43
Respondents speak in English when greeting and opening the teaching-learning activities in bilingual
class. 3.
Saya mengakhiri kelas dengan memberi salam menggunakan Bahasa Inggris.
Respondents speak in English when closing the teaching-learning activities in bilingual class.
3 100
4. Saya lebih sering berbahasa Inggris ketika
menjelaskan materi ajar secara keseluruhan dalam kelas bilingual.
Respondents often speak in English when explaining the learning material in bilingual class.
3 100
5. Saya lebih sering berbahasa Inggris ketika
menjelaskan kosa kata atau istilah-istilah yang berkaitan dengan materi ajar.
Respondents often speak in English when explaining some English vocabulary items related to the
subject. 2
66.7 1
33.3 6.
Saya selalu memberi tugas individu atau kelompok dengan menggunakan dua bahasa.
Respondents always give individual or group work by using two languages.
3 100
7. Saya selalu memberikan pekerjaan rumah dengan
menggunakan dua bahasa. Respondents always give homework by using two
languages. 3
100 8.
Saya selalu memberikan ulangan harian dengan menggunakan dua bahasa.
Respondents always give a test by using two languages.
3 100
9. Saya selalu mengajak siswa berdiskusi dengan
menggunakan dua bahasa dalam kelas bilingual. Respondents always ask the students to discuss by
using two languages in bilingual class. 3
100
The data presented in the table 2.2 showed that only two points in this section had a positive result and nine points of this section had a negative result.
This section focused on the Science teachers’ language at bilingual class activity. Dealing with the second and third statement that had a positive result, the finding
showed that 66.7 of the total respondents agreed with the second statement about opening the class activity by using English and 100 of the total
respondents agreed with the third statement about closing the class activity by
44 using English. Moreover, none of the total respondents strongly agreed or strongly
disagreed with those statements. While dealing with the first statement that had a negative result, none of
the respondents strongly agreed or strongly disagreed with the statement. The finding showed that 66.7 of the total respondents disagreed and 33.3 of the
total respondents agreed with the statement. Science teachers disagreed if they were able to deliver the learning material to the students by using two languages
fluently at bilingual class. Dealing with the fourth and fifth statement that also had a negative result,
the finding showed that 100 of the total respondents disagreed with the fourth statement about explaining material in English and 66.7 of the total respondents
disagreed with the fifth statement about explaining some English vocabulary items related to the subject in English. Moreover, none of the total respondents
strongly agreed or strongly disagreed with the fourth and fifth statement. The finding also showed clearly that 100 of the total respondents
disagreed with the sixth until the ninth statement about using both English and Indonesian in giving instruction that could be seen in giving assignment,
homework, final test, and discussion. Moreover, none of the respondents strongly disagreed, agreed or strongly agreed with those statements.
According to the questionnaire results of this section, Science teachers would like to speak in Indonesian more often than English when explaining the
topic and some English vocabulary items related to the subject. The instructions given by the Science teachers in doing an individual or group work, homework,
45 final test, and discussion were also not often in English. Science teachers would
like to use Indonesian more often than English when giving instructions when teaching at bilingual class. Science teachers were not able to deliver material
fluently to the student by using both English and Indonesian. Students would understand the material more easily when Science teachers used Indonesian when
teaching. However, based on the questionnaire results, Science teachers used English when opening and closing the class activity at bilingual class.
2. Observation Results towards the Bilingual Education Implementation
The purpose of conducting the observations at the bilingual class was to gain detailed description of the language used by Science teachers in pre-activity,
whilst-activity and post-activity of the bilingual class at SMP Joannes Bosco especially for the seventh grade students. The observations were done two times at
Physics class, two times at Biology class, and two times at Chemistry class. The researcher conducted the observations at VII Freedom class that was
recommended by the coordinator of bilingual team at SMP Joannes Bosco. The following are the observation results:
a. Observation Results in Physics Class 1 First Observation at Physics Class
The first observation at Physics class was conducted on Monday, May 7
th
, 2012 from 11.30
– 12.50. It was in the seventh and eighth lesson-hour. In the pre- activity, the teacher spoke in Indonesian more often than English. The teacher
46 greeted the students in English
by saying “Good morning.” After that, the teacher did not open the lesson with any sentence but directly asked the students about the
previous topic in Indonesian. While for introducing the topic of that day, the teacher spoke in English and Indonesian.
Teacher:
“Sekarang kita akan belajar mengenai velocity. Velocity berhubungan dengan
speed dan time .”
See Appendix F In the whilst-activity, the teacher spoke in Indonesian more often than
English. Teacher spoke in English only when explaining some English vocabulary items. In giving an individual work, the teacher gave some questions orally to the
students as an individual work in Indonesian. Then for evaluating the students’
English vocabulary items, the teacher asked the spelling of some words in Indonesian.
Teacher:
“Bagaimana penulisannya velocity?” “Kalau vector bagaimana penulisannya”
See Appendix F For explaining the material, the teacher spoke in Indonesian more often
than English. The teacher spoke in English only for saying some English vocabulary items related to the subject such as second, constant, velocity, time
speed, hour, and acceleration. The teacher also spoke in Indonesian more often than English when giving a command or asking a question to the students.
Teacher:
“Maju dikerjakan soalnya presensi number seven.” “Berapa kecepatannya dengan jarak tempuh tiga menit per
second?” See Appendix F
While in giving reinforcement to the students, the teacher spoke in Indonesian. The teacher only used a white board as the bilingual learning tool for
47 the students. Before closing the class, the teacher concluded the material by
summarizing the material of that day in Indonesian. In the post-activity, the teacher spoke in Indonesian. The teacher closed
the teaching-learning activity in Indonesian. The teacher also asked the students to study the topic for the next day in Indonesian
by saying “Dipersiapkan untuk pertemuan berikutnya kita akan belajar mengenai
uniformly acceleration motion.”
2 Second Observation at Physics Class The second observation at Physics class was conducted on Wednesday,
May 16
th
, 2012 from 11.30 – 12.50. It was in the seventh and eighth lesson-hour.
In the pre-activity, the teacher spoke in Indonesian more often than English. The teacher greeted the students by saying “Good morning children. How are you
today?” After greeting the students, the teacher opened the class by saying “Today we are going to discuss more about motion.” Then the teacher asked the students
about the previous topic in Indonesian. The teacher also spoke in Indonesian when introducing the topic of that day to the students.
In the whilst-activity, the teacher spoke in Indonesian more often than English. Teacher spoke in English only when explaining some English vocabulary
items related to the subject. In evaluating the students’ English vocabulary items,
the teacher asked the English word of an Indonesian word.
Teacher:
“Apa Bahasa Inggrisnya gerak lurus berubah beraturan?” See Appendix F
For explaining the material, the teacher spoke in Indonesian more often than English. The teacher used a white board as the learning tool when explaining
48 the material. In explaining the material, the teacher spoke in English only for
some English vocabulary items such as transit, velocity, speed, time, volume, second, formula, acceleration, and period. While for giving reinforcement, the
teacher gave reinforcement to the students in Indonesian. The teacher also concluded the topic of that day in Indonesian. However, in giving a command or
asking a question to the students, the teacher spoke in two languages.
Teacher:
“Miss Iin, uniform motion itu apa jelaskan.” “Silakan maju nomor seventeen.”
“Tuliskan rumus velocitynya.” See Appendix F
In the post-activity, the teacher spoke only in Indonesian. The teacher closed the class in Indonesian then reminded the students to study some English
vocabulary items related to the subject that they had learnt together because by studying those words, it would help the students in understanding some formulas
in the International Standard version that might be asked on the final exam next week.
b. Observation Results in Biology Class 1 First Observation at Biology Class
The first observation at Biology class was conducted on Thursday, May 10
th
, 2012 from 8.20 – 9.00. It was in the third lesson-hour. In the pre-activity, the
teacher spoke in English more often than Indonesian. The teacher greeted the students in English then the students responded in English as well.
Teacher:
“Good morning students. How are you?”
Students:
“Good morning Miss Agnes. I am fine, thank you. And you?”
49
Teacher:
“I am fine too.” See Appendix F
The teacher opened the class by asking the students about their bilingual textbook. The teacher reminded the students to always bring their bilingual
textbook for Science class. After that, the teacher asked the students about the previous topic in English.
Teacher:
“Do you remember our last topic? What is biodiversity?” See Appendix F
In the whilst-activity, the teacher spoke in Indonesian more often than English when explaining material but used both English and Indonesian when
giving a command or asking a question to the students. The teacher did not give any individual or group work to the students. The tea
cher evaluated the students’ English vocabulary items by asking the English word for satwa langka and the
Indonesian word for biodiversity. For explaining the material, the teacher spoke in Indonesian more often than English. The teacher used a presentation by using
two languages in explaining material of that day. While in giving a command or asking a question to the students, the teacher spoke in two languages.
Teacher:
“If I ask about factor bencana lama yang mempengaruhi kerusakan keanekaragaman hidup, apa saja?”
“Sebutkan contoh lain except kayu hitam dan bunga bangkai.” “Give example konservasi exsitu, forget?”
See Appendix 7 In the post-activity, the teacher spoke in English more often than
Indonesian. The teacher spoke in English when closing the class by asking the students to pray together. Then the teacher reminded the students to come on time
for the observation at Gembira Loka zoo for next meeting by saying “Hope you
