TEACHING LEARNING PROCESS OF ENGLISH AT RSBI Teaching Learning Process Of English At RSBI Class (Rintisan Sekolah Bertaraf Internasional) At Smp Al Islam Surakarta In Academic Year 2011/2012.
1
TEACHING LEARNING PROCESS OF ENGLISH AT RSBI
CLASS (RINTISAN SEKOLAH BERTARAF INTERNASIONAL)
AT SMP AL ISLAM SURAKARTA IN ACADEMIC YEAR
2011/2012
RESEARCH PAPER
Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education
in English Department
By
DYAH SULISTYANINGRUM
A 2300700053
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2012
2
3
ABSTRACT
Dyah Sulistyaningrum. A320070053. TEACHING LEARNING PROCESS
OF ENGLISH AT RSBI CLASS (RINTISAN SEKOLAH BERTARAF
INTERNASIONAL) AT SMP AL ISLAM SURAKARTA IN ACADEMIC
YEAR 2011/2012. Research Paper. Muhammadiyah University of Surakarta.
2012.
In this study, the writer describes the teaching learning process of English
at the second year in SMP Al Islam Surakarta.The object of this research is
teaching learning process of English at RSBI class in SMP Al Islam Surakarta in
academic year 2011/2012. The objectives of the study are describing the material
to teach English at SMP Al-Islam Surakarta, the syllabus that teaching English at
SMP Al-Islam Surakarta, teaching method, the evaluation used to teach English,
the strengths and weakness using many classroom activities to teach English.
This research is a micro ethnography research. The methods of collecting
data are observation, interview and documentation. The data achieved from
information are related to the process of teaching learning process of English at
RSBI class in SMP Al Islam Surakarta.
The finding of this research shows that the teaching learning process in
SMP Al Islam Surakarta at RSBI class is extended in bilingual sytem. In teaching
learning process almost all of the subjects more presented in English and
Indonesian language. SMP RSBI Al Islam Surakarta has a program in using
English language. In the seventh grade, they have to use English 40% and 60% in
Indonesian, and in eight grade they have to use English 50% and in Indonesian
use 50%, too. Then in nine grade they use English 75% - 100%).
The result of the study shows that the teaching learning process of English at
the second year of RSBI class in SMP Al Islam Surakarta belongs to immersion
model. The output of this school is mastering national standard education. The
graduates are expected to have international standard consequently in all activities
both of the teacher and students have to use English, as one of the international
languages.
Keywords: teaching learning process, teaching English, RSBI
Consultant I
Consultant II
Prof. Dr. Endang Fauziati, M. Hum
NIK. 274
Aryati Prasetyarini, S. Pd, M. Pd
NIK. 725
Dean
Drs. H. Sofyan Anif, M. Si
NIK. 547
1
A. Introduction
Language is a communication tool to make interaction among people.
Language is also has important function for human. Language is a part of
communication which is divided into first language, national language, and
foreign language becomes very important as a means of communication to make
a relation between Indonesia and other countries in the world. The language is an
effective means to learn the development of other countries is English. English as
an international language is used in the biggest part of the world.
In Indonesia, foreign language especially English language is very
important to prepare the Indonesian people to face the modern era. English is a
tool to communicate orally and writing in the world. Communicating is to
understand and express information, mind, feeling, and developing science,
technology, and culture. Realizing the importance of English in this global era, the
Indonesian government has gone into action through the national education
department to revise the 1987 curriculum into the 1994 curriculum. As what is
written in the curriculum learning, English consists of four language skills,
namely reading, speaking, writing and listening skill.
As school subject in Indonesia, English is generally taught from the grade
of junior high school up the first year of university or college. It is based on the
decree No. 96/1967 stated by the minister of education and culture that “English is
the first foreign language taught in Indonesia, from the first year of junior high
school to university”. In this case, it is said that English is the first foreign
language (Halim, 1981:8). English as the first foreign language taught in
Indonesia, he or she must intend to be able to speak as well as native speakers
does. In order to speak communicatively, the language learners not only learn how
to pronounce every single word but they also have to learn how to construct the
words in correct sentence or utterances. Spolsky (1978: 1) “assesing linguistic
competence is not enough for practical or educational purposes, we are interested
not just in the fact that someone knows as language but that knows how to use it”.
It means that English teaches are not only concerned in developing the students’
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knowledge of structure, grammar, and pronunciation, but they need to teach them
how to use the language.
According to Putri (2011: 1) “RSBI is a national standard education” in
RSBI class the teaching learning process is extended in bilingual it uses English
and Indonesian language.SMPRSBI Al Islam Surakarta is one of international
standard school. This school has good quality that is carried by multimedia
facilities and classroom satisfied. This school also uses bilingual system.
Theteaching learning process of English at RSBI class in SMP Al Islam
Surakarta emphasizes creation, innovation and experimental development to open
the new ideas. The students are provided with opportunities to learn English. In
the English teaching learning process, the learners are tutored by the teacher in
class in order to facilitate and encourage them to achieve language acquisition.
The teacher applies some approaches, methods and strategies in order to improve
student second language abilities.
In RSBI class the teacher should have professional competences, such as
the materials, pedagogic, knowledge, wide international knowledge, and also a
competence in communicating internationally showed by mastering one of foreign
language, especially English.Up to now, teachers make several Efforts by
implementing many techniques to improve the student’s capability in English
subject. The teacher uses English in teaching learning process. The students are
also asked to answer the question in English. It means that the teacher hopes that
the student can speak fluently in English.
Given these conditions, the researcher is interested in conducting a
research on how the teachers use English as the medium of instruction in teaching
English and learning process to support bilingual system so that the writer knows
the use of English as medium of instruction in teaching English and its strength
and weaknesses. This makes the researcher interested in conducting the research
entitled Teaching Learning Process of English at RSBI Class (Rintisan Sekolah
Bertaraf Internasional) at SMP Al Islam Surakarta in Academic Year 2011/2012.
B. Research method
3
The research method of this research paper is broken down into five aspects:
The writer uses the descripitive qualitative especially the micro
ethnography research. The subject of this research are the English teacher (Mrs.
Ratnasari Kiding, S.Pd) and eighth grade the students at RSBI class in SMP Al
Islam Surakarta.
The object of this research focuses on teaching learning process of English
subject at RSBI class in SMP Al Islam Surakarta in academic year 2011/2012. In
this research, the writer takes the data taken from the answer the interview with
the teacher, and activities of the student and teacher of the writer takes field note
from observation. The data sources of the data are events, informant and
document.
There are some techniques to collect the data the writer applies three
research instrument namely: observation, the writer acts as the passive participant
observer so the writer does not interact with the students as the teacher but she
just watches that the students’ and the teacher’s behavior closely in the class.,
interview,In this case, the writer interviewed the English teacher at RSBI class in
SMP Al Islam Surakarta to get clear information about teaching learning process
of English of RSBI class held in the classroom and to collect the data by asking
the students opinion about the teaching learning process including the problem
they face in their study. The last is document, the writer gathered a variety of
writen data and documents such as the attendance list, material, syllabus, and a
students worksheets.
The writer uses technique for analyzing data of the research is qualitative
research. As suggestedMilles and Huberman (1992: 16) in Sutopo (2002: 90)
define three components of analyzing data, they are:Data ReductionThe
researcher selects the data related to the research problem taken from source of
data. The writer reduces the unimportant data and takes the important data to
support of the research. Then the researcher focused on each research problem,
the simplifies of the data in the field note.Presentation / data display. In this step
the writer tries to arrange a relevant data to get information to make conclusion.
By presenting the data, could make the organizing result of reduction, arrange in
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relation
so
that
easier
to
be
understood.Verification/Drawing
ConclusionVerification is the activity that is be done to develop the carefully such
as making a discussion. Verification can do with the wide effort that makes the
replication in other data unity. This stage shows the final result of the study. It
consists of conclusion and suggestion based on the data analysis. The writer takes
the conclusion and interpretation related to the data.
C. Findings and Discussion
1. Findings
Research finding shows the information that is found during observation
and interview with the teacher. There are some dimensions found in the field that
need to be presented, namely: 1) learning objective,the goals of teaching English
at RSBI class are the output of this school is mastering in national standard
education, the minimum of standard education in Indonesia and also International
competences that is English communicative competence. 2) the syllabus used by
the teacher, SMP RSBI Al Islam Surakarta is using thematical syllabus. It is a
syllabus that is based on thematic. Thematical syllabus is organized as materials
in developing integrated language skills in the classroom. The syllabus focused on
the four language skills, such as listening, speaking, reading, and writing.3) the
materials,The material at RSBI class in SMP Al-Islam Surakarta the teacher uses
some sources to help the students engage the materials and arrange the class more
interesting, and it is based on the curriculum and syllabus. The sources materials
as follows: 4) the methods which include procedure, Based on the observation
which done by the writer, the witer knows that using many kinds of the method in
teaching learning process of English to make the students interested to follow this
subject. The methods there are cooperative language teaching and communicative
language teaching.5) classroom activitiesOne of the essential components in the
teaching learning process is classroom procedure and classroom activity. Based
on observation the writer found on English teaching learning process at RSBI
class in SMP Al Islam Surakarta, there are three steps of classroom procedure and
classroom activity. Here, there are some techniques used by the teacher in every
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types if English teaching learning process such as lecturing. Those phases are as
follows: opening, core learning and closing.8) the strength and weakness.The
strength is from here we are hoped the output of RSBI will master the national
education standard and also international competences that is English
communicative competence.The graduates are expected to have international
standard consequently in activities both of the teacher and students have to use
English, as one international languages.Theweakness is the prior characteristics of
RSBI established system is using English as a medium of teaching in almost all
subject of teaching.
Almost all subject matters in RSBI class explained in English as the
international language. It is not easy for teacher to explain all materials in full
English, because the students having limited vocabulary.
2. Discussion
Based on the research finding, the writer discusses the result according to
the previous research and theory. The writer compared the current study to the
previous research finding from the result of the research the writer has completed
the previous research in different points.
The first previous study is fromSulistyowati, Defi (UMS, 2011) in the
previous findings, the objectives of this study are describing the implementation
of CBI (Content Based Instruction) for teaching physics. It differs on on objective
learning, the material, classroom activities, strength and weaknesses of the
method used. And the method of this study the writer applied descriptive
qualitative research. It was conducted at RSBI class especially on teaching
physics. The objective of this research is to show that the model of CBI
implemented in teaching physics in RSBI class belongs to immmersion model.
Furthermore, the data were collected through to describe how to use of
CBI implemented in teaching physics in RSBI class. The writer tries to find out,
whether those using English and Indonesian language in teaching learning process
in teaching physics at RSBI class.
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The result of this study the research show that the model of CBI
implemented in teaching physics in RSBI class belongs to immmersion model,
and this study is intended to give evaluation of teaching Physics implemented in
RSBI class. Then, the syllabus and lesson plan have made in Englsih well.
Furthermore, in teaching physics activities, the teacher still delivers and explains
the material to the student 70% in Indonesia and 30% in English. Based on the
discussion of the first previous study above, the writer found the clearly
differences between the research above and the writer’s research. Firstly, the
objectives of this study are describing the implementation of CBI (Content Based
Instruction) for teaching physics, whereas this research describe teaching learning
process in English at RSBI class.
The second previous study is from AyuPermanaWati (UMS, 2011)
Teaching Learning Process of Reading Skill at English Department in
Muhammadiyah University of Surakarta. The objective of this research are
describing the teaching learning process on reading II at the second semester
UMS. It is conducted to describe the learning objective, the material, syllabus, the
method of teaching reading, teacher role, learner role, classroom activity and the
strength and the weaknesses. The method of this study the writer applied
descriptive qualitative research. The data achieved from information related to the
process of teaching learning process on reading II, in form of field note, interview
script and document. Classroom acivity in reading II the classroom is working
exercises.
Moreover, the result of this study are shows that the learning objective is
to back up the students of knowledge, ability and help the students develop their
reading in meaningful way 2. The syllabus reading II the teacher not make
syllabus but teacher used former syllabus. The material in teaching reading II, the
teacher used reading comprehension in 20 minute by learning expresss New York
3, to ensure they are on the right track, each lesson also provides answer and
explanations for the entire practice question. And from the syllabus, the student
are able comprehend and analyze essay.
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Thus, based on the second previous study above, the writer finds clear
differences with this research. In the research above, the objective is describe
teaching learning process of reading skill, whereas this research describe teaching
learning process of English. Secondly, the subject of the research above just
involved students on one levels which is semester II at English department in
Muhammadiyah University of Surakarta, meanwhile, the subject of this research
involved students on second grade at RSBI class.
The third previous study is from Zuriah Dian Hidayati (UMS, 2008)
Teaching Learning Process for English Elementary Student in PrimagamaPajang
Surakarta. The objectives of the research is to describe the teaching learning
process of English for elementary students in PrimagamaPajang Surakarta. The
method of the study the writer uses descriptive qualitative method using
educational ethnography and uses non statistik analysis to analyze the data.
Furthermore, the data were collected of the teaching learning process in
Primagama are in the form of event that is teaching and learning English in
natural setting, informant, that is the English teacher, document and those
materials or others such as handbooks, the list of student. In collecting data, the
writer uses observation in the classroom and interview method.
The result of the study showed that the teaching teaching learning process
of English in PrimagamaPajang Surakarta study has some point to discuss teacher
role, learner role, and the procedure of classroom activities. the tutor was creative
in English teaching learning process, the teacher uses Communicative Language
Teaching (CLT) and Cooperative Language Learning (CLL). They are use some
media to support the teaching learning process. They must use full English in
every time. So the students can speak English well.
Thus, based on the second previous study above, the writer finds clear
differences with this research. In the research above, firstly, the researcher
describe the teaching learning process in course institute that is named
Primagama, whereas in this research the researcher describe at RSBI class.
Secondly, the subject of the research focused elementary students, but in this
research the researcher focused on eight grade at RSBI class.
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Directing from some discussion above, the writer gets some information
relating teaching English at RSBI class. Such the research from Sulistyowati, the
objectives in this research. The model of CBI implemented in teaching physics in
RSBI class belongs to immmersion model and problems of this implementation.
In RSBI class, the teaching learning process the teacher deliver and explain the
material to the student 50% in English and 50% in Indonesian . Whereas, relating
to Wati’s work describe the teaching learning process, the method of teaching
reading and the strategies. In Hidayati’s work she describe the teaching learning
process of English in course institute that is named Primagama. In addition, it is
clearly that the writer get the other information in which among three studies
above, some of them applied method and strategies, in which the writer must need
much time to analysed the subject or object.
After analysing what the information that the writer got from the third
studies above. From the all researcher, the writer intends to extent the previous
researches and do enrich the similiar researches as the basis for writing her paper.
This research is to enlarge the knowledge about teaching learning process in
RSBI. Here, the writer wants to conduct the different research compared to the
previous researches. The writer’s research focuses on teaching learning process of
English at RSBI Class (RintisanSekolahBertarafInternasional) at SMP Al Islam
Surakarta.
The syllabus is used in SMP Al Islam Surakarta is thematical based
syllabus. It is syllabus that is made on theme. Thematical based syllabus is
organized as materials in developing integrated language skills in the classroom.
The syllabus focused on the four language skills, such as listening, speaking,
reading, and writing.
In RSBI class the syllabus is arranged in English language. The reason
why the teachers use the syllabus in English because the language used in
conducting the teaching learning activities is in English. So, they write the
syllabus appropriate with the language used in teaching learning activities. Here
the purpose to use English in writing syllabus is in line with the roles that in
9
conducting teaching learning activities in RSBI class should use English. But the
students having limited vocabulary.
The teacher evaluate his students through two stages. Firstly, it was taken
from daily test and task to increase students score. The daily test was held on two
or three times in every month. Secondly, evaluated was taken from mid test. And
the last, evaluation was taken from final test. In RSBI the students have to do final
test two times. There are from Depdiknas (district) and
Direktorat (central
examination). Beside that, there is students behavior that can be used to the
students evaluation. It is based on the character education.
There are strengths and weaknesses in English teaching learning process at
SMP Al Islam Surakarta. The weakness of learning objective are the graduates are
expected to have international standard consequently in activities both of the
teacher and students have to use English, as one international languages. The
strength
are the prior characteristics of RSBI established system is using
English as a medium of teaching in almost all subject of teaching. Almost all
subject matters in RSBI class explained in English as the international language. It
is not easy for teacher to explain all materials in full English, because the students
having limited vocabulary.
The material is very important in here. The weakness of the material In
RSBI classthe teacher used many kinds of material in teaching learning process,
such as from books, cassete/CD, and internet. She always combined some
material in the classroom. It should be able to inrease the capability of students
while acquring the material in English. The teacher modify the material made
students always active in doing activities, so they were not bored in the classroom.
Syllabus in RSBI is used to guide the teacher in teaching learning process.
The weakness of the Syllabus adding the materials. RSBI is used same syllabus
with regular school. But, the material is different in the classification of the
material. In RSBI class the material is about narrative, descriptive, recount and
exposition, but in regular class the material is only narrative, descriptive, and
recount. And the weakness is to develope the material from the syllabus. The
teacher in RSBI should have professional competences, such as the materials,
10
pedagogic, knowledge, and also a competence in communicating internationally
showed by mastering English language.
The strength of method teaching the method used by the teacher was
varied, and the teacher was very kind to them. The various method that used by
the teacher made students always active in doing activities. So, the students felt
comfortable and enjoyed in teaching learning process.
The weakness of the classroom activities in English teaching learning
process the teacher cannot control the condition in the classroom. First, the
teacher vey anxious if the students not understand with the concept of the
materials if they are taught by using English fully. Because the students have a
limited mastery of English. Second, the students still nerveous to express their
idea or opinion in English language.
D. Conclusion
Based on the result of the research, the writer concludes that:
First, SMP Al Islam Surakartais one of RSBI school that is held to prepare
the learners to face the global era. It belongsto immersion model.The graduates
are expected to have international standard consequently in all activities both of
the teacher and students have to use English.
Second, SMP RSBI Al Islam Surakarta is extended in bilingual system. It has
a program in using English language. In the seven grade, they have to use English
40% and 60% in Indonesian, and in eight grade they have to use English 50% and
in Indonesian use 50%, too. Then in class nine grade they can using English 75%
- 100%)
Third, The problems are faced by the students in the learning English are:
limited vocabulary,difficult to pronounce word, grammar, the performance,
andthe students still nerveous to express their idea or opinion in English.
11
BIBLIOGRAPHY
Burns, R.E. 2000. Introduction to Research Methods. London: Sage Publications
Ltd.
Brown, D. H.1994. Principles of Language and Teaching. New Jersery: Prentice
Departemen pendidikan. 2003. Sistem Pendidikan Nasional. Jakarta pusat:
Departemen Pendidikan
Departemen pendidikan. 2007. Sistem Penyelenggaraan Sekolah Bertaraf
Internasional (SSBI). Untuk pendidikan dasara dan menengah. Jakarta
pusat: Departemen Pendidikan
Fauziati, Endang. 2002.Teaching English as a Foreign Language. Surakarta:
Muhammadiyah University Press
Fauziati, Endang. 2009. Introduction to Methods and Approaches in A Second or
Foreign Language Teaching. Surakarta: Muhammadiyah University
Press.
Harmer, Jeremy. 2001. The Practice of English Language Teaching Third
Edition. Harlow: Longman ELT.
Krashen, stephen D.1981. Second Language Acquisition and Second Language
Learning. Oxford: Pergomon. P. 1 1
Margono, S. 2000.Metodologi Penelitian Pendidikan. Jakarta: Rineka Citra.
Met, M. 1999. Content Based Instruction: defining Terms, making decision.
Washington DC: The National Foreign Language Center.
Nunan, David. 1997. Syllabus Design. Oxford: Oxford University Press.
Nunan, David. 2003. Research Methods in Language Learning. Cambridge:
Cambridge University Press.
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Permana Wati, Ayu. 2011. Teaching Learning Process of Reading Skill at English
Department in Muhammadiyah University of Surakarta. Surakarta:
Muhammadiyah University Press.
Richarcds, Jack C and Rodgers, Theodore S. 1985. Approaches and Methods in
Language Teaching. Cambridge: Cambridge University Press.
Richards, Jack C. 1990. The Language Teaching Matrix. Cambridge: Cambridge
University Press.
Rohmah. 2009. The Problems of Teaching English Using English in Sekolah
Bertaraf Internasional Kindergarteen Gemolong. Surakarta:
Muhammadiyah University Press.
Sulistyowati, Defi. 2011. The Implementation of Content-Based Instruction (CBI)
for the Teaching of Physics at RSBI Class in SMP N 1 Purwodadi.
Surakarta: Sebelas Maret University Press
Sutopo, H.B.2002.Metodologi Penelitian Kualitatif Dasar Teori Dan Terapannya
Dalam Penelitian. Surakarta: Sebelas Maret University Press
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VIRTUAL REFERENCES
Astika, Gusti. 2009. Sekolah Bertaraf Internasional.
(http://www.Scribd.com/doc/2543210/sekolah-bertaraf-internasional)
Matheson. 2004. The Whats, Whys, Hows and Whos of Content-Based Instruction
in Second/Foreign Language Education.
http://www.um.es/engphil/ijes
Hariyanto, 2009. How To Prepare The School With International Standard (RSBI)
in Indonesia. (http://www.psb-psma.org/ content/ blog /how-prepare-school-withinternational-standard-RsbI-Ind).
Putri, Maria Alexandra Ansilia. 2011. Pengertian RSBI (Rintisan Sekolah bertaraf
Internasional). (http://sisilshawty.blogspot.com)
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TEACHING LEARNING PROCESS OF ENGLISH AT RSBI
CLASS (RINTISAN SEKOLAH BERTARAF INTERNASIONAL)
AT SMP AL ISLAM SURAKARTA IN ACADEMIC YEAR
2011/2012
PUBLICATION PAPER
by
DYAH SULISTYANINGRUM
A 2300700053
15
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2012
APPROVAL
TEACHING LEARNING PROCESS OF ENGLISH AT RSBI CLASS
(RINTISAN SEKOLAH BERTARAF INTERNASIONAL) AT SMP AL
ISLAM SURAKARTA IN ACADEMIC YEAR
2011/2012
RESEARCH PAPER
By
DYAH SULISTYANINGRUM
A 2300700053
Approved to be Examined by
Consultant Team
16
First Consultant
Second Consultant
Prof. Dr. Endang Fauziati, M.Hum
Aryati Prasetyarini, S.Pd, M.Pd
TEACHING LEARNING PROCESS OF ENGLISH AT RSBI CLASS
(RINTISAN SEKOLAH BERTARAF INTERNASIONAL) AT SMP AL
ISLAM SURAKARTA IN ACADEMIC YEAR 2011/2012
DyahSulistyaningrum
Prof. Dr. Endang Fauziati, M. Hum
Aryati Prasetyarini, S. Pd, M. Pd
English School of Teacher Training and Education
MuhammadiyahUniversity of Surakarta
Sakurady@gmail.com
ABSTRACT
In this study, the writer describes the teaching learning process of English
at the second year in SMP Al Islam Surakarta.The object of this research is
teaching learning process of English at RSBI class in SMP Al Islam Surakarta in
academic year 2011/2012. The objectives of the study are describing the material
to teach English at SMP Al-Islam Surakarta, the syllabus that teaching English at
SMP Al-Islam Surakarta, teaching method, the evaluation used to teach English,
the strengths and weakness using many classroom activities to teach English.
This research is a micro ethnography research. The methods of collecting
data are observation, interview and documentation. The data achieved from
information are related to the process of teaching learning process of English at
RSBI class in SMP Al Islam Surakarta.
The finding of this research shows that the teaching learning process in
SMP Al Islam Surakarta at RSBI class is extended in bilingual sytem. In teaching
learning process almost all of the subjects more presented in English and
Indonesian language. SMP RSBI Al Islam Surakarta has a program in using
English language. In the seventh grade, they have to use English 40% and 60% in
Indonesian, and in eight grade they have to use English 50% and in Indonesian
use 50%, too. Then in nine grade they use English 75% - 100%).
The result of the study shows that the teaching learning process of English at
the second year of RSBI class in SMP Al Islam Surakarta belongs to immersion
17
model. The output of this school is mastering national standard education. The
graduates are expected to have international standard consequently in all activities
both of the teacher and students have to use English, as one of the international
languages.
Keywords:teaching learning process, teaching English, RSBI
TEACHING LEARNING PROCESS OF ENGLISH AT RSBI
CLASS (RINTISAN SEKOLAH BERTARAF INTERNASIONAL)
AT SMP AL ISLAM SURAKARTA IN ACADEMIC YEAR
2011/2012
RESEARCH PAPER
Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education
in English Department
By
DYAH SULISTYANINGRUM
A 2300700053
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2012
2
3
ABSTRACT
Dyah Sulistyaningrum. A320070053. TEACHING LEARNING PROCESS
OF ENGLISH AT RSBI CLASS (RINTISAN SEKOLAH BERTARAF
INTERNASIONAL) AT SMP AL ISLAM SURAKARTA IN ACADEMIC
YEAR 2011/2012. Research Paper. Muhammadiyah University of Surakarta.
2012.
In this study, the writer describes the teaching learning process of English
at the second year in SMP Al Islam Surakarta.The object of this research is
teaching learning process of English at RSBI class in SMP Al Islam Surakarta in
academic year 2011/2012. The objectives of the study are describing the material
to teach English at SMP Al-Islam Surakarta, the syllabus that teaching English at
SMP Al-Islam Surakarta, teaching method, the evaluation used to teach English,
the strengths and weakness using many classroom activities to teach English.
This research is a micro ethnography research. The methods of collecting
data are observation, interview and documentation. The data achieved from
information are related to the process of teaching learning process of English at
RSBI class in SMP Al Islam Surakarta.
The finding of this research shows that the teaching learning process in
SMP Al Islam Surakarta at RSBI class is extended in bilingual sytem. In teaching
learning process almost all of the subjects more presented in English and
Indonesian language. SMP RSBI Al Islam Surakarta has a program in using
English language. In the seventh grade, they have to use English 40% and 60% in
Indonesian, and in eight grade they have to use English 50% and in Indonesian
use 50%, too. Then in nine grade they use English 75% - 100%).
The result of the study shows that the teaching learning process of English at
the second year of RSBI class in SMP Al Islam Surakarta belongs to immersion
model. The output of this school is mastering national standard education. The
graduates are expected to have international standard consequently in all activities
both of the teacher and students have to use English, as one of the international
languages.
Keywords: teaching learning process, teaching English, RSBI
Consultant I
Consultant II
Prof. Dr. Endang Fauziati, M. Hum
NIK. 274
Aryati Prasetyarini, S. Pd, M. Pd
NIK. 725
Dean
Drs. H. Sofyan Anif, M. Si
NIK. 547
1
A. Introduction
Language is a communication tool to make interaction among people.
Language is also has important function for human. Language is a part of
communication which is divided into first language, national language, and
foreign language becomes very important as a means of communication to make
a relation between Indonesia and other countries in the world. The language is an
effective means to learn the development of other countries is English. English as
an international language is used in the biggest part of the world.
In Indonesia, foreign language especially English language is very
important to prepare the Indonesian people to face the modern era. English is a
tool to communicate orally and writing in the world. Communicating is to
understand and express information, mind, feeling, and developing science,
technology, and culture. Realizing the importance of English in this global era, the
Indonesian government has gone into action through the national education
department to revise the 1987 curriculum into the 1994 curriculum. As what is
written in the curriculum learning, English consists of four language skills,
namely reading, speaking, writing and listening skill.
As school subject in Indonesia, English is generally taught from the grade
of junior high school up the first year of university or college. It is based on the
decree No. 96/1967 stated by the minister of education and culture that “English is
the first foreign language taught in Indonesia, from the first year of junior high
school to university”. In this case, it is said that English is the first foreign
language (Halim, 1981:8). English as the first foreign language taught in
Indonesia, he or she must intend to be able to speak as well as native speakers
does. In order to speak communicatively, the language learners not only learn how
to pronounce every single word but they also have to learn how to construct the
words in correct sentence or utterances. Spolsky (1978: 1) “assesing linguistic
competence is not enough for practical or educational purposes, we are interested
not just in the fact that someone knows as language but that knows how to use it”.
It means that English teaches are not only concerned in developing the students’
2
knowledge of structure, grammar, and pronunciation, but they need to teach them
how to use the language.
According to Putri (2011: 1) “RSBI is a national standard education” in
RSBI class the teaching learning process is extended in bilingual it uses English
and Indonesian language.SMPRSBI Al Islam Surakarta is one of international
standard school. This school has good quality that is carried by multimedia
facilities and classroom satisfied. This school also uses bilingual system.
Theteaching learning process of English at RSBI class in SMP Al Islam
Surakarta emphasizes creation, innovation and experimental development to open
the new ideas. The students are provided with opportunities to learn English. In
the English teaching learning process, the learners are tutored by the teacher in
class in order to facilitate and encourage them to achieve language acquisition.
The teacher applies some approaches, methods and strategies in order to improve
student second language abilities.
In RSBI class the teacher should have professional competences, such as
the materials, pedagogic, knowledge, wide international knowledge, and also a
competence in communicating internationally showed by mastering one of foreign
language, especially English.Up to now, teachers make several Efforts by
implementing many techniques to improve the student’s capability in English
subject. The teacher uses English in teaching learning process. The students are
also asked to answer the question in English. It means that the teacher hopes that
the student can speak fluently in English.
Given these conditions, the researcher is interested in conducting a
research on how the teachers use English as the medium of instruction in teaching
English and learning process to support bilingual system so that the writer knows
the use of English as medium of instruction in teaching English and its strength
and weaknesses. This makes the researcher interested in conducting the research
entitled Teaching Learning Process of English at RSBI Class (Rintisan Sekolah
Bertaraf Internasional) at SMP Al Islam Surakarta in Academic Year 2011/2012.
B. Research method
3
The research method of this research paper is broken down into five aspects:
The writer uses the descripitive qualitative especially the micro
ethnography research. The subject of this research are the English teacher (Mrs.
Ratnasari Kiding, S.Pd) and eighth grade the students at RSBI class in SMP Al
Islam Surakarta.
The object of this research focuses on teaching learning process of English
subject at RSBI class in SMP Al Islam Surakarta in academic year 2011/2012. In
this research, the writer takes the data taken from the answer the interview with
the teacher, and activities of the student and teacher of the writer takes field note
from observation. The data sources of the data are events, informant and
document.
There are some techniques to collect the data the writer applies three
research instrument namely: observation, the writer acts as the passive participant
observer so the writer does not interact with the students as the teacher but she
just watches that the students’ and the teacher’s behavior closely in the class.,
interview,In this case, the writer interviewed the English teacher at RSBI class in
SMP Al Islam Surakarta to get clear information about teaching learning process
of English of RSBI class held in the classroom and to collect the data by asking
the students opinion about the teaching learning process including the problem
they face in their study. The last is document, the writer gathered a variety of
writen data and documents such as the attendance list, material, syllabus, and a
students worksheets.
The writer uses technique for analyzing data of the research is qualitative
research. As suggestedMilles and Huberman (1992: 16) in Sutopo (2002: 90)
define three components of analyzing data, they are:Data ReductionThe
researcher selects the data related to the research problem taken from source of
data. The writer reduces the unimportant data and takes the important data to
support of the research. Then the researcher focused on each research problem,
the simplifies of the data in the field note.Presentation / data display. In this step
the writer tries to arrange a relevant data to get information to make conclusion.
By presenting the data, could make the organizing result of reduction, arrange in
4
relation
so
that
easier
to
be
understood.Verification/Drawing
ConclusionVerification is the activity that is be done to develop the carefully such
as making a discussion. Verification can do with the wide effort that makes the
replication in other data unity. This stage shows the final result of the study. It
consists of conclusion and suggestion based on the data analysis. The writer takes
the conclusion and interpretation related to the data.
C. Findings and Discussion
1. Findings
Research finding shows the information that is found during observation
and interview with the teacher. There are some dimensions found in the field that
need to be presented, namely: 1) learning objective,the goals of teaching English
at RSBI class are the output of this school is mastering in national standard
education, the minimum of standard education in Indonesia and also International
competences that is English communicative competence. 2) the syllabus used by
the teacher, SMP RSBI Al Islam Surakarta is using thematical syllabus. It is a
syllabus that is based on thematic. Thematical syllabus is organized as materials
in developing integrated language skills in the classroom. The syllabus focused on
the four language skills, such as listening, speaking, reading, and writing.3) the
materials,The material at RSBI class in SMP Al-Islam Surakarta the teacher uses
some sources to help the students engage the materials and arrange the class more
interesting, and it is based on the curriculum and syllabus. The sources materials
as follows: 4) the methods which include procedure, Based on the observation
which done by the writer, the witer knows that using many kinds of the method in
teaching learning process of English to make the students interested to follow this
subject. The methods there are cooperative language teaching and communicative
language teaching.5) classroom activitiesOne of the essential components in the
teaching learning process is classroom procedure and classroom activity. Based
on observation the writer found on English teaching learning process at RSBI
class in SMP Al Islam Surakarta, there are three steps of classroom procedure and
classroom activity. Here, there are some techniques used by the teacher in every
5
types if English teaching learning process such as lecturing. Those phases are as
follows: opening, core learning and closing.8) the strength and weakness.The
strength is from here we are hoped the output of RSBI will master the national
education standard and also international competences that is English
communicative competence.The graduates are expected to have international
standard consequently in activities both of the teacher and students have to use
English, as one international languages.Theweakness is the prior characteristics of
RSBI established system is using English as a medium of teaching in almost all
subject of teaching.
Almost all subject matters in RSBI class explained in English as the
international language. It is not easy for teacher to explain all materials in full
English, because the students having limited vocabulary.
2. Discussion
Based on the research finding, the writer discusses the result according to
the previous research and theory. The writer compared the current study to the
previous research finding from the result of the research the writer has completed
the previous research in different points.
The first previous study is fromSulistyowati, Defi (UMS, 2011) in the
previous findings, the objectives of this study are describing the implementation
of CBI (Content Based Instruction) for teaching physics. It differs on on objective
learning, the material, classroom activities, strength and weaknesses of the
method used. And the method of this study the writer applied descriptive
qualitative research. It was conducted at RSBI class especially on teaching
physics. The objective of this research is to show that the model of CBI
implemented in teaching physics in RSBI class belongs to immmersion model.
Furthermore, the data were collected through to describe how to use of
CBI implemented in teaching physics in RSBI class. The writer tries to find out,
whether those using English and Indonesian language in teaching learning process
in teaching physics at RSBI class.
6
The result of this study the research show that the model of CBI
implemented in teaching physics in RSBI class belongs to immmersion model,
and this study is intended to give evaluation of teaching Physics implemented in
RSBI class. Then, the syllabus and lesson plan have made in Englsih well.
Furthermore, in teaching physics activities, the teacher still delivers and explains
the material to the student 70% in Indonesia and 30% in English. Based on the
discussion of the first previous study above, the writer found the clearly
differences between the research above and the writer’s research. Firstly, the
objectives of this study are describing the implementation of CBI (Content Based
Instruction) for teaching physics, whereas this research describe teaching learning
process in English at RSBI class.
The second previous study is from AyuPermanaWati (UMS, 2011)
Teaching Learning Process of Reading Skill at English Department in
Muhammadiyah University of Surakarta. The objective of this research are
describing the teaching learning process on reading II at the second semester
UMS. It is conducted to describe the learning objective, the material, syllabus, the
method of teaching reading, teacher role, learner role, classroom activity and the
strength and the weaknesses. The method of this study the writer applied
descriptive qualitative research. The data achieved from information related to the
process of teaching learning process on reading II, in form of field note, interview
script and document. Classroom acivity in reading II the classroom is working
exercises.
Moreover, the result of this study are shows that the learning objective is
to back up the students of knowledge, ability and help the students develop their
reading in meaningful way 2. The syllabus reading II the teacher not make
syllabus but teacher used former syllabus. The material in teaching reading II, the
teacher used reading comprehension in 20 minute by learning expresss New York
3, to ensure they are on the right track, each lesson also provides answer and
explanations for the entire practice question. And from the syllabus, the student
are able comprehend and analyze essay.
7
Thus, based on the second previous study above, the writer finds clear
differences with this research. In the research above, the objective is describe
teaching learning process of reading skill, whereas this research describe teaching
learning process of English. Secondly, the subject of the research above just
involved students on one levels which is semester II at English department in
Muhammadiyah University of Surakarta, meanwhile, the subject of this research
involved students on second grade at RSBI class.
The third previous study is from Zuriah Dian Hidayati (UMS, 2008)
Teaching Learning Process for English Elementary Student in PrimagamaPajang
Surakarta. The objectives of the research is to describe the teaching learning
process of English for elementary students in PrimagamaPajang Surakarta. The
method of the study the writer uses descriptive qualitative method using
educational ethnography and uses non statistik analysis to analyze the data.
Furthermore, the data were collected of the teaching learning process in
Primagama are in the form of event that is teaching and learning English in
natural setting, informant, that is the English teacher, document and those
materials or others such as handbooks, the list of student. In collecting data, the
writer uses observation in the classroom and interview method.
The result of the study showed that the teaching teaching learning process
of English in PrimagamaPajang Surakarta study has some point to discuss teacher
role, learner role, and the procedure of classroom activities. the tutor was creative
in English teaching learning process, the teacher uses Communicative Language
Teaching (CLT) and Cooperative Language Learning (CLL). They are use some
media to support the teaching learning process. They must use full English in
every time. So the students can speak English well.
Thus, based on the second previous study above, the writer finds clear
differences with this research. In the research above, firstly, the researcher
describe the teaching learning process in course institute that is named
Primagama, whereas in this research the researcher describe at RSBI class.
Secondly, the subject of the research focused elementary students, but in this
research the researcher focused on eight grade at RSBI class.
8
Directing from some discussion above, the writer gets some information
relating teaching English at RSBI class. Such the research from Sulistyowati, the
objectives in this research. The model of CBI implemented in teaching physics in
RSBI class belongs to immmersion model and problems of this implementation.
In RSBI class, the teaching learning process the teacher deliver and explain the
material to the student 50% in English and 50% in Indonesian . Whereas, relating
to Wati’s work describe the teaching learning process, the method of teaching
reading and the strategies. In Hidayati’s work she describe the teaching learning
process of English in course institute that is named Primagama. In addition, it is
clearly that the writer get the other information in which among three studies
above, some of them applied method and strategies, in which the writer must need
much time to analysed the subject or object.
After analysing what the information that the writer got from the third
studies above. From the all researcher, the writer intends to extent the previous
researches and do enrich the similiar researches as the basis for writing her paper.
This research is to enlarge the knowledge about teaching learning process in
RSBI. Here, the writer wants to conduct the different research compared to the
previous researches. The writer’s research focuses on teaching learning process of
English at RSBI Class (RintisanSekolahBertarafInternasional) at SMP Al Islam
Surakarta.
The syllabus is used in SMP Al Islam Surakarta is thematical based
syllabus. It is syllabus that is made on theme. Thematical based syllabus is
organized as materials in developing integrated language skills in the classroom.
The syllabus focused on the four language skills, such as listening, speaking,
reading, and writing.
In RSBI class the syllabus is arranged in English language. The reason
why the teachers use the syllabus in English because the language used in
conducting the teaching learning activities is in English. So, they write the
syllabus appropriate with the language used in teaching learning activities. Here
the purpose to use English in writing syllabus is in line with the roles that in
9
conducting teaching learning activities in RSBI class should use English. But the
students having limited vocabulary.
The teacher evaluate his students through two stages. Firstly, it was taken
from daily test and task to increase students score. The daily test was held on two
or three times in every month. Secondly, evaluated was taken from mid test. And
the last, evaluation was taken from final test. In RSBI the students have to do final
test two times. There are from Depdiknas (district) and
Direktorat (central
examination). Beside that, there is students behavior that can be used to the
students evaluation. It is based on the character education.
There are strengths and weaknesses in English teaching learning process at
SMP Al Islam Surakarta. The weakness of learning objective are the graduates are
expected to have international standard consequently in activities both of the
teacher and students have to use English, as one international languages. The
strength
are the prior characteristics of RSBI established system is using
English as a medium of teaching in almost all subject of teaching. Almost all
subject matters in RSBI class explained in English as the international language. It
is not easy for teacher to explain all materials in full English, because the students
having limited vocabulary.
The material is very important in here. The weakness of the material In
RSBI classthe teacher used many kinds of material in teaching learning process,
such as from books, cassete/CD, and internet. She always combined some
material in the classroom. It should be able to inrease the capability of students
while acquring the material in English. The teacher modify the material made
students always active in doing activities, so they were not bored in the classroom.
Syllabus in RSBI is used to guide the teacher in teaching learning process.
The weakness of the Syllabus adding the materials. RSBI is used same syllabus
with regular school. But, the material is different in the classification of the
material. In RSBI class the material is about narrative, descriptive, recount and
exposition, but in regular class the material is only narrative, descriptive, and
recount. And the weakness is to develope the material from the syllabus. The
teacher in RSBI should have professional competences, such as the materials,
10
pedagogic, knowledge, and also a competence in communicating internationally
showed by mastering English language.
The strength of method teaching the method used by the teacher was
varied, and the teacher was very kind to them. The various method that used by
the teacher made students always active in doing activities. So, the students felt
comfortable and enjoyed in teaching learning process.
The weakness of the classroom activities in English teaching learning
process the teacher cannot control the condition in the classroom. First, the
teacher vey anxious if the students not understand with the concept of the
materials if they are taught by using English fully. Because the students have a
limited mastery of English. Second, the students still nerveous to express their
idea or opinion in English language.
D. Conclusion
Based on the result of the research, the writer concludes that:
First, SMP Al Islam Surakartais one of RSBI school that is held to prepare
the learners to face the global era. It belongsto immersion model.The graduates
are expected to have international standard consequently in all activities both of
the teacher and students have to use English.
Second, SMP RSBI Al Islam Surakarta is extended in bilingual system. It has
a program in using English language. In the seven grade, they have to use English
40% and 60% in Indonesian, and in eight grade they have to use English 50% and
in Indonesian use 50%, too. Then in class nine grade they can using English 75%
- 100%)
Third, The problems are faced by the students in the learning English are:
limited vocabulary,difficult to pronounce word, grammar, the performance,
andthe students still nerveous to express their idea or opinion in English.
11
BIBLIOGRAPHY
Burns, R.E. 2000. Introduction to Research Methods. London: Sage Publications
Ltd.
Brown, D. H.1994. Principles of Language and Teaching. New Jersery: Prentice
Departemen pendidikan. 2003. Sistem Pendidikan Nasional. Jakarta pusat:
Departemen Pendidikan
Departemen pendidikan. 2007. Sistem Penyelenggaraan Sekolah Bertaraf
Internasional (SSBI). Untuk pendidikan dasara dan menengah. Jakarta
pusat: Departemen Pendidikan
Fauziati, Endang. 2002.Teaching English as a Foreign Language. Surakarta:
Muhammadiyah University Press
Fauziati, Endang. 2009. Introduction to Methods and Approaches in A Second or
Foreign Language Teaching. Surakarta: Muhammadiyah University
Press.
Harmer, Jeremy. 2001. The Practice of English Language Teaching Third
Edition. Harlow: Longman ELT.
Krashen, stephen D.1981. Second Language Acquisition and Second Language
Learning. Oxford: Pergomon. P. 1 1
Margono, S. 2000.Metodologi Penelitian Pendidikan. Jakarta: Rineka Citra.
Met, M. 1999. Content Based Instruction: defining Terms, making decision.
Washington DC: The National Foreign Language Center.
Nunan, David. 1997. Syllabus Design. Oxford: Oxford University Press.
Nunan, David. 2003. Research Methods in Language Learning. Cambridge:
Cambridge University Press.
12
Permana Wati, Ayu. 2011. Teaching Learning Process of Reading Skill at English
Department in Muhammadiyah University of Surakarta. Surakarta:
Muhammadiyah University Press.
Richarcds, Jack C and Rodgers, Theodore S. 1985. Approaches and Methods in
Language Teaching. Cambridge: Cambridge University Press.
Richards, Jack C. 1990. The Language Teaching Matrix. Cambridge: Cambridge
University Press.
Rohmah. 2009. The Problems of Teaching English Using English in Sekolah
Bertaraf Internasional Kindergarteen Gemolong. Surakarta:
Muhammadiyah University Press.
Sulistyowati, Defi. 2011. The Implementation of Content-Based Instruction (CBI)
for the Teaching of Physics at RSBI Class in SMP N 1 Purwodadi.
Surakarta: Sebelas Maret University Press
Sutopo, H.B.2002.Metodologi Penelitian Kualitatif Dasar Teori Dan Terapannya
Dalam Penelitian. Surakarta: Sebelas Maret University Press
13
VIRTUAL REFERENCES
Astika, Gusti. 2009. Sekolah Bertaraf Internasional.
(http://www.Scribd.com/doc/2543210/sekolah-bertaraf-internasional)
Matheson. 2004. The Whats, Whys, Hows and Whos of Content-Based Instruction
in Second/Foreign Language Education.
http://www.um.es/engphil/ijes
Hariyanto, 2009. How To Prepare The School With International Standard (RSBI)
in Indonesia. (http://www.psb-psma.org/ content/ blog /how-prepare-school-withinternational-standard-RsbI-Ind).
Putri, Maria Alexandra Ansilia. 2011. Pengertian RSBI (Rintisan Sekolah bertaraf
Internasional). (http://sisilshawty.blogspot.com)
14
TEACHING LEARNING PROCESS OF ENGLISH AT RSBI
CLASS (RINTISAN SEKOLAH BERTARAF INTERNASIONAL)
AT SMP AL ISLAM SURAKARTA IN ACADEMIC YEAR
2011/2012
PUBLICATION PAPER
by
DYAH SULISTYANINGRUM
A 2300700053
15
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2012
APPROVAL
TEACHING LEARNING PROCESS OF ENGLISH AT RSBI CLASS
(RINTISAN SEKOLAH BERTARAF INTERNASIONAL) AT SMP AL
ISLAM SURAKARTA IN ACADEMIC YEAR
2011/2012
RESEARCH PAPER
By
DYAH SULISTYANINGRUM
A 2300700053
Approved to be Examined by
Consultant Team
16
First Consultant
Second Consultant
Prof. Dr. Endang Fauziati, M.Hum
Aryati Prasetyarini, S.Pd, M.Pd
TEACHING LEARNING PROCESS OF ENGLISH AT RSBI CLASS
(RINTISAN SEKOLAH BERTARAF INTERNASIONAL) AT SMP AL
ISLAM SURAKARTA IN ACADEMIC YEAR 2011/2012
DyahSulistyaningrum
Prof. Dr. Endang Fauziati, M. Hum
Aryati Prasetyarini, S. Pd, M. Pd
English School of Teacher Training and Education
MuhammadiyahUniversity of Surakarta
Sakurady@gmail.com
ABSTRACT
In this study, the writer describes the teaching learning process of English
at the second year in SMP Al Islam Surakarta.The object of this research is
teaching learning process of English at RSBI class in SMP Al Islam Surakarta in
academic year 2011/2012. The objectives of the study are describing the material
to teach English at SMP Al-Islam Surakarta, the syllabus that teaching English at
SMP Al-Islam Surakarta, teaching method, the evaluation used to teach English,
the strengths and weakness using many classroom activities to teach English.
This research is a micro ethnography research. The methods of collecting
data are observation, interview and documentation. The data achieved from
information are related to the process of teaching learning process of English at
RSBI class in SMP Al Islam Surakarta.
The finding of this research shows that the teaching learning process in
SMP Al Islam Surakarta at RSBI class is extended in bilingual sytem. In teaching
learning process almost all of the subjects more presented in English and
Indonesian language. SMP RSBI Al Islam Surakarta has a program in using
English language. In the seventh grade, they have to use English 40% and 60% in
Indonesian, and in eight grade they have to use English 50% and in Indonesian
use 50%, too. Then in nine grade they use English 75% - 100%).
The result of the study shows that the teaching learning process of English at
the second year of RSBI class in SMP Al Islam Surakarta belongs to immersion
17
model. The output of this school is mastering national standard education. The
graduates are expected to have international standard consequently in all activities
both of the teacher and students have to use English, as one of the international
languages.
Keywords:teaching learning process, teaching English, RSBI