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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
In this part, the researcher classified the main activities into explaining or lecturing, assigning students, giving questions, giving reinforcements, giving
stimulus. The existence of English sentences in the main activities can be seen in Table 4.2.
Table 4.2 The Existence of English Sentences in the Main Activities Observation
No. Main Activities
Category 1 2 3 4 5 6 7 8
1. Explaining or
Lecturing ±
± ±
± ±
± ±
± 2.
Assigning the students
+ +
± +
+ +
+ +
3. Giving Questions
± ±
± ± ± ± ± ±
4. Giving
Reinforcements +
+ +
+ +
+ +
+ 5.
Giving stimulus +
+ +
+ +
+ +
+ + means the teacher used English
- means the teacher used Indonesian ± means the teacher used two languages, English and Indonesian
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a. Explaining or Lecturing Table 4.2 shows that the teacher used two languages in explaining
materials. In the first observation, before the teacher started to explain the materials, the teacher asked the students to make a group. Then, the teacher
distributed the worksheet to each group. Mostly, the teacher used Indonesian in explaining the material. However, the Biology terms that the teacher used in
explaining the topic were in English such as: nucleus, organism, organ system, organ, tissue, cells, cytoplasm, membrane system
and so forth. Besides, the teacher wrote those terms on the board so that the students were able to follow the
lesson well. In some parts, the teacher combined the language, English and Indonesian. She said “Some characteristics of living thing are growing or tumbuh,
memerlukan nutrisi , respiring or bernafas dan berkembang.”
Generally in the second observation, the teacher used Indonesian in explaining the material. If the teacher used English sentences, the teacher would
translate them directly into Indonesian. These were some English sentences that the teacher used in explaining the material, such as “Lysosome contains of
digestive enzyme.”, “The main function of mitochondrion is to produce energy.” In addition, the teacher would combine the language, such as “From this picture,
kita bisa lihat bahwa lisosom berasal dari golgi apparatus .”
In other observations, in general, the teacher used Indonesian in explaining the material. If the teacher used English sentences, the teacher would translate
them directly into Indonesian, for example “There are two kinds of protein” then the teacher said “Ada dua jenis protein”.
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b. Assigning Students Table 4.2 shows that mostly the teacher used English in assigning the
students. These are some English sentences that were used by the teacher in assigning the students from the first observation to the eighth observation.
1. Assigning the students to make a group: “Please make a group of four” the first observation, “Count from one to eight” then the teacher translated it in
Indonesian directly “Hitung dari satu sampai delapan”the third observation 2. Assigning the students to prepare the materials that would be learned: “You
can prepare your textbook about cell”the first observation, “Read your book about osmosis”the fourth observation, “Please prepare the equipments for
the practicum”the fifth observation, “Read your note related to the practicum last meeting” the sixth observation.
3. Assigning the students to prepare and pay attention to the worksheet: “See the worksheet 1”, “Look at the point A about learning activities” the first
observation, “Read your worksheet first”the second observation, “OK now prepare your worksheet about diffusion” the third observation
4. Assigning the students to discuss the related topic and the lab work result in group: “Well, you can discuss it now”, “Stop the discussion now” the third
observation, “Discuss your group’s result related to the practicum last meeting”the sixth observation.
5. Assigning the students to illustrate the theory of cells with the points of Pancasila
: “Open your note about ‘butir-butir Pancasila’”, “We have discussed the structure and function of the cell, now read some ‘butir-butir
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Pancasila’ then chose one”, “Relate the ‘butir Pancasila’ that you chose to the topic cell then communicate it” the second observation. In this case, the
students applied the theory of cell towards the points of Pancasila. As the example, the students chose “Persatuan Indonesia” then they illustrated that
the cells can not work individually. The cells in human organ must work cooperatively to achieve a purpose.
6. Assigning the students to give their opinions: “Make some questions based on this information”, “Communicate information that you get about osmosis”
the fourth observation.
c. Giving Questions From Table 4.2, it can be seen that the teacher combined English and
Indonesian in giving questions to the students. Mostly, the teacher used English in giving simple question, such as the questions about the definition or the functions
of cells. On the contrary, the teacher would use Indonesian when asked some long questions that were complicated, as the example, “Bagian mana dari sel
tumbuhan yang berfungsi sebagai pengendali sel?” .
According to Bloom 1956, there are some types of questions which are well known with Bloom’s taxonomy. These were some examples of questions
based on Bloom’s taxonomy used by the teacher in giving questions to the students from the first to eighth observations. They were as follows.
1. Knowledge questions: “What is the meaning of excretion?” the third observation, “What is the meaning of active transport?” the sixth observation,
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“What is the function of nucleus? the first observation, “What are the characteristics of living thing?” the first observation.
2. Comprehension question: “What are the differences between simple diffusion and facilitated diffusion?” the third observation.
3. Analysis Question The researcher did not find the analysis question which was given by the teacher.
4. Application question: “Can you make a table to present the result of your practicum?” the fifth observation.
5. Synthesis Question: “What happened if an organism lacks of mitochondrion?” the second observation, “Why there are primary lysosome and secondary
lysosome?” the second observation. 6. Evaluation Questions: “What is your opinion about osmosis?” the fourth
observation, “What do you think about endocytosis and exocytosis?” the eight observation.
d. Giving Reinforcements Based on Table 4.2, the teacher always used English in giving
reinforcements to the students. Based on Concordia University 2003, there are some kinds of reinforcements, such as positive verbal reinforcement, positive non-
verbal reinforcement, positively qualified reinforcement and delayed reinforcement. From the data that were obtained, the teacher used both positive
non-verbal reinforcement and positive verbal reinforcement in giving reinforcements. The positive non-verbal reinforcements that the teacher used were
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nodding, smiling, making good eye contact to the students, looking at the students and moving toward to the students. In addition, the positive verbal reinforcements
that the teacher used were “Good”, “That is right”, “Good answer”, “OK”, “Very Good”, “That’s correct”, “Well, your answer is almost perfect”. Particularly, in
the third observation the teacher more often used non-verbal reinforcement to the students. The verbal reinforcement that was used was the word “Good”.
e. Giving Stimulus Based on Table 4.2, it can be seen that the teacher mostly used English in
giving stimulus to the students. These are some English sentences that were used by the teacher in giving stimulus to the students.
1. For focusing the students’ attention, the teacher asked, such as “OK all of you listen”, “Do you still remember?”, “Have you finished?”, “Is it understood?”,
“Look at the picture”, “Have you found?”, “Louder please”. 2. For increasing student’s participation, the teacher asked, such as “Any
questions?”, “Is there any questions about animal cell and plant cell?”, “Come on, “Raise your hand”, “Who wants to share?”, “Any other questions based on
that information?”, “Any questions about structure and function of the cell?”, “Come on”, “Any other information about reticulum endoplasma?”, “Raise your
hand please”. In addition, the teacher often stimulated the students’ attention by making
movement, making some gestures, changing her speech pattern and pausing her speech.
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3. Set Closure
