View of A STUDY OF BILINGUAL EDUCATION AND COMMUNICATIVE COMPETENCE AT JUNIOR SECONDARY SCHOOL

AT JUNIOR SECONDARY SCHOOL

Refi Ranto Rozak Fakultas Bahasa dan Seni (FPBS) Jurusan Pendidikan Bahasa Inggris IKIP PGRI Bojonegoro E-mail: Refi.Ranto@ikippgribojonegoro.ac.id

Abstract:

The concern of the paper is the bilingual education conducted at SMP Negeri I Bojonegoro. The study attempts to investigate and to find out the research problems dealing with the influence of bilingual education on students’ speaking English competence, communicative environment motivating students to have awareness to speak in English, bilingual methodology in the classrooms, and the impediments encountered by the teachers and students in employing bilingual learning. The research design of the study is descriptive qualitative using triangulation technique in collecting the required data. The population is seventh and eighth graders students of SMPN 1 Bojonegoro in the academic year of 2013/2014. Meanwhile, the theoretical samples of the study are taken based on the use of bilingual across subject contents (sciences and mathematics) at year VII A and VIII A. The result of the study sho ws that the program raises the students’ and teachers’ awareness in bilingual education as it is used in specific contents subject. It consequently enhances the motivation for foreign language learning. Keywords: Bilingual Education, Communicative Competence.

The use of foreign language at school has occurred in every human social arouses the implication on how to use the

interaction including at school background. target language among the school

Becoming bilingual or multilingual brings community, in this instance teachers and

them into a most wanted condition in students. It means that they attempt to

which they can apply both their first and learn a new language, a new culture, a new

foreign languages to share the ideas and way of thinking, feeling, and acting

at classroom (Brown 1994: 1). It has been known that

speaking more than one language naturally Due to the importance of this issue,

discourse. The recent curriculum based on English curriculum is outlined nationally.

literacy is more detail and focused on The curriculum covers, for example, how

illustrating the competency. It is this subject should be taught and what

specifically described by mentioning materials should be used. In the curriculum,

speech act and selecting kinds of text more teaching hours for this subject are

according to the competency needs to be offered in accordance with the level of the

achieved without obviously mentioning the schools (e.g. lower secondary and upper

theme.

secondary) and the grade (e.g., grade one, The curriculum based literacy is a two, or three). However, some believe that

supplemental curriculum of the previous ELT (English Language Teaching)

(KBK/Kurikulum Berbasis curriculum is too rigid which may lead to

one

Kompetensi). Discourse competence is a predicament in its implementation in the

central point in describing the texts in line classroom (Jazadi, 1999a).

with particular context. English learning in The curriculum 2006 or KTSP

Indonesia as stipulated in curriculum asserts (Kurikulum Tingkat Satuan Pendidikan) is

that the students‟ competence of English nearly indistinguishable in giving English

must be acquired is to comprehend and to instruction. This curriculum is intended to

put across the information, thought, feeling, construct written and spoken competence

to progress science and technology, and to progress science and technology, and

the bilingual learning is keeping maintained means of communication as a part of

for years as a solution i n teachers‟ gaining the information.

classroom instruction.

Related to the objective of curriculum It has been a trend in Indonesia to based literacy that English instruction at

find schools with bilingual program, school must be able to enhance students‟

meaning applying the use of two languages literacy both spoken and written

in teaching a content subject. Cummins competency by integrating linguistic and

(2000) states from data of four other experts socio-cultural competency (Alwasilah,

that there is a tendency the bilingual 2005) so that learning foreign language is

obtained better believed as a strategy of acquiring their

program

students

achievements than those in monolingual target language, so school environment has

program. In the context of the Indonesian

a significance role to the success of learning multilingual society, where English is foreign language. A school is considered as

taught as a foreign language (EFL), such

a system in transforming the sciences bilingual program has become a significant including language. Collective efforts taken

breakthrough, encouraging the use of to prevailing educational goals in the school

English in non –English subjects (known as will be effective if they are mutually aware

subjects across curriculum). of the roles they play (Khoironi, 2000).

In advent of the so-called Kurikulum Many years the learners have got to

Tingkat Satuan Pendidikan (KTSP), which know the experiences in obtaining

was reported in early 2006, it would be knowledge in form of teacher‟s instruction

judicious to make available more including in learning English but they got

understanding on language learning nothing holistically. English in Indonesia

strategies, one of which is by applying schools is a ”dead language” for most

bilingual programs to enhance the students since written language has been

understanding of students, who experience more emphasized rather than spoken

barriers to use L2 to convey their ideas in language (Johnson, 1999). In the context of

L1, especially in the multilingual society of learning

Indonesia. The KTSP curriculum enables understanding, they are driven to learn

the existence of “subjects across written English not to involve them to use it

English across as a medium of communication.

Learning English as the foreign Based on the background of the study language is not easily achieved by doing

above, the bilingual learning at SMP Negeri assessment correctly according to the

I Bojonegoro is a study conducted by specified measurement in form of written

writer. The objectives of the study report in discourse. But it needs to be developed how

this paper are 1). to find out the influence the students are able to use it as a means of

of bilingual education on students‟ speaking communication. In line with the argument,

English competence; 2) to find out Khoironi (2000) has annotated that English

environment that learning acquisition can be enhanced by

communicative

encourages students to have awareness to being aware of the nature of language as a

speak in English; 3) to investigate and to means of communication and a tool to

interpret the bilingual methodology which pursue knowledge. Failures have found

is delivered in the classrooms; and 4) to several decades related to the success of

find out and to describe obstacles mastering English at schools.

encountered by students and teachers at

SMPN I Bojonegoro in cultivating English- educational

They can be the failures of

speaking competence.

management, teachers‟ competency of pedagogy, the students‟ response in learning, supporting learning linguistic

RESEARCH METHODOLOGY

The data of bilingual education influencing The design of the study report on this

students‟ speaking English competence article is descriptive qualitative using

were obtained from the interview among triangulation technique. It was successfully

the English and content area teachers, conducted in March 2014. This study

English development teacher, and also merely attempted to observe and to describe

school management, classroom observation, bilingual education and communicative

students‟ questionnaire, and students‟ competence conducted at SMP Negeri I

The data of Bojonegoro in the academic year of

speaking test; 2)

communicative environment motivating 2013/2014 dealing with: 1) Bilingual

students‟ awareness in speaking English education influencing students‟ speaking

were also obtained from the interview English competence; 2) Communicative

among students, school management and environment motivating students‟ to have

teachers of SMPN 1 Bojonegoro, awareness to speak in English; 3) Bilingual

observation of students‟ attitude on methodology in the classrooms; and 4) The

and students‟ obstacles encountered by students and

bilingual

learning,

questionnaires; 3) The data of bilingual teachers at SMP Negeri I Bojonegoro in

methodology were obtained from classroom applying bilingual program.

observation, interview among research

Subject of the Study

teachers, and teachers‟ The article accentuated on bilingual

population

questionnaire; and 4) The data of bilingual program which was applied at classroom

learning problems encountered by the context. The content area teachers provided

teachers and students of SMPN 1 the significant information dealing with the

Bojonegoro were obtained from classroom use of bilingual. In teaching and learning,

observation, the interview among teachers SMPN 1 Bojonegoro classes utilize the

and students, the questionnaires both bilingual both Indonesian language and

teachers and students.

English to deliver the crucial subject matter

Data Collection Procedure

contents namely mathematics and sciences. The advantage of using triangulation Content and language integrated learning or

is to know the data obtained convergent, English across curriculum is the medium of

inconsistent or contradictory. Hence, using instruction obliged at SMPN 1 Bojonegoro.

triangulation in data gathering obtained will The students of SMPN 1 Bojonegoro

be more consistent, completed and year VII and VIII were the research

determined. It is in line with Patton (1990) population. Year VII divided into three

that through triangulation the writer can classes, VII A, B, and C. Year VIII has

build the strengths of each type of data three classes, VIII A, VIII B, and VIII C.

collection while minimizing the weakness Meanwhile, the research focus consisted of

in any single approach. If contradictory

VII A and VIII A. Both consisted of 24 finding emerge or researcher find negative students only and it is the standard

cases, the investigators most likely will requirement of students‟ capacity stipulated

need to study the phenomenon further. by the bilingual classrooms.

Data Analysis Technique Data and Data Source

In analyzing the data obtained, the The data are bilingual education on

writer used the following points: students‟ speaking English competence,

1) The interview among the English and communicative environment motivating

teachers, English students‟ to have awareness to speak

content

area

development teacher, and also school English, bilingual methodology which was

management.

delivered in the classroom, and also the The interview conducted in the obstacles encountered by students and

research based on the data required teachers at SMP Negeri I Bojonegoro in

dealing with the influences of bilingual applying bilingual program. Here are the

education on students‟ speaking English details of the data and the data sources: 1)

competence. Interview was the main competence. Interview was the main

students in the class are involved. technique was applied to get hold of the

(2) Average, meaning that 50%-75% data based on the domain of the

students in the class are involved. research. Structured and unstructured

(3) High, meaning that more than 75% interviews were recorded using tape

students in the class are involved. recorder and field notes.

2) Observation of Students‟ attitude on

FINDINGS

bilingual learning.

English use at SMP Negeri I Bojonegoro

Another triangulation instrument The use of English at SMP Negeri I that came along the classroom

Bojonegoro was little bit different to others. observation was checklist of students‟

English as a subject matter perhaps is attitudes toward the use of bilingual at

commonly taught at schools starting from classroom. The purpose is to know

primary to middle schools around Indonesia students‟ enthusiasm on bilingual

as a foreign language but Bilingual program learning that was being conveyed by the

promoted by SMP Negeri I Bojonegoro can teachers of subject content matters –

not be separated by the efforts taken by the sciences and mathematic in classes. The

school in developing the school quality. writer

English has been used and considered both indicators consisting of students‟

as a subject matter and medium instruction attention to the lesson, their participation

at classrooms. It also useful bridges the actively in the class, the students

school community interacting each other in understanding on the lesson conveyed,

daily activities. So, it is not only restricted and soon. The evaluation was based on

at classrooms context but English-speaking the criteria given as follows:

milieu within the school and other technological instructions.

Exposure, Support and Engagement to

effectively

dealing

with language

English

development. Meanwhile, they get The school community at SMP

additional engagement and exposure Negeri I Bojonegoro has language

through English development to improve awareness and it is implemented through

their English acquisition. The details are their willingness to learn it. The school

1. management regulates the academic hours

Table 1. English Exposure and Engagement at DIRS

No

English instruction

First

grade

Second grade

learning hours

learning hours

1. English with regular teacher

360 minutes

360 minutes

2. Content-based interaction:

and Biology)

Bilingual in ICT

120 minutes

120 minutes

Local content

4. English (Extracurricular)

English club

120 minutes

120 minutes

English theatre

120 minutes

120 minutes

Additional English Course

Thursday English

Course

90 minutes

Cambridge Materials

60 Minutes

Total learning hours per week

hour, 30 minutes

26 hours

Based on the table 1, second year conducted, it could be concluded that the students of SMPN 1 Bojonegoro got more

obstacles encountered by the school in exposure and engagement to English than

developing linguistic environment at are first year students of DIRS (26 hours and

influenced by some factors such as: 1) The 1560 minutes). The students both year VII

school was not well-integrated yet in an and VIII learnt English 6 hours a week and

English speaking environment, 2) The they also took the English conversation as a

social interaction were still influenced by local content. In the same time students got

the students of regular classes in Bahasa two optional English development, English

Indonesia, 3) Punishments and rewards in club and theatre. They might choose these

language policy applied were not obvious, English curricular outside learning hours as

and 4) Exclusivity of students who used an

bilingual in the classrooms. accommodating students‟ talents and

integral school

program

in

hobbies in language development. As the

Additional Testing Instrument: Students’

optional programs, these were the English

Speaking Competence.

development programs offered by school. To know the implication of bilingual In the meantime, the total English

among year VII A and VIII A students to engagement and exposure between year VII

stimulate their communicative competence, and year VIII of SMPN 1 Bojonegoro in the

the test of speaking was conducted. The academic year of 2013/2014 indicate the

aim of doing this test was to know how far significance differences on additional

the speaking skill possessed by the students. English course. It was realized that the

The communicative competence of the implementation of the school policy,

students were expected to be higher than typically, had several effects for students.

regular ones. Additional learning hours in Giving English additional courses

English content and students‟ development except either English as a local content and

in English outside English learning content English development is the English

in classrooms bring about enhancing specification emphasized on different

students language skill in speaking. SMPN 1 Bojonegoro students. The students

As the result of the test is presented of year VII got one and a half hour in

according to the Table 2. of speaking scores English course every Thursday as the

below consisting of four students in pair. student of year VIII got one hour only a

They were the students of year VII A and week focusing on adapted Cambridge

year VIII A.

materials in English comprising of speaking, listening, reading, and writing.

The Cambridge preparation class was being prepared at year VIII because they are going to take The Cambridge International Examination (CIE) test in science, mathematic, and English. In the beginning, they are going to take English test which is conducted by Cambridge University to obtain an international certificate. The test will be taken when they will be at year IX.

School Integrated System

Dealing with language development, the school had tried to concentrate the school community in one integrated environment. Based on the research

Table 2. Table of DIRS students speaking scores

Aspects to be Scored

Total Score

Final Conclusion Score for Each Discourse Item

Total Items No

Students

Name Class

(A)+(B)+(C

Item (C) Scale 100 1. SC

(Acquisitio

Item (A)

(Acquisition

Item (B)

(Acquisition

Score )

n Score)

Score)

Score)

VIII-A 16 30 16 30 15 37,5 97,5 2. ER

VIII-A

12 30 78,75 3. FF VII-B

Clearly, the speaking test conducted in The teachers had to arrange lesson plans as a

March 13 th and 14 , 2014 indicates that guideline in teaching learning process before DIRS students‟ communicative competence

th

teaching. To be the teachers of bilingual is satisfying. The test was emphasized on

classes they must fulfill several standard three discourses namely transaksional,

criteria and they must teach according to interpersonal, and monolog. In transaksional

which are being imposed in recent and interpersonal discourses, the students

curriculum (KTSP) accordance with were expected to be able to interact with his

Standard –Standar or her partner within the social situation

National

Education

Nasional Pendidikan (SNP) –and also given. In this phase, they responded

enclose the international characteristics suggestions, giving recommendation, and

curriculum.

achieving agreements each other based on They were qualified and professional the theme or social situation. While the

teachers. They had got periodical technical monolog discourse emphasized on student s‟

guidance from ministry of education and ability in presenting social situation given

of Education. independently without his or her partner

Directorate

General

Workshops and education upgrading belong helps. The social situation given in monolog

to their professional dedication in cultivating could be students‟ ability in explaining the

their skills and knowledge in pedagogy pictures according to their own words.

world. The urgency of English stipulated as Based on the table above, the

the main foreign language which was taught communicative competence of students year

at VII A and VIII A classes, to become a

VII A and VIII A were above average. The motivation. 90 % of teachers must be seven grader students, FF and NK

capable in English measurement testing successfully interacted using English with

standard in TOEFL > 450 and in term of the situation given. Their scores closed to be

computer and internet, 90% of them must be perfect on scale 100. Their scores were 95,

literate.

62. Compared to the other junior high Generally, the teachers of bilingual school students, their speaking skill were

classes always used English first in bilingual remarkable. The different speaking test

learning and made sure that the students result of second grader students was also

understood the instruction. If they did not shown. SC speaking score was 97, 5 while

know some terms which were being used in ER‟s was 78, 75. This contrast speaking test

the contents, the teachers –then–translated results were based on the different scoring

the instruction into Bahasa Indonesia. Some items on each discourse.

others did not want to waste the time by translating the contents terms in Bahasa

Bilingual Methodology

Indonesia or English but they directly went Bilingual methodology in some

on the explanation. This might be done subject content matters was delivered in

neither ignoring time more consuming nor various ways. Teachers had their own

spoiling them in learning English. This teaching characteristics including when their

judgment based on the participant lessons must be conveyed using two

observation and teacher questionnaire done languages –Bahasa Indonesia and English.

approximately three months in different approximately three months in different

teacher vocabulary in physics were little. teaching as mentioned in “Petunjuk

But sometime they could express in English Pelaksanaan

Lapangan (PPL) Keguruan (1998)”.

Bilingual Methodology in Biology

Biology was one of sciences content

Bilingual Methodology at Subject

taught using bilingual. The observation took

Content Matters (Sciences, Mathematics,

place at VII A. The teacher, Mrs. SU was

and ICT)

very attractive and talkative. Though she The data obtained dominantly was

delivered the lesson by herself, she coming from participation observation.

successfully used bilingual to the end of the Observati on checklist of students‟ attitude

lesson. The writer observed that she strongly toward the use of bilingual on each class and

spoke English all the time. Moreover, she checklist for evaluating a teacher‟s lesson

repeatedly motivated her students to convey was the additional instrument used by the

everything in English only. Hence, the writer when the observation was conducting.

students enthusiastically followed her orders

Bilingual methodology in physics

in speaking English.

In delivering the physics lesson, the As usual in the first time she opened teacher started using English in opening. He

the class in English and the students greeted said, “Assalamualaikum”, then followed by

her by standing up saying some English “how are you today?”, and “any

greeting. Later, she reminded the students homework?” Later, he used Bahasa

whether there were any homewoks or not in Indonesia when he went into the core of the

bilingual. The teacher realized that she could lesson. The observation was occurred at VIII

not use English well but she tried her best

A. The class was conducted indoor and although it was terrible because her English outdoor.

sentences were unstructured and it looked experimental activity, the teacher of physics,

funny. Some students laughed listening to Mr. YN explained the theme discussion

their „indolish‟ English but actually they using Bahasa Indonesia. To the writer he

understood the topic which was being affirmed that his English was „lost‟ and

discussed.

because he could not speak English fluently The language awareness had come in discussing the lesson, it would be better if

up and it enabled the teacher and students to

he used Bahasa Indonesia. He was afraid of achieve the target language. Teacher of misunderstanding among students if he

Biology explained the discussion in drove to use English. He did not want to get

bilingual till the time would be up. Finally, rid of the essence of physics. So using

she used the remaining time to play a game. Bahasa Indonesia was considered as the

In the end, she closed the discussion of the best way in physics class. Sometimes, he

day using bilingual. In bilingual learning at added some English sentences.

biology class English was often used during The students and teachers interaction

the discussion. The teacher as a model of was generally in Bahasa Indonesia. He

learning influenced whether the class would could not fluently explain the lesson using

select English, Bahasa Indonesia, and English. Bahasa Indonesia was dominant.

bilingual as a dominant language which was The students had an experimental activity

used during the lesson. If the teacher about kinds of wave. The teacher felt free

committed to use English as a dominant using Bahasa Indonesia and students easily

language in the teaching learning, the understood his explanation. Students‟

students would do the same thing. understanding in physics was teacher‟s

consideration in minimizing English in the

Bilingual Methodology in Mathematics

class. He argued that by using Bahasa The bilingual methodology in Indonesia, they would easier understand the

mathematics was rather different to others. lesson. Some physics terms were difficult to

Two teachers cooperatively worked together Two teachers cooperatively worked together

in computer without translating in Bahasa of English. As a subject content teacher,

Indonesia . Generally, the interaction Mrs. TY delivered some mathematics

between teacher and students were in calculation using bilingual. But at first they

Bahasa Indonesia . English was less had to discuss together some material that

emphasized in ICT class because the teacher would be presented with the teacher of

as a model of bilingual did not effectively English. The English teacher guided the

commit to use bilingual or English during mathematics teacher. She helped her

the discussion.

translate some

instructional

words,

mathematic formulas, and arrange the

Additional

Bilingual Methodology:

exercises. Uncompleted mathematic paper

English and Local Content (English

tests written in English would not be

Conversation)

distributed to students unless they truly Bilingual in English was actually less believed that the structures and the

the classroom sentences composition were right.

emphasized.

During

observation in English classes (English During

observation year VII A and year VIII A on happening, the writer concluded that team th March 4 , 2014) and English conversation

the observation

was

teaching brought the success of students‟ (EC observation year VII A DIRS on March comprehension in bilingual. The students th 24 , 2014) the writer found that mostly

got an ease being taught with two languages. teaching and learning English were Moreover they could catch the meaning and

delivered in English as a medium the essence of mathematics. In giving

instruction. Based on the observation in assignment the teachers had used bilingual

English classes it can be concluded that and surprisingly English was very dominant

English was 90% used in the class in mathematics class. The teachers always

interaction. Only few students used Bahasa attempted to say everything nearly in

Indonesia in the class. If they got difficulties English. The data was obtained from

in conveying some English words or participation observation at VIII A.

sentence, they hurriedly used bilingual not totally in Bahasa Indonesia.

Bilingual Methodology

in

ICT

The students‟ awareness in using

(Information and

Communication

English and bilingual was the problem

Technology)

encountered in English class. Sometimes the The data was obtained from

students were reluctant to precede their participation observation in ICT laboratory.

friends in speaking English first. They felt The observation object was the students of

ashamed and got bored in the class so that year VII A DIRS. When the writer asked for

they often began the conversation in Bahasa conducting the observation, the teacher of

Indonesia or Javanese.

ICT told that the class would have power The role of teacher is very important. point presentation in groups. The use of

In English class –however–the teacher bilingual in ICT class actually did not

needed to remind or warn whether the appear. Mostly the instruction was in

students unconsciously use their native, first Bahasa Indonesia . The teacher realized that

language, and foreign languages except in his English was not quite well. He found

English. Reward and punishment were difficulties delivering the lesson though

needed to take into account in order that the using bilingual. Bilingual was only used in

target language stated could be successfully opening and closing the discussion.

achieved.

According to the teacher, the

Students’ Attitude Toward the Use of

students‟ acquisition in English was better in

Bilingual at Subject Contents

operating the computer. The language Based on the direct participation instruction provided by the computer

observation in different subject content software was dominantly in English so that

matters in VII A and VIII A classes, we can matters in VII A and VIII A classes, we can

Table 3. The result of direct observation using checklist of the students’

attitude toward the use of bilingual (Class VII A)

Percentage (ICT) No Students’ activities March 6 th , 2014

1. Shows great attention to the lesson

2. Participate in the class actively

3. Actively answering the questions

4. Obey teacher‟s instruction

5. Listening to the teacher‟s explanation

6. Taking notes

7. Bring their textbooks

8. Doing school works given

9. The students understand what was learnt

10. Doing assignments and homework

Table 4. The result of direct observation using checklist of the students’

attitude toward the use of bilingual (Class VIII A)

Percentage No Students’ activities

(English) March 7 th , 2014

1. Shows great attention to the lesson 80%

2. Participate in the class actively 85%

3. Actively answering the questions 70%

4. Obey teacher‟s instruction 95%

5. Listening to the teacher‟s explanation 80%

6. Taking notes 20%

7. Bring their textbooks 40%

8. Doing school works given 97%

9. The students understand what was learnt 90%

10. Doing assignments and homework 97%

Based on the result of the in instructional materials was not a barrier observation which is presented in the

for them. The had many collection books Table 3 and 4, we can see that the

supporting the directory books provided by students‟ attitude toward the use of

the government. After having school bilingual in several subject contents were

mostly students also took additional positive. The appraisal on the basis of

courses at several Study Center (Lembaga researcher‟s point of view as a main

Bimbingan Belajar) across Bojonegoro. instrument toward the use of bilingual in a

The conclusion on students‟ understanding certain subject content in one class.

using materials available at bilingual Generally, the students paid carefully

classes was not based on the materials attention on teachers‟ lesson in bilingual.

degree of complication but more on the

A great attention was shown on each class students‟ apprehension on the lesson in which the students were eager to know

which was being conveyed using bilingual the lessons.

and materials provided. The teach ers‟ credibility and ability in delivering the

The Hindrances Encountered in

lessons using bilingual was also

Bilingual Learning

considered to influence their understanding The foreign language goals (English)

on the essence of the lessons using stipulated –however–at school platform

instructional materials.

could not be implemented smoothly. Mostly the teachers used a directory During the research the writer found the

package comprising of seven books from obstacles encountered both by students and

education department. A little amount of teachers in applying bilingual across

books provided in bilingual classes made curriculum as follows:

the materials used were not longer quite

Instructional Materials

effective. They needed supportive books in According

sciences and mathematics written in questionnaires distributed to the students

to

46 returned

English appropriate to recent curriculum of seventh and eight graders, 16 (KTSP) and comparison one (International

respondents (34, 7%) assumed the curriculum in school partnership). instructional materials provided at

Unfortunately, their availability was scarce bilingual classes were difficult. The

in books stores. The books for obstacles encountered in using supportive

international curriculum mostly written in instructional materials in bilingual could

Bilingual not completely in English.

be the terminology used on English subject Nevertheless, bilingual books –English and content books that were difficult to

Indonesian language –recently are easily understand.

found in the book stores but with respect comprehension in scientific terms were

to scientific English terminology, the poor. On the basis of students

teachers –however–preferred to select the comprehension

teachers‟ science or mathematic directory mathematics using bilingual as a medium

books written in English or abroad instruction, their availability were not

publication not bilingual. Though the appropriate

English advance level used were quite predetermined in international classrooms

difficult for students, the teachers believed yet. The school needed to complete the

that it was not a big deal for them. instructional materials especially written

42, 3% or 19 respondents argued that English books.

they easily found English references, While some others (50% or 23

journals, magazines, and newspaper were respondents) argued that instructional

available in the school library. The school materials provided at bilingual classes

also attached some English exposures in were not difficult for them. Incompleteness

some school area. The announcement, some school area. The announcement,

Upgrading teachers report, and soon were in English. These

can

be 1)

specific English fasten school efforts in developing foreign

understanding

in

terminology used in contents by language goal as well.

conducting additional course, 2) Providing

Applied Terminology on Contents

related references, such as English Instructionally, English has been

dictionaries in sciences and mathematic, medium

journals, and communication tool because English

encyclopedia in contents, 3) Giving contents enrichment which emphasized in

additional learning hours in crucial lessons communicative competence has been

(sciences and mathematic), 4) And good frequently obtained so that teachers and

cooperation in team teaching (teacher of students often speak in English. On the

contents and English) to solve the contrary, both the teachers (sciences and

problems

mathematic) and students considered that

Teachers’ Competence in Bilingual

the English terminology used at subject The teachers‟ competence in contents were difficult. It could be seen

bilingual influenced the success of from the questionnaires distributed among

bilingual learning. They were as the model

VII A and VIII A students (46 of language learning in which the students respondents) that 32, 6% of samples taken

imitated their teaching style, the language or 15 respondents stated that they did not

expression used, attitudes, and the most know what were the teachers saying or

important was knowledge transfer. As the explaining related to English used at

teacher of bilingual classes, they had to be subject

able to use English as a medium mathematic). This finding was also

instruction at least communicative supported by the data taken by

competence. The teachers of contents participation

(sciences and mathematic) were not questionnaires distributed for teachers. 61,

classrooms

and

obliged learn English in detail. 5% respondents (8 teachers) argued that

Grammatical mastery was not emphasized the students got difficulties in contents

for them than their communicative skill in terminology.

English. It means that speaking skill is During the observation the writer

highly recommended.

revealed some defects in bilingual learning The data obtained from both such as the students frequently asked the

classroom participation and students‟ difficult English terminology in subject

questionnaire showed that the ability of contents to the teachers so that it was more

teachers teaching using bilingual was quite time consuming. The essence of learning

satisfying and positive. 41, 3% primary lessons sometimes was ignored

respondents (19 students of VII A and VIII because the teachers had to translate them

A) revealed that their contents teachers in English or Indonesian language with

were able to convey the lessons using their teacher partners. Moreover the

bilingual. They could understand the translation expected results or terminology

contents when the medium instruction was explanation were not as soon as possible

in bilingual. Meanwhile, some others were available. They had to look up the

not quite satisfied and confused on the dictionaries first. This valuable finding

bilingual learning. 20 respondents (43, needed to be taken into some consideration

4%) argued that their teachers could not by the school to surmount the hindrances

the model of bilingual learning. Their in classrooms teaching.

English was poor. This actually Some

determined whether which was more recommendations to make teaching and

further

preventive

dominant in the classrooms, English or learning run smoothly at bilingual class

Bahasa Indonesia . The writer found that Bahasa Indonesia . The writer found that

foreign languages was awarding. Being In these classes, Bahasa Indonesia

aware that supports in alternative was more dominant than English. Though

education needed to take into some bilingual was usually stressed on contents

consideration for the sake of quality not in opening and closing of the

education improvement. In developing discussion but the teachers of ICT and

communicative competence at SMP physics were rarely used bilingual in

Negeri I Bojonegoro, the school attempted contents. English as instructional medium

to promote the foreign language was also rarely practiced in the classrooms

enrichment programs for the school so that the students tended to imitate their

community moreover emphasizing the Indonesian language spoken teachers. The

learning participants, students and teachers‟ awareness in using English at

teachers. Specifically, the efforts were communicative level – at least – played an

taken on its school policy as follows. First, important role on the success of learning

there is a strong commitment among the English.

school community on the success of target language goal. Second , the school

CONCLUSION

community willingness and awareness on

Bilingual Education at Designated

the commitment goals formulated. Third,

International Rating School of SMP

the school is promoting innovations to the

Negeri I Bojonegoro

curriculum design, teaching and learning The foremost principal of the

methods, and evaluations. Fourth , bilingual education is to develop teaching

cultivation programs for both teachers and methodologies that would assist learners to

students are quite effective to develop improve their knowledge of and

foreign languages capacity. Fifth, the communicative competence in the foreign

literacy culture covers the school language and also for preparing them in

environment so that they are interested in academic and global challenges. Students

learning and to become it is a need. At last, and teachers can use a foreign language-

appreciation, encouragement, reward, and English-as a tool in subject contents

responses as promoted at the school can be lessons.

perceived as effective support for the There

development of language education improvements on foreign language

paradigm as the bilingual program lead the success of students‟ cognitive acquisition

Bilingual

Education Stimulates

both in English and subject contents

Students’ Communicative Competence

matters. Appreciative efforts taken by the Since bilingual has been used at school policy in which English was

some specific subject contents at year VII considered as a foreign language obliged

A and VIII A of SMPN 1 Bojonegoro, the to employ on the same level of formal

students‟ proficiency of English has been education language-Bahasa Indonesia-in

improved. English at specific subject teaching and learning process. One month

contents encourages not only students‟ but bilingual research conducted at SMP

teachers‟ motivation in teaching and Negeri I Bojonegoro indicated that the

learning process. Therefore, the frequency programs raised the students‟ and the

of English interaction in the classrooms teachers‟ awareness of the benefits of a

influenced their foreign language (English) in bilingual as

significantly

communicative competence. Hence, it was it was used in subject specific contents. It

perceived very helpful because the essence consequently raised the motivation for

of English terminology used at contents foreign language learning.

could be easily conceived. In addition, could be easily conceived. In addition,

clearly described at several subject established.

contents matters classes. The teaching of bilingual gave the experiences both

Communicative

Environment

teachers and students in learning English.

Motivating Students’

to

Have

Therefore, the concern of the bilingual

Awareness to Speak in English

research in the beginning was focused on Generally, English environment at

contents (sciences and mathematic). In Designated International Rating School

English class, bilingual was less has not been created yet. The

the students‟ communicative environment of year VII A

emphasized

since

communicative competence had been well- and VIIIA students was occurred among

formulated. English has been medium their friends in the small scope-classrooms

instruction and communication. interaction-not

It was in contrast to sciences and environment. The school readiness in

mathematics. The bilingual was highly applying English as an academic language

different teaching at school could not be implemented yet

stressed

and

methodology was applied by the teachers because the students of DIRS were still

of sciences and mathematics. The teachers concentrated with the regular students. The

of mathematics and biology made use of curriculum and management of the school

bilingual methodology in their classes. was different to regular class including the

English and Indonesian language were policy on language goals taken by the

delivered in balance. Consequently, the school. The regular students got less

students understood the essence of emphasis on English development and

terminology used in the contents. mostly they rarely used English as a means

Meanwhile, the physic s and ICT teachers‟ of communication. Meanwhile, the

ability in delivering subject contents were students of year VII A and VIII A were

lack of English exposure. The use of first expected to use English in their social

language was obviously dominant. Still, interaction either in the classrooms or in

they considered that the students‟ school milieu.

comprehension in the essence of contents Based on the writer observation,

were more important than bilingual motivation in using English came up

learning. They did not force themselves to among year VII A and VIII A students

as their English when they were in the classrooms. The

use

bilingual

communicative competence were poor. awareness in using English or bilingual (English and Indonesian language) in the

RECOMMENDATION

classrooms is the reasonable fact because The teaching of bilingual across they were encumbered by the prestigious

specific contents had to give the students status as the international school students

good impression so that they will know the in which at least they had to be able to

objective of learning. Teaching English at speak international language (English).

different subject contents was a part of This assumption leads the students‟

bilingual education. Hopefully, they can motivation in learning English and

learn both English as a medium instruction positively ascertains that they were more

and the essence of their cognitive qualified and talented than their regular

sciences and friends.

first language acquisition is believed as the basis of

The

Bilingual Methodology

in

the

students‟ comprehension in developing a

Classrooms

foreign language. Hence, the function of first language can not be ignored. To lead foreign language. Hence, the function of first language can not be ignored. To lead

of them. Let them decide the easiest topics recommendations as follows:

discussion freely as long as they are in line

Educational Department

with the curriculum. In addition, the The government under the education

students can get the access on the department should include the bilingual

availability of the international scientific education in English curriculum. The

journals and references books written in teaching of bilingual across subject

English.

contents can be started at junior high

Financial Supports

school level because the students‟ An innovative program requires linguistic development has been well-

additional costs than the traditional one. formulated. In year two of junior high

Improvements of school foreign language school, they can enhance their English

proficiency are not cheap and they need a using bilingual. But the foreign language

lot of money for operational fee. The goal must be clearly stipulated on school

school must anticipate this. A well- annual programs. In year three they are

established and well-funded school expected to achieve communicative

commonly allocates their budget to pay competence in which dealing with learning

some programs dealing with the success of English they can speak English fluently in

the program such as additional English daily interaction. In the meantime, in the

course, providing the up-date books, classrooms they can maintain the bilingual

comparison study, hiring native teachers program as a good program and

and much more to improve its managerial minimizing the use of first language in

and educational quality. bilingual learning.

The Teachers

The school management

In teaching bilingual, the teachers The school management plays an

are able to combine teaching the language important role on the policy of language