SMP Joannes Bosco science teachers`perception on the implementation of bilingual education.

(1)

vii ABSTRACT

Aprillia, Kresentia Yosta Dhinda. 2012. SMP Joannes Bosco Science Teachers’

Perception on the Implementation of Bilingual Education. Yogyakarta: Sanata Dharma University.

The implementation of bilingual education in SMP Joannes Bosco, Yogyakarta started in 2009. Subjects which are delivered bilingually to SMP Joannes Bosco students are Science and Math. Bilingual teachers in SMP Joannes Bosco are in learning process to conduct an effective bilingual teaching-learning activity for the students. According to Adeyanju (as cited in Adeyanju, 2003), learning will occur as a result of perception.

Therefore, the researcher was inspired to analyze the SMP Joannes Bosco Science teachers’ perception on the implementation of bilingual education. There were two problems formulated by the researcher in this study: 1) What is SMP Joannes Bosco Science teachers’ perception on the bilingual education implementation? 2) How is the bilingual education for Science class at SMP Joannes Bosco implemented?

To answer the research problems, survey research was conducted in this study by holding an interview to Science teachers in order to obtain Science teachers’ perception on the bilingual education implementation. Moreover, the researcher also administered a questionnaire to Science teachers and conducted some observations in Science (Physics, Biology, and Chemistry) class of the seventh grade students who were in the second semester in SMP Joannes Bosco to obtain the implementation of bilingual education in SMP Joannes Bosco.

The research findings showed that the SMP Joannes Bosco Science teachers had a positive perception on the implementation of bilingual education. It was shown from the responses given in the interview that according to the Science teachers, bilingual education was very important for improving the students’ even the Science teachers’ English skill in order to improve Indonesian education. However, the bilingual education at SMP Joannes Bosco had not been implemented yet as the Science teachers’ understanding. It was shown from the questionnaire and observation results regarding the Science teachers’ language in the bilingual teaching-learning activity. The teachers used English and Indonesian simultaneously only for giving a command and asking a question to the students. In general, SMP Joannes Bosco Science teachers had a good perception regarding the purpose of the bilingual education implementation.

(2)

viii ABSTRAK

Aprillia, Kresentia Yosta Dhinda. 2012. SMP Joannes Bosco Science Teachers’

Perception on the Implementation of Bilingual Education. Yogyakarta: Universitas Sanata Dharma.

Pelaksanaan pendidikan bilingual atau dwibahasa (Bahasa Indonesia dan Bahasa Inggris) dimulai pada tahun 2009 di SMP Joannes Bosco, Yogyakarta. Mata pelajaran bilingual untuk siswa di SMP Joannes Bosco adalah Sains dan Matematika. Guru bilingual di SMP Joannes Bosco sedang berada dalam proses pembelajaran untuk menerapkan kegiatan pembelajaran bilingual yang efektif bagi para siswa. Menurut Adeyanju (seperti dikutip dalam Adeyanju, 2003), pembelajaran akan terjadi sebagai akibat dari persepsi.

Oleh karena itu, peneliti terinspirasi untuk menganalisa persepsi guru Sains di SMP Joannes Bosco mengenai penerapan pendidikan bilingual. Ada dua masalah yang dirumuskan oleh peneliti dalam penelitian ini: 1) Bagaimana persepsi guru Sains SMP Joannes Bosco pada pelaksanaan pendidikan bilingual? 2) Bagaimana pendidikan bilingual untuk kelas Sains di SMP Joannes Bosco dilaksanakan?

Untuk menjawab rumusan masalah tersebut, peneliti melaksanakan penelitian survei dengan mengadakan wawancara kepada guru Sains untuk mendapatkan persepsi guru Sains terhadap penerapan pendidikan bilingual. Selain itu, peneliti juga memberikan kuesioner untuk guru Sains dan melakukan beberapa pengamatan di kelas Sains (Fisika, Biologi, dan Kimia) khususnya pada siswa kelas tujuh yang berada di semester kedua di SMP Joannes Bosco untuk mengetahui penerapan pendidikan bilingual di SMP Joannes Bosco.

Hasil dari penelitian menunjukkan bahwa guru Sains di SMP Joannes Bosco memiliki persepsi positif terhadap pelaksanaan pendidikan bilingual. Hal ini terlihat dari respon yang diberikan dalam wawancara bahwa menurut guru Sains, pendidikan bilingual sangat penting untuk meningkatkan kemampuan Bahasa Inggris para siswa maupun guru Sains dengan tujuan meningkatkan kualitas pendidikan di Indonesia. Namun pendidikan bilingual di SMP Joannes Bosco masih belum berjalan sesuai dengan pemahaman guru Sains di SMP Joannes Bosco. Hal ini terlihat dari hasil kusioner dan pengamatan mengenai bahasa yang digunakan guru Sains dalam kelas bilingual. Guru Sains menggunakan Bahasa Inggris dan Bahasa Indonesia secara seimbang hanya untuk memberikan perintah dan mengajukan pertanyaan kepada siswa. Secara umum, guru Sains di SMP Joannes Bosco memiliki persepsi yang baik mengenai tujuan dari diterapkannya pendidikan bilingual di sekolah.

(3)

SMP JOANNES BOSCO SCIENCE TE

ACHERS’

PERCEPTION ON THE IMPLEMENTATION

OF BILINGUAL EDUCATION

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Kresentia Yosta Dhinda Aprillia Student Number: 081214015

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

(4)

SMP JOANNES BOSCO SCIENCE TE

ACHERS’

PERCEPTION ON THE IMPLEMENTATION

OF BILINGUAL EDUCATION

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Kresentia Yosta Dhinda Aprillia Student Number: 081214015

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

(5)

(6)

(7)

“Everyone has a right to

CHOOSE

but only successful

people who can choose

THE BEST CHOICE

.”

I dedicate this thesis to: My Beloved Jesus My Self

My Parents

My Sisters and Brother

(8)

(9)

(10)

vii ABSTRACT

Aprillia, Kresentia Yosta Dhinda. 2012. SMP Joannes Bosco Science Teachers’

Perception on the Implementation of Bilingual Education. Yogyakarta: Sanata Dharma University.

(11)

viii ABSTRAK

Aprillia, Kresentia Yosta Dhinda. 2012. SMP Joannes Bosco Science Teachers’

Perception on the Implementation of Bilingual Education. Yogyakarta: Universitas Sanata Dharma.

(12)

ACKNOWLEDGEMENTS

First of all, I would like to dedicate my greatest gratitude to dear Jesus Christ for His amazing love, bless, guidance and everything that always be given to encourage me every day. He always supports and gives me strength, health, positive mind, passion, and happiness during the process of conducting this thesis. Then I would like to express my greatest appreciation to Caecilia Tutyandari, S.Pd., M.Pd., my beloved sponsor who always gives me her best guidance, advice, suggestion, patience, and smile from the beginning of conducting the research until the accomplishment of this thesis. I also would like to express my great appreciation to Sr. Margareth for her willingness in checking and correcting the grammar mistakes in my thesis patiently.

I feel so proud and grateful to my beloved father, Bapak Suprabowo, S.H. and my beloved mother, Ibu Jovita Budi Kristiani who always teach me how to face every problem that I have, support my effort, and take care about my health during the process of accomplishing this thesis. I feel grateful also to my oldest sister, Priscilla Yosti Nanda Ariesta S.Kom., my younger brother, Norbertus Dhendy Restu Prayogo, and my youngest sister, Yustina Violieta Prabawati for giving spirit and supporting me.

I would like to give my gratitude to Dra. C. Bekti Susilowati, for giving me permission to do the survey research at SMP Joannes Bosco, Yogyakarta. I also thank Asterina Saptiyani, S.Pd. as the coordinator of bilingual team in SMP Joannes Bosco, who is very kindly supporting and giving advice for my thesis. I also give my deep gratitude to Science teachers at SMP Joannes Bosco for their

(13)

willingness to become my interviewees, fill the questionnaire patiently, and become the participants of my observation in the Science class. I also thank all of the seventh grade students year academic 2011/2012 of VII Freedom class for their willingness to become my participants in conducting the observation.

I thank my best friends forever, Irine Puji Telisadewi, Monika Asri Lestari, Levyn Gracia Hanardi, and Stefanus Brian Dwi Nugroho for the great moments, the friendship, and the solidarity during the first until the last semesters in Sanata Dharma University.

My gratefulness also goes to all of lecturers, staff, and my friends in the English Language Education Study Program, Sanata Dharma University, for the wonderful lessons, experiences, and moments. I also appreciate all people who help and support me during the process of conducting this thesis, but I could not mention their names one by one. God always be with us.

Kresentia Yosta Dhinda Aprillia 08 1214 015

(14)

TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xv

LIST OF APPENDICES ... xvi

CHAPTER I. INTRODUCTION A. Research Background ... 1

B. Research Problems ... 3

C. Problem Limitation ... 3

D. Research Objectives ... 3

E. Research Benefits ... 4

(15)

xii

CHAPTER II. REVIEW OF RELATED LITERATURE

A. Theoretical Description ... 6

1. Perception ... 6

a. Definition of Perception ... 6

b. A Four-stage Sequence of Perception ... 7

c. Factors Affecting Perception ... 8

d. Teachers’ Perception ... 9

2. Bilingual Education ... 10

a. Definition of Bilingual Education ... 10

b. The Implementation of Bilingual Education ... 11

B. Theoretical Framework ... 14

CHAPTER III. RESEARCH METHODOLOGY A. Research Method ... 16

B. Research Setting ... 17

C. Research Participants ... 17

D. Instruments and Data Gathering Technique ... 17

E. Data Analysis Technique ... 20

(16)

xiii

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION

A. Science Teachers’ Perception on the Implementation of

Bilingual Education ... 27

1. Interview Results towards the Science Teachers’ Perception on the Implementation of Bilingual Education ... 27

a. Description of Science Teachers’ Past Experience, Expectations, and Thought on Bilingual Education ... 28

1) Science Teachers’ Past Experience ... 28

2) Science Teachers’ Expectations ... 29

3) Science Teachers’ Thought ... 31

b. Science Teachers’ Perception on Bilingual Class ... 33

B. The Implementation of Bilingual Education ... 38

1. Questionnaire Results towards the Bilingual Education Implementation ... 39

a. Science Teachers’ Teaching Motivation ... 39

b. Science Teachers’ Language ... 41

1) Science Teachers’ Language in Providing Learning Material ... 41

2) Science Teachers’ Language in Providing Learning Media ... 41

3) Science Teachers’ Language in Class Activity ... 42

2. Observation Results towards the Bilingual Education Implementation ... 45

(17)

xiv

a. Observation Results in Physics Class ... 45

1) First Observation at Physics Class ... 45

2) Second Observation at Physics Class ... 47

b. Observation Results in Biology Class ... 48

1) First Observation at Biology Class ... 48

2) Second Observation at Biology Class ... 50

c. Observation Results in Chemistry Class ... 51

1) First Observation at Chemistry Class ... 51

2) Second Observation at Chemistry Class ... 52

d. Observation Results in Science Class ... 54

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ... 55

B. Recommendations ... 58

1. Recommendations for Bilingual Teachers ... 58

2. Recommendations for Future Researchers ... 59

REFERENCES ... 60

(18)

LIST OF TABLES

Page Table

1.1 Blueprint of the Interview Guideline ... 20 1.2 Blueprint of the Questionnaire ... 22

2.1 Questionnaire Results of Science Teachers’ Teaching Motivation ... 39 2.2 Questionnaire Results of Science Teachers’ Language in Class

(19)

xvi

LIST OF APPENDICES

Page

APPENDIX A Surat Permohonan Izin Penelitian ... 63

APPENDIX B Interview Guideline ... 64

APPENDIX C Kuesioner ... 65

APPENDIX D Observation Sheet ... 67

APPENDIX E Raw Data of Interview Results ... 70

APPENDIX F Questionnaire Results ... 77

APPENDIX G Raw Data of Observation Results ... 80

APPENDIX H Sample of Presentation used by Biology Teacher ... 96

APPENDIX I Sample of Handout used by Biology Teacher ... 97

APPENDIX J Sample of Chemistry Final Test ... 98

(20)

CHAPTER I

INTRODUCTION

This chapter presents six sections. They are the research background, research problems, problem limitation, research objectives, research benefits, and definition of terms.

A. Research Background

SMP Joannes Bosco is one of the potential schools in Yogyakarta which is in process to be a bilingual school or Rintisan Sekolah Bertaraf Internasional (RSBI). There is a bilingual team at SMP Joannes Bosco that always has a monthly meeting in order to monitor the improvement of the implementation of bilingual education in SMP Joannes Bosco. The bilingual team consists of Science, Math, and English teacher.

When having a teaching practice at SMP Joannes Bosco, the researcher joined a monthly meeting of bilingual team at SMP Joannes Bosco on Thursday, August 25th, 2011. At the meeting, the coordinator of bilingual team stated that teaching-learning activities at SMP Joannes Bosco especially for Science (Physics, Biology, and Chemistry) and Math classes have to be taught in two languages (English and Indonesian) and the teachers should improve the students’ English vocabulary items related to Science and Math subjects.

Based on a theory from Brown (2007) regarding content based learning, in a bilingual school, the content teachers and language teachers must link their class

(21)

2 and curriculum in order to complement each other. In implementing bilingual education, the teachers and the students in a bilingual school are exposed to learn some English vocabulary items related to Science in order to understand the Science subject which is delivered in two languages. Based on an article in National Capital Language Resource Center from Keatly and Kennedy (2003), language learning is a process of developing learners’ competence when using the language for a specific purpose and teachers should facilitate the students' development of language skills.

Bilingual teachers in SMP Joannes Bosco are still in learning process to implement an effective bilingual education for Science and Math class. Based on Adeyanju (as cited in Adeyanju, 2003), learning will occur as a result of new skills, knowledge, perceptions, facts, beliefs, and new information. Moreover, Adeyanju (2003) concludes that teacher has an important role of the effectiveness in teaching-learning activities.

Therefore, the researcher would like to focus on SMP Joannes Bosco bilingual teachers’ perception on the implementation of bilingual education. The

bilingual teachers’ perception would like to be analyzed as the factors that can

affect the learning process in the bilingual class at SMP Joannes Bosco. Science class is recommended for the researcher by the coordinator of bilingual team in SMP Joannes Bosco. Moreover, the researcher also would like to focus on the implementation of bilingual education for Science class at SMP Joannes Bosco based on the Science teachers’ perception.

(22)

B. Research Problems

Relating to the research background, there are two problems formulated by the researcher. The research problems are:

1. What is SMP Joannes Bosco Science teachers’ perception on the bilingual education implementation?

2. How is the bilingual education for Science class at SMP Joannes Bosco implemented?

C. Problem Limitation

The focus of this research will be on the SMP Joannes Bosco Science

teachers’ perception on the bilingual education implementation. The researcher

also focuses on the implementation of bilingual education in Science (Physics, Biology, and Chemistry) classes of seventh grade students who are in the second semester at SMP Joannes Bosco.

D. Research Objectives

As it has been stated in the research problems, the objectives of this research are to investigate the answer to the research problems. The research objectives are:

1. To determine the SMP Joannes Bosco Science teachers’ perception on the bilingual education implementation.

2. To describe the implementation of bilingual education in Science class for seventh grade students at SMP Joannes Bosco.

(23)

4 E. Research Benefits

Hopefully, this research gives some beneficial contributions in some educational fields such as:

1. Bilingual teachers

This research gives detailed description regarding some factors that can affect the implementation of bilingual education for bilingual teachers who are going to implement an ideal bilingual teaching-learning activity for the students at school.

2. SMP Joannes Bosco

This research discusses the Science teachers’ perception on the bilingual education implementation and the implementation of bilingual education especially for Science class at SMP Joannes Bosco. This research is a feedback of the teaching-learning activities in Science class as a bilingual class at SMP Joannes Bosco.

3. Other researchers

This research is expected to be helpful for everyone especially other researchers who want to conduct a further research on the similar or same topic with the researcher.

F. Definition of Terms

There are some definitions that should be defined in order to lead the readers to have a better understanding of this research.

(24)

1. Bilingual Education

2. Perception

Based on Altman, Valenzi, and Hodgetts (1985), perception is the way of stimuli by a person to meaningfully interpret the reality. In this research, the perception is about the evaluation of SMP Joannes Bosco Science teachers (Physics, Biology, and Chemistry) in perceiving bilingual education when teaching Science for seventh grade students.

3. Teaching Implementation

According to Vio (2002), implementation is the carrying out, execution, or practice of a plan, a method, or any design in order to do something. In this research, it is about SMP Joannes Bosco Science teachers’ practice in using two languages (English and Indonesian) in teaching Science.

(25)

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the review of related literature of this study. This theoretical writings divided into two sections. The first section is theoretical description that consists of some theories related to the study. The second section is the study matter as the theoretical framework.

A. Theoretical Description

The theoretical description discusses two sections. The first section is perception and the second section is bilingual education.

1. Perception

In describing the theories of perception based on some experts, the researcher describes the definition of perception, four stages sequence of perception, factors affecting perception, and teachers’ perception.

a. Definition of Perception

According to Ponty (2005), physiology of perception begins by recognizing an anatomical path leading from a receiver through a definite transmitter to a recording station. Whereas Kreitner and Kinicki (2008) explain that perception is a cognitive process to interpret and understand the surroundings. Besides, Altman, Valenzi, and Hodgetts (1985) acknowledge that perception is the way how stimuli can be selected by a person in a meaningful interpreting.

(26)

Perception comes from a person into the meaningful interpreting through the selected stimulation.

b. A Four-stage Sequence of Perception

Kreitner and Kinicki (2008) reveal that perception involves a four-stage information processing sequence as follows:

1) Selective attention/comprehension

Attention is the process of becoming consciously aware of something or someone. Based on a research by Kreitner and Kinicki (2008), people tend to pay attention to salient stimuli. Something is salient when it stands out from its context.

2) Encoding and simplification

Encoding is required, raw information is interpreted or translated into mental representations. The perceivers establish cognitive categories to complete the mental representation. The information of animals, objects, people, or events is evaluated by comparing their characteristics in schemata. According to Kreitner and Kinicki (2008), a schema represents a person’s mental picture or a summary of particular events or type of stimulus.

3) Storage and retention

The information of animals, objects, people, or events also passes the three categories of storage and retention. They are event memory, semantic memory, and person memory.

(27)

8 4) Retrieval and response

People retrieve information from their judgments and decisions. The judgments and decisions based on the process of drawing, interpreting, and integrating categorical information stored in a long-term memory or retrieving a summary of the judgments.

c. Factors Affecting Perception

In fact, there are four factors that can affect a person’s perception according to Altman, Valenzi, and Hodgetts (1985). The factors are selection of stimuli, organization of stimuli, the situation, and self-concept.

1) The selection of stimuli

It is known as a sensory adaption. In perceiving things, people select some specific things through the process of selection. Each person has different processes of selection so that people usually perceive things differently depending on their own process of selection.

2) The organizing of stimuli

After some specific things or information have been selected through the selection of stimuli, they must be arranged to become meaningful. In the organizing of stimuli the mind arranges the information by selecting specific item and identifying the information in a meaningful way. Based on Altman, Valenzi, and Hodgetts (1985), there are three principles of organizing of stimuli. The principles are differentiation, grouping, and closure.

(28)

3) Situation

A situation that person’s familiarity with, expectations about, or past experience is another factor affecting the perception. Perceiving a situation is related to how people perceive their behavior and attitude in a specific situation. Different situations affect people in perceiving their behavior. Science teachers who basically are not familiar with English may have different perception with English teachers in improving students’ English vocabulary items through the bilingual class.

4) Self-concept

The way people perceive their selves affecting the perception of the world. A self-concept is important for people in order to create a mental image of something.

d. Teachers’ Perception

As stated in Chapter I, the focus of this study is on the teachers’ perception. According to Muijis and Reynolds (2011), there are three main types of perception that matter to teach. The perceptions are an evaluation on an effective teaching, students’ behavior in learning, and situation around the school itself. The three main types of perception occur from the SMP Joannes Bosco Science teachers’ perception on the implementation of bilingual education in teaching-learning activities for Science class. Three types of teachers’ thought that can have an impact on teaching are identified by Clark and Petersen (as cited in Muijis & Reynolds, 2011): teacher planning, teacher thought processes, and teachers’ theories and beliefs.

(29)

10 2. Bilingual Education

In this section, the researcher describes the theories about bilingual education. This section includes the definition of bilingual education and the implementation of bilingual education.

a. Definition of Bilingual Education

According to Hamers and Blanc (1990), the definition of bilingual education is a system of school education in which, for a verifying amount of time, simultaneously or consecutively, the instruction when teaching is planned and given in more than one language or at least two languages. Hamers and Blanc (1990) also describe that most programs of bilingual education are divided into three categories. The first category is that the instruction is given in both languages simultaneously. The second category is that the instruction is given first in L1 until such time when the students are able to use L2 as the means of learning. The last category is that the largest part of instruction is given in L2, and L1 is introduced at larger stage as an introductory language.

Based on Bax (2010), many nations in Asia including Indonesia have meant a radical re-assessment of what they consider to be ineffective approaches to English language education. One response has been a move towards what is perceived as more innovative solutions involving bilingual and immersion approaches and the teaching of content subjects such as Math and Science through the English.

Hymes describes “bilingual education is a sociolinguistic subject that enables children to develop their capacity for creative use of language as part of

(30)

successful of their communities in characteristic of contemporary life” (1985). Whereas Ogletree (1978) concludes that bilingual education is a vehicle for cultural pluralism. Bilingual education gives the non-English speaking child an opportunity to learn his own language and culture which can affect their self-concept development, helps to maintain the linguistic and cultural heritage of the ethnic group, and develops educational change by giving an assumption that the most suitable curriculum for children is an English based curriculum.

Based on a current research by Ogletree (1978), bilingual education is still in the developmental process. Like another innovation, bilingual education has a high unrealistic expectation with unplanned implementation and limited evaluation. Ogletree (1978) notes that:

Whether bilingual-bicultural education will become a change agent and secure equal status with other programs, as a desirable and essential aspect of the American educational process is still a question. Like all socio-political issues, its future depends upon the attitudes and belief of the populace. Failure to nurture it may doom thousands of non-English speaking children to academic failure.

b. The Implementation of Bilingual Education

Teachers’ knowledge is potentially important for an effective teaching -learning activity. There are three main types of teachers’ knowledge that matter to the effective teaching-learning activities according to Muijis and Reynolds (2011). The first knowledge is teachers’ subject knowledge. It is about the teachers’ understanding on the subject that they have to teach. The second is teachers’ pedagogical knowledge. It is about the teachers’ understanding on an effective teaching. The last is pedagogical subject knowledge. It is about the teachers’ understanding on the effective teaching of their specific subject. If teachers have

(31)

12 the three main types of knowledge, they would be able to fully apply an effective teaching-learning activity. It is obvious that teachers have to know what they have to teach. Bilingual teachers not only have to know the subject that they have to teach but also the language that they have to use in a bilingual teaching-learning activity. Mcneil and Wiles (1990) generate that in an effective teaching-learning, teachers possess an assumption about how the students learn. The teachers’ theory reflects a basic assumption about how students learn and teachers’ role in the teaching-learning activity.

There is a list of effective classroom practices through bilingual education for the bilingual teachers according to Finocchiaro (1985):

1) Teachers adapt and modify the existing textbook, making additions and deletions when necessary and changing the sequence of material presentation where logical.

2) Teachers teach vocabulary that the students need immediately because it is related to places or happenings in their homes and community and it enables the students to talk about the elements in their environment.

3) Teachers use the same listening comprehension passage at three different levels of difficulty during the semester.

4) Teachers vary the types of participation – larger group, smaller group, and pair practice.

5) Teachers engage in role-playing, problem-solving or community learning activities.

(32)

According to Crawford (1998), English as a second language (ESL) in bilingual education is best taught in natural situations, with the second language for meaningful contexts rather than in repetition of grammar and vocabulary. Moreover, according to Mcneil and Wiles (1990), an effective teaching-learning depends on the use of media as the learning tool. Teachers who are able to use media effectively in teaching-learning activity can become the designer and the manager of the teaching-learning activity. The media helps the teachers to control and enhance the teaching-learning activity in the classroom. Moreover, Slavit and Mulhern (2003) describe that bilingual textbooks play an important role as the media in supporting ESL students’ language and literacy learning in bilingual class. Students who learn to read in their native language do not need to relearn to read in English since many of the processes involved in decoding text and understanding print relationships transfer from the L1 into English.

Slavit and Mulhern (2003) also describe that there are some strategies in teaching through bilingual textbooks. The strategies are introducing topics, supporting transfer of reading in L1 to L2, supporting independent reading, using L1 version as a preview, using L1 version as a review, reading two versions for self-assessment, comparing and contrasting cognates, improving home-school connections, supporting family literacy programs, raising all children’s awareness of multiculturalism, helping teachers learn another language, and encouraging reading for pleasure.

(33)

14 B. Theoretical Framework

This is a study of SMP Joannes Bosco Science teachers’ perception on the implementation of bilingual education. This research is also about the implementation of bilingual education especially for Science class at SMP Joannes Bosco.

Perception theory according to some experts as stated in the first main point helps the researcher to understand the meaning of perception in order to answer the first research problem. By using the theory stated by Altman, Valenzi, and Hodgetts (1985) regarding some factors that can affect the perception, the researcher would like to analyze the factors which can affect the data toward Science teachers’ perception on bilingual education at SMP Joannes Bosco. Science teachers can have different perceptions in perceiving the bilingual education for SMP Joannes Bosco students.

There are three types of teachers’ thought are identified by Clark and Petersen (as cited in Muijis & Reynolds, 2011). This theory helps the researcher in identifying the Science teachers’ understanding of bilingual education.

While in answering the second research question, the researcher uses the theory of bilingual education stated by Hamers and Blanc (1990) in order to explain the teachers’ language at Science class activities. The researcher also uses the theories of the bilingual education implementation in teaching-learning activities stated by McNeil and Wiles (1990) about media as the learning tool. Another theory used by the researcher is about teachers’ knowledge stated by Muijis and Reynolds (2011).

(34)

These theories help the researcher to understand the fact of the bilingual education implementation that may occur in SMP Joannes Bosco as one of the potential schools which is developing to be a bilingual school. The theory of the bilingual education implementation also helps the researcher in identifying a practical teaching strategy in Science class that has to be observed at SMP Joannes Bosco.

(35)

CHAPTER III

RESEARCH METHODOLOGY

This chapter is divided into six sections. They are the research method, research setting, research participants, instruments and data gathering technique, data analysis technique, and research procedure.

A. Research Method

In order to find out the answers to the research questions stated in Chapter I, an appropriate way for the researcher to gain such data was a survey research. The purpose of the survey research was to describe a characteristic of a population. The researcher would like to investigate Science teachers’ perception on the implementation of bilingual education for Science class at SMP Joannes Bosco. The researcher used a qualitative method in order to gain the detailed description. According to Babbie (1973), survey research can use a qualitative (e.g. ask open-ended questions) or a quantitative method.

Fraenkel and Wallen (2009) describe that the survey research had three major characteristics. The major characteristics were collecting information from a group of people in order to describe some characteristics, collecting information through asking some questions, and collecting information from a sample rather than from every member of the population. Covering the population at SMP Joannes Bosco as the research participants and the limited time for doing the observation at SMP Joannes Bosco, cluster sampling was appropriate for this

(36)

research. The population of this research was all of the bilingual teachers in SMP Joannes Bosco and the sample of this research was the Science teachers in SMP Joannes Bosco who taught the seventh grade students.

B. Research Setting

This research was conducted at SMP Joannes Bosco, Jl. Melati Wetan No.51, Yogyakarta. The collecting data started when the seventh grade students (VII Freedom) of SMP Joannes Bosco year academic 2011/2012 were in the second semester.

C. Research Participants

The participants of this research were three Science teachers who taught seventh grade students at SMP Joannes Bosco. Science teachers at SMP Joannes Bosco were the teachers who taught Physics, Biology, and Chemistry. VII Freedom class is recommended for the researcher to do the observation when the Science teachers were teaching Science in that class.

D. Instruments and Data Gathering Technique

There were three instruments used by the researcher. The types of the instruments used in this survey research were an interview guideline, a questionnaire, and observation sheets.

(37)

18 1. Interview Guideline

The first instrument was an interview guideline. Based on Borg and Gall (1983), the collection data through an interview in survey research was a unique method to obtain more data which involved direct verbal interaction between individuals. Babbie (1973) describes that the interviewer in survey research should be a neutral medium in holding the interview so that the interviewer’s presence would not affect the respondents’ perception of the given questions. Before holding the interview, the researcher arranged an interview guideline which consisted of questions that have to be asked to the Physics, Biology, and Chemistry teachers in SMP Joannes Bosco. The interview was about the Science teachers’ past experience related to bilingual education, Science teachers’ expectations on bilingual education, Science teachers’ understanding on bilingual education, and Science teachers’ perception on Science teaching-learning activities as a bilingual class. The purpose of the interview was to determine the answer to the first research question as stated in the Chapter I. The first research problem was about the Science teachers’ perception on the bilingual education implementation.

2. Questionnaire

The second instrument was the questionnaire. The questionnaire was administered to Physics, Biology, and Chemistry teachers. The form of the questionnaire was a close-ended form. Borg and Gall (1983) reveal that the possible answer to a close-ended questionnaire is known and few in number. The researcher developed the questionnaire based on the rules of questionnaire format

(38)

by Borg and Gall (1983). The participants answered the questionnaire by giving a check sign under the phrase that described their opinion. The answer to the questions of the questionnaire was in the phrase; Sangat Tidak Setuju (STS) for strongly disagree, Tidak Setuju (TS) for disagree, Setuju (S) for agree, and Sangat Setuju (SS) for strongly agree.

The questionnaire for the Science teachers was conducted in a rating scale in order to assess how the Science teachers’ teaching motivation in the bilingual teaching-learning activity, Science teachers’ language in providing learning material and media for the students, and Science teachers’ language in the bilingual teaching-learning activity. The purpose of the questionnaire for Science teachers was to investigate the answer to the second research question as stated in Chapter I. By administering the questionnaire, the researcher would like to describe how the bilingual education is implemented in the teaching-learning activity for Science class at SMP Joannes Bosco.

3. Observation Sheet

Borg and Gall (1983) note that by only using the questionnaire and interview for a survey research, the respondents tend to bias the data they offer about their selves. Therefore the researcher needed an observation to overcome this problem.

Besides the questionnaire, in order to answer the second research question as stated in Chapter I, the researcher conducted some observations so that the bilingual teaching-learning activity in the Science could be observed naturally. The advantage of using a natural observation according to Borg and Gall (1983)

(39)

20 was that the natural observation could be used in natural setting. Natural observation also was often used in educational research to study classroom behavior. The observation focused on the Science teachers’ implementation of bilingual education in teaching-learning activities. The implementation was about the teachers’ language in the bilingual teaching-learning activity such as in greeting, opening, asking previous topic, introducing material, closing, explaining the material, giving reinforcement, giving instructions for the assignment or discussion, giving a command and asking a question to the students.

E. Data Analysis Technique

The first step in analyzing the data was analyzing the interview results. The researcher analyzed the positive answer to the interview from the bilingual teachers at SMP Joannes Bosco as the positive teachers’ perception on the bilingual education. Here is the blueprint table of the interview guideline.

Table 1.1

Blueprint of the Interview Guideline

Aspects Statements Number of Items

A situation that person’s

familiarity with,

expectations about, or past experience is another factor affecting the perception.

(Altman, Valenzi, and Hodgetts, 1985)

Science Teachers’ Bilingual Education Experience

- Science teachers’ past experience related

to the implementation of bilingual education.

(Pengalaman guru Sains berkaitan dengan implementasi pendidikan bilingual.)

(40)

Science Teachers’ Expectations on Bilingual Education

- Science teachers’ expectation on the

implementation of bilingual education for every school in Indonesia.

(Ekspektasi guru Sains terhadap penerapan kelas bilingual di seluruh Indonesia.)

- Science teachers’ expectation on the

importance of bilingual education for

students’ future.

(Ekspektasi guru Sains terhadap kelas bilingual bagi masa depan para siswa.)

Science Teachers’ Thought on Bilingual Education There are three types of

teachers’ thought are identified that can have an impact on teaching: teacher planning, teacher thought processes, and

teachers’ theories and

beliefs.

(Clark and Petersen, 1986)

- Science teachers’ understanding of

bilingual education generally.

(Pemahaman guru Sains terhadap pendidikan bilingual secara umum.)

- Science teachers’ opinion about an

effective implementation of bilingual education.

(Pendapat guru Sains mengenai penerapan pendidikan bilingual yang baik.)

Science Teachers’ Perception as Evaluation on Bilingual Class There are three main types

of perception that matter to teaching. They are the perceptions on an effective

teaching, students’

behavior in learning, and situation around the school itself.

(Muijis and Reynolds, 2011)

- Science teachers’ perception on the

positive and negative factors which can influence the effectiveness of teaching-learning activity in the bilingual class.

(Persepsi guru Sains terhadap hal-hal positif maupun negatif yang

mempengaruhi keefektifan kegiatan belajar-mengajar di kelas bilingual.)

-Science teachers’ perception on the

advantages and disadvantages of the bilingual class.

(Persepsi guru Sains terhadap manfaat dan kerugian dari adanya kelas bilingual.)

- Science teachers’ perception on the

students’ behavior and motivation in the bilingual class.

(Persepsi guru Sains terhadap keaktifan, minat dan motivasi anak dalam kelas bilingual.)

(41)

- Science teachers’ perception on the

facilities which can support the teaching-learning activity in the bilingual class.

(Persepsi guru Sains terhadap sarana-prasarana di sekolah yang mendukung kegiatan belajar-mengajar di kelas bilingual.)

The second step was analyzing the result of the close-ended questionnaire for the Science teachers at SMP Joannes Bosco. The questionnaire results showed the percentage of the Science teachers’ response on their implementation of the bilingual education in the teaching-learning activities. Here is the blueprint table of the questionnaire.

Table 1.2

Blueprint of the Questionnaire

Aspects Statements Number of Items

Science Teachers’ Teaching Motivation Teachers must possess a set

of assumption about how others learn in order to teach effectively. Teacher reflects basic assumptions about how students learn and

teachers’ role in teaching -learning activity.

(McNeil & Wiles, 1990)

- Science teachers are motivated in

preparing an effective learning material using two languages.

(Guru Sains termotivasi untuk menyiapkan materi ajar yang efektif dengan menggunakan dua bahasa.)

- Science teachers are motivated in

developing students’ participation in the bilingual class.

(Guru Sains termotivasi meningkatkan keaktifan siswa dalam kegiatan belajar-mengajar dikelas bilingual.)

- Science teachers improve their speaking

ability in English in the bilingual class.

(Guru Sains meningkatkan kemampuan berbicara dalam Bahasa Inggris di kelas bilingual)

Science Teachers’ Language in Providing Learning Material Teachers’ knowledge is

potentially important for an effective teaching-learning

- Science teachers always prepare a

learning material by using two languages.

(42)

activity.

(Muijis and Reynolds, 2011).

(Guru Sains selalu menyiapkan materi ajar dengan menggunakan dua bahasa.)

Science Teachers’ Language in Providing Learning Media

Media as the learning tool in the classroom can control and enhance the teaching-learning activity in the class.

(McNeil & Wiles, 1990

- Science teachers use interesting and a

variety of learning media by using two languages.

(Guru Sains menggunakan media

pembelajaran bilingual yang menarik dan bervariasi menggunakan dua bahasa.)

6, 7

Science Teachers’ Language in Class Activity

Most programs of

bilingual education fit into one of three categories: 1) Instruction is given in

both languages simultaneously. 2) Instruction is given first

in L1 and the pupil is

taught until such time when he is able to use L2

as a means of learning. 3) The largest part of

instruction is given through L2 and L1 is

introduced at larger stage, first as a subject and later as a medium of instruction.

(Hamers and Blanc, 1990)

- Science teachers deliver the material easily

in two languages.

(Guru Sains bisa menyampaikan materi bilingual kepada siswa dengan mudah.)

- Science teachers speak in English when

opening and closing the teaching-learning activity in the bilingual class.

(Guru Sains membuka dan menutup kelas bilingual menggunakan Bahasa Inggris.)

3, 13

- Science teachers speak in English when

explaining material and some specific vocabulary items.

(Guru Sains berbicara dalam Bahasa Inggris ketika menjelaskan materi ajar dan beberapa kosakata tertentu.)

4, 5

- Science teachers use two languages in giving

homework, assignment, and test for the students.

(Guru Sains memberi pekerjaan rumah, tugas individu atau kelompok maupun ulangan harian kepada siswa dalam dua bahasa.)

9, 10, 11

- Science teachers ask the students to speak in

two languages in discussion.

(Guru Sains mengajak siswa berdiskusi dengan menggunakan dua bahasa.)

(43)

24 The next step was analyzing the result of the observations. The observation results showed the natural situation of teaching-learning activities in Science class as the implementation of bilingual education by the Science teachers at SMP Joannes Bosco.

F. Research Procedure

There were some steps in this survey research employed by the researcher as the research procedure according to Ary, Jacobs, and Sorensen (2010). They were:

1. Preparation

The preparation started from asking permission from the headmaster of SMP Joannes Bosco to conduct this research. After having the permission, the researcher arranged a meeting with the bilingual team at SMP Joannes Bosco in order to explain and discuss the topic of the research about the Science teachers’ perception on the bilingual education and the implementation of bilingual education at SMP Joannes Bosco. Then, the researcher arranged the schedule for holding an interview with the Science teachers, administering a questionnaire to the Science teachers, and then conducting some observations at VII Freedom for subject Science (Physics, Biology, and Chemistry). Based on Borg and Gall (1983), before gathering data through the instruments, the research had to field test the instruments to identity ambiguities and misunderstanding or any problems that had been overlooked.

(44)

2. Gathering Data

The second step was gathering data through the interview guideline, questionnaire, and observation sheet. Firstly, the researcher held the interview with the Science teachers at SMP Joannes Bosco. The interview was held on Saturday, May 5th, 2012 from 10 a.m. – 12 p.m. with the Physics and Biology teachers, and on Wednesday, May 19th, 2012 at 8 a.m. with the Chemistry teacher. Secondly, after holding the interview with the Science teachers, the researcher directly administered the questionnaire to the Science teachers.

Thirdly, the last gathering data technique was the observation. The researcher filled in the observation sheet with pre-activity, whilst-activity, and post-activity at VII Freedom class in order to describe the implementation of bilingual education for Science class at SMP Joannes Bosco. The researcher conducted the observation six times for a month, two times for each subject when the Science teachers (Physics, Biology, and Chemistry) were teaching at VII Freedom class. The observation started on Monday, May 7th, 2012 until Friday, May 25th, 2012. The observations at VII Freedom class for Physics subject were done on Monday, May 7th, 2012, and on Wednesday, May 19th, 2012. Then the observations at VII Freedom class for Biology subject were done on Thursday, May 10th, 2012 and on Thursday, May 24th, 2012. While the observations at VII Freedom class for Chemistry subject were done on Friday, May 11th, 2012 and on Friday, May 25th, 2012.

(45)

26 3. Processing Data

The last step was analyzing the data gathered through the interview guideline, questionnaire, and observation sheet in order to draw the conclusion. The processing data included coding data, interpreting the results, and then finally reporting the findings.

(46)

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter presents detailed description regarding data gathered on this study. The data is gathered from holding an interview, administering a questionnaire, and conducting some observations. This chapter shows whether Science teachers have a positive or negative perception on the implementation of bilingual education. This chapter also reveals the implementation of bilingual education for Science class of seventh grade students at SMP Joannes Bosco.

A.Science Teachers’ Perception on Bilingual Education

In order to answer the first research question of this study as stated in Chapter I, the researcher held an interview with Science (Physics, Biology, and Chemistry) teachers at SMP Joannes Bosco. The researcher asked some open-ended questions to Science teachers at SMP Joannes Bosco about Science teachers past experience, expectations, and thought related to bilingual education.

Moreover, Science teacher asked about Science teachers’ perception on the

implementation of bilingual education.

1. Interview Results towards the Science Teachers’ Perception on Bilingual Education

The purpose of holding the interview with Science teachers was to find out a detailed description of Science teachers’ past experience, expectations, and

(47)

28 thought on bilingual education and to find out Science teachers’ evaluation as the

Science teachers’ perception on bilingual class at SMP Joannes Bosco. Science

teachers are expected to have some experiences related to bilingual education and a positive expectation and understanding of bilingual education implementation so that the Science teachers will have a positive perception on bilingual class. The following are the interview results:

a. Description of Science Teachers’ Past Experience, Expectations, and Thought

on Bilingual Education

Before finding the Science teachers’ perception on the implementation of bilingual education, the researcher would like to describe how Science teachers’ past experience related to bilingual education, Science teachers’ expectations on

bilingual education for Indonesian education and students’ future, and Science

teachers’ thought on bilingual education based on the interview results. The

1) Science Teachers’ Past Experience

The first respondent had joined a training course about bilingual education before teaching a bilingual class. The second respondent also had joined a seminar about bilingual education at Gadjah Mada University Yogyakarta about two years ago.

“Kalo seminar gitu udah..di UGM. Mungkin uda berapa taun yang lalu

ya..uda lupa e mbak..lebih dari dua taun yang lalu kayaknya.”

“I have joined a seminar in UGM. I joined the seminar about two years

ago if I am not mistaken.”

(48)

While the third respondent had an experience related to bilingual education when taking an ESP course in Yogyakarta for six months.

“Memang ada..dulu pernah mengikuti kelas English for special purpose..

pernah ikut disitu satu semester..6 bulan. Belajar mengenai bagaimana mengajar dalam Bahasa Inggris dengan bilingual.”

“I have joined a course about English for special purpose for one

semester…six months. I have studied about how to teach at a bilingual

class.”

(Respondent 3, Appendix E)

According to Altman, Valenzi, and Hodgetts (1985), perception can be influenced by past experiences. It could be seen from the interview result of this section that all of the Science teachers in SMP Joannes Bosco had experience related to bilingual education in order to gain more description regarding bilingual education.

2) Science Teachers’ Expectations

Besides the past experiences, Altman, Valenzi, and Hodgetts (1985) describe that an expectation is one of the factors that can affect a perception. In order to find out Science teachers’ expectations on bilingual education, the researcher asked about Science teachers’ opinions on the importance of the bilingual education implementation in every school in Indonesia and the importance of bilingual education for the students’ future. For the importance of the bilingual education implementation in every school in Indonesia, the second respondent said that it would be great but impossible because of the difference on the range of facilities in every school in Indonesia.

“Setiap daerah punya perbedaan sendiri-sendiri..kondisi geografisnya ya kan...katakanlah misalnya di luar Jawa kan untuk sarana dan prasarana

(49)

pendukungnya tidak secepat kita yang berada di Jawa kan. Jadi ya

memang tidak bisa disamaratakan itu tidak bisa.”

“Every region is not the same. For example, facilities in Java are more

complete and modern than in the other regions.” (Respondent 2, Appendix E)

While the third respondent said that teachers’ understanding of English

was very important before deciding to implement the bilingual education at a school. Bilingual education was very important for every school but it could be implemented successfully only in a school where teachers and students who were familiar with English.

“Tergantung ya..kalau sekolah itu siap ya gapapa tapi kalau sekolah itu

tidak siap ya tidak bisa..harus persiapan dulu. Siap dalam hal gurunya bisa Bahasa Inggris.”

“It depends on the school itself whether the school especially the teachers are ready or not for the implementation of bilingual education at class.”

(Respondent 3, Appendix E)

The importance of bilingual education for the students’ future, according to the first respondent, bilingual education was very important for students who were going to continue their study abroad.

“Kalau dilihat dari banyaknya sekolah internasional yang masuk ke

Indonesia..saya kira bilingual juga penting ya untuk mengantarkan mereka ke sekolah-sekolah internasional atau bahkan ke luar negeri.” “Bilingual is important for students who are going to continue their study

to international school or even study abroad.” (Respondent 1, Appendix E)

The second respondent said that the students could develop their English vocabulary items related to Science through bilingual learning at school.

“Saya kira penting ya mbak. Mereka jadi anak-anak yang mempunyai wawasan dua bahasa ditambah materinya yang bersangkutan.”

“I think it is important for students in improving their knowledge and vocabulary items related to the subject.”

(50)

Science teachers expected that the bilingual education could be implemented on every school in Indonesia in order to improve Indonesian education. However, the school had to consider about the facilities at school, the

students’ competence, and the teachers’ competence before deciding to implement

a bilingual education. Science teachers also expected that by learning through bilingual education, students could improve their English so that they could continue their study abroad.

3) Science Teachers’ Thought

Based on Clark and Petersen (1986), there are three types of teachers’ thought as perception that affect on teaching. They are teachers’ plan, teachers’

thought process, and teachers’ theories and beliefs. In order to find Science

teachers’ thought on bilingual education, the researcher asked about Science

teachers’ understanding on a bilingual education generally and teachers’ opinions

about an effective implementation of bilingual education. According to the first respondent, learning through bilingual education meant that students could improve their English vocabulary items directly through teaching-learning activities.

“Jadi ya menurut saya pendidikan bilingual itu ya menambah kosakata

anak..membantu memperkaya perbendaharaan anak dan langsung diterapkan dalam kehidupan sehari-hari kan kalau lewat pembelajaran.” “In my opinion, bilingual education can improve students’ English vocabulary items then it will be used at students’ daily activity directly through the learning.”

(51)

32 While according to the third respondent, the meaning of bilingual education was using two languages in teaching-learning activities.

“Pendidikan bilingual menurut saya itu membelajarkan suatu materi..ya

misalkan kimia..dalam dua bahasa..Bahasa Inggris dan Bahasa

Indonesia.”

“In my opinion, bilingual education is using two languages in teaching. For the example, I teach Chemistry by using English and Indonesian.”

(Respondent 3, Appendix E)

Besides the Science teachers’ understanding on bilingual education, the

researcher also asked Science teachers’ opinions regarding an effective implementation of bilingual education. The first respondent said that an effective way to start a bilingual class was by introducing some English vocabulary items to the students at the beginning of the class.

“Penetrapannya menurut saya ya langkah pertama ya hanya pengenalan

kosakata gitu..tapi kalau dua-duanya siap antara siswa dan guru ya

paling bahasa campuran dulu ya bilingual.”

“In my opinion, the first step on the implementation of bilingual education

is by introducing the English vocabulary items. However if both the students and the teachers are good in English then they can speak using

two languages.”

(Respondent 1, Appendix E)

The third respondent said that his strategy for an effective teaching at bilingual class was by translating his explanation from English into Indonesian or translating his explanation from Indonesian into English.

“Dalam mengimplementasikan pendidikan bilingual saya sendiri ketika menyampaikan materi terkadang saya sampaikan dalam Bahasa Inggris kemudian saya terjemahkan atau dalam bahasa Indonesia lalu saya terjemahkan dalam Bahasa Inggris.”

“In the implementation of bilingual education, I explain the material in

English then I will translate it in Indonesian or I will explain in Indonesian

then I will translate it in English.”

(52)

It could be seen from the interview results of this section that the meaning of bilingual education according to the Science teachers’ perception was a teaching technique by using two languages at the same time (English and

Indonesian) in order to improve students’ English vocabulary items related to the

subject. Two effective teaching techniques in bilingual class according to the

Science teachers’ perception were introducing the English vocabulary items related to the subject at beginning of the class and by translating teachers’

explanation from English into Indonesian and vice versa.

b. Science Teachers’ Perception on Bilingual Class

This is the main answer result of the interview. In this section, after finding out the description of Science teachers past experience, expectations, and thought on bilingual education, the researcher would like to find out detailed description regarding SMP Joannes Bosco Science teachers’ perception as their evaluation on the implementation of bilingual education at SMP Joannes Bosco. There are three main types of perception as the evaluation that matter to teach based on Muijis and Reynolds (2011). They are the perceptions on an effective

teaching, students’ behavior in learning, and the situation around the school itself.

In order to find out the Science teachers’ perception on the effective teaching at the bilingual class, the researcher asked about Science teachers’ perception on the positive and negative factors which could influence the effectiveness of teaching-learning activities at bilingual class. The researcher also

(53)

34 asked about Science teachers’ perception on the advantages and disadvantages of bilingual class.

For the positive factor which could influence the effectiveness of

teaching-learning activities at bilingual class, the first respondent said that students’ and

teachers’ understanding in English could influence the teaching-learning activities

at bilingual class. If the teachers and students could understand English well, then the teaching-learning activities at the bilingual class could become more effective.

“Kemampuan guru dan siswa..kalau siswa dan guru mampu berbahasa

Inggris yang baik ya itu bisa jadi faktor positif yang mempengaruhi

keefektifan pembelajaran bilingual.”

“If the teachers and the students have a good ability in English, it can be a

positive factor which influences the bilingual teaching-learning activities.” (Respondent 1, Appendix E)

The second respondent said that some interesting learning media and learning sources such as bilingual textbooks and presentation through PowerPoint by using English and Indonesian could be the positive factors for an effective bilingual class.

“Faktor positifnya ya media-media yang menarik seperti buku bilingual,

PowerPoint itu.”

“The positive factors are some interesting media such as bilingual

textbook and presentation through a PowerPoint.” (Respondent 2, Appendix E)

While the third respondent said that students’ willingness in learning some

English vocabulary items was one of the positive factors at bilingual teaching-learning activities.

“Untuk faktor positif, siswa ada sedikit kemauan untuk menambah ilmu

mengenai istilah-istilah dalam Bahasa Inggris.”

“For the positive factor, some students have a willingness to improve their knowledge in English vocabulary items.”

(54)

Then according to the first respondent, the negative factor which could influence the effectiveness of teaching-learning activities at bilingual class was that the use of two languages seemed to be confusing for the students.

“Kalo negatifnya ya..kerancuan dari bahasa itu sendiri..Bahasa Inggris tiba-tiba dicampur Bahasa Indonesia..”

“The negative factor is the ambiguity of the language when English should

be mixed with Indonesian in a sentence.” (Respondent 1, Appendix E)

The second respondent said that the difference of students’ competence became one of the negative factors of an effective teaching-learning activity at the bilingual class because every student had different academic background.

“Ya untuk yang negatif itu dari kemampuan siswa yang berbeda. Kan tiap

siswa inputnya kan ga sama ya..”

“For the negative factor is the difference in students’ competence. Every

student has different academic background before entering the school.”

(Respondent 2, Appendix E)

Besides the difference of the students’ competence, according to the third respondent, the lack of media also becomes one of the negative factors of an effective teaching–learning at bilingual class. Teachers needed a media like bilingual worksheet which could help the students understanding bilingual learning at Science class easily.

“..termasuk media juga..misalkan mereka memakai LKS itu bahasa

Indonesia..Bahasa Inggrisnya terbatas..kalau kita makai buku bilingual saja itu kadang-kadang ada yang kurang.”

“…another factor is the media. We need a worksheet which is in English.

The bilingual textbook also is not complete enough for learning.”

(Respondent 3, Appendix E)

After asking the positive and negative factors of an effective bilingual class, the researcher asked about the advantages and disadvantages of a bilingual

(1)

Appendix I

(2)

Appendix J

(3)

Appendix K

Karakteristik RSBI

Pada umumnya sekolah disebut sebagai sekolah internasional antara lain memiliki ciri-ciri:

(a) sebagai anggota atau termasuk dalam komunitas sekolah dari negara-negara/ lembaga pendidikan internasional yang ada di negara-negara OECD dan atau negara maju lainnya, (b) terdapat guru-guru dari negara-negara tersebut, (c) dapat menerima peserta didik dari negara asing, dan (d) terdapat kegiatan-kegiatan kultur sekolah atau pengembangan karakter peserta didik yang menghargai atau menghormati negara/bangsa lain di dunia, toleransi beragama, menghormati dan saling menghargai budaya tiap bangsa, menghormati keragaman etnis/ras/suku, mampu berkomunikasi berbasis TIK dan berbahasa inggris/asing lainnya, dan sebagainya.

Sedangkan rintisan sekolah bertaraf internasional adalah sekolah yang sedang berproses untuk mampu memiliki keunggulan-keunggulan tersebut, baik dalam hal masukan, proses dan hasil-hasil pendidikan terhadap berbagai komponen, aspek, dan indicator pendidikan. Pada saatnya nanti diharapkan memiliki atau bercirikan keinternasionalan seperti kemitraan dengan bukti nyata berupa perjanjian yang secara substantive terlegitimasi dari salah satu anggota OECD dan atau negara maju lainnya (termasuk juga dari dalam negeri) yang mempunyai keunggulan tertentu dalam bidang pendidikan, diyakini telah memiliki reputasi mutu yang diakui secara internasional, serta lulusannya memiliki kemampuan daya saing internasional.

Dalam lulusan RSBI diharapkan, selain menguasai kompetensi dengan SNP di Indonesia, juga telah berusaha untuk menguasai kemampuan-kemampuan kunci global tertentu, khususnya dalam bidang matematika, sains, teknologi informasi dan komunikasi serta bahasa asing, agar setara dengan rekannya dari lulusan negara-negara maju tersebut. Untuk itu pengakraban peserta didik terhadap nilai-nilai progresif yang diunggulkan dalam era global perlu digunakan sebagai acuan dalam penyelenggaraan RSBI. Nilai-nilai progresif tersebut akan dapat mempersempit kesenjangan antara Indonesia dengan negara-negara maju, khususnya dalam bidang ekonomi dan teknologi. Perkembangan ekonomi dan teknologi sangat tergantung pada penguasaan disiplin ilmu keras (hard science) dan disiplin ilmu lunak (soft science). Disiplin ilmu keras meliputi matematika, fisika, kimia, biologi, astronomi, dan terapannya yaitu teknologi yang meliputi teknologi komunikasi, transportasi, manufaktur, konstruksi, bio, energi, dan

(4)

bahan. Disiplin ilmu lunak (soft science) meliputi, misalnya, sosiologi, ekonomi, bahasa asing (Inggris, utamanya), dan etika global.

Penyelenggaraan RSBI bertujuan untuk menghasilkan lulusan yang berkelas nasional dan internasional sekaligus. Lulusan yang berkelas nasional secara jelas telah dirumuskan dalam UU Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional dan dijabarkan dalam PP 19 Tahun 2005 tentang Standar Nasional Pendidikan dan dalam Permendiknas nomor 23/2006 tentang Standar Kompetensi Lulusan (SKL), serta dalam Kebijakan Depdiknas Tahun 2007 Tentang ”Pedoman Penjaminan Mutu Sekolah/Madrasah Bertaraf Internasional pada Jenjang Pendidikan Dasar dan Menengah”. Dalam Undang-Undang Nomor 20 Tahun 2003 dan dijabarkan dalam Peraturan Pemerintah Nomor 19 Tahun 2005 bahwa sekolah harus memenuhi delapan unsur Standar Nasional Pendidikan terdiri dari: standar isi, standar proses, standar kompetensi lulusan, standar pendidik dan tenaga kependidikan, standar sarana dan prasarana, standar pengelolaan, standar pembiayaan, dan standar penilaian, dimana semuanya itu merupakan obyek penjaminan mutu pendidikan/sekolah.

Sebagai suatu sistem, penjaminan akan mutu internasional dapat ditunjukkan oleh sekolah dengan karakteristik sebagai berikut:

a. Output/lulusan RSBI memiliki kemampuan-kemampuan bertaraf nasional plus internasional sekaligus, yang ditunjukkan oleh penguasaan SNP Indonesia dan penguasaan kemampuan-kemampuan kunci yang diperlukan dalam era global. SNPmerupakan standar minimal yang harus diikuti oleh semua satuan pendidikan yang berakar Indonesia, namun tidak berarti bahwa output satuan pendidikan tidak boleh melampui SNP. SNP boleh dilampaui asal memberikan nilai tambah yang positif bagi pengaktualan potensi peserta didik, baik intelektual, emosional, maupun spiritualnya. Selain itu, nilai tambah yang dimaksud harus mendukung penyiapan manusia-manusia Indonesia abad ke-21 yang kemampuannya berbasis ilmu pengetahuan dan teknologi, beretika global, dan sekaligus berjiwa dan bermental kuat, integritas etik dan moralnya tinggi, dan peka terhadap tuntutan-tuntutan keadilan sosial. Sedang penguasaan kemampuan-kemampuan kunci yang diperlukan dalam era global merupakan kemampuan-kemampuan yang diperlukan untuk bersaing dan berkolaborasi secara global dengan bangsa-bangsa lain, yang setidaknya meliputi penguasaan ilmu pengetahuan dan teknologi mutakhir yang canggih serta kemampuan berkomunikasi secara global.

b. Proses penyelenggaraan RSBI mampu mengakrabkan, menghayatkan dan menerapkan nilai-nilai (religi, ekonomi, seni, solidaritas, dan teknologi mutakhir dan canggih), norma-norma untuk mengkonkretisasikan nilai-nilai tersebut, standarstandar, dan etika global yang menuntut kemampuan bekerjasama lintas

(5)

budaya dan bangsa. Selain itu, proses belajar mengajar dalam SBI harus pro-perubahan yaitu yang mampu menumbuhkan dan mengembangkan daya kreasi, inovasi, nalar dan eksperimentasi untuk menemukan kemungkinan baru, “a joy of discovery”, yang tidak tertambat pada tradisi dan kebiasaan proses belajar di sekolah yang lebih mementingkan memorisasi dan recall dibanding daya kreasi, nalar dan eksperimentasi peserta didik untuk menemukan kemungkinan baru. Proses belajar mengajar SBI harus dikembangkan melalui berbagai gaya dan selera agar mampu mengaktualkan potensi peserta didik, baik intelektual, emosional maupun spiritualnya sekaligus. Penting digaris bawahi bahwa proses belajar mengajar yang bermatra individual-sosial-kultural perlu dikembangkan sekaligus agar sikap dan perilaku peserta didik sebagai makhluk individual tidak terlepas dari kaitannya dengan kehidupan masyarakat lokal, nasional, regional dan global. Bahasa pengantar yang digunakan dalam proses belajar mengajar adalah Bahasa Indonesia dan Bahasa Asing (khususnya Bahasa Inggris) dan menggunakan media pendidikan yang bervariasi serta berteknologi mutakhir dan canggih, misalnya laptop, LCD, dan VCD.

c. Oleh karenanya, tafsir ulang terhadap praksis-praksis penyelenggaraan proses belajar mengajar yang berlangsung selama ini sangat diperlukan. Proses belajar mengajar di sekolah saat ini lebih mementingkan jawaban baku yang dianggap benar oleh guru, tidak ada keterbukaan dan demokrasi, tidak ada toleransi pada kekeliruan akibat kreativitas berpikir karena yang benar adalah apa yang dipersepsikan benar oleh guru. Itulah yang disebut sebelumnya sebagai memorisasi dan recall. SBI harus mengembangkan proses belajar mengajar yang: (1) mendorong keingintahuan (a sense of curiosity and wonder), (2) keterbukaan pada kemungkinan-kemungkinan baru, (3) prioritas pada fasilitasi kemerdekaan dan kreativitas dalam mencari jawaban atau pengetahuan baru (meskipun jawaban itu salah atau pengetahuan baru dimaksud belum dapat digunakan); dan (4) pendekatan yang diwarnai oleh eksperimentasi untuk menemukan kemungkinan-kemungkinan baru.

d. Input adalah segala hal yang diperlukan untuk berlangsungnya proses dan harus memiliki tingkat kesiapan yang memadai. Input penyelenggaraan SBI yang ideal untuk menyelenggarakan proses pendidikan yang bertarap internasional meliputi siswa baru (intake) yang diseleksi secara ketat dan masukan instrumental yaitu kurikulum, pendidik, kepala sekolah, tenaga pendukung, sarana dan prasarana, dana, dan lingkungan sekolah. Intake (siswa baru) diseleksi secara ketat melalui saringan rapor SD, ujian akhir sekolah, scholastic aptitude test (SAT), kesehatan fisik, dan tes wawancara. Siswa baru SBI memiliki potensi kecerdasan unggul, yang ditunjukkan oleh kecerdasan intelektual, emosional, dan spiritual, dan

(6)

berbakat luar biasa. Sementara itu, SBI memiliki instrumental inputs ideal sebagai berikut.

e. Kurikulum diperkaya (diperkuat, diperluas dan diperdalam) agar memenuhi standar isi SNP plus kurikulum bertaraf internasional yang digali dari berbagai sekolah dari dalam dan dari luar negeri yang jelas-jelas memiliki reputasi internasional. Guru harus memiliki kompetensi bidang studi (penguasaan matapelajaran), pedagogik, kepribadian dan sosial bertaraf internasional, serta memiliki kemampuan berkomunikasi secara internasional yang ditunjukkan oleh penguasaan salah satu bahasa asing, misalnya bahasa Inggris. Selain itu, guru memiliki kemampuan menggunakan ICT mutakhir dan canggih. Kepala sekolah harus memiliki kemampuan internasional dalam manajemen, kepemimpinan, organisasi, administrasi, dan kewirausahaan yang diperlukan untuk menyelenggarakan SBI, termasuk kemampuan komunikasi dalam bahasa asing, khususnya Bahasa Inggris. Tenaga pendukung, baik jumlah, kualifikasi maupun kompetensinya memadai untuk mendukung penyelenggaraan SBI. Tenaga pendukung yang dimaksud meliputi pustakawan, laborat, teknisi, kepala TU, tenaga administrasi (keuangan, akuntansi, kepegawaian, akademik, sarana dan prasarana, dan kesekretariatan. Sarana dan prasarana harus lengkap dan mutakhir untuk mendukung penyelenggaraan RSBI, terutama yang terkait langsung dengan penyelenggaraan proses belajar mengajar, baik buku teks, referensi, modul, media belajar, peralatan, dsb. Organisasi, manajemen dan administrasi SBI memadai untuk menyelenggarakan SBI, yang ditunjukkan oleh: (1) organisasi: kejelasan pembagian tugas dan fungsi, dan koordinasi yang bagus antar tugas dan fungsi; (2) manajemen tangguh, mulai dari perencanaan, pengorganisasian, pelaksanaan, koordinasi dan evaluasi; dan (3) administrasi rapi, yang ditunjukkan oleh pengaturan dan pendayagunaan sumberdaya pendidikan secara efektif dan efisien. Lingkungan sekolah, baik fisik maupun nir-fisik, sangat kondusif bagi penyelenggaraan RSBI. Lingkungan nir-fisik (kultur) sekolah mampu menggalang konformisme perilaku warganya untuk menjadikan sekolahnya sebagai pusat gravitasi keunggulan pendidikan yang bertaraf internasional.

Dengan demikian, tolok ukur atau karakteristik RSBI adalah sekolah harus mampu memenuhi delapan obyek atau unsur pendidikan tersebut yang secara rinci dijabarkan dalam standar indikator-indikator kinerja kunci minimal sebagai jaminan akan mutu pendidikannya yang telah berstandar nasional. Di samping itu, sekolah juga harus mampu memenuhi indikator-indikator kinerja kunci tambahan, yaitu indikator-indikator kinerja sekolah yang berstandar internasional sebagaimana dijelaskan di atas. Secara garis besar dapat dilihat dalam Permendiknas No 78 Tahun 2009. Secara konsep karakteristik RSBI dapat dilihat dalam Lampiran 1.

SMP Joannes Bosco science teachers`perception on the implementation of bilingual education.

SMP JOANNES BOSCO SCIENCE TE

ACHERS’

PERCEPTION ON THE IMPLEMENTATION

OF BILINGUAL EDUCATION

SMP JOANNES BOSCO SCIENCE TE

ACHERS’

PERCEPTION ON THE IMPLEMENTATION

OF BILINGUAL EDUCATION

“Everyone has a right to

CHOOSE

but only successful

people who can choose

THE BEST CHOICE

.”

CHAPTER I

INTRODUCTION

CHAPTER II

REVIEW OF RELATED LITERATURE

CHAPTER III

RESEARCH METHODOLOGY

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

Parts

Dokumen yang terkait

THE PERCEPTION OF ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA PRE-SERVICE TEACHERS ON THE IMPLEMENTATION OF THEIR LESSON PLANS AT SMA MUHAMMADIYAH 6 YOGYAKARTA

THE PERCEPTION OF ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA’S STUDENTS ON PROFESSIONAL SKILLS OF EFFECTIVE TEACHERS

A STUDY ON THE ENGLISH TEACHERS PERCEPTION ON THE 2013 CURRICULUM IMPLEMENTATION AT SMPN 5 YOGYAKARTA

TEACHERS’ PERCEPTION TOWARD THE IMPLEMENTATION OF COLLABORATIVE LEARNING METHOD AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA

THE IMPLEMENTATION OF BILINGUAL EDUCATION PROGRAMS AT JUNIOR HIGH SCHOOLS.

The implementation of scaffolding in writing recount texts in SMP Joannes Bosco Yogyakarta.

Senior high school English teachers` perception on the implementation of curriculum 2013.

Students` perception on the implementation of bilingual class at SMP Pangudi Luhur 1 Yogyakarta.

Students` perception on vocabulary weekly tests in the first grade of SMP Joannes Bosco Yogyakarta.

SMP Joannes Bosco science teachers`perception on the implementation of bilingual education - USD Repository

Dukungan

Links

SMP Joannes Bosco science teachers`perception on the implementation of bilingual education.

SMP JOANNES BOSCO SCIENCE TE

ACHERS’

PERCEPTION ON THE IMPLEMENTATION

OF BILINGUAL EDUCATION

SMP JOANNES BOSCO SCIENCE TE

ACHERS’

PERCEPTION ON THE IMPLEMENTATION

OF BILINGUAL EDUCATION

“Everyone has a right to

CHOOSE

but only successful

people who can choose

THE BEST CHOICE

.”

CHAPTER I

INTRODUCTION

CHAPTER II

REVIEW OF RELATED LITERATURE

CHAPTER III

RESEARCH METHODOLOGY

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

Parts

Dokumen yang terkait

THE PERCEPTION OF ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA PRE-SERVICE TEACHERS ON THE IMPLEMENTATION OF THEIR LESSON PLANS AT SMA MUHAMMADIYAH 6 YOGYAKARTA

THE PERCEPTION OF ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA’S STUDENTS ON PROFESSIONAL SKILLS OF EFFECTIVE TEACHERS

A STUDY ON THE ENGLISH TEACHERS PERCEPTION ON THE 2013 CURRICULUM IMPLEMENTATION AT SMPN 5 YOGYAKARTA

TEACHERS’ PERCEPTION TOWARD THE IMPLEMENTATION OF COLLABORATIVE LEARNING METHOD AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA

THE IMPLEMENTATION OF BILINGUAL EDUCATION PROGRAMS AT JUNIOR HIGH SCHOOLS.

The implementation of scaffolding in writing recount texts in SMP Joannes Bosco Yogyakarta.

Senior high school English teachers` perception on the implementation of curriculum 2013.

Students` perception on the implementation of bilingual class at SMP Pangudi Luhur 1 Yogyakarta.

Students` perception on vocabulary weekly tests in the first grade of SMP Joannes Bosco Yogyakarta.

SMP Joannes Bosco science teachers`perception on the implementation of bilingual education - USD Repository

Dokumen yang Anda mencari sudah siap untuk unduhkan