A study on teacher`s use of English language in natural science bilingual classes at SMP N 4 Pakem RSBI School.
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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
2012
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APPROVAL PAGES
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DEDICATION PAGE
I dedicate this little piece of work to
my one and only Mommy
“Sudah selesai, Bu.”
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STA TEM ENT OF W ORK’ S
ORIGINALI 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
subjects to a 7th 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
Pendidikan Nasional, 2008, p. 17).
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
subjects to a 7th 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
the lessons of natural science subjects to a 7th 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
towards a 7th 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 teachers‟ 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
Rintisan Sekolah Bertaraf Internasional (Future International Standard
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 bilingually. 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 Dravidianspeaking 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 selfcontained classroom with other students that speak the same 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
(http://www.bis.or.id/index_home.php) and the Ghandi Memorial
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•
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International School (http://www.gandhijkt.org/) - 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:
Standar Nasional Pendidikan) and by taking into consideration the education
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 subsections 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.
Questioning 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 that “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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The Individual
Important Conceptual
Process
19
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.
In conducting the research, the researcher will use the theories stated
above. In order to facilitate the observations, the researcher needs a field note and
observation checklist. Those instruments are designed using the theory of teaching
methodology, bilingual education, and the use of English in bilingual classes,
which in this case are natural science subjects. To guide the interview, the
researcher prepares a list of questions as an interview guideline. Here, the theory
of perception serves as the basic theory of the interview guideline. The researcher
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will examine the teachers of natural science subjects‟ point of view of delivering
the lessons using English and Indonesia, as well as their feelings toward the
implementation of International Standard Schools. In addition, the researcher will
also use the theories in bilingual education and the use of English in bilingual
class. Since the object of this study is an RSBI School, the researcher will always
refer to the government‟s policy of the International Standard Schools‟
implementation.
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CHAPTER III
METHODOLOGY
This chapter discusses the methodology that the researcher uses in
conducting the research, including the research method, research participants,
research instruments, data gathering technique, data analysis technique, and
research procedure.
A. Research Method
This research investigated teacher‟s use of English in delivering lessons of
natural science subjects in bilingual classes as well as teachers‟ perception on it.
Since the data obtained in this research was descriptive, the researcher then used
the qualitative method. Sprinthall, Schmutte, and Sirois (1991) described the
qualitative method as “Approaches used to systematically gather the data, but the
data are purely descriptive and therefore not numerical” (p. 100). In addition,
Patton (1985) as cited by Merriam (2009, p. 14) stated: “Qualitative research is an
effort to understand situations in their uniqueness as part of particular context and
the interactions there”. He also emphasized that “The analysis strives for depth of
understanding” (p. 1).
More specifically, the researcher used survey as one type of qualitative
research in order to obtain more detailed description and understanding. Gay
(1992, p. 219) defined a survey as “An attempt to collect data from members of a
population in order to determine the current status of that population with respect
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to one or more variables.” The survey was applied in gathering the data answering
the second research question. In addition to the research method, the researcher
also used observational research to gather the data answering question number
one. Relating to an observational research, Gay stated that an observational
research studies the current status of a phenomenon (1992, p.234).
B. Research Participants
In this research, the researcher used purposive sampling, in which the
samples were determined homogenously prior to the research. The participants of
this research were four natural science subject teachers of class 7D in SMP N 4
Pakem, Yogyakarta. Those four teachers consisted of 1 Biology teacher, 1 Physics
teacher, and 2 Mathematics teachers. The four teachers were taken as the
participants for the reason that they teach subjects delivered bilingually.
For the survey, the researcher conducts surveys in class 7D also, aiming
that the researcher could observe the same teachers who were the subjects of the
research. The reason was by observing the same classroom and teachers, the
researcher would be able to really understand the phenomena and interactions
between those teachers and students. In addition, the research will be more
consistent in which subjects to study.
C. Research Instruments
In carrying out this research, the researcher used two kinds of instruments.
Those were observations and interview. The researcher obtained the data through
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classroom observations in order to find out teachers‟ use of English in delivering
Mathematics, Physics, and Biology subjects. The researcher also conducted four
different sessions of in-depth interview towards the four natural science teachers
of class 7D. In order to facilitate the data collection, the researcher prepared some
instruments as follows:
1. Observation Sheet
Since the first problem in this study is how English is used by the teachers
in the natural science subjects‟ delivery, the researcher used classroom
observation to obtain the data. Observations were conducted in order to obtain the
data relating to the real situation of teaching-learning process. The researcher
conducted some observations in order to find out the answer of question number
1. In this case, the researcher conducted direct observations taking place in the
classroom, when the teaching and learning process was running as it was
normally.
Best stated that the reliability and validity of observation are improved
when observations are made at frequent intervals (1970, p.182). Therefore, the
direct observations are done in every meeting of the natural science subjects
within the period of 2 weeks in order to obtain more valid and reliable data. The
researcher conducted survey in two weeks in order not to bother too much the
overall teaching and learning process. In conducting the observations, the
researcher did not make any involvement in the classroom interactions, so that the
teaching and learning activities could run as it was normally.
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To facilitate the data gathering in the observations, the researcher provided
herself an observation checklist. This sheet contained some points related to the
important things which might probably happen in the teaching and learning
process. The important points were those activities done by the teacher both
written or orally from the beginning up to the end of the meeting. Furthermore,
the researcher took some notes on teacher‟s important actions and statements
which were related to the use of English in delivering the subjects. Overall, the
data obtained from each observation were recorded in this observation checklist.
2. Interview Guideline
As it was formulated in the second research question, the researcher
intended to also find out teachers‟ perceptions towards the use of English in
delivering natural science subjects. Therefore, the researcher conducted an
interview towards each of the natural science subject teachers in order to obtain
the data.
There are 3 different types of interview according to Hancock and
Algozzine. They are structured, semistructured, and unstructured interviews
(2006, p. 40). In this research, the researcher applied semistructured interviews.
By having this kind of interview, the researcher was able to ask some worded
questions as well as follow-up questions in
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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
2012
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APPROVAL PAGES
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DEDICATION PAGE
I dedicate this little piece of work to
my one and only Mommy
“Sudah selesai, Bu.”
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STA TEM ENT OF W ORK’ S
ORIGINALI 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
subjects to a 7th 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
Pendidikan Nasional, 2008, p. 17).
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
subjects to a 7th 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
the lessons of natural science subjects to a 7th 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
towards a 7th 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 teachers‟ 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
Rintisan Sekolah Bertaraf Internasional (Future International Standard
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 bilingually. 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 Dravidianspeaking 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 selfcontained classroom with other students that speak the same 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
(http://www.bis.or.id/index_home.php) and the Ghandi Memorial
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•
•
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International School (http://www.gandhijkt.org/) - 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:
Standar Nasional Pendidikan) and by taking into consideration the education
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 subsections 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.
Questioning 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 that “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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The Individual
Important Conceptual
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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.
In conducting the research, the researcher will use the theories stated
above. In order to facilitate the observations, the researcher needs a field note and
observation checklist. Those instruments are designed using the theory of teaching
methodology, bilingual education, and the use of English in bilingual classes,
which in this case are natural science subjects. To guide the interview, the
researcher prepares a list of questions as an interview guideline. Here, the theory
of perception serves as the basic theory of the interview guideline. The researcher
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will examine the teachers of natural science subjects‟ point of view of delivering
the lessons using English and Indonesia, as well as their feelings toward the
implementation of International Standard Schools. In addition, the researcher will
also use the theories in bilingual education and the use of English in bilingual
class. Since the object of this study is an RSBI School, the researcher will always
refer to the government‟s policy of the International Standard Schools‟
implementation.
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CHAPTER III
METHODOLOGY
This chapter discusses the methodology that the researcher uses in
conducting the research, including the research method, research participants,
research instruments, data gathering technique, data analysis technique, and
research procedure.
A. Research Method
This research investigated teacher‟s use of English in delivering lessons of
natural science subjects in bilingual classes as well as teachers‟ perception on it.
Since the data obtained in this research was descriptive, the researcher then used
the qualitative method. Sprinthall, Schmutte, and Sirois (1991) described the
qualitative method as “Approaches used to systematically gather the data, but the
data are purely descriptive and therefore not numerical” (p. 100). In addition,
Patton (1985) as cited by Merriam (2009, p. 14) stated: “Qualitative research is an
effort to understand situations in their uniqueness as part of particular context and
the interactions there”. He also emphasized that “The analysis strives for depth of
understanding” (p. 1).
More specifically, the researcher used survey as one type of qualitative
research in order to obtain more detailed description and understanding. Gay
(1992, p. 219) defined a survey as “An attempt to collect data from members of a
population in order to determine the current status of that population with respect
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to one or more variables.” The survey was applied in gathering the data answering
the second research question. In addition to the research method, the researcher
also used observational research to gather the data answering question number
one. Relating to an observational research, Gay stated that an observational
research studies the current status of a phenomenon (1992, p.234).
B. Research Participants
In this research, the researcher used purposive sampling, in which the
samples were determined homogenously prior to the research. The participants of
this research were four natural science subject teachers of class 7D in SMP N 4
Pakem, Yogyakarta. Those four teachers consisted of 1 Biology teacher, 1 Physics
teacher, and 2 Mathematics teachers. The four teachers were taken as the
participants for the reason that they teach subjects delivered bilingually.
For the survey, the researcher conducts surveys in class 7D also, aiming
that the researcher could observe the same teachers who were the subjects of the
research. The reason was by observing the same classroom and teachers, the
researcher would be able to really understand the phenomena and interactions
between those teachers and students. In addition, the research will be more
consistent in which subjects to study.
C. Research Instruments
In carrying out this research, the researcher used two kinds of instruments.
Those were observations and interview. The researcher obtained the data through
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classroom observations in order to find out teachers‟ use of English in delivering
Mathematics, Physics, and Biology subjects. The researcher also conducted four
different sessions of in-depth interview towards the four natural science teachers
of class 7D. In order to facilitate the data collection, the researcher prepared some
instruments as follows:
1. Observation Sheet
Since the first problem in this study is how English is used by the teachers
in the natural science subjects‟ delivery, the researcher used classroom
observation to obtain the data. Observations were conducted in order to obtain the
data relating to the real situation of teaching-learning process. The researcher
conducted some observations in order to find out the answer of question number
1. In this case, the researcher conducted direct observations taking place in the
classroom, when the teaching and learning process was running as it was
normally.
Best stated that the reliability and validity of observation are improved
when observations are made at frequent intervals (1970, p.182). Therefore, the
direct observations are done in every meeting of the natural science subjects
within the period of 2 weeks in order to obtain more valid and reliable data. The
researcher conducted survey in two weeks in order not to bother too much the
overall teaching and learning process. In conducting the observations, the
researcher did not make any involvement in the classroom interactions, so that the
teaching and learning activities could run as it was normally.
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To facilitate the data gathering in the observations, the researcher provided
herself an observation checklist. This sheet contained some points related to the
important things which might probably happen in the teaching and learning
process. The important points were those activities done by the teacher both
written or orally from the beginning up to the end of the meeting. Furthermore,
the researcher took some notes on teacher‟s important actions and statements
which were related to the use of English in delivering the subjects. Overall, the
data obtained from each observation were recorded in this observation checklist.
2. Interview Guideline
As it was formulated in the second research question, the researcher
intended to also find out teachers‟ perceptions towards the use of English in
delivering natural science subjects. Therefore, the researcher conducted an
interview towards each of the natural science subject teachers in order to obtain
the data.
There are 3 different types of interview according to Hancock and
Algozzine. They are structured, semistructured, and unstructured interviews
(2006, p. 40). In this research, the researcher applied semistructured interviews.
By having this kind of interview, the researcher was able to ask some worded
questions as well as follow-up questions in