23
activity.
Muijis and Reynolds, 2011.
Guru Sains selalu menyiapkan materi ajar dengan menggunakan dua bahasa.
Science Teachers’ Language in Providing Learning Media
Media as the learning tool in the classroom can control
and enhance the teaching- learning activity in the
class.
McNeil Wiles, 1990 - Science teachers use interesting and a
variety of learning media by using two languages.
Guru Sains menggunakan media pembelajaran bilingual yang menarik dan
bervariasi menggunakan dua bahasa.
6, 7
Science Teachers’ Language in Class Activity
Most programs of bilingual education fit into
one of three categories: 1
Instruction is given in both languages
simultaneously. 2
Instruction is given first in L
1
and the pupil is taught until such time
when he is able to use L
2
as a means of learning. 3
The largest part of instruction is given
through L
2
and L
1
is introduced at larger
stage, first as a subject and later as a medium of
instruction.
Hamers and Blanc, 1990 - Science teachers deliver the material easily
in two languages. Guru Sains bisa menyampaikan materi
bilingual kepada siswa dengan mudah.
8
- Science teachers speak in English when
opening and closing the teaching-learning activity in the bilingual class.
Guru Sains membuka dan menutup kelas bilingual menggunakan Bahasa Inggris.
3, 13
- Science teachers speak in English when
explaining material and some specific vocabulary items.
Guru Sains berbicara dalam Bahasa Inggris ketika menjelaskan materi ajar dan
beberapa kosakata tertentu.
4, 5
- Science teachers use two languages in giving
homework, assignment, and test for the students.
Guru Sains memberi pekerjaan rumah, tugas individu atau kelompok maupun
ulangan harian kepada siswa dalam dua bahasa.
9, 10, 11
- Science teachers ask the students to speak in
two languages in discussion. Guru Sains mengajak siswa berdiskusi
dengan menggunakan dua bahasa.
12
24 The next step was analyzing the result of the observations. The
observation results showed the natural situation of teaching-learning activities in Science class as the implementation of bilingual education by the Science teachers
at SMP Joannes Bosco.
F. Research Procedure
There were some steps in this survey research employed by the researcher as the research procedure according to Ary, Jacobs, and Sorensen 2010. They
were:
1. Preparation
The preparation started from asking permission from the headmaster of SMP Joannes Bosco to conduct this research. After having the permission, the
researcher arranged a meeting with the bilingual team at SMP Joannes Bosco in order to explain and discuss the topic of the research about the Science
teachers’ perception on the bilingual education and the implementation of bilingual
education at SMP Joannes Bosco. Then, the researcher arranged the schedule for holding an interview with the Science teachers, administering a questionnaire to
the Science teachers, and then conducting some observations at VII Freedom for subject Science Physics, Biology, and Chemistry. Based on Borg and Gall
1983, before gathering data through the instruments, the research had to field test the instruments to identity ambiguities and misunderstanding or any problems
that had been overlooked.
