Students` perception on the use of English as a medium of instruction in RSBI at SMP Negeri 2 Magelang.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT
Kusumastuti, Galih. 2013. Students’ Perception on the Use of English as a
Medium of Instruction in RSBI at SMP Negeri 2 Magelang. Yogyakarta: English
Language Education Study Program, Sanata Dharma University.
In order to improve human resources quality and compete with other
countries in education field, the Indonesian government established Sekolah
Bertaraf Internasional (SBI) in SD, SMP, SMA, and SMK. The establishment of
SBI is based on UU No 20 year 2003 article 50 about the national education
system. The central government or a local government have to hold at least one
unit of education at all levels to be improved as an international standardized unit
of education. SBI is a national school that implements both the national
curriculum and the international standardized curriculum. RSBI is a beginning step
to achieve SBI status. The main characteristic of RSBI is applying ICT-based
learning process and using English as a medium of instruction in Mathematics,
Physics, Biology and ICT learning process. However, there are still pros and cons
from Indonesian people about the implementation on RSBI. Learning
Mathematics, Physics, Biology, and ICT subjects using English is not simple. The
students are required to have skills in English language to understand the subject
content.

There were two research problems in this research: (1) how is English as a
medium of instruction implemented in RSBI? and (2) what are students’
perceptions on the use of English as a medium of instruction in RSBI?. In order to
answer the research question, the researcher employed survey research. The
researcher used three instruments in gathering the data. The researcher conducted
observations in Biology, Mathematics and Physics Class to observe the
implementation of English as a medium of instruction in RSBI. Besides, the
researcher distributed questionnaire and conducted interview to the eight-grade
students of RSBI at SMP Negeri 2 Magelang to obtain the students’ perception on
the use of English as a medium of instruction on RSBI.
The research result showed that the implementation on the use of English
as a medium of instruction in RSBI at SMP Negeri 2 Magelang was good but it
should be improved. The result of observation showed that the teachers and
students used English in the teaching-learning process although Bahasa Indonesia
still dominated. The textbook of Mathematics, Physics, Biology and ICT subjects
were in English. The students had positive perception on the goal and benefit of
using of English as a medium of instruction. The students stated that the use of
English as a medium of instruction in RSBI was important for their future and
could develop their English competence. However, the students suggested that the
implementation of English as a medium of instruction in RSBI should be

improved.
Keywords: perception, medium of instruction, RSBI, SMP Negeri 2 Magelang

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK

Kusumastuti, Galih. (2013). Students’ Perception on the Use of English as a
Medium of Instruction in RSBI at SMP Negeri 2 Magelang. Yogyakarta: English
Language Education Study Program, Sanata Dharma University.
Dalam rangka meningkatkan kualitas Sumber Daya Manusia dan bersaing
dengan Negara lain dalam bidang pendidikan, pemerintah menyelenggarakan
Sekolah Bertaraf Internasional (SBI) di SD, SMP, SMA, dan SMK. SBI
dikembangkan menurut UU No 20 year 2003 pasal 50 tentang Sistem Pendidikan
Nasional. pemerintah pusat maupun daerah harus mengembangkan sekurangnyakurangnya satu unit pendidikan di semua level pendidikan untuk di kembangkan
setara dengan internasional. SBI adalah sekolah nasional yang menerapkan
kurikulum nasional dan standar kurikulum internasional. RSBI adalah tahap awal
untuk mendapatkan status SBI. Karakteristik utama RSBI adalah penerapan

proses pembelajaran berbasis TIK dan penggunaan Bahasa Inggris sebagai salah
satu bahasa pengantar di pembelajaran Matematika, Fisika dan Biologi. Namun,
Penerapan RSBI masih menimbulkan pro dan kontra di masyarakat Indonesia.
Pembelajaran Matematika, Fisika, Biologi dan TIK menggunakan Bahasa Inggris
tidak mudah. Siswa harus mempunyai kemampuan Bahasa Inggris untuk dapat
memahami isi pelajaran.
Ada dua rumusan masalah dalam penelitian ini: (1) bagaimana
penerapan Inggris sebagai bahasa pengantar di RSBI? dan (2) bagaimana
persepsi siswa terhadap penggunaan Bahasa Inggris sebagai bahasa pengantar
di RSBI?. Untuk menjawab rumusan masalah tersebut, peneliti menggunakan
penelitian survey. Peneliti menggunakan tiga instrument dalam pengambilan
data. Peneliti melakukan observasi di kelas Biologi, Matematika, dan Fisika
untuk mengetahui penerapan Bahasa Inggris di kelas RSBI. Selain itu, peneliti
membagikan kuesioner dan melakukan wawancara kepada 25 siswa RSBI di SMP
Negeri 2 Magelang untuk mengetahui persepsi siswa terhadap penggunaan
Bahasa Inggris sebagai bahasa pengantar di RSBI.
Hasil dari penelitian ini menunjukkan bahwa penerapan Bahasa Inggris
sebagai bahasa pengantar di kelas RSBI SMP Negeri 2 Magelang bagus namun
perlu ditingkatkan lagi. Hasil dari observasi menunjukkan bahwa guru dan siswa
menggunakan Bahasa Inggris dalam proses belajar-mengajar namun Bahasa

Indonesia masih mendominasi. Buku paket dalam pelajaran Matematika, Fisika,
Biologi, dan TIK menggunakan Bahasa Inggris. Siswa mempunyai persepsi positif
dalam tujuan dan manfaat penerapan Bahasa Inggris sebagai bahasa pengantar.
Siswa mengatakan bahwa penerapan Bahasa Inggris sebagai bahasa pengantar
di RSBI penting bagi masa depan mereka dan dapat mengembangkan kemampuan
berbahasa Inggris mereka. Namun, siswa menyarankan penerapan Bahasa
Inggris sebagai bahasa pengantar di RSBI harus ditingkatkan.
Kata Kunci: persepsi, bahasa pengantar, RSBI, SMP Negeri 2 Magelang

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

STUDENTS’ PERCEPTION ON THE USE OF ENGLISH AS A
MEDIUM OF INSTRUCTION IN RSBI
AT SMP NEGERI 2 MAGELANG
A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree

in English Language Education

By
Galih Kusumastuti
Student Number: 071214121

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

STUDENTS’ PERCEPTION ON THE USE OF ENGLISH AS A
MEDIUM OF INSTRUCTION IN RSBI
AT SMP NEGERI 2 MAGELANG
A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Galih Kusumastuti
Student Number: 071214121

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
i

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

iii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

STATEMENT OF WORKS’ 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 the
references, as a scientific paper should.

Yogyakarta, 21st February 2013
The Writer

Galih Kusumastuti
071214121

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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

: Galih Kusumastuti

Nomor Mahasiswa

: 071214121

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
STUDENTS’ PERCEPTION ON THE USE OF ENGLISH AS A MEDIUM OF
INSTRUCTION IN RSBI AT SMP NEGERI 2 MAGELANG
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkandalam 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 royalty kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada Tanggal : 21 Februari 2013
Yang menyatakan

Galih Kusumastuti

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRACT
Kusumastuti, Galih. 2013. Students’ Perception on the Use of English as a
Medium of Instruction in RSBI at SMP Negeri 2 Magelang. Yogyakarta: English
Language Education Study Program, Sanata Dharma University.
In order to improve human resources quality and compete with other

countries in education field, the Indonesian government established Sekolah
Bertaraf Internasional (SBI) in SD, SMP, SMA, and SMK. The establishment of
SBI is based on UU No 20 year 2003 article 50 about the national education
system. The central government or a local government have to hold at least one
unit of education at all levels to be improved as an international standardized unit
of education. SBI is a national school that implements both the national
curriculum and the international standardized curriculum. RSBI is a beginning step
to achieve SBI status. The main characteristic of RSBI is applying ICT-based
learning process and using English as a medium of instruction in Mathematics,
Physics, Biology and ICT learning process. However, there are still pros and cons
from Indonesian people about the implementation on RSBI. Learning
Mathematics, Physics, Biology, and ICT subjects using English is not simple. The
students are required to have skills in English language to understand the subject
content.
There were two research problems in this research: (1) how is English as a
medium of instruction implemented in RSBI? and (2) what are students’
perceptions on the use of English as a medium of instruction in RSBI?. In order to
answer the research question, the researcher employed survey research. The
researcher used three instruments in gathering the data. The researcher conducted
observations in Biology, Mathematics and Physics Class to observe the

implementation of English as a medium of instruction in RSBI. Besides, the
researcher distributed questionnaire and conducted interview to the eight-grade
students of RSBI at SMP Negeri 2 Magelang to obtain the students’ perception on
the use of English as a medium of instruction on RSBI.
The research result showed that the implementation on the use of English
as a medium of instruction in RSBI at SMP Negeri 2 Magelang was good but it
should be improved. The result of observation showed that the teachers and
students used English in the teaching-learning process although Bahasa Indonesia
still dominated. The textbook of Mathematics, Physics, Biology and ICT subjects
were in English. The students had positive perception on the goal and benefit of
using of English as a medium of instruction. The students stated that the use of
English as a medium of instruction in RSBI was important for their future and
could develop their English competence. However, the students suggested that the
implementation of English as a medium of instruction in RSBI should be
improved.
Keywords: perception, medium of instruction, RSBI, SMP Negeri 2 Magelang

vi

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ABSTRAK

Kusumastuti, Galih. (2013). Students’ Perception on the Use of English as a
Medium of Instruction in RSBI at SMP Negeri 2 Magelang. Yogyakarta: English
Language Education Study Program, Sanata Dharma University.
Dalam rangka meningkatkan kualitas Sumber Daya Manusia dan bersaing
dengan Negara lain dalam bidang pendidikan, pemerintah menyelenggarakan
Sekolah Bertaraf Internasional (SBI) di SD, SMP, SMA, dan SMK. SBI
dikembangkan menurut UU No 20 year 2003 pasal 50 tentang Sistem Pendidikan
Nasional. pemerintah pusat maupun daerah harus mengembangkan sekurangnyakurangnya satu unit pendidikan di semua level pendidikan untuk di kembangkan
setara dengan internasional. SBI adalah sekolah nasional yang menerapkan
kurikulum nasional dan standar kurikulum internasional. RSBI adalah tahap awal
untuk mendapatkan status SBI. Karakteristik utama RSBI adalah penerapan
proses pembelajaran berbasis TIK dan penggunaan Bahasa Inggris sebagai salah
satu bahasa pengantar di pembelajaran Matematika, Fisika dan Biologi. Namun,
Penerapan RSBI masih menimbulkan pro dan kontra di masyarakat Indonesia.
Pembelajaran Matematika, Fisika, Biologi dan TIK menggunakan Bahasa Inggris
tidak mudah. Siswa harus mempunyai kemampuan Bahasa Inggris untuk dapat
memahami isi pelajaran.
Ada dua rumusan masalah dalam penelitian ini: (1) bagaimana
penerapan Inggris sebagai bahasa pengantar di RSBI? dan (2) bagaimana
persepsi siswa terhadap penggunaan Bahasa Inggris sebagai bahasa pengantar
di RSBI?. Untuk menjawab rumusan masalah tersebut, peneliti menggunakan
penelitian survey. Peneliti menggunakan tiga instrument dalam pengambilan
data. Peneliti melakukan observasi di kelas Biologi, Matematika, dan Fisika
untuk mengetahui penerapan Bahasa Inggris di kelas RSBI. Selain itu, peneliti
membagikan kuesioner dan melakukan wawancara kepada 25 siswa RSBI di SMP
Negeri 2 Magelang untuk mengetahui persepsi siswa terhadap penggunaan
Bahasa Inggris sebagai bahasa pengantar di RSBI.
Hasil dari penelitian ini menunjukkan bahwa penerapan Bahasa Inggris
sebagai bahasa pengantar di kelas RSBI SMP Negeri 2 Magelang bagus namun
perlu ditingkatkan lagi. Hasil dari observasi menunjukkan bahwa guru dan siswa
menggunakan Bahasa Inggris dalam proses belajar-mengajar namun Bahasa
Indonesia masih mendominasi. Buku paket dalam pelajaran Matematika, Fisika,
Biologi, dan TIK menggunakan Bahasa Inggris. Siswa mempunyai persepsi positif
dalam tujuan dan manfaat penerapan Bahasa Inggris sebagai bahasa pengantar.
Siswa mengatakan bahwa penerapan Bahasa Inggris sebagai bahasa pengantar
di RSBI penting bagi masa depan mereka dan dapat mengembangkan kemampuan
berbahasa Inggris mereka. Namun, siswa menyarankan penerapan Bahasa
Inggris sebagai bahasa pengantar di RSBI harus ditingkatkan.
Kata Kunci: persepsi, bahasa pengantar, RSBI, SMP Negeri 2 Magelang

vii

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ACKNOWLEDGEMENTS

First of all, I would like to thank Jesus Christ for His blessing during the
process of finishing my thesis. He always gives me strength and blessing so that I
finally finished this thesis. I also thank Mother Mary for always listening to my
prayers.
I would like to express my gratitude to my advisor Christina Kristiyani,
S.Pd., M.Pd., for her patience, guidance, advice, and support from the beginning
until the end of this thesis. I also would like to give my gratitude to Sr. Margaret
O’Donohue, FCJ., for her willingness to spend her time checking my thesis.
I would like to give my gratitude to Drs. Sumarsono, M.Pd and
Dalwiyono S.Pd for giving me permission to do the research at SMP Negeri 2
Magelang. I would also thank the teaching staff, Ibu Suryanti, S.Pd., Ibu Rita
Rahayu, S.Pd., and Ibu Ririn Arfiyani, S.Pd for giving me permission to access
the data needed. I also thank all of the students in 8E of Academic Year
2011/2012 for their willingness to be the participants for this research.
My deep gratitude and love are dedicated to my beloved parents, Bapak
F.X Sugito, Ibu Christina Mardiati for their love, care, support, and prayers. I
also thank my sister and brothers for their love and support. My gratitude and love
also goes to Yohanes Andrie Septiawan, for his love, laughter, help and support.
I also thank Elfrida Susi Andreani for her support and help in finishing
this thesis. I would also thank my friends, Mbak Rina, Mbak Jeni, Kak Erna,

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

Kak Zita, Mbak Rita, Ristia, Lita, Desi, and Agnes, for the laughter, love and
support. My next gratitude goes to all my friends in PBI ’07 for the friendship.
Last but not least, I would like to thank anybody whom I cannot mention
one by one for their prayer, support and help. May His blessing be poured on
them.

Galih Kusumastuti

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

TABLE OF CONTENTS

Page
TITLE PAGE ....................................................................................................... i
APPROVAL PAGES ........................................................................................... ii
STATEMENT OF WORKS ORIGINALITY...................................................... iv
PERNYATAAN PERSETUJUAN PUBLIKASI ...................................................... v
ABSTRACT ....................................................................................................... vi
ABSTRAK .......................................................................................................... vii
ACKNOWLEDGEMENTS ................................................................................ ix
TABLE OF CONTENTS .................................................................................... xi
LIST OF TABLES ............................................................................................. xv
LIST OF FIGURES .......................................................................................... xvi
LIST OF APPENDICES .................................................................................. xvii

CHAPTER I. INTRODUCTION ......................................................................... 1
A. Research Background ................................................................................. 1
B. Research Problem ....................................................................................... 4
C. Problem Limitation ..................................................................................... 5
D. Research Objective ..................................................................................... 5
E. Research Benefits ....................................................................................... 5
F.

Definition of Terms .................................................................................. 6

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER II. REVIEW OF RELATED LITERATURE ..................................... 9
A. Theoretical Descriptions ........................................................................... 9
1. Perception and Perceptual Process ...................................................... 9
2. Rintisan Sekolah Bertaraf Internasional (RSBI) ................................ 13
a. The Regulation of RSBI .............................................................. 13
b. The Goal, Vision and Mission of RSBI........................................ 13
c. The Concept of RSBI .................................................................. 14
d. The Teacher Standard in RSBI .................................................... 16
e. The Characters of Teaching-Learning Process in RSBI................ 17
f. The Development of Learning Process in RSBI ........................... 18
3. English as a Medium of Instruction .................................................. 20
B. Theoretical Framework .......................................................................... 21

CHAPTER III. METHODOLOGY .................................................................... 23
A. Research Method.................................................................................... 23
B. Research Setting..................................................................................... 24
C. Research Participants ............................................................................. 24
D. Instruments and Data Gathering Techniques ........................................... 25
1. Observation ...................................................................................... 25
2. Questionnaire ................................................................................... 27
3. Interview .......................................................................................... 30
E. Data Analysis Technique ........................................................................ 31
F. Research Procedure ................................................................................ 33

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER IV. RESEARCH RESULTS AND FINDINGS ................................ 34
A. The Implementation on the Use of English as a Medium of Instruction in
RSBI ....................................................................................................... 34
1. Language Used by the Teachers........................................................ 34
a. Language Used by the Teacher in Biology Class......................... 35
b. Language Used by the Teacher in Physics Class ......................... 35
c. Language Used by the Teacher in Mathematics Class ................. 36
2. Language Used by the Students ........................................................ 37
a. Language Used by the Students in Biology Class ........................ 37
b. Language Used by the Students in Physics Class ........................ 37
c. Language Used by the Students in Mathematics Class................. 38
3. Language Used in Subject books and Exams .................................... 39

B. Students’ Perception on the Use of English as a Medium of Instruction in
RSBI ....................................................................................................... 39
1. Students’ Perception on the Language Used in Class ........................ 40
2. Students’ Perception on the on the Effect of Using English as a
Medium of Instruction in RSBI ......................................................... 44
a. The Use of English as a Medium of Instruction is Important for the
Students in the Future ................................................................. 45
b. The Use of English as a Medium of Instruction Improve Students’
English Competence ................................................................... 46

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

3. Students’ Interest and Participation on the Use of English as a Medium
of Instruction in RSBI ...................................................................... 50
4. Students’ Competence on the Use of English as a Medium of
Instruction in RSBI ........................................................................... 54

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ....................... 58
A. Conclusions............................................................................................ 58
B. Recommendations .................................................................................. 60

REFERENCES .................................................................................................. 61
APPENDICES ................................................................................................... 63

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LIST OF FIGURES
Page
Figure 2.1 The Perceptual Organization
(Altman, Valenzi, and Hodgetts, 1985, p. 86) ..................................... 10

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LIST OF APPENDICES
Page
Appendix A

Permission Letter ........................................................................ 63

Appendix B

Observation Guidelines ............................................................... 65

Appendix C

Kuesioner ................................................................................... 66

Appendix D

Interview Questions .................................................................... 69

Appendix E

Observation Results .................................................................... 70

Appendix F

Questionnaire Result (Close-Ended Question) ............................ 77

Appendix G

Questionnaire Result (Open-Ended Question) ............................. 81

Appendix H

Interview Result.......................................................................... 85

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CHAPTER I
INTRODUCTION

In this chapter, the researcher discusses the research background, research
problem, problem limitation, research objectives, research benefits, and definition
of terms.

A.

Research Background
In this globalization era, all of the countries in this world compete in social,

political, trade, economic and education activities across regions and continents.
Finocchiaro (1969) states that language plays an important role as a means of
communication in those fields. Language is a system of arbitrary, vocal symbols
which permit all people in a given culture, or other people who have learned the
system of that culture, to communicate or to interact (p. 8).
McKay (2002) notes that English is a language of wider communication
both among individuals from different countries and between individuals from
one country. In this way, English is an international language in both a global and
local sense (p. 5). English is the key as international language which enable all
countries to discuss and negotiate in social, political, economic, education issues
(p. 17). English language becomes an international language which is commonly
used to communicate with people all over the world and gain information in this
world. Crystal (1997) maintains that a language achieves global status when it
develops a special role that is recognized in every country and this special status

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2

can be achieved either by making it as an official language of the country or by a
country giving special priority to English by requiring its study as a foreign
language (p.2).
In order to compete with other countries and improve human resources
quality, Indonesia develops Sekolah Bertaraf Internasional. Sekolah Bertaraf
Internasional is a national school that fulfills Standar Nasional Pendidikan and
developed to have international standard (Panduan Pelaksanaan Pembinaan
Rintisan Sekolah Menengah Pertama Bertaraf Internasional, 2008). Rintisan
Sekolah Bertaraf Internasional is a beginning step in developing competence to
fulfill SNP and international standard. The purpose of the implementation of RSBI
is to prepare graduates that have both national and international quality. The
establishment of RSBI is based on UU Nomor 20 Tahun 2003 pasal 50 ayat 3)
tentang Sistem Pendidikan Nasional. The article states that the central government
or a domestic government has to hold at least one unit of education at all levels to
be improved as an international standardized unit of education (Panduan
Pelaksanaan Pembinaan Rintisan Sekolah Menengah Pertama Bertaraf
Internasional, 2008).
Depdiknas (2008) states that the main characters of RSBI are the
implementation of bilingual and learning process based on ICT. The
implementation of ICT aims to achieve the international learning process standard
and create an effective and efficient learning process. The learning process in
RSBI implements Bahasa Indonesia and English as the medium of instruction. In

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3

this case, English is used as a language of instruction in the learning process of
Science, Mathematics, and ICT subjects.
SMP Negeri 2 Magelang is one of the schools which are appointed by the
government to be Rintisan Sekolah bertaraf Internasional. In order to achieve the
international standard, the school should hold at least one unit of education at all
levels to be improved as an international standardized unit of education.
According to the curriculum of RSBI, RSBI emphasizes on the use of English
language as the medium of instructions (Panduan Pelaksanaan Pembinaan
Rintisan Sekolah Menengah Pertama Bertaraf Internasional, 2008). It means that
the subjects are taught in English in this class except their mother tongue subject.
English is used as the instructional language for the teaching and learning of
Mathematics, Science and ICT. The students of RSBI are also required to be able
to use English formally and informally, interactively and non-interactively in the
academic contexts. The English competence of the teacher may affect students’
understanding of the materials. Therefore, the teacher should have good English
language competence so that the students can understand the material well.
Crandall (1987) notes that learners may fail to understand academic concepts
through the language they are still learning because their subject content teachers
are incapable of assisting them to do so (p. 18).
The use of English in teaching and learning subjects such as Mathematics,
Science, and ICT is not simple. The students use language to communicate and to
understand mathematical acts, concepts, principles, problem solving. Zakaria and
Aziz (2011) notes that the use of English language as a medium of instructions in

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4

Mathematics may cause problems. Hence, the use of English language as a
medium of instruction in mathematics may create problems in learning those
subjects. This is because the change in the medium may create unfamiliarity to the
concepts taught and may slow down or retard their science and Mathematics
learning (p. 43).
This study is conducted to find out the implementation on the use of English
as a medium of instructions in RSBI. The researcher also wants to find out
student’s perception on the use of English as a medium of instruction in RSBI.
This study focused on the use of English as a medium of instruction in RSBI at
SMP Negeri 2 Magelang. SMP Negeri 2 Magelang is one of the favorite junior
high schools in Magelang which is appointed by the government to be Rintisan
Sekolah Bertaraf Internasional. The researcher chose one class of the eighth grade
in academic year 2011/2012 at SMP Negeri 2 Magelang. The researcher chose the
eighth grade students because they had experience in learning using English as a
medium of instruction in the first year.

B.

Research Problems
Based on the background of this study, there are two questions which can be

presented as follows.
1.

How is English as a medium of instruction implemented in RSBI?

2.

What are students’ perceptions on the use of English as a medium of
instruction in RSBI?

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C.

Problem Limitation
This study focused on two main points. It describes the implementation on

the use of English as a medium of instruction and student’s perception on the use
of English as a medium of instruction in RSBI. The scope of this study is the use
of English as a medium of instruction in RSBI at SMP Negeri 2 Magelang. This
study focused to investigate students’ perception on the use of English as a
medium of instruction in Biology, Physics and Mathematics subjects of one class
in the eighth grade at SMP Negeri 2 Magelang.

D.

Research Objectives
This research aims to achieve these following goals:

1.

To find out the implementation on the use of English as a medium of
instruction in RSBI.

2.

To find out the student’s perceptions on the use of English language as the
medium of instruction in RSBI.

E.

Research Benefits
The findings of this research can be useful for all the roles of education

institution, such as: Ministry of Education and Culture, RSBI students, and RSBI
teachers.

1.

Ministry of Education and Culture

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6

This research is expected to give contribution to the Ministry of Education
and Culture. The findings of this research might become a review of the
implementation on the use of English as a medium of instruction in RSBI.
Hopefully, through this research, the Ministry of Education and Culture considers
better program in developing students’ English competence and skills.

2.

RSBI Students and Teachers
This research also gives benefits to the RSBI students and teachers. Through

this research, the RSBI students are expected to reflect their competence and
difficulties in learning all subjects using English. The finding of this research
helps the teachers to know the student’s perception and difficulties in the use of
English language as the medium of instruction in RSBI. The teachers can reflect
on their teaching competence especially in using English as a medium of
instruction from student’s perception so that the teachers can improve their
competence.

F.

Definition of Terms
In order to clarify the concepts and avoid misinterpretation, the researcher

provides some definition of terms in this research. The researcher describes the
key words in this research. They are perception, medium of instruction, Rintisan
Sekolah Bertaraf Internasional (RSBI), and SMP Negeri 2 Magelang.

1.

Perception

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There are several definitions of perception from scientists. According to
McShane and Glinow (2005), perception is the process of receiving information
and making sense of the world around us (p.76). Luthans (2005) states that
perception begins when a person is confronted with a stimulus or a situations
(p.170)
In this study, perception refers to the point of view, observation, idea, and
experience of the students on the use of English language as the medium of
instruction in RSBI.

2.

Medium of Instruction
According to Villegas (2000),”medium of instruction is the language used

by the teacher to teach. Teaching the language, or educational content, through the
target language increases the amount of exposure the learner gets from it, and the
opportunities they have to communicate in it, and therefore to develop their
control of it” (as cited in Oktaviani, 2011, p.27)
This study focused on finding out the implementation and students’
perception on the use of English as a medium of instruction in RSBI. The learning
process in RSBI implements Bahasa Indonesia and English as the medium of
instruction. In this case, English is used as a medium of instruction in the
teaching-learning process of Physics, Mathematics, Biology and ICT subjects.

3.

Rintisan Sekolah Bertaraf Internasional (RSBI)

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Depdiknas (2008) defines SBI (Sekolah Bertaraf International) as a national
school that implements both the national curriculum based on Standar Nasional
Pendidikan (SNP) and the international standardized curriculum. Meanwhile,
Rintisan Sekolah Bertaraf Internasional (RSBI) itself is a beginning step in
developing competence to fulfill SNP and international standard. The
establishment of SBI is based on UU No 20 year 2003 article 50 (3) about the
national education system. The article states that the central government or a
domestic government have to hold at least one unit of education at all levels to be
improved as an international standardized unit of education (Panduan
Pelaksanaan Pembinaan Rintisan Sekolah Menengah Pertama Bertaraf
Internasional, 2008).

4.

SMP Negeri 2 Magelang
SMP Negeri 2 Magelang is one of the favorite junior high schools in

Magelang, Central Java, Indonesia. This school is one of the junior high schools
in Magelang which is appointed by the government to be Rintisan Sekolah
Bertaraf Internasional. Therefore, this school has to use Bahasa Indonesia and
English as a medium of instruction in Mathematics, Biology, Physics and ICT
(Information, Communication and Technology) subjects.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER II
REVIEW OF RELATED LITERATURE

In this chapter, the researcher presents some theories related to the topic of the
research. This chapter contains two parts, namely theoretical description and
theoretical framework. In the theoretical description, the researcher presents overall
theories which are directly relevant to the research being discussed. In the theoretical
framework, the researcher summarizes and synthesizes all major relevant theories.

A.

Theoretical Description
In this theoretical description, the researcher elaborates some theories that will

be used as the basis of the research in analyzing the implementation on the use of
English as a medium of instruction and students’ perception on the use of English
language as the medium of instruction in RSBI. Therefore, the researcher discusses
theories about perception, English as medium of instruction and Rintisan Sekolah
Bertaraf International.
1.

Perception and Perceptual Process
Altman, Valenzi and Hodgetts (1985) conclude that perception is the way

stimuli are selected and grouped by a person so that they can be meaningfully
interpreted. Perception is a person’s view of reality (p. 85). According to Steers
(1991), perception means the process, by which an individual screens, selects,
organizes, and interprets stimuli to give them meaning. Perception is a process of
9

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10

making sense out of one’s environment so an appropriate behavioral response can be
made (p.57).
Altman at al. (1985) states that two or more people can look at and perceive the
same thing differently. The way each person see things depends on how the
information they have received is organized. Perception occurs when the stimuli
present and activate the sense. The stimulus allows us to interpret the sensory
message. How we interpret the information depends on several factors includes the
clarity and familiarity of the stimuli, our physical characteristics, needs and values,
knowledge, feelings and past experience (p. 86).

Stimuli

Sensors
Selection of
Stimuli

Perception,
Organization and
Interpretation of
Stimuli

Behavioral
Response

Figure 2.1. The Perceptual Organization (Altman et al. 1985:86)
There are several factors that might influence Perception. According to Altman
at al. (1985), there are four factors that may influence someone’s perception on
particular things in their environment. Those factors are (1) selection of stimuli, (2)
organization of stimuli, (3) the situation, and (4) the person’s self-concept.
1)

Selection of Stimuli
Of all stimuli with which we are surrounded, we focus only on a small number.

Selection of stimuli is one reason why people perceive things differently.

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2)

Organization of Stimuli
After the information has been in screening process, it has to be arranged in

order to become meaningful.
3)

The Situation
Situation of one individual also affects perception such as a person’s familiarity

with, expectations about, a situation, as well as his or her past experience. How a
person perceive their situation is related to how a person adjusts his/her behavior to
situations.
4)

The person’s self concept
Altman at al. (1985) define self-concept as the way a person feel about and

perceive themselves. The way an individual see themselves affects their perception
about their world. The self-concept is important because your mental picture of
yourself determines what you perceive and do (p. 90)
Altman at al. (1985) also describe the factors of creating perceptual difficulty.
They are stereotyping, halo effect, perceptual defense and projection.
1)

Stereotyping
Stereotyping is the process of categorizing people or things based on a limited

amount of information. The bases of stereotyping may be derived from schoolbooks
and mass media or from the past experience. According to Steers (1991), stereotype is
widely held generalization about a group of people. It is a process in which attributes
are assigned to people based on the basis of their class or category. Stereotyping

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12

occurs when one meets new people and then he/she knows a little about the new
people (p.67).
2)

Halo Effect
Halo effect refers to use a known character as the basis to value overall

evaluation. Luthans (2005) notes that Halo effect is often discussed in performance
appraisal when a person makes an error in judging other person’s total personality
from the basis of a single positive characteristic such as intelligence, appearance,
cooperativeness. For example: someone judges a person’s performance only from the
physical appearance (p.182).
3)

Perceptual Defense
People have tendency to select or attend to information that supports their view

or to ignore or fail to perceive information that is contrary to their view. Steers (1991)
note that through perceptual defense, people tend to ignore information that is either
personally threatening or culturally unacceptable. Perceptual defense occurs when
people are presented with a situation that contradicts their beliefs and attitudes (p.72)
4)

Projection
Projection occurs when people attribute their own feelings to others. Our

perceptions may be distorted by personality traits we may have. People often see
others less valuable than themselves by projecting some of their feelings onto them.

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2.

Rintisan Sekolah Bertaraf Internasional (RSBI)
According to guideline of Pelaksanaan Pembinaan Rintisan Sekolah Menengah

Pertama Bertaraf Internasional, globalization era evokes great competition in
technology, management, and human resources field in this world. In order to
increase the quality and competence both in national and international, the
government develops Rintisan Sekolah Bertaraf Internasional (RSBI). The researcher
will discuss the theory of Rintisan SMP bertaraf Internasional belows.
a.

The Regulation of RSBI
The national school must fulfill national education standard and develop to

have standard as an international school. The implementation of RSBI is based on
some government policies. They are as follows.
1.

The regulation of national education system, number 20 year 2003 article 50
(3). The article states that the central government or a domestic government
holds at least one unit of education at all levels to be improved as an
international standardized unit of education.

2.

The governmental regulation of national education standard, number 19, year
2005.

3.

The regulation of national education plan, number 17, year 2007.

b.

The Goal, Vision and Mission of RSBI
According to the implementation of RSBI guideline, the aim of RSBI is to

produce graduates that achieve both national and international standard. The mission

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14

of RSBI is to produce qualified and competitive human resources that could compete
and collaborate globally. The vision of RSBI is to produce qualified and competitive
human resources in international (Panduan Pelaksanaan Pembinaan Rintisan
Sekolah Menengah Pertama Bertaraf Internasional (SMP-BI, 2008)).

c.

The Concept of RSBI
Kebijakan Depdiknas Tahun 2007 tentang “Pedoman Penjaminan Mutu

Sekolah/Madrasah Bertaraf Internasional

pada Jenjang Pendidikan Dasar dan

Menengah” (Depdiknas, 2008) states that in order to achieve international standard,
the school have to fulfill Standar Nasional Pendidikan (SNP) as the minimal standard
and reference the education standard from one of OECD (Organization for Economic
Cooperation and Development) member or other country that have international
quality in education as additional standard.
According to Peraturan Pemerintah Nomor 19 Tahun 2005 tentang “Standar
Nasional Pendidikan” (Depdiknas, 2008), SNP is the minimal criteria about
education system in Indonesia. SNP consists of 8 standards as follows.
a. Standar Isi
b. Standar Proses
c. Standar Kompetensi Lulusan
d. Standar Pendidik dan Tenaga Kependidikan
e. Standar Sarana dan Prasarana
f. Standar Pengelolaan

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g. Standar Pembiayaan
h. Standar Penilaian
Those Standar Nasional Pendidikan (SNP) aspects enriched by the additional
standard use these two ways as follows.
a. Adaption
It is an enrichment of certain SNP elements and reference with the education
standard from one member of OECD countries or other countries that have
international quality standard in education and the graduates have international
competitive competence.
b. Adoption
It is an addition of certain element to SNP elements and still refers to education
standard from one member of OECD countries or other countries that have
international quality standard in education and the graduates have international
competitive competence.
In order to adapt or adopt to fulfill the additional standard, the schools have to
find international partner. The examples are the schools from OECD members. They
are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France,
Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Luxembourg,
Mexico, Netherlands, New Zealand, Norway, Poland, Portugal, Slovakia Republic,
Spain, Sweden, Switzerland, Turkey, the United Kingdom, the United States and
other developed countries such as Chile, Estonia, Israel, Russia, Slovenia, Singapore,
and Hongkong. The schools could also cooperate with training centers, industry, and

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16

test institution or international certificate such as Cambridge, IB, TOEFL/TOEIC,
ISO, study centers and multilateral organization such as UNESCO, UNICEF,
SEAMEO, etc.

d.

The Teachers Standard in RSBI
According to Permendiknas Nomor 16 Tahun 2007 tentang Standar Kualifikasi

Akademik dan Kompetensi Guru bahwa “Setiap guru wajib memenuhi standar
kualifikasi akademik dan kompetensi guru yang berlaku secara nasional”. The
academic classifications are as follows.
1. The teachers have to take four-grade non degree or undergraduate degree as
the minimum based on the subject matter that they teach.
2. The teachers have to take teacher certification as stated in Permendiknas
Nomor 18 Tahun 2007 tentang “Sertifikasi Bagi Guru Dalam Jabatan”.
There are also additional standard for RSBI teachers to fulfill the international
standard. They are as follows.
1.

The teachers are able to facilitate learning based on ICT.

2.

Science, Mathematics and vocational teachers are able to teach using
English.

3.

20% of the teachers have taken master’s degree from the universities which
have good score for its department.

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17

e.

The Characters of Teaching-Learning Process in RSBI
According to Depdiknas (2008), the teaching and learning process in RSBI

should have international characters. They are as follows.
a. RSBI should be able to develop creativity, innovation, reason, and
experiment to discover new possibilities, a joy of discovery.
b. RSBI should apply active, creative, effective and enjoyable learning model;
student centered; reflective learning; active learning ; enjoyable and joyful
learning; cooperative learning; quantum learning; learning revolution; and
contextual learning which have international standard.
c. RSBI should apply learning process based on ICT in all subjects.
d. RSBI should use English as the medium of instruction on the teachinglearning process of Math, Science, and ICT subjects.
e. RSBI should use assessment model of the schools from member of OECD
or other countries that have international quality in education field.
There are additional characters in the elements of teaching and learning process
in RSBI. They are as follows.
a.

The learning process in all subjects in RSBI should be a role model for
other schools in developing characters, personality, and leadership,
entrepreneurial, patriotic, and innovative.

b.

The learning process in RSBI is enriched by learning process model of the
schools from the member of OECD or other developed countries that have
certain excellence in education field.

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c.

RSBI should apply ICT-based in all subjects.

d.

RSBI should use English in the learning process of Math, Science and ICT
subjects. On the other hand, other subjects except English use Bahasa
Indonesia.

e.

Besides using English and Bahasa Indonesia, RSBI could use other
languages often used in international forum such as French, Spanish,
Japanese, Arabic, and Chinese.

f.

The Development of Learning process in RSBI
In order to achieve international standard, RSBI has to develop the learning

process. The learning process development is implementing bilingual learning and
using ICT facilities optimally. In implementing bilingual learning or English for
learning, the schools might implement in one class or one grade as a beginning.
Moreover, the schools could implement it in all classes and grades based on the
schools’ condition and capability. A high level of competence achievement can be
seen from the fluency and accuracy both in grammar and speech.
A good learning model is a model that facilitates the high competence
achievement both in learning English itself and language functions. Those two cases
should be balanced. According to Depdiknas (2008), there are two (2) learning
models as follows.

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a. Parallel
The development of student’s English competence is facilitated through
supporting activities outside the main English learning activity in school. The
activities include learning Mathematics and Science using English. It can be
described as follows.
1. Students are given extra class in the form of English for Mathematics and Science
by English teacher or Mathematics and Science teacher. The material is based on
student’s need of learning Mathematics and Science using English.
2. This model is relevant for Mathematics and Science teacher that have limited
linguistic knowledge and team-teaching with other English, Mathematics and
Science teacher.
3. In this model, the learning process of Mathematics and Science subject using
English are conducted with the order of materials as usual.
4. This model is more expensive and it takes more time but it is effective in
increasing English skills.
b. Integrated
Th