56
wanted to know other English sentences that could be used in greeting the students. The teacher believed that the good way in greeting students could build
good atmosphere in the class as well.
6. The difficulty in summing up the lesson in English The researcher obtained the data that the teacher, mostly, did not make
conclusion about the lesson in the end of class. The teacher said that she felt difficult to summarize the lesson in English. The teacher admitted that she had not
found the appropriate way in summarizing the lesson in English. “Sampai sekarang, saya masih kesulitan untuk menyimpulkan materi dalam bahasa Inggris
di akhir pelajaran” Interview, September.
C. The Proposed Solutions to Overcome Those Difficulties
The researcher found some difficulties and problems that were faced by the Biology teacher. These are some proposed solutions that can be used to
overcome those difficulties.
1. Using the words and sentences that are familiar to the students One of the difficulties that were often faced by the Biology teacher was
making the worksheet in English. According to the teacher, composing making the worksheets that were understandable for the students was not easy. Mostly, the
teacher adopted the worksheets from Cambridge Curriculum. The teacher said that most of the students considered that the worksheets were incomprehensible. There
57
were many English vocabularies that were unfamiliar for them. This fact made the students difficult to understand the worksheets. As the result, the teacher tried to
revise the worksheet. In this case, the teacher should be careful in simplifying the language of the worksheet. The teacher should pay attention in grammatical
aspects as well. The teacher has to use some words or phrases that are more understandable for the students.
The researcher proposes some solutions related to these difficulties. First, the teacher should use familiar words in simplifying the language. The teacher can
find some synonyms of the words, then choose some words that are more familiar to the students. According to Michael Lewis and Jimmie Hill 1992:101, an
individual word in a language frequently acquires a meaning because of the relationship between it and other words. They added that the awareness of certain
kinds of relationship makes explaining vocabulary easier for the teacher and learning it simpler for the students. One of the important relationships is finding
the synonym of a word. Second, before distributing the worksheet to the students, it is better for the Biology teacher to check again the grammatical aspects of the
worksheet. In this case, the Biology teacher can ask and discuss with some English teachers to check again the worksheet. The English teachers can help to
check whether or not there are some grammatical mistakes at the worksheet. Michael Lewis and Jimmie Hill 1992:49 stated that one of the quickest and
easiest ways of finding the answer to a question which we cannot answer is to ask someone else. They added that in this circumstance, teachers should get together,
58
either informally or formally. It helps to share problems and find the solutions to overcome those problems.
2. Making the handout of every topic The second difficulty was explaining materials in English. It might happen
because the teacher was accustomed to teaching in Indonesian. Therefore, when the teacher had to teach in English, she felt difficult. In addition, the teacher often
combined English and Indonesian. The teacher stated that she forgot to use English in teaching. It was caused by the teacher’s habit before teaching in
international class. For many years, the teacher was accustomed to teaching in Indonesian. Hence, when the teacher taught in international class, occasionally,
the teacher forgot to use English. In addition, the teacher felt that she could not explain the materials clearly and completely if she had to use English. The teacher
said that another reason why she could not explain the materials in English was the lack of English vocabularies.
The researcher gives a solution to overcome this difficulty. That is making the handout of every topic. According to Shiloah Baker 2008, using handout in
teaching has some advantages, namely helping the teacher to convey materials, providing key points of the lesson, providing additional information for the
students. The teacher should make the handout of every topic. In this case, surely, the handout is written in English. The teacher can write some important points of
related topic. It would make the teacher easier to explain the materials in English.
59
The teacher said that when she had to read the textbook which is written in English, she could comprehend it well. However, when the teacher had to explain
it in English to the students, she felt difficult. Therefore, by making the handout the teacher can prepare what she wants to explain. The teacher can read that
handout when explaining the materials to the students. In addition, the teacher will feel more confident in explaining materials in English, because the teacher has
prepared it before. In addition, to make sure whether or not the students comprehend what the teacher says, the teacher can translate it in Indonesian.
3. Answering the students questions by combining English and Indonesian The teacher often gets some unexpected questions from the students. The
teacher must not force herself to answer those questions in English. If the teacher wants to answer in English, just say as the teacher can. It means that the teacher
can combine the language. As stated by Dr. Suzanne Irujo 2004, in bilingual classroom, the teacher can combined the languages. She added that the purpose of
bilingual classroom is the students can continue to progress in subject areas while they are learning English. She added that to achieve this goal, the teachers need to
be aware of how much they spend using each language. Therefore, if the teacher thinks that it would be better in answering students’ questions in Indonesian, the
teacher must not force herself to answer the questions in English. The teacher can use English and Indonesian so that the students can get clear and complete
answer. On the contrary, if the teacher forces herself to answer in English, the teacher will answer the students’ questions unclearly and incompletely.
60
4. Adopting varied questions from the books and internet Making varied questions was one of the difficulties faced by the teacher.
Bloom 1956 stated that most teachers tend to ask knowledge questions, such as asking about the definition. This type of questions test students’ ability to
memorize and recall specific information. He added that it would be better if the teachers elaborate various questions. Making various questions would challenge
the students to elaborate the answers as well. To overcome this problem, the teacher can prepare the list of questions before teaching. The teacher can adopt
varied questions from many sources, such as Biology books. Nowadays, there are a lot of Biology books that are written in English. The teacher can find many
kinds of questions in those books. It will help the teacher to give varied questions to the students. In addition, the teacher can browse many kinds of questions
related to the topics from the internet. By browsing from the internet, the teacher can increase knowledge and insight as well.
5. Using different gambits in greeting the students According to Eric Keller 1988, a gambit is a word or phrase which helps
one express what he or she is trying to say. Using different gambits in the conversation is able to attract other’s response. In greeting the students, the
teacher often says “Good morning” or “Good Afternoon”. Afterwards, the teacher will ask students’ condition by saying “How are you?”. Basically, there
are many English sentences or gambits that can be used to ask students’ condition, namely “How is life?”, “How are you doing?”, How do you feel now?” and so
61
forth. The researcher thinks that it will be better if the teacher uses different English sentences in greeting the students.
6. Making the written summary Making the conclusion in English becomes one of the difficulties that were
faced by the teacher. The researcher has some solutions to overcome this problem. First, the teacher has to make written summary. According to Aidia Propitious
2008, making written summary is very important. She said that the purpose of making written summary is to take core from the subject so that the students can
understand the points of lesson easily. The teacher can write the summary in English before teaching. Therefore,
the teacher can read the summary in the end of lesson. Some English phrases that can be used to start making conclusion are “To conclude the lesson, ……”, “To
sum up, …………..”, “In brief, ……….”. In addition, while reading the conclusion in English the teacher can use LCD projector or Over Head Projector
OHP to present that written summary. It will make the students easier to follow what the teacher says. As the result, the students can get the points of that
conclusion.
62
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusions and some suggestions of the research. The purposes are to give brief and clear description about the result of
the research and to give some suggestions. The suggestions of this research are aimed to Biology teachers and the future researchers as well.
A. Conclusions
Based on the analysis result, the researcher concluded that the teacher used limited English in delivering Biology lesson. In the teaching and learning process,
the teacher used two languages, Indonesian and English. In set induction, the teacher mostly used English to greet the students, to review the previous material
and to introduce the objective of a new material. In addition, the teacher often used Indonesian to relate the previous material to the new one. In teaching
activities, the teacher generally used English in assigning the students, giving reinforcements and stimulus to the students. In explaining the topic and giving
questions to the students, the teacher combined English and Indonesian. The different data were obtained in set closure. In general, the teacher used Indonesian
in concluding the lesson, giving assignments and closing the lesson. Based on the observations, the researcher obtained the result that the
teacher occasionally combined the language in teaching. It meant that in one sentence, the teacher used English and Indonesian. The researcher concluded that
