A Study on the use of classroom language functions by the biology teacher of SMUN I Sleman Yogyakarta.

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ABSTRACT

Widhiatama, Daniel Ari. 2011. A Study on the Use of Classroom Language Functions by the Biology Teacher of SMUN 1 Sleman Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

This research is aimed to know the use of classroom language functions by the Biology teacher in SMUN 1 Sleman as a RSBI. One of the methods that teachers in RSBI can use to make a good interaction with the students in bilingual class is by applying classroom language function in English. Some classroom language functions which are often used by teachers are greeting, instructing, explaining, conveying the meaning of new language, narrating, correcting, eliciting, prompting, checking learning, giving feedback to students, and closing. This research was aimed to answer two research questions, those are (1) What classroom language functions are used by the Biology teacher of the tenth grade of SMUN 1 Sleman to deliver learning materials in English? (2) What are the difficulties faced by the Biology teacher of the tenth grade of SMUN 1 Sleman in applying classroom language functions to deliver learning materials in English?

This research was included as descriptive qualitative research. In order to answer the two research questions, interview and direct observation were employed in the research. In addition, the research also employed video camera to record the teacher’s performance. The purpose was to complete the data obtained from the fieldnotes. The researcher categorized the problems faced by the biology teacher into three categories. The first category was that the difficulty caused by the teacher’s habit. This category included (1) the teacher’s habit to open the meeting by using Arabic greeting (2) The teacher never tried to use English to close the meeting.

The second category was the difficulty caused by the limited of English proficiency faced by the teacher which included (1) The teacher did not know what question to be used to elicit students’ opinion in English (2) The teacher did not know how to construct a good sentence with an appropriate grammar to convey a new meaning in English (3) The teacher did not know how to instruct students by using English spontaneously (4) The difficulty in narrating a particular event using English with an appropriate sentence structure (5) The teacher did not know how to give a clue to help students remind a particular learning materials (6) The teacher had a difficulty in constructing a correct sentence by using English to explain a certain part of learning materials (7) The teacher still made a mistake in using a correct question in English to measure the students’ understanding level (8) The teacher felt that she was not fluent enough to correct students mistake in English (9) The teacher had a limited of utterance to commend on students’ performance (10) The teacher had a difficulty in memorizing any kind of new words

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The third category was the difficulty that was caused by the limited of time to learn English. This category included one problem, which was the limited of time that the teacher had to learn English because she had so many things to do.

Considering the research result, the researcher provided several suggestions that the biology teacher may use in order to solve the problems and improve the biology teacher’s competence in applying classroom language functions in English.

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viii ABSTRAK

Widhiatama, Daniel Ari. 2011. A Study on the Use of Classroom Language Functions by the Biology Teacher of SMUN 1 Sleman Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Penelitian ini bertujuan untuk mempelajari tentang penggunaan fungsi bahasa kelas dalam bahasa Inggris yang dilakukan oleh guru Biologi di kelas X di SMUN 1 Sleman sebagai Rintisan Sekolah Bertaraf Internasional (RSBI). Salah satu cara yang bisa digunakan oleh guru–guru di RSBI untuk menciptakan sebuah interaksi yang baik dengan para murid adalah dengan menggunakan fungsi bahasa kelas dalam bahasa Inggris di kelas bilingual. Beberapa fungsi bahasa kelas yang sering digunakan oleh guru-guru diantaranya adalah greeting, instructing, explaining, conveying the meaning of new language, narrating, correcting, eliciting, prompting, checking learning, giving feedback to students dan closing. Pelitian ini bertujuan untuk menjawab 2 pertanyaan, yaitu (1) fungsi bahasa kelas apa saja yang digunakan oleh guru Biologi di SMUN 1 Sleman, khususnya di kelas X, dalam menyampaikan bahan ajar dalam bahasa Inggris? (2) kesulitan apa saja yang dihadapi oleh guru Biologi tersebut dalam menggunakan fungsi bahasa kelas untuk menyampaikan bahan ajar dengan bahasa Inggris?

Penelitian ini termasuk deskriptif kualitatif. Peneliti menggunakan 2 tehnik pengumpulan data untuk memecahkan masalah dalam penelitian ini yaitu wawancara dan observasi secara langsung. Selain itu, peneliti menggunakan kamera video untuk merekam penampilan guru untuk melengkapi data dari fieldnotes. Peneliti mengelompokkan masalah yang dihadapi oleh guru biologi menjadi tiga kategori. Kategori pertama adalah masalah yang disebabkan oleh kebiasaan guru dalam membuka pelajaran dengan menggunakan bahasa Arab. Kategori ini meliputi (1) kebiasaan guru dalam membuka pelajaran dengan menggunakan sapaan dalam bahasa Arab (2) Guru tidak pernah menggunakan bahasa Inggris dalam menutup pelajaran.

Kategori kedua adalah kesulitan-kesulitan yang disebabkan karena keterbatasan kemampuan dalam berbahasa Inggris yang dimiliki guru tersebut yang meliputi (1) Guru tidak tahu pertanyaan seperti apa yang digunakan untuk mendapatkan pendapat dari siswa (2) Guru tidak tahu cara untuk menyusun sebuah kalimat dengan grammar yang tepat untuk menjelaskan makna kata baru (3) Guru tidak tahu cara memerintah siswa dengan bahasa Inggris secara langsung (4) Guru mengalami kesulitan dalam menceritakan suatu kejadian dalam bahasa Inggris dengan tepat (5) Guru tidak tahu cara memberikan petunjuk untuk membantu siswa dalam mengingat suatu bahan ajar tertentu (6) Guru mengalami kesulitan dalam membuat sebuah kalimat yang tepat dalam menjelaskan suatu bagian tertentu di dalam bahan ajar (7) Guru masih membuat kesalahan dalam membuat pertanyaan untuk memeriksa tingkat pemahaman siswa (8) Guru merasa tidak cukup lancar

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dalam mengkoreksi kesalahan siswa dengan menggunakan bahasa Inggris (9) Guru mempunyai keterbatasan kosakata untuk memberikan komentar terhadap penampilan siswa (10) Guru mempunyai kesulitan dalam mengingat kosakata baru.

Kategori ketiga adalah kesulitan yang disebabkan oleh karena keterbatasan waktu untuk belajar bahasa Inggris. Kategori ini meliputi satu masalah yaitu guru tidak mempunyai banyak waktu untuk belajar bahasa Inggris karena kegiatan lain yang harus ia kerjakan.

Setelah mengamati hasil dari penelitian ini, peneliti memberikan beberapa saran yang bisa digunakan oleh guru Biologi untuk menyelesaikan masalah-masalah yang dihadapi dan untuk meningkatan kemampuan guru dalam menggunakan fungsi bahasa kelas.

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A STUD

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TION STUD AND ARTS NING AND UNIVERSIT RTA UAGE FUN MAN YOGY uirements gree DY PROGRA S EDUCATI D EDUCATI TY NCTIONS YAKARTA AM ION ION

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A STUD

BY THE

E DE FA

DY ON THE

E BIOLOGY Present to NGLISH L EPARTME ACULTY O S

E USE OF C

Y TEACHE

ted as Partial o Obtain the

in Englis

Dani Student

LANGUAGE ENT OF LA

OF TEACHE SANATA D

CLASSROO

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A THESIS

l Fulfillment Sarjana Pen sh Language

By iel Ari Widh

Number: 05 E EDUCAT NGUAGE A ERS TRAIN DHARMA U OGYAKAR 2011 OM LANGU

UN 1 SLEM

t of the Requ ndidikan Deg e Education

hiatama 5 1214 065

TION STUD AND ARTS NING AND UNIVERSIT RTA UAGE FUN MAN YOGY uirements gree DY PROGRA S EDUCATI D EDUCATI TY NCTIONS YAKARTA AM ION ION

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DON'T QUIT

by Edgar A. Guest

Success is a failure turned inside out- The silver tint of the clouds of doubt, And you never can tell how close you are;

It may be near when it seems afar; So stick on the fight when you’re hardest hit,

IT’S WHEN THINGS SEEM WORST THAT YOU MUSN’T QUIT

“SEIZE THE DAY OR DIE REGRETTING THE TIME

YOU LOST”

(by: Avenged Sevenfold - Seize The Day)

The greatest pleasure in life is doing what people say you cannot do!!

(by: Walter Bagehot)

This thesis is dedicated to:

9 My beloved father and mother

9 My dearly-loved mbah kung and mbah uti 9 My beloved brothers: Mas Kris and Dek Nico

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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, expect those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, February 7, 2011 The Writer,

Daniel Ari Widhiatama 05 1214 065

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ABSTRACT

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vii

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viii ABSTRAK

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPERLUAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Daniel Ari Widhiatama

No. Mahasiswa : 05 1214 065

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma Karya Ilmiah saya yang berjudul:

A STUDY ON THE USE OF CLASSROOM LANGUAGE FUNCTIONS BY THE BIOLOGY TEACHER OF SMUN 1 SLEMAN YOGYAKARTA Dengan demikian saya memberikan hak kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain dan mengelolanya dalam bentuk pangkalan data, mendistribusikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya ataupun memberikan royalti kepada saya selama mencantumkan nama saya sebagai penulis.

Demikian pernyataan saya buat dengan yang sebenarnya. Dibuat di Yogyakarta.

Pada tanggal: 7 Februari 2011 Yang menyatakan

Daniel Ari Widhiatama

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ACKNOWLEDGEMENTS

It will be a wonderful opportunity for me to express my deepest gratitude to all of those who have supported and facilitated me in accomplishing this thesis. First and foremost, my greatest gratitude is addressed to Jesus Christ and Mother Mary for

the blessings which have been given to me so that I can finish my thesis and my study.

For the beneficial feedback, encouragement, and patience, I would like to express my heartfelt teacher and my sponsor, Mrs. Dr. Retno Muljani, M.Pd.,who is willing to spend her precious time for the dedication to develop her students. I particularly appreciate her detail correction. I am truly indebted to all of my lecturers in PBI who have educated me very well. I also thank Mbak Danik and Mbak Tari

for giving me a hand in administrative matters.

I would also like to address my special gratitude to the principal of SMUN 1 SLEMAN Yogyakarta, Drs. Tulus Raharjo, who has permitted me to conduct my research there. I would also like to address my thanks to the Biology teacher in the RSBI class, Dra. Nunung Sri Nuryani and also Drs. Mujiyatna Basuki, who helped me during the research. Besides, I also want to address my big thanks to the head of curriculum development, Drs. Sulistyo Pranoto, for giving me a lot of information about the development of RSBI program in SMUN1 Sleman.

I am immeasurably grateful to my beloved parents, Heronimus Sudjati and

Yustina Suharni who have supported me through the prayer, companion, hope, guidance and a lot of affection. I would also like to thank my beloved brothers,

Christianus Kurnia Widhiawan and Nicodemus Yan Prima Widhia Nugraha for their support during the completion of this thesis.

My thanks also go to my best friends in MILESTONE English Course,

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wonderful friendship that we have. I am glad to be the part of this solid group. My thankfulness is also given to all friends from PBI Angkatan ’05 for sharing a precious time and great experiences during my period of study in Sanata Dharma University.

I also would like to address my special appreciation to my best friend Fillus

for helping me recording the teaching and learning process in RSBI class of SMUN 1 Sleman Yogyakarta when I conducted some observations there. Great thanks also fly to Candra ‘Dewa’for keeping my data safe and helping me with the troubleshooting when my laptop was damaged. Thanks to Invani Leila, Bangkit Setiyaji and

Stephen Lenghaus for becoming my proofreaders and giving me a lot of suggestions. My sincere thanks also go to Andre, Maria, Ida, Ade, Antik, Aya’,

Mbak Maya, Mas Wawan, Mbak Lenny, Mas Toro, Mbak Restu, Benny, Anton ,

Dika ‘Plongoh’, Sedik ‘Sedin’, Adit ‘Koel’ and Benny ‘Gondrong’, who always supported and accompanied me when I was down.

Many thanks are also addressed to all of my friends in Language Institute Sanata Dharma University (LBUSD). They have been accompanying me during good and bad times, especially when I was engaged in Lembaga Bahasa USD. Their laughter, jokes, hard work and spirit have made things easier.

There are other people whom I cannot mention individually, but surely this thesis could not been completed without their help. May God bless them all.

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TABLE OF CONTENTS

page

CHAPTER I INTRODUCTION………... 1

A. Research Background………... 1

B. Problem Formulation………... 5

C. Problem Limitation………...……….. 5

D. Research Objectives………... 6

E. Research Benefits……… 6

F. Definition of Terms………... 7

CHAPTER II REVIEW OF RELATED LITERATURE………. 9

A. Theoretical Description……….. 9

1. Bilingual Education………... 10

2. Language Functions Theory ………... 11

TITLE PAGE ……….. i

APPROVAL PAGES ……….. ii

MOTTO AND DEDICATION PAGE……… iii

STATEMENT OF WORK’S ORIGINALITY ………...……… v

ABSTRACT ……… vi

ABSTRAK ………. viii

LEMBARPERNYATAAN PERSETUJUAN PUBLIKASI KARYA x ACKNOWLEDGEMENTS ………. xi

TABLE OF CONTENTS ……….... xiii

LIST OF TABLES ………... xvi

LIST OF FIGURES ………... xviii

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xiv

3. Classroom Language Functions………..…………... 12

4. Teacher Talk………..………. 22

a. The definition of Teacher Talk……… 22

b. The roles of teacher talk in managing classroom……….. 23

c. The functional features of Teacher Talk……... 24

5. The Role of Interaction in Bilingual Class………. 24

6. SBI (Sekolah Berstandar Internasional) Curriculum………. 25

B. Theoretical Framework………...………... 26

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION……….. 41

A. Classroom Language Functions Used by the Biology Teacher in Tenth grade of SMUN 1 Sleman in Delivering Materials in English……….. 41

B. The difficulties faced by the Biology teacher of grade tenth in SMUN I Sleman in using classroom language functions in English………. 51

1. The difficulties faced by the biology teacher in grade tenth in applying classroom language functions caused by the teacher’s habit to always use Indonesian……… 51

2. The difficulties faced by the Biology teacher of grade tenth in applying classroom language functions caused by her limited of CHAPTER III. METHODOLOGY……….. 28

A. Research Method ……….………... 28

B. Research Participant……….………... 29

C. Research Instruments……….………... 30

D. Data Gathering Technique……….. 33

E. Data Analysis Technique……… 34

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English proficiency………. 52

3. The difficulty faced by the Biology teacher in grade tenth in applying classroom language functions caused by a limited of time to learn English………... 59

CHAPTER V CONCLUSIONS AND SUGGESTIONS……… 60

A. Conclusions………..………. 60

B. Suggestions………... 62

1. The suggestions based on the teacher’s difficulties caused by the teacher’s habit to use Indonesian frequently………. 2. The suggestions based on the teacher’s difficulties caused by her lack of English language proficiency ………... 3. The suggestion based on the teacher’s difficulty caused by her limited of time to learn English……… 62 63 69 REFERENCES ………. 71

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LIST OF TABLES

TABLE Table 3.1 Observation Checklist………. 30

Table. 3.2 The Categorization of the First Interview Results with the Biology

Teacher, 10th Grade ………. 35 Table 3.3 The Use of Classroom Language Functions

in Biology Class, 10th Grade……… 36 Table. 3.4 The Categorization of the Second Interview Results with the

Biology Teacher, 10th Grade………. 38 Table 4.1The Findings on the Use of Classroom Language Functions in

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LIST OF APPENDICES

Appendix APPENDIX A Permission Letters

1. Permission Letter from Sanata Dharma

University…... 2. Permission Letter from BAPPEDA………...

74 75 APPENDIX B Statement Letter from SMUN 1 Sleman Yogyakarta…... 76 APPENDIX C Statement Letter from Direktur Pembinaan Sekolah Menengah

Atas about Penetapan Sekolah Penyelenggara Program Rintisan Sekolah

Menengah Atas Bertaraf Internasional (R SMA BI)………... 77 APPENDIX D The Interview Guidelines for the Biology Teacher,

10th Grade………..……….. 81 APENDIX E The Categorization of the First Interview Result with

the Biology Teacher, 10th Grade ………..……… 83 APPENDIX F The Categorization of the Second Interview Result with

the biology Teacher,10th Grade………..……….. 93 APPENDIX G The Observation Sheet for the Biology Teacher,

10th Grade………..……… 99 APPENDIX H Fieldnotes………. 101

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CHAPTER 1

INTRODUCTION

In this chapter, the writer would like to discuss the background of the study, problem formulation, problem limitation, research objectives, research benefits, and the definition of terms used in this research.

A. Research Background

The need of being able to master oral and written English is essential in this globalization era, where people from all over the world use English as the main language of communication. English has become an international language for most people (Lewis and Hill, 2002). In this era, English mastery is an important requirement for someone to be referred to as a high quality human resource. Indonesia government has also realized the importance of mastering English language in recent years since English is also a universal language. That is why the government has decreed English as a compulsory subject to learn from the level of elementary

school until the level of senior high school. Nowadays, many schools in Indonesia have declared to change their status

into Rintisan Sekolah Berstandar Internasional (RSBI) as a preparation to be a Sekolah Berstandar Internasional (SBI). One of the Government acts regulating SBI is government regulation number 20, year 2003 on National Education System of

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Indonesia, article 50 verse 3 which states that “the national government together with the local government initiate at minimum one school in the level of Elementary School, Junior High School and Senior High School to be developed into SBI (Sekolah Berstandar Internasional)”. Chodidjah (2009), a British Council education advisor, states that SBI is a national school which adopts an international standard curriculum, hence, the teaching and learning process at the school is conducted using bilingual instruction. Through bilingual instruction, the government hopes that both teachers and students are able to learn English while the teaching and learning process occurs. Mackey (1971) as cited by Hoffman (1991) says that “bilingualism is the alternate use of two or more languages by the same individual”.

In RSBI, English has already been pointed out as a second language to use in the classroom. It has been explained on the explanation to the Act on National Education System of Indonesia, National Gazette of the Republic of Indonesia Number 78, 2003, article 37, verse 1, which states that “local language can be used as the mother-tongue of the learner. Foreign languages, especially English language, can be used as a means, in global dealing”. This situation challenges every teacher of RSBI schools to be able to deliver the materials by using both Indonesia and English as an international language. So, there should be a guarantee that teachers have first mastered English well, at least when they instruct students to do something, so that they would be able to convey the knowledge correctly to avoid ambiguity of

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meaning. The teachers and also the students of RSBI are expected to be able to communicate well using Indonesian and English.

There are some problems which need to be solved concerning the process of preparing a bilingual class in a particular school. One of the important problems towards the development of RSBI in Indonesia which are often discussed in many media, such as internet or newspaper is about the RSBI teacher’s competence in using English. Dharma (2010) states that as many as 60% of 600 headmasters and teachers of RSBI school in Indonesia do not have a sufficient TOEIC score to be a RSBI teacher. Some non English teachers only learn to improve English in short courses and it seems that they still have problems in using English as the medium of interaction in the teaching and learning process.

The interaction between teachers and students is also important because without any interaction, teacher would not be able to transfer the teaching materials perfectly. The ability of teachers to communicate with students also becomes an important thing to consider. They will use some classroom languages, which are defined as Teacher Talk (Ellis, 1985, as cited in Xiao-yan, 2006), to support the communication process between teachers and their students. It is obvious that classroom languages will be frequently used to gain some purposes, such as to manage learning activities, to explain learning points, to move step by step from one stage of a lesson to the next and many other purposes. These purposes are commonly known as classroom language functions.

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According to Harmer (2007), “language function is a purpose people wish to achieve when they say or write something. By performing the function, people are performing an act of communication”. Language function is also used by teachers in classroom when they are delivering learning materials. Spratt, Pulverness, and Williams (2005) argue that in order to be able to manage the class well, teachers should apply some classroom language functions which are frequently used in an appropriate way, such as: instructing, explaining, conveying the meaning of new language, narrating, correcting, eliciting, prompting, and checking learning. Besides, Davies and Pearse (2000) also add some other classroom language functions such as greeting, closing and giving feedback to students.

Considering this condition, the researcher will analyze the English classroom language functions which are used by non English teacher and after that the researcher also intends to discover the difficulties faced by the non English language teachers especially in bilingual class. The researcher decides to conduct the research in Biology class especially in tenth grade of RSBI class in SMUN 1 Sleman Yogyakarta. The researcher chooses SMUN 1 Sleman Yogyakarta because this school already developed RSBI curriculum for about 2 years. Knowing this situation, the researcher decides that this school is appropriate to be used as a place to conduct a research. By conducting this research, the researcher expects that the research findings will be able to help the teacher in solving the problems that the teacher has by providing some suggestions later.

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B. Problem Formulation

The problems of the research are formulated as follows:

1. What classroom language functions are applied by the Biology teacher of the tenth grade of SMUN 1 Sleman Yogyakarta to deliver learning materials in English?

2. What are the difficulties faced by the Biology teacher of the tenth grade of SMUN 1 Sleman in using the classroom language functions to deliver learning materials in English?

C. Problem Limitation

The focus of the study is on the use of English in applying classroom language functions by non English teacher in tenth grade. The researcher chose Biology teacher as the research subject because the researcher considers that the teachers in Biology class tend to be more often in using verbal explanation compared with other science subjects, such as Physics, Chemistry and Mathematics. The other focus of this study is the difficulties that the Biology teacher has in using classroom language functions. As what Spratt et al. (2005) and Davies and Pearse (2000) say, classroom language functions will cover some uses of language, such as greeting, eliciting, conveying the meaning of new language, instructing, narrating, prompting, explaining, checking learning, correcting, giving feedback and closing. After discovering the answers, the researcher will try to discover the possible solutions in order to help the Biology teacher in SMUN 1 Sleman Yogyakarta solve the problems that she has.

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D. Research Objectives

This research attempts to discover the following aspects:

1. The classroom language functions which are applied by the Biology teacher of the tenth grade of SMUN 1 Sleman Yogyakarta to deliver learning materials in English.

2. The difficulties faced by the Biology teacher of the tenth grade of SMUN 1 Sleman in using the classroom language functions to deliver learning materials in English.

E. Research Benefits

This study is expected to give benefits for: 1. The Biology Teacher

Hopefully, this finding will be able to help the Biology teacher to solve the problems that the teacher has, especially in using classroom language functions in English.

2. English Language Education Study Program Students

The research is expected to give some clear information for the non-English teacher’s difficulties in applying classroom language functions in English. Thus, the other English Language Education Study Program students are expected to go on with other research on non English teachers’ difficulties in delivering their materials in English.

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F. Definition of Terms

Below are the list of the terms that are used in this research and the definitions of the terms:

1. Classroom Language Functions

In this study, classroom language functions refer to “the purpose for which teachers and learners use language in the classroom” (Spratt et al., 2005). Harmer (2007) also states that “language function is a purpose that a teacher wishes to achieve when he says or writes something”. There are some classroom language functions which are often used by teachers, those are: instructing, explaining, conveying the meaning of new language, narrating, correcting eliciting, prompting, and checking learning. In addition, Davies and Pearse (2000) state that there are still some other functions of classroom language such as greeting, closing, and giving feedback. Each of those aspects has its own functions. In this study the researcher will analyze the use of classroom language functions including greeting, instructing, explaining, conveying the meaning of new language, narrating, correcting eliciting, prompting, checking learning, giving feedback and closing, which are used by the Biology teacher in tenth grade class.

2. Biology Teacher

Biology teacher is the non English language teacher who was chosen as the research participant in this study. According to Wikipedia.org (2009), “Biology is a

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natural science concerned with the study of life and living organisms, including their structure, function, growth, origin, evolution, distribution, and taxonomy.

3. SMUN 1 Sleman Yogyakarta

SMUN 1 Sleman Yogyakarta is one of the RSBI schools in Yogyakarta. It is located in Jl. Magelang Km. 14, Mlati, Sleman Yogyakarta. The researcher chooses SMUN 1 Sleman as the place to conduct this study because it is one of the RSBI schools in Sleman regency which has bilingual class program, especially for the tenth grade and eleventh grade In recent times, the bilingual classes are only for science classes, such as chemistry, physics, mathematics and biology. SMUN I Sleman is a state school which is also considered as school that has a good quality. It can be seen from the achievements gained by its students compared to others public schools in Yogyakarta, especially in Sleman regency.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses the theoretical description and the theoretical framework. The theoretical description discusses some theories related to the study, while the theoretical framework discusses most relevant theories which help the researcher to answer the research problems.

A. Theoretical Description

The theoretical description consists of six parts, namely theories on (1) Bilingual Classroom, (2) Language Functions Theory, (3) Classroom Language Functions, (4) Teacher Talk, (5) Classroom Interaction of Second Language Acquisition, (6)SBI Curriculum

1. Bilingual Education

The development of bilingual education in many countries increases rapidly which is started from any grade of education. In the field of education, many schools and universities in some developing countries have applied a program namely bilingual classroom program. Bilingual education has been used to improve students’ language proficiency because they can learn language through subject matter.

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Mc Groarty (as cited in Murcia, 2001) defines her point of view about bilingual approach. She states that

bilingual approach as one in which two languages are used as media of classroom instruction for the same group of students, so that students receive some of their instruction in one language and one in the other, with the nature and proportion of each language varying according to program type, instructional goals, and various contextual influences.

Some universities in India, as said by Ghosh as cited by Boey (1980), have used bilingual education as a program to learn a language through subject matter. This situation is the same as what is happening in Indonesia since many schools in Indonesia also start applying bilingual program even though only for some particular subjects in order to develop the students and teachers’ English language competence as they are in a process of gaining SBI (Sekolah Berstandar Internasional) status.

Bilingual education has several positive effects for the learners who want to develop their foreign language mastery. David as cited in Boey (1980), a researcher who has examined the feasibility of bilingual program at the Central institute of English and Foreign Languages, Hyderabad, discovers that “bilingual education improves students’ proficiency in English slightly, without causing any subject matter deficiency”. She also states that “a certain level of English language proficiency is a prerequisite to the successful of participation in a bilingual education program”. Anne also argues that there should be special prepared materials which were necessary to be taught effectively on the selected subjects in English.

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Bilingual education seeks to develop the learners’ ability in their first language while building both social and academic language proficiency in their second language. This type of setting allows them to keep up academically with others by way of first language instruction in the core curriculum until such time as they have gained sufficient cognitive and second language development to allow them an opportunity to succeed in their second language.

2. Language Functions Theory

Brown (1987) states that “the result of language learning is not simply in the mastery of the forms of the language, but the mastery of the forms in order to accomplish the communicative functions of language”. He adds that forms of language generally serve specific functions. For example, “How much does it cost?” is usually a form functioning a question, and “He bought a car” functions as a statement.

Since the term function has been variously interpreted, Halliday (1973) as cited by Brown (1987) uses the term to mean the purposive nature of communication, and outlines seven different functions of language.

a. The first function is known as the instrumental function. Instrumental function is the use of language to get things.

b. The second function is the regulatory function. People use regulatory function of language in order to control other’s behaviors.

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c. The third function is the representational function. It is the use of language to make statements, convey facts and knowledge, explain or report.

d. The fourth function of language is the interactional function. People use interactional function of language in order to ensure social maintenance.

e. The fifth function of language is the personal function. People usually use this function when they want to express feelings, emotion and personality.

f. The sixth function of language is the heuristic function, which is used to acquire knowledge and to learn about the environment. Heuristic functions are often conveyed in the form of question that will lead to answer.

g. The last function of language is the imaginative function. People will use imaginative function to create imaginary system or idea. People use this function, for instance, when they are telling fairy tales, joking or writing a novel, which require their imagination to create a fantasy.

By knowing the functions of language, people are intended to be able to recognize each of the language function. Halliday also would like to give information to people so that people may know the basic theory of language functions and also its description.

3. Classroom Language Functions

The seven functions of language which were stated by Halliday (1973) are quite general, because they do not refer to any specific setting. Each of setting will

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need a different language function. For instance, language functions which are used by people who speak in traditional market are different with those students who speak in office because the communication purposes are also different. That is why it is important to classify language functions into its specific category based on its setting. Those seven functions of language also cover some language functions which are used in teaching and learning process with classroom as the setting. That is the reason why teachers should be able to know which kind of language functions are appropriate to be used when a teaching and learning process occur in class and how to use them appropriately. As it is used in class, hence, the language function is commonly recognized as classroom language functions. Classroom language functions refer to “the purpose for which teachers and learners use language in the classroom” (Spratt et al., 2005). So, the quality of language that teachers use will effect on their understanding level towards materials that they share through the arranged activities.

Spratt et al. (2005) and Davies and Pearse (2000) describe classroom language functions that teachers often use during teaching and learning process occur as follows:

a. Greeting and closing

After entering classroom, it is better for a teacher to greet students or ask whether there are any absent students or not. The teacher greets students in the beginning of the meeting by saying, for example: “Good morning. How are you today?” or “How do you do?”, etc. In the end of the meeting, the teacher also says a

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farewell or closing, for instance, ”See you tomorrow”, “That’s all for today”, “We’ve run out of time. So…”, “I’m afraid it’s time to finish now”, etc. Based on the theory of seven language functions stated by Halliday, this classroom language included in interactional function since the function are to ensure social maintenance between one and others.

b. Eliciting

According to Gower et.al (2005), “Eliciting is when a teacher brings out students’ knowledge, suggestions and ideas. The teacher can do this by asking questions and by encouraging and guiding”. While, Borich (1996) says that eliciting has a similar meaning with probing which is done by questioning that immediately followed by students’ response in order to ask for new information to extend or build upon the student’s response and to redirect or restructure the student’s response in a more productive direction. In relation to Borich’s statement, Spratt et al. (2005) state that “eliciting is when teacher achieves information from students rather than giving it to them”. Through eliciting, a teacher will be able to get the students involved and interest, for instance, when a teacher asks a question to a student “Any question?”, “Do you understand?”, “What can you see in the picture?”, “What do you think about the story? Do you have any other opinion about the theory?” and many more.

One more important thing that a teacher can achieve by doing eliciting in class is that the teacher will be able to get crucial information about what students already know. It helps the teacher to avoid teaching what the students already know and helps

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the teacher to assess how far the students are with them as they go through the lesson. Besides, eliciting may become a way to increase the amount of students talk and help students take responsibility for their own learning.

Language function which exists in this classroom language is heuristic function. The aim of this function is to acquire knowledge. Eliciting has a main purpose to gain information from students related to the clarity of teacher’s explanation.

c. Conveying the meaning of new language

It is very often for students in every grade to meet confusion in finding the meaning of a new word or phrase during the learning process. When this situation happens, the teacher should help his students clarify the meaning. According to Spratt et al. (2005), teachers need this function to explain a meaning of a word, phrase, or new structures. This function can be applied by translating, giving demonstration, or bringing an object into the class to be explained. Ridell (2003) suggests that those are some activities that teachers may use to explain new meaning of language. Pictures or any others actual object (realia) could be as media for teachers to facilitate them and make them easier in conveying a new meaning of language. Teachers also may use a mimic to explain a particular meaning and then let students guess what it is about.

By the time a teacher is conveying a meaning of a new language, it shows that he is also applying a certain language function namely representational function. The

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teacher not only shares his knowledge but also explain a meaning of a particular term to his students.

d. Instructing

Instruction giving also becomes one important technique for a teacher to acquire students’ attention when the teaching and learning process is taking place. The example of this action is when a teacher is giving a command to his/her students to do a particular activity (Spratt et al., 2005), for example, “Listen to me!” or “Open your book on page 24!”

Ridell (2003) also provides some guidelines for successful instructions giving. His suggestions are:

1) If students are getting confused with the teacher’s instructions, the teacher should adjust his language as he speaks to be more understandable.

2) In the middle of giving instructions process, the teacher has to make sure that his students are paying attention at him.

3) Once the teacher’s instructions are over, he is supposed to tell his students to begin and they should check whether everyone is doing the activity correctly or not.

Through these guidelines, teachers are intended to be able to give their instructions clearly and effectively by using a different way of instructing with some specific situations given. In addition, based on the theory of language functions, giving instructions is included in instrumental functions because the purpose is to give a command or to get things done.

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e. Narrating

Narrating can be one example of language function which is considered as imaginative function since the speaker will use his imagination in telling his story. In the language classroom, sometimes, a teacher feels that he should tell a particular story or experience to his students in order to provide a real explanation so that the students are able to imagine the concept being explained. This kind of method is called as narrating. Spratt et al. (2005) state that this function is the same as telling a story that has happened in the past in a chronological order.

There are some requirements which teachers should know when they are narrating a story as described by Knapp and Watkins (2005). When sequencing people and events in time and space, narrating typically uses action verbs, such as went, ate, slept, etc and also temporal connectives, such as after, when, and, then, therefore, next, etc.

f. Prompting

There is a big possibility for learners to have a problem with their memory system or they may forget to do a particular activity in a right way, so that teachers’ role is needed to guide them. Spratt et al. (2005) describe that a teacher may give a clue to the learners to help them in memorizing words or difficult idea so that they will be able to understand or do a particular task.

The teacher can use three categories of prompts to shape the correct performance of the learners as said by Borich (1996). Those three categories are:

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1) Verbal Prompts

Borich (1996) says that verbal prompts can be in the form of cues, reminders, or instructions to learners that help them perform correctly the skill teachers are teaching. For example, saying to a first grade student of elementary school as he is writing, “Leave a space between words,” reminds him what the teacher previously said about neat handwriting. Verbal prompts also help guide the student to connect performances and prevent mistakes and frustration.

2) Gestural prompts

Gestural prompts are related to any model or demonstration of a particular skill that a teacher wants his students to perform (Borich, 1996). For example, there are students and teacher who are to make point to the fine adjustment knob on the microscope. Then, the teacher makes a turning gesture with his hand.

3) Physical prompts

Borich (1996) says that teacher may use physical prompts when he finds a student who has a lack ability of following a demonstration which is being told and also the action being modeled. For example, a teacher might verbally describe how to form the letter “A” correctly. In such a case, the teacher might use his hands to guide student’s hand as he is writing. Through physical prompt, the teacher uses hand-over-hand assistance to guide the student to correct performance.

In the verbal prompts, the teacher reminds the students by uttering an instruction. Based on the theory of language functions spelled out by Halliday, every

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utterance which is aimed to make a kind of instruction is considered as instrumental function of language. For this reason, prompting belongs to instrumental function.

g. Explaining

Most of teachers use this technique to clarify a certain question or theory to their students. Besides, teacher also uses this language function to explain to students how to do an activity, how to organize a project they are doing and to clarify the meaning of vocabulary or a particular concept (Spratt et al., 2005). Wragg (1984) shows that explanation has three main orientations, they are to answer a question started by what, which is known as interpretive explanation; how and where, which is known as descriptive explanation and the last is why, which is known as reason – giving explanation. For instance, there is a teacher who gives an explanation about narration to his students by saying, “In a narration, we write an event chronologically” or “A topic sentence in a paragraph is a sentence that contains the main idea of a paragraph”.

According to Harmer (2003), one of the clearest ways of explaining the meaning of something is to show it. For example, when a teacher holds up a map of West Java, he should point to it while saying “This is the map of West Java”, its meaning will instantly clear. Harmer also adds if teachers want to explain a particular action they may use mime. For example, when a teacher wants to explain someone who is running, they may mime someone running. At other times they are allowed to use gesture as well as mimic.

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Based on the theory of language functions formulated by Halliday, giving explanation can be categorized as representational function. According to Halliday (1973) as cited by Brown (1987), representational function has a purpose to convey facts or explain a particular thing.

h. Checking learning

The teacher needs to check the learners’ understanding especially after teaching new vocabularies, concept, theory, or after giving a summary of materials which have just been given before (Spratt et al., 2005). They also state that the teacher may use concept questions to check learners’ understanding.

Borich (1996) also states that “reviewing and checking at the beginning of the lesson are also the most efficient and timely ways of finding out if their students have mastered task-relevant prior knowledge sufficiently to begin a new lesson: if not then teachers may repeat the explanation of the missing content”.

One alternative way of checking students’ understanding is by questioning them. After that, teacher will be able to decide the next step of leaning because it is impossible for a teacher to continue explaining the materials while some students are still in confusion. In this classroom language, the teacher employs heuristic function.

i. Correcting

When a teacher is correcting his students’ mistake, he should show his students that something is wrong and that his students have made a mistake.

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According to Ridell (2003), “mistakes are part of the learning process as such should be treated positively, assuming that students probably will learn from their mistakes and not to repeat them again”. So, when a teacher corrects students’ mistake, it is also a chance for a teacher to measure his students’ understanding

Ridell (2003) states that there are three kinds of corrections based on the subject who gives the correction; those are teacher correction, self correction, student-to-student correction (peer correction). In this part, the focus is on the teacher correction method.

A teacher should make an effort to correct students’ mistake through a particular way by motivating them without making his students losing their enthusiasm. Thus, a teacher may use such an expression as “Great effort, but you still need more practice with these words”, “Go ahead, you were almost right.” Besides, the teacher needs to make a correction so that the students are able to know how the mistake could happen and in which part that a mistake occurs (Spratt et al., 2005), for example, “You still have some troubles with pronunciation”.

Teachers may employ facial gesture, facial work, verbal prompts etc, to help with correction, such as “Again” or ”Sorry?” or a gesture for the student to stop their sentences, thus indicating a problem. By asking student to repeat his/her answer, it means that teacher uses instrumental function of language. However, he also applies representational function when he explains the correct answer to the students.

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j. Giving Feedback

In order to reinforce students’ performance, the teacher needs to give them feedback. This function of language is also aimed to motivate students and appreciate their courage in producing a particular action. For example, “That’s interesting, Maria. Very good.” While a teacher is giving feedback to a student, he also shares his opinion based on what his student did. In this case, the teacher employs personal function of language.

4. Teacher Talk

a. The definition of Teacher Talk

Based on Longman Dictionary of Language Teaching and Applied Linguistics (Richards, 2009), Teacher Talk is defined as “the variety of language which is sometimes used by teachers when they are in the process of teaching”. Ellis (1985) as cited in Xiao-yan (2006) adds that “teacher talk consists of classroom languages that already been simplified by teachers to address L2 learners”. When the language has already been simplified, teachers hope that it can be easily understood by the students and the students will be able to learn a new linguistic property such as tenses and verbs. From that point of view, teacher talk is considered as a communicative activity which is aimed to communicate with students and it can be employed to develop students’ foreign language proficiency.

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b. The roles of Teacher Talk in managing classroom

Teachers need some media to transfer their knowledge to students and also to manage classroom. Based on Qican (1999) as cited by Xiao-yan (2006), “teacher talk is used in class when teachers are conducting instructions, cultivating their intellectual ability and managing classroom activities”. There are still some other functions of teacher talk. Nunan (1991) as cited by Xiao-yan (2006) also pointed out that “teacher talk is important not only for the organization of the classroom but also for the processes of acquisition”. It is important for the organization of the classroom because it is through language that teachers either succeed or fail in implementing their teaching plans.

c. The functional features of teacher talk

Since teacher talk also contains some classroom languages employed to communicate with learners, hence, it is needed to categorize some functional features of teacher talk.

Those features are: a) Teacher’s questions

Richards and Lockhart (2000) as cited by Xiaou-yan (2006) says that “questioning is one of the techniques which are frequently used by teachers and serves as the principal way in which teachers control the classroom interaction”. In addition, in some classrooms, over half of class time is taken up by

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question-and-

answer exchanges. Some classroom languages which are frequently used to question students or to get students’ response are greeting, eliciting and checking learning.

b) Teacher’s feedback

In language classrooms, feedback on a students’ spoken language may be a response either to the content of what a student has produced or to the form of utterance. “Teachers need to motivate their students learning progress in order to give them evaluation of the students’ response” (Cook, 2000, as cited in Xiaou-yan, 2006). Feedback can be given by means of praise or by any relevant comment (Richards, J. and Lockhart, 2000). This technique also employs one of the classroom language functions namely giving feedback, which is aimed to motivate and encourage students after they do a certain performance.

5. The Role of Interaction in Bilingual Class

An interaction between teachers and learners is an important event when a teaching and learning process happens in classroom. According to Lier (1988, as cited in Xiao-yan, 2006),” interaction is essential for the process of second language acquisition through participation in speech events, which is, talking to others, or making conversation”. In bilingual class, when students are supposed to acquire a foreign language from each other including their teachers, interaction roles as the key of a successful acquiring process.

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Doughty and Long (2003, as cited in Leily, 2006) mention that there are two types of evidence in the environment that foster acquisition, those are positive and negative evidence. Positive evidence is the well-formed sentences or models in which learners are exposed to, and negative evidence is the type of information which is given directly or indirectly to the learners when they make an incorrect form in their interactional exchange (Long, 1996, as cited in Leily, 2006). In this case, teachers should be a positive evidence for their students. The teacher should be able to give a correct model for the students when the teacher is explaining something through L2. Now it is apparent that the correct form of classroom language functions used in classroom affects the nature of interaction and also the process of L2 acquisition.

6.SBI (Sekolah Berstandar Inernasional) Curriculum

Suyanto, the General Director of Management of Basic and Intermediate Education (Dikdasmen), as cited in KOMPAS (2010), declares that international standard school has been assigned in National Education System Law (UU Sisdiknas) in article 50, verse 3. A particular school can be considered as an appropriate international standard school if it has an active, creative, attractive and effective teaching and learning process. According to Suyanto (2008), a school that uses SBI curriculum should be able to emphasize the development of creativity and innovation to discover a possibility of new inventions related to science and technology. That is why any SBI should also employ international curriculum. Chodidjah (2009), a British Council education advisor, adds that SBI school is a national school which

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adopts international standard curriculum. If it is so, then the school output will have an excellence national and international quality, whether it is related to their cognitive, affective or psychomotor aspect.

B. Theoretical Framework

This study is conducted based on some theoretical concepts which are aimed to help answering two research problems namely 1) What classroom language functions are applied by the Biology teacher of the tenth grade of SMUN 1 Sleman Yogyakarta to deliver learning materials in English?, and 2) What are the difficulties faced by the Biology teacher of the tenth grade of SMUN 1 Sleman in using the classroom language functions to deliver learning materials in English?

In order to answer the first research problem, the researcher employs the theories of classroom language functions by Spratt et al (2005). The theory of classroom language functions is employed to provide the explanation about what classroom language function is and how to apply it appropriately. After that, the researcher employs that theory to observe the Biology teacher when the teacher is teaching in bilingual class.

Since the focus of this study is the use of English while using classroom language functions in non English language class, hence, the researcher employs the theory of teacher talk to support the statement that classroom language functions is important. This statement is supported by Nunan (1991, as cited in Xiao, 2006) who

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says that it is through language that teachers either succeed or fail in implementing their teaching plans.

The theory of classroom interaction in bilingual class is used in order to support an idea that the usage of classroom language functions in bilingual class is essential for the process of second language acquisition through participation in speech events, which is, talking to others, or making conversation (Lier ,1988, as cited by Xiao-yan, 2006). In RSBI schools, the teachers should be able to make a good interaction with the students by using English as the target language. The purpose is to enable them to compete both nationally and internationally (Chodidjah, 2008).

Afterwards, in order to be able to answer the second research problem, which is to discover the Biology teacher’s difficulties in using classroom language functions, the researcher employs the theory of classroom language functions as the basic theory and information to assess teacher’s language.

After discovering the first and second research problem, the researcher intends to provide some suggestions which discuss the best way of learning for non English teacher. In addition, the researcher also employed the answer of the first and second problems as a basic reference to formulate some suggestions.

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CHAPTER III

METHODOLOGY

This chapter presents detailed information about the research methodology used to answer the questions stated in chapter I. The discussion involves the research method, research participants and setting, research instruments, data gathering techniques, data analysis techniques, and research procedures.

A. Research Method

In carrying out the study, the researcher applied the qualitative approach. A qualitative approach is described as an approach which is used to gather data systematically, but the data is purely descriptive, and therefore not numerical (Sprinthall, 1991). In this research, the data collected are in the form of words or picture rather than number. The data included interview transcript, fieldnotes, photographs, personal documents, memos, and other official records about the non English teacher’s difficulties in SMUN 1 Sleman Yogyakarta.

The research aimed to describe what classroom language functions applied by the non English teacher, in this case was the Biology teacher, in SMUN 1 Sleman Yogyakarta as one of senior high schools that was still in preparation towards international standard school. Thus, the researcher adopted descriptive research as its method.

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Further, Hopkins (1976) states that “descriptive research is generally used to classify procedures used to generate knowledge by studying conditions as they currently exist”. Similarly, Ary et. al. (1985) support this idea by stating that

descriptive research is concerned with conditions or relationships that exists; practices that prevail; beliefs, point of view, or attitudes that are developing; processes that are going on; effects that are being felt; or trends that are developing.

Since research study also concerns with a particular process that is going on, hence, the researcher analyzed the biology teacher while the teacher was conducting teaching and learning process by using classroom language functions in English. This research also aimed to discover the use of English in classroom language functions which were applied by the tenth grade Biology teacher of SMUN 1 Sleman Yogyakarta in delivering materials in English as part of their preparation to teach in SBI school. The next problem to solve was to discover the difficulties faced by the Biology teacher of SMUN 1 Sleman in using the classroom language functions to deliver materials in English.

B. Research Participant

The participant of the research was the Biology teacher of SMUN 1 Sleman Yogyakarta who taught grade tenth students by using bilingual as the medium to deliver the learning materials. In addition, the researcher also interviewed the head of curriculum development staff of SMUN 1 Sleman Yogyakarta to gather the information about the development of RSBI in that.

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C. Research Instruments

In this study, three instruments were used to collect the data. They were described in the following parts.

1. Observation Checklist

In this study, observation checklist was the main research instrument. Hopkins (1976) says that one of the ways to obtain data is by organizing a direct observation and observation checklist can be an instrument to gain data. The researcher employed direct observation to discover what classroom language functions applied by the Biology teacher of grade tenth together with the difficulties possessed by the teacher. Ary et al (1985) said that a researcher should do some preliminary steps before conducting a direct observation, such as selecting the aspect of behavior to be observed and defining the chosen category clearly. Here, the researcher provides the observation checklist which is used to observe the research participant.

Table 3.1 Observation Checklist`

The Occurrence of Classroom Language Functions in Biology Class, 10th Grade

No.

Classroom Language Functions

Observation

First Second Third Fourth Fifth Sixth

1. Greeting 2. Eliciting

Conveying the meaning

of new language 4. Instructing 5. Narrating

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No.

Classroom Language Functions

Observation

First Second Third Fourth Fifth Sixth

6. Prompting 7. Explaining 8. Inquiring

students 9. Checking

learning

10. Correcting 11. Giving

feedback

12. Closing

2. Interview Guidelines

The next instrument used in this study was an interview guideline. Since this research was focusing on one participant, the researcher employed in-depth interview in obtaining the data. Boyce and Neale (2006) state that “in-depth interview is a qualitative research technique that involves individual interviews with a small number of respondent to explore their perspective on a particular idea, program or situation”. In addition, Ary et al (2002) state that there are two basic types of questions which were used in an interview according to the nature of the response desired from the respondents. They were open-ended and closed questions. In order to be able to answer the first and second research questions, the researcher used open-ended questions because it permitted a free response from the respondents to answer rather than restricting the response to a choice from among stated alternatives (Best, 1970). The researcher used Indonesian to interview the Biology teacher, such as “Kalau pada saat memasuki kelas apakah ibu sudah menggunakan greeting dalam

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bahasa Inggris?”, “Apakah ibu menggunakan bahasa Inggris untuk memberikan perintah kepada siswa?”, “Apakah ibu pernah menggunakan bahasa Inggris pada saat menceritakan suatu peristiwa atau kejadian?” The participant was free to respond from their own view and the answers should be based on what they felt and experienced related to the problems which were being concerned. He also added that the important point of an open ended question was that the writer as the interviewer should gain the rapport or establish a friendly relationship with the subject or interviewees.

3. Fieldnotes

The last instrument used in this research was fieldnotes. According to Biklen and Bogdan (1992), “fieldnotes is the written account of what the researcher hears, sees, experiences, and thinks in the course of collecting and reflecting on the data in a qualitative study”. The researcher employed fieldnotes to compare and complete the data obtained from the interview and observations. In this study, the researcher wrote fieldnotes while observing the class and when the Biology teacher was conveying learning materials. There is an advantage of using fieldnotes as a research instrument as what Biklen and Bogdan (1992) state that “fieldnotes help the researcher to keep track of the development of the project to visualize how the research plan has been affected by the data collected”.

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D. Data Gathering Technique

In conducting this qualitative research, the researcher employed two major techniques to gather the data needed. The techniques were observation and interview. The interview was conducted twice. The first interview was conducted on February 4th, 2010. The aim of the first interview was to get the information about what classroom language functions which were used by the Biology teacher. The second interview was conducted on April 1st, 2010 and the aim was to get any data about the difficulties that the teacher had in applying classroom language functions in bilingual class.

Both of the interviews were conducted after the teaching and learning activity so it did not disrupt the interviewee’s routines and the researcher had made a special appointment with the participant. Before conducting the interview, the researcher as the interviewer stated the purposes of this research and why the researcher chose biology teacher as the participant. The questions must be made as briefly as possible if no then the questions could bias the participant’s answer. The participants could give information as many as possible during the interview process and the questions given also could be added if it was needed. The result of the interview was recorded both in a MP3 player and also written down on the paper as a note. The data obtained in the interview I were used to answer the research question number 1, meanwhile, the result of interview II were used to answer second research question, which was the Biology teacher’s difficulties in applying classroom language functions in English.

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As stated before, in order to complete the data, the researcher also conducted observations in X1 class until X6 class when there is a Biology class. The reason of why the researcher used observation as a data gathering technique is that because observation provides more objective information related to the research topic (Hancock and Algozone, 2006).The results of the observations were transcribed in a form of observation sheets and fieldnotes which were used to support the data to answer the research problem.

In this study, the researcher also employed video recorder during the observation. The purpose was to crosscheck the data obtained from the fieldnotes. Besides, it was also used to complete the data to make them more reliable. In addition, some points which were missed from the observation were added by watching the result of the video recording and vice versa.

Related to that data completion process, there are some other benefits that the researcher may get since the researcher employed video recorder during the observation as stated by Marshall and Rossman (1989). They state that “research-filming is a powerful tool for inquiry into past events. Film has the unique ability to capture visible phenomena objectively”.

E. Data Analysis Technique

In order to address the first research problem, the researcher used some steps to analyze the data obtained from the first interview and observations. First, since the

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data were also in form of recording materials, the researcher analyzed them by listening to the recording for several times after obtaining the data from the first interview. Second, the researcher filled the interview questions which had been prepared before and also made an interview transcription. Third, the researcher categorized the interview results using the technique of data analysis suggested by Bogdan and Biklen (1982) which is called as coding categories. They say that coding categories could be carried out by separating data that have been collected by researcher and grouping each of the data based on a certain topic. The researcher used the following table to categorize the first interview result and interpret the result to know what classroom language functions which were already used by the Biology teacher. The table will facilitate the researcher to analyze the findings because there are teacher’s statements over the use of each classroom language functions.

Table. 3.2 The Categorization of the First Interview Results with the Biology Teacher, 10th Grade

No. Interview Transcription Classroom Language Functions Interview Interpretation on the

Use of CLF by the Biology Teacher

1. Greeting 2. Eliciting 3. Conveying the

meaning of new language

4. _Instructing 5. _Narrating 6. _Prompting 7. _Explaining

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After categorizing the data obtained from the first interview, the fourth step was analyzing the observation results together with the video recording and then crosschecked them with the first interview findings. Before conducting the observations, the researcher had made an observation checklist as it was shown in the following table. This table was used to sign what classroom language functions used by the Biology teacher.

Table 3.3 The Use of Classroom Language Functions in Biology Class, 10th Grade

No. Classroom Language

Functions

Observation

First Second Third Fourth Fifth Sixth

1. Greeting

2. _Eliciting 4. Conveying the meaning

of new language

6. _Narrating 7. _Prompting

No. Interview Transcription Classroom Language Functions Interview Interpretation on the

Use of CLF by the Biology Teacher

8. Inquiring students 9. Checking learning 10. _Correcting 11. _{Giving feedback} 12. _Closing (Continued)

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No.

Classroom Language

Functions Observation

First Second Third Fourth Fifth Sixth

8. _Explaining 9. _{Checking learning} 10. Correcting

11. Giving feedback

12. Closing ( + ) : teacher used classroom language function in English.

( - ) : the teacher did not use the related classroom language functions in English. ( ± ) : means the teacher used both English and Indonesia to apply classroom

language functions.

Fifth, the researcher transcribed the data discovered from the observation and then combined them with the teacher’s statement obtained from the first interview to support the findings. The theory which was utilized so as to address the first research problem was the theory of the classroom language functions.

In order to address the second research problem, the researcher employed four steps to analyze the data obtained from the second interview, fieldnotes and also observation. As the first step, the researcher transcribed the results of the second interview. The second step was categorizing the second interview result and also interpreting the data gained from the second interview. This step was the same as what the researcher used to answer the first research problem. The researcher also employed coding categories as what Biklen and Bogdan (1982) state to categorize the data into a certain topic.

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The researcher used the following table to cluster the second interview results. This table will facilitate the researcher to analyze the data to answer the second research problem.

Table. 3.4 The Categorization of the Second Interview Results with the Biology Teacher, 10th Grade

The third step was transcribing the data gained from the second interview, fieldnotes, and also from the observations which dealt with the difficulties faced by the Biology teacher in applying classroom language functions. The underlying theory of the second research problem was the theory of classroom language functions.

No. Interview Transcription

Classroom Language Functions

Interview Interpretation on the

Difficulties Faced by the Biology Teacher

in Applying CLF

1. Greeting 2. Eliciting 3. Conveying the

meaning of new language

4. _Instructing 5. _Narrating 6. _Prompting 7. _Explaining 8. _{Inquiring students} 9. _{Checking learning} 10. _Correcting 11. _{Giving feedback} 12. _Closing

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APPENDIX G

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APPENDIXE G

The Observation Sheet for the Biology Teacher, 10th Grade

1. What classroom language functions in English used by the Biology teacher to greet the students before starting the lesson? (Greeting)

___________________________________________________________ ___________________________________________________________ What classroom language functions in English used by the Biology teacher to tell the students what they have to do for a particular purpose?

(Instructing)

___________________________________________________________ ___________________________________________________________

2. What classroom language functions in English used by the Biology teacher in order to acquire information and opinion from the students related to the topic under discussion (in the beginning of a lesson)?

(Eliciting)

___________________________________________________________ ___________________________________________________________ __________________________________________________________

3. What classroom language functions in English used by the Biology teacher to explain a meaning of new words, phrases or structures to the students? (Conveying the meaning of new language)

___________________________________________________________ __________________________________________________________ 4. What classroom language functions in English used by the Biology

teacher to clarify a certain theory or to explain how to do an activity, how to organize project they are doing? (Explaining)

___________________________________________________________ ___________________________________________________________ __________________________________________________________

5. What classroom language functions in English used by the Biology teacher to tell a particular story or event based on the chronological order?

(Narrating)

___________________________________________________________ ___________________________________________________________

(3)

6. What classroom language functions in English used by the Biology teacher to help the students think of ideas and remember how to do a particular task by giving them some cues? (Prompting)

___________________________________________________________ ___________________________________________________________ 7. What classroom language functions in English used by the Biology

teacher to measure the students’ understanding after the teacher conveying learning materials to them? (Checking learning)

___________________________________________________________ ___________________________________________________________ _______________________________________________________

8. What classroom language functions in English used by the Biology teacher to correct the students’ answers? (Correcting)

___________________________________________________________ ___________________________________________________________ __________________________________________________________

9. What classroom language functions in English used by the Biology teacher to praise the students’ answers or performance in order to give them motivation? (Giving feedback)

___________________________________________________________ ___________________________________________________________ ___________________________________________________________

10.What classroom language functions in English which are used by the Biology teacher as a farewell to end the lesson? (Closing)

___________________________________________________________ ___________________________________________________________ __________________________________________________________

(4)

APPENDIX H

Fieldnotes

(5)

(6)

FIELDNOTES

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A Study on the use of classroom language functions by the biology teacher of SMUN I Sleman Yogyakarta.

“SEIZE THE DAY OR DIE REGRETTING THE TIME

YOU LOST”

APPENDIX G

APPENDIX H

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