A STUDY ON TEACHERS’ USE OF ENGLISH LANGUAGE IN NATURAL SCIENCE BILINGUAL CLASSES AT SMP N 4 PAKEM RSBI SCHOOL A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Edu

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  TITLE PAGE A STUDY ON TEACHERS’ USE OF ENGLISH LANGUAGE IN NATURAL SCIENCE BILINGUAL CLASSES AT SMP N 4 PAKEM RSBI SCHOOL A SARJANA PENDIDIKAN THESIS

  Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Rina Astuti Purnamaningwulan

  Student Number: 071214142

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA

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APPROVAL PAGES

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  DEDICATION P AGE

  I dedicate this little piece of work to my one and only Mommy “Sudah selesai, Bu.”

  STA TEM ENT OF WORK’ S _{ORIG INALI TY}

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  PERNYATAAN PERSETUJUAN PUBLI KASI

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ABSTRACT

  Purnamaningwulan, Rina Astuti. (2012). A

  Study on Teachers’ Use of English

Language in Natural Science Bilingual Classes at SMP N 4 Pakem RSBI

School. Yogyakarta: Sanata Dharma University.

  In 2007, the government of Indonesia issued a new concept of formal education called SBI or International Standard School. Some schools in Indonesia are now prepared for becoming a real international standard school. Therefore, there are schools called RSBI or Future International Standard School. SMP N 4 Pakem is one of the RSBI Schools in Yogyakarta Province. As an RSBI School, SMP N 4 Pakem applies bilingual concept in the teaching and learning activities, specifically for natural science subjects. This study aims to answer two problems. They are: 1) How is English used by the teachers in delivering natural science

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  subjects to a 7 grade class of SMP N 4 Pakem?, 2) What is teachers‟ perception on the use of English in delivering natural science subjects?

  This research is a survey study. The participants of this research are four teachers who teach natural science subjects in class 7D at SMP N 4 Pakem. In order to answer the first problem, classroom observations were conducted. For answering the second question, the researcher used in-depth interview.

  The findings obtained from the classroom observations showed that there was no exact tendency regarding in which lesson sections the teachers normally used English in the bilingual classes. In fact, each teacher used English in different lesson sections. However, it was also found that teachers had similar patterns in using English for the materials in bilingual classes. There were found that the teachers produced some full English utterances without Indonesian translation. There were also found some English utterances which were directly translated into Indonesian. Besides, the researcher found that teachers combined English and Bahasa Indonesia in the same utterances.

  Based on the interview, it was found that all the four teachers participating in this research had the same perception on the use of English in delivering natural science subjects. English in bilingual classes was perceived positively. It was believed that the use of English in teaching natural science subjects brought advantages both for the teachers and the students of the RSBI School. However, there were also some points that needed to be improved from the use of English in natural science subject classes in terms of the students and teachers‟ preparedness, the lacking of local reference books, as well as the real classroom practices.

  Key words: RSBI School, bilingual classes, natural science subjects, sections in a lesson

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ABSTRAK

Purnamaningwulan, Rina Astuti. (2012).

  A Study on Teachers’ Use of English

Language in Natural Science Bilingual Classes at SMP N 4 Pakem RSBI

School. Yogyakarta: Sanata Dharma University.

  Pada tahun 2007, pemerintah Indonesia mengeluarkan sebuah konsep untuk pendidikan formal, yang disebut SBI atau Sekolah Berstandar Internasional. Beberapa sekolah di Indonesia sekarang sedang dipersiapkan untuk menjadi Sekolah Berstandar Internasional. Sekolah-sekolah yang sedang dalam persiapan untuk menjadi SBI disebut RSBI, atau Rintisan Sekolah Berstandar Internasional. SMP N 4 Pakem adalah salah satu sekolah RSBI yang berada di Provinsi Yogyakarta. Sebagai RSBI, SMP N 4 Pakem menerapkan konsep bilingual dalam kegiatan belajar mengajar, khususnya untuk mata pelajaran sains dan matematika.

  Berdasarkan fakta-fakta yang diuraikan di atas, kemudian penelitian ini dilaksanakan. Penelitian ini bertujuan untuk menjawab dua masalah, yaitu: 1) Bagaimana Bahasa Inggris dipakai oleh para guru dalam menyampaikan materi pelajaran sains di salah satu kelas 7 di SMP N 4 Pakem?, 2) Bagaimana persepsi guru terhadap pemakaian Bahasa Inggris dalam penyampaian materi pelajaran sains dan matematika?

  Penelitian ini merupakan sebuah survei. Partisipan dari penelitian ini adalah empat orang guru yang mengajar mata pelajaran sains di kelas 7D di SMP N 4 Pakem. Untuk menjawab masalah pertama, peneliti mengadakan observasi kelas. Sedangkan untuk menjawab pertanyaan kedua, peneliti mengadakan wawancara terhadap masing-masing guru.

  Hasil yang ditemukan dari observasi menunjukkan bahwa tidak ada kecenderungan yang pasti mengenai di bagian pengajaran yang mana guru memakai Bahasa Inggris dalam kelas bilingual. Fakta yang ditemukan adalah bahwa setiap guru memakai Bahasa Inggris pada bagian-bagian pengajaran yang berbeda. Meskipun demikian, ditemukan juga beberapa pola penggunaan Bahasa Inggris yang umumnya dipakai oleh para guru saat menyampaikan materi dalam dua bahasa. Ada pola di mana guru mengucapkan kalimat Bahasa Inggris penuh, tanpa diikuti terjemahan Bahasa Indonesia. Ada juga ucapan-ucapan Bahasa Inggris yang secara langsung diterjemahkan ke Bahasa Indonesia. Selain itu, peneliti juga menemukan pola di mana guru menggabungkan Bahasa Inggris dan Bahasa Indonesia dalam satu ucapan yang sama.

  Hasil wawancara menunjukkan bahwa keempat guru yang menjadi partisipan dalam penelitian ini memiliki persepsi yang sama terhadap penggunaan bahasa Inggris dalam penyampaian mata pelajaran sains dan matematika. Para guru memiliki persepsi positif terhadap penggunaan Bahasa Inggris dalam kelas bilingual. Mereka percaya bahwa penggunaan Bahasa Inggris dalam pengajaran sains dan matematika bermanfaat bagi guru dan siswa di sekolah RSBI. Namun demikian, ada juga beberapa hal yang masih perlu diperbaiki dalam

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  pelaksanaannya. Antara lain mengenai kesiapan para guru dan siswa, kurangnya buku acuan dari penerbit lokal, dan juga dalam hal pelaksanaan di kelas. Kata-kata kunci: Rintisan Sekolah Berstandar Internasional, kelas bilingual, mata pelajaran sains dan matematika, bagian-bagian dalam pelajaran

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ACKNOWLEDGEMENTS

  After the completion of this thesis, I would like to express my gratitude to

  

Jesus Christ the Lord, for the wonderful blessings and love that He has given

  abundantly. I thank Him also for bestowing me this beautiful miraculous life with lovely people around who always support me, also in completing this thesis.

  I would like to express my deepest gratitude to my beloved sponsor,

  

Caecilia Tutyandari, S.Pd., M.Pd. for her guidance and assistance during the

  process, her patience in reading every single page of my writing as well as correcting my mistakes. I thank her also for giving me advices and encouragements from the beginning until the final moments of the completions of this thesis.

  Next, I would address my thanks to the headmaster of SMP N 4 Pakem,

  

Ibu Woro Triwulan Ambarwati, B.A. for giving me permission to do my

  research in her school. I also address my thanks to the teachers who have been willing to be the participants of this research, Bu Rochmach, Bu Eni, Bu Ika, and also Bu Hutri. I thank them for their help and cooperation during my research in SMP N 4 Pakem. Without their help, it was impossible for me to gather the data. I really appreciate also everyone else in the school, especially my ex-teachers who have always given their warm welcome and support.

  My special regards and gratitude go to my beloved parents, Mami Maria

  

Agnes Sumarni, and Bapak Heribertus Suranto. I also thank my beloved

  siblings Mbak Putri and Mas Herry for the non-stop financial support during the

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  completion of my education in the university. I would also thank baby Raka who always makes everyone around smiles, especially me when I got stuck and stressful, he always lifted my mood up. Family‟s laughter, love, care, and prayers are precious things which always encourage me to grow up and reach my dreams.

  My sincerest gratitude goes to my second families in Realia Language and Culture Center as well as in Gereja Katolik Santa Maria Assumpta Pakem, especially my working partners Bu Sitta, Pak Kris, Bu Fitri, Bu Etik, Mbak TJ,

  

Mbak Ninik, Martha, Sita, Dika, and Leo. I am also grateful for having such

  wonderful fellows like Romo Deny and the members of muda-mudi Katolik whose names I cannot mention one by one. I thank them all for being my family and supporters when I was away from home. Keep the spirit!

  Finally, I would thank Mas Andreas Satriawan Kusumanto, S.T. for every second he has spared for me, for the love he has always given to me, for the happy and sad moments that we have shared together. I thank him also for always being my shoulders to cry on, and at the same time my best lifetime partner for the last six years. I always wish the greatest luck for both of us.

• Rina Astuti Purnamaningwulan-

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LIST OF TABLES

  Table Page

  3.1 The Use of English in Classroom Activities........................................... 27

  3.2 English Sentences Used by the Teachers in Material Delivery............... 28

  3.3 The Observation Schedule....................................................................... 31

  4.1 The Existence of English in the Beginning of Biology Lessons............. 33

  4.2 The Existence of English in the Middle of Biology Lessons.................. 36

  4.3 The Existence of English in the End of Biology Lessons....................... 41

  4.4 The Existence of English in the Beginning of Physics Lessons.............. 44

  4.5 The Existence of English in the Middle of Physics Lessons................... 46

  4.6 The Existence of English in the End of Physics Lessons........................ 49

  4.7 The Existence of English in the Beginning of Mathematics 1 Lessons.. 51

  4.8 The Existence of English in the Middle of Mathematics 1 Lessons....... 54

  4.9 The Existence of English in the End of Mathematics 1 Lessons............ 59

  4.10 The Existence of English in the Beginning of Mathematics 2 Lessons.. 61

  4.11 The Existence of English in the Middle of Mathematics 2 Lessons....... 63

  4.12 The Existence of English in the End of Mathematics 2 Lessons............ 66

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LIST OF FIGURES

  Figure 2.1: An Overview of the Perception Process (Kreitner and Kinicky, 2002, p.126).................................................................... 19 Figure 2.2: Factors that Influence Perception (Robbins, 2005, p. 135)................ 20

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LIST OF APPENDICES

  Appendix 1: Introduction Letter for the Head of Bappeda Sleman...................... 89 Appendix 2: Permission Letter from the Head of Bappeda Sleman..................... 91 Appendix 3: The Observation Field Notes........................................................... 93 Appendix 4: The Interview Scripts..................................................................... 113 Appendix 5: The Samples of Worksheet Used by the Teachers in Bilingual Classes................................................................................................................. 129

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CHAPTER I INTRODUCTION This study investigates Natural science teachers

  in RSBI School‟s use of English in delivering the lessons towards an 8th grade class in SMP N 4 Pakem RSBI school.

  In addition, this study observes teachers‟ perception on the use of English as a medium of delivering the lessons. This chapter presents the background of the study which explains the reasons behind the study and also its limitation as well as the problem formulation. In addition, this chapter discusses the objectives of the study, benefits of the study, and definitions of terms in this research.

A. Research Background

  Nowadays, education in the world has been developing rapidly, as well as the science and technology. Especially in this globalization era, there come bigger demands in the academic world to fulfill the needs of higher quality of education. The competition among academic institutions is also becoming tighter. The government of Indonesia is also making efforts in order to improve the quality of education regarding that situation. One of the efforts is by revising and developing the country‟s education system. Since 2007, the use of English is inserted in many subjects‟ delivery along with the improvement of the country‟s education system.

  In 2007, the government of Indonesia issued a new concept of formal education, named SBI (Sekolah Bertaraf Internasional) or International Standard

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  School. Departemen Pendidikan Nasional (2008) mentioned that regarding the effort to developing the education quality, the conduct of international-based education becomes very important. The schools which are in the development of implementing this education system are called RSBI, which stands for Rintisan

  

Sekolah Bertaraf Internasional (Future International Standard School). RSBI

  schools can be defined into schools which are adjusted to global demands by including the use of international language and technology in their instructions (Departemen Pendidikan Nasional, 2008). The international-based school itself has some characteristics, one of them is the use English as the instructional language in the teaching and learning process. This is stated by Departemen

  

Pendidikan Nasional (2008, p. 20) that the medium of language used in the

  teaching and learning process is Bahasa Indonesia and another foreign language (especially English).

  According to the book of Panduan Pelaksanaan Pembinaan Rintisan SMP

  

Bertaraf Internasional , the main characteristic of RSBI is that the instructions are

  bilingual and technology based (2008, p. 38). Therefore, it is very important for the teachers, especially those who teach Natural science subjects, to be able to deliver the lesson bilingually, as well as develop the materials using the technology. For instance, using the software in order to design the materials, using online medias to communicate with the students, using up to date teaching tools, such as digital presentation slides, and so on. In addition, English is inserted in the delivery of Natural science subjects, which in the Panduan Pelaksanaan

  

Pembinaan Rintisan SMP Bertaraf Internasional is known as Natural science

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  subjects, such as Mathematics, Physics, Chemistry, and Biology (Departemen , 2008, p. 17).

  Pendidikan Nasional

  Elizabeth (2010) mentioned bilingual is “Where two languages i.e., mother tongue and the target language are used” (p. 56). Specifically in this study, bilingual is when the teachers deliver the lesson using both Bahasa Indonesia and another language used internationally, which in this case is English. There has not been any clear and strict rule on the percentage of each language used in the lesson. However, every RSBI school usually has its own standard of how many percents English and Bahasa Indonesia used in the lesson. Consequently, this has been a controversial topic in education world nowadays, regarding the ideal standard of an RSBI School.

  Besides being stated to have the brilliant ideas to improve the national education system, RSBI has been argued to be a form of exclusive schools without being prepared sufficiently in terms of the concept plan, human resources, as well as the budgets. RSBI is also said to only focus on the adopting of English into the lessons rather than improving the teaching quality (Sagita, 2010; Inggried, 2011; Latief, 2011). Based on the great concern in education, and more specifically English, the researcher is interested in analyzing further on these phenomena. As the researcher is a candidate of educator, in this study, she mainly investigates teachers‟ use of English in delivering the natural science subjects which are taught bilingually, as well as their perception on it.

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  B. Research Problem

  The researcher formulates two research problems which are expected to be answered by doing this research. Those questions are as follows:

  1. How is English used by the teachers in delivering natural science

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  subjects to a 7 grade class of SMP N 4 Pakem RSBI School? 2. What is teachers‟ perception on the use of English in delivering Natural science subjects?

  C. Problem Limitation

  This research studies how English is used by the teachers when delivering

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  the lessons of natural science subjects to a 7 grade class of SMP N 4 Pakem RSBI School. There are three subjects included in natural science subjects, in which the lesson is delivered bilingually, namely Biology, Physics, and Mathematics. The main point that the researcher observes is how English is used by the teacher in each section of the lesson. In addition, the researcher also investigates the teachers‟ perception on its implementation.

  D. Research Objectives

  By conducting this research, the researcher expects two objectives of this study as follows:

  1. To identify English used by Natural science teachers in delivering the lessons

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  towards a 7 grade class of SMP N 4 Pakem RSBI School, especially those used in each section of a lesson.

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  2. To find out the teacher s‟ perception on the use of English as one of the medium languages in teaching natural science subjects in SMP N 4 Pakem RSBI School.

E. Research Benefits

  The researcher expects that this research contributes some benefits for the natural science teachers, the students, the RSBI School, and the researcher herself.

  Those benefits are pointed below:

  1. For the Teachers of Natural science Subjects

  This research can provide useful information regarding the use of English in delivering Natural science subjects delivered bilingually. This hopefully can help the teachers evaluate the delivery of the lesson based on the ideal requirements of teaching in a bilingual class. In addition, by evaluating the English use in teaching, hopefully the teachers can improve their English, as well as the bilingual teaching ability. As a result, the bilingual classes can be real English for Science classes as it is expected in the Panduan Pelaksanaan Pembinaan Rintisan SMP-BI (Departemen Pendidikan Nasional 2008, p. 122).

  2. For the students of class 7D in SMP N 4 Pakem It is important for the students to enjoy the lesson delivered bilingually.

  They will study the Natural science subjects as well as the English at the same time. Therefore, it becomes very important for them to get and hear appropriate and accurate English utterances from their teacher. Hopefully the students can understand the content of the subject well and also be familiar with English in

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  Natural science subjects. In addition, the students are expected also to improve their English by joining bilingual classes.

  3. For SMP N 4 Pakem RSBI School

  The conditions in each RSBI School vary. They also have different methods as well as standards to implement the conduct of RSBI School itself.

  Hopefully, this finding can give a new point of view to all developing RSBI Schools, especially SMP N 4 Pakem. Hopefully, the improvements obtained by the natural science teachers can also contribute to a better qualification of the school itself. Moreover, by knowing the teachers‟ perceptions on the use of English in delivering Natural science subjects, the implementation of RSBI can be evaluated for any further improvements of education system in Indonesia.

  4. For the researcher

  The research findings will be useful for the researcher as one of the stakeholders in education to keep on improving the quality of education in this country, specifically in the development of RSBI Schools in Indonesia. By finding the answers of the problems in this research, hopefully the researcher can also improve and prepare herself as a future teacher.

F. Definition of Terms

  This section discusses the definitions of important terms as the keywords used in this research.

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  1. RSBI School

  (Future International Standard

  Rintisan Sekolah Bertaraf Internasional

  School) is the realization of Indonesian government‟s education project called

  

Sekolah Bertaraf Internasional (International Standard School) initiated in 2007

(Kustulasari, 2009, p.1).

  RSBI schools are the National Standard Schools which educate the students based on the Indonesian National Standard of Education as well as International standard. Those schools are expected to have international quality as well as international competitiveness of their graduates (Stella Maris School, 2009).

  2. Bilingual

  Bilingual is the situation when two languages are used (Hornby, 2005:139). In this study, bilingual refers to how language is used as a medium of subject delivery, as well as interaction in the classroom.

  3. Natural science Subjects Departemen Pendidikan Nasional (2008) divides the school subjects into

  two types. Those are natural science and soft science subjects. The subjects included in natural science are mathematics, physics, chemistry, biology, astronomy, and any other applied science such as information and technology, transportation, manufacture, construction, bio, energy, and materials (p.17).

  Meanwhile soft science subjects are for instance, language, arts, and social sciences.

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  In the school which is the focus of this study, the science subjects are only Mathematics, Physics, and Biology.

  4. Perception

  According to Altman, Valenzi, and Hodgetts: ”Perception is the way stimuli are selected and grouped by a person so that they can be meaningfully interpreted” (1985, p. 85). Shortly, they describe perception as a person‟s view of reality. Someone might have a perception when he or she perceives certain stimuli from surroundings.

  In this research, perception refers to a process in which Natural science teachers interpret their view on the use of English in delivering the Natural science subjects bilingual ly. The teachers‟ perception is observed in order to understand their point of view towards the use of English as one of the medium languages used in delivering Natural science subjects in SMP N 4 Pakem RSBI School.

  5. SMP N 4 Pakem Sekolah Menengah Pertama Negeri (SMP N) 4 Pakem is a junior high

  school located in Sukunan, Pakembinangun, Pakem, Sleman, Yogyakarta. Since year 2006, this school has been approved as one of the International Standard Schools in Yogyakarta Province.

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CHAPTER II REVIEW OF RELATED LITERATURE This chapter discusses the theories supporting the research. The researcher

  divides this chapter into two sections: Theoretical Description and Theoretical Framework.

A. Theoretical Description

  In this section, the researcher discusses some theories which are related to this study. There are some points to discuss in this section, namely bilingual in education, the use of English in bilingual classes, RSBI Schools, sections of a lesson, natural science subjects, and perception.

1. Bilingual in Education

  Brisk (1998) referred bilingual education to the education of children whose home language is not English. In other words, bilingual is where two different languages are used in education. In the context of RSBI schools in Indonesia, bilingual is used in the teaching and learning activities. Departemen

  

Pendidikan Nasional (2008) mentioned that the main characteristic of RSBI

  schools is the use of bilingual instructions in science subjects such as Mathematics, Physics, Biology, and Information and Communication Technology.

  However, what is meant by bilingual may differ in other different contexts. One example is the bilingual education system in Singapore, a country where

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  English is used as second language. In Singapore, “All students study their subject-matter curriculum through the medium of English, but they are also required to reach a „second-language‟ level of proficiency in their official mother tongue

• – Mandarin for Chinese, Malay for Malays and Tamil for Dravidian- speaking Indians .” (Dixon, 2005). A different point of view about bilingual education was also found in Texas, where its mother tongue is English but bilingual education program is provided in many public schools. Rossell (2009) stated that the term „bilingual education‟ is sometimes used loosely to refer to any type of English teaching program. Then she defined bilingual education as “Instruction provided to students in their native tongue in all subjects in a self- contained classroom with other students that speak the sa me language” (p. 3).

  In the case of RSBI School in Indonesia, Natural science subjects are delivered bilingually, meaning that the classroom instructions use Bahasa Indonesia and English (Departemen Pendidikan Nasional, 2008). In this situation, English is used not only as the medium of instruction, but also in the learning media such as the worksheets and the evaluation instruments.

2. The Use of English in Bilingual Classes

  Many have been arguing about the use of English as a medium of instructions in non-English speaking countries (Corro, 2008; Coleman, 2009).

  Most of the studies are in the contrary towards the unclear purpose of English insertion in non-English subjects in many non-English speaking countries.

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  There have been a lot of arguments regarding the use of English in a bilingual class. Qorro (2008) argues that research in recent years has consistently shown that the continued use of English as the language of instruction has not helped students learn English language nor has it enabled students to attain a good quality of education. Qorro also has a concern about the danger of using an unfamiliar language as a medium of education (2008, p. 10). She illustrates a consequence if English is used to teach a content subject: students may fail in grasping the content of what is taught because their low level of proficiency limits them to learn. In addition, Qorro (2008) points out that the problem stated above happens because of people‟s misunderstanding about the concepts and believe that English medium and English language teaching are synonymous. However, there are also positive comments arise in the society, especially on the implementation of English use in bilingual classes. Andayani, Sahid, and Fauzan (2005, p. 20) mention one of the positive impacts of using English in the classroom is that it creates English-language atmosphere among the students, particularly in the classroom learning process. Based on those statements above, the researcher wants to probe further about the real implementation of English use in bilingual class.

3. RSBI Schools

  Coleman (2009) classified the existence of international schools in Indonesia into three classifications:

• „True‟ international schools - such as the British International School and the Ghandi Memorial

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  International School - aim to serve the educational needs of the children of expatriaites who are working in Indonesia.

• Indonesian versions of true international schools cater mainly for the children of the extremely wealthy Indonesian urban elite as well as some expatriate children. The medium of instruction is English and many members of staff are foreigners.
• The Rintisan Sekolah Bertaraf Internasional (RSBI) or „new shoot‟ international standard schools are state or private and secular or Islamic schools which have been granted special status and additional funding to enable them to work towards achieving international quality (p. 2).

  This section focuses on the third classification of the international schools in Indonesia.

  RSBI which stands for Rintisan Sekolah Berstandar Internasional (Future International Standard School) was firstly established as a realization of the enactment of the Act Number 20 Year 2003 on the National Education System.

  Coleman (2009) stated that each district in Indonesia is expected to have one international standard school in each of four categories (primary, junior secondary, senior secondary and vocational secondary). This statement is based on the Act of the Republic of Indonesia on National Education System, Chapter 50 verse 3, stating that:

  The government and local government organize at least one unit of education at all levels of education, to be developed further as a unit having international standards of education (Act of the Republic of Indonesia No. 20, year 2003 on National Education System, p. 16)

  However, in its practice, most schools participating in the scheme have established RSBI classes which operate in parallel to standard classes, instead of converting themselves wholescale into international standard institutions (Coleman, 2009, pp. 2-3). RSBI schools itself are the pioneering schools which in

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  the future are expected to be SBI (Sekolah Berstandar Internasional) or International Standard Schools.

  According to Departemen Pendidikan Nasional (2008), an RSBI school is a school which is adjusted to global demands by including the use of international language and technology in their instructions. Schools which are included in RSBI Schools are those schools having fulfilled the national education standard (SNP: and by taking into consideration the education

  Standar Nasional Pendidikan)

  standards of one member nation of the Organisation for Economic Co-operation and Development (OECD) and/or another advanced nation which has particular strengths in education such that it achieves competitive advantage internationally (Departemen Pendidikan Nasional, 2008, p. 13).

  As a regulation on the establishment of RSBI Schools, Departemen

  

Pendidikan Nasional of Indonesia issued the book of Panduan Pelaksanaan

Pembinaan Rintisan SMP Bertaraf Internasional (The Guidebook of International

  Standard Junior Secondary Schools Management and Implementation) in 2008. There are some characteristics of RSBI Schools mentioned in this book. The main goal of RSBI project is that every instruction in RSBI School is able to fulfill the demands of global competitiveness such as by providing a learning process which facilitates the students to improve their skills of innovating, creating, and experimenting in order to develop the potentials of each of them. How to realize the goal are by modifying the curriculum, providing technology-based facilities, and high-skilled teachers. The most dominant characteristic which at the same time becomes the public‟s centre of attention is that the language used in the

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  teaching-learning activities is Bahasa Indonesia and a foreign language (primarily English).

4. Sections of a Lesson

  There are three major sections in a lesson as mentioned by Burden and Byrd (1999) namely: the beginning of a lesson, the middle of a lesson, and the ending of a lesson. Every teacher should conduct the instructions based on that classroom activity outline. Those instructional sections consisting also some sub- sections in its implementations.

a. The Beginning of a Lesson

  A successful classroom beginning can be a great contribution to a meaningful learning experience for students (Burden & Byrd, 1999, p. 116).

  Therefore, it is very important for a teacher to establish effective activities in order to capture the students‟ attention as well as focus towards the lesson. Burden and Byrd (1999) mentioned some common ideal actions that a teacher do to begin a lesson. Those activities are providing daily review, providing set induction, introducing lesson objectives, distributing materials, and giving clear, focused directions.

  Set induction is also a term used to indicate an instructional activity in the beginning of a lesson (Gilarso & Suseno, 1986; Shostak, 1982). Set induction is the activity in which the teacher arouses the students‟ interest and motivation in joining the lesson (Gilarso and Suseno, 1986). Shostak (1982, p. 114) defined set induction as “Those actions and statements by the teacher that are designed to

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  relate the experiences of the students to the objectives of the lesson.” Set induction is used to put the students in a receptive frame of mind, including their physical, mental, and emotional conditions. Shostak (1982) also stated some purposes of doing set induction. Those purposes mentioned are focusing the students‟ attention on the lesson, creating an organizing framework for the ideas, principles, or information which is to follow, extending the understanding and the application of abstract ideas through the use of example or analogy, and also stimulating student interest and involvement in the lesson.

  Gagne and Briggs (1979) formulated some instructional events in which the three of them can be included in set induction activities. Those three elements are gaining attention, informing the learner of the objective, and stimulating recall of prerequisite learning. A good set induction must contain those three activities.

b. The Middle of a Lesson

  This part of lesson is done during the delivery of the lesson. According to Burden and Byrd, in the middle of a lesson, a teacher must pay attention to technical details such as: pacing the lesson, providing smooth transitions, avoiding satiations, managing seatwork effectively, having a task orientation, being clear, and exhibiting enthusiasm (1999, p. 123). In order to make effective activities in the middle of a lesson, a teacher must use some teaching skills as follows:

1) Explaining Skills In order to explain well, a teacher has to master the material well.

  “Explaining refers to planned teacher talk designed to clarify any idea, procedure,

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  or process not understood by a student” (Shostak, 1982, p. 131). Explaining skills require a lot of teacher‟s knowledge and creativity.

  2) Questioning and Assigning Skills

  Gilarso and Suseno (1986) defined questioning skills as an instructional activity aiming to increase students‟ ability of thinking and knowledge gaining.

  Quest ioning is important to develop students‟ critical thinking, enhance students‟ involvements, as well as encourage the students to be more initiative. In this case, questioning skill also includes assigning the students to do certain activities, such as coming to the front, writing in their books, and looking to certain figures.

  3) Reinforcement Skills

  Reinforcement skills are important elements regarding the students‟ motivation in learning. According to Gilarso and Suseno (1986), reinforcement is a response towards students‟ positive actions aiming at enhancing students‟ motivation in the classroom participation. The expression of reinforcement is for instance when a teacher says “Good!”, or “Very good!” after a student creates a positive action.

  4) Stimulus Variation Skills

  In order to gain attention from the students, a teacher needs to have stimulus variation skills. This means that a teacher needs to be able to give as many variations as he can in order not to make the students bored.

  Teacher‟s stimulus variation skills are very important in teaching sections, such as when changing from one topic to another, or from one activity to another.

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c. The End of a Lesson

  There are two important activities that must be conducted in the end of a lesson. Those are summarizing the lesson and providing closure. According to Burden and Byrd (1999), providing a summary of a lesson can help the students gain a better idea of the content as well as clarify any misunderstandings.

  Rosenshine and Stevens (1986) stated tha t “The summary should be used to determine if the students have grasped the main ideas of the lesson” (as cited in Burden & Byrd, 1999, p. 132).

  Another important point in the end of a lesson is providing closure. According to Shostak (1982), closure refers to those actions or statements by teachers that are designed to bring a lesson presentation to an appropriate conclusion, including reviewing the learned materials and bringing them together to the students‟ minds. In other words, set closure is the skill of reviewing the key points of a lesson, of tying them together, and of anchoring them in the students‟ conceptual network (p. 136). All the three classroom sections mentioned above must be planned and implemented effectively in order to have a successful learning experience.

5. Natural Science Subjects

  Departemen Pendidikan Nasional (2008) categorized the subjects in RSBI

  schools into two groups: hard science and soft science subjects. However, in this thesis, those would be stated as natural science and social science subjects.

  According to Departemen Pendidikan Nasional, natural science subjects

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  includes Mathematics, Physics, Chemistry, Biology, Astronomy, and any other applied science such as information and technology, transportation, manufacture, construction, bio, energy, and materials (2008, p.17).

  In RSBI schools, ideally those subjects are delivered bilingually. However, every RSBI school has different implementations in real situations. SMP N 4 Pakem as the object of this research is taken as an example. Natural science subjects delivered bilingually are only Mathematics, Physics, and Biology.

6. Perception

  Gibson, Ivancevich, Donnelly, and Konopaske (2009) mentioned four of the individual psychological variables: perception, attribution, attribution errors, and attitudes. They defined perception as the process giving meanings to the environment which involves organizing and interpreting various stimuli into a psychological experience. According to Robbins (2005), perception is a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment (p. 134). Perception is also a cognitive process which enables us to interpret and understand our surroundings (Kreitner & Kinicky, 2008). In other words,”Perception involves receiving stimuli, organizing them, and translating and interpreting the organized stimuli to influence behavior and form attitudes” (Gibson, et al., 2009). A figure of the Perception Process created by Kreitner and Kinicky (1992) is presented on the next page.

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  Important Conceptual The Individual Process Response

Figure 2.1. An Overview of the Perception Process (Kreitner and Kinicky, 1992, p. 126)

  In 1992, Kreitner and Kinicky classified perceptions into two big category namely social perception and object perception (p. 127). An individual perceives stimuli by using five senses: sight, touch, hearing, taste, and smell (Gibson et al., 2009). When we perceive an object, for example, our brain processes the projection of the visual pattern, and then a series of elaborate mental processes consciously converts it into the perception (Vernon, 1971). According to Robbins (2005), there are some factors affecting perception, namely the perceiver, the target being perceived, and the context of the situation in which the perception is made. Robbins also created a diagram in order to explain the factors influencing perception.

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Figure 2.2. Factors that Influence Perception (Robbins, 2005, p. 135)

B. Theoretical Framework

  The phenomena of inserting English in non-English subject instructions in Indonesia have reaped controversies. Some people state positive opinions towards RSBI schools, meanwhile the others are not. Based on this reason, the researcher decided to study further about the phenomena in RSBI Schools, especially relating to English which is practically used in their instructional activities.