A STUDY ON SCIENCE TEACHERS’ QUESTIONS USING ENGLISH AS A MEDIUM OF INSTRUCTION AT SD MUHAMMADIYAH 4 BATU

A STUDY ON SCIENCE TEACHERS’ QUESTIONS USING

ENGLISH AS A MEDIUM OF INSTRUCTION AT

SD MUHAMMADIYAH 4 BATU

THESIS

By:

WAHYU WIDI ASTUTIK

09360187

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

A STUDY ON SCIENCE TEACHERS’ QUESTIONS USING

ENGLISH AS A MEDIUM OF INSTRUCTION AT

SD MUHAMMADIYAH 4 BATU

THESIS

This thesis is submitted to meat on of the requirements to

achieve Sarjana Degree In English Education

By:

WAHYU WIDI ASTUTIK

09360187

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

This thesis written by Wahyu Widi Astutik was approved on August 1st, 2013.

By:

Advisor II, Advisor I,

ii

This thesis was defended in front of the examiners of the Faculty of Teacher Training and Education of University of Muhmmadiyah Malang

And accepted as one of the requirements to achieve Sarjana Degree in English Education

On August 1st, 2013

Approved by:

Faculty of Teacher Training and Education University of Muhmmadiyah Malang

Dean,

Dr. Muhammad Syaifuddin, MM

Examiners: Signature:

1. Dr. Masduki, M.Pd 1. ...

2. Dian Arsitades, M.Pd 2. ... 3. Rina Wahyu Setyaningrum, M.Ed 3. ...

“And that there i

“And for all are degrees

Grow up t

DEDICATION:

I dedicated this thesis to: My beloved father and mother, my sisters, my relatives, and all of my friends.

MOTTO AND DEDICATION

e is not for man except that [good] for which he st (QS. An-Najm 39)

es from what they have done. And your Lord is not what they do”

(QS. Al An’aam 132)

ow up the Lion in You, in order to Inedible by Cats

DEDICATION:

I dedicated this thesis to: My beloved father and mother, my sisters, my relatives, and all of my friends.

strives”

not unaware of

DEDICATION:

I dedicated this thesis to: My beloved father and mother, my sisters, my relatives, and all of my friends.

v

ACKNOWLEDGEMENT

Thanks to the Almighty God Allah SWT, the most merciful and the most gracious who has gives this mercy so that the researcher would finally finish this thesis.

The researcher realizes that this thesis would never been accomplished without the guidance, motivation and kindness from many persons. This is my special acknowledgements are to the following:

1. Dr. M. Syaifuddin, MM as the Dean of Teacher Training and Education Faculty at University of Muhammadiyah Malang.

2. Fardini Sabilah, M.Pd as a Chairman of English Department.

3. Rina Wahyu Setyaningrum, M.Ed as the first advisor and Puji Sumarsono, M.Pd, M.Ed as the second advisor, for their suggestions, invaluable guidance and advice during the consultation period, and their comments and corrections during the completion.

4. Zulkifli Hasan, S.Pd as the Headmaster of SD Muhammadiyah 4 Batu who gave permission in conducting the research.

5. The science teachers of SD Muhammadiyah 4 Batu who gave the support and for spare time to help her finishing this research.

6. A special thank goes to her beloved father (Warso), mother (Watini), sisters (Heni and Nanik), her close friends (Rina, Rozi, Olive, Fyah, Mira, Alfiah, Itis, Queen, Ipoel, Aisha, Yuli, Novita, Bayu, Fitri, Ratna, Fatim, Amel,

Fatir, Hesti, Emys, Pak. Prai), and C2 classmate for their encouragement, love, care, and pray so that she can finish this thesis.

This thesis actually has many weaknesses; therefore, the critics and suggestions that can develop this thesis are very expected for the perfecting. The writer hopes that this thesis can be useful for the readers.

Malang, 1stAugust 2013

vii

TABLE OF CONTENTS

APPROVAL ... i

LEGALIZATION ... ii

MOTTO AND DEDICATION... iii

ABSTRACT... iv

ACKNOWLEDGMENTS ... v

TABLE OF CONTENTS... vii

LIST OF TABLES... ix

CHAPTER I INTRODUCTION 1.1 Background of Study... 1

1.2 Statements of the problem... 5

1.3 Purpose of Study... 5

1.4 Significance of Study... 6

1.5 Scope and Limitation... 7

1.6 Definition of Key Terms... 7

CHAPTER II REVIEW OF RELATED TO LITERATURE 2.1 English as a Medium of Instruction ... 8

2.2 Definition of Questioning... 9

2.3 Teachers’ Questions... 11

2.4 Type of Teachers’ Questions... 12

2.5 Students’ Responses... 15

CHAPTER III RESEARCH METHODOLOGY

3.1 Research Design... 24

3.2 Research Subject ... 25

3.3 Research Instrument ... 26

3.3.1 Observation ... 26

3.4 Data Collection... 27

3.5 Data Analisis... 27

CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS 4.1 Research Findings... 28

4.1.1 The questions used by the teachers ... 28

4.1.2 Type of Questions Dominantly Used by the Teachers... 34

4.1.3 The Students’ Responses... 42

4.2 Discussions... 50

CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ... 55

5.2 Suggestions ... 56

BIBLIOGRAPHY ... 58 APPENDIXES

Appendix 1 Observation Sheet Appendix 2 Lisence

ix

LIST OF TABLES

Table 1. The Bloom’s taxonomy according to Paule (2002)... 15

Table 2. The example of students’ response, choral... 21

Table 3. The Questions Used by the Teachers... 29

Table 4. Types of Question Used by the Teachers... 34

BIBLIOGRAPHY

Act of the Republic of Indonesia on National Education System. 2003. Jakarta: The Ministry of National Education

Afriani, Lenni. 2009 .Teachers’ Question Used in Teaching English at the 1stGrade of SD Islam Terpadu Insan Permata Malang.Malang: Unpublished Thesis English Department of Faculty of Teacher Training and Education.

Anderson, Lorin. 1989. The Effective Teacher Study Guide and Readings. MvGraw-Hill

Ari, Donald. 2010. Introduction to Research in Education, Eight Edition. Canada: Wadsworth.

Caudron, Craig. 1988. Second Language Classroom Research on Teaching and Learning. Cambridge: Cambridge University Press.

Coper, James M., et al. 2011. Classroom Teaching Skill Ninth Edition. United States: Linda Schreiber-Gander.

Cotton, Kathleen. 2012. Classroom Questioning. Articles on the subject of classroom questioning often begin by invoking Socrates. Online.

http://rsd.schoolwires.com/145410515152938173/lib/1454105151529381 73/Classroom_Questioning_by_Cotton.pdf. Accessed on December 17th at 10.09 am.

Critelli, Alyssa., Tritapoe, B. 2010. Effective Questioning Techniques to Increase Class Participation.E-Journal of Students Research, 2-1.

Cruickshank, R.D., Bainer, D., Metcalf, K. 2010.The Act of Teaching: Sixth Edition. New York: Mcmillan

Education first. 2012. Negara Berbahasa Inggris; Daftar Negara Berbahasa Inggris. Online. http://www.Educationfirst.com. Accesed on March 19th, 2013. At 08:11 am.

Good, T., & Brophy, J. 2000. Looking in Classrooms. Eight Edition. New York: Addison-Wesley Longman

Harding, E.-Esch. And Riley, P. 2003The Bilingual Family: A Handbook for Parents (Second Edition).Cambridge: Cambridge University Press.

Hasting, Steven. 2003. Questioning: Teaching Ideas. The time educational supplement. http://www.tes.co.uk. Accessed on Feb 6th. 2013. At 06:18 am.

Ibrahim, Jusuf. 2001. The Implementation of EMI (English Medium Instruction) in Indonesian Universities: Its Opportunities, its Threats, its Problems, and its Possible Solutions.Surabaya: Universitas Kristen Petra Press

Ilham, N.I. 2013. Me-Inspiration.(Online),http://www.inspiration.com. Accessed on January 18th, 2013. At 06.00 pm.

Kyriacou, Chris. 2009.Effective Teaching in School.Spain: GraphyCems

Marsh, David. 2006. English as medium of instruction in the new global linguistic order: Global characteristics, local consequences. Finland: University of Jyvaskyla

Masduki. 2009. EFL Teacher Question in Reading Comprehension courses at the Language Center Muhammadiyah University of Malang: A Case Studies. Unpublished Dissertation. Malang: UM

National Research Council. 2005. How Students Learn: Science in the Classroom. Committee on How People Learn, A Targete Report for Teachers, M.S. Donovan and J.D. Bransford. Editors. Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academmies Press.

Paule, Michele. 2002. Classroom Questions in English. Online. http://www.londongt.org/teachertools. Accessed on January 18th, 2013. At 4:56 pm.

Rick, Allen. 2006. The Essentials of Science, Grades K-6; Effective Curriculum, Instruction, and Assessment.ASCD

Yin, K.R. 2011. Qualitative Research from Start to Finish. New York: The Guilford Press.

Sejnost, L, Roberta. 2009. Tools for Teaching in the Block. Thousand Oaks, CA: Corwin.

Teacher Tools. 2007. Questioning techniques to challenge your students. Online, http://www.londongt.org/teachertools. Accessed on 18-1-2013 at 4:56 pm.

Walshaw and Anthony. 2008. Websters-College-Dictionary-Third-Edition. Online.

http://www.amazon.com/Websters-College-Dictionary-Third-Edition/dp/0618953159. Accessed on January 1st, 2013. At 08.00 am. Wiki. 2007. Method of Using English as a Medium of Instruction.Online

http://www.infoskripsi.com/2013/01/method-of-using-english-as-medium-of.html. Accessed on Februari 18, 2013. At 09:07 pm.

1 CHAPTER I INTRODUCTION

This chapter presents such topics as: background of study, statements of problem, purposes of study, significance of study, scope and limitation, and definition of key terms. Each section is presented as follows:

1.1 Background of Study

In the recent time, English has become a universal language that is used in the world of technology, education, politics, commerce, and many more. English is also dominating all aspects of communication. We can see almost all electronic devices use English. Most countries in Asia are also using English as a medium of instruction or making the English as a second language after their national language. Philippines, Singapore, Brunei, and Malaysia are as the examples. According to English First (2012), English is the communication tool most often used by the world after Mandarin.

Accordingly, English is the global language, so for those who want to step forward have to be mastering English. Because of this importance of English, government of Indonesia made English as a compulsory subject from primary to university levels. In early 2000, government of Indonesia (GOI) tried to discuss about the innovation of education in Indonesia by establishing Pioneering International Standardized School (RSBI). It is stated in the Education Act of the Regulation of Indonesia chapter 3, article 50, that “government and local governments organize at

2

having international standards of education”. Some schools in Indonesia usually have cooperation with English speaking countries and bring in foreign teachers. At the end of the school year, students will be given additional tests from the Directorate General of Education.

By the time, people can feel some lacks of Pioneering International Standardized School (RSBI) program. One of the examples is that RSBI makes discrimination because of the most students who join in RSBI are from rich family. The next is that one of the RSBI rules is students have to use English almost in all subjects, it is deliberately ignores the rules of the Indonesian language and contrary to Article 36 UUD 1945 that mentions the language of education is Indonesia. In addition, it is also supported by the chairman of Supreme Court of the constitution, Mahfud MD, who said that Education Act, Article 50, Chapter 3 is contrary to the 1945 constitution. So that, on Sunday, 13thJanuary 2013, according to the Article 50, point 3 about the role of Pioneering International Standardized School (RSBI) status, the Chairman of Supreme Court of the Constitution, Mahfud MD, and the Minister of Education and Culture, Muhammad Nuh, agreed to abolish Pioneering International School (RSBI) in Indonesia starting from 2013–2014 academic years.

However, the RSBI abolition by the Constitutional Court will not affect the activity of some schools and students learning activity. After RSBI was abolished, education in Indonesia had a golden chance to dig up its excellent innovation without being influenced by RSBI title. Then, many schools in Indonesia try to create some qualified programs in order to attract people interest to the school. Some schools also have motivation to prove their good quality by producing excellent and competitive

3

students. In summary, the quality of education in Indonesia is growing well without being influenced by RSBI title. Many schools

are always encouraged to compete each other by creating excellent programs.

One of the examples is SD Muhammadiyah 4 Batu which is up to now still keeps the existence of English competency although RSBI has been abolished by government. The first reason is because the school is aware that English is the global language and very importance for thestudents’ future. The second reason is because this school wants to create a special school character by using English as a medium of instruction. Related to this effort to keep English competency, luckily teachers in this school had got some training by lecturers from University of Muhammadiyah Malang supported by Directorate of Research and Community Services. The researcher was engaged in this program in several times. The program was started by a workshop about the use of English as a medium of instruction especially in math and science to the teachers and then continued with trainings with ten topics which were delivered in five meetings. The topic at the first meeting was introducing self and introducing other. The second training was about things around and how to describe things around. The third training was discussed about understanding reading and question-answer. The next training continued with topic “how” question and procedure. The last meeting topic of training was science experiment and math experiment.

As we know, teaching in Elementary school is not easy. Teachers must have a special skill to handle teaching learning process to make it successful. The researcher was interested in following the teaching–learning process in Elementary school and the researcher had observed that one of the techniques which were dominated by

4

teacher to attract students’attention was by questioning. In general, to determine the teaching-learning process is successful or not, the teacher usually uses questions as an evaluation to know the students’ understanding and responses toward the material that had been taught. As stated by Hasting (2003) that one-third of all teaching time is spent asking questions. According to Coper ( 2011, p. 192), the questioning process is an essential part of instruction in that it allows teachers to monitor student competence and understanding as well as increase thought - provoking discussion. From that opinions, researcher aware that questions can encourage reasoning and that allow students to brainstorm their prior knowledge rather than accepting “yes or no” responses. Through encouraging students to formulate responses and express their opinions, teachers are able to assess how familiar or interested they are in the material. After students give their responses, giving feedback by teacher is a necessity. The importance of providing feedback is to encourage student to give responses while correcting or elaborating on their effort.

The researcher was interested in teacher’s questions in Elementary school, especially in teaching-learning science because the appropriate types of questions play an important role in helping students to construct knowledge. Moreover in Elementary school, the implementation of English as a medium of instruction can be a good stimulus for students to learn English better than before. By asking questions, teacher creates an art in the way to lead students for learning science by using English and it is really amazing when the researcher aware that this questionand the students’ response can be vary. That was why researcher choose the questioning technique as in a research under the title “A STUDY ON SCIENCE TEACHERS’

5

QUESTIONS USING ENGLISH AS A MEDIUM OF INSTRUCTION AT SD MUHAMMADIYAH 4 BATU”

1.2 Statements of the problem

From the background of study above, the researcher formulates the questions were as follows:

1. What questions were used by the teachers in the science classes using English as a medium of instruction at SD Muhammadiyah 4 Batu?

2. Which question was dominantly used by the teachers in the science classes using English as a medium of instruction at SD Muhammadiyah 4 Batu? 3. How did the students’ responses to the teachers’ questions in the science

classes using English as a medium of instruction at SD Muhammadiyah 4 Batu?

1.3 Purpose of Study

The purposes of the study were formulated to answer the research questions and the purposes were as follows:

1. To know what questions used by the teachers in the science classes using English as a medium of instruction at SD Muhammadiyah 4 Batu.

2. To know which question dominantly used by the teachers in the science classes using English as a medium of instruction at SD Muhammadiyah 4 Batu.

3. To describe the students’responses to the teachers’questions in the science classes using English as a medium of instruction at SD Muhammadiyah 4 Batu.

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1.4 Significance of Study

The researcher hopes that the result of study is going to be useful for students, teachers, institution, and following researcher. The first is for students, researcher hopes the study can be used as an encouragement of students’ motivation in using English in the classroom interaction. Second, for teachers, researcher hopes the study can give a motivation to have a skill of creating effective questions that can attract students’ attention in the classroom interaction especially in science class. Teachers

can understand the students’ responses on the teacher questions when a certain

question is addressed. The result of this study is also significant to be a self-reflection of teachers as the subject of the study. The third is for Institution, the researcher hopes the result of the study can be used as input for SD Muhammadiyah 4 Batu in developing English perspective and competency especially in efforts to improve the use of English as a medium of instruction. And the last is for the next researcher, it is hoped that this research can be used as one of the references to conduct the same research. It is also to give contribution for teaching and learning process, especially teaching using English as a medium of instruction. And, it is hoped that this study can encourage to create an enjoyable and exciting teaching atmosphere and activity using English as a medium of instruction.

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1.5 Scope and Limitation

The scope of this study is the question used by science teacher using English as a medium of instruction at SD Muhammadiyah 4 Batu. And this study is limited on the teachers’ question, type of lower–higher question, and students’ responses through the question.

1.6 Definition of Key Terms

The researcher gives the definition of the key terms in order to avoid misunderstanding and ambiguity in the study, they are as follows:

1. Teacher’s questionsare a fundamental strategy through which teachers helps

students’ process ideas or concept. Walshaw and Anthony (2008) note that

questions enable teachers to “engage students in thoughtful and sustained discourse that can make a difference to learning when the discourse is centered on powerful ideas” (p. 516).

2. Science is "knowledge attained through study or practice," or "knowledge covering general truths of the operation of general laws, esp. as obtained and tested through scientific method and concerned with the physical world." (Webster's New Collegiate Dictionary).

3. English as a medium of instruction is effort to learn everything includes science through English. English is as a guidelines and clue to deliver the knowledge and English is as hint or direction for communicating in teaching learning process, Heugh in David (2006).

having international standards of education”. Some schools in Indonesia usually have cooperation with English speaking countries and bring in foreign teachers. At the end of the school year, students will be given additional tests from the Directorate General of Education.

By the time, people can feel some lacks of Pioneering International Standardized School (RSBI) program. One of the examples is that RSBI makes discrimination because of the most students who join in RSBI are from rich family. The next is that one of the RSBI rules is students have to use English almost in all subjects, it is deliberately ignores the rules of the Indonesian language and contrary to Article 36 UUD 1945 that mentions the language of education is Indonesia. In addition, it is also supported by the chairman of Supreme Court of the constitution, Mahfud MD, who said that Education Act, Article 50, Chapter 3 is contrary to the 1945 constitution. So that, on Sunday, 13thJanuary 2013, according to the Article 50, point 3 about the role of Pioneering International Standardized School (RSBI) status, the Chairman of Supreme Court of the Constitution, Mahfud MD, and the Minister of Education and Culture, Muhammad Nuh, agreed to abolish Pioneering International School (RSBI) in Indonesia starting from 2013–2014 academic years.

However, the RSBI abolition by the Constitutional Court will not affect the activity of some schools and students learning activity. After RSBI was abolished, education in Indonesia had a golden chance to dig up its excellent innovation without being influenced by RSBI title. Then, many schools in Indonesia try to create some qualified programs in order to attract people interest to the school. Some schools also have motivation to prove their good quality by producing excellent and competitive

students. In summary, the quality of education in Indonesia is growing well without being influenced by RSBI title. Many schools

are always encouraged to compete each other by creating excellent programs.

One of the examples is SD Muhammadiyah 4 Batu which is up to now still keeps the existence of English competency although RSBI has been abolished by government. The first reason is because the school is aware that English is the global language and very importance for thestudents’ future. The second reason is because this school wants to create a special school character by using English as a medium of instruction. Related to this effort to keep English competency, luckily teachers in this school had got some training by lecturers from University of Muhammadiyah Malang supported by Directorate of Research and Community Services. The researcher was engaged in this program in several times. The program was started by a workshop about the use of English as a medium of instruction especially in math and science to the teachers and then continued with trainings with ten topics which were delivered in five meetings. The topic at the first meeting was introducing self and introducing other. The second training was about things around and how to describe things around. The third training was discussed about understanding reading and question-answer. The next training continued with topic “how” question and procedure. The last meeting topic of training was science experiment and math experiment.

As we know, teaching in Elementary school is not easy. Teachers must have a special skill to handle teaching learning process to make it successful. The researcher was interested in following the teaching–learning process in Elementary school and the researcher had observed that one of the techniques which were dominated by

teacher to attract students’attention was by questioning. In general, to determine the teaching-learning process is successful or not, the teacher usually uses questions as an evaluation to know the students’ understanding and responses toward the material that had been taught. As stated by Hasting (2003) that one-third of all teaching time is spent asking questions. According to Coper ( 2011, p. 192), the questioning process is an essential part of instruction in that it allows teachers to monitor student competence and understanding as well as increase thought - provoking discussion. From that opinions, researcher aware that questions can encourage reasoning and that allow students to brainstorm their prior knowledge rather than accepting “yes or no” responses. Through encouraging students to formulate responses and express their opinions, teachers are able to assess how familiar or interested they are in the material. After students give their responses, giving feedback by teacher is a necessity. The importance of providing feedback is to encourage student to give responses while correcting or elaborating on their effort.

The researcher was interested in teacher’s questions in Elementary school, especially in teaching-learning science because the appropriate types of questions play an important role in helping students to construct knowledge. Moreover in Elementary school, the implementation of English as a medium of instruction can be a good stimulus for students to learn English better than before. By asking questions, teacher creates an art in the way to lead students for learning science by using English and it is really amazing when the researcher aware that this questionand the students’ response can be vary. That was why researcher choose the questioning technique as in a research under the title “A STUDY ON SCIENCE TEACHERS’

QUESTIONS USING ENGLISH AS A MEDIUM OF INSTRUCTION AT SD MUHAMMADIYAH 4 BATU”

1.2 Statements of the problem

From the background of study above, the researcher formulates the questions were as follows:

1. What questions were used by the teachers in the science classes using English as a medium of instruction at SD Muhammadiyah 4 Batu?

2. Which question was dominantly used by the teachers in the science classes using English as a medium of instruction at SD Muhammadiyah 4 Batu? 3. How did the students’ responses to the teachers’ questions in the science

classes using English as a medium of instruction at SD Muhammadiyah 4 Batu?

1.3 Purpose of Study

The purposes of the study were formulated to answer the research questions and the purposes were as follows:

1. To know what questions used by the teachers in the science classes using English as a medium of instruction at SD Muhammadiyah 4 Batu.

2. To know which question dominantly used by the teachers in the science classes using English as a medium of instruction at SD Muhammadiyah 4 Batu.

3. To describe the students’responses to the teachers’questions in the science classes using English as a medium of instruction at SD Muhammadiyah 4 Batu.

1.4 Significance of Study

The researcher hopes that the result of study is going to be useful for students, teachers, institution, and following researcher. The first is for students, researcher hopes the study can be used as an encouragement of students’ motivation in using English in the classroom interaction. Second, for teachers, researcher hopes the study can give a motivation to have a skill of creating effective questions that can attract students’ attention in the classroom interaction especially in science class. Teachers can understand the students’ responses on the teacher questions when a certain question is addressed. The result of this study is also significant to be a self-reflection of teachers as the subject of the study. The third is for Institution, the researcher hopes the result of the study can be used as input for SD Muhammadiyah 4 Batu in developing English perspective and competency especially in efforts to improve the use of English as a medium of instruction. And the last is for the next researcher, it is hoped that this research can be used as one of the references to conduct the same research. It is also to give contribution for teaching and learning process, especially teaching using English as a medium of instruction. And, it is hoped that this study can encourage to create an enjoyable and exciting teaching atmosphere and activity using English as a medium of instruction.

1.5 Scope and Limitation

The scope of this study is the question used by science teacher using English as a medium of instruction at SD Muhammadiyah 4 Batu. And this study is limited on the teachers’ question, type of lower–higher question, and students’ responses through the question.

1.6 Definition of Key Terms

The researcher gives the definition of the key terms in order to avoid misunderstanding and ambiguity in the study, they are as follows:

1. Teacher’s questionsare a fundamental strategy through which teachers helps

students’ process ideas or concept. Walshaw and Anthony (2008) note that questions enable teachers to “engage students in thoughtful and sustained discourse that can make a difference to learning when the discourse is centered on powerful ideas” (p. 516).

2. Science is "knowledge attained through study or practice," or "knowledge covering general truths of the operation of general laws, esp. as obtained and tested through scientific method and concerned with the physical world." (Webster's New Collegiate Dictionary).

3. English as a medium of instruction is effort to learn everything includes science through English. English is as a guidelines and clue to deliver the knowledge and English is as hint or direction for communicating in teaching learning process, Heugh in David (2006).