SMP Joannes Bosco science teachers`perception on the implementation of bilingual education - USD Repository
SMP JOANNES BOSCO SCIENCE TE ACHERS’ PERCEPTION ON THE IMPLEMENTATION OF BILINGUAL EDUCATION A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Kresentia Yosta Dhinda Aprillia
Student Number: 081214015
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA
SMP JOANNES BOSCO SCIENCE TE ACHERS’ PERCEPTION ON THE IMPLEMENTATION OF BILINGUAL EDUCATION A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Kresentia Yosta Dhinda Aprillia
Student Number: 081214015
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA
but only successful “Everyone has a right to CHOOSE people who can choose
THE BEST CHOICE .”
I dedicate this thesis to: My Beloved Jesus My Self My Parents My Sisters and Brother Everyone who supports and helps me a lot
ABSTRACT
Aprillia, Kresentia Yosta Dhinda. 2012.SMP Joannes Bosco Science Teachers’
Perception on the Implementation of Bilingual Education. Yogyakarta: Sanata
Dharma University.
The implementation of bilingual education in SMP Joannes Bosco, Yogyakarta started in 2009. Subjects which are delivered bilingually to SMP Joannes Bosco students are Science and Math. Bilingual teachers in SMP Joannes Bosco are in learning process to conduct an effective bilingual teaching-learning activity for the students. According to Adeyanju (as cited in Adeyanju, 2003), learning will occur as a result of perception.
Therefore, the researcher was inspired to analyze the SMP Joannes Bosco Science teachers’ perception on the implementation of bilingual education. There were two problems formulated by the researcher in this study: 1) What is SMP Joannes Bosco
Science teachers’ perception on the bilingual education implementation? 2) How is the bilingual education for Science class at SMP Joannes Bosco implemented?
To answer the research problems, survey research was conducted in this study by holding an interview to Science teachers in order to obtain Science teachers’ perception on the bilingual education implementation. Moreover, the researcher also administered a questionnaire to Science teachers and conducted some observations in Science (Physics, Biology, and Chemistry) class of the seventh grade students who were in the second semester in SMP Joannes Bosco to obtain the implementation of bilingual education in SMP Joannes Bosco.
The research findings showed that the SMP Joannes Bosco Science teachers had a positive perception on the implementation of bilingual education. It was shown from the responses given in the interview that according to the Science teachers, bilingual education was very important for improving the students’ even the Science teachers’ English skill in order to improve Indonesian education.
However, the bilingual education at SMP Joannes Bosco had not been implemented yet as the Science teachers’ understanding. It was shown from the questionnaire and observation results regarding the
Science teachers’ language in the bilingual teaching-learning activity. The teachers used English and Indonesian simultaneously only for giving a command and asking a question to the students. In general, SMP Joannes Bosco Science teachers had a good perception regarding the purpose of the bilingual education implementation.
Keywords: bilingual education, perception, teaching implementation
ABSTRAK
Aprillia, Kresentia Yosta Dhinda. 2012.SMP Joannes Bosco Science Teachers’
Perception on the Implementation of Bilingual Education. Yogyakarta:
Universitas Sanata Dharma.
Pelaksanaan pendidikan bilingual atau dwibahasa (Bahasa Indonesia dan Bahasa Inggris) dimulai pada tahun 2009 di SMP Joannes Bosco, Yogyakarta. Mata pelajaran bilingual untuk siswa di SMP Joannes Bosco adalah Sains dan Matematika. Guru bilingual di SMP Joannes Bosco sedang berada dalam proses pembelajaran untuk menerapkan kegiatan pembelajaran bilingual yang efektif bagi para siswa. Menurut Adeyanju (seperti dikutip dalam Adeyanju, 2003), pembelajaran akan terjadi sebagai akibat dari persepsi.
Oleh karena itu, peneliti terinspirasi untuk menganalisa persepsi guru Sains di SMP Joannes Bosco mengenai penerapan pendidikan bilingual. Ada dua masalah yang dirumuskan oleh peneliti dalam penelitian ini: 1) Bagaimana persepsi guru Sains SMP Joannes Bosco pada pelaksanaan pendidikan bilingual? 2) Bagaimana pendidikan bilingual untuk kelas Sains di SMP Joannes Bosco dilaksanakan?
Untuk menjawab rumusan masalah tersebut, peneliti melaksanakan penelitian survei dengan mengadakan wawancara kepada guru Sains untuk mendapatkan persepsi guru Sains terhadap penerapan pendidikan bilingual. Selain itu, peneliti juga memberikan kuesioner untuk guru Sains dan melakukan beberapa pengamatan di kelas Sains (Fisika, Biologi, dan Kimia) khususnya pada siswa kelas tujuh yang berada di semester kedua di SMP Joannes Bosco untuk mengetahui penerapan pendidikan bilingual di SMP Joannes Bosco.
Hasil dari penelitian menunjukkan bahwa guru Sains di SMP Joannes Bosco memiliki persepsi positif terhadap pelaksanaan pendidikan bilingual. Hal ini terlihat dari respon yang diberikan dalam wawancara bahwa menurut guru Sains, pendidikan bilingual sangat penting untuk meningkatkan kemampuan Bahasa Inggris para siswa maupun guru Sains dengan tujuan meningkatkan kualitas pendidikan di Indonesia. Namun pendidikan bilingual di SMP Joannes Bosco masih belum berjalan sesuai dengan pemahaman guru Sains di SMP Joannes Bosco. Hal ini terlihat dari hasil kusioner dan pengamatan mengenai bahasa yang digunakan guru Sains dalam kelas bilingual. Guru Sains menggunakan Bahasa Inggris dan Bahasa Indonesia secara seimbang hanya untuk memberikan perintah dan mengajukan pertanyaan kepada siswa. Secara umum, guru Sains di SMP Joannes Bosco memiliki persepsi yang baik mengenai tujuan dari diterapkannya pendidikan bilingual di sekolah.
Kata kunci: pendidikan bilingual, persepsi, penerapan
ACKNOWLEDGEMENTS
First of all, I would like to dedicate my greatest gratitude to dear Jesus
Christ for His amazing love, bless, guidance and everything that always be given
to encourage me every day. He always supports and gives me strength, health, positive mind, passion, and happiness during the process of conducting this thesis.
Then I would like to express my greatest appreciation to Caecilia
Tutyandari, S.Pd., M.Pd., my beloved sponsor who always gives me her best
guidance, advice, suggestion, patience, and smile from the beginning of conducting the research until the accomplishment of this thesis. I also would like to express my great appreciation to Sr. Margareth for her willingness in checking and correcting the grammar mistakes in my thesis patiently.
I feel so proud and grateful to my beloved father, Bapak Suprabowo, S.H. and my beloved mother, Ibu Jovita Budi Kristiani who always teach me how to face every problem that I have, support my effort, and take care about my health during the process of accomplishing this thesis. I feel grateful also to my oldest sister, Priscilla Yosti Nanda Ariesta S.Kom., my younger brother, Norbertus
Dhendy Restu Prayogo, and my youngest sister, Yustina Violieta Prabawati for
giving spirit and supporting me.I would like to give my gratitude to Dra. C. Bekti Susilowati, for giving me permission to do the survey research at SMP Joannes Bosco, Yogyakarta. I also thank Asterina Saptiyani, S.Pd. as the coordinator of bilingual team in SMP Joannes Bosco, who is very kindly supporting and giving advice for my thesis. I willingness to become my interviewees, fill the questionnaire patiently, and become the participants of my observation in the Science class. I also thank all of the seventh grade students year academic 2011/2012 of VII Freedom class for their willingness to become my participants in conducting the observation.
I thank my best friends forever, Irine Puji Telisadewi, Monika Asri
Lestari, Levyn Gracia Hanardi, and Stefanus Brian Dwi Nugroho for the great
moments, the friendship, and the solidarity during the first until the last semesters in Sanata Dharma University.
My gratefulness also goes to all of lecturers, staff, and my friends in the English Language Education Study Program, Sanata Dharma University, for the wonderful lessons, experiences, and moments. I also appreciate all people who help and support me during the process of conducting this thesis, but I could not mention their names one by one. God always be with us.
Kresentia Yosta Dhinda Aprillia 08 1214 015
TABLE OF CONTENTS
PageTITLE PAGE ................................................................................................ i APPROVAL PAGES .................................................................................... ii DEDICATION PAGE ................................................................................... iv STATEMENT OF WORK’S ORIGINALITY ............................................. v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI .............................. vi
ABSTRACT .................................................................................................. vii
ABSTRAK ...................................................................................................... viii
ACKNOWLEDGEMENTS .......................................................................... ix TABLE OF CONTENTS .............................................................................. xi LIST OF TABLES ........................................................................................ xv LIST OF APPENDICES ............................................................................... xvi
CHAPTER I. INTRODUCTION A. Research Background ...............................................................................
1 B. Research Problems ...................................................................................
3 C. Problem Limitation ...................................................................................
3 D. Research Objectives .................................................................................
3 E. Research Benefits .....................................................................................
4 F. Definition of Terms ...................................................................................
4
CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ............................................................................
6 1. Perception .............................................................................................
6 a. Definition of Perception ...................................................................
6 b. A Four-stage Sequence of Perception ..............................................
7 c. Factors Affecting Perception ...........................................................
8
d. Teachers’ Perception ....................................................................... 9
2. Bilingual Education .............................................................................. 10
a. Definition of Bilingual Education .................................................... 10
b. The Implementation of Bilingual Education ................................... 11
B. Theoretical Framework ............................................................................ 14
CHAPTER III. RESEARCH METHODOLOGY A. Research Method ...................................................................................... 16 B. Research Setting ....................................................................................... 17 C. Research Participants ................................................................................ 17 D. Instruments and Data Gathering Technique ............................................. 17 E. Data Analysis Technique .......................................................................... 20 F. Research Procedure ................................................................................... 24
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION A. Science Teachers’ Perception on the Implementation of Bilingual Education .................................................................................. 27
1. Interview Results towards the Science Teachers’ Perception on the
Implementation of Bilingual Education ............................................... 27
a. Description of Science Teac hers’ Past Experience, Expectations, and Thought on Bilingual Education ............................................... 28 1)
Science Teachers’ Past Experience .............................................. 28 2)
Science Teachers’ Expectations ................................................... 29 3) Science Teachers’ Thought .......................................................... 31
b. Scie nce Teachers’ Perception on Bilingual Class ............................ 33 B. The Implementation of Bilingual Education ............................................ 38
1. Questionnaire Results towards the Bilingual Education Implementation ................................................................................... 39
a. Science T eachers’ Teaching Motivation ......................................... 39 b
. Science Teachers’ Language ........................................................... 41 1)
Science Teachers’ Language in Providing Learning Material ..... 41 2) Science
Teachers’ Language in Providing Learning Media ........ 41 3)
Science Teachers’ Language in Class Activity ............................ 42
2. Observation Results towards the Bilingual Education Implementation ................................................................................... 45
a. Observation Results in Physics Class ............................................. 45 1) First Observation at Physics Class .............................................. 45 2) Second Observation at Physics Class ......................................... 47
b. Observation Results in Biology Class ............................................. 48 1) First Observation at Biology Class ............................................. 48 2) Second Observation at Biology Class ........................................ 50
c. Observation Results in Chemistry Class ......................................... 51 1) First Observation at Chemistry Class ......................................... 51 2) Second Observation at Chemistry Class ..................................... 52
d. Observation Results in Science Class .............................................. 54
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS A. Conclusions .............................................................................................. 55 B. Recommendations .................................................................................... 58
1. Recommendations for Bilingual Teachers ............................................ 58
2. Recommendations for Future Researchers ........................................... 59 REFERENCES .............................................................................................. 60 APPENDICES .............................................................................................. 62
LIST OF TABLES
Page Table
1.1 Blueprint of the Interview Guideline ...................................................... 20
1.2 Blueprint of the Questionnaire ................................................................ 22
2.1 Questionnaire Results of Science Teachers’ Teaching Motivation ........ 39
2.2 Questionnaire Results of Science Teachers’ Language in Class Activity .................................................................................................... 42
LIST OF APPENDICES
Page APPENDIX A Surat Permohonan Izin Penelitian ....................................... 63 APPENDIX B Interview Guideline .............................................................. 64 APPENDIX C Kuesioner .............................................................................. 65 APPENDIX D Observation Sheet ................................................................. 67 APPENDIX E Raw Data of Interview Results ............................................. 70 APPENDIX F Questionnaire Results ............................................................ 77 APPENDIX G Raw Data of Observation Results ........................................ 80 APPENDIX H Sample of Presentation used by Biology Teacher ................ 96 APPENDIX I Sample of Handout used by Biology Teacher ....................... 97 APPENDIX J Sample of Chemistry Final Test ............................................ 98 APPENDIX K Karakteristik RSBI ................................................................ 99
CHAPTER I INTRODUCTION This chapter presents six sections. They are the research background,
research problems, problem limitation, research objectives, research benefits, and definition of terms.
A. Research Background
SMP Joannes Bosco is one of the potential schools in Yogyakarta which is in process to be a bilingual school or Rintisan Sekolah Bertaraf Internasional
(RSBI). There is a bilingual team at SMP Joannes Bosco that always has a
monthly meeting in order to monitor the improvement of the implementation of bilingual education in SMP Joannes Bosco. The bilingual team consists of Science, Math, and English teacher.
When having a teaching practice at SMP Joannes Bosco, the researcher joined a monthly meeting of bilingual team at SMP Joannes Bosco on Thursday,
th
August 25 , 2011. At the meeting, the coordinator of bilingual team stated that teaching-learning activities at SMP Joannes Bosco especially for Science (Physics, Biology, and Chemistry) and Math classes have to be taught in two languages (English and Indonesian) and the teachers should improve the students’ English vocabulary items related to Science and Math subjects.
Based on a theory from Brown (2007) regarding content based learning, in and curriculum in order to complement each other. In implementing bilingual education, the teachers and the students in a bilingual school are exposed to learn some English vocabulary items related to Science in order to understand the Science subject which is delivered in two languages. Based on an article in National Capital Language Resource Center from Keatly and Kennedy (2003), language learning is a process of developing learners’ competence when using the language for a specific purpose and teachers should facilitate the students' development of language skills.
Bilingual teachers in SMP Joannes Bosco are still in learning process to implement an effective bilingual education for Science and Math class. Based on Adeyanju (as cited in Adeyanju, 2003), learning will occur as a result of new skills, knowledge, perceptions, facts, beliefs, and new information. Moreover, Adeyanju (2003) concludes that teacher has an important role of the effectiveness in teaching-learning activities.
Therefore, the researcher would like to focus on SMP Joannes Bosco bilingual teachers ’ perception on the implementation of bilingual education. The b ilingual teachers’ perception would like to be analyzed as the factors that can affect the learning process in the bilingual class at SMP Joannes Bosco. Science class is recommended for the researcher by the coordinator of bilingual team in SMP Joannes Bosco. Moreover, the researcher also would like to focus on the implementation of bilingual education for Science class at SMP Joannes Bosco based on the Science teachers’ perception.
B. Research Problems
Relating to the research background, there are two problems formulated by the researcher. The research problems are:
1. What is SMP Joannes Bosco Science teachers’ perception on the bilingual education implementation?
2. How is the bilingual education for Science class at SMP Joannes Bosco implemented?
C. Problem Limitation
The focus of this research will be on the SMP Joannes Bosco Science teachers’ perception on the bilingual education implementation. The researcher also focuses on the implementation of bilingual education in Science (Physics, Biology, and Chemistry) classes of seventh grade students who are in the second semester at SMP Joannes Bosco.
D. Research Objectives
As it has been stated in the research problems, the objectives of this research are to investigate the answer to the research problems. The research objectives are: 1.
To determine the SMP Joannes Bosco Science teachers’ perception on the bilingual education implementation.
2. To describe the implementation of bilingual education in Science class for
E. Research Benefits
Hopefully, this research gives some beneficial contributions in some educational fields such as:
1. Bilingual teachers
This research gives detailed description regarding some factors that can affect the implementation of bilingual education for bilingual teachers who are going to implement an ideal bilingual teaching-learning activity for the students at school.
2. SMP Joannes Bosco
This research discusses the Science teachers’ perception on the bilingual education implementation and the implementation of bilingual education especially for Science class at SMP Joannes Bosco. This research is a feedback of the teaching-learning activities in Science class as a bilingual class at SMP Joannes Bosco.
3. Other researchers
This research is expected to be helpful for everyone especially other researchers who want to conduct a further research on the similar or same topic with the researcher.
F. Definition of Terms
There are some definitions that should be defined in order to lead the readers to have a better understanding of this research.
1. Bilingual Education
According to Hamers and Blanc (1990), the definition of bilingual education is a system of school education in which, for a verifying amount of time, simultaneously or consecutively, the instruction when teaching is planned and given in more than one language or at least two languages. The researcher focuses on the language used by Science teachers in teaching Science (Physics, Biology, and Chemistry) at SMP Joannes Bosco especially for students who are in seventh grade.
2. Perception
Based on Altman, Valenzi, and Hodgetts (1985), perception is the way of stimuli by a person to meaningfully interpret the reality. In this research, the perception is about the evaluation of SMP Joannes Bosco Science teachers (Physics, Biology, and Chemistry) in perceiving bilingual education when teaching Science for seventh grade students.
3. Teaching Implementation
According to Vio (2002), implementation is the carrying out, execution, or practice of a plan, a method, or any design in order to do something. In this research, it is about SMP Joannes Bosco Science t eachers’ practice in using two languages (English and Indonesian) in teaching Science.
CHAPTER II REVIEW OF RELATED LITERATURE This chapter presents the review of related literature of this study. This
theoretical writings divided into two sections. The first section is theoretical description that consists of some theories related to the study. The second section is the study matter as the theoretical framework.
A. Theoretical Description
The theoretical description discusses two sections. The first section is perception and the second section is bilingual education.
1. Perception
In describing the theories of perception based on some experts, the researcher describes the definition of perception, four stages sequence of perception, factors affecting perception, and teachers’ perception.
a.
Definition of Perception According to Ponty (2005), physiology of perception begins by recognizing an anatomical path leading from a receiver through a definite transmitter to a recording station. Whereas Kreitner and Kinicki (2008) explain that perception is a cognitive process to interpret and understand the surroundings.
Besides, Altman, Valenzi, and Hodgetts (1985) acknowledge that perception is the way how stimuli can be selected by a person in a meaningful interpreting.
Perception comes from a person into the meaningful interpreting through the selected stimulation.
b.
A Four-stage Sequence of Perception Kreitner and Kinicki (2008) reveal that perception involves a four-stage information processing sequence as follows: 1)
Selective attention/comprehension Attention is the process of becoming consciously aware of something or someone. Based on a research by Kreitner and Kinicki (2008), people tend to pay attention to salient stimuli. Something is salient when it stands out from its context.
2) Encoding and simplification
Encoding is required, raw information is interpreted or translated into mental representations. The perceivers establish cognitive categories to complete the mental representation. The information of animals, objects, people, or events is evaluated by comparing their characteristics in schemata. According to Kreitner and Kinicki (2008), a schema represents a person’s mental picture or a summary of particular events or type of stimulus. 3)
Storage and retention The information of animals, objects, people, or events also passes the three categories of storage and retention. They are event memory, semantic memory, and person memory.
4) Retrieval and response
People retrieve information from their judgments and decisions. The judgments and decisions based on the process of drawing, interpreting, and integrating categorical information stored in a long-term memory or retrieving a summary of the judgments.
c.
Factors Affecting Perception In fact, there are four factors that can affect a person’s perception according to Altman, Valenzi, and Hodgetts (1985). The factors are selection of stimuli, organization of stimuli, the situation, and self-concept.
1) The selection of stimuli
It is known as a sensory adaption. In perceiving things, people select some specific things through the process of selection. Each person has different processes of selection so that people usually perceive things differently depending on their own process of selection.
2) The organizing of stimuli
After some specific things or information have been selected through the selection of stimuli, they must be arranged to become meaningful. In the organizing of stimuli the mind arranges the information by selecting specific item and identifying the information in a meaningful way. Based on Altman, Valenzi, and Hodgetts (1985), there are three principles of organizing of stimuli. The principles are differentiation, grouping, and closure.
3) Situation
A situation that person’s familiarity with, expectations about, or past experience is another factor affecting the perception. Perceiving a situation is related to how people perceive their behavior and attitude in a specific situation.
Different situations affect people in perceiving their behavior. Science teachers who basically are not familiar with English may have different perception with English teachers in improving students’ English vocabulary items through the bilingual class. 4)
Self-concept The way people perceive their selves affecting the perception of the world.
A self-concept is important for people in order to create a mental image of something.
d.
Teachers’ Perception As stated in Chapter I, the focus of this study is on the teachers’ perception. According to Muijis and Reynolds (2011), there are three main types of perception that matter to teach. The perceptions are an evaluation on an effective teaching, students’ behavior in learning, and situation around the school itself. The three main types of perception occur from the SMP Joannes Bosco Science teachers
’ perception on the implementation of bilingual education in teaching-learning activities for Science class. Three types of teacher s’ thought that can have an impact on teaching are identified by Clark and Petersen (as cited in
Muijis & Reynolds, 2011): teacher planning, teacher thought processes, and
2. Bilingual Education
In this section, the researcher describes the theories about bilingual education. This section includes the definition of bilingual education and the implementation of bilingual education.
a.
Definition of Bilingual Education According to Hamers and Blanc (1990), the definition of bilingual education is a system of school education in which, for a verifying amount of time, simultaneously or consecutively, the instruction when teaching is planned and given in more than one language or at least two languages. Hamers and Blanc (1990) also describe that most programs of bilingual education are divided into three categories. The first category is that the instruction is given in both languages simultaneously. The second category is that the instruction is given first in L
1 until such time when the students are able to use L 2 as the means of learning.
The last category is that the largest part of instruction is given in L
2 , and L 1 is introduced at larger stage as an introductory language.
Based on Bax (2010), many nations in Asia including Indonesia have meant a radical re-assessment of what they consider to be ineffective approaches to English language education. One response has been a move towards what is perceived as more innovative solutions involving bilingual and immersion approaches and the teaching of content subjects such as Math and Science through the English.
Hymes describes “bilingual education is a sociolinguistic subject that successful of their communities in characteristic of contemporary life ” (1985). Whereas Ogletree (1978) concludes that bilingual education is a vehicle for cultural pluralism. Bilingual education gives the non-English speaking child an opportunity to learn his own language and culture which can affect their self- concept development, helps to maintain the linguistic and cultural heritage of the ethnic group, and develops educational change by giving an assumption that the most suitable curriculum for children is an English based curriculum.
Based on a current research by Ogletree (1978), bilingual education is still in the developmental process. Like another innovation, bilingual education has a high unrealistic expectation with unplanned implementation and limited evaluation. Ogletree (1978) notes that:
Whether bilingual-bicultural education will become a change agent and secure equal status with other programs, as a desirable and essential aspect of the American educational process is still a question. Like all socio- political issues, its future depends upon the attitudes and belief of the populace. Failure to nurture it may doom thousands of non-English speaking children to academic failure.
b.
The Implementation of Bilingual Education Teachers’ knowledge is potentially important for an effective teaching- learning activity. There are three main types of teachers’ knowledge that matter to the effective teaching-learning activities according to Muijis and Reynolds (2011). The first knowledge is teachers’ subject knowledge. It is about the teachers’ understanding on the subject that they have to teach. The second is teachers’ pedagogical knowledge. It is about the teachers’ understanding on an effective teaching. Th e last is pedagogical subject knowledge. It is about the teachers’ the three main types of knowledge, they would be able to fully apply an effective teaching-learning activity. It is obvious that teachers have to know what they have to teach. Bilingual teachers not only have to know the subject that they have to teach but also the language that they have to use in a bilingual teaching-learning activity. Mcneil and Wiles (1990) generate that in an effective teaching-learning, teachers possess an assumption about how the student s learn. The teachers’ theory reflects a basic assumption about how students learn and teachers’ role in the teaching-learning activity.
There is a list of effective classroom practices through bilingual education for the bilingual teachers according to Finocchiaro (1985): 1)
Teachers adapt and modify the existing textbook, making additions and deletions when necessary and changing the sequence of material presentation where logical. 2)
Teachers teach vocabulary that the students need immediately because it is related to places or happenings in their homes and community and it enables the students to talk about the elements in their environment. 3)
Teachers use the same listening comprehension passage at three different levels of difficulty during the semester.
4) Teachers vary the types of participation – larger group, smaller group, and pair practice.
5) Teachers engage in role-playing, problem-solving or community learning activities.
According to Crawford (1998), English as a second language (ESL) in bilingual education is best taught in natural situations, with the second language for meaningful contexts rather than in repetition of grammar and vocabulary. Moreover, according to Mcneil and Wiles (1990), an effective teaching-learning depends on the use of media as the learning tool. Teachers who are able to use media effectively in teaching-learning activity can become the designer and the manager of the teaching-learning activity. The media helps the teachers to control and enhance the teaching-learning activity in the classroom. Moreover, Slavit and Mulhern (2003) describe that bilingual textbooks play an important role as the media in supporting ESL students’ language and literacy learning in bilingual class. Students who learn to read in their native language do not need to relearn to read in English since many of the processes involved in decoding text and understanding print relationships transfer from the L1 into English.
Slavit and Mulhern (2003) also describe that there are some strategies in teaching through bilingual textbooks. The strategies are introducing topics, supporting transfer of reading in L1 to L2, supporting independent reading, using L1 version as a preview, using L1 version as a review, reading two versions for self-assessment, comparing and contrasting cognates, improving home-school connections, supporting family literacy programs, r aising all children’s awareness of multiculturalism, helping teachers learn another language, and encouraging reading for pleasure.
B. Theoretical Framework
This is a study of SMP Joannes Bosco Science teachers’ perception on the implementation of bilingual education. This research is also about the implementation of bilingual education especially for Science class at SMP Joannes Bosco.
Perception theory according to some experts as stated in the first main point helps the researcher to understand the meaning of perception in order to answer the first research problem. By using the theory stated by Altman, Valenzi, and Hodgetts (1985) regarding some factors that can affect the perception, the researcher would like to analyze the factors which can affect the data toward Science teacher s’ perception on bilingual education at SMP Joannes Bosco. Science teachers can have different perceptions in perceiving the bilingual education for SMP Joannes Bosco students.
There are three types of teacher s’ thought are identified by Clark and Petersen (as cited in Muijis & Reynolds, 2011). This theory helps the researcher in identifying the Science teachers
’ understanding of bilingual education. While in answering the second research question, the researcher uses the theory of bilingual education stated by Hamers and Blanc (1990) in order to explain the teachers’ language at Science class activities. The researcher also uses the theories of the bilingual education implementation in teaching-learning activities stated by McNeil and Wiles (1990) about media as the learning tool. Another theory used by the researcher is about teachers’ knowledge stated by These theories help the researcher to understand the fact of the bilingual education implementation that may occur in SMP Joannes Bosco as one of the potential schools which is developing to be a bilingual school. The theory of the bilingual education implementation also helps the researcher in identifying a practical teaching strategy in Science class that has to be observed at SMP Joannes Bosco.
CHAPTER III RESEARCH METHODOLOGY This chapter is divided into six sections. They are the research method,
research setting, research participants, instruments and data gathering technique, data analysis technique, and research procedure.
A. Research Method
In order to find out the answers to the research questions stated in Chapter I, an appropriate way for the researcher to gain such data was a survey research.
The purpose of the survey research was to describe a characteristic of a population. The resear cher would like to investigate Science teachers’ perception on the implementation of bilingual education for Science class at SMP Joannes
Bosco. The researcher used a qualitative method in order to gain the detailed description. According to Babbie (1973), survey research can use a qualitative (e.g. ask open-ended questions) or a quantitative method.
Fraenkel and Wallen (2009) describe that the survey research had three major characteristics. The major characteristics were collecting information from a group of people in order to describe some characteristics, collecting information through asking some questions, and collecting information from a sample rather than from every member of the population. Covering the population at SMP Joannes Bosco as the research participants and the limited time for doing the research. The population of this research was all of the bilingual teachers in SMP Joannes Bosco and the sample of this research was the Science teachers in SMP Joannes Bosco who taught the seventh grade students.
B. Research Setting
This research was conducted at SMP Joannes Bosco, Jl. Melati Wetan No.51, Yogyakarta. The collecting data started when the seventh grade students (VII Freedom) of SMP Joannes Bosco year academic 2011/2012 were in the second semester.
C. Research Participants
The participants of this research were three Science teachers who taught seventh grade students at SMP Joannes Bosco. Science teachers at SMP Joannes Bosco were the teachers who taught Physics, Biology, and Chemistry. VII Freedom class is recommended for the researcher to do the observation when the Science teachers were teaching Science in that class.
D. Instruments and Data Gathering Technique
There were three instruments used by the researcher. The types of the instruments used in this survey research were an interview guideline, a questionnaire, and observation sheets.
1. Interview Guideline
The first instrument was an interview guideline. Based on Borg and Gall (1983), the collection data through an interview in survey research was a unique method to obtain more data which involved direct verbal interaction between individuals. Babbie (1973) describes that the interviewer in survey research should be a neutral medium in holding the interview so that the interviewer’s presence would not affect the respondents’ perception of the given questions.
Before holding the interview, the researcher arranged an interview guideline which consisted of questions that have to be asked to the Physics, Biology, and Chemistry teachers in SMP Joannes Bosco. The interview was about the Science teachers’ past experience related to bilingual education, Science teachers’ expectations on bilingual education, Science t eachers’ understanding on bilingual education, and Science teachers’ perception on Science teaching-learning activities as a bilingual class. The purpose of the interview was to determine the answer to the first research question as stated in the Chapter I. The first research problem was about the Science teachers’ perception on the bilingual education implementation.
2. Questionnaire
The second instrument was the questionnaire. The questionnaire was administered to Physics, Biology, and Chemistry teachers. The form of the questionnaire was a close-ended form. Borg and Gall (1983) reveal that the possible answer to a close-ended questionnaire is known and few in number. The by Borg and Gall (1983). The participants answered the questionnaire by giving a check sign under the phrase that described their opinion. The answer to the questions of the questionnaire was in the phrase; Sangat Tidak Setuju (STS) for strongly disagree, Tidak Setuju (TS) for disagree, Setuju (S) for agree, and Sangat
Setuju (SS) for strongly agree.
The questionnaire for the Science teachers was conducted in a rating scale in order to assess how the Science teachers’ teaching motivation in the bilingual teaching- learning activity, Science teachers’ language in providing learning material and media for the students, and Science teachers’ language in the bilingual teaching-learning activity. The purpose of the questionnaire for Science teachers was to investigate the answer to the second research question as stated in
Chapter I. By administering the questionnaire, the researcher would like to describe how the bilingual education is implemented in the teaching-learning activity for Science class at SMP Joannes Bosco.
3. Observation Sheet
Borg and Gall (1983) note that by only using the questionnaire and interview for a survey research, the respondents tend to bias the data they offer about their selves. Therefore the researcher needed an observation to overcome this problem.