Suggestions towards schools Suggestions towards teachers

68 APPENDICE S 69 APPENDIX 1 Recommendation Letter from Sanata Dharma University 70 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 71 APPENDIX 2 Permission Letter from Dinas Perizinan 72 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 73 APPENDIX 3 Excerpt of Biology Module 74 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 75 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 76 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 77 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 78 APPENDIX 4 Excerpt of Physics Module 79 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 80 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 81 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 82 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 83 APPENDIX 5 Example of Chemistry Handout 84 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 85 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 86 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 87 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 88 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 89 APPENDIX 6 Interview Checklist 90 INTERVIEW CHECKLIST Learners’ Characteristics 1. Have you joined any English course outside the school? How long have you been studying English? 2. How did you deal with problem solving and deduction? 3. Are you nervous in making mistakes or sounding silly when speaking English? If so, how did you deal with the problem? 4. Is there plenty of time available for the English learning to take place? Is there plenty of contact or interaction with proficient speakers of English? Are you encouraged to use English outside the class? 5. Do you receive corrective feedback from your teachers? 6. What are the difficulties you found in learning English? So far, how did you overcome the difficulties? International Class 1. What are the difficulties you found in the international class, especially because the teachers and lecturers teach different materials not fully in English while the modules and exercises are given in English? What do you do to overcome the difficulties? 2. Do you find your English improving more rapidly in the international class? If so, in what skill do you find any improvement in your English? 3. In your opinion, what are the differences between learning English in a regular class and international class? PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 91 4. Do you find sufficient exposure of English in the international class? 5. What do you think about the international class in your school? What are your suggestions towards the international class? 6. Do you find it interesting to study in the international class? Why or why not? 7. Do you prefer to have the class discussion in Science classes in English or Indonesian? Why? Reading 1. What are the activities that take place in Reading class? 2. Who compiled the modules for Science classes? What are the difficulties in understanding the modules? 3. How did you overcome your difficulties related to the vocabulary items and grammar English sentence structure in reading the modules, which are written in English? 4. Do you find your reading skill improved through the international class? Why or why not? 5. What are your suggestions towards the teacher in accordance with reading activity? PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 92 APPENDIX 7 Biology Field Notes 93 FIELD NOTES Date: Saturday, May 3, 2008 SMAN 3 Yogyakarta Biology Class Topic: Reproduction Through a short conversation, the observers were able to observe other Science class that will have a guest lecturer, Biology class. The guest lecturer is from UGM, along with the guest lecturer in Physics class. OC: It seemed that the lecturer had her doctoral degree in Biology. The guest lecturer presented the materials from the topic from her own notebook. She chose a good way to explain about the cell reproduction with a lot of pictures and videos. OC: I think, the videos were very helpful in giving the students a better explanation on the cell reproduction rather than using only pictures. The materials, pictures and videos were in good English regarding their complex sentence structure, diction and vocabulary for they came from the authentic material resources. At first, the guest lecturer looked so promising to me since she said that the lecturing will be conducted in English, along with the materials, pictures and videos. Next, the guest lecturer opened the class with moderate English and Javanese-like pronunciation with several errors in diction and sentence structure. OC: At this point, I appreciated her effort in using English rather than simply using Indonesian. She started to explain the topic in English and used the pictures and videos to help the students understand the materials. But unfortunately, while the teaching-learning activities were in progress, she used less and lesser English, and she ended up by keep explaining all materials in Indonesian. The guest lecturer first explained all the materials for the topic to the students. She tended to rely on the videos and the pictures a lot to explain to students. She did not explain deeply about the cell reproduction and only gave short explanation about the register and the process. OC: It was as if she used the videos to substitute herself in giving the explanation. The students were already having a basic knowledge about the topic for they were able to comment on the videos and pictures with correct answers and responses. The teaching-learning 94 activities were teacher-centered, in which the guest lecturer did not ask questions or hints that enable the students to get involved in the teaching-learning activities. Some of the students did not pay attention to the lecturing. One of the students sitting on the back row was even able to sleep. OC: The lecturer did not pay attention to this. This situation happened because the guest lecturer was only paying attention on the continuation of materials presentation and she neglected the students’ condition. She only paid attention on the students in the nearest row with her. OC: It gave other students the opportunity to do something else, such as sleeping or chatting with their friends. When the lecturing was over, the teacher gave questions that needed impromptu answers in relation to the cell reproduction topic to see the students’ comprehension for the topic. She chose the students randomly. She asked several questions in Indonesian and the students answered them in Indonesian also. After that, she selected several explanations that were in English and had been given before. Then, she chose students randomly again to explain the English sentence to the students’ own understanding in Indonesian. The students who read the materials in English were lack of good pronunciation and afraid of making mistakes in pronouncing the words. The students had difficulties to explain them in Indonesian although they had enough vocabulary items. From the exercises given by the guest lecturer, I noticed that the majority of the students were having good comprehension for the topic and they were able to restate them again with their own language and knowledge. The class was ended without the guest lecturer gave other tasks for their homework. I also noticed lately that the regular teacher did not involve in the lecturing process for he didn’t stay in class during the teaching-learning activities. OC: It seemed that when the guest lecturer doing the teaching, the regular teacher was never in charge of the class. I think, at least the regular teacher should stay in the classroom to observe. Other than that, I did not see any reading activities taking place in this classroom. I think, other than simply listen to the lecturer’s explanation or watch the videos, students should read their books and modules to help them understand the materials better. 95 APPENDIX 8 Chemistry Field Notes 96 FIELD NOTES Date: April 14, 2008

9.45 – 10.30 SMAN 3 Yogyakarta

Chemistry Class At around 9.45, we followed Bu Ninik, the Chemistry teacher, who was walking towards the Multimedia Room alongside with a woman. It seemed that this woman was the guest lecturer for Chemistry today. We entered the room together after taking off our shoes outside the class since the room were covered in a thick layer of carpet. Mita and I sneaked to the back of the class and sat on two empty seats. I noticed that Bu Ninik sat in the front row, handing the entire class to the guest lecturer. While the guest lecturer was still preparing for her lecture and students were still walking here and there to find a better seat, I looked around to notice that the Multimedia Room consisting of four noise-proof walls, a wide LCD screen, a viewer, a big television set, and a whiteboard. OC: I was impressed by the room. The room could really support the teaching-learning activities. It would be a shame not to function the Multimedia Room optimally. Soon, the guest lecturer started her lecture that day. It appeared to me that the first Chemistry period was being used to Bu Ninik to deliver her material, while the second Chemistry period was given to the guest lecturer. However, I did not hear the lecturer greet the class or introduce herself to the class. And neither the lecturer nor Bu Ninik introduced Mita and I to the class. OC: It made me wonder: Did the lecturer greet the class and introduce herself to the class but I could not hear that due to her low voice or because I did not pay enough attention on her? In general, however, I think her voice was too low. The material of the lecturer’s Chemistry period was Acid-Base Titration. She, then, gave out some handouts for the students. It was a five-page handout, all written in English. Afterwards, she started to deliver the material of Acid-Base Titration in English. OC: At this point, I must say that I was impressed. Her English was quite good. Her English fluency was quite good, although Mita and I 97 agreed that she needed to improve her grammar and pronunciation. OC: The lecturer sometimes took a moment of silence before she was going to utter a sentence. I think she was just trying to get the sentence out right. And anyway, her pronunciation sounds a bit too Javanese. During the material delivering, the lecturer mostly spoke English to the class. She only used Indonesian to put emphasis on some points of her teaching. Despite the use of English in the teaching-learning activity, the lecturer did not seem to know how to handle the class well. She did not take any effort to keep the students focus on the materials given. She even ignored some students who were busily talking to their friends or sending text messages through cell phones. Some male students even put their cell phones on the table and sending text messages or playing games and she did not even notice that. OC: I must say that it seemed a bit extreme to me. Bu Ninik did not do anything either. OC: I guess she was thinking that the class is totally the lecturer’s responsibility at that time. However, I found it a bit irresponsible. When it came to the exercise session, I was surprised to find the lecturer led the session in Indonesian. She did not expect the students to answer in English as well. However, some students managed to answer the questions in English, with correct use of English terms. OC: I actually expected the lecturer to lead the session in English to encourage the students to speak English more. The lecturer gave a positive feedback towards the students’ answer, but none of the feedback was a compliment that the students were using English. OC: I thought that the whole idea of an international class is also for the teacher to encourage the students to speak English, right?. During the exercise session, I noticed that Bu Ninik was busy helping the students who were facing difficulties in finishing the exercise. OC: Well, at least the regular teacher paid some contribution to the ongoing teaching-learning activities. After a short wrap-up session as the closing session of the Chemistry period, the class was finally over. The lecturer said, “Anak-anak, sebelum keluar kelas tolong handout-nya dikumpulkan di meja saya ya.” There was a loud bell interrupting the class and the students did not wait for the lecturer to stop; they simply packed their belongings, hand in the handouts and leave the room. Mita PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 98 and I waited until most of the students have left the room before approaching the lecturer. We thanked her for letting us doing our observation in her classroom and asked whether or not we were allowed to borrow one of the handouts to copy it. OC: There was no reading activity which could be seen from the teaching- learning activities. All classroom activities were based on the lecturer’s explanation. The explanation was based on the handout, of course, but students paid attention only to the whiteboard, not to the modules or handouts. 99 APPENDIX 9 Physics Field Notes 100 FIELD NOTES Date: Friday, April 18, 2008 SMAN 3 Yogyakarta Physics Class Teacher: Mr. Triyana from UGM Topic: Thermodynamic, Theory and Approach The guest lecturer, as far as I know, was a lecturer from Physics Department in UGM. He presented the materials using his notebook and OHP while he was also explaining some important things from his materials. The materials presented were all in English, with several schemes, pictures, and tables, which gave more clearly explanation for the students. OC: I noticed that the PowerPoint file had so many pages of materials. Could he deliver all the materials in less than two hours? The materials were having some mistakes in sentence structure, diction and vocabularies; for example, it was written ignitation instead of ignition. Unfortunately, the guest lecturer barely used English as his communication language in the class. He only used English in several words and register which were familiar to the students. Prior the class, the guest lecturer had a small conversation with the observers and he said that he had difficulty in using English for he did not speak English well. He also said that he was afraid that the students have difficulties in understanding the materials. OC: This is the first guest lecturer who literally had a conversation with the observers. It was good that he admitted that he could not speak English well, which in my opinion made him sound genuine and nice. Regarding the materials given to the students in this session, apparently, the materials were not the continuation from the regular materials given to the students by the regular teacher. So, the students had to learn something new brought by the guest lecturer in a very short time. Moreover, the guest lecturer did not give enough and thorough explanation related to the topic OC: It seemed to me that the lecturer just walking here and there, giving some hints to students who were copying the materials from the slideshow. Next, the students were then had PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI