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CHAPTER II REVIEW OF RELATED LITERATURE
This chapter discusses the theoretical description and the theoretical framework. The theoretical description discusses some theories related to the study,
while the theoretical framework discusses most relevant theories which help the researcher to answer the research problems.
A. Theoretical Description
The theoretical description consists of six parts, namely theories on 1 Bilingual Classroom, 2 Language Functions Theory, 3 Classroom Language
Functions, 4 Teacher Talk, 5 Classroom Interaction of Second Language Acquisition, 6SBI Curriculum
1. Bilingual Education
The development of bilingual education in many countries increases rapidly which is started from any grade of education. In the field of education, many schools
and universities in some developing countries have applied a program namely bilingual classroom program. Bilingual education has been used to improve students’
language proficiency because they can learn language through subject matter.
10 Mc Groarty as cited in Murcia, 2001 defines her point of view about
bilingual approach. She states that bilingual approach as one in which two languages are used as media of
classroom instruction for the same group of students, so that students receive some of their instruction in one language and one in the other, with the nature
and proportion of each language varying according to program type, instructional goals, and various contextual influences.
Some universities in India, as said by Ghosh as cited by Boey 1980, have used bilingual education as a program to learn a language through subject matter.
This situation is the same as what is happening in Indonesia since many schools in Indonesia also start applying bilingual program even though only for some particular
subjects in order to develop the students and teachers’ English language competence as they are in a process of gaining SBI Sekolah Berstandar Internasional status.
Bilingual education has several positive effects for the learners who want to develop their foreign language mastery. David as cited in Boey 1980, a researcher
who has examined the feasibility of bilingual program at the Central institute of English and Foreign Languages, Hyderabad, discovers that “bilingual education
improves students’ proficiency in English slightly, without causing any subject matter deficiency”. She also states that “a certain level of English language proficiency is a
prerequisite to the successful of participation in a bilingual education program”. Anne also argues that there should be special prepared materials which were necessary to
be taught effectively on the selected subjects in English.
11 Bilingual education seeks to develop the learners’ ability in their first
language while building both social and academic language proficiency in their second language. This type of setting allows them to keep up academically with
others by way of first language instruction in the core curriculum until such time as they have gained sufficient cognitive and second language development to allow
them an opportunity to succeed in their second language.
2. Language Functions Theory
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