24 answer exchanges. Some classroom languages which are frequently used to question
students or to get students’ response are greeting, eliciting and checking learning.
b Teacher’s feedback In language classrooms, feedback on a students’ spoken language may be a
response either to the content of what a student has produced or to the form of utterance. “Teachers need to motivate their students learning progress in order to give
them evaluation of the students’ response” Cook, 2000, as cited in Xiaou-yan, 2006. Feedback can be given by means of praise or by any relevant comment Richards, J.
and Lockhart, 2000. This technique also employs one of the classroom language functions namely giving feedback, which is aimed to motivate and encourage
students after they do a certain performance.
5. The Role of Interaction in Bilingual Class
An interaction between teachers and learners is an important event when a teaching and learning process happens in classroom. According to Lier 1988, as
cited in Xiao-yan, 2006,” interaction is essential for the process of second language acquisition through participation in speech events, which is, talking to others, or
making conversation”. In bilingual class, when students are supposed to acquire a foreign language from each other including their teachers, interaction roles as the key
of a successful acquiring process.
25 Doughty and Long 2003, as cited in Leily, 2006 mention that there are two
types of evidence in the environment that foster acquisition, those are positive and negative evidence. Positive evidence is the well-formed sentences or models in which
learners are exposed to, and negative evidence is the type of information which is given directly or indirectly to the learners when they make an incorrect form in their
interactional exchange Long, 1996, as cited in Leily, 2006. In this case, teachers should be a positive evidence for their students. The teacher should be able to give a
correct model for the students when the teacher is explaining something through L2. Now it is apparent that the correct form of classroom language functions used in
classroom affects the nature of interaction and also the process of L2 acquisition.
6. SBI Sekolah Berstandar Inernasional Curriculum
Suyanto, the General Director of Management of Basic and Intermediate Education Dikdasmen, as cited in KOMPAS 2010, declares that international
standard school has been assigned in National Education System Law UU Sisdiknas in article 50, verse 3. A particular school can be considered as an appropriate
international standard school if it has an active, creative, attractive and effective teaching and learning process. According to Suyanto 2008, a school that uses SBI
curriculum should be able to emphasize the development of creativity and innovation to discover a possibility of new inventions related to science and technology. That is
why any SBI should also employ international curriculum. Chodidjah 2009, a British Council education advisor, adds that SBI school is a national school which
26 adopts international standard curriculum. If it is so, then the school output will have
an excellence national and international quality, whether it is related to their cognitive, affective or psychomotor aspect.
B. Theoretical Framework
This study is conducted based on some theoretical concepts which are aimed to help answering two research problems namely 1 What classroom language
functions are applied by the Biology teacher of the tenth grade of SMUN 1 Sleman Yogyakarta to deliver learning materials in English?, and 2 What are the difficulties
faced by the Biology teacher of the tenth grade of SMUN 1 Sleman in using the classroom language functions to deliver learning materials in English?
In order to answer the first research problem, the researcher employs the theories of classroom language functions by Spratt et al 2005. The theory of
classroom language functions is employed to provide the explanation about what classroom language function is and how to apply it appropriately. After that, the
researcher employs that theory to observe the Biology teacher when the teacher is teaching in bilingual class.
Since the focus of this study is the use of English while using classroom language functions in non English language class, hence, the researcher employs the
theory of teacher talk to support the statement that classroom language functions is important. This statement is supported by Nunan 1991, as cited in Xiao, 2006 who
