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message back both on two sides. Teachers and students changed roles as well. They could be senders that formulate messages, encode messages, and transmit
the messages, and also as the receivers that decode and interpret the messages. The communication in the teaching learning activities between teacher and
students is observed in two points: 1 Interaction between teacher and student; and 2 Interaction among students.
a. Interaction between teacher and student
Understanding communication in bilingual classroom is not a simple task. Classroom communication in general has been described as a problematic
medium, since differences in how, when, where, and to whom things are communicated cannot only create slight misunderstanding, but also seriously
impair effective teaching and learning. Based on Ornstein and Lasley II 2000:39 there are two interaction
patterns in teaching learning activities, verbal and nonverbal communication. Using English to communicate during the lesson was not an easy thing for the
teacher. It was because of the limited language mastery of the teacher. They used bilingual to teach or to deliver material. They concerned more on the mastery of
the concept of the material but did not ignore the use of English. When teacher did verbal communication, she focused on language as the main instrument of
communication in teaching. In bilingual teaching situation, teacher made verbal interaction with the students through one-way or two-way communication.
“Saya suka memberikan demonstran ya pada anak-anak. Contohnya kalau sedang mengajarkan soal gaya, saya sedang menjelaskan gaya dorong,
maka saya akan menjelaskan dengan mendemonstrasikan gaya dorong
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dengan bahasa Inggris dan bahasa tubuh. Jadi tidak ditranslate-kan ke bahasa Indonesia. Contohnya saya bouncing, saya akan berkata “this ball
is bouncing”sambil memantul-mantulkan bola” Interview with teacher AN on Monday, May 30
th
2010 What teacher AN said is also supported by teacher AS’s statement
“…jadi saat berinteraksi dengan mereka sebisa mungkin saya lebih menekankan pada isi materi tanpa mengabaikan penggunaan bahasa
Inggris juga. Untuk membuat anak-anak menyukai pelajaran, saya juga ngasih beberapa permainan di saat-saat mengajar. Tapi permainannya
masih dalam konteks materi. Anak lebih suka seperti itu.” Interview with teacher AS on Thursday, April 29
th
2010 The main teaching-learning process was usually done using English as in
the opening, giving material, and closing. But when there were some students still who had not yet understand about the material, the teacher then explained it using
Indonesian language. In asking questions, teacher still also used Indonesian language in order that the question could be answered well.
When observing the Science class, which was conducted on Thursday May 20
th
2010, the researcher found that the teacher made verbal communication by explaining the concept of the material, giving definition, giving instruction, giving
example, comparing three problems, and making conclusion. When the teacher made those verbal communications, the language used was English. But
sometimes she emphasized in Indonesian. During teaching learning process, there were two feedbacks that the teacher did. First was feedback for grammar
mistakes. When the teacher realized that the students made grammar mistakes, she would help those students, even though the researcher found that the teacher
sometimes also made grammar mistakes. The second was feedback for misunderstanding meaning of language. The teacher gave both of the feedbacks in
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written from because the assessment toward the result of students’ learning is in written. It also happened in oral form, where the teacher during teaching learning
activity made dialogue to ask the students to finish their task.
b. Interaction among students
