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.
1, 2
21
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.
6
- Science teachers’ expectation on the
importance of bilingual education for students’ future.
Ekspektasi guru Sains terhadap kelas bilingual bagi masa depan para siswa.
11
Science Teachers’ Thought on Bilingual Education
There are three types of teacher
s’ 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.
3
- Science teachers’ opinion about an
effective implementation of bilingual education.
Pendapat guru Sains mengenai penerapan pendidikan bilingual yang
baik.
4
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.
8
- Science teachers’ perception on the
advantages and disadvantages of the bilingual class.
Persepsi guru Sains terhadap manfaat dan kerugian dari adanya kelas
bilingual.
5
- 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.
9, 10
