A study on the use of the English as a medium of instruction in the seventh grade of SMP RSBI Negeri 1 Sragen.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Handayani, T. Setyo. (2012). A Study on the Use of the English as a Medium of
Instruction in Seventh Grade of SMP-RSBI Negeri 1 Sragen. Yogyakarta: Sanata
Dharma University.
To increase educational quality, the government holds International
Standard School. SMP Negeri 1 Sragen was appointed by the Central Java
Government to be a Rintisan Sekolah Bertaraf International (RSBI). As a RSBI,
which is prepared for Sekolah Berstandar Internasional (SBI), this school started
to use English and Indonesian as a medium of instruction in Mathematics and
Physics subjects. This study was aimed to answer two research problems; those
are (1) How is English used as the medium of instruction in Physic and
Mathematics subjects in the seventh grade of SMP N 1 Sragen? (2) What are the
factors influencing the use of English as medium of instruction in Physics and
Mathematics subjects of the seventh grade of SMP N 1 Sragen?
This study was a descriptive survey research which used a qualitative
method. A qualitative method was used since the study was intended to obtain
descriptive data about the use of the English as a medium of interaction in seventh
grade of SMP Negeri 1 Sragen. The participants of this study were one Physics
teacher and one Mathematics teacher and eight students. To obtain the data,
observations and interviews were used.
Based on the result, there were found that the teachers used English when
opening and closing the class. Simple eliciting, simple instructing, simple
prompting and simple checking learning of the material the teachers also used
English. The teachers inserted some English words during explaining the
materials. There were three factors influencing the use of English as medium of
interaction in Physics and Mathematics subjects. They were the school as the
teaching environment, the teachers as the person who applied English as medium
of instruction in the classroom and the students who dealt with the subjects
conveying in English. The school was the main factor which influenced the use of
English as the medium of instruction in Physic and Mathematics subjects because
one of the characteristics of the RSBI was bilingual in the classroom.
Keywords: Medium of Interaction and SMP-RSBI Negeri 1 Sragen
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Handayani, T. Setyo. (2012). A Study on the Use of the English as a Medium of
Instruction in Seventh Grade of SMP-RSBI Negeri 1 Sragen. Yogyakarta:
Universitas Sanata Dharma.
Untuk meningkatkan kualitas pendidikan, pemerintah menyelenggarakan
Sekolah Bertaraf International. SMP Negeri 1 Sragen adalah salah satu sekolah
yang ditunjuk oleh Pemerintah Jawa Tengah sebagai Rintisan Sekolah Bertaraf
International (RSBI). Sebagai RSBI, yaitu sekolah yang dipersiapkan sebagai
Sekolah Berstandar International (SBI), sekolah ini telah memulai penggunaan
Bahasa Inggris and Bahasa Indonesia sebagai bahasa pengantar didalam kelas
pada pelajaran Fisika dan Mathematika. Studi ini bertujuan untuk menjawab dua
pertanyaan yaitu: (1) Bagaimana penggunaan Bahasa Inggris sebagai bahasa
pengantar pada pelajaran Fisika and Mathematika di kelas tujuh SMP Negeri 1
Sragen? (2) Faktor-faktor apa yang mempengaruhi penggunaan Bahasa Inggris
sebagai Bahasa pengantar pada pelajaran Fisika and Mathematika di kelas tujuh
SMP Negeri 1 Sragen?
Penelitian ini adalah penelitian deskripsi yang menggunakan metode
kualitatif. Metode kualitatif digunakan karena penelitian ini bertujuan untuk
mendapatkan data diskripsi tentang penggunaan Bahasa Inggris sebagai bahasa
pengantar pada pelajaran Fisika and Mathematika di kelas tujuh SMP Negeri 1
Sragen. Partisipan dari studi ini adalah satu guru Fisika dan satu guru
Mathematika. Delapan murid kelas tujuh juga dilibatkan dalan studi ini. Untuk
mendapatkan data, penulis menggunakan observasi dan wawancara.
Dari hasil penelitian ditemukan bahwa guru Fisika dan Mathematika
menggunakan bahasa Inggris untuk membuka dan menutup kelas. Untuk memberi
perintah sederhana (instructing), mendapatkan informasi (eliciting), menstimulus
ide atau pendapat (prompting) dan mengecek pembelajaran (checking learning)
sederhana para guru memakai Bahasa Inggris. Sementara untuk menjelaskan
(explaining), para guru menyisipkan kata-kata Bahasa Inggris sejauh yang
mereka ketahui. Ada tiga faktor yang mempengaruhi penggunaan Bahasa Inggris
sebagai Bahasa pengantar pada pelajaran Fisika and Mathematika di dalam
kelas. Faktor-faktor itu adalah faktor sekolah, sebagai penyelenggara
pembelajaran, para guru yang menerapkan Bahasa Inggris didalam kelas dan
murid-murid yang terlibat langsung dalam penerapan Bahasa Inggris di dalam
kelas. Sekolah adalah faktor utama yang mempengaruhi penggunaan Bahasa
Inggris sebagai bahasa pengantar didalam kelas. Hal ini dikarenakan salah satu
persyaratan untuk menyelenggarakan RSBI adalah penggunaan bilingual di
dalam kelas.
Kata kunci: Medium of Interaction and SMP-RSBI Negeri 1 Sragen.
viii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A STUDY ON THE USE OF THE ENGLISH AS A MEDIUM
OF INSTRUCTION IN THE SEVENTH GRADE
OF SMP RSBI- NEGERI 1 SRAGEN
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
T. Setyo Handayani
Student Number : 081214147
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A STUDY ON THE USE OF THE ENGLISH AS A MEDIUM
OF INSTRUCTION IN THE SEVENTH GRADE
OF SMP RSBI- NEGERI 1 SRAGEN
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
T. Setyo Handayani
Student Number : 081214147
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Continuous effort -more strength
and intelligence- is the key
to unlocking my potential
Winston Churchill
I dedicate this thesis
to all people who love me
iv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and
references, as a scientific paper should.
Yogyakarta, 8 November 2012
The writer
T. Setyo Handayani
081214147
v
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
: T. Setyo Handayani
Nomor Mahasiswa
: 081214147
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
A STUDY ON THE USE OF ENGLISH AS A MEDIUM OF
INSTRUCTION IN THE SEVENTH GRADE
OF SMP RSBI- NEGERI 1 SRAGEN
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya
memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk
menyimpan, mengalihkan dalam bentuk media lain, mengolahnya dalam bentuk
pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di
Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin
dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan
nama saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 8 November 2012
Yang menyatakan
T. Setyo Handayani
vi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Handayani, T. Setyo. (2012). A Study on the Use of the English as a Medium of
Instruction in Seventh Grade of SMP-RSBI Negeri 1 Sragen. Yogyakarta: Sanata
Dharma University.
To increase educational quality, the government holds International
Standard School. SMP Negeri 1 Sragen was appointed by the Central Java
Government to be a Rintisan Sekolah Bertaraf International (RSBI). As a RSBI,
which is prepared for Sekolah Berstandar Internasional (SBI), this school started
to use English and Indonesian as a medium of instruction in Mathematics and
Physics subjects. This study was aimed to answer two research problems; those
are (1) How is English used as the medium of instruction in Physic and
Mathematics subjects in the seventh grade of SMP N 1 Sragen? (2) What are the
factors influencing the use of English as medium of instruction in Physics and
Mathematics subjects of the seventh grade of SMP N 1 Sragen?
This study was a descriptive survey research which used a qualitative
method. A qualitative method was used since the study was intended to obtain
descriptive data about the use of the English as a medium of interaction in seventh
grade of SMP Negeri 1 Sragen. The participants of this study were one Physics
teacher and one Mathematics teacher and eight students. To obtain the data,
observations and interviews were used.
Based on the result, there were found that the teachers used English when
opening and closing the class. Simple eliciting, simple instructing, simple
prompting and simple checking learning of the material the teachers also used
English. The teachers inserted some English words during explaining the
materials. There were three factors influencing the use of English as medium of
interaction in Physics and Mathematics subjects. They were the school as the
teaching environment, the teachers as the person who applied English as medium
of instruction in the classroom and the students who dealt with the subjects
conveying in English. The school was the main factor which influenced the use of
English as the medium of instruction in Physic and Mathematics subjects because
one of the characteristics of the RSBI was bilingual in the classroom.
Keywords: Medium of Interaction and SMP-RSBI Negeri 1 Sragen
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Handayani, T. Setyo. (2012). A Study on the Use of the English as a Medium of
Instruction in Seventh Grade of SMP-RSBI Negeri 1 Sragen. Yogyakarta:
Universitas Sanata Dharma.
Untuk meningkatkan kualitas pendidikan, pemerintah menyelenggarakan
Sekolah Bertaraf International. SMP Negeri 1 Sragen adalah salah satu sekolah
yang ditunjuk oleh Pemerintah Jawa Tengah sebagai Rintisan Sekolah Bertaraf
International (RSBI). Sebagai RSBI, yaitu sekolah yang dipersiapkan sebagai
Sekolah Berstandar International (SBI), sekolah ini telah memulai penggunaan
Bahasa Inggris and Bahasa Indonesia sebagai bahasa pengantar didalam kelas
pada pelajaran Fisika dan Mathematika. Studi ini bertujuan untuk menjawab dua
pertanyaan yaitu: (1) Bagaimana penggunaan Bahasa Inggris sebagai bahasa
pengantar pada pelajaran Fisika and Mathematika di kelas tujuh SMP Negeri 1
Sragen? (2) Faktor-faktor apa yang mempengaruhi penggunaan Bahasa Inggris
sebagai Bahasa pengantar pada pelajaran Fisika and Mathematika di kelas tujuh
SMP Negeri 1 Sragen?
Penelitian ini adalah penelitian deskripsi yang menggunakan metode
kualitatif. Metode kualitatif digunakan karena penelitian ini bertujuan untuk
mendapatkan data diskripsi tentang penggunaan Bahasa Inggris sebagai bahasa
pengantar pada pelajaran Fisika and Mathematika di kelas tujuh SMP Negeri 1
Sragen. Partisipan dari studi ini adalah satu guru Fisika dan satu guru
Mathematika. Delapan murid kelas tujuh juga dilibatkan dalan studi ini. Untuk
mendapatkan data, penulis menggunakan observasi dan wawancara.
Dari hasil penelitian ditemukan bahwa guru Fisika dan Mathematika
menggunakan bahasa Inggris untuk membuka dan menutup kelas. Untuk memberi
perintah sederhana (instructing), mendapatkan informasi (eliciting), menstimulus
ide atau pendapat (prompting) dan mengecek pembelajaran (checking learning)
sederhana para guru memakai Bahasa Inggris. Sementara untuk menjelaskan
(explaining), para guru menyisipkan kata-kata Bahasa Inggris sejauh yang
mereka ketahui. Ada tiga faktor yang mempengaruhi penggunaan Bahasa Inggris
sebagai Bahasa pengantar pada pelajaran Fisika and Mathematika di dalam
kelas. Faktor-faktor itu adalah faktor sekolah, sebagai penyelenggara
pembelajaran, para guru yang menerapkan Bahasa Inggris didalam kelas dan
murid-murid yang terlibat langsung dalam penerapan Bahasa Inggris di dalam
kelas. Sekolah adalah faktor utama yang mempengaruhi penggunaan Bahasa
Inggris sebagai bahasa pengantar didalam kelas. Hal ini dikarenakan salah satu
persyaratan untuk menyelenggarakan RSBI adalah penggunaan bilingual di
dalam kelas.
Kata kunci: Medium of Interaction and SMP-RSBI Negeri 1 Sragen.
viii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
In the first place, I would like to express my greatest gratitude to my Lord
Jesus for His blessings, endless love and guidance in my life. His gracious love
has always given me strength to cope with the hard days to complete my thesis.
I would like to express my deepest gratitude to Carla Sih Prabandari,
S.Pd., M.Hum. my supervisor, who had willingly spent her precious time reading
and correcting the thesis. I also wish to thank all my lecturers in Sanata Dharma
University, especially, Caecilia Tutyandari, S.Pd., M.Pd., Drs. Barli Bram,
M.Ed., Ph.D., and Gregorius Punto Aji S.Pd., M.Hum. I thank them all for
their guidance during my study. My special thanks for Mbak Dani, Mbak Tari
and all librarians for their help.
My gratitude is extended to the principal and vice principal of SMP Negeri 1
Sragen Drs.Muhamad and Sukismanto, M.Ed., for their permission to conduct
this research in SMP Negeri 1 Sragen.
My sincerest thanks addressed to my parents, Bapak Sulan and Ibu
Murtinah for their love. My sister’s family and my nephews Krisna, Adi and
Panji for their sincere love and great care.
Finally, I would like to thanks all of my friends, Angga, Yeni, Kristin,
Elista, and my classmates of PBI 08 C class, for their great help, support, and
precious friendship, my friends KKIH in Hongkong for the wonderful friendship.
May God bless all those lovely people now and forever.
T. Setyo Handayani
ix
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
Page
TITLE PAGE ..........................................................................................
i
APPROVAL PAGE .................................................................................
ii
STATEMENT OF WORK’S ORIGINALITY .........................................
v
PERNYATAAN PERSETUJUAN PUBLIKASI ..........................................
vi
ABSTRACT ............................................................................................
vii
ABSTRAK ................................................................................................
viii
ACKNOWLEDGEMENTS .....................................................................
ix
TABLE OF CONTENTS .........................................................................
x
LIST OF TABLES ...................................................................................
xiii
LIST OF APPENDICES .........................................................................
xiv
CHAPTER I. INTRODUCTION ..........................................................
1
A. Research Background ............................................................
1
B. Research Problem ..................................................................
4
C. Problem Limitation ................................................................
4
D. Research Objectives...............................................................
4
E. Research Benefits ..................................................................
5
F. Definition of Terms ...............................................................
6
CHAPTER II. REVIEW OF LITERATURE .......................................
8
A. Theoretical Description..........................................................
8
1. Theory of Teaching and Learning......................................
8
a. Teaching.......................................................................
8
b. Learning .......................................................................
8
2. Bilingualism Education .....................................................
x
12
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3. Language Function Theory................................................
12
a. The instrumental Function ...........................................
13
b. The Regulatory Function..............................................
13
c. The Representational Function .....................................
13
d. The Interactional Function ...........................................
13
e. The Personal Function .................................................
14
f. The Heuristic Function.................................................
14
g. The Imaginative Function ............................................
14
4. Classroom Language Function .........................................
14
a. Instructing...................................................................
15
b. Explaining ..................................................................
15
c. Narrating.....................................................................
15
d. Eliciting ......................................................................
16
e. Prompting ...................................................................
16
f. Correcting ...................................................................
16
g. Checking learning .......................................................
17
h. Conveying the meaning of Language ..........................
17
5. Classroom Interaction .......................................................
17
a. The Instructional Language .........................................
17
b. Make Language Comprehensible to students ...............
18
6. Managing Classroom Delivery ..........................................
18
a. The Beginning of the Lesson .......................................
18
b. The Middle of the Lesson............................................
20
c. The End of the Lesson.................................................
22
7. Rintisan Sekolah Bertaraf International ............................
23
a. Definition of RSBI ......................................................
23
b. Characteristics of RSBI ...............................................
23
c. Curriculum of RSBI ...................................................
23
d. Teaching Physics and Mathematics in RSBI ................
24
B. Theoretical Framework ..........................................................
26
xi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III. RESEARCH METHODOLOGY ................................
27
A. Research Method ...................................................................
27
B. Research Setting ....................................................................
28
C. Research Participants ............................................................
29
D. Research Instruments and Data Gathering Technique.............
29
1. Observation.......................................................................
29
2. Interview ...........................................................................
30
E. Data Analysis Technique .......................................................
31
F. Research Procedure ...............................................................
34
CHAPTER IV. FINDINGS AND DISCUSSION ..................................
37
A. English as the Medium of Instruction in Physics and
Mathematics in the seventh grade of SMP Negeri 1 Sragen
1. Physics Class ....................................................................
37
2. Mathematics Class ...........................................................
46
B. Factors influence the use of English in Physics and
Mathematics subjects of the seventh grade of SMP Negeri 1
Sragen
1. School’s Factor .................................................................
53
2. Teacher’s Factor ...............................................................
55
3. Student’s Factor ................................................................
56
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ........
58
A. Conclusions ..........................................................................
58
B. Recommendations ................................................................
60
REFERENCES ......................................................................................
62
xii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF TABLES
Tables
Page
2.1 Meeting Hours Addition in a Week in SMP Negeri 1 Sragen ..............
24
3.1 The Blueprint of Observation for the Teacher Activities.....................
30
3.2 Observation Checklist of the Teacher Activities in the Classroom ......
30
3.3 List of the Interview Questions...........................................................
31
3.4 Coding of the Language Function in the Classroom ..........................
32
3.5 Observation Results of the Teacher Activities Coding .......................
33
3.6 Interview analysis ..............................................................................
33
4.1 The Finding on How English is Used as the Medium of Instruction in the
Physics class .....................................................................................
38
4.2 The Finding on How English is Used as the Medium of Instruction
in the Mathematics class....................................................................
47
4.3 Teachers Profile .................................................................................
53
4.4 Facilities and Infrastructures ..............................................................
53
xiii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF APPENDICES
A. The Permission Letter from Sanata Dharma University
B. The Statement Letter from SMP RSBI- Negeri 1 Sragen
C. The Observation Sheet Guidelines for the Teachers
D. The Observation Guidelines for the Students
E. The Interview Guideline for the Teachers
F. The Interview Guideline for the Students
G. The Observation Results of the Teachers
H. The Observation Results of the Students
I. The Interview Results of the Teachers
J. The Interview Results of the Students
K. The Example of the Powerpoint
xiv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER I
INTRODUCTION
In this chapter, the researcher discusses the introduction of the study. This
chapter contains six main parts. The first part is background of the study, the
second part presents the problem formulations, the third part is problem
limitations, the fourth part shows research objectives, the fifth part discusses
research benefits and the last part explains the definition of terms.
A. Research Background
SMP N 1 Sragen is one of the schools in Central Java which is appointed
by local government to be a Rintisan Sekolah Bertarap Internasional (RSBI) in
2011. According to Panduan Pelaksana Panduan RSBI (2011), RSBI is a school
which is prepared for international school standard or Sekolah Bertaraf
Internasional (SBI). To have international standard, the school must fulfill the
Educational National Standard or Standar National Pendidikan (SNP) and also it
must enrich itself with the certain strengths from developed countries which is
member of Organization for Economic Co-operation and Development (OECD).
Some of the members of OECD are Australia, Canada, Japan, Korea, Sweden,
Israel, Finland, United Kingdom, United State, Singapore and Hongkong.
SMP N 1 Sragen was established in 1946. On 5 Juli 2004, this school was
appointed as a Sekolah Standart Nasional (SSN). Four years later, in 2008, the
school was appointed to hold the acceleration program. Acceleration program is a
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
program which gives special educational service for gifted and talented students to
finish regular program in shorter time compared to regular class. The school was
appointed to be a RSBI because of the good achievement in 2012. Since that
appointment, the school starts implementing bilingual in certain subjects. Some
teachers use Indonesian and English as the medium of instruction in Physics and
Mathematics classes.
One of the requirements for a school to be called as a Sekolah Berstandar
Internasional (SBI) is using English and Indonesian as the instructional language
in the certain subjects such as Science, Mathematics and ITC. As the RSBI, which
is prepared as SBI, SMP N 1 Sragen starts to use English as the medium of
instruction in Physics and Mathematics subjects. For the researcher, it is necessary
and interesting to study since Physics and Mathematics are conveyed in English.
It is a big challenge for Physics and Mathematics teachers to use English as the
medium of instruction in their classes since the non-English teachers who usually
do not have English educational background, have to convey the lesson in
English. It is also an interesting phenomenon to study since the school is located
in a small town, where English is very seldom used in the community of the town.
From those reasons, two interesting questions on how the teachers conduct the
lessons in English in the classrooms and what factors which influence the use of
English as the medium of interaction appear.
Increasing educational quality is one of the efforts done by the government
to answer the globalization challenge. The development of educational field
internationally brings English as a communication language in some schools in
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
Indonesia. English is taught in Indonesia since Primary School. The aim is to give
basic learning in English to make students easy to learn further level. In
Secondary level, English is taught more intensively. As a RSBI, SMP N 1 Sragen
tries to answer the demand of globalization challenge, where the students can
compete internationally.
Based on the explanation above, the researcher attempts to study on the
use of English as the medium of instruction in Physics and Mathematics subject of
the seventh grade of SMP N 1 Sragen. The researcher is interested in this study
because it becomes a trend that English is used as the medium of instruction in
Science, ITC and Mathematics subjects. It is an interesting phenomenon because
English in general is considered as a difficult subject for Indonesian students. For
the non-English teachers, English is difficult to learn since they do not have
English educational background. It is expected that Junior High Schools students
would get accustomed to English in non-English class. And for the further goal is
to prepare the students to have extra ability to compete in international world in
the future time. Hence, the research is conducted to give descriptions on the use of
English as the instruction in Physics and Mathematics in SMP N 1 Sragen.
B. Research Problems
This study aims to answer two problems related to the background. The
researcher states the problems as follows:
1) How is English used as the medium of instruction in Physic and Mathematics
subjects in the seventh grade of SMP N 1 Sragen?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
2) What are the factors influencing the use of English as medium of interaction in
Physics and Mathematics subjects of the seventh grade of SMP N 1 Sragen?
C. Problem Limitation
There is a limitation made for this study in order to lead the reader’s focus.
The discussion is limited on how English is used as the medium of instruction and
what factors influence the use of English as medium of interaction in Physics and
Mathematics subjects in seventh grade of SMP N 1 Sragen. In this study, the
researcher intents to observe Physics and Mathematics teachers who have tried to
apply English as the medium of instruction in Physics and Mathematics subjects. The
researcher also intends to interview the teachers and some students who represent the
seventh grade students of Junior High School. It is because the students involve into
the process of the learning Physics and Mathematics in the class directly.
D. Research Objectives
In relation to the problems of the research above, this study has two aims
as follows:
1) To describe on how English is used as the medium of instruction in Physics and
Mathematics subject in the seventh grade of SMP N 1 Sragen.
2) To explain on what factors which influence the use of English as the medium of
instruction in Physics and Mathematics subject in the seventh grade of SMP N 1
Sragen.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
E. Research Benefits
This is a study on how English is implemented as the medium of
instruction in Physics and Mathematics subjects in SMP N 1 Sragen. This study is
expected to give benefits for teachers, students, school management and future
researchers.
1) Physics and Mathematics Teachers
Since English is used as the medium of instruction in Physics and
Mathematics subjects in SMP N I Sragen, Physics and Mathematics teachers will
be motivated to learn English more. Making themselves competent in English so
that they are able to use English in their classes to make their students understand
and accept the Physics and Mathematics subjects conveying in English. Moreover,
the school is a RSBI where the students are emphasized to understand English
better than non-RSBI students.
2) For Students
It is expected by knowing that English is used as the medium of
instruction in Physics and Mathematics subjects or other subjects, students will be
motivated to learn English. It is also hoped that they are going to be accustomed
to listening or communicate in English.
3) School management
It is expected that students’ responses on the use of English as the medium
of instruction in Physics and Mathematics subjects will give inputs for school
management. Students’ opinion can be one of the considerations in making new
policy about the medium of instruction in that school.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
4) Future researchers
From this research, future researchers can enrich their knowledge in
understanding about the phenomenon on the use of English as the medium of
instruction in non-English class especially in a RSBI. Hopefully, this research will
give basic descriptions for further research on other educational phenomena.
F. Definition of Terms
Some terms are specified to avoid misunderstanding and misinterpretation
since one word can have more than one meaning.
1) Medium of Instruction
According to Oxford Advanced Learner’s Dictionary, medium of
interaction is the language used to teach subjects (p, 797). In this case, medium of
instruction in the class refers to a language which is used during teaching-learning
process, working groups and presentations done by teachers and students. In this
study, the researcher intends to investigate on how English is used as the medium
of instruction in Physics and Mathematics classes.
2) Rintisan Sekolah Bertaraf International (RSBI)
Based on Panduan Pelaksanaan Pembinaan RSBI (2011 p. 8), Rintisan
Sekolah Bertaraf International is a school which is prepared for international
school standard or Sekolah Bertaraf Internasional (SBI).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
3) Sekolah Menengah Pertama (SMP) Negeri 1 Sragen
SMP N 1 Sragen is a Junior High School which is located in Sragen,
Central Java. It became a Rintisan Sekolah Bertarap International (RSBI) since
2011. In this study, the grade which is intended in Junior High School is only the
seventh grade of SMP N 1 Sragen.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF LITERATURE
Some theories used in this study will be discussed in this chapter. The
theories are as the theoretical base for the research. It is important to base the
study to some related theories to see how the study should be conducted. This
chapter contains two main parts. The first part is Theoretical Description which
covers the main theories as the references for this study. It consists of Theory of
Teaching and Learning, Bilingual Education, Language Function Theory,
Classroom Language Function, Classroom Interaction, Managing Classroom
Delivery and Rintisan Sekolah Bertaraf International (RSBI). The second part is
the Theoretical Framework which covers the specific theories which used as the
guideline to answer the problems in this study.
A. Theoretical Description
Using English as a medium of instruction in Non-English subject become
a trend in educational field. It is usually done by schools which are Rintisan
Sekolah Bertarap International (RSBI). This issue is related with other issues in
educational field in general. In this part, Theoretical Description covers Theory of
Teaching and Learning, Bilingual Education, Language Function Theory,
Classroom Language Function, Classroom Interaction, Managing Classroom
Delivery and Rintisan Sekolah Bertaraf International (RSBI).
8
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
1. Theory of Teaching and Learning
a. Teaching
Teaching and learning are interdependent. In the context of class, teaching
is an activity done by the teacher. Meanwhile, learning is an activity done by
students. According to Brown (2000), teaching is an activity in guiding and
facilitating learning, so that the learning atmosphere must be created (p. 7). He
also mentions that teacher’s philosophy of education, teaching style, approach,
methods and classroom technique will be determined by the teacher’s
understanding on how the learners learn something. Instruction and explanation
are important parts of teaching. Eggen and Kauchak (2006), emphasize the
important of instruction by saying that a clear instruction will lead the students to
right direction.
b. Learning
Learning has very broad of meaning. Brown (2000) states that learning is a
change of behavior as the result of reinforced practice (p. 7). From the definition
above, it can be said that learning needs effort from the learners. It also involves
consciousness and acting as the response of the change of the behavior.
Furthermore, he mentions that learning is acquisition or “getting”. It means that
process of learning is also process of getting. Getting something as the result of
the learning itself. Learning will be successful if it is determined by some factors.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
1) Learner’s factor
a) Intelligence
Traditionally, intelligence refers to the result of the cognitive test. The
measurement of intelligence is IQ test. The ability of person’s success or ability is
measured by this test. Nowadays, intelligence has more complex meaning since
everyone has difference kinds of intelligence. Someone’s success is not
determined by the result of the test which is in the form of written test. Lightbown
and Spada (1999) state that in the classroom where the instruction focuses on the
communicative and interactive, the role of intelligence is less important (p. 53).
b) Motivation
Motivation is one of the aspects of human mind. It is related to “want” or
“desire” to have and achieve the “want” or “desire”. Motivation is very important
factor in learning. Dorney (2001) states that motivation has a very important role
in determining success or failure in any learning situation (p. 2).
c) Personality
There is no clear correlation between the personality and the success of
learning. Lighbrown and Spada (1999) state that it is believed that personality has
an important influence on success if it is combined with other factors (p. 56).
2) Teacher’s factor
Mastering material is not enough to be said as a good teacher. Being a
teacher is also being a model for many aspects.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
a) Teachers as a good educator
A Good teaching comes from the identity and integrity of the teacher
(Palmer, 1998). A good teacher must be able to connect the students and the
subject (p. 10). One of the characteristics of a good teacher is that she/he must be
a good at giving reinforcement. Reinforcement will make students be motivated.
b) Teacher as a classroom manager
It is a fact that a teacher is a manager in his/her room. Teacher should
know how to bring the class in the educational situation. A teacher must create a
good atmosphere so that the students feel convenient with the classroom situation.
c) Teacher as an aspirator
According to Winskel (2004), a teacher as the aspirator should give
encouragement to every student without seeing the students’ intellectual level and
their motivation level (p. 221). In giving encouragement, a teacher must be
flexible; it depends on the need of the students. A teacher must make the students
be happy with him/her inside or outside the class, so that the students feel
convenient in their circumstance.
3) School’s factor
a) School as a social system
It is a fact that schools are part of social systems in a community. The
community gives their children to school to be educated.
b) School as an institution
A school, as an institution of education has a big responsibility to
encourage the students. School policies in a certain field will influence teachers
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
and students in the teaching-learning process. According to Winskel, as the
institution a school covers management of the school environment life. School
environment life will influence the teaching-learning process in the class in all
level of education (2004, p. 244).
2. Bilingualism Education
In some developing countries, a bilingual education has applied in
classroom programs. According to Borich (1992), bilingual education refers to a
mix of instruction in two languages (p. 564). Furthermore, he explains that when
English is the second language in that school, teacher should teach skills and
words in English as well as in the first language. Bilingual education is used to
improve students’ proficiency since the students could learn the languages directly
by accustoming to the listening and the speaking in the classroom. Indonesia starts
applying bilingual education by establishing RSBI or SBI where the one of the
characteristics is using Indonesian and English as the instructional language in the
classroom.
3. Language Function Theory
The function of language is varied, but in general the main function of
language is for communication. According to Brown (2000), language functions
are essentially the purpose in the form of language (p. 248). The examples of
purpose are to state, request, respond, greet and ask. Halliday (1973, as cited in
Brown, 2000, p. 250) divides the language function in seven functions.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
a. The instrumental function
The instrument function serves to manipulate the environment to cause
certain events to happen. For example, “On your mark, get, set, go”, “Don’t touch
the stove.” The language of the language function is communicative acts. The
sentences bring about a particular condition.
b. The regulatory function
The regulatory function of language is the control of events. When people
use this language function, they control the behaviour of others. For example
“Upon good behavior, you will be eligible for parole in ten months.” The
regulation of encounters among people-approval, behavior, setting laws and rulesare regulatory function of language.
c. The representational function
The representational function is the use of language to make statements,
convey fact and knowledge, explain and report. When people use this language
function, they use the language to communicate the information. For example
“The sun is hot”, “the president gave a speech last night.”
d. The interactional function
The interactional function of language serves to ensure social maintenance
or phatic communion. It allows the community to establish social contact and to
keep communication open. When people use this language function, they use the
language to create interaction with others. For example “Hello, how are you?”,
“Have a nice day.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
e. The personal function
Through language, people are able to express their feeling. The personal
function allows a speaker to express their emotion, personality and reaction
verbally. For example “I was accepted as branch manager, I am very happy.”
f. The heuristic function
The heuristic function involves language used to acquire knowledge.
Children use this function by asking in order to answer their curiosity. It is
because children in the process of knowing the world around them. For example
“Why does a cat hate a dog?”
g. The imaginative function
The imaginative function serves to create imaginary systems or ideas.
Primary and Kindergarten teachers often use this language function to create a
world of imagination on their students. Telling fairy tales to the children brings
them to imagine the story in their mind.
A sentence or a conversation might bring many different functions. When
people ask “Do you have a knife?” this question has two possible meanings. First,
people offer to lend a knife to other. Second, people request to borrow a knife
from other. To understand the meaning of the sentence above, people have to
understand the setting.
4. Classroom Language Function
In the classroom, a language has a specific function. According to Spratt,
Pulverness and William (2005), Classroom Language Function refers to the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
purpose for which teacher and learners use the language in the classroom (p. 134).
Teachers should use the language appropriately. It means that teachers have to use
the language in the class which best suits the learners and the situation. There are
seven of classroom language functions which are purposed by Spratt, Pulverness
and William (2005).
a. Instructing
Instructing becomes one of the important techniques for a teacher to
acquire students’ attention during the teaching-learning process. Instructing occurs
when a teacher gives instructions to the students. The language of instruction
usually is in imperative when the learners are young learners or beginners. “Open
your book at page 50” is an instruction to young learner or beginners, while for
the adult learners or higher level, teachers might use the other language forms
“For this activity, you are going to work in pair.” The word “Please” could be
added to make the instruction is more polite.
b. Explaining
Explaining is always done by a teacher during the teaching-learning
process in the class. Explaining is occurred when the teachers wants to explain the
material, give a concept of theory or to clarify a certain question to their students.
Teachers also use this language function to explain on how to do the activities and
to organize a certain project.
c. Narrating
Teachers sometimes talks about past experience or something that has
happened in the past. The goal of telling past experience is to provide real
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
explanation. In the classroom, especially primary classroom, sometimes teachers
tell a story to draw students’ attention.
d. Eliciting
Eliciting is when a teacher obtains information from the students rather
than giving it to them. Through eliciting, teachers will be able to get students’
interest. The information could be answers from the teacher’s questions such as
“Can you tell us, what is the picture about?” or ”what do you think about this
story?”
e. Prompting
Prompting is when the teacher says something to stimulate the students to
think of ideas or to remember of something by giving them part of it. According
to Eggan and Kauchak (2012), prompting can be used when students fail to
answer correctly (p. 76). They also explain that prompting is effective when
studying conceptual and procedural ideas. For example, during explaining the
material, teacher might say “You could give examples from your experiences.”
When the learner could not remember a word, teachers might give the first sound
of the word such as “cham, cham..” for “championship.”
f. Correcting
Mistakes are part of the learning process. Correcting occurs when the
teacher corrects students’ mistakes. Teachers should make a correction to make
the students know how the mistakes could happen. In the classroom, teachers
often correct the students’ mistakes by explaining the correction to the whole
class.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17
g. Checking Learning
Teachers usually check the learning, especially after presenting or teaching
a concept or a theory. Teachers may use a question form when they want to check
students’ understanding of the material given before. When teachers know about
students’ understanding, teachers could decide to continue the lesson or repeat the
explanation.
h. Conveying the Meaning of New Language
When teachers teach new materials, sometimes they have to introduce new
words connecting with the material terms. It is a fact that sometime students meet
confusion in finding the meaning of the new words. Many activities are able to
use to explain the meaning of a word or a phrase. When the teachers do these
activities, they show the meaning of new words. Translating the words, using
realia or demonstrating can be used to explain the meaning of new words.
5. Classroom Interaction
In a teaching-learning process, the interaction between the teacher and the
students is very important because without a good interaction, teacher would not
able to transfer the knowledge to the students well. Mohan, Leung and Davidson
(2001) say that a classroom is an ideal situation for second language learners
because it provides the students an opportunity to use the target language (p. 180).
a. The Instructional Language
It is an interesting thing that English is used as a medium of instruction in
some schools in Indonesia. Moreover, English has a very narrow function in this
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18
country. According to Kennedy (1999), a language which is used as the medium
of instruction in the class has high status in the community (p. 74).
b. Make Language Comprehensible to Students
It is the teacher’s responsibility to make the students understand what they
are learning. The use of a language is the important thing to make the students
understand the material. But, it is very possible that teacher’s language sometimes
is not understandable. For this aim, to make the language understandable, teachers
must do lesson planning. Kennedy (1999) states that teachers should make lesson
plans where the process of learning, product, the way they explain the material,
the aim of the lesson and how the material can be achieved by the students,
become reflection for the teacher (p. 116).
6. Managing Lesson Delivery
Teaching in the classroom is the most important teacher action in the
teaching-learning process. There are three parts in managing lesson delivery
which are purposed by Burden and Byrd.
a. The beginning of the lesson
The beginning of the lesson should be made as interesting as possible so
that could catch students’ attention. Price and Nelson (2011) say that the most
important function of the openings is to help the students prepare for learning in
classroom (p. 41). Furthermore, they explain that teachers can design a strategy to
motivate and focus the students and the strategy to help students see the
relationship between the new knowledge and other learning.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
19
1) Getting attention
It is obvious that teachers expect students to give full attention to the
lesson all the time. On the contrary, sometimes students are getting hard to pay
attention in the beginning of the lesson. Jones & Jones (2007, as cited in Burden
and Byrd, 2010) propose three ways to get students’ attention. Firstly, select a cue
for getting students’ attention. Secondly, do not begin until everyone is paying
attention. And the third is removing distractions.
2) Providing daily review
A brief review of previous lessons can be done for opening the lesson.
Review might cover previous material and correction of homework. Burden and
Byrd (2010, p 191) state that the purpose of daily review is to determine whether
the students have obtained the knowledge of the lesson.
3) Establishing set induction
According to Burden and Byrd (2010 p. 192), a set induction is the initial
activity at the beginning of the lesson to persuade the students in wanting to learn.
This activity should create learning atmosphere for the students to make them
engage to the lesson. There are four effective set inductions which are purposed
by Burden and Byrd. Firstly, get the students interested in what is to be taught
during the lesson. Secondly, the set induction activity should be connected to the
lesson. Thirdly, the students must understand the material and/or activity. And
fourthly, the set induction and the content of the lesson should be related to the
students’ lives or a previous lesson.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20
4) Introducing lesson objectives
At the beginning of the lesson, teachers should describe to the students the
purpose of the learning that day. Stating lesson objectives helps students to reduce
students’ anxiety of the lesson. By introducing lesson objectives, teachers have
provided students with an advanced organizer which give a lesson framework to
the students and help them to relate with the knowledge that they have already
known (Burden &
ABSTRACT
Handayani, T. Setyo. (2012). A Study on the Use of the English as a Medium of
Instruction in Seventh Grade of SMP-RSBI Negeri 1 Sragen. Yogyakarta: Sanata
Dharma University.
To increase educational quality, the government holds International
Standard School. SMP Negeri 1 Sragen was appointed by the Central Java
Government to be a Rintisan Sekolah Bertaraf International (RSBI). As a RSBI,
which is prepared for Sekolah Berstandar Internasional (SBI), this school started
to use English and Indonesian as a medium of instruction in Mathematics and
Physics subjects. This study was aimed to answer two research problems; those
are (1) How is English used as the medium of instruction in Physic and
Mathematics subjects in the seventh grade of SMP N 1 Sragen? (2) What are the
factors influencing the use of English as medium of instruction in Physics and
Mathematics subjects of the seventh grade of SMP N 1 Sragen?
This study was a descriptive survey research which used a qualitative
method. A qualitative method was used since the study was intended to obtain
descriptive data about the use of the English as a medium of interaction in seventh
grade of SMP Negeri 1 Sragen. The participants of this study were one Physics
teacher and one Mathematics teacher and eight students. To obtain the data,
observations and interviews were used.
Based on the result, there were found that the teachers used English when
opening and closing the class. Simple eliciting, simple instructing, simple
prompting and simple checking learning of the material the teachers also used
English. The teachers inserted some English words during explaining the
materials. There were three factors influencing the use of English as medium of
interaction in Physics and Mathematics subjects. They were the school as the
teaching environment, the teachers as the person who applied English as medium
of instruction in the classroom and the students who dealt with the subjects
conveying in English. The school was the main factor which influenced the use of
English as the medium of instruction in Physic and Mathematics subjects because
one of the characteristics of the RSBI was bilingual in the classroom.
Keywords: Medium of Interaction and SMP-RSBI Negeri 1 Sragen
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Handayani, T. Setyo. (2012). A Study on the Use of the English as a Medium of
Instruction in Seventh Grade of SMP-RSBI Negeri 1 Sragen. Yogyakarta:
Universitas Sanata Dharma.
Untuk meningkatkan kualitas pendidikan, pemerintah menyelenggarakan
Sekolah Bertaraf International. SMP Negeri 1 Sragen adalah salah satu sekolah
yang ditunjuk oleh Pemerintah Jawa Tengah sebagai Rintisan Sekolah Bertaraf
International (RSBI). Sebagai RSBI, yaitu sekolah yang dipersiapkan sebagai
Sekolah Berstandar International (SBI), sekolah ini telah memulai penggunaan
Bahasa Inggris and Bahasa Indonesia sebagai bahasa pengantar didalam kelas
pada pelajaran Fisika dan Mathematika. Studi ini bertujuan untuk menjawab dua
pertanyaan yaitu: (1) Bagaimana penggunaan Bahasa Inggris sebagai bahasa
pengantar pada pelajaran Fisika and Mathematika di kelas tujuh SMP Negeri 1
Sragen? (2) Faktor-faktor apa yang mempengaruhi penggunaan Bahasa Inggris
sebagai Bahasa pengantar pada pelajaran Fisika and Mathematika di kelas tujuh
SMP Negeri 1 Sragen?
Penelitian ini adalah penelitian deskripsi yang menggunakan metode
kualitatif. Metode kualitatif digunakan karena penelitian ini bertujuan untuk
mendapatkan data diskripsi tentang penggunaan Bahasa Inggris sebagai bahasa
pengantar pada pelajaran Fisika and Mathematika di kelas tujuh SMP Negeri 1
Sragen. Partisipan dari studi ini adalah satu guru Fisika dan satu guru
Mathematika. Delapan murid kelas tujuh juga dilibatkan dalan studi ini. Untuk
mendapatkan data, penulis menggunakan observasi dan wawancara.
Dari hasil penelitian ditemukan bahwa guru Fisika dan Mathematika
menggunakan bahasa Inggris untuk membuka dan menutup kelas. Untuk memberi
perintah sederhana (instructing), mendapatkan informasi (eliciting), menstimulus
ide atau pendapat (prompting) dan mengecek pembelajaran (checking learning)
sederhana para guru memakai Bahasa Inggris. Sementara untuk menjelaskan
(explaining), para guru menyisipkan kata-kata Bahasa Inggris sejauh yang
mereka ketahui. Ada tiga faktor yang mempengaruhi penggunaan Bahasa Inggris
sebagai Bahasa pengantar pada pelajaran Fisika and Mathematika di dalam
kelas. Faktor-faktor itu adalah faktor sekolah, sebagai penyelenggara
pembelajaran, para guru yang menerapkan Bahasa Inggris didalam kelas dan
murid-murid yang terlibat langsung dalam penerapan Bahasa Inggris di dalam
kelas. Sekolah adalah faktor utama yang mempengaruhi penggunaan Bahasa
Inggris sebagai bahasa pengantar didalam kelas. Hal ini dikarenakan salah satu
persyaratan untuk menyelenggarakan RSBI adalah penggunaan bilingual di
dalam kelas.
Kata kunci: Medium of Interaction and SMP-RSBI Negeri 1 Sragen.
viii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A STUDY ON THE USE OF THE ENGLISH AS A MEDIUM
OF INSTRUCTION IN THE SEVENTH GRADE
OF SMP RSBI- NEGERI 1 SRAGEN
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
T. Setyo Handayani
Student Number : 081214147
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A STUDY ON THE USE OF THE ENGLISH AS A MEDIUM
OF INSTRUCTION IN THE SEVENTH GRADE
OF SMP RSBI- NEGERI 1 SRAGEN
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
T. Setyo Handayani
Student Number : 081214147
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Continuous effort -more strength
and intelligence- is the key
to unlocking my potential
Winston Churchill
I dedicate this thesis
to all people who love me
iv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and
references, as a scientific paper should.
Yogyakarta, 8 November 2012
The writer
T. Setyo Handayani
081214147
v
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
: T. Setyo Handayani
Nomor Mahasiswa
: 081214147
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
A STUDY ON THE USE OF ENGLISH AS A MEDIUM OF
INSTRUCTION IN THE SEVENTH GRADE
OF SMP RSBI- NEGERI 1 SRAGEN
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya
memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk
menyimpan, mengalihkan dalam bentuk media lain, mengolahnya dalam bentuk
pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di
Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin
dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan
nama saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 8 November 2012
Yang menyatakan
T. Setyo Handayani
vi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Handayani, T. Setyo. (2012). A Study on the Use of the English as a Medium of
Instruction in Seventh Grade of SMP-RSBI Negeri 1 Sragen. Yogyakarta: Sanata
Dharma University.
To increase educational quality, the government holds International
Standard School. SMP Negeri 1 Sragen was appointed by the Central Java
Government to be a Rintisan Sekolah Bertaraf International (RSBI). As a RSBI,
which is prepared for Sekolah Berstandar Internasional (SBI), this school started
to use English and Indonesian as a medium of instruction in Mathematics and
Physics subjects. This study was aimed to answer two research problems; those
are (1) How is English used as the medium of instruction in Physic and
Mathematics subjects in the seventh grade of SMP N 1 Sragen? (2) What are the
factors influencing the use of English as medium of instruction in Physics and
Mathematics subjects of the seventh grade of SMP N 1 Sragen?
This study was a descriptive survey research which used a qualitative
method. A qualitative method was used since the study was intended to obtain
descriptive data about the use of the English as a medium of interaction in seventh
grade of SMP Negeri 1 Sragen. The participants of this study were one Physics
teacher and one Mathematics teacher and eight students. To obtain the data,
observations and interviews were used.
Based on the result, there were found that the teachers used English when
opening and closing the class. Simple eliciting, simple instructing, simple
prompting and simple checking learning of the material the teachers also used
English. The teachers inserted some English words during explaining the
materials. There were three factors influencing the use of English as medium of
interaction in Physics and Mathematics subjects. They were the school as the
teaching environment, the teachers as the person who applied English as medium
of instruction in the classroom and the students who dealt with the subjects
conveying in English. The school was the main factor which influenced the use of
English as the medium of instruction in Physic and Mathematics subjects because
one of the characteristics of the RSBI was bilingual in the classroom.
Keywords: Medium of Interaction and SMP-RSBI Negeri 1 Sragen
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Handayani, T. Setyo. (2012). A Study on the Use of the English as a Medium of
Instruction in Seventh Grade of SMP-RSBI Negeri 1 Sragen. Yogyakarta:
Universitas Sanata Dharma.
Untuk meningkatkan kualitas pendidikan, pemerintah menyelenggarakan
Sekolah Bertaraf International. SMP Negeri 1 Sragen adalah salah satu sekolah
yang ditunjuk oleh Pemerintah Jawa Tengah sebagai Rintisan Sekolah Bertaraf
International (RSBI). Sebagai RSBI, yaitu sekolah yang dipersiapkan sebagai
Sekolah Berstandar International (SBI), sekolah ini telah memulai penggunaan
Bahasa Inggris and Bahasa Indonesia sebagai bahasa pengantar didalam kelas
pada pelajaran Fisika dan Mathematika. Studi ini bertujuan untuk menjawab dua
pertanyaan yaitu: (1) Bagaimana penggunaan Bahasa Inggris sebagai bahasa
pengantar pada pelajaran Fisika and Mathematika di kelas tujuh SMP Negeri 1
Sragen? (2) Faktor-faktor apa yang mempengaruhi penggunaan Bahasa Inggris
sebagai Bahasa pengantar pada pelajaran Fisika and Mathematika di kelas tujuh
SMP Negeri 1 Sragen?
Penelitian ini adalah penelitian deskripsi yang menggunakan metode
kualitatif. Metode kualitatif digunakan karena penelitian ini bertujuan untuk
mendapatkan data diskripsi tentang penggunaan Bahasa Inggris sebagai bahasa
pengantar pada pelajaran Fisika and Mathematika di kelas tujuh SMP Negeri 1
Sragen. Partisipan dari studi ini adalah satu guru Fisika dan satu guru
Mathematika. Delapan murid kelas tujuh juga dilibatkan dalan studi ini. Untuk
mendapatkan data, penulis menggunakan observasi dan wawancara.
Dari hasil penelitian ditemukan bahwa guru Fisika dan Mathematika
menggunakan bahasa Inggris untuk membuka dan menutup kelas. Untuk memberi
perintah sederhana (instructing), mendapatkan informasi (eliciting), menstimulus
ide atau pendapat (prompting) dan mengecek pembelajaran (checking learning)
sederhana para guru memakai Bahasa Inggris. Sementara untuk menjelaskan
(explaining), para guru menyisipkan kata-kata Bahasa Inggris sejauh yang
mereka ketahui. Ada tiga faktor yang mempengaruhi penggunaan Bahasa Inggris
sebagai Bahasa pengantar pada pelajaran Fisika and Mathematika di dalam
kelas. Faktor-faktor itu adalah faktor sekolah, sebagai penyelenggara
pembelajaran, para guru yang menerapkan Bahasa Inggris didalam kelas dan
murid-murid yang terlibat langsung dalam penerapan Bahasa Inggris di dalam
kelas. Sekolah adalah faktor utama yang mempengaruhi penggunaan Bahasa
Inggris sebagai bahasa pengantar didalam kelas. Hal ini dikarenakan salah satu
persyaratan untuk menyelenggarakan RSBI adalah penggunaan bilingual di
dalam kelas.
Kata kunci: Medium of Interaction and SMP-RSBI Negeri 1 Sragen.
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
In the first place, I would like to express my greatest gratitude to my Lord
Jesus for His blessings, endless love and guidance in my life. His gracious love
has always given me strength to cope with the hard days to complete my thesis.
I would like to express my deepest gratitude to Carla Sih Prabandari,
S.Pd., M.Hum. my supervisor, who had willingly spent her precious time reading
and correcting the thesis. I also wish to thank all my lecturers in Sanata Dharma
University, especially, Caecilia Tutyandari, S.Pd., M.Pd., Drs. Barli Bram,
M.Ed., Ph.D., and Gregorius Punto Aji S.Pd., M.Hum. I thank them all for
their guidance during my study. My special thanks for Mbak Dani, Mbak Tari
and all librarians for their help.
My gratitude is extended to the principal and vice principal of SMP Negeri 1
Sragen Drs.Muhamad and Sukismanto, M.Ed., for their permission to conduct
this research in SMP Negeri 1 Sragen.
My sincerest thanks addressed to my parents, Bapak Sulan and Ibu
Murtinah for their love. My sister’s family and my nephews Krisna, Adi and
Panji for their sincere love and great care.
Finally, I would like to thanks all of my friends, Angga, Yeni, Kristin,
Elista, and my classmates of PBI 08 C class, for their great help, support, and
precious friendship, my friends KKIH in Hongkong for the wonderful friendship.
May God bless all those lovely people now and forever.
T. Setyo Handayani
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
Page
TITLE PAGE ..........................................................................................
i
APPROVAL PAGE .................................................................................
ii
STATEMENT OF WORK’S ORIGINALITY .........................................
v
PERNYATAAN PERSETUJUAN PUBLIKASI ..........................................
vi
ABSTRACT ............................................................................................
vii
ABSTRAK ................................................................................................
viii
ACKNOWLEDGEMENTS .....................................................................
ix
TABLE OF CONTENTS .........................................................................
x
LIST OF TABLES ...................................................................................
xiii
LIST OF APPENDICES .........................................................................
xiv
CHAPTER I. INTRODUCTION ..........................................................
1
A. Research Background ............................................................
1
B. Research Problem ..................................................................
4
C. Problem Limitation ................................................................
4
D. Research Objectives...............................................................
4
E. Research Benefits ..................................................................
5
F. Definition of Terms ...............................................................
6
CHAPTER II. REVIEW OF LITERATURE .......................................
8
A. Theoretical Description..........................................................
8
1. Theory of Teaching and Learning......................................
8
a. Teaching.......................................................................
8
b. Learning .......................................................................
8
2. Bilingualism Education .....................................................
x
12
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3. Language Function Theory................................................
12
a. The instrumental Function ...........................................
13
b. The Regulatory Function..............................................
13
c. The Representational Function .....................................
13
d. The Interactional Function ...........................................
13
e. The Personal Function .................................................
14
f. The Heuristic Function.................................................
14
g. The Imaginative Function ............................................
14
4. Classroom Language Function .........................................
14
a. Instructing...................................................................
15
b. Explaining ..................................................................
15
c. Narrating.....................................................................
15
d. Eliciting ......................................................................
16
e. Prompting ...................................................................
16
f. Correcting ...................................................................
16
g. Checking learning .......................................................
17
h. Conveying the meaning of Language ..........................
17
5. Classroom Interaction .......................................................
17
a. The Instructional Language .........................................
17
b. Make Language Comprehensible to students ...............
18
6. Managing Classroom Delivery ..........................................
18
a. The Beginning of the Lesson .......................................
18
b. The Middle of the Lesson............................................
20
c. The End of the Lesson.................................................
22
7. Rintisan Sekolah Bertaraf International ............................
23
a. Definition of RSBI ......................................................
23
b. Characteristics of RSBI ...............................................
23
c. Curriculum of RSBI ...................................................
23
d. Teaching Physics and Mathematics in RSBI ................
24
B. Theoretical Framework ..........................................................
26
xi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III. RESEARCH METHODOLOGY ................................
27
A. Research Method ...................................................................
27
B. Research Setting ....................................................................
28
C. Research Participants ............................................................
29
D. Research Instruments and Data Gathering Technique.............
29
1. Observation.......................................................................
29
2. Interview ...........................................................................
30
E. Data Analysis Technique .......................................................
31
F. Research Procedure ...............................................................
34
CHAPTER IV. FINDINGS AND DISCUSSION ..................................
37
A. English as the Medium of Instruction in Physics and
Mathematics in the seventh grade of SMP Negeri 1 Sragen
1. Physics Class ....................................................................
37
2. Mathematics Class ...........................................................
46
B. Factors influence the use of English in Physics and
Mathematics subjects of the seventh grade of SMP Negeri 1
Sragen
1. School’s Factor .................................................................
53
2. Teacher’s Factor ...............................................................
55
3. Student’s Factor ................................................................
56
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ........
58
A. Conclusions ..........................................................................
58
B. Recommendations ................................................................
60
REFERENCES ......................................................................................
62
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF TABLES
Tables
Page
2.1 Meeting Hours Addition in a Week in SMP Negeri 1 Sragen ..............
24
3.1 The Blueprint of Observation for the Teacher Activities.....................
30
3.2 Observation Checklist of the Teacher Activities in the Classroom ......
30
3.3 List of the Interview Questions...........................................................
31
3.4 Coding of the Language Function in the Classroom ..........................
32
3.5 Observation Results of the Teacher Activities Coding .......................
33
3.6 Interview analysis ..............................................................................
33
4.1 The Finding on How English is Used as the Medium of Instruction in the
Physics class .....................................................................................
38
4.2 The Finding on How English is Used as the Medium of Instruction
in the Mathematics class....................................................................
47
4.3 Teachers Profile .................................................................................
53
4.4 Facilities and Infrastructures ..............................................................
53
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF APPENDICES
A. The Permission Letter from Sanata Dharma University
B. The Statement Letter from SMP RSBI- Negeri 1 Sragen
C. The Observation Sheet Guidelines for the Teachers
D. The Observation Guidelines for the Students
E. The Interview Guideline for the Teachers
F. The Interview Guideline for the Students
G. The Observation Results of the Teachers
H. The Observation Results of the Students
I. The Interview Results of the Teachers
J. The Interview Results of the Students
K. The Example of the Powerpoint
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER I
INTRODUCTION
In this chapter, the researcher discusses the introduction of the study. This
chapter contains six main parts. The first part is background of the study, the
second part presents the problem formulations, the third part is problem
limitations, the fourth part shows research objectives, the fifth part discusses
research benefits and the last part explains the definition of terms.
A. Research Background
SMP N 1 Sragen is one of the schools in Central Java which is appointed
by local government to be a Rintisan Sekolah Bertarap Internasional (RSBI) in
2011. According to Panduan Pelaksana Panduan RSBI (2011), RSBI is a school
which is prepared for international school standard or Sekolah Bertaraf
Internasional (SBI). To have international standard, the school must fulfill the
Educational National Standard or Standar National Pendidikan (SNP) and also it
must enrich itself with the certain strengths from developed countries which is
member of Organization for Economic Co-operation and Development (OECD).
Some of the members of OECD are Australia, Canada, Japan, Korea, Sweden,
Israel, Finland, United Kingdom, United State, Singapore and Hongkong.
SMP N 1 Sragen was established in 1946. On 5 Juli 2004, this school was
appointed as a Sekolah Standart Nasional (SSN). Four years later, in 2008, the
school was appointed to hold the acceleration program. Acceleration program is a
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
program which gives special educational service for gifted and talented students to
finish regular program in shorter time compared to regular class. The school was
appointed to be a RSBI because of the good achievement in 2012. Since that
appointment, the school starts implementing bilingual in certain subjects. Some
teachers use Indonesian and English as the medium of instruction in Physics and
Mathematics classes.
One of the requirements for a school to be called as a Sekolah Berstandar
Internasional (SBI) is using English and Indonesian as the instructional language
in the certain subjects such as Science, Mathematics and ITC. As the RSBI, which
is prepared as SBI, SMP N 1 Sragen starts to use English as the medium of
instruction in Physics and Mathematics subjects. For the researcher, it is necessary
and interesting to study since Physics and Mathematics are conveyed in English.
It is a big challenge for Physics and Mathematics teachers to use English as the
medium of instruction in their classes since the non-English teachers who usually
do not have English educational background, have to convey the lesson in
English. It is also an interesting phenomenon to study since the school is located
in a small town, where English is very seldom used in the community of the town.
From those reasons, two interesting questions on how the teachers conduct the
lessons in English in the classrooms and what factors which influence the use of
English as the medium of interaction appear.
Increasing educational quality is one of the efforts done by the government
to answer the globalization challenge. The development of educational field
internationally brings English as a communication language in some schools in
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
Indonesia. English is taught in Indonesia since Primary School. The aim is to give
basic learning in English to make students easy to learn further level. In
Secondary level, English is taught more intensively. As a RSBI, SMP N 1 Sragen
tries to answer the demand of globalization challenge, where the students can
compete internationally.
Based on the explanation above, the researcher attempts to study on the
use of English as the medium of instruction in Physics and Mathematics subject of
the seventh grade of SMP N 1 Sragen. The researcher is interested in this study
because it becomes a trend that English is used as the medium of instruction in
Science, ITC and Mathematics subjects. It is an interesting phenomenon because
English in general is considered as a difficult subject for Indonesian students. For
the non-English teachers, English is difficult to learn since they do not have
English educational background. It is expected that Junior High Schools students
would get accustomed to English in non-English class. And for the further goal is
to prepare the students to have extra ability to compete in international world in
the future time. Hence, the research is conducted to give descriptions on the use of
English as the instruction in Physics and Mathematics in SMP N 1 Sragen.
B. Research Problems
This study aims to answer two problems related to the background. The
researcher states the problems as follows:
1) How is English used as the medium of instruction in Physic and Mathematics
subjects in the seventh grade of SMP N 1 Sragen?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
2) What are the factors influencing the use of English as medium of interaction in
Physics and Mathematics subjects of the seventh grade of SMP N 1 Sragen?
C. Problem Limitation
There is a limitation made for this study in order to lead the reader’s focus.
The discussion is limited on how English is used as the medium of instruction and
what factors influence the use of English as medium of interaction in Physics and
Mathematics subjects in seventh grade of SMP N 1 Sragen. In this study, the
researcher intents to observe Physics and Mathematics teachers who have tried to
apply English as the medium of instruction in Physics and Mathematics subjects. The
researcher also intends to interview the teachers and some students who represent the
seventh grade students of Junior High School. It is because the students involve into
the process of the learning Physics and Mathematics in the class directly.
D. Research Objectives
In relation to the problems of the research above, this study has two aims
as follows:
1) To describe on how English is used as the medium of instruction in Physics and
Mathematics subject in the seventh grade of SMP N 1 Sragen.
2) To explain on what factors which influence the use of English as the medium of
instruction in Physics and Mathematics subject in the seventh grade of SMP N 1
Sragen.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
E. Research Benefits
This is a study on how English is implemented as the medium of
instruction in Physics and Mathematics subjects in SMP N 1 Sragen. This study is
expected to give benefits for teachers, students, school management and future
researchers.
1) Physics and Mathematics Teachers
Since English is used as the medium of instruction in Physics and
Mathematics subjects in SMP N I Sragen, Physics and Mathematics teachers will
be motivated to learn English more. Making themselves competent in English so
that they are able to use English in their classes to make their students understand
and accept the Physics and Mathematics subjects conveying in English. Moreover,
the school is a RSBI where the students are emphasized to understand English
better than non-RSBI students.
2) For Students
It is expected by knowing that English is used as the medium of
instruction in Physics and Mathematics subjects or other subjects, students will be
motivated to learn English. It is also hoped that they are going to be accustomed
to listening or communicate in English.
3) School management
It is expected that students’ responses on the use of English as the medium
of instruction in Physics and Mathematics subjects will give inputs for school
management. Students’ opinion can be one of the considerations in making new
policy about the medium of instruction in that school.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
4) Future researchers
From this research, future researchers can enrich their knowledge in
understanding about the phenomenon on the use of English as the medium of
instruction in non-English class especially in a RSBI. Hopefully, this research will
give basic descriptions for further research on other educational phenomena.
F. Definition of Terms
Some terms are specified to avoid misunderstanding and misinterpretation
since one word can have more than one meaning.
1) Medium of Instruction
According to Oxford Advanced Learner’s Dictionary, medium of
interaction is the language used to teach subjects (p, 797). In this case, medium of
instruction in the class refers to a language which is used during teaching-learning
process, working groups and presentations done by teachers and students. In this
study, the researcher intends to investigate on how English is used as the medium
of instruction in Physics and Mathematics classes.
2) Rintisan Sekolah Bertaraf International (RSBI)
Based on Panduan Pelaksanaan Pembinaan RSBI (2011 p. 8), Rintisan
Sekolah Bertaraf International is a school which is prepared for international
school standard or Sekolah Bertaraf Internasional (SBI).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
3) Sekolah Menengah Pertama (SMP) Negeri 1 Sragen
SMP N 1 Sragen is a Junior High School which is located in Sragen,
Central Java. It became a Rintisan Sekolah Bertarap International (RSBI) since
2011. In this study, the grade which is intended in Junior High School is only the
seventh grade of SMP N 1 Sragen.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF LITERATURE
Some theories used in this study will be discussed in this chapter. The
theories are as the theoretical base for the research. It is important to base the
study to some related theories to see how the study should be conducted. This
chapter contains two main parts. The first part is Theoretical Description which
covers the main theories as the references for this study. It consists of Theory of
Teaching and Learning, Bilingual Education, Language Function Theory,
Classroom Language Function, Classroom Interaction, Managing Classroom
Delivery and Rintisan Sekolah Bertaraf International (RSBI). The second part is
the Theoretical Framework which covers the specific theories which used as the
guideline to answer the problems in this study.
A. Theoretical Description
Using English as a medium of instruction in Non-English subject become
a trend in educational field. It is usually done by schools which are Rintisan
Sekolah Bertarap International (RSBI). This issue is related with other issues in
educational field in general. In this part, Theoretical Description covers Theory of
Teaching and Learning, Bilingual Education, Language Function Theory,
Classroom Language Function, Classroom Interaction, Managing Classroom
Delivery and Rintisan Sekolah Bertaraf International (RSBI).
8
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
1. Theory of Teaching and Learning
a. Teaching
Teaching and learning are interdependent. In the context of class, teaching
is an activity done by the teacher. Meanwhile, learning is an activity done by
students. According to Brown (2000), teaching is an activity in guiding and
facilitating learning, so that the learning atmosphere must be created (p. 7). He
also mentions that teacher’s philosophy of education, teaching style, approach,
methods and classroom technique will be determined by the teacher’s
understanding on how the learners learn something. Instruction and explanation
are important parts of teaching. Eggen and Kauchak (2006), emphasize the
important of instruction by saying that a clear instruction will lead the students to
right direction.
b. Learning
Learning has very broad of meaning. Brown (2000) states that learning is a
change of behavior as the result of reinforced practice (p. 7). From the definition
above, it can be said that learning needs effort from the learners. It also involves
consciousness and acting as the response of the change of the behavior.
Furthermore, he mentions that learning is acquisition or “getting”. It means that
process of learning is also process of getting. Getting something as the result of
the learning itself. Learning will be successful if it is determined by some factors.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
1) Learner’s factor
a) Intelligence
Traditionally, intelligence refers to the result of the cognitive test. The
measurement of intelligence is IQ test. The ability of person’s success or ability is
measured by this test. Nowadays, intelligence has more complex meaning since
everyone has difference kinds of intelligence. Someone’s success is not
determined by the result of the test which is in the form of written test. Lightbown
and Spada (1999) state that in the classroom where the instruction focuses on the
communicative and interactive, the role of intelligence is less important (p. 53).
b) Motivation
Motivation is one of the aspects of human mind. It is related to “want” or
“desire” to have and achieve the “want” or “desire”. Motivation is very important
factor in learning. Dorney (2001) states that motivation has a very important role
in determining success or failure in any learning situation (p. 2).
c) Personality
There is no clear correlation between the personality and the success of
learning. Lighbrown and Spada (1999) state that it is believed that personality has
an important influence on success if it is combined with other factors (p. 56).
2) Teacher’s factor
Mastering material is not enough to be said as a good teacher. Being a
teacher is also being a model for many aspects.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
a) Teachers as a good educator
A Good teaching comes from the identity and integrity of the teacher
(Palmer, 1998). A good teacher must be able to connect the students and the
subject (p. 10). One of the characteristics of a good teacher is that she/he must be
a good at giving reinforcement. Reinforcement will make students be motivated.
b) Teacher as a classroom manager
It is a fact that a teacher is a manager in his/her room. Teacher should
know how to bring the class in the educational situation. A teacher must create a
good atmosphere so that the students feel convenient with the classroom situation.
c) Teacher as an aspirator
According to Winskel (2004), a teacher as the aspirator should give
encouragement to every student without seeing the students’ intellectual level and
their motivation level (p. 221). In giving encouragement, a teacher must be
flexible; it depends on the need of the students. A teacher must make the students
be happy with him/her inside or outside the class, so that the students feel
convenient in their circumstance.
3) School’s factor
a) School as a social system
It is a fact that schools are part of social systems in a community. The
community gives their children to school to be educated.
b) School as an institution
A school, as an institution of education has a big responsibility to
encourage the students. School policies in a certain field will influence teachers
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
and students in the teaching-learning process. According to Winskel, as the
institution a school covers management of the school environment life. School
environment life will influence the teaching-learning process in the class in all
level of education (2004, p. 244).
2. Bilingualism Education
In some developing countries, a bilingual education has applied in
classroom programs. According to Borich (1992), bilingual education refers to a
mix of instruction in two languages (p. 564). Furthermore, he explains that when
English is the second language in that school, teacher should teach skills and
words in English as well as in the first language. Bilingual education is used to
improve students’ proficiency since the students could learn the languages directly
by accustoming to the listening and the speaking in the classroom. Indonesia starts
applying bilingual education by establishing RSBI or SBI where the one of the
characteristics is using Indonesian and English as the instructional language in the
classroom.
3. Language Function Theory
The function of language is varied, but in general the main function of
language is for communication. According to Brown (2000), language functions
are essentially the purpose in the form of language (p. 248). The examples of
purpose are to state, request, respond, greet and ask. Halliday (1973, as cited in
Brown, 2000, p. 250) divides the language function in seven functions.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
a. The instrumental function
The instrument function serves to manipulate the environment to cause
certain events to happen. For example, “On your mark, get, set, go”, “Don’t touch
the stove.” The language of the language function is communicative acts. The
sentences bring about a particular condition.
b. The regulatory function
The regulatory function of language is the control of events. When people
use this language function, they control the behaviour of others. For example
“Upon good behavior, you will be eligible for parole in ten months.” The
regulation of encounters among people-approval, behavior, setting laws and rulesare regulatory function of language.
c. The representational function
The representational function is the use of language to make statements,
convey fact and knowledge, explain and report. When people use this language
function, they use the language to communicate the information. For example
“The sun is hot”, “the president gave a speech last night.”
d. The interactional function
The interactional function of language serves to ensure social maintenance
or phatic communion. It allows the community to establish social contact and to
keep communication open. When people use this language function, they use the
language to create interaction with others. For example “Hello, how are you?”,
“Have a nice day.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
e. The personal function
Through language, people are able to express their feeling. The personal
function allows a speaker to express their emotion, personality and reaction
verbally. For example “I was accepted as branch manager, I am very happy.”
f. The heuristic function
The heuristic function involves language used to acquire knowledge.
Children use this function by asking in order to answer their curiosity. It is
because children in the process of knowing the world around them. For example
“Why does a cat hate a dog?”
g. The imaginative function
The imaginative function serves to create imaginary systems or ideas.
Primary and Kindergarten teachers often use this language function to create a
world of imagination on their students. Telling fairy tales to the children brings
them to imagine the story in their mind.
A sentence or a conversation might bring many different functions. When
people ask “Do you have a knife?” this question has two possible meanings. First,
people offer to lend a knife to other. Second, people request to borrow a knife
from other. To understand the meaning of the sentence above, people have to
understand the setting.
4. Classroom Language Function
In the classroom, a language has a specific function. According to Spratt,
Pulverness and William (2005), Classroom Language Function refers to the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
purpose for which teacher and learners use the language in the classroom (p. 134).
Teachers should use the language appropriately. It means that teachers have to use
the language in the class which best suits the learners and the situation. There are
seven of classroom language functions which are purposed by Spratt, Pulverness
and William (2005).
a. Instructing
Instructing becomes one of the important techniques for a teacher to
acquire students’ attention during the teaching-learning process. Instructing occurs
when a teacher gives instructions to the students. The language of instruction
usually is in imperative when the learners are young learners or beginners. “Open
your book at page 50” is an instruction to young learner or beginners, while for
the adult learners or higher level, teachers might use the other language forms
“For this activity, you are going to work in pair.” The word “Please” could be
added to make the instruction is more polite.
b. Explaining
Explaining is always done by a teacher during the teaching-learning
process in the class. Explaining is occurred when the teachers wants to explain the
material, give a concept of theory or to clarify a certain question to their students.
Teachers also use this language function to explain on how to do the activities and
to organize a certain project.
c. Narrating
Teachers sometimes talks about past experience or something that has
happened in the past. The goal of telling past experience is to provide real
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
explanation. In the classroom, especially primary classroom, sometimes teachers
tell a story to draw students’ attention.
d. Eliciting
Eliciting is when a teacher obtains information from the students rather
than giving it to them. Through eliciting, teachers will be able to get students’
interest. The information could be answers from the teacher’s questions such as
“Can you tell us, what is the picture about?” or ”what do you think about this
story?”
e. Prompting
Prompting is when the teacher says something to stimulate the students to
think of ideas or to remember of something by giving them part of it. According
to Eggan and Kauchak (2012), prompting can be used when students fail to
answer correctly (p. 76). They also explain that prompting is effective when
studying conceptual and procedural ideas. For example, during explaining the
material, teacher might say “You could give examples from your experiences.”
When the learner could not remember a word, teachers might give the first sound
of the word such as “cham, cham..” for “championship.”
f. Correcting
Mistakes are part of the learning process. Correcting occurs when the
teacher corrects students’ mistakes. Teachers should make a correction to make
the students know how the mistakes could happen. In the classroom, teachers
often correct the students’ mistakes by explaining the correction to the whole
class.
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g. Checking Learning
Teachers usually check the learning, especially after presenting or teaching
a concept or a theory. Teachers may use a question form when they want to check
students’ understanding of the material given before. When teachers know about
students’ understanding, teachers could decide to continue the lesson or repeat the
explanation.
h. Conveying the Meaning of New Language
When teachers teach new materials, sometimes they have to introduce new
words connecting with the material terms. It is a fact that sometime students meet
confusion in finding the meaning of the new words. Many activities are able to
use to explain the meaning of a word or a phrase. When the teachers do these
activities, they show the meaning of new words. Translating the words, using
realia or demonstrating can be used to explain the meaning of new words.
5. Classroom Interaction
In a teaching-learning process, the interaction between the teacher and the
students is very important because without a good interaction, teacher would not
able to transfer the knowledge to the students well. Mohan, Leung and Davidson
(2001) say that a classroom is an ideal situation for second language learners
because it provides the students an opportunity to use the target language (p. 180).
a. The Instructional Language
It is an interesting thing that English is used as a medium of instruction in
some schools in Indonesia. Moreover, English has a very narrow function in this
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country. According to Kennedy (1999), a language which is used as the medium
of instruction in the class has high status in the community (p. 74).
b. Make Language Comprehensible to Students
It is the teacher’s responsibility to make the students understand what they
are learning. The use of a language is the important thing to make the students
understand the material. But, it is very possible that teacher’s language sometimes
is not understandable. For this aim, to make the language understandable, teachers
must do lesson planning. Kennedy (1999) states that teachers should make lesson
plans where the process of learning, product, the way they explain the material,
the aim of the lesson and how the material can be achieved by the students,
become reflection for the teacher (p. 116).
6. Managing Lesson Delivery
Teaching in the classroom is the most important teacher action in the
teaching-learning process. There are three parts in managing lesson delivery
which are purposed by Burden and Byrd.
a. The beginning of the lesson
The beginning of the lesson should be made as interesting as possible so
that could catch students’ attention. Price and Nelson (2011) say that the most
important function of the openings is to help the students prepare for learning in
classroom (p. 41). Furthermore, they explain that teachers can design a strategy to
motivate and focus the students and the strategy to help students see the
relationship between the new knowledge and other learning.
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1) Getting attention
It is obvious that teachers expect students to give full attention to the
lesson all the time. On the contrary, sometimes students are getting hard to pay
attention in the beginning of the lesson. Jones & Jones (2007, as cited in Burden
and Byrd, 2010) propose three ways to get students’ attention. Firstly, select a cue
for getting students’ attention. Secondly, do not begin until everyone is paying
attention. And the third is removing distractions.
2) Providing daily review
A brief review of previous lessons can be done for opening the lesson.
Review might cover previous material and correction of homework. Burden and
Byrd (2010, p 191) state that the purpose of daily review is to determine whether
the students have obtained the knowledge of the lesson.
3) Establishing set induction
According to Burden and Byrd (2010 p. 192), a set induction is the initial
activity at the beginning of the lesson to persuade the students in wanting to learn.
This activity should create learning atmosphere for the students to make them
engage to the lesson. There are four effective set inductions which are purposed
by Burden and Byrd. Firstly, get the students interested in what is to be taught
during the lesson. Secondly, the set induction activity should be connected to the
lesson. Thirdly, the students must understand the material and/or activity. And
fourthly, the set induction and the content of the lesson should be related to the
students’ lives or a previous lesson.
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4) Introducing lesson objectives
At the beginning of the lesson, teachers should describe to the students the
purpose of the learning that day. Stating lesson objectives helps students to reduce
students’ anxiety of the lesson. By introducing lesson objectives, teachers have
provided students with an advanced organizer which give a lesson framework to
the students and help them to relate with the knowledge that they have already
known (Burden &