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5 Opportunity to learn criterion material 6 Acknowledgement and stimulation of student ideas
7 Lack of criticism 8 Use of structuring comments at the beginning and during lessons
9 Guiding of students answers From those explanations, it can be concluded that in effective teaching,
there should be: 1
Communications 2
Information Organization explaining, demonstrating, presentation, questioning, stimulating, and structuring comment
3 Class Management feedback and reinforcement
2. The Definition of Learning
Learning has always been a primary interest to teachers responsible for having children master the academic curriculum of the school. It is of even greater
concern to the modern teacher interested in the child’s all round growth, for the principles of learning apply just as surely to emotion or personal adjustment as to
the multiplication tables. Learning is a part of the larger and much more significant process of adjustment to environmental demands Mouly, 1968: 297.
Learning is active and purposeful. Learning is an active process, not a spectator activity Marks, Purdy, and Kinney, 1958: 19. A search in
contemporary dictionaries reveals that learning is acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction. Learning is
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a relatively permanent change in a behavioral tendency and is the result of reinforced practice Kimble and Garmezy, 1963: 133 as stated in Brown, 1994:7.
According to Brown 1994: 7 there are some domains of learning: 1
Learning is acquisition or “getting” 2
Learning is retention of information or skill 3
Retention implies storage systems, memory, cognitive organization 4 Learning involves active, conscious focus on and acting upon events
outside or inside the organism 5
Learning is relatively permanent but subject to forgetting 6
Learning involves some forms of practice, perhaps reinforced practice
7
Learning is a change in behavior According to Silberman 1996: ix when learning is active, students do
most of the work. They use their brains, studying ideas, solving problems, and applying what they learn. Active learning is fast-paced, fun, supportive, and
personally engaging. Often, students are out of their seats, moving about and thinking aloud.
3. Bilingual Teaching
The model teaching happened in International Standardized School is called as bilingual transitional education Lee, 2008: 85. It is called as bilingual
transitional education because the students are not taught in English fully but gradually. The portion of using English in teaching is the longer the time the
greater the amount, while the portion of using Indonesian is the longer the time
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the less the amount. This model assumes that the teacher’s knowledge and English teaching skill has reached advanced level in order to determine the proportion of
using English and Indonesian in teaching. To do the concept of this model in bilingual teaching, there are some
requirements that must be fulfilled, such as: a the content of the subject material must be suitable with cognitive development of the students and students English
skills; b the school must create good environment that can encourage the use of good language in written or oral; and c the learning must emphasize problem
solving training and the students are motivated to do teamwork in interesting and challenging theme.
In bilingual class, the material is presented in English language. Bilingual class is one of models teaching of content-based instruction Dudley-Evans St
John, 1998: 34. In International Standardized School, teaching English as medium of instruction is one of ESP’s programs Hutchinson Waters, 2006:
125. The other type of content-based instruction is immersion program. In immersion program, teaching learning process occurs in English fully.
4. Teacher’s Role in Bilingual Classroom
