T1__Full text Institutional Repository | Satya Wacana Christian University: Teachers’ Difficulties in Teaching Using English in International Class of Economic Faculty T1 Full text
TEACHERS’ DIFFICULTIES IN TEACHING USING ENGLISH
IN INTERNATIONAL CLASS OF ECONOMIC FACULTY
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Chanhyung Cho
112012901
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
2016
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COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any
course or accepted for the fulfillment of any degree or diploma in any university. To
the best of my knowledge and my belief, this contains no material previously
published or written by any other person except where due reference is made in the
text.
Copyright@ 2016. Chanhyung Cho and Prof. Dr. Gusti Astika, M. A.
All rights reserved. No part of this thesis may be reproduced by any means without
the permission of at least one of the copyright owners or the English Language
Education Program, Faculty of Language and Arts, Satya Wacana Christian
University, Salatiga.
Chanhyung Cho.
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TABLE OF CONTENTS
COVER PAGE...............................................................................................................i
PERNYATAAN TIDAK PLAGIAT ………...………………………………………ii
PERNYATAAN PERSETUJUAN AKSES …………………………………………iii
PUBLICATION AGREEMENT DECLARATION…………………………………iv
APPROVAL PAGE…………………………………………………………………..v
COPYRIGHT STATEMENT………………………………………………………..vi
TABLE OF CONTENTS……………………………………………………………vii
INTRODUCTION........................................................................................................1
LITERATURE REVIEW.............................................................................................3
Content and Language Integrated Learning (CLIL).................................................4
Common difficulties in teaching using English........................................................5
Recommended stage of using English in class.........................................................6
Qualification of international/CLIL teachers............................................................7
THE STUDY................................................................................................................7
Context of the study...................................................................................................7
Method of research.................................................................. .................8
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Participant................................................................................................................8
Research Instrument..................................................................................................9
Data Collection Procedure.........................................................................................9
Data Analysis.....................................................................................................10
FINDINGS AND DISCUSSION............................................................................10
Classroom management...........................................................................................11
Communication with students.................................................................................13
Students‟ different English ability...........................................................................14
Teacher‟s confidence...............................................................................................16
Teaching Strategy & Method..................................................................................17
Making lesson plan.................................................................................................18
Motivating students................................................................................................19
CONCLUSION..........................................................................................................20
ACKNOWLEDGEMENT.........................................................................................23
References..............................................................................................................25
APPENDIX............................................................................................................27
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INTRODUCTION
In these days, English is the most common language to use in the world.
English also becomes international languange that is needed principaly in Economic
field. As Neeley (2012) said in his article, more and more multinational companies
are considering English as their corporate language, even though their native
countries have their own language. However, the use of English is not only applied in
big companies but also in small and medium-sized enterprises. It is obviously that a
company needs people who can speak English in order to promote their companies
and to deal with other bigger or smaller companies. This is the reason why the
economic students have to study English hard so that they can compete
internationally in the future.
Generally, students who want to study Economics more deeply and
internationally prefer to use translated books written in Indonesian because it is more
familiar rather than to use the original books written in English. Furthermore, to be
more comfortable with English, they started to use full English in the class, especially
by joining the international class. In Universitas Kristen Satya Wacana, there is a
program in Economy department which is called ICMAP; International Class of
Management and Accounting Program. This program is a new program in Economic
faculty. And this program was officially launched on September 29th, 2013. The main
purpose of this program is to prepare the students to face the challenges of
development in Economics caused by globalization. In this program, the students are
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asked to learn in a full English class. This program not only focuses on English, but
also focus on the contents, Economy. In this program all the subjects were related to
the economic study but using English in teaching as the medium of instruction. Thus
this program can be categorized as CLIL class. However, difficulties started to appear
since most the students that enrolled in this program had never experienced CLIL
classroom before they enrolled to Faculty of Economy, their junior and senior high
schools still use traditional EFL pedagogies.
The teacher have to use only English in international classes, so they might
have some difficulties in managing the class. The other difficulty is the teacher‟s
confidence and experience. Actually, the educational background of the teachers who
are in international class in ICMAP, is English, Education, and Economy. However,
many of them didn‟t have enough experience teaching in English before, especially
for a specific purpose. As Parkay, Stanford, and Gougeon (2010) mentioned in his
article, teachers who want to succeed need high level of professionalism and
commitment. This is the reason why they have difficulties in teaching in international
class. Based on the discussion above, the research question used in this research is
„What are the teachers‟ difficulties in teaching using English in international class of
the Economic department?‟
This research focused on the kinds of difficulties the teachers had in teaching
using English only in international class of the Economic department. Through this
research, it is hoped that there will be some findings that could be very useful for the
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teachers. First, the teachers might have significant information such as what kind of
challenges and problems that actually they faced. Second, after knowing the problems
the teachers can be more prepared for the class with better understanding. Third, the
learners in international class of the Economic department can learn their Economic
materials easier from the teachers. These things could become a recomendations or
suggestions when they teach in English in international class.
LITERATURE REVIEW
Now is the era of globalization. Many technologies, industries and other
things developed rapidly. Globalization has brought many impacts on all aspects of
human life. Especially in Economic sectors, the product and services are traded
without boundaries. Therefore, to connect all of this, the ability to master English as
the international languange becomes the most important skill needed by everyone in
economic field. Crystal (2003) also uttered economic and cultural globalization cause
language globalization. As he mentioned, to share and communicate with other
people who have different language, people need global and international language.
As Lauder (2008) mentioned in one of his articles, English holds a special role in the
economic field, which is as the instrument of development. Instrument of
development here holds the role of communicating and opening up path. Therefore
without English skills, dreaming of developing in the economic field would be quite a
hard task to do.
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Content and Language Integrated Learning (CLIL)
In order to master content of any specialization, Content and Language
Integrated Learning (CLIL) is one of the growing learning methods in the world.
According to Coyle, Hood, and Marsh (2010), “Content and Language Integrated
Learning (CLIL) is a dual-focused educational approach in which an additional
language is used for the learning and teaching of both content and language”. Besides
that in the development of CLIL, Coyle, Hood, and Marsh (2010) also stated that,
“The recent growing interest in CLIL can be understood by examining best practice
in education which suits the demands of the present day, globalization and the forces
of economic and social convergence have had a significant impact on who learns
which languange, at what stage in their development, and in which way”. Moreover,
Novotna and Hofmannova (2005) mentioned that the aim of CLIL is to lead to
improvement in two subjects, the foreign language and the non-language area
competence, and through CLIL, students can develope the positive attitudes to
foreign language. From these perspectives, we can see that CLIL could help the
teacher to increase the level of education systems worldwide since it can give positive
impact to students on mastering both linguistic and the learning content.
In terms of language, Sawir (2005) stated that some Asian students focus
reading and writing skills of English, such as grammar and correct usage to prepare
English language essays or journals than conversation skill because of traditional
EFL pedagogies of Southeast Asian nation. Some Indonesian students also joined
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traditional EFL pedagogies, thus even though they can learn with reading books, it
could be difficult to learn with full English speaking in the class, because they are not
familiar with speaking English.
Common difficulties in teaching using English
English is a foreign languange. It is a difficult subject for students in
Indonesia. Firstly, one of the problems that can be predicted is communication.
English is not the students‟ mother tongue, so it would affect students‟ understanding
in class. Ariana (2007) uttered that the main use of language is for communication,
but it can be the main obstacle. Moreover, it brings the result of not being able to
understand some concepts in students‟ mother tongue. It is also important to
concentrate on grammar and other skills. However, communicating skill is the most
important to do in economic activities such as trading, negotiating, and so on. Ariana
(2007) also mentioned that it is a good solution to use a translator or translation to get
rid of the communication problem. However, the teacher have to use full English in
international class, and they have to teach students without translators and translation.
So, sometimes it brings about some communication problems.
Secondly, English has four main skills such as writting, listening, speaking,
and reading. The students are expected to be able to acquire these skills. If the
students entered English classroom with insufficient languange skills, they would
become nervous, increasing the chance of anxiety that will affect the learning process,
as has happened in foreign languange classroom (Gardner, 1985). From these
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statements we can see that for students, English skill can become a problem in class
and can be difficulties that the teacher should face.
Recommended stage of using English in class
There is a research from Lee (2008) which aimed to understand the
difficulties experienced by some subject teachers who teach their subjects in English
in bilingual schools. The subjects are Mathematics and Science in that research. Even
though Economic and Mathematics are different subjects, somehow the way to teach
the learner is similar. They, who are the Mathematics teacher in Lee‟s research and
Economic teachers who are my participants, have almost same experience when they
taught those subjects in English to non-native English learner. Lee (2008) examined
that using English in bilingual classes should have some stages for learners. For
examples, for the method in the first years, he recommended teachers use 75 percent
of learners‟ mother tongue, and 25 percent of English. And then, it is better using 50
percent of learners‟ mother tongue, and 50 percent of English. Thus, the amount of
using English increases each year, so that the learners can adapt using English easily
in bilingual classes. Not every senior high school used full English in their class,
therefore it is not common using full English in their first semester. Furthermore,
students learn some new material which they didn‟t learn in their previous courses.
Absolutely it is not easy for them to learn new things with foreign language. Teachers
need to understand that problem.
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Qualification of international/CLIL teachers
International/CLIL teachers have to have good English skill to explain the
materials. They have to have high standard of knowledge of the subjects. Novotna
and Hofmannova (2005) uttered that the CLIL teachers‟ common competences is to
cover the knowledge of the subjects, skills, and their application. Moreover they
mentioned that CLIL teachers should have good skill of the target language and rely
on the learners‟ native language with care. Novotna and Hofmannova (2005) also
argued that CLIL teachers have to be able to give the effective ways how students‟
negative impact of learing could be decreased tactfully and to do that they have to use
various effective strategies. Moreover, they also mentioned qualified CLIL teachers
who should be able to determine appropriate strategies to work. Further, teachers
need the ability that can maintain students‟ motivation and interest with proper
learning processes and oppotunities in appropriate time management.
THE STUDY
Context of the study
The context of this study is International Class of Management and
Accounting Program, ICMAP, of Economic Department in Universitas Kristen Sayta
Wacana. As the person who is majoring the Department of English Education, this
ICMAP course which is using CLIL method to teach is selected for the research.
ICMAP course was officially started from September 29th, 2013. ICMAP is one of
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the courses in the Faculty of Economic in Universitas Kristen Satya Wacana. The
ICMAP teachers use full English in their classes except some situations such as even
though teachers explain some material with English 2~3 times but students can‟t
understand at all, they use Indonesian language. They had never experienced the
CLIL class before the students enrolled the ICMAP. Because of that reason, the
teachers faced many difficulties from the students.
Method of research
This research describe teachers‟ difficulties in using English in International
Class of Economic Faculty, and descriptive method was used for this research.
Sandelowski (2000) mentioned that descriptive method is the method that is for
describing characteristics or behaviors of phenomenon or the given population. It is
also one of the research types which primarily relate with finding out “What is/are”
question.
Participant
Participants of this research were 3 ICMAP teachers who were in Economic
and Business Department. ICMAP was started from 2013, so they have had their
experiences of teaching Economy courses in English are for 3 years. They managed
ICMAP classes such as E-Business, Matematika Bisnis, Komunikasi Bisnis, Strategi
& Manajemen Bisnis International and so on. And all of them had a short training
about teaching through English from Faculty of Language and Literature teachers
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before they started teaching in ICMAP courses. Those 3 ICMAP teachers had
different educational background.
Research instrument
Semi-structured interview was used for interviewing them. The interview
proceeded on the basis of questions that had been prepared. Moreover, face-to-face
interviews (FtF interview) were used in each interviewees‟ office. According to
Raymond (2006), “FtF interviews can take its advantage of social cues. Social cues,
such as voice, intonation, body language etc. of the interviewee can give the
interviewer a lot of extra information that can be added to the verbal answer of the
interviewee on a question. Of course the value of social cues also depends on what
the interviewer wants to know from the interviewee.”It shows that FtF is appropriate
interview to get a lot of extra infomation from interviewees. And it is quite proper
with semi-structured interview, because interviewee can give them some new
questions depending on their social cues. The languages used in these interview were
English and Indonesian, depending on the interviewees.
Data collection procedure
For collecting the data, first, observation was used. First, classes that used full
English were observed 2 times. Their language use was checked in observation. And
the next data collection method was interview with 3 teachers of ICMAP in
Universitas Kristen Satya Wacana through semi-structured interview. The interview
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was about teaching difficulties in using full English in Economy classes. Questions
were also developed to get more useful data during the interview.
Data analysis procedure
The interview data was analyzed through transcibing, categorizing. First, the
data recorded from participant of ICMAP was transcribed. After that, it was
categorized into the several parts such as „students‟ ability‟, „classroom management‟,
etc. After that, the next step was analyzing the data that were categorized after the
two steps. Then, finding and discussions were deducted from these categorized data.
FINDINGS AND DISCUSSION
This section discussed the difficulties in teaching using English in
International Class of Management and Accounting Program (ICMAP) of Universitas
Kristen Satya Wacana. Based on the interview, there were 7 difficulties included in
the following discussion. From all of the difficulties, some of the teacher had the
same difficulties with other teachers but some of them had different perspectives on
specific difficulties.
This discussion involved 3 participants of interviewees‟ opinions of ICMAP
teachers. During the interview all of the participants stated that they were using 100%
English in class, if there was student that faced difficulties and couldn‟t understand
the material at all then the teacher changed the proportion become 90% English and
10% Indonesian. In other words, the teacher put a lot of effort to teach using full
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English rather than using Indonesian. According to them, since the students had
difficulties and couldn‟t understand even though they tried to explain with easier
vocabulary, they just explained with Indonesian language.
Classroom management
The first difficulty that the teacher faced in their class was about the
classroom management. Some teachers faced this difficulty not only from students,
but also from other factors such as teaching system. As for the CLIL teacher, they
might have difficulties for managing the class because in the international class, the
teacher uses only one language to manage the class, and in this case English is used.
One of the teachers‟ difficulties are the interaction with students. Teachers use
English because it is in the international class, however, sometimes using English
may disrupt the communications between the teacher and students due to lack of
understanding in English. It is also because generally not all of the students have the
same level of English. First, teacher A said,
I have difficulties. First, not all of students are mastering English for that class.
Second, in the ICMAP class, the students feel special because they think they
are better than the others especially from the regular class, so its affect the
classroom management.
Teacher A explained that the attitude of students can bother her classroom
management. Students felt they were special, so sometimes they didn‟t concentrate
and took the class seriously because of their arrogance.
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The teacher A, B, and C uttered that their daily assignments were to prepare
and review the material that the students studied in the previous class and the students
would study in the next class. Nevertheless, some students didn‟t prepare the material
because of their attitude. Fernandez (2009) mentioned in his research that the learners
have to bring to their classroom with implicit linguistic knowledge of their L1 about
the materials. The ICMAP students could get that knowledge through their daily
assignments from ICMAP teachers, however they didn‟t prepare the material for next
class. Even though teachers gave the assignment to the student to teach them more
clearly in the next class, the students didn‟t follow their teachers‟ instruction. Teacher
C also mentioned the classroom management difficulty that was caused by student.
He claimed that students didn‟t have clear idea of what was expected from the classes
and their programs, so that some students felt quite reluctant to join the class actively.
Moreover he had some kind of challenges because there were no fixed systems or
lesson plan at the first year of ICMAP, 2013. Teacher C said,
Not really difficulty but I have some kind of challenge. Those are no fixed
systems or lesson plans, students didn‟t have clear idea of what is expected
from them, classes, and program. Finally, some students quite reluctant to join
the class.
On the other hand, teacher B mentioned that he had difficulty when explaining
material in English. He said that his English is not so good, that‟s the why he had
difficulty. Teacher B said,
Yes. I have.Especially my English is not so good but I hope it‟s immediate to
transfer knowledge for me to the students.
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Absolutely he is not native English speaker, so his English explanation of the material
was less perfect than as used Indonesian language. He mentioned that he had to
prepare more for the ICMAP class than the regular class that used Indonesia language.
Of course he could explain materials in English, however it was not as perfect as
using indonesian language.
Moreover, it could be seen that the many difficulties were occured by students‟
level of English and experiences. They didn‟t have experiences using full English in
their junior and senior highschool classes. It made the students felt nervous to use
English in the class or felt uncomfortable to use English when they learnt economic
materials in English.
Communication with students
The second difficulty that the teacher faced in their class was communication
with students in English. It had connection with previous difficulty, classroom
management. The teacher C mentioned that he had small problem with explaining the
material in English. It meant that he had difficulty about communication in English.
Teacher A, B, and C uttered that one of the difficulties teaching using English
in class was communication with students. Teacher A said,
Sometimes I got difficulties, but sometimes not because some students are
very good at English but some of them are under average.
In the same way Teacher C mentioned,
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If there are difficulties then it must be from the student sides. I always try to
using English all the time. However, not all the students are 100% ready.
Sometimes if student can‟t understand or can‟t get what I‟m saying, so that I
have to repeat my explanation.
English was not their native language, so absolutely they had some difficult to
use English. Almost communication problems were from students. Even though there
were many students who have high level of English, but not all students were.
Different with Teacher A and C, Teacher B said,
I can speak English but has problem with grammar and vocabulary so has
difficulties to explain some material to the students.
In other words, communication problem occured not only because of the
students‟ faults but sometimes it also happened because of the teachers‟ English skill.
It is very different with Teacher A and Teacher B which claimed the teachers got
difficulties because some of the students‟ English skills were under average.
Nevertheless, communication can be successful if both parties; teacher and students
in this context, can understand what the opponent want to say.
Students’ different English ability
The third difficulty that the teacher faced in their class was students‟ different
English ability. According to Teacher A some student‟s has problem with reading,
speaking, and writing. Teacher A mentioned,
That‟s why I give them such as objective test, where they just have to cross
the answer. I don‟t give them such essay writing test because it could be a
problem for them.
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According to Teacher A, students‟ ability can give rise to one of teachers‟
difficulties. As she uttered in the previous finding; difficulties of communication with
students, that just a few students are very excellent in English, some others are
average. It doesn‟t matter for her teaching using English. However the important part
is the next part that 1/3 of her class students have poor English skill. She has to use
English for teaching in ICMAP, nevertheless students‟ English skill are not enough to
understand her teaching. For example, teachers want to teach economic
terminologies, students probably don‟t know not only the English words but also
Indonesian words. She mentioned in her interview, those economic terminologies are
not students‟ daily word. So teachers have to explain several times and slowly
without Indonesian language.
Meanwhile, Teacher B and Teacher C agreed that students had problem
especially in listening skill. Teacher B said,
I always ask them whether can they follow my explanation or not, and if they
had I will try to explain again with another sentences or words. Also
sometimes when the students have to write their work, I can still find there is
a problem with their grammar skill.
Teacher C also said,
I did have problem actually, sometimes not all students really got what I said
in English, so I have to repeat.
Both of the teachers agreed that students also has different level of English
mastery so sometimes teacher need to simplify the material, but then when her
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simplify too much the higher level students will get boring. So, different level of
English mastery is another problem for the teacher.
Teacher’s confidence
The fourth difficulty that the teacher had is about the teacher confidence in
teaching in English. In teaching, the teacher should have confidence so that the
teacher can deliver the material to the student well. These difficulties also
experienced by Teacher B. During the interview about his confidence, Teacher B said,
Yes, sometimes we are also nervous. So, before we enter the class usually we
preparing ourselves by reading and understand all about the chapter. When we
read the material before class, our confidences to teach become higher.
Despite of that, different with Teacher B, Teacher A and Teacher C didn‟t
seem to have any difficulties on their confidence, as they said,
Problem about confidence? Well not me I think. Because my background is
already english. I graduated from the English department and then I studied in
Australia, so there‟s no problem for me about my confidence.Well, about
expereince is okay for me, I have been taught once in Australia.
In the same way, Teacher C uttered,
I don‟t think so because I had experience studying abroad and had experience
in teaching subject using English for about 7 years.
From the Interviews, it was revealed that experience in teaching in english can
affect the teacher confidence in teaching. Also, the preparation before class also
important in order to make the teacher mastering the subject and can allow the
teacher to answer the question and help students to solve problem in class. The better
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confidence the teacher had, the more comfortable the class will be held whether for
the teacher side neither the students side.
Teaching Strategy & Method
The fifth problem that teacher had was the teacher strategy and method. As we
know, there are many kinds of strategies and methods that can be used when teaching
in class. However, it is important for the teacher to decide which is the best method
that can be used in class. During the interview Teacher A, Teacher B, and Teacher C
had different strategies and method used in class. As teacher A claimed,
I lectured by doing presentation. In class, I also sometimes gives the students
class assignment in order to motivate them using English as much as possible.
Teacher B said,
The teaching method that has been used is reading book and gives assessment
to the students. The students might work in a group and all the material will
be divided based on how many chapter we have and then each group will
doing presentation.
Different with Teacher A and B, Teacher C said,
The teacher usually used communication for global preparation. I took them
some reading books in the class, I also assigned the students to read the books
outside the class, and after that they have to report and have presentation in
the class.
Based on the interview, it can be concluded that every teacher has his or her
own method and strategy in teaching. Some of them were using presentation method
which been used by many teaacher in education field. The other teacher taught the
students with the reading material and asked them to reading the book. It was also
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good way for motivate the students study deeper about the material. The other way
was using communication. The teacher gave material such hand book or book for the
students to read and practice to communicate. Thus, the students could remember in
the material and improving their English ability.
Making lesson plan
The sixth difficulty that the teacher faced in their class was making lesson
plan. There were many kinds of lesson plans for the teachers, and teachers could
choose some kinds of lesson plan that was quite proper with themselves. However,
each faculty usually had their standard format lesson plan to help them to make
proper lesson plan for those faculty. The standard format lesson plan helped not only
the teachers but also the students. If all teachers who teach the same material have
different lesson plan, students also get confused. So some faculties have their
standard lesson plan. Teacher C‟s answer had relation with this difficulty. Teacher C
explained,
In ICMAP program there is no standard format for the teacher, means each
subject will have different lesson plan. I would set my own receipt, not really
lesson plan but course outlines for some subject.
From his interview, it was revaeled that the ICMAP teachers made their own
lesson plan each other. There was no standard lesson plan for the ICMAP, so it could
make students get confused. However, now one course had only one teacher because
ICMAP is not really big faculty. Therefore it is okay for the ICMAP now. Teacher A,
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B mentioned they don‟t have difficulty on making the lesson plan, because they were
teaching more than 20 years.
Motivating students
The last difficulty that the teacher faced in their class was motivating students.
ICMAP is a program in the Faculty of Economic and Business of Universitas Kristen
Satya Wacana. The regular program and ICMAP program use almost same materials.
However, the main different studying method between the regular program and the
ICMAP program is the main language of the program. Regular FEB students learn
their material in Indonesian, and ICMAP students used English as the medium of
instruction. As teacher A, C mentioned ICMAP students feel they are more special
students than the regular FEB student, because they are using English. They usually
don‟t want to study harder, because of their arrogance.
To make the student motivated, 3 teachers have their own skills. Teacher A
mentioned,
When students are not motivated, then you will feel like they grab you, and
that is the bad thing that you have to avoid. Well you have to give them
motivation, like for example give them actual example.
Different with that Teacher B said,
I try to handle the class as best as I can. For the student‟s motivation, maybe
about 80% is good.
Teacher C said,
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Actually start from the beginning of the class I have reminded them of the
important of being able to communicate in English for global life. Whether
you are students of the international program or you are students of the regular
program you still need to be able to communicate in English for your
university life and the life after they graduated.
From the interview it can be concluded, Teacher A,B, and C displined the
students by giving them motivation. Since teacher motivation are connected and can
influence the teacher motivation so it‟s important for the teacher to maintain the
students motivation.
CONCLUSION
This study found out the teachers‟ difficulties in using English in international
class of the Economic Department at Universitas Kristen Satya Wacana (UKSW) in
order to give a contribution to help current teaching with CLIL theory for candidate
teachers. The course name of the international class of the Economic Department at
SWCU is ICMAP. It is the abbreviation word from International Class of
Management and Accounting Program. The findings and discussions were collected
by the 3 participants from ICMAP on the interview section. According to findings,
the result of interview were stated that there were 7 main difficulties about using
English in international class of the Economic department at SWCU. Those were
classroom management, communication with students, students‟ different English
ability, teacher‟s confidence, teaching strategy and method, making lesson plan, and
motivating students. Some difficulties were from the students‟ problem such as
classroom management, communication with students, students‟ different English
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ability, motivation students, and so on. The most important difficulty was different
English level of students, because of that, teachers had to make easier material and
speak slowly or repeatedly, and manage time allocation of class longer.
As the above sentences analyzed, the teachers gave useful guideline such as
their three steps of solutions for the lower level students. These steps were repeating
their explanation, explaining again with another sentences or word, and using
Indonesian languages. By 3 participants‟ interview, they used 90 percent of English
and 10 percent of Indonesian language in the class. However, according to Lee‟s idea
of the stage of using English in the class, it is better to use English increases each
year for the students to adapt using English easily in bilingual class. However, this
research also suggested the teacher to standardize their teaching systems and lesson
plan also to observe the class before teaching so the teacher can understand each level
of student‟s English. The reason is that not every ICMAP students had experience of
bilingual classes. Moreover, ICMAP have to be more selective when they accept the
freshman. For example, they could use some entrance exam before the students enroll
the ICMAP.
This study has limitations. First, this study just focused on the teachers‟
difficulties in using English in ICMAP class in Salatiga; it is categorized as CLIL
class. And the second is the number of participants. This study had interviewed with
3 participants only. For further research I would recommend extending the other
faculties or universities, and the number of the participants. I would also like to
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suggest gathering and analyzing the students‟ background of education. This study
focused on the teachers‟ difficulties, not students‟, if there were the information or
opinion of students‟ side, it would probably give more specific information to the
teachers. However it is hoped this study can help the teachers who want to teach in
CLIL classes.
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ACKNOWLEDGEMENT
This research was accomplished with many people‟s support and
attention. First of all, I would like to God for his blessing. I am sure that
without his blessing, I couldn‟t finish my thesis. Once again, thank to God to
give me the tenacity and responsibility.
Second, I would also like to thank to my supervisor, Prof. Dr. Gusti
Astika. M.A. for his kindness, guidance, patience, help, and many things to do
for me during all these times. And I would also express my gratitude for my
thesis examiner Anita Kurniawati, M. Hum. for her patience in reading my
thesis and giving many useful suggestions.
Third, I would like to thank to my participants. I can not finish my
research without their kindness and experiences. And thanks to all of the
lecturers and staffs in Faculty of Language and Art for everything during 4
years.
At last, I also want to thank to my family who always cheer me up and
help me when I faced obstacles. They always support me to finish my thesis.
And my uncle and aunt who invited me to Salatiga and help me in Salatiga.
Thanks to my friends, Eunbyeol, Lee, Song, MinSeong, MyungIn, YeEun,
Kimoon, Bram, Intan, Yubi, Ama, Nanda, Lia, Happy, Lena, PamPam, Ivana
and other friends for supporting me. Especially, my dear Astrid Natasya
23
Wowor, always make me happy and cheer me up. Thanks to make my
memorable moments in my Indonesia and college life.
24
References
Ariana, S. M. (2007). Teaching English to Economics Students. The Impact of
Foreign Languages on the Development of the Business Environment, 984985.
Crystal, D. (2003). English as a Global Language. Cambridge: Cambridge University
Press.
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated
learning. Cambridge, Cambridge University Press.
Fernandez, D. J. (2009). CLIL at the university level: Relating language teaching
with and through content teaching. Latin American Journal of Content &
Language Integrated Learning, 2(2), 10-26.
Gardner, R. C. (1985). Social psychology and second language learning: The role of
attitudes and motivation. London: Edward Arnold.
Lauder, A. (2008). The status and function of English in Indonesia: A review of key
factors. SosialHumaniora , 12(1), 9-20.
Lee, C. (2008). Interdisciplinary collaboration in English language teaching: Some
observations from subject teachers‟ reflections. Reflections on English
Language Teaching, 7(2), 129-138.
25
Neeley, T. (2012). Global Business Speaks English: Why You Need a Language
Strategy Now. Harvard Business Review. 90(5), 116-124.
Novotna, J. and Hofmannova, M. (2005). Teacher training for Content and Language
Integrated Learning. Chalrles University, Czech: Faculty of Education .
Parkay, F. W., Stanford, B. H., & Gougeon, T. D. (2010). Becoming a teacher.
Pearson/Merrill, 432-462
Raymond, O. (2006). Advantages and Disadvantages of Four InterviewTechniques in
Qualitative Research.Forum:Qualitative Social Research , 7(4), Art. 11,
http://nbn-resolving.de/urn:nbn:de:0114-fqs0604118.
Sandelowski, M. (2000). Whatever happened to qualitative description? Research in
Nursing & Health, 23, 334–340.
Sawir, E. (2005). Language Difficulties of International Students in Australia: The
Effects of Prior Learning Experience. International Education Journal 6 (5) ,
567-580
26
APPENDIX
Dear lecturers,
I‟m Chanhyung Cho, athesis student who is currently conducting a research. This
research is conducted to know the lecturers‟ opinions and comments about ICMAP.
Feel free to answer it in Bahasa Indonesia or English. Thank you for your
cooperation.
-
Do you have difficulties when you managed the class?
-
Do you any difficulties when you communicate with student?
-
Do you have problem with level of the students? How difficult?
-
Do you have problem with your confidence and experience?
-
What is your teaching method? (for example, reading books, presentation…or
and so on)
-
How about the percentage of using English in class? (Any difficulties?)
-
Do you have problem with your English skill to explain material?
-
Any problem with teachers‟ or students‟ attitude to teach in ICMAP (CLIL)?
-
Do you have any problem with Teachers‟ strategies?/ what kind of strategies
are used?
-
Teachers‟ motivation? Students‟ motivation?
-
Students‟ problem to understand material?
-
Do you have difficulties with making lesson plan for ICMAP
27
IN INTERNATIONAL CLASS OF ECONOMIC FACULTY
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Chanhyung Cho
112012901
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
2016
i
ii
iii
iv
v
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any
course or accepted for the fulfillment of any degree or diploma in any university. To
the best of my knowledge and my belief, this contains no material previously
published or written by any other person except where due reference is made in the
text.
Copyright@ 2016. Chanhyung Cho and Prof. Dr. Gusti Astika, M. A.
All rights reserved. No part of this thesis may be reproduced by any means without
the permission of at least one of the copyright owners or the English Language
Education Program, Faculty of Language and Arts, Satya Wacana Christian
University, Salatiga.
Chanhyung Cho.
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TABLE OF CONTENTS
COVER PAGE...............................................................................................................i
PERNYATAAN TIDAK PLAGIAT ………...………………………………………ii
PERNYATAAN PERSETUJUAN AKSES …………………………………………iii
PUBLICATION AGREEMENT DECLARATION…………………………………iv
APPROVAL PAGE…………………………………………………………………..v
COPYRIGHT STATEMENT………………………………………………………..vi
TABLE OF CONTENTS……………………………………………………………vii
INTRODUCTION........................................................................................................1
LITERATURE REVIEW.............................................................................................3
Content and Language Integrated Learning (CLIL).................................................4
Common difficulties in teaching using English........................................................5
Recommended stage of using English in class.........................................................6
Qualification of international/CLIL teachers............................................................7
THE STUDY................................................................................................................7
Context of the study...................................................................................................7
Method of research.................................................................. .................8
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Participant................................................................................................................8
Research Instrument..................................................................................................9
Data Collection Procedure.........................................................................................9
Data Analysis.....................................................................................................10
FINDINGS AND DISCUSSION............................................................................10
Classroom management...........................................................................................11
Communication with students.................................................................................13
Students‟ different English ability...........................................................................14
Teacher‟s confidence...............................................................................................16
Teaching Strategy & Method..................................................................................17
Making lesson plan.................................................................................................18
Motivating students................................................................................................19
CONCLUSION..........................................................................................................20
ACKNOWLEDGEMENT.........................................................................................23
References..............................................................................................................25
APPENDIX............................................................................................................27
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INTRODUCTION
In these days, English is the most common language to use in the world.
English also becomes international languange that is needed principaly in Economic
field. As Neeley (2012) said in his article, more and more multinational companies
are considering English as their corporate language, even though their native
countries have their own language. However, the use of English is not only applied in
big companies but also in small and medium-sized enterprises. It is obviously that a
company needs people who can speak English in order to promote their companies
and to deal with other bigger or smaller companies. This is the reason why the
economic students have to study English hard so that they can compete
internationally in the future.
Generally, students who want to study Economics more deeply and
internationally prefer to use translated books written in Indonesian because it is more
familiar rather than to use the original books written in English. Furthermore, to be
more comfortable with English, they started to use full English in the class, especially
by joining the international class. In Universitas Kristen Satya Wacana, there is a
program in Economy department which is called ICMAP; International Class of
Management and Accounting Program. This program is a new program in Economic
faculty. And this program was officially launched on September 29th, 2013. The main
purpose of this program is to prepare the students to face the challenges of
development in Economics caused by globalization. In this program, the students are
1
asked to learn in a full English class. This program not only focuses on English, but
also focus on the contents, Economy. In this program all the subjects were related to
the economic study but using English in teaching as the medium of instruction. Thus
this program can be categorized as CLIL class. However, difficulties started to appear
since most the students that enrolled in this program had never experienced CLIL
classroom before they enrolled to Faculty of Economy, their junior and senior high
schools still use traditional EFL pedagogies.
The teacher have to use only English in international classes, so they might
have some difficulties in managing the class. The other difficulty is the teacher‟s
confidence and experience. Actually, the educational background of the teachers who
are in international class in ICMAP, is English, Education, and Economy. However,
many of them didn‟t have enough experience teaching in English before, especially
for a specific purpose. As Parkay, Stanford, and Gougeon (2010) mentioned in his
article, teachers who want to succeed need high level of professionalism and
commitment. This is the reason why they have difficulties in teaching in international
class. Based on the discussion above, the research question used in this research is
„What are the teachers‟ difficulties in teaching using English in international class of
the Economic department?‟
This research focused on the kinds of difficulties the teachers had in teaching
using English only in international class of the Economic department. Through this
research, it is hoped that there will be some findings that could be very useful for the
2
teachers. First, the teachers might have significant information such as what kind of
challenges and problems that actually they faced. Second, after knowing the problems
the teachers can be more prepared for the class with better understanding. Third, the
learners in international class of the Economic department can learn their Economic
materials easier from the teachers. These things could become a recomendations or
suggestions when they teach in English in international class.
LITERATURE REVIEW
Now is the era of globalization. Many technologies, industries and other
things developed rapidly. Globalization has brought many impacts on all aspects of
human life. Especially in Economic sectors, the product and services are traded
without boundaries. Therefore, to connect all of this, the ability to master English as
the international languange becomes the most important skill needed by everyone in
economic field. Crystal (2003) also uttered economic and cultural globalization cause
language globalization. As he mentioned, to share and communicate with other
people who have different language, people need global and international language.
As Lauder (2008) mentioned in one of his articles, English holds a special role in the
economic field, which is as the instrument of development. Instrument of
development here holds the role of communicating and opening up path. Therefore
without English skills, dreaming of developing in the economic field would be quite a
hard task to do.
3
Content and Language Integrated Learning (CLIL)
In order to master content of any specialization, Content and Language
Integrated Learning (CLIL) is one of the growing learning methods in the world.
According to Coyle, Hood, and Marsh (2010), “Content and Language Integrated
Learning (CLIL) is a dual-focused educational approach in which an additional
language is used for the learning and teaching of both content and language”. Besides
that in the development of CLIL, Coyle, Hood, and Marsh (2010) also stated that,
“The recent growing interest in CLIL can be understood by examining best practice
in education which suits the demands of the present day, globalization and the forces
of economic and social convergence have had a significant impact on who learns
which languange, at what stage in their development, and in which way”. Moreover,
Novotna and Hofmannova (2005) mentioned that the aim of CLIL is to lead to
improvement in two subjects, the foreign language and the non-language area
competence, and through CLIL, students can develope the positive attitudes to
foreign language. From these perspectives, we can see that CLIL could help the
teacher to increase the level of education systems worldwide since it can give positive
impact to students on mastering both linguistic and the learning content.
In terms of language, Sawir (2005) stated that some Asian students focus
reading and writing skills of English, such as grammar and correct usage to prepare
English language essays or journals than conversation skill because of traditional
EFL pedagogies of Southeast Asian nation. Some Indonesian students also joined
4
traditional EFL pedagogies, thus even though they can learn with reading books, it
could be difficult to learn with full English speaking in the class, because they are not
familiar with speaking English.
Common difficulties in teaching using English
English is a foreign languange. It is a difficult subject for students in
Indonesia. Firstly, one of the problems that can be predicted is communication.
English is not the students‟ mother tongue, so it would affect students‟ understanding
in class. Ariana (2007) uttered that the main use of language is for communication,
but it can be the main obstacle. Moreover, it brings the result of not being able to
understand some concepts in students‟ mother tongue. It is also important to
concentrate on grammar and other skills. However, communicating skill is the most
important to do in economic activities such as trading, negotiating, and so on. Ariana
(2007) also mentioned that it is a good solution to use a translator or translation to get
rid of the communication problem. However, the teacher have to use full English in
international class, and they have to teach students without translators and translation.
So, sometimes it brings about some communication problems.
Secondly, English has four main skills such as writting, listening, speaking,
and reading. The students are expected to be able to acquire these skills. If the
students entered English classroom with insufficient languange skills, they would
become nervous, increasing the chance of anxiety that will affect the learning process,
as has happened in foreign languange classroom (Gardner, 1985). From these
5
statements we can see that for students, English skill can become a problem in class
and can be difficulties that the teacher should face.
Recommended stage of using English in class
There is a research from Lee (2008) which aimed to understand the
difficulties experienced by some subject teachers who teach their subjects in English
in bilingual schools. The subjects are Mathematics and Science in that research. Even
though Economic and Mathematics are different subjects, somehow the way to teach
the learner is similar. They, who are the Mathematics teacher in Lee‟s research and
Economic teachers who are my participants, have almost same experience when they
taught those subjects in English to non-native English learner. Lee (2008) examined
that using English in bilingual classes should have some stages for learners. For
examples, for the method in the first years, he recommended teachers use 75 percent
of learners‟ mother tongue, and 25 percent of English. And then, it is better using 50
percent of learners‟ mother tongue, and 50 percent of English. Thus, the amount of
using English increases each year, so that the learners can adapt using English easily
in bilingual classes. Not every senior high school used full English in their class,
therefore it is not common using full English in their first semester. Furthermore,
students learn some new material which they didn‟t learn in their previous courses.
Absolutely it is not easy for them to learn new things with foreign language. Teachers
need to understand that problem.
6
Qualification of international/CLIL teachers
International/CLIL teachers have to have good English skill to explain the
materials. They have to have high standard of knowledge of the subjects. Novotna
and Hofmannova (2005) uttered that the CLIL teachers‟ common competences is to
cover the knowledge of the subjects, skills, and their application. Moreover they
mentioned that CLIL teachers should have good skill of the target language and rely
on the learners‟ native language with care. Novotna and Hofmannova (2005) also
argued that CLIL teachers have to be able to give the effective ways how students‟
negative impact of learing could be decreased tactfully and to do that they have to use
various effective strategies. Moreover, they also mentioned qualified CLIL teachers
who should be able to determine appropriate strategies to work. Further, teachers
need the ability that can maintain students‟ motivation and interest with proper
learning processes and oppotunities in appropriate time management.
THE STUDY
Context of the study
The context of this study is International Class of Management and
Accounting Program, ICMAP, of Economic Department in Universitas Kristen Sayta
Wacana. As the person who is majoring the Department of English Education, this
ICMAP course which is using CLIL method to teach is selected for the research.
ICMAP course was officially started from September 29th, 2013. ICMAP is one of
7
the courses in the Faculty of Economic in Universitas Kristen Satya Wacana. The
ICMAP teachers use full English in their classes except some situations such as even
though teachers explain some material with English 2~3 times but students can‟t
understand at all, they use Indonesian language. They had never experienced the
CLIL class before the students enrolled the ICMAP. Because of that reason, the
teachers faced many difficulties from the students.
Method of research
This research describe teachers‟ difficulties in using English in International
Class of Economic Faculty, and descriptive method was used for this research.
Sandelowski (2000) mentioned that descriptive method is the method that is for
describing characteristics or behaviors of phenomenon or the given population. It is
also one of the research types which primarily relate with finding out “What is/are”
question.
Participant
Participants of this research were 3 ICMAP teachers who were in Economic
and Business Department. ICMAP was started from 2013, so they have had their
experiences of teaching Economy courses in English are for 3 years. They managed
ICMAP classes such as E-Business, Matematika Bisnis, Komunikasi Bisnis, Strategi
& Manajemen Bisnis International and so on. And all of them had a short training
about teaching through English from Faculty of Language and Literature teachers
8
before they started teaching in ICMAP courses. Those 3 ICMAP teachers had
different educational background.
Research instrument
Semi-structured interview was used for interviewing them. The interview
proceeded on the basis of questions that had been prepared. Moreover, face-to-face
interviews (FtF interview) were used in each interviewees‟ office. According to
Raymond (2006), “FtF interviews can take its advantage of social cues. Social cues,
such as voice, intonation, body language etc. of the interviewee can give the
interviewer a lot of extra information that can be added to the verbal answer of the
interviewee on a question. Of course the value of social cues also depends on what
the interviewer wants to know from the interviewee.”It shows that FtF is appropriate
interview to get a lot of extra infomation from interviewees. And it is quite proper
with semi-structured interview, because interviewee can give them some new
questions depending on their social cues. The languages used in these interview were
English and Indonesian, depending on the interviewees.
Data collection procedure
For collecting the data, first, observation was used. First, classes that used full
English were observed 2 times. Their language use was checked in observation. And
the next data collection method was interview with 3 teachers of ICMAP in
Universitas Kristen Satya Wacana through semi-structured interview. The interview
9
was about teaching difficulties in using full English in Economy classes. Questions
were also developed to get more useful data during the interview.
Data analysis procedure
The interview data was analyzed through transcibing, categorizing. First, the
data recorded from participant of ICMAP was transcribed. After that, it was
categorized into the several parts such as „students‟ ability‟, „classroom management‟,
etc. After that, the next step was analyzing the data that were categorized after the
two steps. Then, finding and discussions were deducted from these categorized data.
FINDINGS AND DISCUSSION
This section discussed the difficulties in teaching using English in
International Class of Management and Accounting Program (ICMAP) of Universitas
Kristen Satya Wacana. Based on the interview, there were 7 difficulties included in
the following discussion. From all of the difficulties, some of the teacher had the
same difficulties with other teachers but some of them had different perspectives on
specific difficulties.
This discussion involved 3 participants of interviewees‟ opinions of ICMAP
teachers. During the interview all of the participants stated that they were using 100%
English in class, if there was student that faced difficulties and couldn‟t understand
the material at all then the teacher changed the proportion become 90% English and
10% Indonesian. In other words, the teacher put a lot of effort to teach using full
10
English rather than using Indonesian. According to them, since the students had
difficulties and couldn‟t understand even though they tried to explain with easier
vocabulary, they just explained with Indonesian language.
Classroom management
The first difficulty that the teacher faced in their class was about the
classroom management. Some teachers faced this difficulty not only from students,
but also from other factors such as teaching system. As for the CLIL teacher, they
might have difficulties for managing the class because in the international class, the
teacher uses only one language to manage the class, and in this case English is used.
One of the teachers‟ difficulties are the interaction with students. Teachers use
English because it is in the international class, however, sometimes using English
may disrupt the communications between the teacher and students due to lack of
understanding in English. It is also because generally not all of the students have the
same level of English. First, teacher A said,
I have difficulties. First, not all of students are mastering English for that class.
Second, in the ICMAP class, the students feel special because they think they
are better than the others especially from the regular class, so its affect the
classroom management.
Teacher A explained that the attitude of students can bother her classroom
management. Students felt they were special, so sometimes they didn‟t concentrate
and took the class seriously because of their arrogance.
11
The teacher A, B, and C uttered that their daily assignments were to prepare
and review the material that the students studied in the previous class and the students
would study in the next class. Nevertheless, some students didn‟t prepare the material
because of their attitude. Fernandez (2009) mentioned in his research that the learners
have to bring to their classroom with implicit linguistic knowledge of their L1 about
the materials. The ICMAP students could get that knowledge through their daily
assignments from ICMAP teachers, however they didn‟t prepare the material for next
class. Even though teachers gave the assignment to the student to teach them more
clearly in the next class, the students didn‟t follow their teachers‟ instruction. Teacher
C also mentioned the classroom management difficulty that was caused by student.
He claimed that students didn‟t have clear idea of what was expected from the classes
and their programs, so that some students felt quite reluctant to join the class actively.
Moreover he had some kind of challenges because there were no fixed systems or
lesson plan at the first year of ICMAP, 2013. Teacher C said,
Not really difficulty but I have some kind of challenge. Those are no fixed
systems or lesson plans, students didn‟t have clear idea of what is expected
from them, classes, and program. Finally, some students quite reluctant to join
the class.
On the other hand, teacher B mentioned that he had difficulty when explaining
material in English. He said that his English is not so good, that‟s the why he had
difficulty. Teacher B said,
Yes. I have.Especially my English is not so good but I hope it‟s immediate to
transfer knowledge for me to the students.
12
Absolutely he is not native English speaker, so his English explanation of the material
was less perfect than as used Indonesian language. He mentioned that he had to
prepare more for the ICMAP class than the regular class that used Indonesia language.
Of course he could explain materials in English, however it was not as perfect as
using indonesian language.
Moreover, it could be seen that the many difficulties were occured by students‟
level of English and experiences. They didn‟t have experiences using full English in
their junior and senior highschool classes. It made the students felt nervous to use
English in the class or felt uncomfortable to use English when they learnt economic
materials in English.
Communication with students
The second difficulty that the teacher faced in their class was communication
with students in English. It had connection with previous difficulty, classroom
management. The teacher C mentioned that he had small problem with explaining the
material in English. It meant that he had difficulty about communication in English.
Teacher A, B, and C uttered that one of the difficulties teaching using English
in class was communication with students. Teacher A said,
Sometimes I got difficulties, but sometimes not because some students are
very good at English but some of them are under average.
In the same way Teacher C mentioned,
13
If there are difficulties then it must be from the student sides. I always try to
using English all the time. However, not all the students are 100% ready.
Sometimes if student can‟t understand or can‟t get what I‟m saying, so that I
have to repeat my explanation.
English was not their native language, so absolutely they had some difficult to
use English. Almost communication problems were from students. Even though there
were many students who have high level of English, but not all students were.
Different with Teacher A and C, Teacher B said,
I can speak English but has problem with grammar and vocabulary so has
difficulties to explain some material to the students.
In other words, communication problem occured not only because of the
students‟ faults but sometimes it also happened because of the teachers‟ English skill.
It is very different with Teacher A and Teacher B which claimed the teachers got
difficulties because some of the students‟ English skills were under average.
Nevertheless, communication can be successful if both parties; teacher and students
in this context, can understand what the opponent want to say.
Students’ different English ability
The third difficulty that the teacher faced in their class was students‟ different
English ability. According to Teacher A some student‟s has problem with reading,
speaking, and writing. Teacher A mentioned,
That‟s why I give them such as objective test, where they just have to cross
the answer. I don‟t give them such essay writing test because it could be a
problem for them.
14
According to Teacher A, students‟ ability can give rise to one of teachers‟
difficulties. As she uttered in the previous finding; difficulties of communication with
students, that just a few students are very excellent in English, some others are
average. It doesn‟t matter for her teaching using English. However the important part
is the next part that 1/3 of her class students have poor English skill. She has to use
English for teaching in ICMAP, nevertheless students‟ English skill are not enough to
understand her teaching. For example, teachers want to teach economic
terminologies, students probably don‟t know not only the English words but also
Indonesian words. She mentioned in her interview, those economic terminologies are
not students‟ daily word. So teachers have to explain several times and slowly
without Indonesian language.
Meanwhile, Teacher B and Teacher C agreed that students had problem
especially in listening skill. Teacher B said,
I always ask them whether can they follow my explanation or not, and if they
had I will try to explain again with another sentences or words. Also
sometimes when the students have to write their work, I can still find there is
a problem with their grammar skill.
Teacher C also said,
I did have problem actually, sometimes not all students really got what I said
in English, so I have to repeat.
Both of the teachers agreed that students also has different level of English
mastery so sometimes teacher need to simplify the material, but then when her
15
simplify too much the higher level students will get boring. So, different level of
English mastery is another problem for the teacher.
Teacher’s confidence
The fourth difficulty that the teacher had is about the teacher confidence in
teaching in English. In teaching, the teacher should have confidence so that the
teacher can deliver the material to the student well. These difficulties also
experienced by Teacher B. During the interview about his confidence, Teacher B said,
Yes, sometimes we are also nervous. So, before we enter the class usually we
preparing ourselves by reading and understand all about the chapter. When we
read the material before class, our confidences to teach become higher.
Despite of that, different with Teacher B, Teacher A and Teacher C didn‟t
seem to have any difficulties on their confidence, as they said,
Problem about confidence? Well not me I think. Because my background is
already english. I graduated from the English department and then I studied in
Australia, so there‟s no problem for me about my confidence.Well, about
expereince is okay for me, I have been taught once in Australia.
In the same way, Teacher C uttered,
I don‟t think so because I had experience studying abroad and had experience
in teaching subject using English for about 7 years.
From the Interviews, it was revealed that experience in teaching in english can
affect the teacher confidence in teaching. Also, the preparation before class also
important in order to make the teacher mastering the subject and can allow the
teacher to answer the question and help students to solve problem in class. The better
16
confidence the teacher had, the more comfortable the class will be held whether for
the teacher side neither the students side.
Teaching Strategy & Method
The fifth problem that teacher had was the teacher strategy and method. As we
know, there are many kinds of strategies and methods that can be used when teaching
in class. However, it is important for the teacher to decide which is the best method
that can be used in class. During the interview Teacher A, Teacher B, and Teacher C
had different strategies and method used in class. As teacher A claimed,
I lectured by doing presentation. In class, I also sometimes gives the students
class assignment in order to motivate them using English as much as possible.
Teacher B said,
The teaching method that has been used is reading book and gives assessment
to the students. The students might work in a group and all the material will
be divided based on how many chapter we have and then each group will
doing presentation.
Different with Teacher A and B, Teacher C said,
The teacher usually used communication for global preparation. I took them
some reading books in the class, I also assigned the students to read the books
outside the class, and after that they have to report and have presentation in
the class.
Based on the interview, it can be concluded that every teacher has his or her
own method and strategy in teaching. Some of them were using presentation method
which been used by many teaacher in education field. The other teacher taught the
students with the reading material and asked them to reading the book. It was also
17
good way for motivate the students study deeper about the material. The other way
was using communication. The teacher gave material such hand book or book for the
students to read and practice to communicate. Thus, the students could remember in
the material and improving their English ability.
Making lesson plan
The sixth difficulty that the teacher faced in their class was making lesson
plan. There were many kinds of lesson plans for the teachers, and teachers could
choose some kinds of lesson plan that was quite proper with themselves. However,
each faculty usually had their standard format lesson plan to help them to make
proper lesson plan for those faculty. The standard format lesson plan helped not only
the teachers but also the students. If all teachers who teach the same material have
different lesson plan, students also get confused. So some faculties have their
standard lesson plan. Teacher C‟s answer had relation with this difficulty. Teacher C
explained,
In ICMAP program there is no standard format for the teacher, means each
subject will have different lesson plan. I would set my own receipt, not really
lesson plan but course outlines for some subject.
From his interview, it was revaeled that the ICMAP teachers made their own
lesson plan each other. There was no standard lesson plan for the ICMAP, so it could
make students get confused. However, now one course had only one teacher because
ICMAP is not really big faculty. Therefore it is okay for the ICMAP now. Teacher A,
18
B mentioned they don‟t have difficulty on making the lesson plan, because they were
teaching more than 20 years.
Motivating students
The last difficulty that the teacher faced in their class was motivating students.
ICMAP is a program in the Faculty of Economic and Business of Universitas Kristen
Satya Wacana. The regular program and ICMAP program use almost same materials.
However, the main different studying method between the regular program and the
ICMAP program is the main language of the program. Regular FEB students learn
their material in Indonesian, and ICMAP students used English as the medium of
instruction. As teacher A, C mentioned ICMAP students feel they are more special
students than the regular FEB student, because they are using English. They usually
don‟t want to study harder, because of their arrogance.
To make the student motivated, 3 teachers have their own skills. Teacher A
mentioned,
When students are not motivated, then you will feel like they grab you, and
that is the bad thing that you have to avoid. Well you have to give them
motivation, like for example give them actual example.
Different with that Teacher B said,
I try to handle the class as best as I can. For the student‟s motivation, maybe
about 80% is good.
Teacher C said,
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Actually start from the beginning of the class I have reminded them of the
important of being able to communicate in English for global life. Whether
you are students of the international program or you are students of the regular
program you still need to be able to communicate in English for your
university life and the life after they graduated.
From the interview it can be concluded, Teacher A,B, and C displined the
students by giving them motivation. Since teacher motivation are connected and can
influence the teacher motivation so it‟s important for the teacher to maintain the
students motivation.
CONCLUSION
This study found out the teachers‟ difficulties in using English in international
class of the Economic Department at Universitas Kristen Satya Wacana (UKSW) in
order to give a contribution to help current teaching with CLIL theory for candidate
teachers. The course name of the international class of the Economic Department at
SWCU is ICMAP. It is the abbreviation word from International Class of
Management and Accounting Program. The findings and discussions were collected
by the 3 participants from ICMAP on the interview section. According to findings,
the result of interview were stated that there were 7 main difficulties about using
English in international class of the Economic department at SWCU. Those were
classroom management, communication with students, students‟ different English
ability, teacher‟s confidence, teaching strategy and method, making lesson plan, and
motivating students. Some difficulties were from the students‟ problem such as
classroom management, communication with students, students‟ different English
20
ability, motivation students, and so on. The most important difficulty was different
English level of students, because of that, teachers had to make easier material and
speak slowly or repeatedly, and manage time allocation of class longer.
As the above sentences analyzed, the teachers gave useful guideline such as
their three steps of solutions for the lower level students. These steps were repeating
their explanation, explaining again with another sentences or word, and using
Indonesian languages. By 3 participants‟ interview, they used 90 percent of English
and 10 percent of Indonesian language in the class. However, according to Lee‟s idea
of the stage of using English in the class, it is better to use English increases each
year for the students to adapt using English easily in bilingual class. However, this
research also suggested the teacher to standardize their teaching systems and lesson
plan also to observe the class before teaching so the teacher can understand each level
of student‟s English. The reason is that not every ICMAP students had experience of
bilingual classes. Moreover, ICMAP have to be more selective when they accept the
freshman. For example, they could use some entrance exam before the students enroll
the ICMAP.
This study has limitations. First, this study just focused on the teachers‟
difficulties in using English in ICMAP class in Salatiga; it is categorized as CLIL
class. And the second is the number of participants. This study had interviewed with
3 participants only. For further research I would recommend extending the other
faculties or universities, and the number of the participants. I would also like to
21
suggest gathering and analyzing the students‟ background of education. This study
focused on the teachers‟ difficulties, not students‟, if there were the information or
opinion of students‟ side, it would probably give more specific information to the
teachers. However it is hoped this study can help the teachers who want to teach in
CLIL classes.
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ACKNOWLEDGEMENT
This research was accomplished with many people‟s support and
attention. First of all, I would like to God for his blessing. I am sure that
without his blessing, I couldn‟t finish my thesis. Once again, thank to God to
give me the tenacity and responsibility.
Second, I would also like to thank to my supervisor, Prof. Dr. Gusti
Astika. M.A. for his kindness, guidance, patience, help, and many things to do
for me during all these times. And I would also express my gratitude for my
thesis examiner Anita Kurniawati, M. Hum. for her patience in reading my
thesis and giving many useful suggestions.
Third, I would like to thank to my participants. I can not finish my
research without their kindness and experiences. And thanks to all of the
lecturers and staffs in Faculty of Language and Art for everything during 4
years.
At last, I also want to thank to my family who always cheer me up and
help me when I faced obstacles. They always support me to finish my thesis.
And my uncle and aunt who invited me to Salatiga and help me in Salatiga.
Thanks to my friends, Eunbyeol, Lee, Song, MinSeong, MyungIn, YeEun,
Kimoon, Bram, Intan, Yubi, Ama, Nanda, Lia, Happy, Lena, PamPam, Ivana
and other friends for supporting me. Especially, my dear Astrid Natasya
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Wowor, always make me happy and cheer me up. Thanks to make my
memorable moments in my Indonesia and college life.
24
References
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learning. Cambridge, Cambridge University Press.
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Lee, C. (2008). Interdisciplinary collaboration in English language teaching: Some
observations from subject teachers‟ reflections. Reflections on English
Language Teaching, 7(2), 129-138.
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Neeley, T. (2012). Global Business Speaks English: Why You Need a Language
Strategy Now. Harvard Business Review. 90(5), 116-124.
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APPENDIX
Dear lecturers,
I‟m Chanhyung Cho, athesis student who is currently conducting a research. This
research is conducted to know the lecturers‟ opinions and comments about ICMAP.
Feel free to answer it in Bahasa Indonesia or English. Thank you for your
cooperation.
-
Do you have difficulties when you managed the class?
-
Do you any difficulties when you communicate with student?
-
Do you have problem with level of the students? How difficult?
-
Do you have problem with your confidence and experience?
-
What is your teaching method? (for example, reading books, presentation…or
and so on)
-
How about the percentage of using English in class? (Any difficulties?)
-
Do you have problem with your English skill to explain material?
-
Any problem with teachers‟ or students‟ attitude to teach in ICMAP (CLIL)?
-
Do you have any problem with Teachers‟ strategies?/ what kind of strategies
are used?
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Teachers‟ motivation? Students‟ motivation?
-
Students‟ problem to understand material?
-
Do you have difficulties with making lesson plan for ICMAP
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