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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
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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
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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
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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
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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,
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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.
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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
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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.
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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
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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
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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.
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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
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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
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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.
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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
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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.
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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.
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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. _________________
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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
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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.
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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
January 19, 2012 8.20-10.00 Biology T1
4 Friday
January 20, 2012 8.40-11.00 Mathematics 1 T3
5 Saturday
January 21, 2012 8.20-10.00 Mathematics 2 T4
6 Saturday
January 21, 2012 11.35-12.55 Mathematics 1 T3
7 Tuesday
January 24, 2012 7.40-9.00 Biology T1
8 Thursday
January 26, 2012 7.00-8.20 Physics T2
9 Thursday
January 26, 2012 8.20-10.00 Biology T1
10 Friday
January 27, 2012 8.40-11.00 Mathematics 1 T3
11 Saturday
January 28, 2012 8.20-10.00 Mathematics 2 T4
12 Saturday
January 28, 2012 11.35-12.55 Mathematics 1 T3
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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
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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 ± ± - -
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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
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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
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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
No Sub-sections Observation
1 3 7 9
1 Explaining ± ± ± ±
2 Asking questions and assigning ± ± ± ±
3 Giving reinforcement + + + +
4 Giving stimuli and variations ± ± + +
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(+) 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
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)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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.
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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,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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
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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
No Sub-sections Observation
1 3 7 9
1 Summarizing the material - ± - ±
2 Closing ± + + +
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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(+) 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
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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“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.
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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
(+) 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
a) Greeting and Introducing
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.
No Sub-sections Observation
2 8
1 Greeting and introducing + +
2 Reviewing - ±
3 Introducing lesson objectives ± -
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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.
c) Introducing Lesson Objectives
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
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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
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 4.5 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
No Sub-sections Observation
2 8
1 Explaining ± ±
2 Asking questions and assigning ± -
3 Giving reinforcement - -
4 Giving stimuli ± -
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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(+) 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
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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“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)
b) Asking Questions and Assigning
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.
d) Giving Stimuli and Variations
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.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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“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
(+) 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
a) Summarizing the Material
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
No Sub-sections Observation
2 8
1 Summarizing the material ± -
2 Closing - -
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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.
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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
(+) 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
4 6 10 12
1 Greeting and introducing ± + + +
2 Reviewing ± - - ±
3 Introducing lesson objectives + - - -
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a) Greeting and Introducing
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
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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.
c) Introducing Lesson Objectives
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.
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Table 4.8 The Existence of English in the Middle of Mathematics 1 Lesson
(+) 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
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.
No Sub-sections Observation
4 6 10 12
1 Explaining ± + ± ±
2 Asking questions and assigning ± ± ± ±
3 Giving reinforcement + - - -
4 Giving stimuli + - ± -
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“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.
b) Asking Questions and Assigning
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
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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)
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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.
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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.
d) Giving Stimuli and Variations
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
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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
(+) 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
a) Summarizing the Material
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)
No Sub-sections Observation
4 6 10 12
1 Summarizing the material ± - ± -
2 Closing + - - -
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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.
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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
(+) 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
5 11
1 Greeting and introducing + +
2 Reviewing ± ±
3 Introducing lesson objectives ± ±
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a) Greeting and Introducing
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.
c) Introducing Lesson Objectives
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.
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“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
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 4.11 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
(+) 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
5 11
1 Explaining ± ±
2 Asking questions and assigning ± ±
3 Giving reinforcement ± -
4 Giving stimuli ± -
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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)
b) Asking Questions and Assigning
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.
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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.
d) Giving Stimuli and Variations
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.
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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
(+) 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
a) Summarizing the Material
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
No Sub-sections Observation
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
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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
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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.
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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
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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
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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
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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.
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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
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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,
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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
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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
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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.
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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
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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
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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
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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.
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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
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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.
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APPENDICES
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Appendix 1 Introduction Letter for the Head of Bappeda
Sleman
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Appendix 2 Permission Letter from the Head of Bappeda
Sleman
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Appendix 3 The Observation Field Notes
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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
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No Section: The Middle of a Lesson
Sub-sections Sentences
1 Explaining
2
Asking
questions &
assigning
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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
Sub-sections Sentences
1 Summarizing
the material
2 Closing
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Appendix 4 The Interview Scripts
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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
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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
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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
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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.
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INTERVIEW SCRIPT
Interviewee code : T2
Date of the interview : 28 January 2012
R: Apa yang ibu ketahui tentang bilingual di sekolah RSBI?
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.
R: Yang dimaksud dengan penggunaan dua bahasa di dalam pengajaran
itu meliputi apa saja?
D: Kita belum bisa menetapkan secara pasti. Sekali lagi, tergantung situasi dan
kondisi pada saat pembelajaran berlangsung.
R: Adakah patokan atau pedoman porsi penggunaan Bahasa Inggris dan
Bahasa Indonesia di sekolah ini sendiri?
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.
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?
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
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ini.
R: Apa yang ibu rasakan ketika harus mengajar dalam dua bahasa?
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.
R: Pernahkah ibu menghadapi kesulitan dalam menyampaikan materi
Matematika/Fisika/Biologi dengan dua bahasa? Jika ya, apa saja
kesulitan yang ibu hadapi?
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.
R: Menurut ibu, apakah penggunaan dua bahasa dalam pelajaran
Matematika IPA bermanfaat bagi siswa dalam menguasai materi
pelajaran itu sendiri?
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
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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.
R: Menurut ibu, apa saja kekurangan dan kelebihan penyampaian mata
pelajaran Matematika IPA dalam dua bahasa?
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.
R: Apakah ibu punya saran/kritik/masukan bagi pengajaran mata
pelajaran dengan sistem bilingual ke depannya?
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.
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INTERVIEW SCRIPT
Interviewee code : T3
Date of the interview : 26 January 2012
R: Apa yang ibu ketahui tentang bilingual di sekolah RSBI?
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
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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.
R: Apa yang ibu rasakan ketika harus mengajar dalam dua bahasa?
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
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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.
R: Menurut ibu, apakah penggunaan dua bahasa dalam pelajaran
Matematika IPA bermanfaat bagi siswa dalam menguasai materi
pelajaran itu sendiri?
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.
R: Apakah ibu punya saran/kritik/masukan bagi pengajaran mata
pelajaran dengan sistem bilingual ke depannya?
C: Kadang-kadang kan guru itu kemampuan Bahasa Inggrisnya masih
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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.
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126
INTERVIEW SCRIPT
Interviewee code : T4
Date of the interview : 26 January 2012
R: Apa yang ibu ketahui tentang bilingual di sekolah RSBI?
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.
R: Yang dimaksud dengan penggunaan dua bahasa di dalam pengajaran
itu meliputi apa saja?
B: Kata pengantar dan konsep matematika.
R: Adakah patokan atau pedoman porsi penggunaan Bahasa Inggris dan
Bahasa Indonesia di sekolah ini sendiri?
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.
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?
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.
R: Apa yang ibu rasakan ketika harus mengajar dalam dua bahasa?
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.
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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.
R: Pernahkah ibu menghadapi kesulitan dalam menyampaikan materi
Matematika/Fisika/Biologi dengan dua bahasa? Jika ya, apa saja
kesulitan yang ibu hadapi?
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.
R: Menurut ibu, apakah penggunaan dua bahasa dalam pelajaran
Matematika IPA bermanfaat bagi siswa dalam menguasai materi
pelajaran itu sendiri?
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.
R: Menurut ibu, apa saja kekurangan dan kelebihan penyampaian mata
pelajaran Matematika IPA dalam dua bahasa?
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.
R: Apakah ibu punya saran/kritik/masukan bagi pengajaran mata
pelajaran dengan sistem bilingual ke depannya?
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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.
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Appendix 5 The Samples of Worksheet Used by the
Teachers in Bilingual Classes
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-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
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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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