Observation Results towards the Bilingual Education Implementation

49 Teacher: “I am fine too.” See Appendix F The teacher opened the class by asking the students about their bilingual textbook. The teacher reminded the students to always bring their bilingual textbook for Science class. After that, the teacher asked the students about the previous topic in English. Teacher: “Do you remember our last topic? What is biodiversity?” See Appendix F In the whilst-activity, the teacher spoke in Indonesian more often than English when explaining material but used both English and Indonesian when giving a command or asking a question to the students. The teacher did not give any individual or group work to the students. The tea cher evaluated the students’ English vocabulary items by asking the English word for satwa langka and the Indonesian word for biodiversity. For explaining the material, the teacher spoke in Indonesian more often than English. The teacher used a presentation by using two languages in explaining material of that day. While in giving a command or asking a question to the students, the teacher spoke in two languages. Teacher: “If I ask about factor bencana lama yang mempengaruhi kerusakan keanekaragaman hidup, apa saja?” “Sebutkan contoh lain except kayu hitam dan bunga bangkai.” “Give example konservasi exsitu, forget?” See Appendix 7 In the post-activity, the teacher spoke in English more often than Indonesian. The teacher spoke in English when closing the class by asking the students to pray together. Then the teacher reminded the students to come on time for the observation at Gembira Loka zoo for next meeting by saying “Hope you 50 come on time at seven.” The teacher also reminded the students to prepare some important things for the observation at Gembira Loka zoo. 2 Second Observation at Biology Class The second observation at Biology class was conducted on Thursday, May 24 th , 2012 from 8.20 – 9.00. It was in the third lesson-hour. In the pre-activity, the teacher spoke in English more often than Indonesian. The teacher greeted the students by saying “Good morning everybody. How are you today?” Then the teacher opened the class by asking the students to prepare themselves. Teacher: “Do you ready to study today?” “We will start to study bilingual. I hope you can memahami dengan baik.” See Appendix F Before recalling the previous topic, the teacher asked the students about the handout from the last meeting in English. After that the teacher introduced the topic for that day in Indonesian. Teacher: “Do you bring your paper?” “The last study is about pollution of environment.” See Appendix F In the whilst-activity, the teacher spoke in Indonesian more often than English. The teacher did not give any individual or group work to the students. The teacher explained the material by using a handout with two languages that could be seen at a viewer. The handout had been distributed to the student at the last meeting. In explaining the material, the teacher spoke in Indonesian more often than English. The teacher spoke in English only for some English vocabulary items such as physics pollution, chemistry pollution, biology pollution, water pollution, air pollution, and land pollution. While in giving a 51 command and asking a question to the students, the teacher spoke in English more often than Indonesian. Teacher: “Silent please.” “Who is can explain?” “Mention animal from Indonesia Timur.” See Appendix F In the post-activity, the teacher spoke by using both English and Indonesian. The teacher did not give any homework to the students. The teacher closed the class by reminding the students to study hard for the final exam next week. Teacher: “I think today is enough. I hope you study for your test.” “The material is..ya yang sudah kita pelajari sampai sekarang.” See Appendix F c. Observation Results in Chemistry Class 1 First Observation at Chemistry Class The first observation at Chemistry class was conducted on Friday, May 11 th , 2012 from 9.55 – 11.15. It was in the fifth and sixth lesson-hour. In the pre- activity, the teacher spoke in English and Indonesian. The teacher greeted the students in English by saying “Good morning.” After greeting the students, the teacher asked the previous topic to the students in two languages by saying “Tentang topik kemarin do you have any question?” Then the teacher introduced the topic for that day to the students in Indonesian. In the whilst-activity, the teacher spoke in Indonesian more often than English when explaining the material but more often in English when commanding and asking the students. The teacher did not give any individual or 52 group work to the students. The teacher explained the material by using a bilingual textbook. The teacher asked the students to read the English version. In explaining the material, the teacher spoke in Indonesian more often than English. The teacher spoke in English only for numbers and alphabets. The teacher also used a viewer for a presentation . For evaluating the students’ English vocabulary items, the teacher asked about the English and Indonesian word of some words by using Indonesian. Teacher: “Cooper itu apa?” “Potassium apa Bahasa Indonesianya?” “Bahasa Inggrisnya es apa?” “Water apa Bahasa Indonesianya?” See Appendix F While for giving a command and asking a question to the students, the teacher spoke in English more often than Indonesian. Teacher: “Please open your book page one hundred and eighty one.” “Please read the English version.” “Please come back to perubahan kimia.” See Appendix F In the post-activity, the teacher spoke only in Indonesian. The teacher did not give any homework to the students. The teacher closed the teaching-learning activity in Indonesian. After that, the teacher asked the students to study the topic for the quiz because there would be a quiz at next meeting. 2 Second Observation at Chemistry Class The second observation at Chemistry class was conducted on Friday, may 25 th , 2012 from 9.55 – 11.15. It was in the fifth and sixth lesson-hour. In the pre- activity, the teacher spoke in Indonesian more often than English. The teacher greeted the students by saying “Good morning.” The teacher then opened the class 53 activity by telling the final exam guideline in Indonesian. After that, the teacher asked the students about the previous topic in Indonesian. In the whilst-activity, the teacher spoke in Indonesian more often than English. The teacher asked the students to discuss some questions on the students’ worksheet or LKS Lembar Kerja Siswa which was in Indonesian. Teacher spoke in Indonesian more often than English in explaining the answer to some questions at the LKS. The teacher spoke in English only for reversible, irreversible, and physical changing. For evaluating the students’ English vocabulary items, the teacher asked the English and Indonesian word of some words in Indonesian. Teacher: “Chemical changing itu apa Bahasa Indonesianya?” “Mixer separation apa artinya?” “Evaporation itu apa?” See Appendix F However the teacher spoke in English more often than Indonesian in giving command or asking a question to the students. Then the teacher concluded the topic for that day in Indonesian. Teacher: “Please come back to LKS” “Any question? “Remember again ya.” See Appendix F In the post-activity, the teacher spoke in Indonesian more often than English. The teacher closed the class by saying “Attention please. Oke sekian ya untuk hari ini .” After that, the teacher reminded the students to study some English vocabulary items related to the first until the last topics that they had learnt together for the final exam next week in Indonesian. The teacher also reminded the students that the final exam would be designed in bilingual version. 54 d. Observation Results in Science Class Overall, it could be seen from the observation results in Physics class that the teacher used Indonesian more often than English in teaching-learning activity. The teacher used English only for greeting and mentioning some English vocabulary items related to Physics subject. Then from the observation result in Biology class, the teacher used English more often than Indonesian when greeting the students, opening the class, asking the previous topic, and closing the class. The teacher spoke in English and Indonesian in giving a command and asking a question to the students. Then in explaining material and giving assignment to the students, the teacher used Indonesian more often than English. While from the observation results in Chemistry class, the teacher used English more often than Indonesian in greeting, giving a command, and asking a question to the students. The teacher used both English and Indonesian in giving a test to the students. However, the teacher spoke in Indonesian more often than English in explaining material, giving assignment, and closing the class. It seemed through the observation results that Science teachers used English more often than Indonesian when greeting and used both English and Indonesian when giving a command and asking a question to the students. The Science teachers used Indonesian more often than English in explaining the material, giving assignment, and closing the class. 55

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions and recommendations of the research. The conclusions reveal Science teachers’ perception on the implementation of bilingual education for Science class of seven grade students at SMP Joannes Bosco whereas the recommendations consist of some suggestions for bilingual teachers and future researchers.

A. Conclusions

The aim of this study is to determine the Science teachers’ perception on the implementation of bilingual education. There are two research problems formulated by the researcher. The first research problem is SMP Joannes Bosco Science teachers’ perception on the implementation of bilingual education. While the second research problem is how the bilingual education is implemented for Science class at SMP Joannes Bosco. For obtaining the data, there are three instruments used by the researcher. The data obtained from holding an interview with the Science teachers, administering a questionnaire to the Science teachers, and conducting six observations at VII Freedom class for Science subject Physics, Biology, and Chemistry. The main data is gathered from the interview and the questionnaire, while the data gathered from the observations is to investigate more detailed description of the bilingual education implementation. The following are the conclusions based on the research findings. 56 Generally, the answer to the first research question based on the interview results is that the Science teachers have a positive perception on bilingual education implementation. Before teaching as a bilingual teacher, the Science teachers joined a training course, a seminar and took an ESP class about bilingual education implementation for getting more information about bilingual education. Science teachers have a positive expectation on bilingual education for improving Indonesian education and for students who want to study abroad. According to the Science teachers ’ thought, the meaning of bilingual education is using English and Indonesian simultaneously in explaining material to the students. The Science teachers described that the effective teaching techniques at a bilingual class were by introducing some English vocabulary items to the students at the beginning of the class and by translating the teacher s’ explanation from Indonesian into English or from English into Indonesian. However, Science teachers stated that they need more bilingual learning media and sources that can help the students in understanding the material more easily in two languages. Science teachers also said that they need an additional time in delivering materials to the students by using two languages. Moreover, the answer to the second research question based on the questionnaire results is that the Science teachers are motivated in teaching at bilingual class. Science teachers are motivated in preparing an effective learning material and media for the students by using two languages. Science teachers are also motivated enough in developing students’ participation in learning two languages at Science class. Besides, Science teachers are able to improve their 57 speaking skill in English when teaching at bilingual class by using two languages. The questionnaire results also show that in the teaching-learning activity, Science teachers used English more often than Indonesian only for greeting and closing the class. Then the answer to the second research question based on the observation results show that Science teachers’ language at bilingual class is more often in English than Indonesian only when greeting the students. Then for giving a command and asking a question to the students, Science teachers use both English and Indonesian. Science teachers’ language when explaining material, giving assignment and closing the class is more often in Indonesian than English. It seems to be confusing for the students when the Science teachers use two languages in delivering material even though the students have a bilingual textbook as a guideline. Overall, the Science teachers in SMP Joannes Bosco have a positive perception and great motivation regarding bilingual education. According to the Science teachers ’ understanding, bilingual teaching-learning means that the teachers have to speak in English and Indonesian simultaneously when teaching. However, based on the observation results, the Science teachers speak in English and Indonesian simultaneously when giving a command and asking a question to the students. The implementation of bilingual education in Science class for seventh grade students in SMP Joannes Bosco has not been implemented yet as the Science teachers’ understanding of the bilingual education implementation. There is a guideline regarding the bilingual education implementation made by the 58 Indonesian government in order to qualify some schools that can be categorized as a bilingual school or Rintisan Sekolah Berstandar Internasional RSBI. Based on the RSBI guideline, the use of English in a bilingual school is for an introductory language when explaining material to the students in Science and Math classes. Besides, another important point that should be completed as a bilingual school is the variety of media used by the bilingual teachers.

B. Recommendations

After finishing the research, the researcher would like to give some recommendations to bilingual teachers in order to improve an effective implementation of bilingual education and for future researchers who want to conduct a research dealing with bilingual education for Science class. The following are the recommendations given by the researcher.

1. Recommendations for Bilingual Teachers

a. Having some experiences related to bilingual education can help the bilingual teachers in getting more description regarding bilingual education. By joining some seminars or training course related to bilingual education, the bilingual teachers will have a better understanding regarding the effective implementation of bilingual education. b. Bilingual education deals with English competence. It is suggested to the bilingual teachers to take some English courses regularly in order to develop 59 the teachers’ English skill when teaching as a bilingual teacher in a bilingual class. c. If the bilingual teachers have already had a great motivation and interest on bilingual education, it is suggested also to the bilingual teachers to develop the students’ participation in bilingual learning by asking the students to practice more in speaking English when greeting and responding the teachers’ questions.

2. Recommendations for Future Researchers

a. For future researchers, it is suggested to focus on designing a bilingual learning media that can be used by the Science teachers as an effective bilingual learning tool because the bilingual teachers need more interesting learning media in order to develop the students’ participation. b. For future researchers, it is also suggested to focus on analyzing the relation between students’ score for English subject and students’ motivation in learning at a bilingual class because the bilingual class deals with students’ English competence.