

homework discussion. Below is the utterances stated by T2 in the sub-section of


46

introducing lesson objectives. An example of bilingual utterance produced by T2

in introducing the objectives of the lesson is presented below.

“Hari ini kita akan belajar tentang pemuaian yang dalam Bahasa

Inggris kita sebut: Expansion.” (T2, observation 2)

In observation two, T2 introduced the lesson objectives by also showing

the competence standards via Power Point Presentation. Those shown in the

presentation slides were in English. Then, T2 read them aloud for the students and

say the translations in Bahasa Indonesia. Other expressions of introducing lesson

objectives were also produced by T2. However, almost all of the expressions were

in Bahasa Indonesia. English was used only for stating the content terms, such as

„Expansion‟, „Linear expansion‟, and „Expansion of solid‟.

2) The Middle of Physics Lesson



stimuli. Table 4.5 presents the existence of English in Physics teacher‟s utterances

in the middle of a lesson.

Table 4.5 The Existence of English in the Middle of Physics Lesson


2 8

1 Explaining ± ±

2 Asking questions and assigning ± -

3 Giving reinforcement - -

4 Giving stimuli ± -


47




a) Explaining

Table 4.5 shows that T2 used English and Bahasa Indonesia in order to

explain materials both in observation two and eight. The researcher found that T2

used similar patterns in explaining the material. Sometimes, she stated the English

sentences first, and then followed by the Indonesian translations. Another pattern

was by inserting English expressions among Indonesian sentences, or inserting

Indonesian expressions among English sentences. The samples are presented

below.

“There are three kinds of expansion of solid. They are linear

expansion, pemuaian panjang. Yang kedua area expansion,

pemuaian luas. And the last is volume expansion, alias pemuaian

volume.” (T2, observation 2)

“Dalam mengerjakan soal fisika, jangan lupa ditulis dulu: identified

atau known (diketahui), questioned atau asked (ditanyakan), baru

solutionnya.” (T2, observation 8)

In addition to those spontaneous oral productions, in observation two, T2

used Power Point Presentation in order to give explanation. The information

shown in the presentation was in full English. T2 always read what was written in

the presentation, and translated it into Bahasa Indonesia.

When explaining mathematical formulas and operations, T2 always used

Bahasa Indonesia with some English Physical terms used. The sample utterances

produced by T2 in explaining mathematical formulas and operations are presented

on the next page.


48

“The formula of linear expansion... Lt sama dengan L0 ditambah

ϪL... Panjang awal or initial length, perubahan panjang atau length

change, panjang akhir atau final length.” (T2, observation 2)


From table 4.5, we can see that in the section of asking questions and

assigning, English and Bahasa Indonesia were used in the second observation.

Meanwhile, in the eighth observation, there was no English used by T2 when

asking questions and assigning the students. The only English expression of

assigning the students is presented below.

“Please look at the picture on the screen. What picture?” (T2,

observation 2)

There were also other questions and assignments stated in Bahasa

Indonesia. In this sub-section, T2 did not mix two languages in the same

utterances. Instead, she used single language in every single question or

assignment.

c) Giving Reinforcement

From table 4.5, we can see that there were no English expressions were

used by T2 in giving reinforcement. In fact, the researcher did not find the

condition where T2 gave reinforcements to the students.


Table 4.5 shows that only in the second observation that T2 used mixed

English and Bahasa Indonesia. In the eighth observation, English did not exist in

the sub-section of giving stimuli and variations. Most of the time, T2 combined

English and Bahasa Indonesia in one utterance. The sample utterances are

presented on the next page.


49

“Are you ready?... OK. Saya lanjutkan ya. Next!” (T2, observation

2)

Besides, T2 also used other variations in Bahasa Indonesia in order to give

stimuli and variations. Those expressions of giving stimuli and variations were

effective to focus students‟ attention when learning.

3) The End of Physics Lesson

There are two sub-sections in the end of a lesson. Those are summarizing

the material and closing. Table 4.6 presents the existence of English in T2‟s

utterances in the end of Physics lesson.

Table 4.6 The Existence of English in the End of Physics Lesson





From table 4.6, it is seen that in the sub-section of summarizing the

material, English and Bahasa Indonesia existed only in the second observation. In

the eighth observation, the sub-section of summarizing materials did not exist

since there was no new material to summarize in that meeting. In summarizing the


2 8

1 Summarizing the material ± -

2 Closing - -


50

material, it was found that T2 combined English and Bahasa Indonesia. The

utterance that she produced to summarize the materials is presented below.

“Nah, itulah yang kita pelajari, yaitu length expansion, area

expansion, dan volume expansion.” (T2, observation 2)

In the second observation, T2 also assigned the students to do homework.

However, she gave the homework using Bahasa Indonesia.

b) Closing

Based on table 4.6 we can see that English did not exist in the sub-section

of closing in any of the observation. In closing both observed Physics lessons, T2

always used a very short expression in Bahasa Indonesia, which is “Saya akhiri,

selamat pagi semuanya.”

From the overall teaching done by T2, the researcher can conclude that T2

is a teacher who does not use very much English. She used English mostly when

mentioning the content terms such as expansion, linear, area, volume, and

elements in certain formula, such as coefficients. In addition, T2 uttered English

sentences when there was also written information in the presentation slides.

When the slides shown information in English, T2 read them for the students in

most of the time, and then translated it into Bahasa Indonesia. In daily classroom

expressions, T2 mostly used Bahasa Indonesia, for example when criticizing the

students and giving suggestion.


51

c. Mathematics Teacher’s Use of English in Delivering Mathematics 1

Lesson (Teacher code: T3)

Mathematics subject for the 7th grade class at SMP N 4 Pakem is divided

into two. Therefore, they have two different mathematics teachers who teach

different topics. This section discusses the first Mathematics class, taught by T3.

In the next parts, the first Mathematics class will be named Mathematics 1.

This section discusses English utterances used by the first Mathematics

teacher (T3) in each section of Mathematics 1 lessons within four times of

observation, namely observation four, six, ten, and twelve. The observations for

Mathematics 1 classes were conducted on January 20, 21, 27, and 28, 2012.

1) The Beginning of Mathematics 1 Lesson

There are three sub-sections in the beginning section of a lesson, namely

greeting and introducing, reviewing, and introducing lesson objectives. Table 4.7

presents the existence of English in Mathematics 1 teacher‟s utterances in the

beginning of a lesson.

Table 4.7 The Existence of English in the Beginning of Mathematics 1 Lesson





4 6 10 12

1 Greeting and introducing ± + + +

2 Reviewing ± - - ±

3 Introducing lesson objectives + - - -


52


From table 4.7, we can see that based on the observation, English existed

in T3‟s utterances when greeting and introducing in each lesson. However, in the

fourth observation T3 used mixed English and Bahasa Indonesia. The common

expressions that T3 used to greet the students were for example “Good morning”

and “Who is absent today?”.

The students were usually able to respond the standard greetings in

English. Whenever T3 asked whether there was any absent student, most of the

students answered also in English, even though some students still said “Nihil”.

For longer questions in classroom introduction, T3 used Bahasa Indonesia and

then the students answered also in Bahasa Indonesia. One example of

conversation between T3 and the students of class 7D is presented below.

T3 : Who is absent today?

Students: No one.

T3 : OK. How about your task? BCT warming-up nya gimana?

Students: Susah Bu!

b) Reviewing

Referring back to table 4.7, we can see that English in reviewing sub-

section existed only in the fourth and twelfth observations. The meeting observed

in the sixth observation was the Competence Based Test (CBT). Meanwhile the

tenth observation was done in the meeting on discussing the CBT. As a

consequence, T3 did not do reviewing in those meetings.

In doing a bilingual review, usually T3 gave some problems in order to

check the students‟ memory on the previous materials. Then, combining the two


53

languages, she discussed the mathematical problems together with the students.

Below is an example of T3‟s utterance in reviewing sub-section.

“Sudah dikerjakan PR-nya? Any difficulties?” (T3, observation 12)

T3 usually used different language for different utterances. The researcher

did not find any pattern of the way English was used in the reviewing sub-section.


Table 4.7 shows in the sub-section of introducing lesson objectives,

English existed only in observation four. In the other observations, there were no

new materials in the meetings. Therefore, the sub-section of introducing lesson

objectives did not exist in the other meetings. The only expression uttered by T3

in introducing lesson objectives is presented below.

“We will continue to our new material. We will learn about angle in

parallel line.” (T3, observation 4)

In the only lesson introduction, T3 used English. However, in describing

the parallel line as well as its further explanation, T3 used Bahasa Indonesia.

2) The Middle of Mathematics 1 Lesson

There are four classifications of sub-section in the middle of a lesson.

They are explaining, asking questions and assigning, giving reinforcement, and

giving stimuli. Table 4.8 presents the existence of English in Physics teacher‟s

utterances in the middle of a lesson.


54

Table 4.8 The Existence of English in the Middle of Mathematics 1 Lesson




a) Explaining

From table 4.8, we can see that in observation six, only English was used

by T3 in the sub-section of explaining. In the other observations, which were

observation four, ten, and twelve, T3 explained the materials using English and

Bahasa Indonesia. Since the meeting observed in the sixth observation was for

examination, T3 did not have much explanation. Therefore, T3 did not translate

the short explanation into Bahasa Indonesia. The only utterance in explaining in

the sixth meeting is presented below.

“Because you have the last test, so you may take notes in the test

sheet.” (T3, observation 6)

In the other observations, the researcher found some tendencies of the

pattern in which T3 used English in bilingual explanation. The first is that T3 only

used English in an utterance. An example is presented on the next page.


4 6 10 12

1 Explaining ± + ± ±

2 Asking questions and assigning ± ± ± ±

3 Giving reinforcement + - - -

4 Giving stimuli + - ± -


55

“B equal with 45o, supplementary with A. A is equal 25

o because

alternate interior angle.” (T3, observation 10)

The second pattern is that T3 stated a full English sentence which was

followed by the Indonesian translation. The examples are presented below.

“...Because the parallel lines have no intersection point. Jadi mereka

tidak punya titik potong.” (T3, observation 4)

“Zero is an even number. Nol adalah bilangan ganjil.” (T3,

observation 10)

The third pattern is that T3 combined Bahasa Indonesia and English in the

same sentence. The examples are presented below.

“Di sini, I have two lines. Line A and line B. if we want to give a

name for a line, we should use non-capital letter.” (T3, observation

4)

“The angle with the measure of 65o and the angle with the measure

of 5x. Hubungannya consecutive interior angle.” (T3, observation

12)

The pattern found in this finding is quite similar with the previous findings

found in Biology classroom observations. In Mathematics 1 class, T3 did not do

much lecturing in most of the time. Only when there was a new material, like in

the fourth observation, then T3 gave much lecturing in order to explain the new

topic. Usually, the method used by T3 in explaining certain mathematical

problems solving is by discussing them together with the students. T3 usually

guided the students into the correct steps of solving the problems by asking small

questions.


From table 4.8, we can see that from all the observations in Mathematics 1

class, English and Bahasa Indonesia were used in the sub-section of asking


56

questions and assigning. T3 is a teacher whose classroom activities involved many

discussions as well as question and answer sessions with the students. The

classroom activities were mostly on solving mathematical problems from the

worksheets given. Therefore, in this sub-section, there were many questions stated

by T3 in each of the meeting. However, observation six was an exception since

the meeting was for the competence based test. As a result, there was no question

found in the sixth observation.

The patterns of the use of English are the same as those found in the

explaining section. The examples of full English question and assignment is

presented below.

“What is the value of X in degrees?” (T3, observation 10)

“Based on the figure on the whiteboard, please find the value of A!

And then please raise your hand to answer the problem.” (T3,

observation 4)

There were also found English questions and assignments which were

directly translated into Bahasa Indonesia. The examples are as follows.

“What is supplementary angle? And then what happens if we add the

measure of this angle? Kalau supplementary angle, jika dijumlahkan

jumlahnya jadi bagaimana?” (T3, observation 4)

“Please submit your assignment. Tugasnya dilkumpulkan.” (T3,

observation 6)

However, there were also found that T3 did the other way around. She

stated Bahasa Indonesia utterances which were translated into English. the

example is as follows.

“Sebutkan pasangannya! Please mention the pairs of corresponding

angles!” (T3, observation 10)


57

Other than those patterns, the researcher also found the situations where

T3 asked questions or assigned the students using the combination between

English and Bahasa Indonesia in one same utterance. An example is presented

below.

“Apakah mungkin, is it possible for line P and Q to meet at another

point?” (T3, observation 4)

The researcher found many utterances in mixed English and Bahasa

Indonesia used when T3 asked questions and assigned the students. In explaining

as well as asking questions, T3 did not really pay attention on the sentence

structure. In addition, T3 used short questions which were quite understandable

for the students. Sometimes she used Bahasa Indonesia sentences in which the

mathematical terms are in English, for instance “Dari equation ini, silakan

ditemukan dari value of X!” This finding was commonly found also in other

teachers‟ utterances previously.

From T3‟s utterances in the sub-section of asking questions and assigning,

the researcher also found some pronunciation mistakes, for example when T3 said

“opposite”. The correct pronunciation was /ˈɒp.ə.zɪt/, however, she pronounced it

/ˈɒp.ə.saɪt/. Another example was the word “measure”, which was supposed to be

pronounced /ˈmeʒ.ə r/, T3 pronounced it /ˈmi:zər/. There were some other words

like “figure” and “identify”, which were pronounced incorrectly as /ˈfɪg.u:r / and

/ɪˈden.tɪ.faɪ/. Those were the words which were continuously mispronounced in

every time T3 pronounced them. When it came to the students‟ turn to say

“opposite”, they also made the same mispronunciation as what T3 did.


58

c) Giving Reinforcements

In table 4.8, it is shown that T3 gave reinforcements to the students in

English in the fourth meeting only. In the other observations, the researcher did

not find any reinforcements given by T3. T3 stated “Good” and “Very good” in

order to reinforce the students. There once found that T3 said “OK. Give

applause!” in the fourth observation. Even though T3 did not give any

reinforcement in the other meetings, the students remained enthusiastic in

answering each question that T3 asked.


From table 4.8, we can see that only English existed in the sub-section of

giving stimuli and variations in the fourth meeting. In the tenth meeting, English

and Bahasa Indonesia were used to give stimuli and variations. Meanwhile, in the

other two observations, this sub-section did not exist.

An utterance that T3 stated to change from one topic to another was found

in the fourth observation. The utterance is presented below.

“Before you do the activity one, I will explain about parallel lines.”

(T3, observation 4)

In order to break the students‟ noise, T3 said aloud “Hello! Everybody!”.

In the tenth observation there was only one English stimulus variation expression

stated by T3. She said “Understand?” in order to make sure that the students

understand the material. There were also other expressions of giving stimuli and

variations found in the tenth observation. However, all of them are stated in

Bahasa Indonesia. In giving stimuli and variations, the patterns that existed in the


59

previous sub-section did not exist. In this sub-section, T3 stated either full English

utterances or full Indonesian utterances.

3) The End of Mathematics 1 Lesson

The end part of a lesson is classified into two sub-sections. Those are

summarizing the material and closing. Table 4.9 presents the existence of English

in T3‟s utterances in the end of Mathematics 1 lesson.

Table 4.9 The Existence of English in the End of Mathematics 1 Lesson





From table 4.9, we can see that in observation four and ten, English and

Bahasa Indonesia existed in the sub-section of summarizing the material. In the

sixth and twelfth observations, this sub-section did not exist. In summarizing the

materials, it was found that T3 used English together with Bahasa Indonesia in a

long utterance. The utterance is as follows.

“Kesimpulannya: first, the measure of corresponding angle in

parallel lines is equal. Berarti artinya? Sama. ... And then, the next

conclusion: the measure of alternate interior angle in parallel line is

equal.” (T3, observation 4)


4 6 10 12

1 Summarizing the material ± - ± -

2 Closing + - - -


60

From the utterance presented previously, we can see how T3 combined

English and Bahasa Indonesia in summarizing materials. Sometimes, T3

continued with giving homework or reminding the students to study at home using

Bahasa Indonesia, in which the details will be elaborated in the next sub-section.

b) Closing

In table 4.9, it is seen that English in closing Mathematics lesson only

existed in observation four. In the other observations, T3 usually closed the

meeting by saying “Assalamualaikum Wr. Wb.”. Even though T3 did not close

the other lessons formally in English, she usually asked one of the students to lead

the prayer by saying “Before you go home, please one of you lead the prayer.”

Then one student led the prayer in English. In observation four, it was found that

T3 closed the meeting by giving some suggestions bilingually and closed the

lesson using English. The closing utterance is presented below.

“Don‟t forget that we will have BCT test tomorrow. So, prepare

yourself. Tinggal siapkan dirinya ya.” (T3, observation 4)

From the overall teaching of T3, the researcher can conclude that T3

always tried to use as much English as she could in every lesson. The common

teaching method that T3 used was explaining by discussing problems in

worksheets. In discussing and explaining complicated mathematical problems, T3

tended to use more Bahasa Indonesia in order to ensure that the students

understand how to solve those problems. However, T3 kept on saying the

mathematical terms in English, for example names of angles, mathematical

operations, and so on. Sometimes T3 translated them to Bahasa Indonesia.


61

d. Mathematics Teacher’s Use of English in Delivering Mathematics 2

Lesson (Teacher Code: T4)

This section discusses English utterances used by the second Mathematics

teacher (T4) in each section of Mathematics 2 lessons within two times of

observation. The observations for Mathematics 2 classes were conducted on

January 21 and 28, 2012. Those were the fifth and eleventh observations.

1) The Beginning of Mathematics 2 Lesson

There are three sub-sections in the beginning section of a lesson, namely

greeting and introducing, reviewing, and introducing lesson objectives. Table 4.10

presents the existence of English in Mathematics 2 teacher‟s utterances in the

beginning of a lesson.

Table 4.10 The Existence of English in the Beginning of Mathematics 2

Lesson





5 11

1 Greeting and introducing + +

2 Reviewing ± ±

3 Introducing lesson objectives ± ±


62


In table 4.10, it is seen that in the sub-section of greeting and introducing,

T4 only used English. However, T4 never greeted the students using “Good

Morning”, or “How are you?” Instead, she directly asked whether the students are

ready for the lesson or the quiz by saying “Are you ready?”. However, the

students did not respond in English.

b) Reviewing

Table 4.10 shows that in the sub-section of reviewing, English and Bahasa

Indonesia were used in both observations of Mathematics 2 class. Mostly, the

bilingual utterances stated by T4 to review the previous materials were using

Bahasa Indonesia in which the mathematical terms were consistently in English.

The examples are presented below.

“Kemarin materi kita sampai Describing Sets, menyatakan

himpunan. Yang pertama, the first is „Describing sets by words‟.”

(T4, observation 5)

“Masih ingat nggak? Definition of set? Suatu collection yang bisa

didefinisikan dengan jelas.” (T4, observation 11)

From the example above, we can see that the pattern that T4 used was

English and Bahasa Indonesia combined in the same utterance.


From table 4.10, we can see that in introducing lesson objectives, T4

combined English and Bahasa Indonesia in both of the observations. In this sub-

section, English was used together with Bahasa Indonesia within the same

utterance. The examples are presented on the next page.


63

“Let‟s continue to the next material. The next material is „Describing

sets by using set builder notation‟. Ini materi baru ya. Sebelumnya

belum pernah.” (T4, observation 5)

“Kita mau belajar tentang himpunan kosong atau Empty set.” (T4,

observation 11)

The researcher found that T4 consistently started the lesson by introducing

the lesson objectives first in every meeting. This is beneficial in order to help the

students create an organizing framework for the ideas, principles, or information

which is to follow (Shostak, 1982).

2) The Middle of Mathematics 2 Lesson



stimuli. Table 4.11 presents the existence of English in teacher‟s utterances in the

middle of Mathematics 2 lesson.

Table 4.11 The Existence of English in the Middle of Mathematics 2 Lesson





5 11

1 Explaining ± ±

2 Asking questions and assigning ± ±

3 Giving reinforcement ± -

4 Giving stimuli ± -


64

a) Explaining

From table 4.11, we can see that in the two observations, T4 combined

English and Bahasa Indonesia in the explaining activity. There were found full

English sentences in which one of the example is presented below.

“Y is greater than one, less than equal ten, Y is the element of N.

Two is the lower bound, ten is the upper bound.” (T4, observation 5)

There were also found another pattern in which English and Bahasa

Indonesia were randomly stated in the same utterance, for example:

“Whole number adalah bilangan yang start from nol.” (T4,

observation 11)


Table 4.11 shows that English and Bahasa Indonesia were used when T4

asked questions as well as assigned the students. It was found a pattern in which

T4 used short questions and commands in English, sometimes translated into

Bahasa Indonesia. Another pattern was English and Bahasa Indonesia used in the

same utterance. The examples are presented below.

“Ada berapa batas? Upper bound atau lower bound?” (T4,

observation 5)

”Silakan open your worksheet problems A and B. Sudah disediakan

tabelnya by using set builder notation.” (T4, observation 5)

“Who is the element of set C? Set C elemennya siapa saja?” (T4,

observation 11)

Whenever T4 asked only in English, the students answered also in English.

However, when the questions were stated in Bahasa Indonesia, then the students

tended to answer in Bahasa Indonesia.


65

c) Giving Reinforcements

From table 4.11, we can see that T4 used mixed English and Bahasa

Indonesia in the fifth observation only. In the eleventh observation, T4 did not use

any English utterance in giving reinforcements. An utterance of giving

reinforcements stated by T4 is presented below.

“Betul. OK thank you. Berarti memperhatikan.” (T4, observation 5)

Here we can see that T4 did not only use the common expression of

reinforcement like “Good” or “Very good”. Instead, T4 also gave more

compliments towards what the students had done. This is beneficial to arouse the

students‟ motivation.


Referring back to table 4.11, it is seen that the combination of English and

Bahasa Indonesia existed in the fifth observation. In the eleventh observation, T4

did not use any English utterance to give stimuli and variations. It was found that

T4 gave stimuli and variations in full English. The utterance is presented below.

“Give attention to the whiteboard!” (T4, observation 5)

There were also found some bilingual utterances as follows.

“Continue? Ready? Enter! Yo kita enter ke materi kita.” (T4,

observation 5)

Here we can see that T4 gave stimuli and variations mainly to get students‟

attention back. T4 sometimes only used English, and sometimes also had English

and Bahasa Indonesia in the same sentences.


66

3) The End of Mathematics 2 Lesson

The end part of Mathematics 2 lesson is classified into two sub-sections,

namely, summarizing the material and closing. Table 4.12 presents the existence

of English in teacher‟s utterances in the end of a lesson.

Table 4.12 The Existence of English in the End of Mathematics 2 Lesson





In table 4.12 above, we can see that there were no English used by T4 in

summarizing the materials in both of the observations. In fact, the researcher did

not find T4 summarizing materials.

b) Closing

In table 4.12, it is shown that T4 did not use any English expressions in

closing the lessons. Normally, T4 only said closing sentences in Bahasa Indonesia

and “Assalamualaikum Wr. Wb.” in order to close the lessons.

From the overall teaching of T4, the researcher can conclude that most of

the time, T4 produced English utterances in mathematical terms. Meanwhile for

the introductory and further explanation, T4 mostly used Bahasa Indonesia. The

English production of T4 was not always in good grammar or in complete


5 11

1 Summarizing the material - -

2 Closing - -


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sentence. However, that did not bother the teaching activity since T4‟s utterances

were understandable.

2. Teachers’ Perception on the Use of English in Delivering Natural Science

Subjects

In this section, the researcher presents the result of the interview regarding

teachers‟ perception on the use of English in delivering the three natural science

subjects. The researcher obtained the data from interviews, which were conducted

individually towards each of the teacher as the participants. There were four

teachers of class 7D participated in the interview. Those four teachers were the

same teachers who had been observed in the classroom, namely T1, T2, T3, and

T4. Participant T1 taught Biology, T2 taught Physics, and the other two taught

Mathematics. The researcher proposed some questions related to bilingual concept

applied in RSBI (Rintisan Sekolah Bertaraf Internasional – Future International

Standard School). The first three questions asked their understanding about

bilingual concept implemented in RSBI Schools. The next questions were related

to their opinion about the implementation of bilingual concept, as well as its

practical application in the classroom.

Being asked about their view on the bilingual concept in the context of

RSBI Schools, all the four teachers agreed that bilingual is a teaching and learning

process in which two languages were used, namely English and Bahasa Indonesia.

Participant T2 added that using two languages was the minimum standard. There

was also a possibility to use more than two languages in the teaching and learning


68

process, as long as the students and the teacher were capable enough. Participant

T1 emphasized that bilingual in RSBI Schools was the early step to use full

English in the future. She stated:

“Our native language is Bahasa Indonesia, and English roles as the

foreign language. Therefore, in the teaching and learning process, in

addition to Bahasa Indonesia, we also use English as a foreign

language. Why do we use two languages? Because in RSBI school,

we are preparing ourselves to use full English in the future.” (T1,

translated interview result)

The second question asked teachers‟ personal point of view on which

activities they must use bilingual concept in the teaching process. Participants T1,

T3, and T4 had similar opinions. They agreed that in all sections of teaching, they

would apply bilingual concept. They also stated that a natural science subject

teacher ideally had to say the introductory as well as the content materials

bilingually in both formal and informal communications. One of the participants

stated:

“In science classes, English is used in any forms of communications,

both formal and informal. Formal communications are the ones that

happen in the classroom during the lesson.... Informal

communications are the ones that happen outside the classroom.”

(T1, translated interview result)

However, T2, as a Physics teacher had a different opinion. In her opinion,

the use of English really depended specifically on the classroom situation and

condition. Whenever the teacher felt that the students were ready to receive the

materials in English, then the teacher would involve English. When the teacher

assumed that the students did not understand most of the English statements, she

would rather continue in Bahasa Indonesia, in order to avoid misunderstandings.

T2‟s concern was more on students‟ understanding about the materials. She


69

argued that Physics subject was already difficult, not to mention that it should be

delivered in English. She worried if the teacher pushed the students to receive

materials in English, then the students would understand nothing.

The third question asked whether there was any criterion or standard

determining the portion of English and Bahasa Indonesia in teaching and learning

process. Three of the participants believed that there was no official standard

either from the central government or the school itself. T4 was the only participant

who answered yes to this question. However, she was not sure about that standard.

All the four participants agreed that the portion of the use of English and Bahasa

Indonesia depended on the students‟ ability to receive what the teacher said. The

participants‟ statement is supported by the fact that in the Panduan Pelaksanaan

Pembinaan Rintisan SMP-BI (Departemen Pendidikan Nasional, 2008), there was

no stipulation on how much the languages should be used by the teachers who

taught bilingually-delivered subjects. In addition, T1 and T3 agreed that usually,

the portion of English used in the teaching and learning process was relatively

small in the seventh grade. The higher the grade was, the more portions of English

were used in the teaching and learning process.

Participant T1 added that there was a relative tendency on the percentage

of the use of languages in bilingual classes. She stated that in grade 1, the

percentage of English and Bahasa Indonesia is about 30%-70%, in grade 2 about

50%-50%, and in grade 3 about 80%-20%. However, participant T1 underlined

that once again, the tendency mentioned above was relative. The use of languages

still depended on the teachers‟ and the subjects being taught.


70

The next question asked whether the teachers agreed with the

implementation of bilingual concept in teaching non-English Language subjects in

RSBI Schools, which in this case were Biology, Physics, and Mathematics. All

the four participants agreed with the implementation of bilingual concept in

teaching non-English Language subject. They believed that both the teachers and

the students got the benefits by involving themselves in bilingual classrooms. The

students studying in bilingual classes could obtain more knowledge compared to

those who studied in non-bilingual classes. Moreover, they could be more

prepared for their future higher education, especially in the globalization era,

which would require their ability to speak English ruling as the international

language. One of the participants stated:

“If the students have the competence, then why not (using two

languages)? Moreover, introducing another language is never

useless.” (T3, translated interview result)

In addition to the points mentioned above, the teachers also stated that

learning natural science subjects bilingually indirectly facilitated the students to

learn the English language itself. This was proven by the rating of SMP N 4

Pakem in which the English Language subject test-scores were above other Junior

High Schools in Yogyakarta Province. From the participants‟ answers in the

interview, it was found that besides giving benefits to the students, bilingual

concept implemented in RSBI Schools was believed to be beneficial for the

teachers as well. The teachers were required to reach certain qualification in terms

of English language mastery. Therefore, teachers who taught in bilingual


71

classrooms had higher level of competence compared to those teachers who did

not teach in bilingual classrooms.

For the next question, the participants were asked regarding what they

perceived when teaching bilingually. Participants T1 and T2 found that teaching

bilingually was difficult at the beginning. However, as time went by, they got

used to teach bilingually and encountered less difficulties. T1 added that she felt

excited and challenged at the same time. A completely different answer was

obtained from participant T3 and T4. As graduates of RSBI teacher training

departments, they did not find any difficulty as what T1 and T2 experienced. As

young teachers, participant T3 and T4 stated that they were accustomed to teach

bilingually ever since they did practice teaching in the university. Then T3 added:

“The most difficult part is to determine the method of explaining the

materials so that the students understand. I always start in English.

However, when they seem not to understand, I repeat my statements

in Bahasa Indonesia.” (T3, translated interview result)

The statement above explains that the only obstacle that participant T3

encountered was when the students did not understand what she stated or asked in

English.

The implementation of bilingual teaching and learning in RSBI Schools

was believed to bring positive effects. Besides having strength as it was

mentioned before, there are also some points that need improvements from the

bilingual concept. From the interview, the researcher obtained at least four points

to improve from the implementation of bilingual teaching in RSBI Schools. The

first one was that the demands to speak bilingually caused the students to need

more assistance while learning. This meant that they had to be supervised by the


72

teachers in most of the time. As a consequence, student-centered method could

not be implemented in bilingual classroom since the students were still dependent

on the teacher, whereas, at the same time, the teachers were demanded to

implement student-centered method. This condition caused the teachers not to be

able to fulfill the demand.

The second point was that the reference books issued by Indonesian

publishers were not sufficient. Consequently, both RSBI Schools and teachers had

to search for other references from overseas, to fulfill the need of teaching and

learning resources. Therefore, the number of local reference books needs to be

improved in order to fulfill the RSBI Schools‟ need of reference books.

The third point was that the students in RSBI Schools were not prepared to

experience bilingual learning in the elementary school. As a consequence, the

teachers must work very hard to teach those students from zero. The fourth one

was that the students must do a double-job to study the natural science subjects in

two languages. Besides having to master Biology, Physics, and Mathematics in

English, they also had to master those subjects in Bahasa Indonesia since the

national final exam would be in Bahasa Indonesia.

Responding to those negative points of the bilingual concept, the

participants stated some suggestions for future implementation of RSBI Schools.

All the participants hoped that Indonesian government improved the International

Standard School project by preparing more both the teachers and the students.

This could be done by giving the teachers special trainings to master more English

in order to teach bilingually. In addition, the participants suggested the central


73

government to establish also International Standard Elementary Schools in order

to prepare students who wanted to enter International Standard Secondary School

(SMP RSBI). Another point was stated by participant T3. She suggested that the

number of students in one class reduced, so that the teachers could be more focus

in handling all the students.

B. Discussion

1. Teachers’ Use of English in Delivering Natural Science Subjects in a

Seventh Grade Class of SMP N 4 Pakem RSBI School

The data obtained from the observations show several patterns regarding

the use of English in bilingual teaching. It was also found that every teacher of the

natural science subjects used English as the medium of teaching in different ways.

Having analyzed the overall data, the researcher formulates some tendencies of

pattern in which natural science teachers used English in every sub-section of the

lessons.

a. Full English Utterances

In bilingual classes, the languages used as the medium of teaching are

English and Bahasa Indonesia. However, being observed individually, a single

sub-section did not always contain those two languages. Having observed per sub-

section, the researcher found that teachers stated pure English utterances. This

means that the teachers did not use any word in Bahasa Indonesia in the utterance

that they produced. Teachers did not also say the Indonesian translation of those

full English sentences.


74

The sub-section in which the teachers mainly used full English utterance

was greeting and introducing. It was found that all the teachers always greeted the

students before the lessons started. In those cases, all the teachers spoke in full

English in greeting the students and opening a bilingual lesson. It seemed that the

students were accustomed to do such English greetings as well in every bilingual

class. This was proven by students‟ ability in answering teachers‟ greetings and

introduction.

b. Single Utterances Consisting of English and Bahasa Indonesia

The second tendency in which English was used in bilingual classes was in

a single utterance as a combination between English and Bahasa Indonesia. The

researcher found that teachers produced utterances consisting of English and

Bahasa Indonesia at the same time. The English and Bahasa Indonesia expressions

completed each other to form a single utterance. They did not function as the

translation for one another. An example of this pattern of English use which is

taken from one of the observations is presented below.

“Konsumen puncak adalah animals which have no predator.” (T1,

observation 7)

Based on the observation, the researcher found that all the four teachers

had produced bilingual utterances within this pattern. This sort of pattern was

mostly found in the middle section of a lesson, more specifically in the sub-

section of explaining as well as asking questions and assigning.

c. English Utterances with the Indonesian Translations

The use of English in bilingual classes was also found in the existence of

bilingual utterances consisting of an English sentence and its Indonesian


75

translation. In this kind of pattern, after saying an English utterance, teachers

usually directly translated it into Bahasa Indonesia. Usually, such complicated

statements or statements consisting of new terms were translated into Bahasa

Indonesia in order to help the students understand. An example of this bilingual

pattern is presented below.

“Non parallel lines only have one intersection point. Jadi hanya

punya satu titik potong saja.” (T3, observation 4)

However, there was also found a condition which contrasted to this

pattern. Instead of English being translated into Bahasa Indonesia, the researcher

found that some teachers stated Indonesian utterance which was followed by the

English translation. One example of it is presented below.

“Siapa mau mencoba? Who wants to try?” (T4, observation 5)

Similar to the previous bilingual pattern, this pattern was commonly found in the

sub-section of explanation and asking questions and assigning.

The four teachers who were the objects of this research had different

approach in delivering the lesson bilingually. Each of them did not always use

English in the same sub-sections. Based on the in-depth interview conducted

towards each teacher, it was found that more or less the teachers had the same

point of view regarding the causes that create the variations of the English use. In

their opinion, English was used differently depending on how difficult the

materials in a subject were. The more difficult a subject was, the less English was

used in order not to cause difficulties towards the students. In addition, the

teachers admitted that they adjusted the frequency of the English use based on

their personal assumption towards the students‟ understanding. While teaching,


76

teachers observed the students so that they could make the assumption whether or

not the students understand what they were saying. When they assumed that the

students understood, teachers would keep on using English. However, when they

assumed that the students could not follow, then the teachers would speak in

Bahasa Indonesia or translated the English utterance that they had stated.

Besides the spoken use of English, it was found also the fact that the

teachers used English in every media which facilitated their teaching, such as

worksheets and presentation slides. In the case of worksheets, the teachers

required the students to use English in doing the worksheets. The students were

able to answer the problems in the worksheets in English, even though they still

made mistakes sometimes (see appendix 5 for the sample worksheets). Regarding

the worksheets, the teachers stated that the mistakes made by the students did not

matter towards the scoring. Linguistic mistakes were acceptable, so they did not

affect the score.

2. Teachers’ Perception on the Use of English in Delivering Natural Science

Subjects

The researcher had conducted an interview towards each of the four

natural science subjects as the participants. Based on those interviews, the

researcher could draw a conclusion that all the teachers had a positive perception

on the use of English in natural science subjects which are delivered bilingually.

The positive perception was drawn from their answers towards the interview


77

questions. According to the teachers, delivering natural science subjects

bilingually in English and Bahasa Indonesia has some benefits as follows:

a. Increasing teachers’ competence

Using English as one of the languages in the teaching process facilitates

the teachers of natural science subjects to increase their competence in teaching as

well as in English language mastery. The teachers‟ English competence increases

not only in speaking, but also in other language skills, including writing. In the

participants‟ opinion, as a result, natural science subject teachers in RSBI School

have more competence than those who teach in regular schools.

b. Expanding students’ comprehension

Students who study natural science subjects bilingually have a bigger

opportunity to learn more than those who do not. At least they have more

knowledge in the Mathematical, Biological, and Physical terms in English. As a

result, students who learn bilingually have more comprehension on the bilingual-

delivered subjects.

c. Learning science while learning English

In bilingual classes, the students learn Mathematics, Biology, and Physics

and learning English at the same time. Here, students are able to learn the English

language itself indirectly while learning science subjects.

d. Giving benefits for students’ higher education

In the globalization era, there comes a bigger demand in education. As a

consequence, people are required to be well-educated as well as able to speak

English. Learning natural science subjects bilingually means learning English for


78

science as well. Learning English for science in the early education levels can be a

great investment to prepare the students regarding their higher education in the

future, especially when they are studying abroad.

C. Other Findings

Apart from the research result elaborated above, the researcher found

another finding obtained from the classroom observation. The finding was

regarding students‟ responses whenever the teachers asked questions in English.

From the observation, it was found that sometimes, the students in class 7D of

SMP N 4 Pakem RSBI School were able to answer or respond English questions

or commands in English. This condition prevailed when the teachers asked either

simple questions or regular questions. What is meant by regular questions was the

questions that regularly asked by the teachers in most meetings. However,

whenever the teachers asked new or long questions which required long answers,

usually the students answered in Bahasa Indonesia. Occasionally, the researcher

also found some students who answered teachers‟ question not in the way that it

was supposed to be answered. This more or less signified that those students did

not understand the teacher‟s questions, or they did not know how to answer

certain questions. This fact could lead to another question, whether or not the

students really understood what they are studying, or what they are being asked.


79

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the summary of the findings discussed in the

previous chapter. In addition, this chapter also presents some suggestions related

to the topic in this research.

A. Conclusions

After analyzing the use of English in bilingual classes at SMP N 4 Pakem

RSBI School, the researcher could draw the conclusions. Based on the two

problem formulations that the research had, the conclusions are divided into two

sections as well.

1. Natural Science Subject Teachers’ Use of English in Delivering the

Lessons Bilingually

Based on the data obtained from the classroom observations, it can be

concluded that the four natural science subject teachers‟ use English in delivering

the lesson vary. The variations include the portion of the use of both languages

when teaching and the different lesson sections where the teacher tend to use

English. Those different ways of using the languages depend on some factors. The

factors are:

a. Teachers’ assumption on students’ understanding

In many cases, there found some conditions when the teacher spoke

English. When it seemed that the students could not understand, then the teacher


80

switched the language into Bahasa Indonesia, or translated the English statements

or questions into Bahasa Indonesia.

b. Teachers’ assumption on the difficulty of the subjects

In the research finding, it was found that the Biology teacher had different

pattern in the language use compared to the Physics teacher. The same thing

happened, when by Mathematics teacher was not the same as the portion of

English used by the Biology teacher. Even the two mathematics teachers had

different ways in using the two languages.

Those phenomena above occurred since from the teachers‟ points of view,

each subject had different level of difficulty. For instance, when we compare

Biology and Mathematics lesson, it is fine if the Biology lesson is mostly

delivered in English. That will be still acceptable for the students. However, in

Mathematics lesson where mostly talk about solving complicated mathematical

problems, the teacher must use more Bahasa Indonesia, in order not to confuse the

students. Here, the mathematics teacher considers the mathematical formulas are

difficult for the students. If it is explained in English, the teacher assumes that it

can make it even more difficult and not acceptable for the students.

Besides those issues, there were some mistakes found in teachers‟ use of

English. The common mistakes were mostly on the grammar and pronunciation.

Those mistakes were unintentionally made by the teachers. However, the students

seemed not to realize those mistakes by showing no reaction whenever the teacher

made the mistakes. The researcher found one interesting phenomena in the

observation where a teacher mispronounced the word „opposite‟. Then, whenever


81

the students said that word, they always pronounced it the way the teacher

pronounced it. Nobody in the classroom seemed to know how to pronounce the

word „opposite‟ correctly. This situation was disadvantageous for both the

students and the teacher. Regarding the choices of words, there were no mistakes

found. The word choice was good, since the teachers seemed to master their

subjects quite well. Therefore, they knew exactly the English words in terms of

the content material, as well as the introductory.

2. Teachers’ Perceptions on the Use of English in Delivering Natural Science

Subject Lessons

After conducting interviews and analyzing the result, it was found that the

four teachers who were the subject of this research had a positive perception on

the implementation of bilingual teaching in the natural science subject classes.

They perceived that English in bilingual classrooms brings several benefits both

for the students and the teachers itself. One of the benefits for the students is that

students‟ comprehension in the subjects delivered in English increases. By

studying in bilingual classes, the students do not only learn the scientific terms in

Indonesian, but also in English. While learning science, they also learn the

English language itself. A great benefit is that the science subjects that they learn

bilingually in the early education level can be an investment for preparing their

higher education in the future.

Natural science subject teachers also get the benefit by teaching

bilingually. By having the opportunity to teach bilingually, they are required to


82

have more competence in teaching as well as speaking a foreign language. As a

result, now their bilingual teaching ability is enhanced. They can have more

teaching competence as well as language competence.

B. Suggestions

The implementation of bilingual concept in RSBI Schools is quite new. It

still has a long way to go in the future. Therefore, the researcher proposes some

suggestions for the teachers, SMP N 4 Pakem RSBI School, and future

researchers.

1. For the Teachers

The researcher suggests that the natural science subject teachers always

improve their ability, not only things dealing with the materials, but also those

dealing with English ability. Especially for the English mastery, the researcher

suggests the teachers to learn also the grammar as well as pronunciation, in order

not to mislead the students. In addition to improve the English for Science,

teachers should also use more expressions of classroom English in order to

accustom the students to speak English in the classroom.

Having observed some situations where teachers did not use as much

English, the researcher suggests the teachers to be more optimistic towards the

students‟ ability in English. This is because teachers‟ lack of optimism can lead

the teachers not to use that much English when teaching. Besides of that, speaking

more English can hopefully motivate the students to also speak English.


83

2. For SMP N 4 Pakem RSBI School

As a candidate of International Standard School, SMP N 4 Pakem is quite

well-known of its high quality. That is the reason why this school is considered as

one of the best school in Yogyakarta province. However, this school can still

make some improvements in order to increase the quality. The researcher regrets

that there is no activity related to the use of English outside the classroom that the

school initiates. It would be better if the school initiates a program such as

“English Speaking Day” in each week, in order to make the students use English

not only inside the classroom, but also outside. By having this kind of program,

the students can practice English also when discussing lessons with their friends

outside the classroom. Conducting this kind of program brings another

consequence for the school, which is to discipline its students to speak English on

the English Speaking Day.

The researcher realizes that the school plays an important role in

improving the quality of its teachers. Therefore, the researcher suggests SMP N 4

Pakem to conduct more training especially for those teachers who teach natural

science subjects.

3. For Future Researchers

There are many aspects to study in bilingualism in RSBI School, for

instance, regarding the teaching media, textbooks, and perceptions of the students.

There are also many different RSBI schools in Indonesia which may implement

the bilingual concept in different ways. Stepping from the general discussion


84

within this research, future researcher who are also interested in studying

bilingualism in RSBI Schools are suggested to do deeper analysis in several other

factors, such as the motivation of the students, the perception of the students, the

use of English in the teaching medias as well as in textbooks. Other researchers

may come up with different research methods such as quantitative research as a

comparison study towards the qualitative research utilized by this research.


85

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APPENDICES


89

Appendix 1 Introduction Letter for the Head of Bappeda

Sleman


90


91

Appendix 2 Permission Letter from the Head of Bappeda

Sleman


92


93

Appendix 3 The Observation Field Notes


94

Field Notes

English Utterances Used in Each Section of the Lesson

Observation: ________________________

Date : ________________________

No Section: The Beginning of a Lesson

Sub-sections Sentences

1 Greeting and

introducing

2 Reviewing

3

Introducing

lesson

objectives


95

No Section: The Middle of a Lesson


1 Explaining

2

Asking

questions &

assigning


96

Remarks:

Overall, how does the teacher use English when delivering the materials?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

3 Giving

reinforcement

4 Giving stimuli

& variations

No Section: The End of a Lesson


1 Summarizing

the material

2 Closing


97


98


99


100


101


102


103


104


105


106


107


108


109


110


111


112


113

Appendix 4 The Interview Scripts


114

INTERVIEW SCRIPT

Interviewee code : T1

Date of the interview : 24 January 2012

R: Apa yang ibu ketahui tentang bilingual di sekolah RSBI?

A: Jadi, bilangnya RSBI karena masih rintisan. Namanya juga rintisan. Artinya

baru tahapan menuju ke SBI yang sesungguhnya. Karena kita baru merintis,

otomatis, kalau dalam hal ini bilingual artinya mengajar dalam dua bahasa.

Kebetulan kita sendiri berbahasa Indonesia, dan Bahasa Inggris sebagai

bahasa asingnya. Jadi, dalam pembelajaran, selain dengan bahasa Indonesia,

kita juga menggunakan bahasa asing, yaitu Bahasa Inggris. Kenapa

menggunakan dua bahasa? Ya karena kita baru merintis untuk menggunakan

bahasa Inggris secara full nantinya.

R: Yang dimaksud dengan penggunaan dua bahasa di dalam pengajaran

itu meliputi apa saja?

A: Mm.. kalau dalam pembelajaran IPA ya di sini, saya selaku guru IPA ya,

bukan selaku guru bahasa Inggris. Dalam pelajaran IPA, penggunaan Bahasa

Inggris digunakan dalam segala bentuk komunikasi, baik itu komunikasi

formal maupun informal. Artinya formal itu adalah komunikasi yang terjadi

selama pembelajaran berlangsung di kelas. Jadi, bisa jadi ketika kita

menjelaskan... sesungguhnya ketika kita menjelaskan materi itu kan kita

sedang berkomunikasi dengan anak. Kemudian, saat memberi instruksi,

kemudian yang informal itu yang terjadi di luar kelas. Di luar kelas juga

digunakan bilingual.

R: Adakah patokan atau pedoman porsi penggunaan Bahasa Inggris dan

Bahasa Indonesia di sekolah ini sendiri?

A: Tidak ada. Bahkan dari pemerintah pun tidak ada. Kalau di sekolah ini kami

membuat standar sendiri, bahwa kelas 7 itu boleh menggunakan Bahasa

Inggris baru sekitar 30%. Itu aja. Artinya apa ya. Masih pengantar.

Kemudian nanti di kelas 8 itu menjadi fifty-fifty. Limapuluh-limapuluh. Jadi

antara Bahasa Indonesia dan Bahasa Inggris seperti itu. Kemudian nanti di

kelas 9 menjadi 80-20. Sekitar itu. 80 Inggrisnya, yang 20 Bahasa Indonesia.

Itu rambu-rambu aja. Tapi nanti di pelaksanaannya, nanti, as possible as,

using English. Kalau bisa. Kalau nggak bisa ya sekian itu tadi nggak apa-apa.

Sekian itu tadi masih diijinkan.

Nah untuk yang IPA, saya sendiri, itu yang semester 1 biasanya saya pakai

seperti itu. Masih 30-70. Bahasa Inggrisnya baru di instruksi, atau

komunikasi yang informal. Tapi nanti kalau sudah di konsep, belum berani

dengan Bahasa Inggris di semester 1. Ada peningkatan nanti di semester 2.

Di semester 2 itu lebih saya tingkatkan lagi. Fifty-fifty lah. Minimal seperti

itu. Jadi kebijakan... akhirnya yang bisa membaca anak saya bisa menangkap

berapa persen tuh gurunya masing-masing. Patokan antara guru-guru tuh bisa

beda. Sekolah hanya memberi rambu-rambu aja. Karena yang namanya


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English Physics, English Mathematics, English Biology itu lain-lain tingkat

kesulitannya. Jadi akhirnya seperti itu.

Jadi ada tahapan. Untuk kelas 7 itu, penggunaan bilingual tidak sampai pada

fifty-fifty. Biasanya kalau di kegiatan informal, masih as possible as students

say in English saja. Tapi kalau yang sudah kelas 9, biasanya saya paksa

untuk you have to say in English gitu. Di samping informal, di kelas pun

yang kelas 9, wajib untuk pakai Bahasa Inggris. Seperti yang tadi dilihat,

kalau kelas 7 masih tawar menawar, “Bu, jangan pakai Bahasa Inggris.” Ntar

kalau udah di kelas 9, lain lagi kelasnya. Mereka kalau disuruh “Write it in

English”, langsung dikerjakan, nggak pakai tawar-menawar lagi. Jadi

memang tahapannya seperti itu. Karena anak kelas 7 kan berangkat dari SD.

SD itu ka nada yang sama sekali belum mendapatkan Bahasa Inggris.

Terutama SD-SD yang justru SD Negeri.

R: Di masyarakat, banyak pro-kontra mengenai adanya sekolah RSBI. Ibu

sendiri, sebagai orang yang memiliki pengalaman mengajar dengan

system bilingual, secara pribadi apakah mendukung penyampaian suatu

materi pelajaran non-Bahasa Inggris dengan dua bahasa?

A: Saya dalam hal ini termasuk yang paling mendukung. Karena saya pikir

begini...ee... jika Negara ini ingin maju, kan bukan gedungnya ditinggikan,

atau bagaimana jumlah mobilnya ditambah. Tapi bagaimana pendidikannya,

kualitas sumber daya manusianya yang ditingkatkan. Nah, otomatis, itu

adalah dari media sekolah. Meskipun dari luar sekolah pun bisa sebagai

media untuk memajukan pendidikan, tapi yang terutama sekali pasti di dunia

sekolah. Nah, salah satu cara untuk menjadi Negara yang maju atau memiliki

sumber daya manusia yang maju itu, kita melihat atau compare dengan

Negara lain. Artinya begini: bahwa ilmu itu kan tidak hanya dimiliki oleh

satu Negara. Banyak kita itu mendapatkan ilmu dari hasil temuan atau hasil

pengembangan dari Negara lain. Nah, sementara kalau ingin benar-benar

mengetahui bagaimana ilmu itu sesungguhnya, kita biasanya mengacu ke di

mana sumber ilmu itu berasal. Dan notabene di sini kan kebanyakan keluar.

Salah satu cara untuk bisa belajar keluar ya...harus bisa bahasa asing. Apapun

itu, tapi terutama sekali karena bahasa internasional adalah bahasa Inggris,

ya...Bahasa Inggris. Kita bisa belajar ke Negara lain ke seluruh dunia tanpa

bisa bahasa Inggris, tanpa mengetahui konsep-konsep ilmu dalam bahasa

Inggris, ya...nonsense. Nanti di sana juga uma di-underestimate-kan. Jadi,

penting sekali manusia-manusia insan pendidikan di Indonesia bisa Bahasa

Inggris ke depannya. Apalagi ini sudah era global. Era global nggak ada

batas-batas antar Negara. Jadi salah satu pintu untuk bisa belajar, berinteraksi

dengan dunia luar ya harus berbahasa Inggris.

R: Apa yang ibu rasakan ketika harus mengajar dalam dua bahasa?

A: Exciting rasanya. Kalau dulu pertama karena...sebenarnya kan kita udah

dapet ya Bahasa Inggris. Cuman dulu nggak active. Karena dulu dapetnya di

SMP, SMA, bahasa Inggrisnya pasif. Apalagi jaman saya tahun 88 saya lulus

SMP. Lulus SMA 91. Strategi mengajarnya kan masih pasif siswanya. Jadi


116

masih teacher-centered. Jadi, saya hamper tidak pernah menggunakan bahasa

Inggris. Tapi saya tahu kosakata. Kemudian, grammar tahu sedikit lah.

Nah, ketika sekolah ini ingin menjadi RSBI, ya intinya hanya

membangkitkan kembali memori yang dulu pernah saya pelajari, dan

sekarang saya harus menggunakan secara aktif untuk mengajar. Dan itu suatu

yang, kalo saya sendiri merasakan, exciting. Artinya, menantang. Bisa nggak

saya. Saya sudah punya ilmunya. Tinggal menggunakan.

R: Pernahkah ibu menghadapi kesulitan dalam menyampaikan materi

Matematika/Fisika/Biologi dengan dua bahasa? Jika ya, apa saja

kesulitan yang ibu hadapi?

A: Yaa. Of course. Kesulitan.mm... Suka buntu mau ngomong apa. Jadi sering

pakai „kepekan‟ juga. Jadi, dulu kalau nggak dari LCD-nya...ditulis di LCD,

“How are you” kaya gitu. Jadi, anak-anak tahu. Kalau enggak, kita pakai

kertas, apa yang harus saya omongin. English classroom-nya ada. Tapi kalau

setiap hari dipakai kan, lama-lama udah... Paling nggak ada sebulan itu

kakunya. Tapi setelah itu, udah kok.

Sampai sekarang pun saya masih belajar. Masih pakai kamus, harus pakai

referensi buku-buku dari luar. Artinya ketika saya menjelaskan konsep itu,

saya dari konsep Bahasa Indonesia ke Bahasa Inggris itu kan kata-kata yang

dipilih itu kadang-kadang sulit. Artinya ini konsep-konsep biologi. Yang

paling sulit seperti kalau urutan rantai makanan itu saya mau bilangnya

„arrange‟, atau „sequence‟, atau „compose‟, itu milih yang mana? Lha itu

saya harus nyari referensi buku-buku dari luar negeri. Kata yang biasa

dipakai apa sih. Jadi, kesulitannya masih pada pemilihan kata-kata yang pas

untuk istilah itu. Karena mungkin kalau di seni musik dengan di biologi lain

yang dipakai. Sama-sama „urutan‟, sama-sama „susunan‟, pilihan katanya

beda. Terutama sekali yang seperti itu.

Terus kesulitan yang lain itu, suka blank. Pas mau dipakai, ilang. Pas mau

diomongkan, ilang. Ntar kalau udah selesai, wah inget aja.

R: Menurut ibu, apakah penggunaan dua bahasa dalam pelajaran

Matematika IPA bermanfaat bagi siswa dalam menguasai materi

pelajaran itu sendiri?

A: Ya. Kalau saya bilang: ini bilingual. Tidak full Bahasa Inggris. Pasti

mendukung (bermanfaat). Kita kan menjelaskan tidak hanya dalam Bahasa

Inggris. Kita juga menjelaskan dalam Bahasa Indonesia karena masih

bilingual. Dan ini efek yang terasa sekali, efek nurturannya, besok jangka

panjang. Kalau anak-anak ini suatu ketika dia kuliah atau melanjutkan

pendidikan yang lebih tinggi, di perguruan tinggi, itu mereka akan

mengalami masa-masa dimana belajar referensinya hanya buku-buku

berbahasa Inggris. Nah, ketika mereka sudah belajar konsepnya di awal

sekali, di kemudian hari akan mudah belajar pakai itu. Tapi untuk yang masa

sekarang: artinya anak-anak SMP, kemudian apakah saat itu juga dia

mempermudah... ini bukan mempermudah, tapi saya pikir, memperkaya.

Memperkaya khasanah pengetahuan aja. Sebenernya saya bisa aja, di tingkat


117

SMP lho ya, menjelaskan Bahasa Indonesia saja, anak-anak sudah paham.

Kenapa harus pakai Bahasa Inggris. Ya kalau saya hanya menjelaskan pakai

Bahasa Indonesia, ya hanya itu aja. Tapi dengan bahasa Inggris, artinya

konsep juga disampaikan dalam Bahasa Inggris, khasanah anak dalam ilmu

Biologi itu akan semakin banyak.

R: Menurut ibu, apa saja kekurangan dan kelebihan penyampaian mata

pelajaran Matematika IPA dalam dua bahasa?

A: OK. Let‟s see dari metodenya dulu. Metode belajar di SMP, menggunakan

bilingual, weakness-nya, itu jadi tidak bisa student-centered. Artinya mereka

belum bisa dilepas menggunakan Bahasa Inggris. Sementara kita kan di

RSBI tuh strategi mengajar itu harus student-centered. As possible as you

can, use student-centered. Jadi, kayaknya kalau harus totality student-

centered belum bisa. Artinya, mereka butuh dipandu dalam berbahasa Inggris

itu. Tapi nanti kalau di kelas 9, sudah lah. Sudah enak. Di kelas 9 tuh...sudah

jalan. Tapi di kelas 7, kelas 8, kayaknya mereka kalau tanpa keterlibatan guru

yang memandu dalam berbahasa...belum lah. Belum bisa mandiri.

Tapi kalau dari segi bahasanya, itu gimana... mau bilang weakness itu... is

depend on. Weaknessnya kalau tidak active belajar ya...kita akan kehilangan

banyak... Dari individunya sendiri harus banyak belajar lagi dan lagi. Dan

membaca tidak cukup. Kadang-kadang kan guru orang Indonesia bikin buku

dengan Bahasa Inggris. Ternyata, Bahasa Inggrisnya mereka tidak melalui

editing. Jadi masih aneh. Kayak translate using alfalink, gitu. Jadi masih

jelek lah. Banyak, saya temukan banyak. Ini kelemahan juga. Kelemahan

buku-buku Indonesia. Jadi saya nggak berani menggunakan buku hanya dari

cetakan penerbit dari Indonesia, pengarangnya orang Indonesia, saya nggak

berani. Harus didampingi buku dari Singapore, dari Australia gitu. Yang

bener-bener mereka adalah pengguna Bahasa Inggris yang aslinya.

R: Apakah ibu punya saran/kritik/masukan bagi pengajaran mata

pelajaran dengan sistem bilingual ke depannya?

A: Mmm... kalo dari sekolah RSBI kayaknya sudah disiapkan deh. Cuma, saya

sering rasan-rasan, sama siapapun lah. Dari orang-orang direktorat Jakarta,

dari temen-temen guru, kepala sekolah. Mbok iya o, kita itu, penyelenggaraan

RSBI itu berkesinambungan. Artinya begini: anak-anak yang mau sekolah

RSBI, itu SD-nya udah disiapkan. Kan aneh kalo menyelenggarakan SMP

RSBI, sementara SD-nya tidak ada kurikulum Bahasa Inggris. Kan aneh itu.

SD RSBI belum ada. Tapi SD-SD swasta kan cepet menangkap

perkembangan pasar, jadi mereka langsung memasukkan kurikulum Bahasa

Inggris meskipun masih dalam tambahan, atau ekstra, atau gimana saya

nggak tahu. Tapi ada juga yang apatis. Toh ini bukan kurikulum saya nggak

wajib menyelenggarakan dengan berbagai alasan.

Nah ini saya mengajar kelas 7, jadi saya sering kesulitan, begitu anak masuk,

tapi nggak siap sama sekali berbahasa Inggris. Lha ini sama saja kita mulai

dari nol. Mulai dari mengenalkan kata-kata, itu luar biasa. Nah itu, alangkah

nikmatnya seandainya saya dapat siswa yang SD nya itu sudah dibekali


118

Bahasa Inggris. Itu akan enak sekali. Bukan mencari enaknya, tapi

tuntutannya memang RSBI kan seperti itu. Harus mengajar pakai Bahasa

Inggris. Itu aja.

Kalau penyelenggaraan kelas bilingual, sejauh ini karena kita sudah

menginjak tahun kelima ya...kayaknya semua sudah baik-baik saja. Nanti

tinggal akhirnya, semua tinggal kembali ke individunya. Artinya saya mau

tidak untuk terus konsisten menggunakan Bahasa Inggris, atau kadang-

kadang ada yang minta penghargaan lebih. Saya ngajar pakai Bahasa Inggris

harus dihargai lebih daripada yang tidak. Itu juga manusiawi, saya pikir. Tapi

kan...passion untuk memajukan anak, mencerdaskan bangsa itu lain-lain.itu

akhirnya kembali pada masing-masing. Tapi untuk penyelenggaraan, selama

ini...bagus.


119

INTERVIEW SCRIPT




D: Yang saya ketahui tentang bilingual di sekolah RSBI adalah salah satu

model pembelajaran yang dimana dalam proses belajar-mengajar, guru

menggunakan minimal 2 bahasa, yaitu bahasa kita, bahasa Indonesia, dan

bahasa dari negara luar. Dalam hal ini, bahasa yang dimaksud adalah Bahasa

Inggris. Bisa juga memakai lebih dari 2 bahasa, jikalau itu memungkinkan

dan kemampuan guru memenuhi, bisa. Untuk saat ini karena kita juga baru

dalam tahap awal, juga masih rintisan, kita menggunakan 2 bahasa, yaitu

Bahasa Indonesia dan Bahasa Inggris. Walaupun porsinya belum bisa

ditetapkan secara pasti. Masih tergantung situasi dan kondisi.



D: Kita belum bisa menetapkan secara pasti. Sekali lagi, tergantung situasi dan

kondisi pada saat pembelajaran berlangsung.



D: Tidak ada.. bahkan dari SMP Negeri 4 Pakem, khususnya dari pimpinan, kita

ditekankan bahwa, khusus untuk konsep, sebagai contoh karena saya

mengajar IPA Fisika, khusus untuk konsep dalam arti apalagi masuk ke

rumus, nanti daripada dikhawatirkan anak pemahamannya menjadi kurang,

kita menekankan konsep-konsep dalam Bahasa Indonesia.





D: Begini Mbak, kita itu kan sebagai pendidik ya. Salah satu karakteristik dari

pendidik idealnya itu kan, senang sekali kalau siswa yang menjadi

didikannya itu bisa memiliki kemampuan atau kompetensi yang lebih.

Bahkan lebih dari kita. Lebih dari umumnya. Nah, mengenai istilah pro dan

kontra tentang RSBI, itu merupakan hal yang wajar. Apapun itu sebuah ide

baru dimana-mana akan muncul pro dan kontra.

Lha menurut saya pribadi, sebagai pendidik, dan juga sekaligus sebagai

pelaku pembelajaran di sekolah yang RSBI, saya sangat setuju dengan

program RSBI. Karena di satu sisi, kompetensi kita sebagai guru juga

bertambah. Bahkan, saya pribadi sejauh ini tentunya mungkin, kalau saya

tidak mengajar di sekolah RSBI, itu kemungkinan besar saya belum pernah

yang namanya belajar sampai di Reksa Malaysia. Nah, dari situ, saya dapat

ilmu yang mungkin tidak bisa saya raih di sekolah lain yang non-RSBI. Jadi,

kita berprasangka yang baik saja atau positif thinking tentang kegiatan RSBI


120

ini.


D: Ya jujur Mbak. Jadi kita ketika lulus dari perguruan tinggi dengan gelar

sarjana, itu kita tidak pernah dimodali mengajar dalam Bahasa Inggris. Nah,

dan program RSBI ini muncul kan baru akhir-akhir ini. Jadi ketika kita,

istilahnya ada program RSBI...aduh, kita belum punya kompetensi untuk

mengajar dengan Bahasa Inggris. Nah, kita kembalikan kepada pribadi

gurunya. Kalo saya Alhamdulillah bisa menerima program ini dengan baik,

dalam hal ini saya berusaha meningkatkan kompetensi saya, bagaimana

supaya saya bisa mengajar dalam Bahasa Inggris.

Untuk tahap awal memang merupakan sebuah pekerjaan yang berat. Untuk

tahun pertama saya mengajar, saya setiap malam tidur paling gasik jam 2

malam, saya baru tidur. Saya belajar, minimal saya tahu kata-kata kunci

konsep-konsep fisika dalam Bahasa Inggris. Tapi ternyata lambat laun karena

sekali belajar langsung saya terapkan dalam 4 kelas, otomatis saya tahu, hafal

dengan sendirinya. Dan seiring berjalannya waktu, karena tiap hari yang kita

hadapi itu, ternyata kita bisa memiliki kompetensi tanpa terasa kita raih itu

semua.




D: Kalo secara materi Fisika-nya, sejauh ini saya...kalo menurut apa yang saya

rasakan, saya tidak mengalami kesulitan. Karena Fisika itu kan ilmu

universal, otomatis symbol-simbol itu juga berasal dari istilah-istilah

Inggrisnya. Sebagai contoh „Gaya‟ disimbolkan dengan huruf F. Karena

berasal dari kata „Force‟. „Usaha‟ bahasa Inggrisnya „Work‟, simbolnya W.

tepat kan? Yang lain masih banyak lagi. Jadi, otomatis, saya tahu itu semua.

Justru saya mudah sekali mempelajari konsep-konsep Fisika dalam Bahasa

Inggris karena konsep-konsep Fisika dalam Bahasa Indonesia sudah saya

kuasai. Jadi, ketika saya membaca, oo..ini sama semua, nggak ada masalah.

Justru kesulitan yang saya alami adalah English classroom-nya. Yang Inggris

umum ya. Bagaimana saya harus meminta anak untuk ke depan, bagaimana

saya meminta anak untuk mengerjakan, bagaimana saya meminta anak untuk

melakukan hal ini, hal itu. Justru yang saya harus belajar banyak disitu. Tapi

sekarang ya, udah lumayan.




D: Kalau ditinjau dari manfaat, jelas. Kenapa? Karena dari tahun ke tahun dari

siswa RSBI ini, kalau kita ada hasil ujian Bahasa Inggris, itu rata-rata untuk

SMP 4, nilainya paling sering lebih tinggi dibandingkan sekolah yang lain.

Nah ini, dari sini secara tidak langsung bisa berkesimpulan...o ternyata

sedikit banyak pembelajaran dalam Bahasa Inggris membantu siswa untuk


121

belajar Bahasa Inggris itu sendiri.

Untuk menyerap pelajaran Fisika... Nah ini yang jadi masalah. Karena untuk

siswa, terutama kalau kelas 9 itu sudah tidak begitu banyak mengalami

kesulitan. Terutama untuk kelas 7 itu untuk tahap awal, semester ganjil itu

masih dominan menggunakan Bahasa Indonesia. Kalau saya sendiri itu

pribadi, porsinya itu bisa sekitar 60% Bahasa Indonesia, 40% Bahasa Inggris

untuk kelas 7. Kalau kelas 9 sudah lebih banyak menggunakan Bahasa

Inggris. Bisa jadi, 75% menggunakan Bahasa Inggris, 25% Bahasa

Indonesia. Tapi khusus untuk kelas 7, ini kalau tidak kita translate dalam

Bahasa Indonesia, bisa jadi mereka blank.



D: Kalau secara umum ya, kelebihannya itu SMP Negeri 4 Pakem sudah

menyiapkan berbagai fasilitas. Baik itu fasilitas dalam bentuk benda, maupun

fasilitas dalam bentuk media. Dalam arti: bisa akses internet, bisa

menggunakan ICT dalam pembelajaran.

Sedangkan sisi negatifnya, ya itu tadi. Karena siswa dan guru itu sama-sama

sedang belajar, siswa juga tidak disiapkan untuk masuk ke RSBI kan dari

SD... berasal dari SD umum. Dan guru juga penempatan juga dari Pemda,

tidak ada seleksi guru RSBI. Otomatis semuanya baru sama-sama dalam

tahap belajar. Idealnya, ada SD RSBI atau SBI, yang mana siswa dari SD ini

nanti akan lari ke SMP RSBI atau SBI. Dan SMP sendiri, idealnya menerima

siswa-siswa yang dari SD RSBI atau SBI.

Sedangkan gurunya, dari pemerintah, karena ini program direktorat,

direktorat mestinya membuat kebijaksanaan yang dikirim ke daerah-daerah,

yang intinya dalam rangka seleksi penerimaan calon pegawai negeri sipil, di

situ ada item tersendiri yang mana di situ ada seleksi guru RSBI. Syarat-

syaratnya bla bla bla, A sampai Z. Nah, nanti hasil seleksi inilah yang

mestinya akan ditempatkan di sekolah RSBI. Nah ini yang paling berat.

Seleksinya biasa, gurunya biasa, kompetensinya biasa, ditempatkan di RSBI.

Nah, itu nanti yang kasihan sekolah. Sekolah yang kelabakan. Kalau sekolah

itu tidak pandai-pandai membuat program-program dalam rangka

meningkatkan kompetensi guru, nah itu saya yakin program pemerintah

untuk program RSBI tetep akan banyak mengalami kendala.



D: Saran yang secara umum tadi sudah saya sampaikan ya.

Saran untuk guru RSBI yang lain... selalu meningkatkan kemampuan

minimal berbahasa Inggris, itu kemampuan yang pertama. Kemampuan yang

kedua: kemampuan ICT-nya, yang ketiga: kemampuan bidang studinya. Tiga

hal ini bener-bener harus dikuasai secara komprehensif. Secara lebih. Ini

tidak bisa ditinggalkan. Bahasa Inggris, ICT, dan ilmunya sendiri.

Kalau untuk siswanya ya... di rumah tetep harus banyak mengembangkan

kemampuan berbahasa Inggrisnya. Seperti itu.


122

INTERVIEW SCRIPT




C: Dalam konteks RSBI... Jadi kalau RSBI sendiri. Saya mulai dari

sekolah RSBI sendiri dulu. RSBI sebenarnya kan kadang banyak

orang yang tahu RSBI itu dalam pembelajaran pakai Bahasa Inggris.

Tapi RSBI itu tidak hanya seperti itu, tapi yang penting adalah

kurikulumnya. Jadi, kurikulum itu disesuaikan dengan...ada yang

diadaptasi dari kurikulum luar negeri. Jadi kan kemaren..ee.. kalo

seperti matematika itu dari Dinas Jakarta itu kan ada materi-materi

dibandingkan dengan..ee.. itu mengambilnya dari Australia. Jadi,

materi yang diharapkan, kalau bisa itu ditambahkan di SMP, sehingga

kurikulumnya itu bisa disejajarkan dengan yang di luar negeri.

Dengan tujuan... kita menyesuaikan, dan nanti harapannya yang lulus

dari SMP ini, bagi yang mau meneruskan di luar negeri itu kan

kurikulumnya tidak jauh berbeda.

Nah, agar bisa sejajar itu kan perlu kemampuan Bahasa Inggris. Jadi

selain kita belajar matematika agar lulusan dapat disejajarkan...ya,

paling tidak menyamai dari lulusan di luar negeri...itu kan harus

kemampuan berbahasa juga perlu ditingkatkan. Jadi kalau misalnya

itu, di RSBI perlu dengan menggunakan Bahasa Inggris. Tapi, selain

dengan Bahasa Inggris, kalau di sini juga kan, kita mengantisipasi

dengan adanya ujian nasional... kayak misalnya nanti kalo dari

Kabupaten Sleman itu ada juga tes-tes standarisasi gitu kan pakai

Bahasa Indonesia. Jadi, kalau kita pembelajaran selama ini ya

bilingual. Harus tahu kalau istilah matematika, misalnya „Alternate

Interior Angle‟ kaya gitu kan. Nah, itu apa Bahasa Indonesia-nya?

Nanti kan mereka nggak bingung. Jadi, selain kita untuk tes, kalo

kelas 7 sendiri kalau misalnya full dengan Bahasa Inggris juga belum

mampu. Jadi, kita pakai bilingual.

Jadi, bilingual itu...bi itu kan dua. Jadi, pembelajaran dengan

menggunakan dua bahasa. Biasanya di sini Bahasa Indonesia dan

Bahasa Inggris.

R: Yang dimaksud dengan penggunaan dua bahasa di dalam

pengajaran itu meliputi apa saja?

C: Kalau porsinya, kalau saya menjelaskan sebisa mungkin kan dari

awalnya itu pakai Bahasa Inggris. Tapi biasanya tu mereka diem kalo

pakai bahasa Inggris. Terus saya usaha translate. Saya kan ngajarnya

kelas 7 semua. Jadi, saya imbangi dengan Bahasa Indonesia. Gitu.

Jadi kalau istilah-istilah khusus Matematika itu memang harus. Harus

dikenalkan istilah Bahasa Inggrisnya apa, istilah Bahasa Indonesianya

apa. Jadi, misalnya saya tanya “Ini apa namanya?” gitu kan, mereka

jawab, misalnya pakai Bahasa Inggris “Alternate interior angle.” Trus


123

saya tanya in Indonesia. Gitu. Biar tahu dua-duanya. Soalnya pernah

terjadi, ketika mereka mengerjakan soal dengan bahasa Indonesia, itu

malah bingung. Nggak tahu Bahasa Indonesia-nya apa. Karena

terbiasa pakai Bahasa Inggris. Jadi, untuk antisipasinya, ya harus

sering-sering kita tanya Inggris-Indonesia. Gitu. Intinya,

menyesuaikan kemampuan siswa.

Mungkin yang bisa kita laksanakan di sini: semua perangkat

pembelajaran, lesson plan, dan segala macem itu kita buatnya in

English.

R: Adakah patokan atau pedoman porsi penggunaan Bahasa Inggris

dan Bahasa Indonesia di sekolah ini sendiri?

C: Kalau saya tuh malah belum tau gitu ya. Jadi, kayak gitu kalo selama

ini menurut dari kebijakan guru sendiri. Ketika kelas 7, mungkin

masih fifty-fifty, gitu ya porsinya. Tapi kalo misalnya kelas 8

mungkin bisa ditambah porsi. Kelas 9 kadang-kadang bisa ditambah

malah justru karena ada ujian nasional, pakai Bahasa Indonesia. Jadi,

kebijakannya itu dari sekolah sendiri.

R: Di masyarakat, banyak pro-kontra mengenai adanya sekolah

RSBI. Ibu sendiri, sebagai orang yang memiliki pengalaman

mengajar dengan system bilingual, secara pribadi apakah

mendukung penyampaian suatu materi pelajaran non-Bahasa

Inggris dengan dua bahasa?

C: Kalau memang siswanya mampu, kenapa tidak? Gitu kan. Untuk

sesuatu yang lebih baik, itu kan kalau kita mengenalkan bahasa itu

kan bukan sesuatu yang mubazir. Jadi kalau selama ini, apa yang saya

hadapi di sini, mereka mampu walaupun pada awalnya ketika

semester 1 kelas 7 itu sangat sulit. Tapi karena dituntut untuk nanti

kita semua ada tes itu harus Bahasa Inggris semua, kita harus

memaksa. Tapi dengan anak itu mereka tidak tahu kalau sebenarnya

dipaksa. Memang awalnya sangat sulit bagi siswa. Tapi lama-

kelamaan mereka akan terbiasa, dan itu sudah biasa saja. Walaupun

pakai Bahasa Inggris, ya mereka mengerjakan mudah-mudah saja.

Karena mereka sudah tahu kalau misalnya itu, kuncinya apa yang

harus diketahui Bahasa Inggris.

Jadi kalau menurut saya ya, kenapa sih kalau tergantung dari

kemampuan siswanya. Kalau mereka mampu, ya kenapa tidak. Gitu

kan. Untuk sesuatu yang lebih baik ya, kenapa harus dihentikan.


C: Kalau saya kan, waktu di kuliah tuh kan sudah pernah ngikuti PPL tuh

ngambil yang Bahasa Inggris. Jadi, kalo pas pertama masuk tu ya

biasa aja. Kalo masalah Bahasa sih saya nggak merasa kesulitan. Tapi

karena guru baru, justru bagaimana menyusun strategi belajarnya.

Kalau masalah bahasa, sudah terbiasa waktu ketika kuliah itu, jadi


124

biasa aja gitu. Nggak ada kesulitan yang berarti.

R: Pernahkah ibu menghadapi kesulitan dalam menyampaikan

materi Matematika/Fisika/Biologi dengan dua bahasa? Jika ya,

apa saja kesulitan yang ibu hadapi?

C: Ee.. Menyampaikan materi dengan dua bahasa. Karena kalau

misalnya saya nggak susah. Yang susah malah bagaimana metode

saya menyampaikan biar mereka dong. Karena kan ketika misalnya

saya menyampaikan pakai Bahasa Inggris, ketika mereka nggak

paham kan saya pakai ini dulu. Mereka nggak paham, diem gitu...saya

ulang pakai Bahasa Indonesia. Jadi bilingualnya yang membantu.

Tapi yang susah...bagaimana sih caranya. Gitu aja.

Kalau teknis kebahasaan kan, kalau saya kan grammar dan segala

macam itu masih ada yang salah-salah gitu. Tapi kan kalau masalah

kita ngomong, takut sama grammar itu kan kita nggak bakal bisa

ngomong. Tapi selama ini anak-anak paham apa yang saya

maksudkan. Kalau kelas 9 kadang-kadang malah udah pinter. Bisa

presentasi, atau “Ow, Bu, kurang ini. Gitu” Jadi malah dibantu.




C: Kalau menguasai materi pelajaran dalam bahasa apapun sama ya. Jadi

kalau terhadap menguasai mata pelajaran. Tapi di sini manfaatnya

lebih ke globalisasi. Jadi kalau misalnya terhadap kurikulumnya juga,

kemampuan mereka berbahasa. Tapi kalau misalnya untuk

memahami, pemahaman itu kan sendiri-sendiri ya. Jadi tidak

tergantung sama bahasa. Jadi berbahasa itu manfaatnya bukan khusus

matematika sendiri, tapi nanti diluar itu.

R: Menurut ibu, apa saja kekurangan dan kelebihan penyampaian

mata pelajaran Matematika IPA dalam dua bahasa?

C: Kekurangan mungkin dari siswanya itu kesulitannya dobel gitu kan

kadang istilah matematika itu aja kan udah susah. Apalagi ditambah

matematika dalam Bahasa Inggris. Kadang-kadang kan orang yang di

luar sana udah punya persepsi negative gitu kan. Tapi tergantung

bagaimana kita menyampaikan. Tapi ternyata selama ini...kita

memang harus kerja keras ya Mbak. Jadi, entah siswa maupun guru

disini tuh dituntut semuanya kerja keras. Asal kita mau itu ternyata ya

bisa. Asal ada niat. Kesulitan itu pasti ada Mbak. Cuman bagaimana

kita jadikan kesulitan itu motivasi. Jangan sampai kita tuh

menghambat untuk mencapai sesuatu yang lebih baik.



C: Kadang-kadang kan guru itu kemampuan Bahasa Inggrisnya masih


125

terbatas. Sementara, dulu juga pernah ada kursus, gitu kan. Tapi

kursusnya itu masih dasar-dasar banget. Jadi kayaknya tu ya nggak

berguna. Percuma aja. Jadi mungkin, ada segi peningkatan dari

gurunya juga.


126

INTERVIEW SCRIPT




B: Kalau bilingual di sekolah RSBI tuh setahu saya pengantar sama...apa ya...

konsep yang diberikan kepada siswa itu menggunakan Bahasa Inggris.

Bilingualnya ke Bahasa Inggris. Jadi nanti untuk beberapa kata pengantar

menggunakan Bahasa Inggris dan konsep disarankan dengan menggunakan

Bahasa Inggris. Tetapi kalau terpaksanya, misalnya...siswa kok nggak

nyambung dengan Bahasa Inggris, konsepnya nggak dapet, itu boleh di...

dengan dua kali. Jadi pertama pakai Bahasa Inggris, kok nggak

nyambung...jadi diulangi pakai Bahasa Indonesia nggak papa. Gitu.

Disesuaikan sama muridnya. Agar konsepnya itu nggak hilang sama sekali

gitu mbak. Soalnya kita selain...bilingual kan ada tugas pokoknya.

Menyampaikan konsep matematika sendiri, gitu. Kalau dalam matematika.



B: Kata pengantar dan konsep matematika.



B: Secara formal, ada. Dari pemerintah ada, dari kepala sekolah juga ada. Kalau

kepala sekolah kan biasanya mengikuti yang dari dinasnya. Dari dinasnya

ada acuannya. Satu buku tebel gitu. Emang ada permen-nya. Saya

melaksanakan sesuai dengan kurikulum. Kalau yang diajarkan memang

sesuai dengan kurikulum SMP RSBI. Dengan tambah-tambahan dari sekolah,

gitu, nanti. Untuk penyampaian materi nanti menyesuaikan muridnya, lagi-

lagi.





B: Ya kalau pendapat saya sih, tergantung anaknya. Kalau untuk anak-anak

yang punya kemampuan di atas rata-rata, itu sangat bagus, mbak. Soalnya

karena kalau mereka dikasih materi yang biasa aja, sayang kan potensi

mereka, gitu lho. Jadi kalau dikasih yang RSBI, mereka kemampuannya bisa

berkembang. Jadi kan di materi RSBI, selain lebih dalam, dia juga dapat

materi-materi tambahan yang tidak ada di kurikulum sekolah biasa. Gitu.


B: Kalau saya sih, gimana ya... soalnya dari dulu, di kuliah juga kelasnya kelas

bilingual. Jadi udah terbiasa. Cuma kan beda kalo mahasiswa sama dosen

kan udah sama-sama gedenya. Lha ini dari saya ke siswa yang masih kecil.


127

Ini kadang nggak nyambung saya tanya apa, dijawab apa... Ini yang salah

pertanyaan saya atau muridnya yang nggak dong, gitu lho. Kadang kayak

gitu. Jadi harus transfer ke Bahasa Indonesia. Khususnya untuk kelas 7. Kalo

kelas 8, 9 mereka udah biasa.




B: Ya pernah pasti Mbak. Kalo saya biasanya...kasih kontrak kerja sama siswa.

Nanti kalo saya salah dalam Bahasa Inggris, kita benarkan sama-sama.

Karena kan di sini nggak menutup kemungkinan, siswanya mereka bahkan

lebih pinter Bahasa Inggrisnya dari kita. Kayak kontrak selama pembelajaran

saya tuh nantinya kaya apa. Dan saya juga kasih nilai minus buat yang suka

rame. Saya kasih plus buat yang aktif, kayak gitu lho. Pas awal semester

kayak gitu. Kesepakatan.




B: Kalo menurut saya iya. Khususnya yang kelas 8, 9 itu udah sangat terlihat

sekali Mbak. Tapi sayangnya, kadang kalo mau ada tes, yang standarisasi

Sleman kan pakai Bahasa Indonesia, jadi kita harus mengulang pakai Bahasa

Indonesia. Kan beda kalau Matematika itu istilahnya beda. Misalnya segitiga:

„triangle‟, terus kalo sudut siku-siku: „right angle‟. Jadi kalo dalam Bahasa

Inggris „right‟ itu kan kanan. Tapi kalo dalam matematika itu siku-siku.

Harus ngapalke. Soalnya istilah-istilahnya kan harus tau Matematika.

Kebermanfaatannya: mereka kan disiapkan untuk ke sekolah-sekolah yang

favorit. Jadi mereka Insya Allah sudah siap untuk kelanjutannya.



B: Kelebihannya itu tadi: bisa menstimulus...apa ya...curiosity-nya siswa gitu

lho Mbak. Rasa ingin tahu. Wah, aku disini udah punya modal kemampuan.

Aku harus lebih, gitu lho. Kayak gitu. Mungkin nilai plus-nya disitu. Dia bisa

berkompetisi, istilahnya, dengan siswa-siswa yang RSBI yang lain kan... wah

keren. Udah menambah nilai plus. Mengembangkan kemampuan mereka.

Ya itu kalo yang nilai minusnya, kadang dia nggak tau, ini Bahasa

Indonesianya apa ya. Dulu kan saya ngajar kelas 8. Persamaan garis itu kan

„line equation‟. Giliran ada „line equation‟ itu apa? Nggak tahu Bu. Tapi saya

tau cara nyari-nya. Itu Bahasa Indonesianya mereka malah nggak tahu kalo

itu persamaan garis. Jadi, kayak gitu. Kelemahannya ya

mungkin...mengulangnya itu. Karena dari pemerintah sendiri kan RSBI nanti

kan ujiannya Bahasa Indonesia. Jadi kan harus 2 kali. Gitu.




128

B: Kalau sekolah internasional kan sebenarnya internasional secara mindset kita

ya. Cara pandang, cara pikir kita yang ada di pikiran. Semuanya tidak harus

mengikuti budaya internasional. Kadang kan sekarang salah kaprah. Ada

beberapa sekolah yang...apa ya... mereka tidak hanya mengambil ilmunya

saja, tetapi mengambil budayanya. Itu kan RSBI yang lain. Tapi kalo SMP 4

enggak. Budayanya masih timur. Kadang kan ada sekolah RSBI yang

siswanya sama gurunya tuh nranyak gitu lho. Jadi mereka, saking kayak

temen-nya, bisa nggak ada batasan sopan santunnya. Kayak gitu.

Atau mungkin siswanya per kelas lebih sedikit. Jadi guru-gurunya makin

fokus. Kayak gitu. Itu akan lebih bagus. Yang lain udah bagus.


129

Appendix 5 The Samples of Worksheet Used by the

Teachers in Bilingual Classes


130

-BIOLOGY- ECOSYSTEM TEST Choose the correct answer.

1. The followings are the organization structures of life : (1) Ecosystem (2) Individuals (3) Biosphere (4) Population

(5) Community Organization of live in the correct sequence is....

a. (2) – (4) – (5) – (1) – (3) b. (2) – (4) – (5) – (3) – (1) c. (2) – (5) – (4) – (1) – (3) d. (2) – (5) – (4) – (3) – (1)

2. Organism units in an ecosystem consists of....

a. Producers, consumers, and decomposers b. Herbivores, omnivores, and carnivores c. Biome, biosphere, and atmosphere d. Individuals, populations, and communities

3. Herbivore organisms in an ecosystem act as....

a. Producers b. Primary consumers c. Secondary consumers d. Decomposers

4. Organisms that eat producers directly are reffered to the consumer

level.... a. I b. II c. III d. IV e.

5. The role of the following organisms in the ecosystem is as....

a. Producers b. Consumers c. Decomposers d. Detritivors

6. The most abundant biotic component in the balanced ecosystem is....

a. Producer b. Consumer I c. Consumer II d. Consumer III


131

7. Organism that can act as a predator in an ecosystem is as follows, except.... a. Falcon b. Snake c. Grasshopper d. Lion

8. Which group is most responsible for the recycling of atoms within the

environment? a. Autotroph b. Consumers c. Prototroph d. Decomposers

9. The following figure is actually....

a. An individual b. A population c. A community d. An ecosystem

10. The transfer of material and energy that are shown in the picture above is

called....

a. Food pyramid b. Food chain c. Food webs d. Biogeochemistry cycle


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