Interview Results towards the Science Teachers’ Perception on Bilingual Education

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 32 While according to the third respondent, the meaning of bilingual education was using two languages in teaching-learning activities. “Pendidikan bilingual menurut saya itu membelajarkan suatu materi..ya misalkan kimia..dalam dua bahasa..Bahasa Inggris dan Bahasa Indonesia.” “In my opinion, bilingual education is using two languages in teaching. For the example, I teach Chemistry by using English and Indonesian.” Respondent 3, Appendix E Besides the Science teachers’ understanding on bilingual education, the researcher also asked Science teachers’ opinions regarding an effective implementation of bilingual education. The first respondent said that an effective way to start a bilingual class was by introducing some English vocabulary items to the students at the beginning of the class. “Penetrapannya menurut saya ya langkah pertama ya hanya pengenalan kosakata gitu..tapi kalau dua-duanya siap antara siswa dan guru ya paling bahasa campuran dulu ya bilingual.” “In my opinion, the first step on the implementation of bilingual education is by introducing the English vocabulary items. However if both the students and the teachers are good in English then they can speak using two languages.” Respondent 1, Appendix E The third respondent said that his strategy for an effective teaching at bilingual class was by translating his explanation from English into Indonesian or translating his explanation from Indonesian into English. “Dalam mengimplementasikan pendidikan bilingual saya sendiri ketika menyampaikan materi terkadang saya sampaikan dalam Bahasa Inggris kemudian saya terjemahkan atau dalam bahasa Indonesia lalu saya terjemahkan dalam B ahasa Inggris.” “In the implementation of bilingual education, I explain the material in English then I will translate it in Indonesian or I will explain in Indonesian then I will translate it in English.” Respondent 3, Appendix E 33 It could be seen from the interview results of this section that the meaning of bilingual education according to the Science teachers ’ perception was a teaching technique by using two languages at the same time English and Indonesian in order to improve students’ English vocabulary items related to the subject. Two effective teaching techniques in bilingual class according to the Science teachers’ perception were introducing the English vocabulary items related to the subject at beginning of the class and by translating teachers’ explanation from English into Indonesian and vice versa. b. Science Teachers’ Perception on Bilingual Class This is the main answer result of the interview. In this section, after finding out the description of Science teachers past experience, expectations, and thought on bilingual education, the researcher would like to find out detailed description regarding SMP Joannes Bosco Science teachers’ perception as their evaluation on the implementation of bilingual education at SMP Joannes Bosco. There are three main types of perception as the evaluation that matter to teach based on Muijis and Reynolds 2011. They are the perceptions on an effective teaching, students’ behavior in learning, and the situation around the school itself. In order to find out t he Science teachers’ perception on the effective teaching at the bilingual class, the researcher asked about Science teachers’ perception on the positive and negative factors which could influence the effectiveness of teaching-learning activities at bilingual class. The researcher also 34 asked about Science teachers’ perception on the advantages and disadvantages of bilingual class. For the positive factor which could influence the effectiveness of teaching- learning activities at bilingual class, the first respondent said that students’ and teachers’ understanding in English could influence the teaching-learning activities at bilingual class. If the teachers and students could understand English well, then the teaching-learning activities at the bilingual class could become more effective. “Kemampuan guru dan siswa..kalau siswa dan guru mampu berbahasa Inggris yang baik ya itu bisa jadi faktor positif yang mempengaruhi keefektifan pembelajaran bilingual.” “If the teachers and the students have a good ability in English, it can be a positive factor which influences the bilingual teaching- learning activities.” Respondent 1, Appendix E The second respondent said that some interesting learning media and learning sources such as bilingual textbooks and presentation through PowerPoint by using English and Indonesian could be the positive factors for an effective bilingual class. “Faktor positifnya ya media-media yang menarik seperti buku bilingual, PowerPoint itu.” “The positive factors are some interesting media such as bilingual textbook and pr esentation through a PowerPoint.” Respondent 2, Appendix E While the third respondent said that students’ willingness in learning some English vocabulary items was one of the positive factors at bilingual teaching- learning activities. “Untuk faktor positif, siswa ada sedikit kemauan untuk menambah ilmu mengenai istilah-istilah dalam B ahasa Inggris.” “For the positive factor, some students have a willingness to improve their knowledge in English vocabulary items.” Respondent 3, Appendix E 35 Then according to the first respondent, the negative factor which could influence the effectiveness of teaching-learning activities at bilingual class was that the use of two languages seemed to be confusing for the students. “Kalo negatifnya ya..kerancuan dari bahasa itu sendiri..Bahasa Inggris tiba-tiba dicampur B ahasa Indonesia..” “The negative factor is the ambiguity of the language when English should be mixed with Indonesian in a sentence.” Respondent 1, Appendix E The se cond respondent said that the difference of students’ competence became one of the negative factors of an effective teaching-learning activity at the bilingual class because every student had different academic background. “Ya untuk yang negatif itu dari kemampuan siswa yang berbeda. Kan tiap siswa inputnya kan ga sama ya..” “For the negative factor is the difference in students’ competence. Every student has different academic background before entering the school.” Respondent 2, Appendix E Besides the difference of the students’ competence, according to the third respondent, the lack of media also becomes one of the negative factors of an effective teaching –learning at bilingual class. Teachers needed a media like bilingual worksheet which could help the students understanding bilingual learning at Science class easily. “..termasuk media juga..misalkan mereka memakai LKS itu bahasa Indonesia..Bahasa Inggrisnya terbatas..kalau kita makai buku bilingual saja itu kadang- kadang ada yang kurang.” “…another factor is the media. We need a worksheet which is in English. The bilingual textbook also is not complete enough for learning.” Respondent 3, Appendix E After asking the positive and negative factors of an effective bilingual class, the researcher asked about the advantages and disadvantages of a bilingual 36 class. One of the advantages of a bilingual class according to the second respondent was that the teachers and the students could improve their competence in using English by learning some specific vocabulary items related to Science and technology. “Ya pastinya meningkatkan perbendaharaan vocab Bahasa Inggris guru karena mau tidak mau gurunya belajar..tidak semua guru IPA kan punya basic bahasa..khususnya Bahasa Inggris. Jadi mau tidak mau harus belajar. Kemudian juga menunjang vocab anak- anak.” “Surely it will improve teachers’ English vocabulary items because the teachers automatically will learn English before teaching. Not all Science teachers understand English. Another advantage is that bilingual class can improve students’ vocabulary items.” Respondent 2, Appendix E According to the third respondent, one of the disadvantages of a bilingual class was that by learning through a bilingual class, the teachers did not have enough time to deliver the material effectively to the students. The students actually also did not really understand the material when the teachers were teaching by using two languages. “Kerugiannya yang pertama waktunya lebih panjang karena harus menyampaikannya dalam dua bahasa ya..yang kedua siswa juga kadang- kadang belum mengerti B ahasa Inggris..materi jadi tidak tersampaikan.” “The first disadvantage is that we will need so much time because we have to teach in two languages. The second disadvantage is that actually the students do not understand English so that our material will be not delivered well to the students.” Respondent 3, Appendix E Moreover, in order to find out th e teacher’ perception on the students’ behavior in learning, the researcher asked about the students’ motivation and response at bilingual class. According to the first respondent, some students who were interested in English generally became highly motivated in learning Science by using English. 37 “Untuk anak yang bisa berbahasa Inggris ya antusias ya..untuk mereka yg tidak bisa berbahasa Inggris malah takut..ga seneng..hanya tidak suka lebih banyak dari yang suka.” “For students who are able to speak in English, they are enthusiastic. For students who do not like English, they feel afraid. Actually, the number of students who do not like English is more than them who like English.” Respondent 1, Appendix E According to the third respondent, it seemed that the students in bilingual class liked to prepare themselves only for the topic of the subject. The students were not motivated to prepare themselves for the English. “Untuk keaktifan agak kurang ya..karena lebih ini..lebih ke gurunya..mereka hanya tau materinya saja..materi yang harus mereka pelajari..ya kalau kita mulai dalam bilingual ya mereka ikut..selebihnya ya mereka tidak..paling hanya merespon good morning.” “The students only learn the material, they do not really active in responding the teacher. The students will follow the teacher’s language but only give response in greeting by saying good morning.” Respondent 3, Appendix E While in order to find out the situation around the school, the researcher asked about the facilities for a bilingual class at SMP Joannes Bosco. According to the first respondent, the bilingual textbook was not complete enough in providing a variety of English vocabulary items related to the subject for learning. The first respondent also said that the projector and viewer at school were limited compared to the teachers who needed it for teaching-learning activities. It could be seen from the interview results of this section that the positive factors of bilingual education according to the Science teachers’ perception were the teachers’ and the students’ high competence, students’ willingness to learn Science by using two languages, and some interesting learning media or learning sources for a bilingual class. Whereas the negative factors of the bilingual education were the difference of the st udents’ competence and the lack of the 38 media at school for the teachers. Moreover, the advantage of the bilingual education was that by learning through bilingual education, teachers and students could improve their English. While the disadvantage of bilingual education was that by learning through bilingual education, teachers did not have enough time to deliver the material to the students completely. Besides, according to the Science teachers’ perception, students who had a high score in English subject would like to become more interested and motivated in learning Science by using two languages than the students who were afraid of English. Overall, Science teachers in SMP Joannes Bosco had a positive perception on the bilingual education even though there were some negative points of the bilingual education implementation that should be handled.

B. The Implementation of Bilingual Education

In order to answer the second research question of this study as stated in Chapter I, the researcher administered a questionnaire and conducted some observations. For the questionnaire, the researcher asked some close-ended questions to Science teachers about the bilingual education implementation for Science class of seventh grade students at SMP Joannes Bosco. While for the observations, the researcher observed the bilingual education implementation that could be seen in the pre-activity, whilst-activity, and post-activity in Science class of the seventh grade students at SMP Joannes Bosco. 39

1. Questionnaire Results towards the Bilingual Education Implementation

The purpose of administering the questionnaire to Science teachers about the bilingual education implementation was to gain a detailed description of Science teachers’ teaching motivation and Science teachers’ language in bilingual class. There were four responses that were provided to answer the questionnaire such as Sangat Tidak Setuju STS for strongly disagree, Tidak Setuju TS for disagree, Setuju S for agree, and Sangat Setuju SS for strongly agree. The following are the questionnaire results: a. Science Teachers’ Teaching Motivation There were three points that would be discussed in this section. The focus of this section was to describe the Science teachers ’ teaching motivation in bilingual class. The following is the table 2.1 that shows the percentage of the questionnaire results of this section. Table 2.1 Questionnaire Results of the Science Teachers’ Teaching Motivation No. Statements Degree of Agreement STS TS S SS 1. Saya termotivasi untuk menyiapkan materi ajar yang efektif bagi siswa dengan menggunakan dua bahasa dalam kelas bilingual. Respondents are motivated in preparing an effective learning material for students by using two languages at bilingual class. 3 100 2. Saya termotivasi untuk meningkatkan keaktifan siswa di dalam kegiatan belajar-mengajar di kelas bilingual. Respondents are motivated in improving students’ activeness in teaching-learning activities at bilingual class. 1 33.3 2 66.7 3. Saya meningkatkan kemampuan berbicara dalam bahasa Inggris melalui kelas bilingual. Respondents can improve their speaking skill in English through bilingual class. 3 100 40 The data in the table 2.1 showed that all points of this section had a positive result. Dealing with the first statement about Science teachers’ motivation in preparing an effective bilingual teaching-learning activity for the students, none of the respondents strongly disagreed, disagreed, or strongly agreed. The finding showed that 100 of the total respondents agreed with the statement. Dealing with the second statement about Science teachers’ motivation in developing students’ participation in bilingual class, none of the respondents strongly disagreed or strongly agreed with the statement. The finding showed that 66.7 of the total respondents agreed and 33.3 of the total respondents disagreed with the statement. Then dealing with the third statement about improving Science teachers’ speaking skill in teaching at bilingual class, the finding showed that 100 of the total respondents agreed with the statement. Moreover, none of the total respondents strongly agreed, disagreed, or strongly disagreed with the third statement. Science teachers were motivated in teaching at a bilingual class. Science teachers were motivated in preparing an effective learning material by using both English and Indonesian. Science teachers were also motivated to develop students’ participation in learning Science by using both English and Indonesian. Another teaching motivation was that by using English and Indonesian when teaching, Science teachers could improve their speaking skill in English. 41 b. Science Teachers’ Language 1 Science Teachers’ Language in Providing Learning Material There was one point that would be discussed in this section. The focus of this section was to describe the Science teachers ’ language in providing learning material at bilingual class. The questionnaire results of this section showed a negative result. Dealing with the point about Science teachers’ preparation in preparing learning material by using two languages, none of the respondents strongly disagreed, agreed, or strongly disagreed. The finding showed that 100 of the total respondents disagreed. Science teachers did not always prepare a learning material by using both English and Indonesian. Science teachers used Indonesian more often than English in preparing a learning material for the students. Science teachers prepared a learning material by using both English and Indonesian only for some specific topic that could be understood easily by the students. 2 Science Teachers’ Language in Providing Learning Media There were two points that would be discussed in this section. The focus of this section was to describe the language used by the Science teachers in providing a variety of learning media for the students at bilingual class. The questionnaire results of this section showed a negative result. Dealing with the first point, 66.7 of the total respondents disagreed and 33.3 of the total respondents strongly disagreed with the first point. All of the respondents disagreed that a handout with both English and Indonesian was commonly used 42 by Science teachers at bilingual class as a bilingual learning tool. Moreover none of the respondents agreed or strongly agreed with the first point. Dealing with the second point, 100 of the total respondents disagreed with the second point. All of the respondents disagreed that a PowerPoint presentation, using both English and Indonesian, was commonly used in teaching at a bilingual class by the Science teachers. Moreover none of the total respondents strongly disagreed, agreed or strongly agreed with the second point. A summary in form of handout or a presentation by PowerPoint was sometimes used by the Science teachers when teaching at the bilingual class. Science teachers used a variety of learning media for teaching at the bilingual class. However, the language used by the Science teachers in providing a variety of media was more often in Indonesian than in English. 3 Science Teachers’ Language in Class Activity There were nine points that would be discussed in this section. The focus of this section was to describe t he Science teachers’ language in bilingual teaching-learning activity. The following is the table 2.2 that shows the percentage of the questionnaire result of this section. Table 2.2 Questionnaire Results of the Science Teachers’ Language in Class Activity No. Statements Degree of Agreement STS TS S SS 1. Saya dengan mudah menyampaikan materi kepada siswa dalam dua bahasa. Respondents can deliver the learning material easily by using two languages in bilingual class. 2 66.7 1 33.3 2. Saya menggunakan Bahasa Inggris sebagai salam dan bahasa pembuka dalam kegiatan belajar- mengajar di kelas bilingual. 1 33.3 2 66.7