Processing Data Research Procedure

30 pendukungnya tidak secepat kita yang berada di Jawa kan. Jadi ya memang tidak bisa disamaratakan itu tidak bisa.” “Every region is not the same. For example, facilities in Java are more complete and modern than in the other regions.” Respondent 2, Appendix E While the third respondent said that teachers’ understanding of English was very important before deciding to implement the bilingual education at a school. Bilingual education was very important for every school but it could be implemented successfully only in a school where teachers and students who were familiar with English. “Tergantung ya..kalau sekolah itu siap ya gapapa tapi kalau sekolah itu tidak siap ya tidak bisa..harus persiapan dulu. Siap dalam hal gurunya bisa B ahasa Inggris.” “It depends on the school itself whether the school especially the teachers are ready or not for the implementation of bilingual education at class.” Respondent 3, Appendix E The importance of bilingual edu cation for the students’ future, according to the first respondent, bilingual education was very important for students who were going to continue their study abroad. “Kalau dilihat dari banyaknya sekolah internasional yang masuk ke Indonesia..saya kira bilingual juga penting ya untuk mengantarkan mereka ke sekolah- sekolah internasional atau bahkan ke luar negeri.” “Bilingual is important for students who are going to continue their study to international school or even study abroad.” Respondent 1, Appendix E The second respondent said that the students could develop their English vocabulary items related to Science through bilingual learning at school. “Saya kira penting ya mbak. Mereka jadi anak-anak yang mempunyai wawasan dua bahasa ditambah materinya yang bersangkutan.” “I think it is important for students in improving their knowledge and vocabulary items related to the subject.” Respondent 2, Appendix E 31 Science teachers expected that the bilingual education could be implemented on every school in Indonesia in order to improve Indonesian education. However, the school had to consider about the facilities at school, the students’ competence, and the teachers’ competence before deciding to implement a bilingual education. Science teachers also expected that by learning through bilingual education, students could improve their English so that they could continue their study abroad. 3 Science Teachers’ Thought Based on Clark and Petersen 19 86, there are three types of teachers’ thought as perception that affect on teaching. They are teachers’ plan, teachers’ thought process, and teachers’ theories and beliefs. In order to find Science teachers’ thought on bilingual education, the researcher asked about Science teachers’ understanding on a bilingual education generally and teachers’ opinions about an effective implementation of bilingual education. According to the first respondent, learning through bilingual education meant that students could improve their English vocabulary items directly through teaching-learning activities. “Jadi ya menurut saya pendidikan bilingual itu ya menambah kosakata anak..membantu memperkaya perbendaharaan anak dan langsung diterapkan dalam kehidupan sehari-hari kan kalau lewat pembelajaran.” “In my opinion, bilingual education can improve students’ English vocabulary items then it will be used at students’ daily activity directly through the learning.” Respondent 1, Appendix E