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classified the data into some points, such as set induction, main activities and set closure.
1. Set Induction
In this part, the researcher classified set induction into greeting, reviewing the previous material, relating the previous material to the new one, and
introducing the objectives of a new material. Table 4.1 explains the existence of English sentences in set induction.
Table 4.1 The Existence of English Sentences in Set Induction Observation
No. Set Induction
Category 1 2 3 4 5 6 7 8
1. Greeting +
+ +
+ +
+ +
+ 2.
Reviewing the previous material
- +
+ +
+ +
+ +
3. Relating the
previous material to the one
+ -
± ± -
± -
- 4.
Introducing the objective of a new
material ±
- +
- +
+ +
+ + means the teacher used English
- means the teacher used Indonesian ± means the teacher used two languages, English and Indonesian
a. Greeting Table 4.1 shows that the teacher greeted the students in English in every
meeting. The data that were obtained in the first, second, fifth and seventh observation were similar. The teacher greeted all students by saying “Good
morning”. Afterwards, the teacher checked whether the students were ready to follow the lesson or not by saying “Are you ready for the lesson today?”. Then the
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teacher asked the students to turn off their cell phone as well. The English sentence that was used by the teacher was “Please turn off your cell phone”.
In addition, the similar data were obtained in the third, fourth, sixth and eighth observations. The teacher greeted all students by saying “Good afternoon
class How are you today?”. Afterwards the teacher asked the students to turn off their cell phone by saying “Have you turned off your cell phone?”.
b. Reviewing the previous material Table 4.1 shows that in the first observation, there were not any English
sentences which were used by the teacher to review the previous material. In the second observation, there were some English sentences that were used to review
the previous material. The teacher reviewed the topic at the previous meeting by saying “At the last meeting, we have discussed about structure and function of the
cells.” The way that the teacher used to review the previous material was asking some questions to the students related to the topic that they have learned, for
example “What is the function of ribosome?”, “Mention the other part of the cell?”, “What is the function of nucleus?” and so forth.
Similar to the second observation, the way that the teacher used to review the previous material in the third, fourth, fifth, sixth, seventh and eighth
observations was asking some questions to the students related to the topic in the previous meeting. In the third observation, the teacher asked some questions, such
as “What are the parts of the animal cell?”, “What are the parts of the plant cell?”, “Which part of the animal cells that stained the darkest blue?” It should be
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“Which part of the animal cells stained the darkest blue?”. In the fourth observation, the questions that were asked by the teacher were “What did you
learn last meeting, do you still remember?”, “What is the meaning of simple diffusion?”, “What is your opinion about facilitated diffusion?”, “Give any
descriptions about phospholipids bilayer?”, “Could you explain the differences and the similarities between simple and facilitated diffusion?”.
In the fifth and seventh observations the students conducted the lab work. Therefore, the teacher asked some questions to the students related to the topic
that underlay the lab work, such as “Do you still remember about diffusion?”, “What is that?”, “Mention two kinds of diffusion”, “What is the meaning of
osmosis?”, “Could you mention some theories which underlie our practicum that we will do today?” the word ‘practicum’ should be ‘lab work’.
In addition, in the sixth and eight observations the teacher asked some questions to the students related to the lab work that they have done in the
previous meeting. The questions were “What have you done in the practicum last meeting?”, “Tell your experience during the practicum” and so forth.
c. Relating the previous material to the new one Table 4.1 shows that in the first observation the teacher used English
sentences in relating the previous material to the new one. The different data were obtained in other observations. In the second, fifth, seventh, and eighth
observations, the teacher used Indonesian. In addition, in the third, forth and sixth observations, the teacher used English and Indonesian.
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In the first observation, the teacher stimulated the students’ attention by giving some pictures and said “One picture in pair”. After that, the teacher asked
the students to look at the pictures “Look at the pictures and you can discuss in pair with your friend”. After few minutes, the teacher said “Now, you can give
information based on the pictures.”, “You can give information in Indonesian or in English, that is OK”. Then, the teacher started to relate the pictures to the topic
that the students had learned at previous grade. The English sentences that were used by the teacher were “Well, at the first grade you have learned about
characteristics of living thing? Do you still remember?”. In the second, fifth, seventh and eighth observations, the teacher did not
use English to relate the previous material to the new one. On the other hand, the teacher said in Indonesian. She said “Kemarin kita sudah membahas bagian-
bagian sel seperti nukleus, retikulum endoplasma, ribosom, dll sekarang kita akan membahas lebih dalam lagi bagian-bagian tersebut, serta membahas bagian lain
dari sel yaitu lisosom.” the second observation, “Pada minggu yang lalu kita
sudah mempelajari tentang difusi. Untuk mengetahui bagaimana proses difusi maka kita hari ini akan mengadakan praktikum.”
the fifth observation In the third, fourth, sixth observations, the teacher combined English and
Indonesian to relate the previous material to the new one. The sentences that were used by the teacher, such as “Kemarin kita sudah mengetahui bagian-bagian sel
hewan dan tumbuhan and today we will learn about the diffusion of the cell”the
third observation , “Last meeting we have learned about simple diffusion and
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facilitated diffusion, sekarang kita akan membahas tentang osmosis” the fourth observation and so forth.
d. Introducing the objectives of a new material Table 4.1 shows that the teacher used English and Indonesian in
introducing the objective of a new material in the first observation. The teacher introduced the objective of a new material by relating the new topic to the topic
about characteristics of living thing which were learned by the students in the previous grade. The teacher said “As you know that living thing consists of cells,
so we are going to learn about cells”. The teacher translated the English sentence directly into Indonesian “Kita tahu bahwa makhluk hidup tersusun atas sel-sel,
jadi kita sekarang akan membahas mengenai sel”. Occasionally, the teacher
combined two languages in a sentence, for example, “Hari ini kita akan membahas tentang sel
especially the structure and the function of the cells”. Then, the teacher stated it in English, “We are going to discuss the structure and the
function of each cell”. It is seen in Table 4.1 that in the second and fourth observations, the
teacher did not use English to introduce the objective of a new material. On the other hand, the teacher said in Indonesian, such as “Kita lanjutkan membahas
bagian-bagian lain dari sel” the second observation and “Sekarang kita akan
membahas tentang osmosis” the fourth observation.
In the third, fifth, sixth, seventh and eighth observations, the teacher introduced the objective of a new material in English, such as “Today we will
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learn about the diffusion of cell” the third observation, “Now, we will do the practicum to show diffusion in a solution” the fifth observation, “Today, we will
discuss the result of our practicum in the previous meeting” the sixth observation, “Today, we will do the practicum to demonstrate osmosis by using
eggs” the seventh observation.
2. Main Activities
