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