26 adopts international standard curriculum. If it is so, then the school output will have
an excellence national and international quality, whether it is related to their cognitive, affective or psychomotor aspect.
B. Theoretical Framework
This study is conducted based on some theoretical concepts which are aimed to help answering two research problems namely 1 What classroom language
functions are applied by the Biology teacher of the tenth grade of SMUN 1 Sleman Yogyakarta to deliver learning materials in English?, and 2 What are the difficulties
faced by the Biology teacher of the tenth grade of SMUN 1 Sleman in using the classroom language functions to deliver learning materials in English?
In order to answer the first research problem, the researcher employs the theories of classroom language functions by Spratt et al 2005. The theory of
classroom language functions is employed to provide the explanation about what classroom language function is and how to apply it appropriately. After that, the
researcher employs that theory to observe the Biology teacher when the teacher is teaching in bilingual class.
Since the focus of this study is the use of English while using classroom language functions in non English language class, hence, the researcher employs the
theory of teacher talk to support the statement that classroom language functions is important. This statement is supported by Nunan 1991, as cited in Xiao, 2006 who
27 says that it is through language that teachers either succeed or fail in implementing
their teaching plans. The theory of classroom interaction in bilingual class is used in order to
support an idea that the usage of classroom language functions in bilingual class is essential for the process of second language acquisition through participation in
speech events, which is, talking to others, or making conversation Lier ,1988, as cited by Xiao-yan, 2006. In RSBI schools, the teachers should be able to make a
good interaction with the students by using English as the target language. The purpose is to enable them to compete both nationally and internationally Chodidjah,
2008. Afterwards, in order to be able to answer the second research problem, which
is to discover the Biology teacher’s difficulties in using classroom language functions, the researcher employs the theory of classroom language functions as the
basic theory and information to assess teacher’s language. After discovering the first and second research problem, the researcher intends
to provide some suggestions which discuss the best way of learning for non English teacher. In addition, the researcher also employed the answer of the first and second
problems as a basic reference to formulate some suggestions.
28
CHAPTER III METHODOLOGY
This chapter presents detailed information about the research methodology used to answer the questions stated in chapter I. The discussion involves the research
method, research participants and setting, research instruments, data gathering techniques, data analysis techniques, and research procedures.
A. Research Method
In carrying out the study, the researcher applied the qualitative approach. A qualitative approach is described as an approach which is used to gather data
systematically, but the data is purely descriptive, and therefore not numerical Sprinthall, 1991. In this research, the data collected are in the form of words or
picture rather than number. The data included interview transcript, fieldnotes, photographs, personal documents, memos, and other official records about the non
English teacher’s difficulties in SMUN 1 Sleman Yogyakarta. The research aimed to describe what classroom language functions applied by
the non English teacher, in this case was the Biology teacher, in SMUN 1 Sleman Yogyakarta as one of senior high schools that was still in preparation towards
international standard school. Thus, the researcher adopted descriptive research as its method.
