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Changes in the subject matter to be taught are largely a reflection of cultural and social change. The most apparent change is the attempt to
select significant content by cutting across traditional subject boundaries and integrating the knowledge of many subjects into broader areas of
inquiry Brady, 1992: 41.
B. Theoretical Framework
The theories about Bilingualism, Bilingual Classroom, Foreign Language Immersion Program, Basic Principles of Language, Set Induction, Questioning
and Reinforcement Skills, Stimulus and Variation Skills, Set Closure and Content – Based Instruction can help the researcher to solve the research problems. Those
theories relate to the study which was researched by the researcher. By understanding the theories of Bilingualism, Bilingual Classroom,
Foreign Language Immersion Program, the researcher found out the characteristics of a bilingual school in SMAN 1 Wonosari, especially the ability of
Biology teacher who teaches in English and the teaching-learning process which uses two languages Indonesian and English. The researcher considered that
teaching in a bilingual school especially in an international class is different from teaching in a regular class. The teachers who teach in international class should
have good ability in English. They should know, at least, the English sentences that are usually used in set induction, questioning and reinforcement skills,
stimulus and variation skills, and set closure. As stated in Theoretical Description, “Set induction is about preparation,
usually for a formal lesson. When the students are set, they are ready to learn” Straker, 2002. In this study, the researcher classified set induction into some
points namely,
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1. Greeting: “Good Morning Class”, “How are you?” and so forth 2. Reviewing the previous material: “What did you learn on the previous week?”
3. Relating the previous material and the new one: “Last meeting, we discussed about the characteristics of cells, now we will discuss about some types of
cells” 4. Introducing the objectives of a new material : “Today we are going to talk
about virus and monera” Besides the set induction, the writer observed the English sentences that a
Biology teacher used in main activities, including questioning and reinforcement skills and stimulus and variation skills. The researcher classified the teaching
activities into some clusters. They are as follows. 1. Explaning or lecturing, for instance: “The water evaporates and becomes
cloud. This cloud then is condensed and the vapor becomes water again. The water falls down and this is called a rain”
2. Assigning students, for instance: “Open your book on page 15”, “Answer the questions number 5”
3. Giving questions, for instance: “Can you explain how the rain occurs?”, “Do you know what is the meaning of evaporation?”
4. Giving reinforcements, for instance: “Exactly”, “Good job”, “Correct” 5. Giving stimulus, for instance: “Do you understand?”, “Is it clear?”, “Look at
this example”
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In addition, the researcher observed the English sentences that a Biology teacher used to close the lesson or set closure. In this point, the researcher
classified the set closure into some clusters. They are as follows. 1. Concluding remarks, for instance: “To conclude, ……”, “To sum up,
…………..”, “In brief, ……….” 2.
Giving assignments, for instance: “For homework, read and summarize pages 15-24 ”, “For tomorrow, prepare the material taken from pages 24-37”
3. Closing, for instance: “Alright, that’s all for today. See you next week”,
“ Good bye”
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CHAPTER III METHODOLOGY
In this chapter, the researcher discusses the method that the researcher use, the research participants, the research instruments, the techniques to gather the
data, the techniques to analyze the data and the research procedure.
A. Research Method
In this research, the researcher used the Qualitative Method. “Qualitative research focuses on understanding social phenomena from the perspective of the
human participants in the study” Neuman, 2000: 124. This kind of research gave the researcher much information about the social process in specific setting. The
goal of this method was getting the depth understanding rather than a numeric analysis. There are many different types of Qualitative research, but in this study
the researcher used the type which is called case study.
“ A case study is an in-depth study of a single unit, such as one individual,
one group, one organization, and one program”Ary Jacobs, 2002:27. The goal is to get the detailed description and understanding. According to Hancock
and Algozzine 2006:15, a case study research focuses on a representative of a group in a particular event, situation, program or activity. They emphasize that a
case study research is descriptive, because it has deep and varied sources of information.“A key aspect of doing case study research is summarizing and
