plagiat merupakan tindakan tidak terpuji - core.ac.uk · yang siswanya menggunakan bahasa inggris...
TRANSCRIPT
i
THE IMPLEMENTATION OF CONTENT-BASED INSTRUCTION
IN PGSD ENGLISH CLUB OF SANATA DHARMA UNIVERSITY
A SARJANA PENDIDIKAN FINAL PAPER
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Dewi Agustina
Student Number: 091214089
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2013
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iv
LEMBAR PERNYATAAN PERSETUJUAN
PUBIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Dewi Agustina
Nomor Mahasiswa : 091214089
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
THE IMPLEMENTATION OF CONTENT-BASED INSTRUCTION IN PGSD
ENGLISH CLUB OF SANATA DHARMA UNIVERSITY
Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata
Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain,
mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan
mempublikasikannya di internet atau media lain untuk kepentingan akademis
tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya
selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 15 Agustus 2013
Yang menyatakan
Dewi Agustina
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
v
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this paper, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, 15th
August 2013
The Writer
Dewi Agustina
091214089
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
vi
ABSTRACT
Agustina, Dewi. (2013). The Implementation of Content-Based Instruction in
PGSD English Club of Sanata Dharma University. Yogyakarta: Sanata Dharma
University.
Primary School Teacher Education or Pendidikan Guru Sekolah Dasar
(PGSD) of Sanata Dharma University provides English Club every Saturday to
help the students to increase their speaking skill. Considering the existence of
international schools today, there is a new policy in English Club PGSD. It is
“Learning Subjects Using English”. Here, the students will learn Math, History,
Science, Civics, and Geography using English and this approach is called as
Content-Based Instruction. CBI is usually applied in a classroom where students
use English as their second language. Unfortunately, English is not the second
language of the students of PGSD of Sanata Dharma University. Therefore, it is
worthy of note to find the implementation of CBI in English Club classes.
There were two research questions in this paper: (1) How is Content-Based
Instruction implemented in PGSD English Club? and (2) What are the benefits of
the implementation of Content-Based Instruction in PGSD English Club?
This research was included in quantitative research and conducted through
a survey. The instruments that were used in gathering the data were a
questionnaire and an observation checklist. The questionnaire was used to collect
the data of the implementation of CBI in PGSD English Club and the benefits of
CBI implementation in PGSD English Club. The observation checklist was used
to support the data of the questionnaire on how Content-Based Instruction applied
in PGSD English Club.
The findings showed that the tutors often switched the language from
English to Bahasa Indonesia in the implementation of CBI in PGSD Club
English. The implementation of CBI in PGSD Club was also incorporated with
cooperative learning. The findings also showed that the implementation of CBI in
PGSD English Club had some benefits. The students were successful in
developing their language skills through the content. Most of the students had
progress in speaking, listening, reading, and also writing. The students also
increased their motivation to learn English.
Keywords: English Club, Content-Based Instruction, Primary School Teacher
Education Study Program
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
vii
ABSTRAK
Agustina, Dewi. (2013). The Implementation of Content-Based Instruction in
PGSD English Club of Sanata Dharma University. Yogyakarta: Universitas
Sanata Dharma.
Pendidikan Guru Sekolah Dasar (PGSD) di Universitas Sanata Dharma
menyediakan English Club yang diselenggarakan setiap hari Sabtu untuk
meningkatkan kemampuan berbicara siswa dalam berbahasa Inggris. Menyadari
banyaknya keberadaan sekolah internasional pada saat ini, menimbulkan adanya
kebijakan baru di English Club yaitu, “Mempelajari Peajaran Menggunakan
Bahasa Inggris”. Di sini siswa akan mempelajari Matematika, Sejarah, IPA,
Kewarganegaraan, dan Geografi menggunakan bahasa Inggris dan pendekatan ini
desebut dengan Content-Based Instruction. CBI biasanya diterapkan pada kelas
yang siswanya menggunakan bahasa Inggris sebagai bahasa kedua mereka.
Namun, bahasa Inggris bukanlah bahasa kedua dari siswa PGSD Sanata Dharma.
Oleh karena itu, penulis ingin meneliti bagaimanakah penerapan CBI di kelas
English Club PGSD.
Ada 2 rumusan masalah dalam penelitian ini: (1) Bagaimana penerapan
Content-Based Instruction di kelas English Club PGSD? dan (2) Apa saja manfaat
yang diperoleh dari penerapan Content-Based Instruction di English Club PGSD?
Penelitian ini merupakan penelitian kuantitatif yang dillakukan melalui
survey. Instrumen yang digunakan berupa kuisioner dan lembar observasi.
Kuisioner digunakan untuk mengmpulkan data dari implementasi CBI di English
Club PGSD serta manfaat dari penerapan CBI di English Club PGSD. Lembar
observasi digunakan untuk mendukung data dari kuisioner mengenai bagaimana
penerapan CBI di English Club PGSD.
Hasil menunjukkan bahwa para tutor sering mengubah penggunaan bahasa
Inggris menjadi bahasa Indonesia pada penerapan CBI di English Club PGSD.
Penerapan CBI di English Club PGSD juga digabungkan dengan pembelajaran
kooperatif. Hasil juga menunjukkan bahwa penerapan CBI di English Club PGSD
memiliki beberapa manfaat. Para siswa tetap berhasil meningkatkan kemampuan
berbahasa Inggris mereka. Sebagian besar siswa memiliki kemajuan dalam
berbicara, mendengarkan, membaca, dan juga menulis. Motivasi untuk belajar
bahasa Inggris para siswa juga meningkat.
Kata kunci: English Club, Content-Based Instruction, Primary School Teacher
Education Study Program
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
viii
ACKNOWLEDGEMENTS
Apart from the efforts of me, the success of any project depends largely on
the encouragement and guidance of many others. I take this opportunity to express
my gratitude to the people who have been instrumental in the successful
completion of this final paper.
The greatest gratitude goes to my God, who always blesses me and makes
me able to finish this paper. I would also like to express my sincere gratitude to
my advisor Made Frida Yulia, S.Pd, M.Pd. for the continuous support to my
study, for her patience, motivation, enthusiasm, and immense knowledge. Her
guidance helped me in all the time of research and writing this final paper. I
would also like to acknowledge with much appreciation the crucial role of the
staff of PGSD English Club. Also, I like to thank the participants in my survey,
who have willingly shared their precious time.
Furthermore, I would like to thank Vincensius Anggit Wicaksono for his
willingness to be my proofreader, for his improving suggestions, and for his
strengthening motivation. Also, I would like to thank F. Tri Wardani and F. Galih
Permatasari, my very best friends, for supporting me throughout the entire
process. My special gratitude goes to Nanda Suryawan, who is always beside me,
helps me, and supports me to go through all the smiles and tears.
Last but not least, my overwhelming thanks are for my parents, Bapak
Agus R. and Ibu M. Dewi for the love and care since the first time I breathed, the
prayer in every single tiring day and night, and the trust in everything I do.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ix
TABLE OF CONTENTS
Page
TITLE PAGE .................................................................................................. i
APPROVAL PAGES ..................................................................................... ii
PERNYATAAN PERSETUJUAN PUBLIKASI ............................................... iv
ABSTRACT ................................................................................................... v
ABSTRAK ....................................................................................................... vi
STATEMENT OF WORK’S ORIGINALITY .............................................. vii
ACKNOWLEDGEMENTS ........................................................................... viii
TABLE OF CONTENTS ............................................................................... ix
LIST OF FIGURES ....................................................................................... x
LIST OF APPENDICES ............................................................................... xi
CHAPTER I INTRODUCTION
1.1 Research Background ............................................ 1
1.2. Research Method ................................................... 4
CHAPTER II DISCUSSION
2.1 The Implementation of Content-Based Instruction
in PGSD English Club ........................................... 6
2.2 The Benefits of Content-Based Instruction in
PGSD English Club ............................................... 14
CHAPTER III CONCLUSIONS .......................................................... 20
REFERENCES .............................................................................................. 22
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
x
LIST OF FIGURES
Figure Page
1.1 The Learning Material(s) in PGSD English Club ................................... 9
1.2 The Language(s) Used in PGSD English Club ....................................... 10
1.3 The Media Used in PGSD English Club ................................................. 11
1.4 The Activities Provided by the Tutors ..................................................... 12
1.5 The Form(s) of the Tests in PGSD English Club ................................... 13
2.1 The Students’ Progress in Learning ........................................................ 15
2.2 The Difficulties Faced by the Students ................................................... 17
2.3 The Solution(s) from the Students .......................................................... 18
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xi
LIST OF APPENDICES
Appendix Page
A. The Questionnaire ................................................................................... 24
B. The Observation Checklist ...................................................................... 26
C. The Syllabus of PGSD English Club ...................................................... 28
D. Sample of the Completed Questionnaire ................................................. 31
E. Raw Data of the Questionnaire ............................................................... 34
F. Raw Data of the Observation ................................................................. 36
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
1
CHAPTER I
INTRODUCTION
In this part, the writer explains the background and the research method of
this paper. The background provides the general information of the English usage
in an education field, the writer’s reasons for choosing this topic, the research
problems, and the benefits of this research. The research method, on the other
hand, provides the description of samples, materials, and procedures.
1.1 Research Background
English is not something new in Indonesia. Many people are familiar with
English and even children are familiar with it. English is not something that can
be avoided. Everyone should learn English today because it is one of the subjects
which should be learnt at school. English education has entered elementary school
since 2003/2004. Nowadays, the usage of English is more developed. It is proved
by the existence of international schools.
Most of the international schools have higher quality standards of teachers
than the national schools do. The teachers have to be good in English because they
will use English to teach the students. It is proved by some requirements set by the
international schools when they start to recruit new teachers. The teachers must
have the minimum score of Test of English as a Foreign Language (TOEFL) set
by the international schools. They also set the job interview in English regardless
of the subject that the new teachers will teach.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
Realizing the existence of international schools, many teachers have to be
ready to compete with others. If they cannot use English well, they will not be
able to survive in this education field. This makes a concern for some universities
to pay more attention to the English usage. The universities try to find a new
strategy to develop their students’ ability to speak English. One of the universities
which pay more attention to it is Sanata Dharma University.
Sanata Dharma University emphasizes English language proficiency for
all students from English and non-English majors. One form of the English
language test requirement for students in non-English majors is the spoken
English competency test or Tes lisan Kemampuan Bahasa Inggris (TKBI). The
students have to pass this test before they graduate from Sanata Dharma
University.
In order to make the students ready for the TKBI, one of the study
programs in Sanata Dharma University, Primary School Teacher Education Study
Program or Pendidikan Guru Sekolah Dasar (PGSD), has an extracurricular
activity named English Club (EC). Even though it is an extracurricular activity,
this program is a compulsory activity for the students of PGSD of Sanata Dharma
University in the first semester up to the fourth semester. They have to attend
English Club once a week every Saturday morning.
The English Club’s main goal was to prepare the students for the TKBI,
but it has another goal today. The English Club wants to prepare the students to be
ready to teach children in an international school. Therefore, there is a new policy
applied in English Club; it is “Learning Subjects Using English.” The students
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
will learn Math, History, Science, Civics, and Geography using English. It is an
approach which integrates content and language learning. According to Brinton,
Snow & Wesche (1989), this approach is called Content-Based Instruction (CBI).
CBI has connection with second language acquisition. One central
principle which supports the theory of second language acquisition is that “people
learn a second language more successfully when they use the language as a means
of acquiring information, rather than as an end in itself” (Richards & Rogers,
2005, p. 207). CBI is also usually applied in a classroom whose students use
English as their second language and it is supported by Brinton et al. (1989, p. 2),
“CBI is the concurrent teaching of subject matter and second language skills.”
Unfortunately, English is not the second language of the students of PGSD
of Sanata Dharma University. Therefore, the writer is going to find the
implementation of CBI in each English Club class. It is expected that the writer
will find some information about the CBI implementation in a classroom whose
students do not use English as their second language. Also, the writer wants to
know the benefits of CBI applied in PGSD English Club. It is expected that the
findings can be a reference to evaluate CBI that has been implemented. These are
the formulated problems;
1. How is Content-Based Instruction implemented in PGSD English
Club?
2. What are the benefits of the implementation of Content-Based
Instruction in PGSD English Club?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
The writer hopes that this research will be beneficial for some parties. First
is for the Primary School Teacher Education Study Program of Sanata Dharma
University. It is expected that the findings can motivate the PGSD English Club
committee to develop and evaluate the method that has been implemented. Second
is for English Education, especially for English teachers who want to apply CBI in
their classroom although the students do not use English as their second language.
It is expected that the English teachers can use the findings to choose the best
strategy to use in their class.
1.2. Research Method
This research was a survey. Survey is “the systematic gathering of
information from (a sample of) respondents for the purpose of understanding
and/or predicting some aspects of the behavior of the population of interest” in
certain topic of problem (Tull & Albaum, 1973, p. 3). The writer used a
questionnaire and an observation checklist as the instruments. The questionnaire
was used to examine the implementation of in PGSD English Club and the
benefits of the implementation of Content-Based Instruction in PGSD English
Club. The class observation was conducted to support the data from the
questionnaire about the implementation of Content-Based Instruction in PGSD
English Club. In conducting the class observation, the writer used an observation
checklist to examine how Content-Based Instruction was applied in PGSD
English Club.
The questionnaire was distributed to fifty students who joined PGSD
English Club every Saturday. All of the students were in the first semester. There
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
were twelve classes and each class had around seventeen students in PGSD
English Club. The writer chose five classes randomly. The writer gave the
questionaire to five tutors. Each tutor got ten quetionaires and he gave it to his
students randomly.
There were three main steps in conducting this study. The first step was
distributing the questionnaire. The questionnaire was distributed by the tutor to
the students after the class. The questionnaire only took ten to fifteen minutes to
be completed. The questionnaire was used to collect the data of the
implementation and the benefits of CBI in PGSD English Club. The second step
was observing eight classes in PGSD English Club. While observing the class, the
writer used the observation checklist to support the data of the questionnaire on
how Content-Based Instruction was applied in PGSD English Club. The third step
was analyzing and interpreting the data. The data obtained from two previous
steps were analyzed and interpreted then stated as a conclusion.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
CHAPTER II
DISCUSSION
This part contains review of related literature and findings as well as the
interpretation of the findings. Review of related literature provides the relevant
theories of this research paper. It is followed by the results and the interpretation
of the data.
2.1 The Implementation of Content-Based Instruction in PGSD English
Club
The term Content-Based Instruction, which was implemented in PGSD
English Club, refers to an approach to integrating content and language learning
(Brinton, Snow & Wesche, 1989). In PGSD English Club, the tutors integrated the
subject matters and English. Here, the tutors had to teach subject matters using
English.
The focus for students is on aquiring information via the target language and
developing their academic language skills in the process. Ultimately, the goal is to
enable students to transfer these skills to other academic courses given in the
target language. Thus, both in its overall purpose and its implementation, Content-
Based Instruction aims at “eliminating the artificial separation between language
instruction and subject matter classes which exists in most educational settings”
Brinton et al. (1989, p. 2).
In a Content-Based approach, the activities of the language class are specific
to the subject matter being taught to stimulate students to think and learn through
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
the use of the target language. It is supported by Leaver & Stryker (1989) who
agree that Content-Based Instruction suggestions are bound to meet four basic
characteristics:
(1) subject matters core —the fundamental organization of the curriculum
should be derived from the subject matters, rather than from forms,
functions or situations; (2) use of authentic texts —the core materials (texts,
video tapes, audio recordings, visual aids, etc.) should be selected primarily
(though not exclusively) from those produced for native speakers of the
language; (3) learning of new information —students should use the
second/foreign language to learn new information and to evaluate that
information, based on knowledge of their own culture (C1) and their own
emerging cultural literacy in the second culture (C2), and (4) appropriate to
the specific needs of students —the topics, content, materials, and learning
activities should correspond to the cognitive and affective needs of the
students and should be appropriate to the proficiency level of the class
(p. 271).
The previous four characteristics agreed by Leaver & Stryker (1989) were
found in PGSD English Club. The curriculum was based on content and it was the
subject matter. It could be seen from the syllabus which had topics and sub-topics
related to the subject matters. The topics were Math, History, Science, Civics, and
Geography. The sub-topics were number and currency, national history, life
cycle, parts of human body, life value, and governmental hierarchy. Some of the
learning media such as video, film, and song which were performed by the native
speaker of English were used to learn the new information. The students had to
use English to learn the new information and they had to comprehend the
materials given. Since PGSD students were prepared to be an elementary school
teacher, the materials used in PGSD Engish Club were related to the materials that
they would teach to the students in elementary school.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
Content-Based Instruction is supported by the second language acquisition
research. One central principle which supports the theory of second language
acquisition is that “people learn a second language more successfully when they
use the language as a means of acquiring information, rather than as an end in
itself” (Richards & Rogers, 2005, p. 207). Based on Met (1991), natural language
acquisition occurs in the context, which is never learnt divorced from meaning,
and Content-Based Instruction provides a context for meaningful communication
to occur. It involves the teaching of academic subject matters and second language
skills. The students, thus, receive curricular information and do their academic
tasks in the target language and at the same time acquire the target language in a
very natural way, that is “eliminating the separation between curricular
development and the study of the L2 or TL” (Madrid, 2001, p. 115).
Unfortunately, though the students learnt English and subject matters at the
same time, the students still received the subject matters both in the target
language and their native language. It was because English was not students’
second language but it was their foreign language. English was taught as a school
subject, but it was not used as a means of instruction nor as a language of
communication in the community. This was an important factor that made the
implementation of Content-Based Instruction in PGSD English Club being
different. The tutors and the students still used their native language in the
teaching and learning processes.
In order to find the implementation of Content-Based Instruction in PGSD
English Club, the writer used a questionaire and then an observation checklist to
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
obtain the data. In order to assure that PGSD English Club was really using
Content-Based Instruction as the approach, the writer asked a fundamental
question about what the students learnt in PGSD English Club.
Figure 1.1 The Learning Material(s) in PGSD English Club
Figure 1.1 shows that trhere were forty-two out of fifty participants (84%)
who answered that they learnt English and subject matters in PGSD English Club.
It was in line with the observation result which showed that the students learnt
both English and subject matters in PGSD English Club. The content of the
handouts given to the students were Math, History, Science, Civics, and
Geography and the handouts were in English. This kind of handout made some
problems in class. The students often did not understand it because it was in
English. The tutor, thus, used Indonesian to explain it.
In order to know the details of the Content-Based Instruction
implementation in PGSD English Club, the writer provided a question in the
questionnaire. It was what language the tutors used to explain the materials. Since
the course used CBI, the students were supposed to receive the information in the
16%
84%
English
English and
Subject matters
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
target language (Madrid, 2001). It means that the tutors are supposed to use
English to deliver the materials just like what Leaver & Stryker (1989) point out
that “students should use the second/foreign language to learn the new
information” (p. 271).
Figure 1.2 The Language(s) Used in PGSD English Club
However, in PGSD English Club, most of the tutors used both English and
Indonesian while explaining the materials to the students. It can be seen in Figure
1.2 that there were forty-four out of fifty participants (88%) who said that the
tutors used both English and Indonesian to explain the materials. There were only
six out of fifty participants (12%) who said that the tutors only used English to
explain the materials. The result of the observation was in line with the result of
the questionnaire. It showed that most of the tutors not only used English and
Indonesian to explain the materials but most of them sometimes also used
Indonesian to communicate with the students.
Adoption of Content-Based Instruction allows language educators to
incorporate language functions, skills, vocabulary, and grammar into language
12%
88%
English
English-Bahasa
Indonesia
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
classes. Content-Based Instruction is often linked with project work, which
“involves multi-skill activities focusing on a theme of interest rather than specific
language tasks” (Haines, 1989, p. 7). It is emphasized that different types of
projects have the same common features: students' interaction, collaboration,
involvement, and responsibility. Project work implies cooperative learning and
task-based activities, and it is viewed as "an approach to learning which
compliments mainstream methods and which can be used with almost all levels,
ages and abilities of students" (Haines, 1989, p. 8).
Figure 1.3 The Media Used in PGSD English Club
In PGSD English Club, the tutors also linked Content-Based Instruction
with project work through the media. Figure 1.3 showed that there were thirty
eight out of fifty participants (76%) who said that the tutors used both non-
conventional and conventional media. The tutors used pictures, handouts, films,
videos, songs, and PowerPoints as the learning media. On the other hand, twelve
out of fifty participants (24%) said that the tutors only used the conventional
24%
76%
Non-Conventional
Conventional and Non-
conventional
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
media. Nevertheless, it means that all of the tutors have used media to teach
subjects in PGSD English Club.
In order to know more about the activities done in the class, the writer asked
the participants about the activities provided by the tutor in class. Figure 1.4
shows the result of the questionnaire.
Figure 1.4 The Activities Provided by the Tutors
Figure 1.4 shows that there were thirty out of fifty participants (60%) who
said that the tutors provided some kinds of activities. They were listening to the
tutor, doing the group discussion, and doing the presentation. There were also
twelve out of fifty participants (24%) who said that the tutors provided two kinds
of activities. They were listening to the tutor and doing some group discussions.
Here, the tutors incorporated CBI with cooperative learning. The students were
not only listening to the tutor’s explanation but they also interacted with their
friends in a group discussion. They could learn from their friends. The source was
not only the tutor but also their friends. By having this kind of activity, they also
16%
24%60%
Listening to the tutor
Listening to the tutor and
Group Discussion
Listening to the tutor, Group
Discussion, and Presentation
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
created a warm environment in the class. They tried to respect others’ opinions
and tried to solve problems together.
Nonetheless, there were eight of fifty participants (16%) who said that the
tutors only provided an activity. The students were only listening to the tutor and
had no other activities. It is not in line with what Leaver & Stryker (1989) point
out that the learning activities should accord with the affective needs of the
students.
Besides some activities done in PGSD English Club to learn the materials,
there were also some tests. They were a progress test and a final test. In this study,
the writer asked the students what the forms of the tests were in their PGSD
English Club.
Figure 1.5 The Form(s) of the Tests in PGSD English Club
According to Figure 1.5, thirty-eight out of fifty participants (76%) said that
the forms of the tests were written and spoken. Twelve out of fifty participants
(24%) said that the form of the tests was only spoken. Spoken test is a good form
of a test because the students will use the language as a communication tool and
people learn a language more successfully when they use the language as a means
24%
76%
Spoken
Spoken and
Written
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
of acquiring information (Richards & Rogers, 2005, p. 207). The combination of
spoken and written tests will be better to learn a language. The students can
practice using the language in speaking and also know how to use it in the written
form.
2.2 The Benefits of Content-Based Instruction in PGSD English Club
Based on the previous discussion about the implementation of Content-
Based Instruction in PGSD English Club, the tutors not only integrated the
language and the content but they also incorporated Content-Based Instruction
with cooperative learning which would lead the students to receive more benefits.
The students could learn from their friends, the source was not only from the tutor
but also from their friends. The students also created a warm environment in the
class by having a group discussion. The students learnt to respect others’ opinions
and tried to solve the problems together. Having a group discussion also helped
the students to develop their speaking skill because they were forced to be able to
speak.
Evidences from some studies demonstrate the multiple benefits of
cooperative learning. Findings from 25 different studies (Slavin, 1980) show that
cooperative learning techniques are more effective than traditional ones for
student achievement. The studies show that the aspects of structure, individual
accountability and group rewards increase lower level learning outcomes, and that
higher level learning outcomes are also improved by the components of autonomy
and group decision-making. In addition to cognitive improvements, the studies
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
also reveal affective benefits. Cooperative learning results in students’ feeling
greater mutual concern for each other and an overall greater liking of school, as
compared to students who receive traditional teaching techniques. Cooperative
learning also improves race relations and individual student self-esteem. Higher
achievement in students who learn through cooperative learning is found across
ability levels, grade levels and subject areas, including second language learning
(Slavin, 1986).
The result of the study of the Content-Based Instruction implementation in
PGSD English Club showed that the students had improved their English skills.
Figure 2.1 shows the result of the students’ progress in learning subject matters
using English.
Figure 2.1 The Students’ Progress in Learning
Figure 2.1 shows that there were thirty-two out of fifty participants (64%)
who said that they made progress in speaking, listening, reading, and also writing.
With the Content-Based Instruction, the students were encouraged to think and
learn through the use of English by integrating the four traditional language skills
14%
6%
16%
64%
Speaking
Reading
Reading & Writing
Reading, Listening, Writing, and Speaking
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
(listening, speaking, reading and writing). The students practised authentic
reading, listened to the tutor's comments and spoke about the content. Finally,
they wrote certain tasks to consolidate what they had previously listened to. In
addition to that, the students interpreted and evaluated the information provided,
studied and learnt facts, and developed a variety of receptive and productive
procedures which prepared them for the range of academic demands they would
have to face with.
There were eight out of fifty participants (16%) who said that they made
progress in reading and writing. There were seven out of fifty participants (14%)
who said that they made progress only in speaking while three out of fifty
participants (6%) said that they made progress only in reading. Nevertheless, it
showed that the students succeeded in developing their language skill through the
content.
As extensive reading is an integral part of Content-Based Instruction, some
findings in extensive reading research have also claimed the benefits of this
methodological approach. Studies in the area provide evidence that reading of
coherent extended materials promotes language development and content
learning. Elley (1991) has supplied sound evidence that second and foreign
language learners who practice extensive reading across a variety of topics
increase their language abilities in the four basic skills, expand their vocabulary,
and acquire greater content knowledge and higher motivation. In CBI classes,
students engage in reading copious amounts of materials related to the content
selected; moreover, on most occasions the materials offered are not limited to
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17
conventional textbook content, but make use of a wide variety of viable texts
from different sources, thus promoting student autonomy and empowerment.
Despite making progress in their English skils, the students of PGSD
English Club also faced some difficulties while learning subject matters using
English. The writer used the questionnaire to find out the difficulties faced by the
students in PGSD English Club.
Figure 2.2 The Difficulties Faced by the Students
Figure 2.2 shows that twelve out of fifty participants (24%) said that they
had a problem with the vocabularies. There were twenty out of fifty participants
(36%) who said that they had difficulties in vocabulary and grammar. There were
eighteen out of fifty participants (40%) had difficulties in vocabulary, grammar,
and speaking. There were a lot of vocabularies that the students did not know. The
students also did not have good grammar and it made some problems when the
students were doing the writen or spoken tasks. Since the course used Content-
Based Instruction, the students did not learn the language explicitly and it became
a problem because most of the students did not have good basic grammar. This
24%
40%
36%
Vocabulary
Vocabulary and
Grammar
Vocabulary, Grammar,
and Speaking
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18
two problems could lead to another problem. The students was afraid to speak
English and this was the biggest problem in PGSD English Club.
There is a saying that people learn from problems. It means that some
problems faced by the students are not bad things. It can create students’
motivation to learn English. In order to prove it, the writer asked how the
participants handled the difficulties. By trying to handle the difficulties, it means
that the students have motivation to solve them.
Figure 2.3 Problems Solution(s) from the Students
Based on the result, there were eight out of fifty participants (16%) who
handled the difficulties by checking the dictionary and there were twenty-four out
of fifty participants (48%) who handled the difficulties by checking the dictionary
and also asking to the tutor. The other eighteen participants (36%) also did that,
but they added a way to handle the problems by practicing English with their
friends inside and outside the class. Here, the students had their own motivation to
do it. It is in line with Grabe and Stoller (1997) who point out that in Content-
16%
48%
36%
Using Dictionary
Using Dictionary and Asking the Tutor
Using Dictionary, Asking the Tutor and Practicing English
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
19
Based Instruction, “students are exposed to complex information and are involved
in demanding activities which can lead to intrinsic motivation” (p. 19).
Moreover, motivation and interest research has found out that “motivation
and interest come, in part, from the recognition that (1) one is actually learning
and that (2) one is learning something valuable and challenging that justifies the
effort” (Dupuy, 2000, p. 207). In line with this, Content-Based Instruction
attempts to respond to the needs and interests of learners by focusing either on
subject matters that are related to their own pedagogical or academic needs, or on
content spheres which are associated with the students’ cognitive and affective
preferences. Furthermore, students with high level of motivation make more
sophisticated elaborations with learning materials, increase connections among
content information, and are able to recall information more easily and better.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20
CHAPTER III
CONCLUSIONS
In this chapter, the researcher is going to summarize the major findings of
this study. Based on the findings, PGSD English Club uses Content-Based
Instruction as the approach. The target language is English and the content is the
subject matter such as Math, History, Science, Civics, and Geography.
In the implementation of CBI in PGSD English Club, the tutors often switch
the language from English to Indonesian in the teaching and learning process to
make the students understand. It is because English is not students’ second
language but English is students’ foreign language. In this case, the students need
to learn more about English and increase their English skill first. The students
need enough base of English so that the tutors of PGSD English Club can
implement CBI using the target language only.
CBI is incorporated with cooperative learning in PGSD English Club. The
students are not just listening to the tutor’s explanation but they can interact with
their friends in a group discussion. By having the group discussion, the students
can learn from their friends. The source is not only from the tutor but also from
their friends. They also create a warm environment in the class by having this
activity. They learn to respect others’ opinion and try to solve the problem
together.
Applying CBI, the students are successful in developing their language
skills through the content. Most of the students make progress in speaking,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21
listening, reading, and also writing. One of the aspects is related to the media used
by the tutor. The tutors not only use conventional media but also non-
conventional media. Having conventional media such as handout, the students can
develop their reading and writing skill. By providing non-conventional media, the
students can develop their English skills more. By watching films, listening songs,
listening to the tutor, the students develop their listening skill. Here, the tutors not
only vary the media but also vary the activities for example, by having a group
discussion. Having group discussion can help the students to develop their
speaking skill because they are forced to be able to speak.
The form of the test also helps the students to increase their speaking and
writing skill. By having a written test, the students are motivated to have a good
writing skill and by having an oral test, the students are motivated to have a good
speaking skill.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
22
REFERENCES
Ary, D., Jacob, L., & Razavieh, A. (2002). Introduction to research in education.
Belmont, CA: Wadsworth Thompson Learning.
Ballman, L. (1997). Enhancing beginning language courses through content-
enriched instruction. Foreign Language Annals, 30(2), 173-186.
Brinton, D., Snow M., & Wesche, M. (1989). Content-based second language
instruction. New York: Newbury House.
Crawford, M. (2001). Making language meaningful: A content-based approach for
teaching general English courses. Journal of Hokkaido University of
Education, 52(1), 53-63.
Duenas, M. (2005). The whats, whys, hows and whos of content-based instruction
in second/foreign language education. International Journal of English
Studies, 4 (1), 73-96.
Dupuy, B. (2000). Content-based instruction: Can it help ease the transition from
beginning to advanced foreign language classes? Foreign Language Annals,
33(2), 205-222.
Echevarria, J., & Graves, A. (2003). Sheltered content instruction: Teaching
English-language learners with diverse abilities. Boston: Allyn & Bacon.
Grabe, W., & Stoller, F. & (1997). A six T’s approach to content-based
instruction. New York: Addison Wesley-Longman.
Greenfield, K., & Sagliano, M. (1998). A collaborative model of content-based
EFL instruction in the liberal arts. TESOL Journal 7(3), 23-28.
Haines, S. (1989). Projects for the EFL classroom: Resource material for
teachers. Walton-on-Thames Surrey: Nelson.
Leaver, B. & Stryker, S. (1989). Content-based instruction for foreign language
classrooms. Foreign Language Annals, 22(3), 269-275.
Lonon-Blanton, L. (1992). A holistic approach to college ESL: Integrating
language and content. ELT Journal, 46, 285-293.
Madrid, D. (2001). Content-based second language teaching. Almeria:
Universidad de Almería.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23
Met, M. (1991). Learning language through content: Learning content through
language. Foreign Language Annals, 24, 281-295.
Met, M., Genesee, F., & Snow, M. (1989). A conceptual framework for the
integration of language and content in second/foreign language instruction.
TESOL Quarterly, 23, 201-217.
Moser, J., & Raphan, C. (1994). Linking language and content: ESL and art
history. TESOL Journal, 3(2), 17-21.
Richards, J., & Rogers, T. (2005). Approaches and methods in language teaching.
New York: Cambridge University Press.
Rivers, M. (1992). Communicating naturally in a second language, theory and
practice in language teaching. New York: Cambridge University Press.
Short, D. (1991). Integrating language and content instruction: Strategies and
techniques. NCBE Program Information Guide Series, 7, 1-23.
Slavin, E. (1980). Cooperative learning. Review of Educational Research, 50(2),
315-342.
Snow, M. (1998). Trends and issues in content-based instruction. Annual Review
of Applied Linguistics, 1, 243-267.
Spanos, G. (1987). On the integration of language and content instruction. Annual
Review of Applied Linguistics, 10, 227-240.
Stoller, F. (1997). Project work: A means to promote language content. English
Teaching Forum, 35(4), 2-9.
Tull, S., &, Albaum S. (1973). Survey research: A decisional approach. New
York: Intext Educational Publisher.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
24
Appendix A
QUESTIONNAIRE
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
25
KUISIONER
Jawablah pertanyaan di bawah ini dengan jawaban yang menurut Anda
paling sesuai. Berikan tanda (√) pada yang tersedia. Anda dapat
memberikan lebih dari satu tanda (√) pada setiap nomor.
Pertanyaan Jawaban
1. Apa yang anda pelajari di
English Club?
a. Bahasa
(grammar, pronunciation, dll.)
b. Mata Pelajaran
(Matematika, IPA, IPS, dll.)
2. Bahasa apa yang digunakan tutor
ketika menjelaskan materi?
a. Inggris
b. Indonesia
3. Apa saja media yang digunakan
untuk menjelaskan materi di
kelas?
a. Konvensional (gambar, handout, dll.)
b. Non-konvensional (film, video, Power
Point, dll.)
4. Apa saja kegiatan yang
diberikan oleh tutor untuk
membantu para siswa
memahami materi di kelas?
a. Mendengarkan penjelasan tutor
b. Diskusi kelompok
c. Presentasi
d. Lain-lain __________________________
5. Apa saja bentuk tes yang Anda
kerjakan di English Club?
a. Tes tertulis
b. Tes lisan
c. Lain-lain___________________________
6. Kemampuan berbahasa Inggris
Anda yang manakah yang
memiliki kemajuan setelah
mempelajari mata pelajaran lain
menggunakan Bahasa Inggris?
a. Berbicara
b. Menulis
c. Membaca
d. Mendengar
e. Tidak ada
7. Apa saja kesulitan Anda dalam
mempelajari mata pelajaran lain
menggunakan Bahasa Inggris?
a. Banyak kosa kata yang tidak paham
b. Tidak paham struktur Bahasa Inggris
c. Takut berbicara menggunakan Bahasa
Inggris
d. Lain-lain__________________________
_________________________________
8. Bagaimana cara Anda mengatasi
masalah-masalah tersebut?
a. Membuka kamus
b. Bertanya pada tutor
c. Berlatih berbicara menggunakan
Bahasa Ingris dengan teman
d. Lain-lain__________________________
_________________________________
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
26
Appendix B
OBSERVATION CHECKLIST
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
27
OBSERVATION CHECKLIST
Day/date : _________________________________
Class/meeting : _________________________________
Put a tick (√) in the Observed / Unobserved columns to represent your evaluation
on the items.
Description Observed Unobserved Note
1. The students learn
subject matters.
2. English are learnt
implicitly.
3. The tutor always
uses English to
explain the
materials.
4. The tutor always
uses English to
communicate with
the students.
5. The tutor uses
conventional
media.
6. The tutor uses non-
conventional
media.
7. The tutor varies the
activities done in
class.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
28
Appendix C
SYLLABUS OF PGSD
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
29
English Club of PGSD
Sanata Dharma University
Time Allocation : 2 x 50 minutes class meeting
Competence Standard Students are able to deliver short speech in form of storytelling related to the main subjects taught in PGSD. Basic Competence Students are able to:
Identify basic vocabularies related to Math
Formulate and then deliver simple speech in form of storytelling related to Math
Identify common vocabularies related to Social Science
Formulate and then deliver simple speech in form of storytelling related to Social Science
Identify basic vocabularies related to Science
Formulate and then deliver simple speech in form of storytelling related to Science
Identify basic vocabularies related to Civics
Formulate and then deliver simple speech in form of storytelling related to Civics
Schedule and Learning Activities
Saturday Meeting Topics Sub-Topics
25 Feb 1 Intro : new concept of EC Math
Number and Currency
3
Mar
2 Number and Currency
10 3 Social Science : History
National History
17 4 National History
24 5 Science
Life Cycle
31 6 Life Cycle
7 Apr 7 Civics
Life Values
14 8 Life Values
21 9 Math
Shape
28 10 Shape
5 May 11 Social Science : Geography
Governmental hierarchy
12 12 Governmental hierarchy
19 13 Science
Part of Human Body
26 14 Part of Human Body
2 June 15 Final Test
9 16
*schedule and learning activities are subject to change
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
30
Learning Strategies:
Teaching-learning activities are mostly dealing with speaking exercises, vocabulary drilling, question and answer, and discussion. Each student is required to bring dictionary(s). Rules of Conduct:
During the class cell phones must be deactivated or at least switched into silent mode.
No texting during the class.
Don’t be late (max. 10 minutes).
Students must present during all the class activities. Should the students be absent, it will be no more than 3 times (for sickness and other reasons).
Students must participate in all class activities actively.
The penalty for the late submission of the assignments is 10-point-reduction from the total score one deserves.
Grading Policy:
Grade Evaluation
A : 80 – 100 Quiz : 20% B : 70 – 79 Assignment : 20% C : 60 – 69 Part. &
Attend. : 15%
D : 50 – 59 Game : 15% E : < 49 Final Test : 30%
Total 100%
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
31
Appendix D
SAMPLE OF QUESTIONNAIRE
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
32
KUISIONER
Jawablah pertanyaan di bawah ini dengan jawaban yang menurut Anda
paling sesuai. Berikan tanda (√) pada yang tersedia. Anda dapat
memberikan lebih dari satu tanda (√) pada setiap nomor.
Pertanyaan Jawaban
1. Apa yang anda pelajari di
English Club?
a. Bahasa
(grammar, pronunciation, dll.)
b. Mata Pelajaran
(Matematika, IPA, IPS, dll.)
2. Bahasa apa yang digunakan tutor
ketika menjelaskan materi?
a. Inggris
b. Indonesia
3. Apa saja media yang digunakan
untuk menjelaskan materi di
kelas?
a. Konvensional (gambar, handout, dll.)
b. Non-konvensional (film, video, Power
Point, dll.)
4. Apa saja kegiatan yang
diberikan oleh tutor untuk
membantu para siswa
memahami materi di kelas?
a. Mendengarkan penjelasan tutor
b. Diskusi kelompok
c. Presentasi
d. Lain-lain __________________________
5. Apa saja bentuk tes yang Anda
kerjakan di English Club?
a. Tes tertulis
b. Tes lisan
c. Lain-lain___________________________
6. Kemampuan berbahasa Inggris
Anda yang manakah yang
memiliki kemajuan setelah
mempelajari mata pelajaran lain
menggunakan Bahasa Inggris?
a. Berbicara
b. Menulis
c. Membaca
d. Mendengar
e. Tidak ada
7. Apa saja kesulitan Anda dalam
mempelajari mata pelajaran lain
menggunakan Bahasa Inggris?
a. Banyak kosa kata yang tidak paham
b. Tidak paham struktur Bahasa Inggris
c. Takut berbicara menggunakan Bahasa
Inggris
d. Lain-lain__________________________
_________________________________
8. Bagaimana cara Anda mengatasi
masalah-masalah tersebut?
a. Membuka kamus
b. Bertanya pada tutor
c. Berlatih berbicara menggunakan
Bahasa Ingris dengan teman
d. Lain-lain__________________________
_________________________________
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
33
KUISIONER
Jawablah pertanyaan di bawah ini dengan jawaban yang menurut Anda
paling sesuai. Berikan tanda (√) pada yang tersedia. Anda dapat
memberikan lebih dari satu tanda (√) pada setiap nomor.
Pertanyaan Jawaban
6. Apa yang anda pelajari di
English Club?
c. Bahasa
(grammar, pronunciation, dll.)
d. Mata Pelajaran
(Matematika, IPA, IPS, dll.)
7. Bahasa apa yang digunakan tutor
ketika menjelaskan materi?
c. Inggris
d. Indonesia
8. Apa saja media yang digunakan
untuk menjelaskan materi di
kelas?
c. Konvensional (gambar, handout, dll.)
d. Non-konvensional (film, video, Power
Point, dll.)
9. Apa saja kegiatan yang
diberikan oleh tutor untuk
membantu para siswa
memahami materi di kelas?
e. Mendengarkan penjelasan tutor
f. Diskusi kelompok
g. Presentasi
h. Lain-lain __________________________
10. Apa saja bentuk tes yang
Anda kerjakan di English Club?
d. Tes tertulis
e. Tes lisan
f. Lain-lain___________________________
9. Kemampuan berbahasa Inggris
Anda yang manakah yang
memiliki kemajuan setelah
mempelajari mata pelajaran lain
menggunakan Bahasa Inggris?
f. Berbicara
g. Menulis
h. Membaca
i. Mendengar
j. Tidak ada
10. Apa saja kesulitan Anda
dalam mempelajari mata
pelajaran lain menggunakan
Bahasa Inggris?
e. Banyak kosa kata yang tidak paham
f. Tidak paham struktur Bahasa Inggris
g. Takut berbicara menggunakan Bahasa
Inggris
h. Lain-lain__________________________
_________________________________
11. Bagaimana cara Anda
mengatasi masalah-masalah
tersebut?
a. Membuka kamus
b. Bertanya pada tutor
c. Berlatih berbicara menggunakan
Bahasa Ingris dengan teman
d. Lain-lain__________________________
_________________________________
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
34
Appendix
E
RAW DATA
OF QUESTIONNAIRE
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
35
RAW DATA OF QUESTIONNAIRE
Question Answer Respondents
1. What do you learn in English Club? Language 12
Language and Subject Matters 26
2. What language does the tutor use to
explain the material?
English-Indonesian 32
English 6
3. What are the media used by the tutor
to explain the material in the class?
Conventional and Non-
conventional 30
Non-conventional 8
4. What are the activities provided by
the tutor in order to help the students
to understand the material in the
class?
Listening to the tutor
8
Listening to the tutor , Group
discussion, and Presentation 30
5. What are the forms of your tests in
English Club?
Written test 4
Oral test 7
Written and Oral test 28
6. In which English skill do you make
progress after learning subject matter
using English?
Speaking 3
Speaking, Listening, Reading,
and Writing 35
7. What are your difficulties in learning
subject matters using English?
Vocabularies and Grammar 20
Vocabularies, Grammar, and
Speaking 18
8. How do you handle the difficulties?
Using dictionary and asking
tutor 19
Using dictionary, asking tutor
and practicing English 19
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
36
Appendix
E
RAW DATA
OF OBSERVATION
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
37
RAW DATA OF OBSERVATION
Description Note
1. The students learn
subject matters. The students learn history.
2. English is learnt
implicitly.
Most of the tutors don’t explain the Engish grammar,
but the tutors often translate the words from English
into Indonesian.
3. The tutor always uses
English to explain the
materials.
Most of the tutors use both English and Indonesian to
explain the material. The tutors often translate some
words from English into Indonesian.
4. The tutor always uses
English to
communicate with
the students.
The tutors use English to communicate with the
students, but when the students look confused, the
tutors switch the language from English into
Indonesian.
5. The tutor uses
conventional media.
All of the tutors use handout and the handout is in
English. Some of the tutors also use pictures.
6. The tutor uses non-
conventional media. Most of the tutors use video and PowerPoint.
7. The tutor varies the
activities done in
class.
Most of the tutors ask the students to do some
exercises from the handout after the tutors explain the
materials. Some of the tutors also provide a group
discussion after the students finish the tasks.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI