Real Object Realia Data Analysis Procedure

20 A showed pictures or objects one by one to the students while asking ‘what it is?’ Then, the students answered it one by one. If the students answered in their first language, the teacher translated it into target language. After that the teachers reviewed by asking, for example ‘what ‘garpu’ in English?’, ‘what is ‘air’ in English?, and so on. As Cameron 2001 stated that the new word is first explained in the foreign language or with pictures, but it is then immediately translated in the first language. This also happened in this class since the students are bilingual students who didn’t use English all the time. Translation also used when the students and the teachers try to draw conclusion in hands-on experiment. For example in water vs. oil Teacher B said, “From this experiment we can see that water and oil cannot be mixed.” Teacher B translated as “Jadi air dan minyak tidak bisa jadi satu, tidak bisa bercampur.” Moreover, to explain the meaning, translation is the simple way and to make them remember the vocabulary. Translation is always used in every topic which delivered by both of the teachers during my observation. Teacher A explained in her interview: “Basically, we are in bilingual school, for translation we have percentage in using English target language and Bahasa Indonesia first language. Sometimes we don’t use English all the time, we need 21 to see how the condition first. If the students don’t pay attention, we need to use first language to solve the problem and then we translate again in English.” Teacher A, interview, March 10 th , 2015 Based on the interview with Teacher A, it is stated that translation helps the teacher to get the students attention. If the teacher uses English all the time, the students may confuse and don’t pay attention. In topic Taste, Teacher B used translation to explain the meaning of sweet, sour, bitter, salty, spicy or hot. Teacher B asked, ‘what is ‘manis’ in English?’, ‘what is ‘pahit’ in English?’, and so on. Teacher B reported in the interview that, “I used translation to introduce new vocabulary, and it should be repeated over and over again drilling. Some students in my class are pleased with drilling and at the end of the lesson before they are home, they still remember the vocabulary.” Teacher B, Interview, April 10 th , 2015. This theory is in line with Cameron 2001 who claimed that “when new words are introduced, pupils will produce the first language translation, then the teacher can accept the translation as useful evidence of understanding.”p.86. The idea of drilling to provide useful input to the students and make them remember the new vocabulary has similar idea with Linse 2005 and Igbaria n.d who stated that the vocabulary items should be revisited or recycled in different activities, with different skills and for multiple times.