Students` perception on the implementation of bilingual class at SMP Pangudi Luhur 1 Yogyakarta.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STUDENTS’ PERCEPTION ON THE IMPLEMENTATION
OF BILINGUAL CLASS
AT SMP PANGUDI LUHUR 1 YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Maria Immaculata Nandini Wijna Dharmesti
Student Number: 071214021
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STUDENTS’ PERCEPTION ON THE IMPLEMENTATION
OF BILINGUAL CLASS
AT SMP PANGUDI LUHUR 1 YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Maria Immaculata Nandini Wijna Dharmesti
Student Number: 071214021
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS 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
EVERYTHING IS GOOD AT THE END...
When it is not good,
it’s not the end...
I dedicate this thesis to:
My beloved parents and family
My lovely boyfriend
Myself and my life
Jolie, Micky, and Alai
...And everyone who supports me
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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 the
references, as a scientific paper should.
Yogyakarta, December 14th, 2011
The Writer
Maria Immaculata Nandini Wijna Dharmesti
071214021
v
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
: Maria Immaculata Nandini Wijna Dharmesti
Nomor Mahasiswa
: 071214021
Dengan pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
STUDENTS’ PERCEPTION ON THE IMPLEMENTATION
OF BILINGUAL CLASS
AT SMP PANGUDI LUHUR 1 YOGYAKARTA
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya 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: 14 Desember 2011
Yang menyatakan
Maria Immaculata Nandini Wijna Dharmesti
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Dharmesti, Maria Immaculata Nandini Wijna. 2011. Students’ Perception on the
Implementation of Bilingual Class at SMP Pangudi Luhur 1 Yogyakarta.
Yogyakarta: Sanata Dharma University.
The Indonesian government declared Sekolah Bertaraf Internasional (SBI)
and Rintisan Sekolah Bertaraf Internasional (RSBI) to achieve an international
quality standard education. RSBI is a step before a school obtains an SBI status.
An RSBI uses bilingual method and ICT-based learning process. It is the main
characteristic of SBI. Bilingual method is a method in which teachers use
Indonesian language and foreign language, especially English, as language
instructions. The Science, Math, and ICT subjects are conducted in English.
Using English as the language instructions in the learning activities make
the students get familiar with English. By getting familiar with English, the
students’ English competences will develop. Because of the reason, the researcher
was inspired to analyze the students’ perception on the implementation of
bilingual method. There were two problems presented in this study: (1) How is
bilingual method implemented in the classroom? (2) What is the perception of
SMP Pangudi Luhur 1 Yogyakarta students towards the use of bilingual method in
their learning activities?
To answer the first research questions, survey research was conducted in
this study by employing observations in the Biology class and in the Physics class
to observe the implementation of bilingual method in RSBI class. Other than that,
the researcher also distributed questionnaire and conducted interview to the
Eighth-grade students of RSBI class at SMP Pangudi Luhur 1 Yogyakarta to
obtain the students’ perception on the implementation of bilingual method.
The result of research showed that the implementation of bilingual method
at SMP Pangudi Luhur 1 Yogyakarta was good and most of the students had
positive perception on the implementation of bilingual class. It was shown from
the observations conducted that bilingual textbook was used and both teachers and
the students used English in the teaching learning activities, and from the
responses given in the questionnaire and interview that the bilingual method
helped the students develop the students’ English skills. Moreover, it really helped
the students motivate themselves to develop their listening skills, speaking skills,
reading skills, and writing skills. In general, the implementation of bilingual
method at SMP Pangudi Luhur 1 Yogyakarta is good, in terms of the use of
bilingual textbook and the use of English as language instructions during class.
Keywords: perception, implementation, bilingual, RSBI
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Dharmesti, Maria Immaculata Nandini Wijna. 2011. Students’ Perception on the
Implementation of Bilingual Class at SMP Pangudi Luhur 1 Yogyakarta.
Yogyakarta: Universitas Sanata Dharma.
Pemerintah Indonesia menetapkan Sekolah Bertaraf Internasional (SBI)
dan Rintisan Sekolah Bertaraf Internasional (RSBI) untuk mewujudkan suatu
pendidikan yang bertaraf internasional. RSBI sendiri merupakan salah satu
tahapan menuju SBI. Pembelajaran di RSBI menggunakan metode bilingual dan
berbasis TIK. Hal ini merupakan karakteristik utama dari SBI. Metode bilingual
adalah sebuah metode dimana bahasa pengantar yang diberikan oleh guru adalah
Bahasa Indonesia dan Bahasa Inggris. Kegiatan pembelajaran yang menggunakan
Bahasa Inggris adalah pembelajaran dalam mata pelajaran IPA (Biologi dan
Fisika), Matematika, dan TIK.
Pemakaian Bahasa Inggris sebagai bahasa pengantar dalam kegiatan
pembelajaran membuat para siswa terbiasa dengan Bahasa Inggris. Kemampuan
Bahasa Inggris mereka akan berkembang karena telah terbiasa berbahasa Inggris.
Oleh karena itu, peneliti terinspirasi untuk meneliti persepsi siswa terhadap
penerapan metode bilingual. Ada dua rumusan masalah yang dikaji dalam
penelitian ini: (1) Bagaimana penerapan metode bilingual di dalam kelas? (2)
Bagaimana persepsi siswa terhadap penerapan metode bilingual dalam kegiatan
belajar mereka?
Untuk menjawab rumusan masalah yang pertama, penelitian ini
menggunakan penelitian survei dengan melakukan observasi di kelas Biologi dan
Fisika untuk mengetahui penerapan metode bilingual di kelas. Selain itu, peneliti
juga membagikan kuesioner dan melakukan interview kepada siswa RSBI kelas 8
di SMP Pangudi Luhur 1 Yogyakarta untuk mengetahui persepsi siswa terhadap
penerapan metode bilingual.
Hasil dari penelitian ini menunjukkan bahwa penerapan metode bilingual
di SMP Pangudi Luhur 1 Yogyakarta bagus dan sebagian besar siswa mempunyai
persepsi positif terhadap penerapan kelas bilingual. Hal ini terlihat dari hasil
observasi yaitu buku bilingual digunakan dan baik guru dan siswa menggunakan
Bahasa Inggris dalam kegiatan pembelajaran, serta respon siswa di kuesioner dan
interview yang dilakukan bahwa metode bilingual membantu mereka untuk
mengembangkan kemampuan Bahasa Inggris yang mereka miliki. Kemudian,
metode ini juga membantu siswa untuk memotivasi diri mereka sendiri untuk
mengembangkan kemampuan mendengar, berbicara, membaca, dan menulis.
Secara umum, penerapan metode bilingual di SMP Pangudi Luhur 1 Yogyakarta
sudah baik, di dalam penggunaan buku bilingual dan penggunaan Bahasa Inggris
sebagai bahasa pengantar dalam proses belajar mengajar.
Kata kunci: persepsi, penerapan, bilingual, RSBI
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGMENTS
First of all, I would like to express my greatest gratitude to my beloved
Jesus Christ for his blessing during the process of finishing this thesis. He never
leaves me. He never keeps me alone. He always gives me health, strength, help
and support through everyone around me.
I would like to dedicate my appreciation to my beloved sponsor, Caecilia
Tutyandari, S.Pd., M.Pd., for her smile, patience, guidance, feedback,
suggestion, advice, and support from the beginning to the end of this thesis.
I would like also to express my gratefulness to Adaninggar Septi
Subekti, S.Pd., for her willingness to spend her busy time checking and giving
advice for my thesis. I would like to express my greatest thankfulness for my
beloved friend Ariesty Nevriany, S.Pd., for her patience and willingness to share
experience and help me finish my thesis. Although she was in different island, she
keeps helping and supporting me until the last minute of finishing this thesis.
I would like to give my gratitude to Br. Valentinus Naryo, FIC., and Drs.
A. Walgita, for giving me permission to do the research at SMP Pangudi Luhur
1 Yogyakarta. I also thank Th. Andriyani, S.Si., and Al. Bambang W, S.Pd.,
for giving permission to access the data I needed. I also thank to all of the students
in 8F of Academic Year 2010/2011 for their willingness to fill the questionnaire
and become my interviewees.
My deep gratitude and love are dedicated to my beloved parents, Bapak
F.X. Bambang Sigit Mukardi and Ibu Anastasia Adiwirahayu, for their great
love, affection, support, and prayers. I also thank my beloved sisters, Maria
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Francisca Mahatmya Wijna Dwilaksmi and Stephanie Swastika Wijna
Maharani for their support and help. My gratitude and love also goes to Rafael
Aditya Kurniawan, for his love, laugh, smile, help, support, prayers, and time.
I would also thank my beloved best friends, Rosa Galuh Kristanti, Nur
Febrian Jiwadhari, and Francisca Imas Soraya, for the laugh, love, support,
tears, and great friendship.
My thankfulness also goes to Nidya Kusuma Pudyastiwi, Aprilia
Kristiana, and Ernesa Novita for supporting me. I would like to thank Mbak
Dhanniek and Mbak Tari for their help during my study. My next gratitude
goes to all my friends in PBI for great friendship in the last 4 years.
At last, my deepest appreciation goes to all people who helped me do this
thesis, but I could not mention their names one by one. God bless us always.
Maria Immaculata Nandini Wijna Dharmesti
x
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
Page
TITLE PAGE ...............................................................................................
i
APPROVAL PAGES ...................................................................................
ii
DEDICATION PAGE .................................................................................
iv
STATEMENT OF WORK’S ORIGINALITY ............................................
v
PERNYATAAN PERSETUJUAN PUBLIKASI ............................................
vi
ABSTRACT .................................................................................................
vii
ABSTRAK .....................................................................................................
viii
ACKNOWLEDGMENTS ...........................................................................
ix
TABLE OF CONTENTS .............................................................................
xi
LIST OF TABLES .......................................................................................
xiv
CHAPTER I. INTRODUCTION
A. Research Background ........................................................................
1
B. Problem Formulation .........................................................................
3
C. Problem Limitation ............................................................................
3
D. Research Objectives ...........................................................................
4
E.
Research Benefits ..............................................................................
4
F.
Definition of Terms ...........................................................................
4
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description .....................................................................
7
1. Perception ......................................................................................
7
2. Bilingual Education .......................................................................
11
3. Rintisan Sekolah Bertaraf Internasional .......................................
12
4. Teaching and Learning Process in RSBI .......................................
15
B. Theoretical Framework .....................................................................
19
xi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III. RESEARCH METODOLOGY
A. Research Method ..............................................................................
22
B. Research Setting ................................................................................
23
C. Research Participants ........................................................................
23
D. Research Instruments ........................................................................
24
E.
Data Gathering Technique ................................................................
25
F.
Data Analysis Technique ..................................................................
26
G. Research Procedure ...........................................................................
29
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION
A. The Implementation of Bilingual Class ............................................
30
1. Result of Observations towards the
Implementation of Bilingual Class ...............................................
30
a. Result of Observations in Biology Class ..................................
31
1) First Observation in Biology Class .....................................
31
2) Second Observation in Biology Class ................................
33
3) Third Observation in Biology Class ...................................
34
4) Fourth Observation in Biology Class .................................
34
b. Result of Observations in Physics Class ..................................
35
1) First Observation in Physics Class .....................................
35
2) Second Observation in Physics Class ................................
36
2. Result of Questionnaire towards the
Implementation of Bilingual Class ...............................................
38
a. The Language Used by the Teachers .......................................
38
b. The Language Used by the Students ........................................
41
c. The Book and Medium of Instruction ......................................
43
B. The Students’ Perception on the Implementation of Bilingual Class
44
1. The Students’ Perception on the Experience of
Having Bilingual Learning ...........................................................
48
2. The Students’ Perception on Their Interest to
Bilingual Learning ........................................................................
xii
51
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3. The Students’ Perception on the Effects on
Bilingual Learning towards Their English Skills ……………….
58
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions ......................................................................................
65
B. Recommendations ..............................................................................
67
1. Recommendations for the Students ...............................................
67
2. Recommendations for the Teachers ..............................................
67
3. Recommendations for Future Researches .....................................
68
REFERENCES .............................................................................................
69
APPENDICES
APPENDIX 1 Surat Izin Penelitian ..............................................................
71
APPENDIX 2 Surat Izin Penelitian ..............................................................
72
APPENDIX 3 Observation Guidelines .........................................................
73
APPENDIX 4 Kuesioner ..............................................................................
74
APPENDIX 5 Interview Questions ...............................................................
77
APPENDIX 6 Raw Data of Observation Results .........................................
78
APPENDIX 7 Questionnaire Results .............................................................
86
APPENDIX 8 Raw Data of Questionnaire Results (Open-ended questions) ..
89
APPENDIX 9 Blueprint of Interview Results ................................................
94
APPENDIX 10 Standar Kompetensi Lulusan SMP/Madrasah ......................
104
APPENDIX 11 Standar Kompetensi Lulusan SMP-BI .................................
106
APPENDIX 12 Example of Biology Exercise ...............................................
108
xiii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF TABLES
Figure
Page
3.1 Blueprint of the Questionnaire ..............................................................
27
4.1 Questionnaire Results of the Language that Used by the Teachers ......
38
4.2 Questionnaire Results of the Language that Used by the Students .....
41
4.3 Questionnaire Results of the Book and Medium of Instructions ..........
43
4.4 Questionnaire Results of the Students’ Perception on the Experience
of Having Bilingual Learning ................................................................
48
4.5 Questionnaire Results of the Students’ Perception on Their Interest in
Having Bilingual Learning ....................................................................
51
4.6 Questionnaire Results of the Students’ Perception on the Effects of
Bilingual Learning Towards Their English Skills .................................
xiv
58
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER 1
INTRODUCTION
This chapter presents the introduction of this study. This chapter is
divided into six (6) sections. They are background of the study, problem
formulation, objectives of the study, benefits of the study, problem limitation, and
definitions of terms.
A. Research Background
Indonesia government on 2007 declared Sekolah Bertaraf Internasional
(SBI) and Rintisan Sekolah Bertaraf International (RSBI) to achieve an
international quality standard education. A lot of schools, starting from
Elementary School to Senior High School, are trying to obtain RSBI or SBI status.
This phenomenon makes Indonesian people have to be able to apply their English
language ability to all fields.
There are three phases before a school obtains an SBI status. RSBI itself
is a step before a school gets an SBI status. The first step is Tahap Pengembangan
in the first three years, and then Tahap Pemberdayaan in the next two years or the
fourth and the fifth year, and the last is Tahap Mandiri in the sixth year. The first
five years is what we call as RSBI and the sixth year is the transformation of RSBI
i nt o
after
they
have
reached
(http://www.sekolahinternasional.com/).
1
a ll
criteria
expected
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
RSBI program has two purposes. The first is general purpose of RSBI.
This purpose is to give opportunities to a school that has potential to achieve
national and international quality, and to prepare the graduates so that they will be
able to role actively in global society. The second is specific purpose of RSBI.
This purpose is to prepare graduates to have international characteristic
competences
as
stated
in
SK L
(Standar
Kompetensi
Lulusan)
(http://www.sekolahinternasional.com/).
Diknas (2008) states that RSBI uses curriculum combining KTSP
curriculum and the curriculum from one of the members of OECD (Organization
for Economic Cooperation and Development) and/or other developing countries
that have certain excellences in the education fields. This aims to enable RSBI to
be competitive enough
in the international forum. Therefore, each school
develops their own curriculum for their RSBI and it is expected that the schools
can guarantee that the implementation of RSBI and the overall education
outcomes will have higher standard than those of SNP (Standar Nasional
Pendidikan). It uses bilingual teaching methods and ICT-based learning process.
It is a method in which the teachers use Indonesian language and foreign
language, especially English, all the time in the learning activities in science
subjects (Biology and Physics), Math, and ICT (Diknas, 2008).
There are some schools in Yogyakarta which have already obtained
Rintisan Sekolah Bertaraf Internasional status. They are SMP 5 Yogyakarta, SMP
8 Yogyakarta, SMP Pangudi Luhur 1 Yogyakarta, and SMP Muhammadiyah 2
Yogyakarta. This study focuses on RSBI at SMP Pangudi Luhur 1 Yogyakarta.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
The academic year 2010/2011 was the second year for the RSBI classes at SMP
Pangudi Luhur 1 Yogyakarta. It has one Eighth grade class and two Seventh grade
classes. The Eighth grade students were chosen because they had had experiences
of having learning activities in bilingual classroom. Therefore, the one-year
experience that they had obtained might affect their perception towards the
implementation of bilingual classroom.
B. Problem Formulation
The problem formulation of this study formulated based on the
background of the study can be presented as follows.
1. How is bilingual method implemented in the classroom?
2. What is the perception of SMP Pangudi Luhur 1 Yogyakarta students towards
the use of bilingual method in their learning activities?
C. Problem Limitation
The scope of this study is the implementation of bilingual class in RSBI
class at SMP Pangudi Luhur 1 Yogyakarta. As stated above, the focus of this
study is to investigate the students’ perception towards how the implementation of
bilingual class in Biology and Physics classes of the Eighth-grade at SMP Pangudi
Luhur 1 Yogyakarta. Biology and Physics are chosen because these subjects were
recommended by the vice head-master.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
D. Research Objectives
This study aims to describe how the bilingual class is implemented in the
class and to describe the perception of SMP Pangudi Luhur 1 Yogyakarta students
towards the implementation of bilingual method in their learning activities.
E. Research Benefits
The result of this study will be beneficial for the teachers who teach at
RSBI class and for the RSBI students, especially those studying at SMP Pangudi
Luhur 1 Yogyakarta.
Finally, this study is hoped to provide inspiration for future researchers
who will conduct researches related to the implementation of bilingual class.
F. Definition of Terms
There are some terms mentioned in this study that need to be defined in
order to avoid misunderstanding and to lead readers to a better understanding of
the topic to be discussed.
1. Perception
According to Altman (1985), perception is “the way stimuli are selected
and grouped by a person so that they can be meaningfully interpreted and it is a
person’s view of reality.” In this study, perception refers to the Eighth-grade
students at SMP Pangudi Luhur 1 Yogyakarta’s thoughts and feeling about the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
implementation of bilingual class in their teaching learning activities. The focus
will be on how English language used in bilingual class affects the students.
2. Teaching Implementation
According to Vio (2002), implementation is the carrying out, or practices
a plan, a method, or any design. In this study, implementation refers to how the
RSBI class teachers at SMP Pangudi Luhur 1 Yogyakarta implement bilingual
method in the teaching learning activity. Both English and Indonesian language
are used as media of instruction. How English is implemented in the teaching
learning activities will be the focus of this study.
3. Bilingual Education
According to Genesee (n.d.), bilingual education is the use of the target
languages to teach prescribed academic subjects. In this study, bilingual class
being investigated is the Eighth-grade of RSBI class at SMP Pangudi Luhur 1
Yogyakarta that use two languages, English and Indonesian language, in the
teaching learning activities. Both languages are used as media of instructions by
the teachers and the students.
4. Rintisan Sekolah Bertaraf Internasional (RSBI)
RSBI or Rintisan SMP-BI is a step before a school obtains an SBI status.
The RSBI school implements and conducts international education (Diknas,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
2008). In this study, the RSBI School investigated is SMP Pangudi Luhur 1
Yogyakarta.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the related literatures that become the basis of this
study. This chapter is divided into two sections. The first section is theoretical
description that involves some important theories related to the research. The
second section, then, is theoretical framework providing the summary of the
specific theories used as the guidelines to answer the problem of the research.
A. Theoretical Description
There are four points to discuss in this section. They are perception,
bilingual education, Rintisan Sekolah Bertaraf Internasional (RSBI), and teaching
and learning process in RSBI.
1. Perception
Perception is a process and it takes time. The process of perception will
develop step by step because through frequent experience it will be habitual,
automatic, and effective (Vernon, 1971). The attention on what people are willing
to perceive also affects the perception received.
Perception has relation to motivation and emotion. According to Vernon
(1971), perception has effect to desires and needs. If people are interested in
something, then they will be curious and the curiosity will lead them to perceive
and learn more about them.
7
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
Perception is also effect of values and interest. Vernon (1971) states that
the effect of interest and value is related to people’s social relations to others.
Then, it will affect behaviour of people on whom they will like or dislike.
The success or failure of something gives some effect on the
performance. People tend to feel happy when they are successful and they tend to
be depressed when they fail. These feelings may affect the perception. According
to Vernon (1971), after experiencing success or failure, people will be affected on
the actual nature of what they perceive. Therefore, the students’ perception will
lead them to have different behavioural attitudes or responses. It is due to the fact
t ha t
student can have different perception from one another. In addition,
perception as stated by Altman (1985) is the way stimuli are selected and grouped
by a person so that they can be meaningfully interpreted and it is a person’s view
of reality.
There are some factors that influence perception. They are selection of
stimuli, organization of stimuli, the situation, and the person’s self-concept
(Altman, 1985).
a. Selection of stimuli
It is a process of selecting small number of stimuli in our surroundings.
Every person chooses specific cues and filters out of others. They may select
something, which is important and relevant, or which does not fulfil their needs.
The choice depends on their sensitivity. That is the reason why every person
perceives things differently.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
b. Organization of stimuli
The selected stimuli should be organized in order to make the stimuli
meaningful. The arrangement of stimuli affects our perception towards something.
The organization of stimuli can help people interpret the stimuli into meaningful
information. There are some ways to interpret stimuli. That is why people can
have various perceptions toward the same stimuli.
c. Situation
Altman (1985) states that situation that can influence someone’s
perception can be in the form of a person’s familiarity with, or expectation about,
a situation, and his or her past experiences. How a person perceives a situation
accurately is also related to how they adjust their behaviour to the situations
concerned.
d. Person’s self-concept
The way we feel about and perceive ourselves is known as our selfconcept (Altman, 1985). The way we see ourselves affects our perception towards
something. It is important because our mental picture of ourselves determines how
much of what we perceive and we do. An individual’s self-concept changes as the
person is getting mature. Therefore, we have to maintain a relatively stable,
positive self-concept.
Besides the factors that influence perception, Altman (1985) also states
about the factors creating perceptual difficulty. They include stereotyping, the
halo effect, perceptual defense, and projection.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
a. Stereotyping
It is the process of judging people or things based on limited and little
amount of information. The bases of such stereotyping can be from schoolbooks
mass media and past experiences. Moreover, stereotyping usually happens
because people are lack of either desire or ability to deal with complexity and
abstractness. For example, there were many articles about RSBI in newspaper.
The articles mostly wrote about the problems in RSBI, and then just because of
the articles, public may judge that RSBI was not good because of the problems
they read in the newspaper.
b. The halo effect
It refers to the use of a known particular trait or characteristic as the basis
for an overall evaluation or judgement. Personal description can also lead to a
halo effect. For example, a student finds a difficult activity in Biology class may
judge that Biology class is always difficult.
c. Perceptual defense
It refers to the screening out or distorting of information that is
personally disturbing or that what we do not want to accept. People tend to select
information that supports their viewpoints. Consequently, they tend to ignore or
fail to perceive something which is contrary to their opinions or viewpoints.
d. Projection
It is the attribution of our own undesirable traits or characteristics to
others. It occurs when we show our own feelings to others. Our perception may be
distorted by emotions we are experiencing or by our personality traits.
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2. Bilingual Education
Language plays an important role in the learning activity. The language
teachers use in classroom will affect students’ ability to absorb what the teachers
say in the classroom.
According to Alic (n.d.), bilingual education is the use of two different
languages in classroom instructions. According to Hymes (1985), the goal of
bilingual education program is developing English competence among children of
limited English ability. Bilingual education provides all teaching methods to fulfil
the students’ needs in English. By using English in the learning activity, students
will be able to develop their capacity for using the language as a part of
communication.
Bilingual program in Indonesia’s education encourages the use of
English language in non-English subjects (Science and Math). It means that
English and Indonesian language are used as the language media of the content
subject instructions. The students will get the same academic content. The
difference will only be in the language instruction used in the classroom, which is
English (Santoso, 2006).
Alic (n.d.) also states that there are some advantages of bilingualism. It
can improve students’ skills of verbal and linguistic abilities, general reasoning,
concept formation, divergent thinking, and metalinguistic skill, refering to the
ability to analyze, to talk about language and to control the process of it. Kessler
(1985) also states that bilingualism can accelerate cognitive growth aspect.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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3. Rintisan Sekolah Bertaraf Internasional (RSBI)
RSBI is a Sekolah Standar Nasional (SSN) which prepares the students
according to Standar Nasional Pendidikan (SNP) Indonesia. It has international
standard. Therefore, the graduates are expected to have international
competitiveness (http://www.sekolahinternasional.com/). Diknas (2008) also says
that Rintisan SMP-BI is a junior high school which is implementing and
conducting international education.
SNP consists of eight 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
g. standar pembiayaan
h. standar penilaian pendidikan
(http://www.docstoc.com/docs/20974765/8-standar-nasional-pendidikan).
Every school, which has already fulfilled the minimum standard of SNP, is given
assistance, coaching, reinforcement in the form of RSBI. Those are the process a
school going to be an SBI (Direktorat Jenderal Manajemen Pendidikan Dasar dan
Menengah Kementrian Pendidikan Nasional).
Kebijakan Depdiknas Tahun 2007 Tentang “Pedoman Penjaminan Mutu
Sekolah/Madrasah Bertaraf Internasional pada Jenjang Pendidikan Dasar dan
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Menengah” (Diknas, 2008) explains that to achieve international quality
standards, every SBI school should fulfil the SNP indicators and additional
indicators. RSBI are expected to fulfil the SNP and to start to achieve the
additional indicators in accordance with the schools’ capability and condition.
In order to achieve the concept of SBI, the schools have to fulfil the SNP
as the fulfilment of the minimal indicators and to add (x) as the additional
indicators. Therefore, according to Diknas (2008) the schools can fulfil those two
requirements ways as follows.
a. Adaptation
It is an enrichment/ deepening/ strengthening/ expansion/ adjustment of
certain SNP elements with reference of one of the members of OECD and/or other
countries that have international quality reputation in education fields and whose
graduates have international competitiveness.
b. Adoption
It is an addition for the SNP criterion. This addition is not include in the
SNP and it still refers to the education standard of one of the members of OECD
and/or other countries that have international quality reputation in education fields
and whose graduates have international competitiveness.
For that reason, for schools that will adapt to fulfil the additional indicators, they
have to find international partners. For examples are the schools which are the
members of OECD (Organization for Economic Cooperation and Development).
They are those of Australia, Austria, Belgium, Canada, Czech Republic,
Denmark, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy,
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Japan, Korea, Luxembourg, Mexico, Netherlands, New Zealand, Norway, Poland,
Portugal, Slovak Republic, Spain, Sweden, Switzerland, Turkey, United
Kingdom, United States, and other developed countries such as Chile, Estonia,
Israel, Russia, Slovenia, Singapore, and Hongkong. Moreover, the school could
also have partners with training centres, industry, test institution/ international
certificate such as Cambridge, IB, TOEFL/TOEIC, ISO, study centres and
multilateral organizations, nssmely UNESCO, UNICEF, SEAMEO, etc.
RSBI itself is one of the stages for school to achieve a Sekolah Bertaraf
Internasional (SBI) status. Direktorat Jenderal Manajemen Pendidikan Dasar
dan Menengah Kementrian Pendidikan Nasional states that there are three stages
to achieve SBI status. The first stage is Reguler or Sekolah Standar Nasional
(SSN). To reach this stage, a school should have average score 6.5 in National
Exam and it is accredited B by BAN Sekolah/Madrasah. The second stage is
RSBI. There are some requirements to reach this stage. First, the school’s average
score in National Exam should be 7.0 (seven point zero). Second, it is already
Sekolah Standar Nasional (SSN). Third, it is accredited A by BAN
Sekolah/Madrasah. Furthermore, the learning activity in Math, Science, and
vocational subject already use Indonesian language and International language
(bilingual). The last stage is SBI. There are some requirements to reach this stage.
First, the school should have Standar Nasional Pendidikan (SNP) enriched by
Standar Kualitas Pendidikan Negara Maju. Its average score in National Exam
should be 8.0. It is accredited A by BAN Sekolah/Madrasah. Lastly, the learning
activities in Math, Science, and vocational subjects alredy use Indonesian
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
language and/or International language (bilingual). Finally, international
education is an education conducted after the fulfilment of Standar Nasional
Pendidikan (SNP) enriched by the education standard in developing country.
4. Teaching and Learning Process in RSBI
According to Diknas (2008) the learning process in RSBI should have
international characters as follows.
a. Learning process should be able to create and develop creativity, innovation,
reason, and experimentation to discover a joy of discovery
b. Applying active, creative, effective, and enjoyable learning model; students
centred; reflective learning; enjoyable and joyful learning; cooperative learning;
quantum learning; learning revolution; and contextual learning in which all of
those are international standard
c. Applying ICT-based learning process to all of the subjects
d. Using English in the learning process, especially for science subjects, math, and
ICT.
To enable the school to fulfil the learning process standard needs
innovative and relevant learning process in accordance with the students’ talents,
interests, and physical as well as psychological development. The indicators of
SBI achievements in the learning process, according to Diknas (2008) can be
observed as follows.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
a. The learning process of all subjects becomes a role model for other schools in
developing noble characters, personality, leadership, entrepreneurship, patriotism,
and innovative thoughts.
b. The learning process is enriched by models of learning process of the member
of OECD (Organization for Economic Cooperation and Development) and/or of
another developing country that has certain excellence in education field
c. The learning process applies ICT-based learning process to all of the subjects
d. The learning process of Science subjects and Math uses English as language of
instructions, while other subjects, other than English, use Indonesian language.
e. Besides using Indonesian language and English, the learning process might use
other languages often used in the international forum, like French, Spanish,
Japanese, Arabic, and Chinese.
The implementation of ICT is one of the efforts to achieve the
international learning process standard. Therefore, the students and the teachers
are to be able to create more effective and more efficient learning process. Thus,
the main characteristic of SBI is using bilingual and ICT-based learning process.
The aim of RSBI learning process is to accomplish the needs of
international standard learning process. Therefore, the schools should develop and
design international standard learning model that is relevant to the demands of
international curriculum, such as implementation of CTL principles, complete and
meaningful learning, and problem solving. The main characteristic of RSBI
learning process is the obligation to use bilingual media communication learning
(English and Indonesian language). Both are used in the classroom activities
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17
(theories), in experiment (practices), or in other forms of learning (discussion,
assignment, etc). Moreover, the learning process implemented can use computer
and internet facilities to give the student more opportunity to learn and master ICT
(Diknas, 2008).
An RSBI has to develop the learning process that leads it to the
international standard. The learning development implements the bilingual
learning and uses ICT facilities optimally. A high level competency achievement
in English can be seen from the fluency and accuracy, both in grammar and in
speech. A good learning model is a model that is facilitating the high facilitating
achievement in English subject covering the learning contents and language
fucntions. Both of those two should be given attention proportionally. According
to Diknas (2008) there are two (2) examples of learning models which can be
observed as follows.
a. Terpisah (Parallel)
Students’ language development is facilitated through supporting
activities besides the main English learning activities in school. Those activities
include Science and Math. The description can be seen as follows.
1) The students are given extra class by English teachers and/or Math and Science
teachers in the form of English for Mathematics and Science. The extra class is
based on the needs of the students and in the order of subject in Science, Math,
and English.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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2) This model is applicable for Math and Science teachers having limited
linguistic knowledge and the inability of team-teaching with English, Science and
Math teachers.
3) The learning process of Math and Science subjects in English language are
conducted in accordance with the order of materials taught in Math and Science.
4) This model is quiet expensive and it takes a lot of time but it is effective to
increase English skills proficiency.
b. Terpadu (Integrated)
Students’ language development is integratedly facilitated in English
learning. It means that the students directly obtain the Math and Science in
English instructions materials. This model is suitable for Math and Science
teachers who have high linguistic knowledge. The schools can use another
learning model in order to achieve the indicators of learning based on the needs,
the condition, and the ability of the schools.
The development of students’ English proficiency and ICT skills
ultimately aims to create communicative and effective learning interactions
between the teachers and the students. The teachers teach in English and in ICTbased. As the consequence, the students should have the same capability in
English and ICT. If the teachers and the students have the same capability,
professional bilingual and ICT learning can be achieved.
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B. Theoretical Framework
This is a study of the students’ perception on bilingual class in RSBI. The
aim of the RSBI learning process is to accomplish the needs of international
standards learning process by developing the students’ English ability and ICT
skills, both of which can create communicative and effective learning interactions
between the teachers and the students.
In this research, the researcher would like to discover the students’
perception towards the implementation of bilingual class. How bilingual class is
implemented affects the students’ perception. In finding the implementation of
bilingual class in RSBI, the researcher use the theory of the teaching and learning
process at RSBI based on Panduan Pelaksanaan Pembinaan Rintisan Sekolah
Menengah Pertama Bertaraf Internasional (SMP-BI) (Diknas, 2008). Diknas
(2008) explains that the main characteristic of the learning process in RSBI is the
use of bilingual learning media, those using English and Indonesian language.
Both of the languages are used in classroom activities (theories), experiments
(practices), or in other forms of learning activities (discussion, assignment, etc).
Diknas (2008) also states that the learning process in RSBI should have
international characters, mentioned in the following.
1. The learning process should be able to create and develop creativity,
innovation, reason, and experience to discover new possibilities, and a joy of
discovery.
2. The learning process applies active, creative, effective, and enjoyable learning
models; students centred; reflective learning; enjoyable and joyful learning;
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20
cooperative learning; quantum learning; and contextual learning all of which
have international standard.
3. The learning process applies ICT-based learning process to all of the subjects.
4. The learning process use English, especially in Science subjects (Physics and
Biology), Math, and ICT. Using computer and internet facilities give the
students more chances to master ICT. If the teacher and the students have the
same capability in both English and ICT, bilingual and ICT learning can be
conducted professionally.
In finding the students’ perception on the implementation of bilingual
class, the researcher uses the theory of perception stated by Vernon (1971). That
is that perception is a process and it takes time. The process of it will
systematically develop because through frequent experience the process has
become habitual, automatic, and effective. Based on this theory, the researcher
takes the eighth graders as the participants, because they have already had the
experience as RSBI students and they are expected to have a perception towards
the implementation of bilingual class.
Perception is also effect of values and interest. Vernon (1971) states that
the effect of interest and value is related to people’s social relations to others. It,
then, will affect someone’s behaviour in perceiving whom he likes or dislikes. In
addition, perception also has a relation to motivation and emotion (Vernon, 1971).
According to him, perception has effect to desires and needs. When people are
interested to something, they will be curious and the curiosity will lead them to
learn more.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21
In the learning activity, language plays an important role. According to
Hymes in Alatis (1985), developing English competence among children of
limited English ability is the goal of bilingual education program. By using
English in the learning activity, the students will be able to develop their capacity
in using the language as a part of communication.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research methodology of this study. This
chapter is divided into seven (7) sections. They are research methods, research
participants, research instrument, data gathering techniques, data analysis
techniques, and research procedure.
A. Research Method
This study is going to explore students’ perception on the implementation
of bilingual class in their learning activity. The researcher used survey research
method in this study. According to Ary, Jacobs, Razavieh (2002), a survey is a
kind of research for gathering data for physical counts and frequencies to attitudes
and opinion by asking question of a group of individuals called respondents.
Survey was also used to assess attitudes and characteristics of a wide range of
subject
(http://www.ischool.utexas.edu/~palmquis/courses/survey.html).
Therefore, the data for this study would be presented in the form of statement, not
in the form of number.
Moreover, the researcher also conducted library study to find the related
theories to support the research. The theories found were dealing with perception,
bilingual method, and RSBI. The researcher found the related theories of
perception from the books of the psychology of perception. The researcher found
22
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23
the theories of bilingual method in RSBI from the books of bilingual education
and RSBI Guidelines. Then, the theory of RSBI were from the RSBI Guidelines.
B. Research Setting
This study was conducted at SMP Pangudi Luhur 1 Yogyakarta in the
2010/2011 academic year. The researcher did the research in the middle of the
even semester.
C. Research Participants
This research implemented cluster sampling. Cluster sampling, according
to Castillo (2009), involves randomly selected samples of the population.
Furthermore, Ary, Jacobs, Razavieh (2002) stated that in cluster sampling, the
participants chosen were not an individual but a group of individuals that are
naturally together.
There were four subjects in RSBI class at SMP Pangudi Luhur 1
Yogyakarta used English in the learning activities. Those subjects were Math,
Biology, Physics, and ICT. From the four subjects, researcher chose Biology and
Physics classes for the study.
The participants of this study were the eighth grade students of RSBI
class at SMP Pangudi Luhur 1 Yogyakarta. The participants of the questionnaire
were 25 (twenty five) eighth grade students of RSBI class at SMP Pangudi Luhur
1 Yogyakarta. The participants of the interview were 7 (seven) eighth grade
students of RSBI class at SMP Pangudi Luhur 1 Yogyakarta. The researcher
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
24
considered the data collected from the interview as supporting data that would
support the primary data obtained through the questionnaire.
D. Research Instrumen
STUDENTS’ PERCEPTION ON THE IMPLEMENTATION
OF BILINGUAL CLASS
AT SMP PANGUDI LUHUR 1 YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Maria Immaculata Nandini Wijna Dharmesti
Student Number: 071214021
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2012
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
STUDENTS’ PERCEPTION ON THE IMPLEMENTATION
OF BILINGUAL CLASS
AT SMP PANGUDI LUHUR 1 YOGYAKARTA
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Maria Immaculata Nandini Wijna Dharmesti
Student Number: 071214021
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS 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
EVERYTHING IS GOOD AT THE END...
When it is not good,
it’s not the end...
I dedicate this thesis to:
My beloved parents and family
My lovely boyfriend
Myself and my life
Jolie, Micky, and Alai
...And everyone who supports 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 the
references, as a scientific paper should.
Yogyakarta, December 14th, 2011
The Writer
Maria Immaculata Nandini Wijna Dharmesti
071214021
v
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama
: Maria Immaculata Nandini Wijna Dharmesti
Nomor Mahasiswa
: 071214021
Dengan pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
STUDENTS’ PERCEPTION ON THE IMPLEMENTATION
OF BILINGUAL CLASS
AT SMP PANGUDI LUHUR 1 YOGYAKARTA
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya 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: 14 Desember 2011
Yang menyatakan
Maria Immaculata Nandini Wijna Dharmesti
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Dharmesti, Maria Immaculata Nandini Wijna. 2011. Students’ Perception on the
Implementation of Bilingual Class at SMP Pangudi Luhur 1 Yogyakarta.
Yogyakarta: Sanata Dharma University.
The Indonesian government declared Sekolah Bertaraf Internasional (SBI)
and Rintisan Sekolah Bertaraf Internasional (RSBI) to achieve an international
quality standard education. RSBI is a step before a school obtains an SBI status.
An RSBI uses bilingual method and ICT-based learning process. It is the main
characteristic of SBI. Bilingual method is a method in which teachers use
Indonesian language and foreign language, especially English, as language
instructions. The Science, Math, and ICT subjects are conducted in English.
Using English as the language instructions in the learning activities make
the students get familiar with English. By getting familiar with English, the
students’ English competences will develop. Because of the reason, the researcher
was inspired to analyze the students’ perception on the implementation of
bilingual method. There were two problems presented in this study: (1) How is
bilingual method implemented in the classroom? (2) What is the perception of
SMP Pangudi Luhur 1 Yogyakarta students towards the use of bilingual method in
their learning activities?
To answer the first research questions, survey research was conducted in
this study by employing observations in the Biology class and in the Physics class
to observe the implementation of bilingual method in RSBI class. Other than that,
the researcher also distributed questionnaire and conducted interview to the
Eighth-grade students of RSBI class at SMP Pangudi Luhur 1 Yogyakarta to
obtain the students’ perception on the implementation of bilingual method.
The result of research showed that the implementation of bilingual method
at SMP Pangudi Luhur 1 Yogyakarta was good and most of the students had
positive perception on the implementation of bilingual class. It was shown from
the observations conducted that bilingual textbook was used and both teachers and
the students used English in the teaching learning activities, and from the
responses given in the questionnaire and interview that the bilingual method
helped the students develop the students’ English skills. Moreover, it really helped
the students motivate themselves to develop their listening skills, speaking skills,
reading skills, and writing skills. In general, the implementation of bilingual
method at SMP Pangudi Luhur 1 Yogyakarta is good, in terms of the use of
bilingual textbook and the use of English as language instructions during class.
Keywords: perception, implementation, bilingual, RSBI
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Dharmesti, Maria Immaculata Nandini Wijna. 2011. Students’ Perception on the
Implementation of Bilingual Class at SMP Pangudi Luhur 1 Yogyakarta.
Yogyakarta: Universitas Sanata Dharma.
Pemerintah Indonesia menetapkan Sekolah Bertaraf Internasional (SBI)
dan Rintisan Sekolah Bertaraf Internasional (RSBI) untuk mewujudkan suatu
pendidikan yang bertaraf internasional. RSBI sendiri merupakan salah satu
tahapan menuju SBI. Pembelajaran di RSBI menggunakan metode bilingual dan
berbasis TIK. Hal ini merupakan karakteristik utama dari SBI. Metode bilingual
adalah sebuah metode dimana bahasa pengantar yang diberikan oleh guru adalah
Bahasa Indonesia dan Bahasa Inggris. Kegiatan pembelajaran yang menggunakan
Bahasa Inggris adalah pembelajaran dalam mata pelajaran IPA (Biologi dan
Fisika), Matematika, dan TIK.
Pemakaian Bahasa Inggris sebagai bahasa pengantar dalam kegiatan
pembelajaran membuat para siswa terbiasa dengan Bahasa Inggris. Kemampuan
Bahasa Inggris mereka akan berkembang karena telah terbiasa berbahasa Inggris.
Oleh karena itu, peneliti terinspirasi untuk meneliti persepsi siswa terhadap
penerapan metode bilingual. Ada dua rumusan masalah yang dikaji dalam
penelitian ini: (1) Bagaimana penerapan metode bilingual di dalam kelas? (2)
Bagaimana persepsi siswa terhadap penerapan metode bilingual dalam kegiatan
belajar mereka?
Untuk menjawab rumusan masalah yang pertama, penelitian ini
menggunakan penelitian survei dengan melakukan observasi di kelas Biologi dan
Fisika untuk mengetahui penerapan metode bilingual di kelas. Selain itu, peneliti
juga membagikan kuesioner dan melakukan interview kepada siswa RSBI kelas 8
di SMP Pangudi Luhur 1 Yogyakarta untuk mengetahui persepsi siswa terhadap
penerapan metode bilingual.
Hasil dari penelitian ini menunjukkan bahwa penerapan metode bilingual
di SMP Pangudi Luhur 1 Yogyakarta bagus dan sebagian besar siswa mempunyai
persepsi positif terhadap penerapan kelas bilingual. Hal ini terlihat dari hasil
observasi yaitu buku bilingual digunakan dan baik guru dan siswa menggunakan
Bahasa Inggris dalam kegiatan pembelajaran, serta respon siswa di kuesioner dan
interview yang dilakukan bahwa metode bilingual membantu mereka untuk
mengembangkan kemampuan Bahasa Inggris yang mereka miliki. Kemudian,
metode ini juga membantu siswa untuk memotivasi diri mereka sendiri untuk
mengembangkan kemampuan mendengar, berbicara, membaca, dan menulis.
Secara umum, penerapan metode bilingual di SMP Pangudi Luhur 1 Yogyakarta
sudah baik, di dalam penggunaan buku bilingual dan penggunaan Bahasa Inggris
sebagai bahasa pengantar dalam proses belajar mengajar.
Kata kunci: persepsi, penerapan, bilingual, RSBI
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGMENTS
First of all, I would like to express my greatest gratitude to my beloved
Jesus Christ for his blessing during the process of finishing this thesis. He never
leaves me. He never keeps me alone. He always gives me health, strength, help
and support through everyone around me.
I would like to dedicate my appreciation to my beloved sponsor, Caecilia
Tutyandari, S.Pd., M.Pd., for her smile, patience, guidance, feedback,
suggestion, advice, and support from the beginning to the end of this thesis.
I would like also to express my gratefulness to Adaninggar Septi
Subekti, S.Pd., for her willingness to spend her busy time checking and giving
advice for my thesis. I would like to express my greatest thankfulness for my
beloved friend Ariesty Nevriany, S.Pd., for her patience and willingness to share
experience and help me finish my thesis. Although she was in different island, she
keeps helping and supporting me until the last minute of finishing this thesis.
I would like to give my gratitude to Br. Valentinus Naryo, FIC., and Drs.
A. Walgita, for giving me permission to do the research at SMP Pangudi Luhur
1 Yogyakarta. I also thank Th. Andriyani, S.Si., and Al. Bambang W, S.Pd.,
for giving permission to access the data I needed. I also thank to all of the students
in 8F of Academic Year 2010/2011 for their willingness to fill the questionnaire
and become my interviewees.
My deep gratitude and love are dedicated to my beloved parents, Bapak
F.X. Bambang Sigit Mukardi and Ibu Anastasia Adiwirahayu, for their great
love, affection, support, and prayers. I also thank my beloved sisters, Maria
ix
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Francisca Mahatmya Wijna Dwilaksmi and Stephanie Swastika Wijna
Maharani for their support and help. My gratitude and love also goes to Rafael
Aditya Kurniawan, for his love, laugh, smile, help, support, prayers, and time.
I would also thank my beloved best friends, Rosa Galuh Kristanti, Nur
Febrian Jiwadhari, and Francisca Imas Soraya, for the laugh, love, support,
tears, and great friendship.
My thankfulness also goes to Nidya Kusuma Pudyastiwi, Aprilia
Kristiana, and Ernesa Novita for supporting me. I would like to thank Mbak
Dhanniek and Mbak Tari for their help during my study. My next gratitude
goes to all my friends in PBI for great friendship in the last 4 years.
At last, my deepest appreciation goes to all people who helped me do this
thesis, but I could not mention their names one by one. God bless us always.
Maria Immaculata Nandini Wijna Dharmesti
x
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
Page
TITLE PAGE ...............................................................................................
i
APPROVAL PAGES ...................................................................................
ii
DEDICATION PAGE .................................................................................
iv
STATEMENT OF WORK’S ORIGINALITY ............................................
v
PERNYATAAN PERSETUJUAN PUBLIKASI ............................................
vi
ABSTRACT .................................................................................................
vii
ABSTRAK .....................................................................................................
viii
ACKNOWLEDGMENTS ...........................................................................
ix
TABLE OF CONTENTS .............................................................................
xi
LIST OF TABLES .......................................................................................
xiv
CHAPTER I. INTRODUCTION
A. Research Background ........................................................................
1
B. Problem Formulation .........................................................................
3
C. Problem Limitation ............................................................................
3
D. Research Objectives ...........................................................................
4
E.
Research Benefits ..............................................................................
4
F.
Definition of Terms ...........................................................................
4
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description .....................................................................
7
1. Perception ......................................................................................
7
2. Bilingual Education .......................................................................
11
3. Rintisan Sekolah Bertaraf Internasional .......................................
12
4. Teaching and Learning Process in RSBI .......................................
15
B. Theoretical Framework .....................................................................
19
xi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III. RESEARCH METODOLOGY
A. Research Method ..............................................................................
22
B. Research Setting ................................................................................
23
C. Research Participants ........................................................................
23
D. Research Instruments ........................................................................
24
E.
Data Gathering Technique ................................................................
25
F.
Data Analysis Technique ..................................................................
26
G. Research Procedure ...........................................................................
29
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION
A. The Implementation of Bilingual Class ............................................
30
1. Result of Observations towards the
Implementation of Bilingual Class ...............................................
30
a. Result of Observations in Biology Class ..................................
31
1) First Observation in Biology Class .....................................
31
2) Second Observation in Biology Class ................................
33
3) Third Observation in Biology Class ...................................
34
4) Fourth Observation in Biology Class .................................
34
b. Result of Observations in Physics Class ..................................
35
1) First Observation in Physics Class .....................................
35
2) Second Observation in Physics Class ................................
36
2. Result of Questionnaire towards the
Implementation of Bilingual Class ...............................................
38
a. The Language Used by the Teachers .......................................
38
b. The Language Used by the Students ........................................
41
c. The Book and Medium of Instruction ......................................
43
B. The Students’ Perception on the Implementation of Bilingual Class
44
1. The Students’ Perception on the Experience of
Having Bilingual Learning ...........................................................
48
2. The Students’ Perception on Their Interest to
Bilingual Learning ........................................................................
xii
51
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3. The Students’ Perception on the Effects on
Bilingual Learning towards Their English Skills ……………….
58
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions ......................................................................................
65
B. Recommendations ..............................................................................
67
1. Recommendations for the Students ...............................................
67
2. Recommendations for the Teachers ..............................................
67
3. Recommendations for Future Researches .....................................
68
REFERENCES .............................................................................................
69
APPENDICES
APPENDIX 1 Surat Izin Penelitian ..............................................................
71
APPENDIX 2 Surat Izin Penelitian ..............................................................
72
APPENDIX 3 Observation Guidelines .........................................................
73
APPENDIX 4 Kuesioner ..............................................................................
74
APPENDIX 5 Interview Questions ...............................................................
77
APPENDIX 6 Raw Data of Observation Results .........................................
78
APPENDIX 7 Questionnaire Results .............................................................
86
APPENDIX 8 Raw Data of Questionnaire Results (Open-ended questions) ..
89
APPENDIX 9 Blueprint of Interview Results ................................................
94
APPENDIX 10 Standar Kompetensi Lulusan SMP/Madrasah ......................
104
APPENDIX 11 Standar Kompetensi Lulusan SMP-BI .................................
106
APPENDIX 12 Example of Biology Exercise ...............................................
108
xiii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF TABLES
Figure
Page
3.1 Blueprint of the Questionnaire ..............................................................
27
4.1 Questionnaire Results of the Language that Used by the Teachers ......
38
4.2 Questionnaire Results of the Language that Used by the Students .....
41
4.3 Questionnaire Results of the Book and Medium of Instructions ..........
43
4.4 Questionnaire Results of the Students’ Perception on the Experience
of Having Bilingual Learning ................................................................
48
4.5 Questionnaire Results of the Students’ Perception on Their Interest in
Having Bilingual Learning ....................................................................
51
4.6 Questionnaire Results of the Students’ Perception on the Effects of
Bilingual Learning Towards Their English Skills .................................
xiv
58
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER 1
INTRODUCTION
This chapter presents the introduction of this study. This chapter is
divided into six (6) sections. They are background of the study, problem
formulation, objectives of the study, benefits of the study, problem limitation, and
definitions of terms.
A. Research Background
Indonesia government on 2007 declared Sekolah Bertaraf Internasional
(SBI) and Rintisan Sekolah Bertaraf International (RSBI) to achieve an
international quality standard education. A lot of schools, starting from
Elementary School to Senior High School, are trying to obtain RSBI or SBI status.
This phenomenon makes Indonesian people have to be able to apply their English
language ability to all fields.
There are three phases before a school obtains an SBI status. RSBI itself
is a step before a school gets an SBI status. The first step is Tahap Pengembangan
in the first three years, and then Tahap Pemberdayaan in the next two years or the
fourth and the fifth year, and the last is Tahap Mandiri in the sixth year. The first
five years is what we call as RSBI and the sixth year is the transformation of RSBI
i nt o
after
they
have
reached
(http://www.sekolahinternasional.com/).
1
a ll
criteria
expected
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
RSBI program has two purposes. The first is general purpose of RSBI.
This purpose is to give opportunities to a school that has potential to achieve
national and international quality, and to prepare the graduates so that they will be
able to role actively in global society. The second is specific purpose of RSBI.
This purpose is to prepare graduates to have international characteristic
competences
as
stated
in
SK L
(Standar
Kompetensi
Lulusan)
(http://www.sekolahinternasional.com/).
Diknas (2008) states that RSBI uses curriculum combining KTSP
curriculum and the curriculum from one of the members of OECD (Organization
for Economic Cooperation and Development) and/or other developing countries
that have certain excellences in the education fields. This aims to enable RSBI to
be competitive enough
in the international forum. Therefore, each school
develops their own curriculum for their RSBI and it is expected that the schools
can guarantee that the implementation of RSBI and the overall education
outcomes will have higher standard than those of SNP (Standar Nasional
Pendidikan). It uses bilingual teaching methods and ICT-based learning process.
It is a method in which the teachers use Indonesian language and foreign
language, especially English, all the time in the learning activities in science
subjects (Biology and Physics), Math, and ICT (Diknas, 2008).
There are some schools in Yogyakarta which have already obtained
Rintisan Sekolah Bertaraf Internasional status. They are SMP 5 Yogyakarta, SMP
8 Yogyakarta, SMP Pangudi Luhur 1 Yogyakarta, and SMP Muhammadiyah 2
Yogyakarta. This study focuses on RSBI at SMP Pangudi Luhur 1 Yogyakarta.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
The academic year 2010/2011 was the second year for the RSBI classes at SMP
Pangudi Luhur 1 Yogyakarta. It has one Eighth grade class and two Seventh grade
classes. The Eighth grade students were chosen because they had had experiences
of having learning activities in bilingual classroom. Therefore, the one-year
experience that they had obtained might affect their perception towards the
implementation of bilingual classroom.
B. Problem Formulation
The problem formulation of this study formulated based on the
background of the study can be presented as follows.
1. How is bilingual method implemented in the classroom?
2. What is the perception of SMP Pangudi Luhur 1 Yogyakarta students towards
the use of bilingual method in their learning activities?
C. Problem Limitation
The scope of this study is the implementation of bilingual class in RSBI
class at SMP Pangudi Luhur 1 Yogyakarta. As stated above, the focus of this
study is to investigate the students’ perception towards how the implementation of
bilingual class in Biology and Physics classes of the Eighth-grade at SMP Pangudi
Luhur 1 Yogyakarta. Biology and Physics are chosen because these subjects were
recommended by the vice head-master.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
D. Research Objectives
This study aims to describe how the bilingual class is implemented in the
class and to describe the perception of SMP Pangudi Luhur 1 Yogyakarta students
towards the implementation of bilingual method in their learning activities.
E. Research Benefits
The result of this study will be beneficial for the teachers who teach at
RSBI class and for the RSBI students, especially those studying at SMP Pangudi
Luhur 1 Yogyakarta.
Finally, this study is hoped to provide inspiration for future researchers
who will conduct researches related to the implementation of bilingual class.
F. Definition of Terms
There are some terms mentioned in this study that need to be defined in
order to avoid misunderstanding and to lead readers to a better understanding of
the topic to be discussed.
1. Perception
According to Altman (1985), perception is “the way stimuli are selected
and grouped by a person so that they can be meaningfully interpreted and it is a
person’s view of reality.” In this study, perception refers to the Eighth-grade
students at SMP Pangudi Luhur 1 Yogyakarta’s thoughts and feeling about the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
implementation of bilingual class in their teaching learning activities. The focus
will be on how English language used in bilingual class affects the students.
2. Teaching Implementation
According to Vio (2002), implementation is the carrying out, or practices
a plan, a method, or any design. In this study, implementation refers to how the
RSBI class teachers at SMP Pangudi Luhur 1 Yogyakarta implement bilingual
method in the teaching learning activity. Both English and Indonesian language
are used as media of instruction. How English is implemented in the teaching
learning activities will be the focus of this study.
3. Bilingual Education
According to Genesee (n.d.), bilingual education is the use of the target
languages to teach prescribed academic subjects. In this study, bilingual class
being investigated is the Eighth-grade of RSBI class at SMP Pangudi Luhur 1
Yogyakarta that use two languages, English and Indonesian language, in the
teaching learning activities. Both languages are used as media of instructions by
the teachers and the students.
4. Rintisan Sekolah Bertaraf Internasional (RSBI)
RSBI or Rintisan SMP-BI is a step before a school obtains an SBI status.
The RSBI school implements and conducts international education (Diknas,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
2008). In this study, the RSBI School investigated is SMP Pangudi Luhur 1
Yogyakarta.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the related literatures that become the basis of this
study. This chapter is divided into two sections. The first section is theoretical
description that involves some important theories related to the research. The
second section, then, is theoretical framework providing the summary of the
specific theories used as the guidelines to answer the problem of the research.
A. Theoretical Description
There are four points to discuss in this section. They are perception,
bilingual education, Rintisan Sekolah Bertaraf Internasional (RSBI), and teaching
and learning process in RSBI.
1. Perception
Perception is a process and it takes time. The process of perception will
develop step by step because through frequent experience it will be habitual,
automatic, and effective (Vernon, 1971). The attention on what people are willing
to perceive also affects the perception received.
Perception has relation to motivation and emotion. According to Vernon
(1971), perception has effect to desires and needs. If people are interested in
something, then they will be curious and the curiosity will lead them to perceive
and learn more about them.
7
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
Perception is also effect of values and interest. Vernon (1971) states that
the effect of interest and value is related to people’s social relations to others.
Then, it will affect behaviour of people on whom they will like or dislike.
The success or failure of something gives some effect on the
performance. People tend to feel happy when they are successful and they tend to
be depressed when they fail. These feelings may affect the perception. According
to Vernon (1971), after experiencing success or failure, people will be affected on
the actual nature of what they perceive. Therefore, the students’ perception will
lead them to have different behavioural attitudes or responses. It is due to the fact
t ha t
student can have different perception from one another. In addition,
perception as stated by Altman (1985) is the way stimuli are selected and grouped
by a person so that they can be meaningfully interpreted and it is a person’s view
of reality.
There are some factors that influence perception. They are selection of
stimuli, organization of stimuli, the situation, and the person’s self-concept
(Altman, 1985).
a. Selection of stimuli
It is a process of selecting small number of stimuli in our surroundings.
Every person chooses specific cues and filters out of others. They may select
something, which is important and relevant, or which does not fulfil their needs.
The choice depends on their sensitivity. That is the reason why every person
perceives things differently.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
b. Organization of stimuli
The selected stimuli should be organized in order to make the stimuli
meaningful. The arrangement of stimuli affects our perception towards something.
The organization of stimuli can help people interpret the stimuli into meaningful
information. There are some ways to interpret stimuli. That is why people can
have various perceptions toward the same stimuli.
c. Situation
Altman (1985) states that situation that can influence someone’s
perception can be in the form of a person’s familiarity with, or expectation about,
a situation, and his or her past experiences. How a person perceives a situation
accurately is also related to how they adjust their behaviour to the situations
concerned.
d. Person’s self-concept
The way we feel about and perceive ourselves is known as our selfconcept (Altman, 1985). The way we see ourselves affects our perception towards
something. It is important because our mental picture of ourselves determines how
much of what we perceive and we do. An individual’s self-concept changes as the
person is getting mature. Therefore, we have to maintain a relatively stable,
positive self-concept.
Besides the factors that influence perception, Altman (1985) also states
about the factors creating perceptual difficulty. They include stereotyping, the
halo effect, perceptual defense, and projection.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
a. Stereotyping
It is the process of judging people or things based on limited and little
amount of information. The bases of such stereotyping can be from schoolbooks
mass media and past experiences. Moreover, stereotyping usually happens
because people are lack of either desire or ability to deal with complexity and
abstractness. For example, there were many articles about RSBI in newspaper.
The articles mostly wrote about the problems in RSBI, and then just because of
the articles, public may judge that RSBI was not good because of the problems
they read in the newspaper.
b. The halo effect
It refers to the use of a known particular trait or characteristic as the basis
for an overall evaluation or judgement. Personal description can also lead to a
halo effect. For example, a student finds a difficult activity in Biology class may
judge that Biology class is always difficult.
c. Perceptual defense
It refers to the screening out or distorting of information that is
personally disturbing or that what we do not want to accept. People tend to select
information that supports their viewpoints. Consequently, they tend to ignore or
fail to perceive something which is contrary to their opinions or viewpoints.
d. Projection
It is the attribution of our own undesirable traits or characteristics to
others. It occurs when we show our own feelings to others. Our perception may be
distorted by emotions we are experiencing or by our personality traits.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
2. Bilingual Education
Language plays an important role in the learning activity. The language
teachers use in classroom will affect students’ ability to absorb what the teachers
say in the classroom.
According to Alic (n.d.), bilingual education is the use of two different
languages in classroom instructions. According to Hymes (1985), the goal of
bilingual education program is developing English competence among children of
limited English ability. Bilingual education provides all teaching methods to fulfil
the students’ needs in English. By using English in the learning activity, students
will be able to develop their capacity for using the language as a part of
communication.
Bilingual program in Indonesia’s education encourages the use of
English language in non-English subjects (Science and Math). It means that
English and Indonesian language are used as the language media of the content
subject instructions. The students will get the same academic content. The
difference will only be in the language instruction used in the classroom, which is
English (Santoso, 2006).
Alic (n.d.) also states that there are some advantages of bilingualism. It
can improve students’ skills of verbal and linguistic abilities, general reasoning,
concept formation, divergent thinking, and metalinguistic skill, refering to the
ability to analyze, to talk about language and to control the process of it. Kessler
(1985) also states that bilingualism can accelerate cognitive growth aspect.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
3. Rintisan Sekolah Bertaraf Internasional (RSBI)
RSBI is a Sekolah Standar Nasional (SSN) which prepares the students
according to Standar Nasional Pendidikan (SNP) Indonesia. It has international
standard. Therefore, the graduates are expected to have international
competitiveness (http://www.sekolahinternasional.com/). Diknas (2008) also says
that Rintisan SMP-BI is a junior high school which is implementing and
conducting international education.
SNP consists of eight 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
g. standar pembiayaan
h. standar penilaian pendidikan
(http://www.docstoc.com/docs/20974765/8-standar-nasional-pendidikan).
Every school, which has already fulfilled the minimum standard of SNP, is given
assistance, coaching, reinforcement in the form of RSBI. Those are the process a
school going to be an SBI (Direktorat Jenderal Manajemen Pendidikan Dasar dan
Menengah Kementrian Pendidikan Nasional).
Kebijakan Depdiknas Tahun 2007 Tentang “Pedoman Penjaminan Mutu
Sekolah/Madrasah Bertaraf Internasional pada Jenjang Pendidikan Dasar dan
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
Menengah” (Diknas, 2008) explains that to achieve international quality
standards, every SBI school should fulfil the SNP indicators and additional
indicators. RSBI are expected to fulfil the SNP and to start to achieve the
additional indicators in accordance with the schools’ capability and condition.
In order to achieve the concept of SBI, the schools have to fulfil the SNP
as the fulfilment of the minimal indicators and to add (x) as the additional
indicators. Therefore, according to Diknas (2008) the schools can fulfil those two
requirements ways as follows.
a. Adaptation
It is an enrichment/ deepening/ strengthening/ expansion/ adjustment of
certain SNP elements with reference of one of the members of OECD and/or other
countries that have international quality reputation in education fields and whose
graduates have international competitiveness.
b. Adoption
It is an addition for the SNP criterion. This addition is not include in the
SNP and it still refers to the education standard of one of the members of OECD
and/or other countries that have international quality reputation in education fields
and whose graduates have international competitiveness.
For that reason, for schools that will adapt to fulfil the additional indicators, they
have to find international partners. For examples are the schools which are the
members of OECD (Organization for Economic Cooperation and Development).
They are those of Australia, Austria, Belgium, Canada, Czech Republic,
Denmark, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
Japan, Korea, Luxembourg, Mexico, Netherlands, New Zealand, Norway, Poland,
Portugal, Slovak Republic, Spain, Sweden, Switzerland, Turkey, United
Kingdom, United States, and other developed countries such as Chile, Estonia,
Israel, Russia, Slovenia, Singapore, and Hongkong. Moreover, the school could
also have partners with training centres, industry, test institution/ international
certificate such as Cambridge, IB, TOEFL/TOEIC, ISO, study centres and
multilateral organizations, nssmely UNESCO, UNICEF, SEAMEO, etc.
RSBI itself is one of the stages for school to achieve a Sekolah Bertaraf
Internasional (SBI) status. Direktorat Jenderal Manajemen Pendidikan Dasar
dan Menengah Kementrian Pendidikan Nasional states that there are three stages
to achieve SBI status. The first stage is Reguler or Sekolah Standar Nasional
(SSN). To reach this stage, a school should have average score 6.5 in National
Exam and it is accredited B by BAN Sekolah/Madrasah. The second stage is
RSBI. There are some requirements to reach this stage. First, the school’s average
score in National Exam should be 7.0 (seven point zero). Second, it is already
Sekolah Standar Nasional (SSN). Third, it is accredited A by BAN
Sekolah/Madrasah. Furthermore, the learning activity in Math, Science, and
vocational subject already use Indonesian language and International language
(bilingual). The last stage is SBI. There are some requirements to reach this stage.
First, the school should have Standar Nasional Pendidikan (SNP) enriched by
Standar Kualitas Pendidikan Negara Maju. Its average score in National Exam
should be 8.0. It is accredited A by BAN Sekolah/Madrasah. Lastly, the learning
activities in Math, Science, and vocational subjects alredy use Indonesian
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
language and/or International language (bilingual). Finally, international
education is an education conducted after the fulfilment of Standar Nasional
Pendidikan (SNP) enriched by the education standard in developing country.
4. Teaching and Learning Process in RSBI
According to Diknas (2008) the learning process in RSBI should have
international characters as follows.
a. Learning process should be able to create and develop creativity, innovation,
reason, and experimentation to discover a joy of discovery
b. Applying active, creative, effective, and enjoyable learning model; students
centred; reflective learning; enjoyable and joyful learning; cooperative learning;
quantum learning; learning revolution; and contextual learning in which all of
those are international standard
c. Applying ICT-based learning process to all of the subjects
d. Using English in the learning process, especially for science subjects, math, and
ICT.
To enable the school to fulfil the learning process standard needs
innovative and relevant learning process in accordance with the students’ talents,
interests, and physical as well as psychological development. The indicators of
SBI achievements in the learning process, according to Diknas (2008) can be
observed as follows.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
a. The learning process of all subjects becomes a role model for other schools in
developing noble characters, personality, leadership, entrepreneurship, patriotism,
and innovative thoughts.
b. The learning process is enriched by models of learning process of the member
of OECD (Organization for Economic Cooperation and Development) and/or of
another developing country that has certain excellence in education field
c. The learning process applies ICT-based learning process to all of the subjects
d. The learning process of Science subjects and Math uses English as language of
instructions, while other subjects, other than English, use Indonesian language.
e. Besides using Indonesian language and English, the learning process might use
other languages often used in the international forum, like French, Spanish,
Japanese, Arabic, and Chinese.
The implementation of ICT is one of the efforts to achieve the
international learning process standard. Therefore, the students and the teachers
are to be able to create more effective and more efficient learning process. Thus,
the main characteristic of SBI is using bilingual and ICT-based learning process.
The aim of RSBI learning process is to accomplish the needs of
international standard learning process. Therefore, the schools should develop and
design international standard learning model that is relevant to the demands of
international curriculum, such as implementation of CTL principles, complete and
meaningful learning, and problem solving. The main characteristic of RSBI
learning process is the obligation to use bilingual media communication learning
(English and Indonesian language). Both are used in the classroom activities
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17
(theories), in experiment (practices), or in other forms of learning (discussion,
assignment, etc). Moreover, the learning process implemented can use computer
and internet facilities to give the student more opportunity to learn and master ICT
(Diknas, 2008).
An RSBI has to develop the learning process that leads it to the
international standard. The learning development implements the bilingual
learning and uses ICT facilities optimally. A high level competency achievement
in English can be seen from the fluency and accuracy, both in grammar and in
speech. A good learning model is a model that is facilitating the high facilitating
achievement in English subject covering the learning contents and language
fucntions. Both of those two should be given attention proportionally. According
to Diknas (2008) there are two (2) examples of learning models which can be
observed as follows.
a. Terpisah (Parallel)
Students’ language development is facilitated through supporting
activities besides the main English learning activities in school. Those activities
include Science and Math. The description can be seen as follows.
1) The students are given extra class by English teachers and/or Math and Science
teachers in the form of English for Mathematics and Science. The extra class is
based on the needs of the students and in the order of subject in Science, Math,
and English.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18
2) This model is applicable for Math and Science teachers having limited
linguistic knowledge and the inability of team-teaching with English, Science and
Math teachers.
3) The learning process of Math and Science subjects in English language are
conducted in accordance with the order of materials taught in Math and Science.
4) This model is quiet expensive and it takes a lot of time but it is effective to
increase English skills proficiency.
b. Terpadu (Integrated)
Students’ language development is integratedly facilitated in English
learning. It means that the students directly obtain the Math and Science in
English instructions materials. This model is suitable for Math and Science
teachers who have high linguistic knowledge. The schools can use another
learning model in order to achieve the indicators of learning based on the needs,
the condition, and the ability of the schools.
The development of students’ English proficiency and ICT skills
ultimately aims to create communicative and effective learning interactions
between the teachers and the students. The teachers teach in English and in ICTbased. As the consequence, the students should have the same capability in
English and ICT. If the teachers and the students have the same capability,
professional bilingual and ICT learning can be achieved.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
19
B. Theoretical Framework
This is a study of the students’ perception on bilingual class in RSBI. The
aim of the RSBI learning process is to accomplish the needs of international
standards learning process by developing the students’ English ability and ICT
skills, both of which can create communicative and effective learning interactions
between the teachers and the students.
In this research, the researcher would like to discover the students’
perception towards the implementation of bilingual class. How bilingual class is
implemented affects the students’ perception. In finding the implementation of
bilingual class in RSBI, the researcher use the theory of the teaching and learning
process at RSBI based on Panduan Pelaksanaan Pembinaan Rintisan Sekolah
Menengah Pertama Bertaraf Internasional (SMP-BI) (Diknas, 2008). Diknas
(2008) explains that the main characteristic of the learning process in RSBI is the
use of bilingual learning media, those using English and Indonesian language.
Both of the languages are used in classroom activities (theories), experiments
(practices), or in other forms of learning activities (discussion, assignment, etc).
Diknas (2008) also states that the learning process in RSBI should have
international characters, mentioned in the following.
1. The learning process should be able to create and develop creativity,
innovation, reason, and experience to discover new possibilities, and a joy of
discovery.
2. The learning process applies active, creative, effective, and enjoyable learning
models; students centred; reflective learning; enjoyable and joyful learning;
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cooperative learning; quantum learning; and contextual learning all of which
have international standard.
3. The learning process applies ICT-based learning process to all of the subjects.
4. The learning process use English, especially in Science subjects (Physics and
Biology), Math, and ICT. Using computer and internet facilities give the
students more chances to master ICT. If the teacher and the students have the
same capability in both English and ICT, bilingual and ICT learning can be
conducted professionally.
In finding the students’ perception on the implementation of bilingual
class, the researcher uses the theory of perception stated by Vernon (1971). That
is that perception is a process and it takes time. The process of it will
systematically develop because through frequent experience the process has
become habitual, automatic, and effective. Based on this theory, the researcher
takes the eighth graders as the participants, because they have already had the
experience as RSBI students and they are expected to have a perception towards
the implementation of bilingual class.
Perception is also effect of values and interest. Vernon (1971) states that
the effect of interest and value is related to people’s social relations to others. It,
then, will affect someone’s behaviour in perceiving whom he likes or dislikes. In
addition, perception also has a relation to motivation and emotion (Vernon, 1971).
According to him, perception has effect to desires and needs. When people are
interested to something, they will be curious and the curiosity will lead them to
learn more.
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In the learning activity, language plays an important role. According to
Hymes in Alatis (1985), developing English competence among children of
limited English ability is the goal of bilingual education program. By using
English in the learning activity, the students will be able to develop their capacity
in using the language as a part of communication.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research methodology of this study. This
chapter is divided into seven (7) sections. They are research methods, research
participants, research instrument, data gathering techniques, data analysis
techniques, and research procedure.
A. Research Method
This study is going to explore students’ perception on the implementation
of bilingual class in their learning activity. The researcher used survey research
method in this study. According to Ary, Jacobs, Razavieh (2002), a survey is a
kind of research for gathering data for physical counts and frequencies to attitudes
and opinion by asking question of a group of individuals called respondents.
Survey was also used to assess attitudes and characteristics of a wide range of
subject
(http://www.ischool.utexas.edu/~palmquis/courses/survey.html).
Therefore, the data for this study would be presented in the form of statement, not
in the form of number.
Moreover, the researcher also conducted library study to find the related
theories to support the research. The theories found were dealing with perception,
bilingual method, and RSBI. The researcher found the related theories of
perception from the books of the psychology of perception. The researcher found
22
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the theories of bilingual method in RSBI from the books of bilingual education
and RSBI Guidelines. Then, the theory of RSBI were from the RSBI Guidelines.
B. Research Setting
This study was conducted at SMP Pangudi Luhur 1 Yogyakarta in the
2010/2011 academic year. The researcher did the research in the middle of the
even semester.
C. Research Participants
This research implemented cluster sampling. Cluster sampling, according
to Castillo (2009), involves randomly selected samples of the population.
Furthermore, Ary, Jacobs, Razavieh (2002) stated that in cluster sampling, the
participants chosen were not an individual but a group of individuals that are
naturally together.
There were four subjects in RSBI class at SMP Pangudi Luhur 1
Yogyakarta used English in the learning activities. Those subjects were Math,
Biology, Physics, and ICT. From the four subjects, researcher chose Biology and
Physics classes for the study.
The participants of this study were the eighth grade students of RSBI
class at SMP Pangudi Luhur 1 Yogyakarta. The participants of the questionnaire
were 25 (twenty five) eighth grade students of RSBI class at SMP Pangudi Luhur
1 Yogyakarta. The participants of the interview were 7 (seven) eighth grade
students of RSBI class at SMP Pangudi Luhur 1 Yogyakarta. The researcher
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considered the data collected from the interview as supporting data that would
support the primary data obtained through the questionnaire.
D. Research Instrumen