plagiat merupakan tindakan tidak terpuji - … · english language education study pr ......
TRANSCRIPT
A STUD
BY THE
EDEFA
DY ON THE
E BIOLOGY
Presentto
NGLISH LEPARTMEACULTY O
S
E USE OF C
Y TEACHE
ted as Partialo Obtain the
in Englis
Dani
Student
LANGUAGEENT OF LAOF TEACHESANATA D
YO
CLASSROO
ER OF SMU
A THESIS
l FulfillmentSarjana Pen
sh Language
By
iel Ari Widh
Number: 05
E EDUCATNGUAGE AERS TRAIN
DHARMA UOGYAKAR
2011
OM LANGU
UN 1 SLEM
S
t of the Requndidikan Dege Education
hiatama
5 1214 065
TION STUDAND ARTSNING AND
UNIVERSITRTA
UAGE FUN
MAN YOGY
uirements gree
DY PROGRAS EDUCATID EDUCATITY
NCTIONS
YAKARTA
AM ION ION
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
A STUD
BY THE
EDEFA
DY ON THE
E BIOLOGY
Presentto
NGLISH LEPARTMEACULTY O
S
E USE OF C
Y TEACHE
ted as Partialo Obtain the
in Englis
Dani
Student
LANGUAGEENT OF LAOF TEACHESANATA D
YO
i
CLASSROO
ER OF SMU
A THESIS
l FulfillmentSarjana Pen
sh Language
By
iel Ari Widh
Number: 05
E EDUCATNGUAGE AERS TRAIN
DHARMA UOGYAKAR
2011
OM LANGU
UN 1 SLEM
S
t of the Requndidikan Dege Education
hiatama
5 1214 065
TION STUDAND ARTSNING AND
UNIVERSITRTA
UAGE FUN
MAN YOGY
uirements gree
DY PROGRAS EDUCATID EDUCATITY
NCTIONS
YAKARTA
AM ION ION
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
iv
DON'T QUIT by Edgar A. Guest
Success is a failure turned inside out-
The silver tint of the clouds of doubt,
And you never can tell how close you are;
It may be near when it seems afar;
So stick on the fight when you’re hardest hit,
IT’S WHEN THINGS SEEM WORST THAT YOU MUSN’T QUIT
“SEIZE THE DAY OR DIE REGRETTING THE TIME YOU LOST”
(by: Avenged Sevenfold - Seize The Day)
The greatest pleasure in life is doing what people say you cannot do!!
(by: Walter Bagehot)
This thesis is dedicated to:
My beloved father and mother My dearly-loved mbah kung and mbah uti My beloved brothers: Mas Kris and Dek Nico Everyone who has supported me and from whom I learn many things in life
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
v
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, expect those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, February 7, 2011 The Writer,
Daniel Ari Widhiatama 05 1214 065
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
vi
ABSTRACT
Widhiatama, Daniel Ari. 2011. A Study on the Use of Classroom Language Functions by the Biology Teacher of SMUN 1 Sleman Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
This research is aimed to know the use of classroom language functions by the Biology teacher in SMUN 1 Sleman as a RSBI. One of the methods that teachers in RSBI can use to make a good interaction with the students in bilingual class is by applying classroom language function in English. Some classroom language functions which are often used by teachers are greeting, instructing, explaining, conveying the meaning of new language, narrating, correcting, eliciting, prompting, checking learning, giving feedback to students, and closing. This research was aimed to answer two research questions, those are (1) What classroom language functions are used by the Biology teacher of the tenth grade of SMUN 1 Sleman to deliver learning materials in English? (2) What are the difficulties faced by the Biology teacher of the tenth grade of SMUN 1 Sleman in applying classroom language functions to deliver learning materials in English?
This research was included as descriptive qualitative research. In order to answer the two research questions, interview and direct observation were employed in the research. In addition, the research also employed video camera to record the teacher’s performance. The purpose was to complete the data obtained from the fieldnotes. The researcher categorized the problems faced by the biology teacher into three categories. The first category was that the difficulty caused by the teacher’s habit. This category included (1) the teacher’s habit to open the meeting by using Arabic greeting (2) The teacher never tried to use English to close the meeting.
The second category was the difficulty caused by the limited of English proficiency faced by the teacher which included (1) The teacher did not know what question to be used to elicit students’ opinion in English (2) The teacher did not know how to construct a good sentence with an appropriate grammar to convey a new meaning in English (3) The teacher did not know how to instruct students by using English spontaneously (4) The difficulty in narrating a particular event using English with an appropriate sentence structure (5) The teacher did not know how to give a clue to help students remind a particular learning materials (6) The teacher had a difficulty in constructing a correct sentence by using English to explain a certain part of learning materials (7) The teacher still made a mistake in using a correct question in English to measure the students’ understanding level (8) The teacher felt that she was not fluent enough to correct students mistake in English (9) The teacher had a limited of utterance to commend on students’ performance (10) The teacher had a difficulty in memorizing any kind of new words
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
vii
The third category was the difficulty that was caused by the limited of time to learn English. This category included one problem, which was the limited of time that the teacher had to learn English because she had so many things to do.
Considering the research result, the researcher provided several suggestions that the biology teacher may use in order to solve the problems and improve the biology teacher’s competence in applying classroom language functions in English.
Keywords: classroom language functions, RSBI implementation
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
viii
ABSTRAK
Widhiatama, Daniel Ari. 2011. A Study on the Use of Classroom Language Functions by the Biology Teacher of SMUN 1 Sleman Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Penelitian ini bertujuan untuk mempelajari tentang penggunaan fungsi bahasa
kelas dalam bahasa Inggris yang dilakukan oleh guru Biologi di kelas X di SMUN 1 Sleman sebagai Rintisan Sekolah Bertaraf Internasional (RSBI). Salah satu cara yang bisa digunakan oleh guru–guru di RSBI untuk menciptakan sebuah interaksi yang baik dengan para murid adalah dengan menggunakan fungsi bahasa kelas dalam bahasa Inggris di kelas bilingual. Beberapa fungsi bahasa kelas yang sering digunakan oleh guru-guru diantaranya adalah greeting, instructing, explaining, conveying the meaning of new language, narrating, correcting, eliciting, prompting, checking learning, giving feedback to students dan closing. Pelitian ini bertujuan untuk menjawab 2 pertanyaan, yaitu (1) fungsi bahasa kelas apa saja yang digunakan oleh guru Biologi di SMUN 1 Sleman, khususnya di kelas X, dalam menyampaikan bahan ajar dalam bahasa Inggris? (2) kesulitan apa saja yang dihadapi oleh guru Biologi tersebut dalam menggunakan fungsi bahasa kelas untuk menyampaikan bahan ajar dengan bahasa Inggris?
Penelitian ini termasuk deskriptif kualitatif. Peneliti menggunakan 2 tehnik pengumpulan data untuk memecahkan masalah dalam penelitian ini yaitu wawancara dan observasi secara langsung. Selain itu, peneliti menggunakan kamera video untuk merekam penampilan guru untuk melengkapi data dari fieldnotes. Peneliti mengelompokkan masalah yang dihadapi oleh guru biologi menjadi tiga kategori. Kategori pertama adalah masalah yang disebabkan oleh kebiasaan guru dalam membuka pelajaran dengan menggunakan bahasa Arab. Kategori ini meliputi (1) kebiasaan guru dalam membuka pelajaran dengan menggunakan sapaan dalam bahasa Arab (2) Guru tidak pernah menggunakan bahasa Inggris dalam menutup pelajaran.
Kategori kedua adalah kesulitan-kesulitan yang disebabkan karena keterbatasan kemampuan dalam berbahasa Inggris yang dimiliki guru tersebut yang meliputi (1) Guru tidak tahu pertanyaan seperti apa yang digunakan untuk mendapatkan pendapat dari siswa (2) Guru tidak tahu cara untuk menyusun sebuah kalimat dengan grammar yang tepat untuk menjelaskan makna kata baru (3) Guru tidak tahu cara memerintah siswa dengan bahasa Inggris secara langsung (4) Guru mengalami kesulitan dalam menceritakan suatu kejadian dalam bahasa Inggris dengan tepat (5) Guru tidak tahu cara memberikan petunjuk untuk membantu siswa dalam mengingat suatu bahan ajar tertentu (6) Guru mengalami kesulitan dalam membuat sebuah kalimat yang tepat dalam menjelaskan suatu bagian tertentu di dalam bahan ajar (7) Guru masih membuat kesalahan dalam membuat pertanyaan untuk memeriksa tingkat pemahaman siswa (8) Guru merasa tidak cukup lancar
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ix
dalam mengkoreksi kesalahan siswa dengan menggunakan bahasa Inggris (9) Guru mempunyai keterbatasan kosakata untuk memberikan komentar terhadap penampilan siswa (10) Guru mempunyai kesulitan dalam mengingat kosakata baru.
Kategori ketiga adalah kesulitan yang disebabkan oleh karena keterbatasan waktu untuk belajar bahasa Inggris. Kategori ini meliputi satu masalah yaitu guru tidak mempunyai banyak waktu untuk belajar bahasa Inggris karena kegiatan lain yang harus ia kerjakan.
Setelah mengamati hasil dari penelitian ini, peneliti memberikan beberapa saran yang bisa digunakan oleh guru Biologi untuk menyelesaikan masalah-masalah yang dihadapi dan untuk meningkatan kemampuan guru dalam menggunakan fungsi bahasa kelas. Kata kunci: fungsi bahasa kelas, pelaksanaan RSBI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
x
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPERLUAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Daniel Ari Widhiatama
No. Mahasiswa : 05 1214 065
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma Karya Ilmiah saya yang berjudul:
A STUDY ON THE USE OF CLASSROOM LANGUAGE FUNCTIONS
BY THE BIOLOGY TEACHER OF SMUN 1 SLEMAN YOGYAKARTA
Dengan demikian saya memberikan hak kepada Perpustakaan Universitas Sanata
Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain dan
mengelolanya dalam bentuk pangkalan data, mendistribusikannya di internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
ataupun memberikan royalti kepada saya selama mencantumkan nama saya
sebagai penulis.
Demikian pernyataan saya buat dengan yang sebenarnya.
Dibuat di Yogyakarta.
Pada tanggal: 7 Februari 2011
Yang menyatakan
Daniel Ari Widhiatama
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xi
ACKNOWLEDGEMENTS
It will be a wonderful opportunity for me to express my deepest gratitude to all of
those who have supported and facilitated me in accomplishing this thesis. First and
foremost, my greatest gratitude is addressed to Jesus Christ and Mother Mary for
the blessings which have been given to me so that I can finish my thesis and my
study.
For the beneficial feedback, encouragement, and patience, I would like to
express my heartfelt teacher and my sponsor, Mrs. Dr. Retno Muljani, M.Pd., who
is willing to spend her precious time for the dedication to develop her students. I
particularly appreciate her detail correction. I am truly indebted to all of my lecturers
in PBI who have educated me very well. I also thank Mbak Danik and Mbak Tari
for giving me a hand in administrative matters.
I would also like to address my special gratitude to the principal of SMUN 1
SLEMAN Yogyakarta, Drs. Tulus Raharjo, who has permitted me to conduct my
research there. I would also like to address my thanks to the Biology teacher in the
RSBI class, Dra. Nunung Sri Nuryani and also Drs. Mujiyatna Basuki, who
helped me during the research. Besides, I also want to address my big thanks to the
head of curriculum development, Drs. Sulistyo Pranoto, for giving me a lot of
information about the development of RSBI program in SMUN1 Sleman.
I am immeasurably grateful to my beloved parents, Heronimus Sudjati and
Yustina Suharni who have supported me through the prayer, companion, hope,
guidance and a lot of affection. I would also like to thank my beloved brothers,
Christianus Kurnia Widhiawan and Nicodemus Yan Prima Widhia Nugraha for
their support during the completion of this thesis.
My thanks also go to my best friends in MILESTONE English Course,
Wahyu ‘Joek’, Adit ‘Kothak’, Endru, Datia, Nita, Siska and Rimas for a
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xii
wonderful friendship that we have. I am glad to be the part of this solid group. My
thankfulness is also given to all friends from PBI Angkatan ’05 for sharing a precious
time and great experiences during my period of study in Sanata Dharma University.
I also would like to address my special appreciation to my best friend Fillus
for helping me recording the teaching and learning process in RSBI class of SMUN 1
Sleman Yogyakarta when I conducted some observations there. Great thanks also fly
to Candra ‘Dewa’ for keeping my data safe and helping me with the troubleshooting
when my laptop was damaged. Thanks to Invani Leila, Bangkit Setiyaji and
Stephen Lenghaus for becoming my proofreaders and giving me a lot of
suggestions. My sincere thanks also go to Andre, Maria, Ida, Ade, Antik, Aya’,
Mbak Maya, Mas Wawan, Mbak Lenny, Mas Toro, Mbak Restu, Benny, Anton ,
Dika ‘Plongoh’, Sedik ‘Sedin’, Adit ‘Koel’ and Benny ‘Gondrong’, who always
supported and accompanied me when I was down.
Many thanks are also addressed to all of my friends in Language Institute
Sanata Dharma University (LBUSD). They have been accompanying me during
good and bad times, especially when I was engaged in Lembaga Bahasa USD. Their
laughter, jokes, hard work and spirit have made things easier.
There are other people whom I cannot mention individually, but surely this thesis
could not been completed without their help. May God bless them all.
Daniel Ari Widhiatama
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xiii
TABLE OF CONTENTS
page
CHAPTER I INTRODUCTION…………………………………………........ 1
A. Research Background……………………………………………................. 1
B. Problem Formulation……………………………………………….............. 5
C. Problem Limitation……………………………………...………………….. 5
D. Research Objectives…………………………………………………............ 6
E. Research Benefits…………………………………………………………… 6
F. Definition of Terms………………………………………………................. 7
CHAPTER II REVIEW OF RELATED LITERATURE…………………. 9
A. Theoretical Description…………………………………………………….. 9
1. Bilingual Education………………………………………........................ 10
2. Language Functions Theory …………………………….......................... 11
TITLE PAGE ………………………………………………………………….. i
APPROVAL PAGES ………………………………………………………….. ii
MOTTO AND DEDICATION PAGE………………………………………… iii
STATEMENT OF WORK’S ORIGINALITY …………………...…………… v
ABSTRACT …………………………………………………………………… vi
ABSTRAK ………………………………………………………………………. viii
LEMBARPERNYATAAN PERSETUJUAN PUBLIKASI KARYA x
ACKNOWLEDGEMENTS ……………………………………………………. xi
TABLE OF CONTENTS …………………………………………………….... xiii
LIST OF TABLES ……………………………………………………………... xvi
LIST OF FIGURES ……………………………………………………............. xviii
LIST OF APPENDICES………………………………………………………... xix
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xiv
3. Classroom Language Functions………………………..…………............ 12
4. Teacher Talk………………………………..……………………………. 22
a. The definition of Teacher Talk…………………………………… 22
b. The roles of teacher talk in managing classroom………………….. 23
c. The functional features of Teacher Talk…….................................. 24
5. The Role of Interaction in Bilingual Class………………………………. 24
6. SBI (Sekolah Berstandar Internasional) Curriculum……………………. 25
B. Theoretical Framework……………………...………………........................ 26
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION…………….. 41
A. Classroom Language Functions Used by the Biology Teacher in
Tenth grade of SMUN 1 Sleman in Delivering Materials
in English……………………………………………………………………..
41
B. The difficulties faced by the Biology teacher of grade tenth in SMUN I
Sleman in using classroom language functions in English………………….
51
1. The difficulties faced by the biology teacher in grade tenth in
applying classroom language functions caused by the teacher’s
habit to always use Indonesian………………………………………
51
2. The difficulties faced by the Biology teacher of grade tenth
in applying classroom language functions caused by her limited of
CHAPTER III. METHODOLOGY………………………………………….. 28
A. Research Method …………………………….……………………………... 28
B. Research Participant……………………….………………………………... 29
C. Research Instruments…………………….………………………................ 30
D. Data Gathering Technique………………………………………………….. 33
E. Data Analysis Technique…………………………………………………… 34
F. Research Procedure …………………………………………………........... 39
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xv
English proficiency…………………………………………………. 52
3. The difficulty faced by the Biology teacher in grade tenth
in applying classroom language functions caused by a limited
of time to learn English……………………………………………...
59
CHAPTER V CONCLUSIONS AND SUGGESTIONS…………………… 60
A. Conclusions…………………………………………………..……………. 60
B. Suggestions………………………………………………………………... 62
1. The suggestions based on the teacher’s difficulties caused by
the teacher’s habit to use Indonesian frequently…………………….
2. The suggestions based on the teacher’s difficulties caused by
her lack of English language proficiency ………………….............
3. The suggestion based on the teacher’s difficulty caused by her
limited of time to learn English……………………………………
62
63
69
REFERENCES …………………………………………………………………. 71
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xvi
LIST OF TABLES
TABLE
Table 3.1 Observation Checklist………………………………………………. 30
Table. 3.2 The Categorization of the First Interview Results with the Biology
Teacher, 10th Grade …………………………………………………………….
35
Table 3.3 The Use of Classroom Language Functions
in Biology Class, 10th Grade……………………………………………………
36
Table. 3.4 The Categorization of the Second Interview Results with the
Biology Teacher, 10th Grade…………………………………………………….
38
Table 4.1The Findings on the Use of Classroom Language Functions in
Biology Class, 10th Grade………………………………………..………………
42
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xvii
LIST OF APPENDICES
Appendix
APPENDIX A Permission Letters
1. Permission Letter from Sanata Dharma
University….............................................................................
2. Permission Letter from BAPPEDA…………………………...
74
75
APPENDIX B Statement Letter from SMUN 1 Sleman Yogyakarta…............. 76
APPENDIX C Statement Letter from Direktur Pembinaan Sekolah Menengah
Atas about Penetapan Sekolah Penyelenggara Program Rintisan Sekolah
Menengah Atas Bertaraf Internasional (R SMA BI)…………………………...
77
APPENDIX D The Interview Guidelines for the Biology Teacher,
10th Grade……………………………………………………..………………..
81
APENDIX E The Categorization of the First Interview Result with
the Biology Teacher, 10th Grade ……………..…………………………………
83
APPENDIX F The Categorization of the Second Interview Result with
the biology Teacher,10th Grade…………………..……………………………..
93
APPENDIX G The Observation Sheet for the Biology Teacher,
10th Grade…………………..……………………………………………………
99
APPENDIX H Fieldnotes………………………………………………………. 101
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
1
CHAPTER 1
INTRODUCTION
In this chapter, the writer would like to discuss the background of the study,
problem formulation, problem limitation, research objectives, research benefits, and
the definition of terms used in this research.
A. Research Background
The need of being able to master oral and written English is essential in this
globalization era, where people from all over the world use English as the main
language of communication. English has become an international language for most
people (Lewis and Hill, 2002). In this era, English mastery is an important
requirement for someone to be referred to as a high quality human resource.
Indonesia government has also realized the importance of mastering English language
in recent years since English is also a universal language. That is why the government
has decreed English as a compulsory subject to learn from the level of elementary
school until the level of senior high school.
Nowadays, many schools in Indonesia have declared to change their status
into Rintisan Sekolah Berstandar Internasional (RSBI) as a preparation to be a
Sekolah Berstandar Internasional (SBI). One of the Government acts regulating SBI
is government regulation number 20, year 2003 on National Education System of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
Indonesia, article 50 verse 3 which states that “the national government together with
the local government initiate at minimum one school in the level of Elementary
School, Junior High School and Senior High School to be developed into SBI
(Sekolah Berstandar Internasional)”. Chodidjah (2009), a British Council education
advisor, states that SBI is a national school which adopts an international standard
curriculum, hence, the teaching and learning process at the school is conducted using
bilingual instruction. Through bilingual instruction, the government hopes that both
teachers and students are able to learn English while the teaching and learning
process occurs. Mackey (1971) as cited by Hoffman (1991) says that “bilingualism is
the alternate use of two or more languages by the same individual”.
In RSBI, English has already been pointed out as a second language to use in
the classroom. It has been explained on the explanation to the Act on National
Education System of Indonesia, National Gazette of the Republic of Indonesia
Number 78, 2003, article 37, verse 1, which states that “local language can be used as
the mother-tongue of the learner. Foreign languages, especially English language, can
be used as a means, in global dealing”. This situation challenges every teacher of
RSBI schools to be able to deliver the materials by using both Indonesia and English
as an international language. So, there should be a guarantee that teachers have first
mastered English well, at least when they instruct students to do something, so that
they would be able to convey the knowledge correctly to avoid ambiguity of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
meaning. The teachers and also the students of RSBI are expected to be able to
communicate well using Indonesian and English.
There are some problems which need to be solved concerning the process of
preparing a bilingual class in a particular school. One of the important problems
towards the development of RSBI in Indonesia which are often discussed in many
media, such as internet or newspaper is about the RSBI teacher’s competence in using
English. Dharma (2010) states that as many as 60% of 600 headmasters and teachers
of RSBI school in Indonesia do not have a sufficient TOEIC score to be a RSBI
teacher. Some non English teachers only learn to improve English in short courses
and it seems that they still have problems in using English as the medium of
interaction in the teaching and learning process.
The interaction between teachers and students is also important because
without any interaction, teacher would not be able to transfer the teaching materials
perfectly. The ability of teachers to communicate with students also becomes an
important thing to consider. They will use some classroom languages, which are
defined as Teacher Talk (Ellis, 1985, as cited in Xiao-yan, 2006), to support the
communication process between teachers and their students. It is obvious that
classroom languages will be frequently used to gain some purposes, such as to
manage learning activities, to explain learning points, to move step by step from one
stage of a lesson to the next and many other purposes. These purposes are commonly
known as classroom language functions.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
According to Harmer (2007), “language function is a purpose people wish to
achieve when they say or write something. By performing the function, people are
performing an act of communication”. Language function is also used by teachers in
classroom when they are delivering learning materials. Spratt, Pulverness, and
Williams (2005) argue that in order to be able to manage the class well, teachers
should apply some classroom language functions which are frequently used in an
appropriate way, such as: instructing, explaining, conveying the meaning of new
language, narrating, correcting, eliciting, prompting, and checking learning. Besides,
Davies and Pearse (2000) also add some other classroom language functions such as
greeting, closing and giving feedback to students.
Considering this condition, the researcher will analyze the English classroom
language functions which are used by non English teacher and after that the
researcher also intends to discover the difficulties faced by the non English language
teachers especially in bilingual class. The researcher decides to conduct the research
in Biology class especially in tenth grade of RSBI class in SMUN 1 Sleman
Yogyakarta. The researcher chooses SMUN 1 Sleman Yogyakarta because this
school already developed RSBI curriculum for about 2 years. Knowing this situation,
the researcher decides that this school is appropriate to be used as a place to conduct a
research. By conducting this research, the researcher expects that the research
findings will be able to help the teacher in solving the problems that the teacher has
by providing some suggestions later.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
B. Problem Formulation
The problems of the research are formulated as follows:
1. What classroom language functions are applied by the Biology teacher of the
tenth grade of SMUN 1 Sleman Yogyakarta to deliver learning materials in
English?
2. What are the difficulties faced by the Biology teacher of the tenth grade of SMUN
1 Sleman in using the classroom language functions to deliver learning materials
in English?
C. Problem Limitation
The focus of the study is on the use of English in applying classroom
language functions by non English teacher in tenth grade. The researcher chose
Biology teacher as the research subject because the researcher considers that the
teachers in Biology class tend to be more often in using verbal explanation compared
with other science subjects, such as Physics, Chemistry and Mathematics. The other
focus of this study is the difficulties that the Biology teacher has in using classroom
language functions. As what Spratt et al. (2005) and Davies and Pearse (2000) say,
classroom language functions will cover some uses of language, such as greeting,
eliciting, conveying the meaning of new language, instructing, narrating, prompting,
explaining, checking learning, correcting, giving feedback and closing. After
discovering the answers, the researcher will try to discover the possible solutions in
order to help the Biology teacher in SMUN 1 Sleman Yogyakarta solve the problems
that she has.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
D. Research Objectives
This research attempts to discover the following aspects:
1. The classroom language functions which are applied by the Biology teacher of the
tenth grade of SMUN 1 Sleman Yogyakarta to deliver learning materials in
English.
2. The difficulties faced by the Biology teacher of the tenth grade of SMUN 1
Sleman in using the classroom language functions to deliver learning materials in
English.
E. Research Benefits
This study is expected to give benefits for:
1. The Biology Teacher
Hopefully, this finding will be able to help the Biology teacher to solve the
problems that the teacher has, especially in using classroom language functions in
English.
2. English Language Education Study Program Students
The research is expected to give some clear information for the non-English
teacher’s difficulties in applying classroom language functions in English. Thus, the
other English Language Education Study Program students are expected to go on
with other research on non English teachers’ difficulties in delivering their materials
in English.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
F. Definition of Terms
Below are the list of the terms that are used in this research and the definitions
of the terms:
1. Classroom Language Functions
In this study, classroom language functions refer to “the purpose for which
teachers and learners use language in the classroom” (Spratt et al., 2005). Harmer
(2007) also states that “language function is a purpose that a teacher wishes to
achieve when he says or writes something”. There are some classroom language
functions which are often used by teachers, those are: instructing, explaining,
conveying the meaning of new language, narrating, correcting eliciting, prompting,
and checking learning. In addition, Davies and Pearse (2000) state that there are still
some other functions of classroom language such as greeting, closing, and giving
feedback. Each of those aspects has its own functions. In this study the researcher
will analyze the use of classroom language functions including greeting, instructing,
explaining, conveying the meaning of new language, narrating, correcting eliciting,
prompting, checking learning, giving feedback and closing, which are used by the
Biology teacher in tenth grade class.
2. Biology Teacher
Biology teacher is the non English language teacher who was chosen as the
research participant in this study. According to Wikipedia.org (2009), “Biology is a
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
natural science concerned with the study of life and living organisms, including their
structure, function, growth, origin, evolution, distribution, and taxonomy.
3. SMUN 1 Sleman Yogyakarta
SMUN 1 Sleman Yogyakarta is one of the RSBI schools in Yogyakarta. It is
located in Jl. Magelang Km. 14, Mlati, Sleman Yogyakarta. The researcher chooses
SMUN 1 Sleman as the place to conduct this study because it is one of the RSBI
schools in Sleman regency which has bilingual class program, especially for the tenth
grade and eleventh grade In recent times, the bilingual classes are only for science
classes, such as chemistry, physics, mathematics and biology. SMUN I Sleman is a
state school which is also considered as school that has a good quality. It can be seen
from the achievements gained by its students compared to others public schools in
Yogyakarta, especially in Sleman regency.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses the theoretical description and the theoretical
framework. The theoretical description discusses some theories related to the study,
while the theoretical framework discusses most relevant theories which help the
researcher to answer the research problems.
A. Theoretical Description
The theoretical description consists of six parts, namely theories on (1)
Bilingual Classroom, (2) Language Functions Theory, (3) Classroom Language
Functions, (4) Teacher Talk, (5) Classroom Interaction of Second Language
Acquisition, (6)SBI Curriculum
1. Bilingual Education
The development of bilingual education in many countries increases rapidly
which is started from any grade of education. In the field of education, many schools
and universities in some developing countries have applied a program namely
bilingual classroom program. Bilingual education has been used to improve students’
language proficiency because they can learn language through subject matter.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
Mc Groarty (as cited in Murcia, 2001) defines her point of view about
bilingual approach. She states that
bilingual approach as one in which two languages are used as media of classroom instruction for the same group of students, so that students receive some of their instruction in one language and one in the other, with the nature and proportion of each language varying according to program type, instructional goals, and various contextual influences.
Some universities in India, as said by Ghosh as cited by Boey (1980), have
used bilingual education as a program to learn a language through subject matter.
This situation is the same as what is happening in Indonesia since many schools in
Indonesia also start applying bilingual program even though only for some particular
subjects in order to develop the students and teachers’ English language competence
as they are in a process of gaining SBI (Sekolah Berstandar Internasional) status.
Bilingual education has several positive effects for the learners who want to
develop their foreign language mastery. David as cited in Boey (1980), a researcher
who has examined the feasibility of bilingual program at the Central institute of
English and Foreign Languages, Hyderabad, discovers that “bilingual education
improves students’ proficiency in English slightly, without causing any subject matter
deficiency”. She also states that “a certain level of English language proficiency is a
prerequisite to the successful of participation in a bilingual education program”. Anne
also argues that there should be special prepared materials which were necessary to
be taught effectively on the selected subjects in English.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
Bilingual education seeks to develop the learners’ ability in their first
language while building both social and academic language proficiency in their
second language. This type of setting allows them to keep up academically with
others by way of first language instruction in the core curriculum until such time as
they have gained sufficient cognitive and second language development to allow
them an opportunity to succeed in their second language.
2. Language Functions Theory
Brown (1987) states that “the result of language learning is not simply in the
mastery of the forms of the language, but the mastery of the forms in order to
accomplish the communicative functions of language”. He adds that forms of
language generally serve specific functions. For example, “How much does it cost?”
is usually a form functioning a question, and “He bought a car” functions as a
statement.
Since the term function has been variously interpreted, Halliday (1973) as
cited by Brown (1987) uses the term to mean the purposive nature of communication,
and outlines seven different functions of language.
a. The first function is known as the instrumental function. Instrumental function is
the use of language to get things.
b. The second function is the regulatory function. People use regulatory function of
language in order to control other’s behaviors.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
c. The third function is the representational function. It is the use of language to
make statements, convey facts and knowledge, explain or report.
d. The fourth function of language is the interactional function. People use
interactional function of language in order to ensure social maintenance.
e. The fifth function of language is the personal function. People usually use this
function when they want to express feelings, emotion and personality.
f. The sixth function of language is the heuristic function, which is used to acquire
knowledge and to learn about the environment. Heuristic functions are often
conveyed in the form of question that will lead to answer.
g. The last function of language is the imaginative function. People will use
imaginative function to create imaginary system or idea. People use this function,
for instance, when they are telling fairy tales, joking or writing a novel, which
require their imagination to create a fantasy.
By knowing the functions of language, people are intended to be able to
recognize each of the language function. Halliday also would like to give information
to people so that people may know the basic theory of language functions and also its
description.
3. Classroom Language Functions
The seven functions of language which were stated by Halliday (1973) are
quite general, because they do not refer to any specific setting. Each of setting will
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
need a different language function. For instance, language functions which are used
by people who speak in traditional market are different with those students who
speak in office because the communication purposes are also different. That is why
it is important to classify language functions into its specific category based on its
setting. Those seven functions of language also cover some language functions
which are used in teaching and learning process with classroom as the setting. That
is the reason why teachers should be able to know which kind of language functions
are appropriate to be used when a teaching and learning process occur in class and
how to use them appropriately. As it is used in class, hence, the language function is
commonly recognized as classroom language functions. Classroom language
functions refer to “the purpose for which teachers and learners use language in the
classroom” (Spratt et al., 2005). So, the quality of language that teachers use will
effect on their understanding level towards materials that they share through the
arranged activities.
Spratt et al. (2005) and Davies and Pearse (2000) describe classroom language
functions that teachers often use during teaching and learning process occur as
follows:
a. Greeting and closing
After entering classroom, it is better for a teacher to greet students or ask
whether there are any absent students or not. The teacher greets students in the
beginning of the meeting by saying, for example: “Good morning. How are you
today?” or “How do you do?”, etc. In the end of the meeting, the teacher also says a
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
farewell or closing, for instance, ”See you tomorrow”, “That’s all for today”, “We’ve
run out of time. So…”, “I’m afraid it’s time to finish now”, etc. Based on the theory
of seven language functions stated by Halliday, this classroom language included in
interactional function since the function are to ensure social maintenance between one
and others.
b. Eliciting
According to Gower et.al (2005), “Eliciting is when a teacher brings out
students’ knowledge, suggestions and ideas. The teacher can do this by asking
questions and by encouraging and guiding”. While, Borich (1996) says that eliciting
has a similar meaning with probing which is done by questioning that immediately
followed by students’ response in order to ask for new information to extend or build
upon the student’s response and to redirect or restructure the student’s response in a
more productive direction. In relation to Borich’s statement, Spratt et al. (2005) state
that “eliciting is when teacher achieves information from students rather than giving
it to them”. Through eliciting, a teacher will be able to get the students involved and
interest, for instance, when a teacher asks a question to a student “Any question?”,
“Do you understand?”, “What can you see in the picture?”, “What do you think about
the story? Do you have any other opinion about the theory?” and many more.
One more important thing that a teacher can achieve by doing eliciting in class
is that the teacher will be able to get crucial information about what students already
know. It helps the teacher to avoid teaching what the students already know and helps
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
the teacher to assess how far the students are with them as they go through the lesson.
Besides, eliciting may become a way to increase the amount of students talk and help
students take responsibility for their own learning.
Language function which exists in this classroom language is heuristic
function. The aim of this function is to acquire knowledge. Eliciting has a main
purpose to gain information from students related to the clarity of teacher’s
explanation.
c. Conveying the meaning of new language
It is very often for students in every grade to meet confusion in finding the
meaning of a new word or phrase during the learning process. When this situation
happens, the teacher should help his students clarify the meaning. According to Spratt
et al. (2005), teachers need this function to explain a meaning of a word, phrase, or
new structures. This function can be applied by translating, giving demonstration, or
bringing an object into the class to be explained. Ridell (2003) suggests that those are
some activities that teachers may use to explain new meaning of language. Pictures or
any others actual object (realia) could be as media for teachers to facilitate them and
make them easier in conveying a new meaning of language. Teachers also may use a
mimic to explain a particular meaning and then let students guess what it is about.
By the time a teacher is conveying a meaning of a new language, it shows that
he is also applying a certain language function namely representational function. The
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
teacher not only shares his knowledge but also explain a meaning of a particular term
to his students.
d. Instructing
Instruction giving also becomes one important technique for a teacher to
acquire students’ attention when the teaching and learning process is taking place.
The example of this action is when a teacher is giving a command to his/her students
to do a particular activity (Spratt et al., 2005), for example, “Listen to me!” or “Open
your book on page 24!”
Ridell (2003) also provides some guidelines for successful instructions giving.
His suggestions are:
1) If students are getting confused with the teacher’s instructions, the teacher should
adjust his language as he speaks to be more understandable.
2) In the middle of giving instructions process, the teacher has to make sure that his
students are paying attention at him.
3) Once the teacher’s instructions are over, he is supposed to tell his students to begin
and they should check whether everyone is doing the activity correctly or not.
Through these guidelines, teachers are intended to be able to give their
instructions clearly and effectively by using a different way of instructing with some
specific situations given. In addition, based on the theory of language functions,
giving instructions is included in instrumental functions because the purpose is to
give a command or to get things done.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17
e. Narrating
Narrating can be one example of language function which is considered as
imaginative function since the speaker will use his imagination in telling his story. In
the language classroom, sometimes, a teacher feels that he should tell a particular
story or experience to his students in order to provide a real explanation so that the
students are able to imagine the concept being explained. This kind of method is
called as narrating. Spratt et al. (2005) state that this function is the same as telling a
story that has happened in the past in a chronological order.
There are some requirements which teachers should know when they are
narrating a story as described by Knapp and Watkins (2005). When sequencing
people and events in time and space, narrating typically uses action verbs, such as
went, ate, slept, etc and also temporal connectives, such as after, when, and, then,
therefore, next, etc.
f. Prompting
There is a big possibility for learners to have a problem with their memory
system or they may forget to do a particular activity in a right way, so that teachers’
role is needed to guide them. Spratt et al. (2005) describe that a teacher may give a
clue to the learners to help them in memorizing words or difficult idea so that they
will be able to understand or do a particular task.
The teacher can use three categories of prompts to shape the correct
performance of the learners as said by Borich (1996). Those three categories are:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18
1) Verbal Prompts
Borich (1996) says that verbal prompts can be in the form of cues, reminders,
or instructions to learners that help them perform correctly the skill teachers are
teaching. For example, saying to a first grade student of elementary school as he is
writing, “Leave a space between words,” reminds him what the teacher previously
said about neat handwriting. Verbal prompts also help guide the student to connect
performances and prevent mistakes and frustration.
2) Gestural prompts
Gestural prompts are related to any model or demonstration of a particular
skill that a teacher wants his students to perform (Borich, 1996). For example, there
are students and teacher who are to make point to the fine adjustment knob on the
microscope. Then, the teacher makes a turning gesture with his hand.
3) Physical prompts
Borich (1996) says that teacher may use physical prompts when he finds a
student who has a lack ability of following a demonstration which is being told and
also the action being modeled. For example, a teacher might verbally describe how to
form the letter “A” correctly. In such a case, the teacher might use his hands to guide
student’s hand as he is writing. Through physical prompt, the teacher uses hand-over-
hand assistance to guide the student to correct performance.
In the verbal prompts, the teacher reminds the students by uttering an
instruction. Based on the theory of language functions spelled out by Halliday, every
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
19
utterance which is aimed to make a kind of instruction is considered as instrumental
function of language. For this reason, prompting belongs to instrumental function.
g. Explaining
Most of teachers use this technique to clarify a certain question or theory to
their students. Besides, teacher also uses this language function to explain to students
how to do an activity, how to organize a project they are doing and to clarify the
meaning of vocabulary or a particular concept (Spratt et al., 2005). Wragg (1984)
shows that explanation has three main orientations, they are to answer a question
started by what, which is known as interpretive explanation; how and where, which
is known as descriptive explanation and the last is why, which is known as reason –
giving explanation. For instance, there is a teacher who gives an explanation about
narration to his students by saying, “In a narration, we write an event
chronologically” or “A topic sentence in a paragraph is a sentence that contains the
main idea of a paragraph”.
According to Harmer (2003), one of the clearest ways of explaining the
meaning of something is to show it. For example, when a teacher holds up a map of
West Java, he should point to it while saying “This is the map of West Java”, its
meaning will instantly clear. Harmer also adds if teachers want to explain a particular
action they may use mime. For example, when a teacher wants to explain someone
who is running, they may mime someone running. At other times they are allowed to
use gesture as well as mimic.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20
Based on the theory of language functions formulated by Halliday, giving
explanation can be categorized as representational function. According to Halliday
(1973) as cited by Brown (1987), representational function has a purpose to convey
facts or explain a particular thing.
h. Checking learning
The teacher needs to check the learners’ understanding especially after
teaching new vocabularies, concept, theory, or after giving a summary of materials
which have just been given before (Spratt et al., 2005). They also state that the
teacher may use concept questions to check learners’ understanding.
Borich (1996) also states that “reviewing and checking at the beginning of the
lesson are also the most efficient and timely ways of finding out if their students have
mastered task-relevant prior knowledge sufficiently to begin a new lesson: if not then
teachers may repeat the explanation of the missing content”.
One alternative way of checking students’ understanding is by questioning
them. After that, teacher will be able to decide the next step of leaning because it is
impossible for a teacher to continue explaining the materials while some students are
still in confusion. In this classroom language, the teacher employs heuristic function.
i. Correcting
When a teacher is correcting his students’ mistake, he should show his
students that something is wrong and that his students have made a mistake.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21
According to Ridell (2003), “mistakes are part of the learning process as such should
be treated positively, assuming that students probably will learn from their mistakes
and not to repeat them again”. So, when a teacher corrects students’ mistake, it is also
a chance for a teacher to measure his students’ understanding
Ridell (2003) states that there are three kinds of corrections based on the
subject who gives the correction; those are teacher correction, self correction, student-
to-student correction (peer correction). In this part, the focus is on the teacher
correction method.
A teacher should make an effort to correct students’ mistake through a
particular way by motivating them without making his students losing their
enthusiasm. Thus, a teacher may use such an expression as “Great effort, but you still
need more practice with these words”, “Go ahead, you were almost right.” Besides,
the teacher needs to make a correction so that the students are able to know how the
mistake could happen and in which part that a mistake occurs (Spratt et al., 2005), for
example, “You still have some troubles with pronunciation”.
Teachers may employ facial gesture, facial work, verbal prompts etc, to help
with correction, such as “Again” or ”Sorry?” or a gesture for the student to stop their
sentences, thus indicating a problem. By asking student to repeat his/her answer, it
means that teacher uses instrumental function of language. However, he also applies
representational function when he explains the correct answer to the students.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
22
j. Giving Feedback
In order to reinforce students’ performance, the teacher needs to give them
feedback. This function of language is also aimed to motivate students and appreciate
their courage in producing a particular action. For example, “That’s interesting,
Maria. Very good.” While a teacher is giving feedback to a student, he also shares his
opinion based on what his student did. In this case, the teacher employs personal
function of language.
4. Teacher Talk
a. The definition of Teacher Talk
Based on Longman Dictionary of Language Teaching and Applied Linguistics
(Richards, 2009), Teacher Talk is defined as “the variety of language which is
sometimes used by teachers when they are in the process of teaching”. Ellis (1985) as
cited in Xiao-yan (2006) adds that “teacher talk consists of classroom languages that
already been simplified by teachers to address L2 learners”. When the language has
already been simplified, teachers hope that it can be easily understood by the students
and the students will be able to learn a new linguistic property such as tenses and
verbs. From that point of view, teacher talk is considered as a communicative activity
which is aimed to communicate with students and it can be employed to develop
students’ foreign language proficiency.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23
b. The roles of Teacher Talk in managing classroom
Teachers need some media to transfer their knowledge to students and also to
manage classroom. Based on Qican (1999) as cited by Xiao-yan (2006), “teacher talk
is used in class when teachers are conducting instructions, cultivating their
intellectual ability and managing classroom activities”. There are still some other
functions of teacher talk. Nunan (1991) as cited by Xiao-yan (2006) also pointed out
that “teacher talk is important not only for the organization of the classroom but also
for the processes of acquisition”. It is important for the organization of the classroom
because it is through language that teachers either succeed or fail in implementing
their teaching plans.
c. The functional features of teacher talk
Since teacher talk also contains some classroom languages employed to
communicate with learners, hence, it is needed to categorize some functional features
of teacher talk.
Those features are:
a) Teacher’s questions
Richards and Lockhart (2000) as cited by Xiaou-yan (2006) says that
“questioning is one of the techniques which are frequently used by teachers and
serves as the principal way in which teachers control the classroom interaction”. In
addition, in some classrooms, over half of class time is taken up by question-and-
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
24
answer exchanges. Some classroom languages which are frequently used to question
students or to get students’ response are greeting, eliciting and checking learning.
b) Teacher’s feedback
In language classrooms, feedback on a students’ spoken language may be a
response either to the content of what a student has produced or to the form of
utterance. “Teachers need to motivate their students learning progress in order to give
them evaluation of the students’ response” (Cook, 2000, as cited in Xiaou-yan, 2006).
Feedback can be given by means of praise or by any relevant comment (Richards, J.
and Lockhart, 2000). This technique also employs one of the classroom language
functions namely giving feedback, which is aimed to motivate and encourage
students after they do a certain performance.
5. The Role of Interaction in Bilingual Class
An interaction between teachers and learners is an important event when a
teaching and learning process happens in classroom. According to Lier (1988, as
cited in Xiao-yan, 2006),” interaction is essential for the process of second language
acquisition through participation in speech events, which is, talking to others, or
making conversation”. In bilingual class, when students are supposed to acquire a
foreign language from each other including their teachers, interaction roles as the key
of a successful acquiring process.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
25
Doughty and Long (2003, as cited in Leily, 2006) mention that there are two
types of evidence in the environment that foster acquisition, those are positive and
negative evidence. Positive evidence is the well-formed sentences or models in which
learners are exposed to, and negative evidence is the type of information which is
given directly or indirectly to the learners when they make an incorrect form in their
interactional exchange (Long, 1996, as cited in Leily, 2006). In this case, teachers
should be a positive evidence for their students. The teacher should be able to give a
correct model for the students when the teacher is explaining something through L2.
Now it is apparent that the correct form of classroom language functions used in
classroom affects the nature of interaction and also the process of L2 acquisition.
6. SBI (Sekolah Berstandar Inernasional) Curriculum
Suyanto, the General Director of Management of Basic and Intermediate
Education (Dikdasmen), as cited in KOMPAS (2010), declares that international
standard school has been assigned in National Education System Law (UU Sisdiknas)
in article 50, verse 3. A particular school can be considered as an appropriate
international standard school if it has an active, creative, attractive and effective
teaching and learning process. According to Suyanto (2008), a school that uses SBI
curriculum should be able to emphasize the development of creativity and innovation
to discover a possibility of new inventions related to science and technology. That is
why any SBI should also employ international curriculum. Chodidjah (2009), a
British Council education advisor, adds that SBI school is a national school which
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
26
adopts international standard curriculum. If it is so, then the school output will have
an excellence national and international quality, whether it is related to their
cognitive, affective or psychomotor aspect.
B. Theoretical Framework
This study is conducted based on some theoretical concepts which are aimed
to help answering two research problems namely 1) What classroom language
functions are applied by the Biology teacher of the tenth grade of SMUN 1 Sleman
Yogyakarta to deliver learning materials in English?, and 2) What are the difficulties
faced by the Biology teacher of the tenth grade of SMUN 1 Sleman in using the
classroom language functions to deliver learning materials in English?
In order to answer the first research problem, the researcher employs the
theories of classroom language functions by Spratt et al (2005). The theory of
classroom language functions is employed to provide the explanation about what
classroom language function is and how to apply it appropriately. After that, the
researcher employs that theory to observe the Biology teacher when the teacher is
teaching in bilingual class.
Since the focus of this study is the use of English while using classroom
language functions in non English language class, hence, the researcher employs the
theory of teacher talk to support the statement that classroom language functions is
important. This statement is supported by Nunan (1991, as cited in Xiao, 2006) who
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
27
says that it is through language that teachers either succeed or fail in implementing
their teaching plans.
The theory of classroom interaction in bilingual class is used in order to
support an idea that the usage of classroom language functions in bilingual class is
essential for the process of second language acquisition through participation in
speech events, which is, talking to others, or making conversation (Lier ,1988, as
cited by Xiao-yan, 2006). In RSBI schools, the teachers should be able to make a
good interaction with the students by using English as the target language. The
purpose is to enable them to compete both nationally and internationally (Chodidjah,
2008).
Afterwards, in order to be able to answer the second research problem, which
is to discover the Biology teacher’s difficulties in using classroom language
functions, the researcher employs the theory of classroom language functions as the
basic theory and information to assess teacher’s language.
After discovering the first and second research problem, the researcher intends
to provide some suggestions which discuss the best way of learning for non English
teacher. In addition, the researcher also employed the answer of the first and second
problems as a basic reference to formulate some suggestions.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
28
CHAPTER III
METHODOLOGY
This chapter presents detailed information about the research methodology
used to answer the questions stated in chapter I. The discussion involves the research
method, research participants and setting, research instruments, data gathering
techniques, data analysis techniques, and research procedures.
A. Research Method
In carrying out the study, the researcher applied the qualitative approach. A
qualitative approach is described as an approach which is used to gather data
systematically, but the data is purely descriptive, and therefore not numerical
(Sprinthall, 1991). In this research, the data collected are in the form of words or
picture rather than number. The data included interview transcript, fieldnotes,
photographs, personal documents, memos, and other official records about the non
English teacher’s difficulties in SMUN 1 Sleman Yogyakarta.
The research aimed to describe what classroom language functions applied by
the non English teacher, in this case was the Biology teacher, in SMUN 1 Sleman
Yogyakarta as one of senior high schools that was still in preparation towards
international standard school. Thus, the researcher adopted descriptive research as its
method.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
29
Further, Hopkins (1976) states that “descriptive research is generally used to
classify procedures used to generate knowledge by studying conditions as they
currently exist”. Similarly, Ary et. al. (1985) support this idea by stating that
descriptive research is concerned with conditions or relationships that exists; practices that prevail; beliefs, point of view, or attitudes that are developing; processes that are going on; effects that are being felt; or trends that are developing.
Since research study also concerns with a particular process that is going on,
hence, the researcher analyzed the biology teacher while the teacher was conducting
teaching and learning process by using classroom language functions in English. This
research also aimed to discover the use of English in classroom language functions
which were applied by the tenth grade Biology teacher of SMUN 1 Sleman
Yogyakarta in delivering materials in English as part of their preparation to teach in
SBI school. The next problem to solve was to discover the difficulties faced by the
Biology teacher of SMUN 1 Sleman in using the classroom language functions to
deliver materials in English.
B. Research Participant
The participant of the research was the Biology teacher of SMUN 1 Sleman
Yogyakarta who taught grade tenth students by using bilingual as the medium to
deliver the learning materials. In addition, the researcher also interviewed the head of
curriculum development staff of SMUN 1 Sleman Yogyakarta to gather the
information about the development of RSBI in that.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
30
C. Research Instruments
In this study, three instruments were used to collect the data. They were described
in the following parts.
1. Observation Checklist
In this study, observation checklist was the main research instrument. Hopkins
(1976) says that one of the ways to obtain data is by organizing a direct observation
and observation checklist can be an instrument to gain data. The researcher employed
direct observation to discover what classroom language functions applied by the
Biology teacher of grade tenth together with the difficulties possessed by the teacher.
Ary et al (1985) said that a researcher should do some preliminary steps before
conducting a direct observation, such as selecting the aspect of behavior to be
observed and defining the chosen category clearly. Here, the researcher provides the
observation checklist which is used to observe the research participant.
Table 3.1 Observation Checklist`
The Occurrence of Classroom Language Functions in Biology Class, 10th Grade
No. Classroom Language Functions
Observation
First Second Third Fourth Fifth Sixth 1. Greeting 2. Eliciting
3.
Conveying the meaning
of new language
4. Instructing 5. Narrating
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
31
No. Classroom Language Functions
Observation
First Second Third Fourth Fifth Sixth
6. Prompting 7. Explaining
8. Inquiring students
9. Checking learning
10. Correcting
11. Giving feedback
12. Closing
2. Interview Guidelines
The next instrument used in this study was an interview guideline. Since this
research was focusing on one participant, the researcher employed in-depth interview
in obtaining the data. Boyce and Neale (2006) state that “in-depth interview is a
qualitative research technique that involves individual interviews with a small
number of respondent to explore their perspective on a particular idea, program or
situation”. In addition, Ary et al (2002) state that there are two basic types of
questions which were used in an interview according to the nature of the response
desired from the respondents. They were open-ended and closed questions. In order
to be able to answer the first and second research questions, the researcher used open-
ended questions because it permitted a free response from the respondents to answer
rather than restricting the response to a choice from among stated alternatives (Best,
1970). The researcher used Indonesian to interview the Biology teacher, such as
“Kalau pada saat memasuki kelas apakah ibu sudah menggunakan greeting dalam
(Continued)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
32
bahasa Inggris?”, “Apakah ibu menggunakan bahasa Inggris untuk memberikan
perintah kepada siswa?”, “Apakah ibu pernah menggunakan bahasa Inggris pada
saat menceritakan suatu peristiwa atau kejadian?” The participant was free to
respond from their own view and the answers should be based on what they felt and
experienced related to the problems which were being concerned. He also added that
the important point of an open ended question was that the writer as the interviewer
should gain the rapport or establish a friendly relationship with the subject or
interviewees.
3. Fieldnotes
The last instrument used in this research was fieldnotes. According to Biklen
and Bogdan (1992), “fieldnotes is the written account of what the researcher hears,
sees, experiences, and thinks in the course of collecting and reflecting on the data in
a qualitative study”. The researcher employed fieldnotes to compare and complete
the data obtained from the interview and observations. In this study, the researcher
wrote fieldnotes while observing the class and when the Biology teacher was
conveying learning materials. There is an advantage of using fieldnotes as a research
instrument as what Biklen and Bogdan (1992) state that “fieldnotes help the
researcher to keep track of the development of the project to visualize how the
research plan has been affected by the data collected”.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
33
D. Data Gathering Technique
In conducting this qualitative research, the researcher employed two major
techniques to gather the data needed. The techniques were observation and interview.
The interview was conducted twice. The first interview was conducted on February
4th, 2010. The aim of the first interview was to get the information about what
classroom language functions which were used by the Biology teacher. The second
interview was conducted on April 1st, 2010 and the aim was to get any data about the
difficulties that the teacher had in applying classroom language functions in bilingual
class.
Both of the interviews were conducted after the teaching and learning activity
so it did not disrupt the interviewee’s routines and the researcher had made a special
appointment with the participant. Before conducting the interview, the researcher as
the interviewer stated the purposes of this research and why the researcher chose
biology teacher as the participant. The questions must be made as briefly as possible
if no then the questions could bias the participant’s answer. The participants could
give information as many as possible during the interview process and the questions
given also could be added if it was needed. The result of the interview was recorded
both in a MP3 player and also written down on the paper as a note. The data obtained
in the interview I were used to answer the research question number 1, meanwhile,
the result of interview II were used to answer second research question, which was
the Biology teacher’s difficulties in applying classroom language functions in
English.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
34
As stated before, in order to complete the data, the researcher also conducted
observations in X1 class until X6 class when there is a Biology class. The reason of
why the researcher used observation as a data gathering technique is that because
observation provides more objective information related to the research topic
(Hancock and Algozone, 2006).The results of the observations were transcribed in a
form of observation sheets and fieldnotes which were used to support the data to
answer the research problem.
In this study, the researcher also employed video recorder during the
observation. The purpose was to crosscheck the data obtained from the fieldnotes.
Besides, it was also used to complete the data to make them more reliable. In
addition, some points which were missed from the observation were added by
watching the result of the video recording and vice versa.
Related to that data completion process, there are some other benefits that the
researcher may get since the researcher employed video recorder during the
observation as stated by Marshall and Rossman (1989). They state that “research-
filming is a powerful tool for inquiry into past events. Film has the unique ability to
capture visible phenomena objectively”.
E. Data Analysis Technique
In order to address the first research problem, the researcher used some steps
to analyze the data obtained from the first interview and observations. First, since the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
35
data were also in form of recording materials, the researcher analyzed them by
listening to the recording for several times after obtaining the data from the first
interview. Second, the researcher filled the interview questions which had been
prepared before and also made an interview transcription. Third, the researcher
categorized the interview results using the technique of data analysis suggested by
Bogdan and Biklen (1982) which is called as coding categories. They say that coding
categories could be carried out by separating data that have been collected by
researcher and grouping each of the data based on a certain topic. The researcher used
the following table to categorize the first interview result and interpret the result to
know what classroom language functions which were already used by the Biology
teacher. The table will facilitate the researcher to analyze the findings because there
are teacher’s statements over the use of each classroom language functions.
Table. 3.2 The Categorization of the First Interview Results with the Biology Teacher, 10th Grade
No.
Interview Transcription
Classroom Language Functions
Interview Interpretation on the
Use of CLF by the Biology Teacher
1. Greeting
2. Eliciting
3. Conveying the meaning of new
language
4. Instructing
5. Narrating
6. Prompting
7. Explaining
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
36
After categorizing the data obtained from the first interview, the fourth step
was analyzing the observation results together with the video recording and then
crosschecked them with the first interview findings. Before conducting the
observations, the researcher had made an observation checklist as it was shown in the
following table. This table was used to sign what classroom language functions used
by the Biology teacher.
Table 3.3 The Use of Classroom Language Functions
in Biology Class, 10th Grade
No. Classroom Language
Functions
Observation
First Second Third Fourth Fifth Sixth
1. Greeting
2. Eliciting
4. Conveying the meaning of new language
6. Narrating
7. Prompting
No.
Interview Transcription
Classroom Language Functions
Interview Interpretation on the
Use of CLF by the Biology Teacher
8. Inquiring students
9. Checking learning
10. Correcting
11. Giving feedback
12. Closing
(Continued)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
37
No.
Classroom Language
Functions Observation
First Second Third Fourth Fifth Sixth
8. Explaining
9. Checking learning
10. Correcting
11. Giving feedback 12. Closing
( + ) : teacher used classroom language function in English. ( - ) : the teacher did not use the related classroom language functions in English. ( ± ) : means the teacher used both English and Indonesia to apply classroom
language functions.
Fifth, the researcher transcribed the data discovered from the observation and
then combined them with the teacher’s statement obtained from the first interview to
support the findings. The theory which was utilized so as to address the first research
problem was the theory of the classroom language functions.
In order to address the second research problem, the researcher employed four
steps to analyze the data obtained from the second interview, fieldnotes and also
observation. As the first step, the researcher transcribed the results of the second
interview. The second step was categorizing the second interview result and also
interpreting the data gained from the second interview. This step was the same as
what the researcher used to answer the first research problem. The researcher also
employed coding categories as what Biklen and Bogdan (1982) state to categorize the
data into a certain topic.
(Continued)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
38
The researcher used the following table to cluster the second interview results.
This table will facilitate the researcher to analyze the data to answer the second
research problem.
Table. 3.4 The Categorization of the Second Interview Results with the Biology Teacher, 10th Grade
The third step was transcribing the data gained from the second interview,
fieldnotes, and also from the observations which dealt with the difficulties faced by
the Biology teacher in applying classroom language functions. The underlying theory
of the second research problem was the theory of classroom language functions.
No.
Interview Transcription
Classroom Language Functions
Interview Interpretation on the Difficulties Faced by the Biology Teacher
in Applying CLF 1. Greeting
2. Eliciting
3. Conveying the meaning of new
language
4. Instructing
5. Narrating
6. Prompting
7. Explaining
8. Inquiring students
9. Checking learning
10. Correcting
11. Giving feedback
12. Closing
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
39
Since this study was employing qualitative data, hence, the analysis was
working with data, organizing it, breaking it into manageable units, synthesizing it,
searching for patterns, discovering what is important and what is to be learned, and
deciding what the researcher will tell others (Bogdan and Biklen,1982). The data
obtained in the interview I were used to answer the research question number 1,
meanwhile, the result of interview II were used to answer second research question,
which was the Biology teacher’s difficulties in applying classroom language
functions in English.
The researcher employed some methods to evaluate the data in order to
increase both validity and reliability of the data which were going to be analyzed.
Patton (1980) said that by using a variety of sources and resources, the observer can
build on the strengths of each type of the data collection while minimizing the
weaknesses of any single approach. This step was also intended to know whether the
observation findings were right or wrong based on the teacher’s answer in the
interview.
F. Research Procedure
In brief, the writer conducted several main procedures in attaining the
objectives of the research. Firstly, the researcher selected problems for the study.
After obtaining the problems which are needed to solve, the researcher attempted to
discover some theories related to the research problems. After that, the researcher
chose to conduct the research in SMUN 1 Sleman Yogyakarta as one of the senior
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
40
high schools in Yogyakarta that opens a bilingual class program especially for tenth
grade. The next step was gaining the access to SMUN 1 Sleman, Yogyakarta.
Afterwards, the researcher conducted some observations there. Before asking
permission to SMUN 1 Sleman Yogyakarta, the researcher asked permission to
Kantor BAPPEDA Yogyakarta. Afterwards, the researcher continued to ask
permission to SMUN 1 Sleman Yogyakarta to conduct the research in that school.
After getting the permission to conduct the research, the researcher learned the
situation or condition in SMUN 1 Sleman Yogyakarta, including the teachers, the
students, the environment and the facilities there. It was needed to get closer to the
participants so that it would make the researcher easier to conduct the research.
Then the researcher conducted a direct observation in Biology class of tenth
grade, started from class X1 until X6. The researcher observed the teaching learning
activities especially in Biology class. The researcher observed and recorded the whole
phenomena which happen in the class in the form of note and also by using video
recorder. Afterwards, the researcher did the in-depth interview to the teacher to gather
the data. Once all of the data were already collected, the researcher started to analyze
them and also interpret them so that it formed some results which are the answers of
the research questions.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
41
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
In this chapter the researcher would discuss the answer of the research
questions as stated in chapter I. The research questions were: (1) What classroom
language functions are used by the Biology teacher in tenth grade of SMUN 1 Sleman
Yogyakarta to deliver learning materials in English? (2) What are the difficulties
faced by the Biology teacher of tenth grade in SMUN 1 Sleman to deliver learning
materials in English? To answer those questions the researcher would provide the
answers and discussion based on the data collected.
A. Classroom Language Functions Used by the Biology Teacher in Tenth grade
of SMUN 1 Sleman in Delivering Materials in English
This section discussed the findings to answer the first research problem which
was the classroom language function used by the Biology teacher in delivering
learning materials by using English in bilingual class. The table on the following page
was the findings of this study describing classroom language functions used by the
Biology teacher while conveying learning materials in English.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
42
Table 4.1The Findings on the Use of Classroom Language Functions
In Biology Class, 10th Grade
No. Classroom Language Functions
Observation
First Second Third Fourth Fifth Sixth
1. Greeting - - - - - -
2. Eliciting - - - - - -
3.
Conveying the meaning
of new language
- - + - - -
4. Instructing - ± - - - -
5. Narrating - - - - - -
6. Prompting - - - - - -
7. Explaining - + + - - ±
8. Checking learning + + + + - -
9. Correcting - - ± - - -
10. Giving feedback - + - - - -
11. Closing - - - - - -
( + ) : teacher used classroom language function in English. ( - ) : the teacher did not use the related classroom language functions in English. ( ± ) : means that the teacher used both English and Indonesia to apply classroom
language functions.
a. Greeting
Table 4.1 showed that from the first until the sixth observation the teacher
never used English to greet students. From the fieldnotes, the researcher discovered
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
43
that the teacher always used Assalamualaikum Wr. Wb. when she opened the lesson.
Then, the teacher continued by asking whether or not there are any absent students by
saying, “Who is absent today?” However, this English question was only used by the
teacher on the first observation. In the second until sixth observation the teacher
always used bahasa Indonesia, for example “Siapa yang tidak masuk hari ini? or
“Sudah masuk semuanya?” The teacher rarely used English because it already been
her habit to always use Indonesian in greeting the students.
b. Eliciting
Table 4.1 showed that the teacher did not elicit any information from students
by using English. However, the researcher found that the teacher used some words in
English and combined with Indonesian sentence, for instance, “Ikan apa saja
contohnya yang bisa digunakan untuk bio- indicator?” (second observation).
Through this question, the teacher was able to acquire some responses from the
students as additional information. In the other observation the teacher tended to
employ Indonesian in eliciting information from students, such as “Bagaimana cara
memutus daur hidup cacing pita? Tau engga?” (sixth observation). The purpose of
this question was to elicit students’ opinion. Some other examples of the use of
Indonesian when the teacher elicited students response was “Reptil apa hayo? Yang
ovovivipar contohnya apa? ”(fourth observation), “Apa itu saccus pneumaticus?”
(third observation). The whole eliciting questions were used when the teacher was
explaining the main learning materials and the function was to give students chance
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
44
to speak and convey their opinion. Besides, by eliciting students’ opinion, the teacher
was also able to get students involved and interest to the materials which were being
discussed.
c. Conveying the meaning of new language
According to Spratt et al. (2005), the function of this classroom language is to
explain the meaning of a certain word, phrase or structure. Table 4.1 showed that the
teacher used English in conveying the meaning of new language was only in the third
observation. The teacher said, “Polikiothermic is cold blood. Homokiothermic is hot
blood.”
In the other observations the researcher discovered that the teacher often used
Indonesian to convey the meaning of a certain biology term. For example, “Corda
dorsalis adalah tali pada tulang belakang”, “Apa itu saccus pneumaticus? Anda
pernah dengar kantong udara? Pundi-pundi hawa? Nha, itulah saccus pneumaticus.”
(Both of the questions were found in the third observation), “Anterior dorsal itu apa?
Sirip depan.”The teacher tried to convey a meaning of a Biology term by asking a
question to the students and then answer it by herself (second observation). It took
time for the teacher if she had to use English directly to convey a meaning of a new
term. Most of the time, the teacher prefer using Indonesia to English. The teacher
used Indonesian because she asked the students spontaneously and she did not know
how to translate such terms into English.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
45
d. Instructing
Table 4.1 showed that the teacher did not use English in giving instruction to
the students. However, based on the second observation, the teacher combined
Javanese with English sentence. The teacher said, “Angga, please repeat
answer…sopo iki…Rani!” Actually, she wanted to ask Angga to repeat Rani’s answer
but the English sentence that the teacher used was incorrect. The correct form should
be “Angga, please repeat Rani’s answer!” or “Angga, could you please repeat Rani’s
answer?”
In the first until sixth observation the teacher used Indonesian to instruct some
students, for example, in the observation I the teacher said, “Mbak mbak, dibaca yang
keras!” The teacher preferred to use Indonesian in instructing some students to be
quiet because the class was so noisy while there was a group of students who was
organizing a presentation (second observation). The teacher said, “Sssst..lainnya
diam!” In the third until sixth observation the teacher also discovered the use of
Indonesian by the teacher to instruct the students. The teacher said, “Silakan berdiri
di depan kalau kamu belum siap!” (third observation), “Tolong ini viewer nya
digulung aja!” (sixth observation), “Lainnya mbok memperhatikan, kok malah asik
sendiri!” (fifth observation), “Ayo dipercepat, waktunya nanti habis!” (fourth
observation)
The observation results showed that the teacher always used Indonesian to
instruct students to do a particular thing. The researcher concluded that the teacher
had a difficulty to make an instruction especially by using English spontaneously.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
46
e. Narrating
Based on Table 4.1, the researcher did not find any classroom language which
was used by the teacher to tell a story or experience in English. However, the
researcher discovered one finding that the teacher used Indonesian to tell a past story
about how Necator Americanus worm which could enter someone’s body through his
or her pore. The teacher said, “Kalau orang zaman dulu itu kan nyeker. Tau nyeker
ta? Iya, tidak memakai alas kaki. Jadi cacing pita itu bisa masuk ke pori-pori kulit
karena sangat kecil” (sixth observation).The teacher narrated a past story to give a
clear description of Necator Americanus’s way of living to students.
f. Prompting
Table 4.1 showed that the teacher never used English in prompting students.
In this study, the researcher only found two significance evidences that the biology
teacher used Indonesian in prompting students. The teacher used verbal prompting to
help students remember a phrase because they seem to have a difficulty to remind it.
Both of the evidences were found in the observation I. The first one was when the
teacher said, “5 kelas yang termasuk vertebrata itu apa saja? Amphibia, terus? reptil,
Pisces, aaaaavv…aves, terus ,mamalia.” The second evidence was also found in the
first observation. The teacher said, “Nah, yang Pisces itu kan ada Agnatha, trus yang
kedua itu ada placooo…placodermic.” The other one was when the teacher said, “Itu
tadi lho, mbak, ectoo….ectoderm, mesoderm dan endoderm” In these three
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
47
sentences the teacher pronounced the word aves, placodermic, and ectoderm with a
long pressure in the initial part of the words to make the students remember those all
words. In the other observations the teacher did not find any other evidence of
prompting.
Since the teacher always uses words to prompt students, hence, it can be
called as verbal prompt. Borich (1996) states that verbal prompts can be in the form
of cues, reminders, or instructions to learners that help them perform correctly the
skill teachers are teaching.
g. Explaining
From table 4.1, it was clear that the teacher employed English language to
explain a particular theory or to answer students’ question in the second and the third
observation. Based on the result of the second observation, the teacher said,
“Polikiothermic, the same as cold blood. Temperature body is adaptation of
environment.”After that, the teacher repeated the explanation with Indonesian to
make the meaning more understandable. The teacher said, “Jadi, suhu tubuhnya
berdaptasi dengan lingkungan.” In the third observation, the teacher said,
“Polikiothermic is cold blood. Homokiothermic is hot blood. Body temperature is
konstan ya?” The researcher also discovered that the teacher was hesitant with her
ability in using English. So, the teacher used the word “Ya?” in the end of the
sentence while staring at one of the students in order to know whether the English
that the teacher used was correct or not.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
48
In the other observation, the researcher also discovered that the teacher
combined English and Indonesian in one sentence to explain a particular theory. The
researcher discovered this finding in the fourth observation. The teacher said,
“Memang untuk Plathyhelminthes belum punya anus, sehingga system diggestingnya
atau sistem pencernaannya belum sempurna, no perfect yet.” The teacher used
English to translate some phrase into Indonesia so that the students were able to
understand the meaning.
In the other observations the teacher used Indonesian to explain the learning
materials to the students, for instance, “Yang ekto, endo, meso tadi kan tiga
lapisannya. Yang endoderm tadi berkembang jadi alat gerak tubuh, yang ectoderm
jadi kulit dan rambut, lalu yang mesoderm menjadi rongga tubuh” (first
observation), “Cungur bebek itu mamalia yang punya paruh, bertelur juga.” (sixth
observation), “Ular bisa merusak ekosistem dan jaring –jaring makanan. Tokek bisa
menguntungkan dan merugikan” (fifth observation).
h. Checking Learning
A teacher should know whether the students already mastered the materials or
not after conveying new learning materials. Hence, a teacher needs to use a classroom
language in order to check students understanding. This classroom language is
commonly known as checking learning and it could also be done in the early part of
the meeting. Table 4.1 shows that the Biology teacher used English to check students
understanding in the observation I, II, III, and IV. Based on the observation I, the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
49
teacher used some English classroom languages to check students understanding such
as, “What’s the mean corda dorsalis, Indra?”, “What’s mamalia?”, “So, fertilization
internal or external?”
In the second observation, the researcher discovered some related classroom
languages, such as “What is a reproduction system of the reptile?”, “What is the
meaning polikiothermic?” and “Do you understand?” In the third observation and
fourth observation the researcher also discovered some English classroom languages
used by the teacher to check the students understanding, such as “What are the
different polikiothermic and homoiothermic?”, “What are chambered heart of Pisces
and Amphibi? How many?”, “What kind classification of Pisces?”, “What different
Agnatha and Placodermic?”,”What is the function saccus pneumaticus?”.
i. Correcting
Table 4.1 showed that the teacher tended to use Indonesian to remind students
that they had just made a mistake after they answered a question or conveyed an idea.
In the observation I the teacher corrected one of the students’ mistakes in stating a
term. The teacher said, “Itu tadi yang bener Posterior, bukan Posterio” In the second
observation the teacher made a correction to a group of students after they organized
a presentation. The group presented a wrong statement during the presentation, and
then the teacher said, “Tadi sebenernya untuk Pisces yang bener ada 4 kelas”. In the
other observation the researcher also noted that the teacher used Indonesian to correct
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
50
students’ mistake in pronouncing a biological term, for example, “Itu tadi bacanya
bukan semosensory ya, tapi kemosensory” (fifth observation)
However, the researcher found a teacher statement in correcting students’
mistake by using English combined with Indonesian was in the third observation. The
teacher said, “Role harmful-nya pemakan buah-buahan harusnya dikasih contoh,
misal kelelawar, kalong. Trus yang beneficialnya mungkin untuk manusia juga punya
manfaat”
j. Giving feedback
Based on table 4.1, it was clear that the teacher used English to give feedback
to the students in the second observation. The teacher said, “Ok, thanks. Good, very
good!” The teacher gave a compliment to students after they were able to answer the
teacher’s question. In the other observation, the researcher did not find any English or
Indonesian classroom language used by the teacher to give feedback to students.
k. Closing
Based on the data of first observation until the last observation, the researcher
did not discover any English classroom language used by the teacher to close the
meeting. The teacher always used Arabic expression combined with Indonesian, such
as “Sekian, Wassalamualaikum Warokhmatulah Wabarakatuh” In the second
interview the teacher said that it already been her habit to always close the meeting by
using either Indonesian or Arabic.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
51
B. The difficulties faced by the Biology teacher of grade tenth in SMUN I
Sleman in using classroom language functions in English
After conducting some interviews and observations, the researcher discovered
that there are several problems faced by the Biology teacher in applying classroom
language functions. After analyzing the problems faced by the biology teacher in
applying classroom language functions, the researcher classified them into three
categories based on the cause of the problems. In this study, the first category was
that the problem caused by the teacher’s habit, the second category was that the
problem caused by the limited English proficiency faced by the teacher, and the third
category was that the limited of time to learn English. This step was called as coding
categories. Bogdan and Biklen (1992) said that coding categories can be carried out
by separating data that have been collected by researcher and group each of the data
based on a certain topic.
1. The difficulties faced by the biology teacher in grade tenth in applying
classroom language functions caused by the teacher’s habit to always use
Indonesian
a. The teacher had a habit to open the meeting by using Arabic greeting
Based on the observations conducted by the researcher, the teacher usually
started the class using Assalamualaikum Warohmatuloh Wabarokatuh followed by a
question to know whether there were any absent students or not in Indonesian. The
teacher never used English expression to open the class. The teacher felt that it had
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
52
been a habit to use Arabic expression to open the class instead of “Good morning”.
The teacher said, “Untuk seperti itu kan sudah kebiasaan sehari-hari, jadinya
menurut saya sendiri kan lebih enak kayak biasa” (second interview). The teacher
thought that it is difficult to change the habit from using Arabic utterance into
English.
b. The teacher never tried to use English to close the meeting
Based on the data obtained from the observations, the teacher never used
English to close the meeting. The teacher tended to use Indonesian or Arabic
expression, such as Assalamualaikum Wr. Wb and then followed by Indonesian. The
teacher stated that she always used that kind of word to close the class. In short, it had
been a habit for her to use Arabic word.
2. The difficulties faced by the Biology teacher of grade tenth in applying
classroom language functions caused by her limited English proficiency.
a. The teacher did not know what question to be used to elicit students’ opinion in
English
From the observations data, the researcher discovered that the teacher always
used Indonesian to ask students in order to obtain their response towards the question
related to the learning materials. The teacher argued that sometimes she met a
difficulty in eliciting students’ response through English. There is a big possibility
that the teacher did not know how to make a question to elicit students’ response.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
53
Besides, from the second interview, the researcher identified another cause
why the teacher mostly used Indonesian than English. In the second interview the
teacher said, “Tapi kan anak-anak maunya pake bahasa Indonesia” (second
interview). The teacher said that the students would be able to understand what the
teacher said quickly if the teacher used Indonesian in delivering speech. Therefore, in
this case, the teacher followed what the students wanted in order to avoid a
misunderstanding.
b. The teacher did not know how to construct a good sentence with an appropriate
grammar to convey a new meaning in English.
Based on the observations, the researcher noted that the teacher had tried
to use English in conveying the meaning of new terms or words. Meanwhile, it was
obviously that the teacher was not sure about what she was saying. The teacher said,
“Nha itu kadang-kadang bahasa Inggris-nya. Untuk meng-Inggris-kannya itu lho.
Kalau artinya kan tau bahasa Indonesia-nya, tapi dalam bahasa Inggris penyusunan
bahasa Inggris yang baik itu kan belum bisa. Cuma sepotong-potong” (second
interview). Sometimes the teacher checked whether her English was already correct
or not by asking to a student who was sitting next to her. The researcher considered
that the teacher was not able to make an English sentence in a good structure to
convey a meaning of a particular term.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
54
c. The teacher did not know how to instruct students by using English
spontaneously.
According to the observations, the teacher often used Indonesian to instruct
students to do a particular thing. Sometimes, the teacher combined two languages
between English and Indonesian or Javanese. The teacher argued that sometimes she
instructed students spontaneously, so she never thought whether she wanted to use
English or Indonesia. “Kalau kesulitan sih engga, karena saya biasa pakai bahasa
Indonesia, jadi ya spontan” (second interview). In some situations the teacher needed
to instruct students quickly. For example, when the teacher wanted to ask some
students to be quiet she said “Ssst..lainnya diam” (second observation) other than
“Be quiet, please!”. Using English would slow down the teacher’s response in
conveying her purpose because she had to think the English word she wanted to use
and it took time.
d. The difficulty in narrating a particular event using English with an appropriate
sentence structure.
In order to support the clarity of an explanation, sometimes a teacher needs to
give an example by narrating a story. Spratt et al. (2005) state that this function of
language classroom is the same as telling a story that has happened in the past in a
chronological order. Based on the observations, the teacher still used Indonesian in
narrating a story. The difficulty that the teacher faced was that the ability to make a
good structure of English sentence and also how to translate Indonesian sentences
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
55
into English. “Nah, makanya tu tadi seperti awal tadi kan kalau memakai bahasa
Inggris yang bagus kan saya ngga bisa. Ya kadang–kadang aku ngga tau Inggris-nya
jadi ya campur-campur bahasa Indonesia” (second interview) There was also a
possibility that the teacher also had a lack of vocabulary mastery so that she tend to
use Indonesia or Javanese language. Besides, to make a good English narrative story
a teacher needs knowledge about English basic tenses.
e. The teacher did not know how to give a clue to help students remind a particular
learning materials
Prompting students is one of the classroom language functions which is used
to help students to remind some parts of learning materials. Spratt et al. (2005) state
that a teacher may give a clue to the learners to help them memorize words or
difficult idea so that they will be able to understand or do a particular task. Based on
the observation, the researcher noted that the teacher used verbal prompt to help
students to remind some ideas. The teacher did not use English to prompt students but
by mentioning the first letter of a word to help the students to guess the exact word or
term, for example, “Aaaaavv…veeess, Amm…phibi” The teacher said that she did not
need to give any clue in a form of sentence because the students already know the
answer but they only did not know the right sequence. “Ya dia kan dari SMP sudah
tau klasifikasinya dari yang rendah ke tinggi, cuma lupa urutannya gitu lho. Hanya
mengingatkan” (second interview)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
56
f. The teacher had a difficulty in constructing a correct sentence by using English to
explain a certain part of learning materials
Based on the observations, the teacher had attempted to use English to explain
some learning points. However, the English sentences used by the teacher were
mostly grammatically incorrect. For example was when the teacher said
“Polikiothermic, the same as cold blood. Temperature body is adaptation of
environment.” The teacher said that she had a difficulty in constructing a good
sentence in English, which is grammatically correct. Therefore, the teacher used
English in a simple way to explain some parts of the materials. “Nha itu, kadang –
kadang mau pake bahasa yang bahasa yang bagus itu kan sulit ya, Mas. Itu kan
hanya to the point aja. Misalnya, Homoiotherm kan hot bloods gitu ya, tapi kan
temperature body is constant gitu. Kita kan kalo memakai penjelasan dalam bahasa
Indonesia berarti kan temperatur tubuhnya sudah tetap dan tidak terpengaruh oleh
lingkungan, gitu. Itu kan kita ga bisa kalau secara detailnya” (second interview)
g. The teacher still made a mistake in using a correct question in English to measure
the students’ understanding level
Based on the observation, the teacher had tried to use English to measure
students’ understanding towards the learning materials that had been conveyed
before. Some of the English utterances that the Biology teacher used were including
“What’s the mean corda dorsalis, Indra?”, “What’s mamalia?”, “So, fertilization
internal or external?” “What is a reproduction system of the reptile?”, “What is the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
57
meaning polikiothermic?” “Do you understand?”, “What different agnatha and
placodermic?”,”What is the function saccus pneumaticus?”, and many more. Mostly,
the questions were given to the students in the beginning of the meeting and also after
the teacher conveyed the learning materials.
Some of the sentences used by the teacher were considered as grammatically
incorrect. The teacher focused on the main point to ask without considering the
grammatical correctness. “O, trus kalo aku disuruh menjelaskan lagi secara men-
detail dengan bahasa Inggris yang bagus kan saya ngga bisa. Saya kan bisanya cuma
point-point-nya aja. Jadi kalo pake bahasa Inggris yang bagus ya ga bisa saya, Mas.
Belum bisa” (second interview). From the interview the teacher also stated that she
could not be able to make a good sentence in English to check students’
understanding.
h. The teacher felt that she was not fluent enough to correct students’ mistake in
English
Based on the observations, the researcher discovered that the teacher did not
use English to correct students’ mistake in answering a question or when they made a
wrong statement during the presentation. The teacher tended to use Indonesian or
Javanese language to tell students if their statement was incorrect. The teacher stated
that it was her spontaneous effect to correct students’ mistake using Indonesian or
Javanese. “Udah otomatis itu.hehehe… Ya kalo pake bahasa Inggris terus ya lupa
atau apa karena belum fasih, Mas. Belum bisa” (first interview). The teacher also
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
58
said that she was not fluent enough to speak in English and that was why she
preferred to use the simplest way.
i. The teacher had a limit utterance to commend on students’ performance
From the observations data, the researcher discovered that the teacher already
attempted to give feedback to students in English after they answered a question
correctly or after they shared their idea. However, the utterance that the teacher used
was still restricted. “Aku taunya kan cuma excellent, good, gitu.” (second interview).
This statement meant that the teacher did not have enough variety of words to
encourage students.
j. The teacher had a difficulty in memorizing any kind of new words
Based on the data obtained from the interview, the researcher discovered that
the teacher faced a problem related to her memorization system. “Saya udah tua juga
jadi ya mudah lupa, ingatannya kan udah laen dengan yang muda” (second
interview). This condition took two influences towards the teacher. First, it slowed
down the teacher’s learning progress to be more proficient. Second, the quality of the
teaching performance was degraded when the teacher tried to use English. Teacher’s
degradation of learning progress and teaching performance happened because the
teacher forgot some words that she already had memorized before.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
59
3. The difficulty faced by the Biology teacher in grade tenth in applying
classroom language functions caused by a limited of time to learn English
The teacher had a lack of time to learn English because of she had so many
businesses to do. Based on the data obtained from the interview, the teacher stated
that once her mother was sick and she had to take care of her mother in the whole day
until the condition turned into normal. That situation was practically decreasing her
chance to learn English at home and to reread the materials which had been given by
the English tutors who help RSBI teacher to learn English. “Ibu saya sakit..kan jadi
pikiran saya baru kacau gitu lho..ga’ konsen” (first interview). The researcher
concluded that the teacher had a lot of things to do so that she also had a lack of
opportunity to learn English.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
60
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusions and some suggestions of the research.
The purposes are to give brief and clear description about the result of the research
and to give some suggestions. The suggestions of this research are aimed to Biology
teachers and the future researchers as well.
A. Conclusions
Based on the analysis result, the researcher discovered that the Biology
teacher has used classroom language functions in English. Meanwhile, the amount of
using English classroom language functions was not as much as Indonesian. After
analyzing the problems faced by the biology teacher in applying classroom language
functions, the researcher classified them into three categories based on the cause of
the problems. The first category was the problem caused by the teacher’s habit, the
second one was the problem caused by the limited English proficiency which was
possessed by the teacher, and the third one was that the limited of time to learn
English.
The first category was the problems faced by the biology teacher in grade
tenth in applying classroom language functions caused by the teacher’s habit to
always use Indonesian. The problems were (1) the teacher had a habit to use Arabic
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
61
words to open the meeting and (2) the teacher had a habit to use Arabic words to
close the meeting.
The second category was that the problems faced by the limited English
proficiency had by the Biology teacher of tenth grade. Those problems were (1) the
teacher did not know how to instruct students by using English expressions
spontaneously (2) the teacher did not know what question to be used to elicit
students’ opinion in English (3) the teacher did not know how to construct a good
sentence with an appropriate grammar to convey a new meaning in English (4) the
difficulty in narrating a particular event using English with an appropriate sentence
structure (5) the teacher did not know how to give a clue to help students to remind a
particular learning materials (6) the teacher had a difficulty in constructing a correct
sentence by using English to explain a certain learning materials (6) The teacher still
makes some mistakes in using a correct question in English to measure the students
understanding (7) The teacher feels that she was not affluent to correct students
mistake in English (8) the teacher had a limited of utterance to commend on students’
performance (9) the teacher had a difficulty in memorizing any kind of new words.
The third category was that the problem caused by the lack of time which was
needed by the Biology teacher to learn English. The teacher had a limited of time to
learn English because she, as a teacher, has so many businesses to do. This factor,
then, became an obstacle since she could not be able to improve her knowledgeabout
English.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
62
B. Suggestions
Concerning to those difficulties, the researcher proposes some suggestions
which are aimed to help the Biology teacher solve her problems in using classroom
language functions in English.
After analyzing the Biology teacher’s difficulties in using English classroom
language functions, the researcher provides some suggestions that can be used to
overcome those difficulties. Through the proposed suggestions, the researcher hopes
that it would be able to help the teacher to make the right form of classroom language
functions in English and convey the purpose of communication properly.
The researcher divides the suggestions into three parts based on the problems
that the Biology teacher faced. The first one is the solutions based on the teacher’s
problems caused by the teacher’s habit to use Indonesian frequently. The second one
is the suggestions to solve the Biology teacher’s problems related to the limited
English proficiency had by the teacher. The third one is the solution to help the
teacher to solve the teacher’s problem when she has a limited time to learn English:
1. The suggestions based on the teacher’s difficulties caused by the teacher’s
habit to use Indonesian frequently.
a. Attempting to use English greetings to open and close the class
The teacher should try to employ English greeting to open and close the
meeting, such as “Good morning”, “How are you today?” or “How ‘s life?” , “Good
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
63
bye”, “I’ll see you again on….”, “I think that’s all for today and don’t forget
to…”and many other expressions. This solution is aimed to improve the variety of the
use of greeting and closing expression. By this time, the teacher always begins the
class by using Assalamualaikum Wr. Wb. and it seems that there is no improvement
and the students need other expressions from the teacher so that they could learn from
one each other.
b. Using other similar expressions to close the meeting
The teacher tended to always use Assalamualaikum Wr. Wb. to close the
meeting. It would be better for the teacher to use other similar expressions to close
the meeting so that it will not be seemed as monotonous. The researcher proposed
some expressions such as “Good bye everybody. See you again on…..”, “I think that
is all for today. See you again”, and many more. After using those expressions, the
teacher may continue to use Indonesian if the teacher wants to add some additional
information to students.
2. The suggestions based on the teacher’s difficulties caused by her lack of
English language proficiency
a. Using some basic form of expressions to elicit students’ opinion
Borich (1996) said that “eliciting has a similar meaning with probing which is
done by questioning that immediately followed by students’ response in order to ask
for new information to extend or build upon the student’s response and to redirect or
restructure the student’s response in a more productive direction”. The researcher
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
64
might use several basic forms of question to elicit students’ opinion, such as “What
do you think about ….”, “What can you see in the picture?”, “What is your opinion
about ….” Such expressions are considered to be effective to elicit students’
response; hence, students will be more involved in class discussion. The teacher may
make such expressions with English which is mixed with Indonesian language if she
does not know the correct translation of some words.
b. Using a simple language to convey a meaning of a new language and adapting the
meaning from the Biology book.
Based on the problems analysis, the teacher had a difficulty in producing a
correct sentence in an appropriate structure to convey a meaning. The problem
appeared when the Biology teacher was not able to define a Biology term into
English in a correct sentence and it tends to be grammatically incorrect. For example
is when the teacher defined a Biology term namely Polikiothermic and
Homoiothermic. The teacher said “Polikiothermic is cold blood. Homokiothermic is
hot blood.” The correct sentence should be “Polikiothermic is a cold blood animal.
Meanwhile, Homoiothermic is a hot blood animal” The teacher had discovered the
right formula to convey a meaning through this form: ‘the term + is + the definition’.
The researcher thought that what the teacher did to define a particular term was quite
good, however, the teacher only need to revise the meaning in which could be
adapted from the Biology book which was already in English version.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
65
c. Memorizing some simple expressions which are often used to instruct students.
Based on the teacher’s statement on the interview, she also faced a difficulty
in using English expression to instruct someone quickly and that is why the teacher
tends to use Indonesian and even Javanese language to convey her purpose.
The researcher proposed one effective and easy way to overcome the teacher’s
problem. After conducting some observations, the researcher mentioned some
frequently used expressions that the Biology teacher uses to instruct students and the
researcher has translated them into English. Those instructions are including “Be
quiet, please”, “Please open your book on page ….”, “Now, please answer my
question!”, “Please make a group consisting of ….persons”, “Please do exercise
number ….”, “Attention please!”, “Listen to me, please!”, “Please take the, for
example, laptop or chalk, in the teachers’ room”, “The next group please come in
front”, “Please write your answer on the whiteboard!” However, if the students are
getting confused about the language the teacher used to instruct it would be better if
the teacher adjust the language into the understandable one (Ridell, 2003).
By memorizing some simple English expressions given, the teacher is
intended to be able to use those expressions when she wants to give an instruction to
students in a correct and fast way.
d. Using a simple language to retell a past story combined with Indonesian
When the teacher has problem in retelling story in English she is able to start
from the easiest way, which is using a simple English sentence which is combined to
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
66
Indonesian. The teacher does not need to consider about grammar correctness because
it would be slowing down the eagerness to start. The teacher might start his story by
some gambits, such as “One day, …”, “Many years ago …”, “Once upon a time, …”,
etc… Knapp and Watkins (2005) say that narrating typically uses action verbs, such
as went, ate, slept, etc and also temporal connectives, such as after, when, and, then,
therefore, next, etc.
e. Mentioning some clues with English words to prompt students so that they are
able to answer a question
The Biology teacher argued that she only used some words to prompt students
so that they would be able to answer the teacher’s question. However, she still used
Indonesian and sometimes by directly mentioning the initial letter of a word. In this
case the biology teacher needed to try to employ some English words or the related
term to prompt students as a clue. For example, when the teacher wanted to ask
something which was the answer was Aves, the teacher did not need to say
“Avvv…veees” Probably, it would be better if the teacher mentioned some members
of Aves, in this case are birds, chickens, ducks, etc. As a teacher in bilingual
classroom, the Biology teacher can combine English with Indonesian when she found
a difficulty in translating some words into English. It also will help students to learn
some new English utterances from their teacher.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
67
f. Simplifying the explanation from the book into a simple language combined with
Indonesian.
Explaining learning materials is one of the classroom language functions
which are often used by the teacher. When a teacher has a difficulty in explaining
materials in English, a teacher may simplify the explanation taken from the book into
the simple one. The teacher can also combine the sentence with Indonesian if she
meets a difficulty in translating some words. This strategy is aimed to help the
teacher to convey the materials in English easily in a comprehensible meaning both
for the teacher itself and also for the students.
g. Making a basic questions pattern and using 5W and 1H questions to improve the
teacher’s competence in checking students’ understanding
Borich (1996) state that reviewing and checking at the beginning of the lesson
is the most efficient and timely ways of finding out if their students have mastered
task-relevant prior knowledge sufficiently to begin a new lesson. Based on the
observation, the teacher always checked the students’ understanding in the early part
of the meeting. Nevertheless, the teacher had a difficulty in making a correct English
question which was aimed to know the learners’ understanding. Most of the questions
were grammatically incorrect. Besides, the questions that the teacher used tended to
be monotonous. To solve this problem, the researcher proposes some solutions. Those
solutions are that the teacher can make basic questions pattern and employing 5W 1H
(Who, What, When, Where, Why, How) questions to enrich the question variant. This
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
68
strategy could be carried out by make a list of questions pattern which are frequently
used in checking understanding, such as “What is/are the difference/s between …….
and ……?”, “What is the meaning of ……?”, “What do you know about …..?”,
“Why ……. is called as ……?”, “What is the functions of ……?” “Where is the ……
can be found?” When does photosynthesis occur?”,”Why do/does …… occur?”,
“How could……happen?” The other question patterns which can be used are, for
example, “Could you explain the process of…….?”, “Could you mention the
differences between …… and ……?”,”Could you explain the meaning of……?”.
Through the question patterns the researcher believes that the teacher can memorize
them easily and the questions will be effectively used to measure students’
understanding.
h. Noting down the students’ mistake first and correcting the mistake later after the
students finishing their presentation by using a simple expression.
The teacher had a problem to correct students by using English when they
made a mistake during the presentation. In this case, the researcher proposes a
solution that a teacher should note down the students mistake after they finishing
their presentation. The researcher suggests some simple expressions which can be
used to start correcting students’ mistake, such as “Andi, you have made a mistake in
spelling the word….. It should be…..”, “I found a mistake when you say …….. It
should be spelled as….. ”, “There are some parts of your presentation which should
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
69
be corrected” After using those expressions, the teacher may use Indonesian to
convey the right answer.
i. Using some motivating words to praise students’ performance
Motivation is one of the important aspects of learning to encourage students.
Giving feedback is one strategy which can be employed to motivate students after
they present a particular activity, such as answering teacher’s question correctly or
organizing a presentation.
Based on the observation, the teacher had a lack of choice of words to praise
students’ performance. The researcher suggests some words that can be used to praise
students as a positive feedback. Those words are “Well done”, “Excellent”, “Great.
Nice answer”, “OK. Good”, “Wow, that’s perfect”, and many more.
3. The suggestion based on the teacher’s difficulty caused by her limited of time
to learn English
In this study, the Biology teacher faced a difficulty in memorizing some
words. This is such a common problem faced by an adult language learner in which
they will easily forget something they already memorized before. The researcher
proposed a solution that might be used by the Biology teacher to solve this problem
and to reduce the teacher’s problem. The teacher could try to make a list of sentences
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
70
containing some classroom languages or simple expressions which are often used by
the Biology teacher to manage the class. The content might be taken from the
materials given by the English course program provided by the school or from some
expressions given by the researcher. The teacher might also add some important
terms which are taken from the Biology book and arrange them concisely. Through
the list, the teacher can read it anytime at anywhere when she has a leisure time. This
solution could be used as an alternative way to help the Biology teacher to memorize
some classroom languages in English bit by bit.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
71
REFERENCES
Ary, D., Jacobs, L. C., & Razavieh, A. (1990). Introduction to Research in Education. New York: Holt, Rinehart and Winston.
Best, J.W. (1970). Research in Education. 2nd Edition. New Jersey: Prentice-Hall, Inc.
Boey, L. K. (1979). Bilingual Education: Selected Papers from the RELC Seminar on Acquisition of Bilingual Ability and Patterns of Bilingualism with Special Reference to Southeast Asian Contexts, Singapore, April 1979. Singapore: Singapore Univ. Press.
Borich, G. (1996). Effective Teaching Method. 3rd Edition. Englewood Cliffs, New Jersey: Prentice Hall.
Brown, H. (1987). Principles of Language Learning and Teaching. 2nd Edition. Englewood Cliffs: Prentice-Hall Regents.
Bogdan, R., & Biklen, S. K. (1992). Qualitative Research for Education: An Introduction to Theory and Methods. 2nd Edition. Boston: Allyn and Bacon.
Boyce, C, M.A. & Neale, P., Ph.D. (2006) Interview: A Guide for Designing and Conducting In-depth Interviews for Evaluation Input. {Online}Available www.esfagentschap.be/.../Zelfevaluatie.../m e tool series indepth interviews.pdf, accessed on August 2, 2009).
Chodidjah, I. (2009). Seminar Bilingual: Bilingual in Teaching and Learning Process. {Online} Available http://www.jayaschool.org/news_detail.php?id=216, accessed on September 20, 2009).
Davies, P., & Pearse, E. (2000). Success in English Teaching. Oxford: Oxford Univ. Press.
Dharma, S. (2010). Kritik Atas Program Sekolah Berstandaar Internasional (SBI) dan Usulan Perbaikannya. {Online} Available http: //www. satriadharma.wordpress. com /2010/11/03/kritik-atas-program-sekolah-bertaras-internasional—sbi-dan-usulan-perbaikannya/#more-327, accessed on Desember 4, 2010).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
72
Gower, R., & Walters, S. (1983). Teaching Practice Handbook. London: Heinemann Educational Books.
Halliday, M. A. (1973). Explorations in the Functions of Language. London: Edward Arnold.
Harmer, J. (2003). The Practice of English Language Teaching. 3rd Edition. Essex, England: Longman.
Hoffmann, C. (1991). An Introduction to Bilingualism. London: Longman.
Knapp, P., & Watkins, M. (2005). Genre, Text, Grammar: Technologies for Teaching and Assessing Writing. Sydney: Unsw Press.
Krashen, S. D. (1985). Inquiries & Insights: Second Language Teaching Immersion and Bilingual Education Literacy. Hayward, California: Alemany Press.
Marshall, C. & Rossman, G. B. (1989). Designing Qualitative Research. Sage Publications, Newbury Park, California Englewood Cliffs, NJ: Prentice Hall.
Murcia, M. (2001). Teaching English as a Second or Foreign Language. 3rd Edition. Boston: Heinle & Heinle.
Patton, M. Q. (1980). Qualitative Evaluation Methods. Beverly Hills: Sage Publications.
Ridell, D. (2003). Teach Yourself, Teaching English as Second Language. New York: McGraw-Hill Inc.
Spratt, M., Pulverness, A., & Williams, M. (2005). The TKT Course: Teaching Knowledge Test. Cambridge: Cambridge University Press.
Sprinthall, R. C., Schmutte, G. T., & Sirois, L. (1991). Understanding Educational Research. Englewood Cliffs, N.J.: Prentice Hall.
Suyanto. (2010). Kemendiknas Akan Kumpulkan Kepsek RSBI. {Online} Available http://edukasi.kompas.com/read/2010/05/31/23030667/Kemendiknas.Akan.Kumpulkan.Kepsek.RSBI, accessed on May 27, 2010).
Suyanto. (2009). Sekolah Berstandar Internasional Bukan Eksklusif: {Online} Available (http://www.sinarharapan.co.id/berita/0703/23/nas07.html, accessed on April 5, 2009).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
73
Wragg, E. C. (1984). Classroom Teaching Skills: The Research Findings of the Teacher Education Project. London: Croom Helm.
_______. (2003). Act of the Republic of Indonesia Number 20, Year 2003 on National Education System. {Online} Available luk.staff.ugm.ac.id/atur/UU20-2003Sisdiknas.pdf, accessed on January 23, 2011).
_______. (2009). Biology. {Online} Available (en.wikipedia.org/wiki/Biology, accessed on May 27, 2009).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
APPENDICES
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
APPENDIX A
Permission Letter from Sanata Dharma University and BAPPEDA
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
74
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
75
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
APPENDIX B
Statement Letter from SMUN 1 Sleman Yogyakarta
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
76
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
APPENDIX C
Statement Letter from Direktur Pembinaan Sekolah Menengah Atas about
Penetapan Sekolah Penyelenggara Program Rintisan Sekolah Menengah Atas
Bertaraf Internasional (R SMA BI)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
77
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
78
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
79
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
80
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
APPENDIX D
The Interview Guidelines for the Biology Teacher, 10th Grade
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
81
APPENDIX D
The Interview Guidelines for the Biology Teacher, 10th Grade
No.
Interview Questions
1. Ungkapan sapa (greeting) apa yang biasa anda gunakan saat anda akan memulai pelajaran? Apakah anda menemui kesulitan dalam melakukan hal tersebut?
2. Kata dalam bahasa Inggris apa saja yang pernah anda gunakan dalam
memberikan instruksi kepada siswa untuk melakukan sesuatu? Kesulitan apa yang anda temui dalam melakukan hal tersebut?
3. Apakah anda pernah menggunakan bahasa Inggris sebagai media dalam bertanya yang bertujuan untuk menggali pengetahuan dasar siswa sebelum anda masuk ke materi yang baru? Jika pernah, tolong sebutkan!
4. Apakah anda pernah menggambarkan sesuatu keadaan atau situasi tertentu yang berkaitan dengan materi yang anda sampaikan dengan menggunakan bahasa Inggris? Jika pernah, kata apa yang pernah anda gunakan?
5. Apakah anda pernah menemukan suatu kosakata baru yang berkaitan dengan
materi lalu anda sampaikan dan terjemahkan ke dalam bahasa Inggris? Jike pernah, kata apa itu? Apakah anda mengalami kesulitan dalam melakukannya?
6.
Apakah anda pernah menceritakan suatu peristiwa ataupun kejadian tertentu sebagai bahan penunjang dalam mempermudah penyampaian materi dengan menggunakan bahasa Inggris? Kesulitan apa yang anda hadapi dalam melakukan hal tersebut?
7. Apakah anda menggunakan bahasa Inggris pada saat anda membantu siswa dalam mengingat kembali materi yang pernah diajarkan?
8. Apakah anda menggunakan bahasa Inggris untuk menanyakan kepada siswa tentang apakah ada masalah selama KBM berlangsung?
9. Kalimat dalam bahasa Inggris apa yang anda gunakan dalam mengecek kembali sejauh mana pemahaman siswa terhadap materi yang anda sampaikan?
10. Kalimat atau frase dalam bahasa Inggris apa yang anda gunakan untuk membenarkan jawaban atau pendapat siswa?
11. Kalimat dalam bahasa Inggris apa yang biasa anda gunakan dalam memuji performa siswa baik dalam menjawab pertanyaan anda maupun pada saat mereka mengungkapkan sesuatu?
12. Apakah anda juga menggunakan bahasa Inggris untuk mengakhiri pelajaran? Ungkapan apa yang anda gunakan?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
82
13. Bagaimana kiat-kiat anda dalam mempelajari bahasa Inggris yang akan anda gunakan dalam mengajar?
14. Kendala apa saja yang anda hadapi dalam belajar bahasa Inggris khususnya selama anda mengajar di kelas RSBI?
15. Apakah anda merasa kesulitan untuk menghafalkan kosakata dalam bahasa Inggris?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
APPENDIX E
The Categorization of the First Interview Result with the Biology Teacher, 10th Grade
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
83
APPENDIX E
The Categorization of the First Interview Result with the Biology Teacher, 10th Grade
Interview I Day/ Date : Thursday, February, 4th 2010 Interviewee : Mrs. Nunung Location : Teachers room Time : 9.30 a. m
Questions and Answer Classroom Language Functions
Interview Interpretation on the Use of CLF by the
Biology TeacherQ1: Emmm..Persiapan ibu sebelum mengajar di kelas RSBI itu kira-kira apa saja? A1: Ya biasanya itu kan administrasinya awal-awal ya. Kalau yang peralatan seperti laptop dan lain-lain kan sudah tersedia. Q2: Kalau pada saat memasuki kelas apakah ibu sudah menggunakan greeting dalam bahasa Inggris? A2: hehehe..ya ngga mesti, Mas..ya campur-campur kalau saya..ngga mesti.. Q3: Tapi pernah, bu? A3: Ya sering dulu..hehe..yang ini malah belakangan ini gek error…hehehe.. Q4: Error nya knapa, bu??hehe.. A4: ..lagi kepikiran tugas..enggak, karena ibu’e lagi sakit.
Greeting
The teacher already used greeting in English even though she mixes the language between English and other languages.
Q5: ooooww… Kalau untuk..eee… misalnya memberikan instruksi pada siswa pernah nggak ibu? A5: Pake bahasa Inggris??
Instructing
The teacher has ever tried to instruct students using English.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
84
Q6: Iya.. A6: Dulu sering..iya.. Q7: Misalnya ‘open your book on page 20’..misalnya… A7: Iya..dulu sering.. Q8: ooooww…tapi belakangan ini mogok lagi ,bu ya? A8: hehehe..iya, karena itu tadi ada masalah..hehehe.. Q9: Oww, berarti aspek luar ya bu ya? A9: Aspek luar, bukan dari saya..tapi ya saya jadi ga’ konsen…hmmm.. Q10: owww, karena sakit tadi ya..ibu atau??? A10: Ibu saya..kan jadi pikiran saya baru kacau gitu lho..ga’ konsen.. Q11: Berapa lama itu, Bu? A11: Satu mingguan ini..pas semester ini aja… Q12: owww.. Kalau misalnya..eee..menggali pengetahuan siswa…kan biasanya sebelum masuk ke materi baru kan kita harus mengaitkan ke materi sebelumnya, Bu? Nha itu..apakah ibu juga pernah menggunakan bahasa Inggris, Bu? A12: Iya, sering … Kalau seandainya saya salah bahasa Inggrisnya ya biasanya saya tanya murid yang pinter, gitu.. Q13: ooww, ya ya…he’em.. Terus kalau menggambarkan sesuatu kan biasanya kita kan sering ya bu ya menggambarkan sesuatu.
Eliciting The teacher has ever tried to use English to elicit student’s response although sometimes some students help her to make a good English sentence
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
85
Misalnya..mmm..kalau sekarang materinya tentang apa, Bu? A13: eee..Plantae… Kingdom Plantae… Q14: Kalau misalnya kita mau menggambarkan plantae tu ..tumbuhan ta, bu ya.. A14: Tumbuhan..iya, monokotil dikotil paku-pakuan… Q13: ooww, ya ya…he’em.. Terus kalau menggambarkan sesuatu kan biasanya kita kan sering ya bu ya menggambarkan sesuatu. Misalnya..mmm..kalau sekarang materinya tentang apa, Bu? A13: eee..Plantae… Kingdom Plantae… Q14: Kalau misalnya kita mau menggambarkan plantae tu ..tumbuhan ta, bu ya.. A14: Tumbuhan..iya, monokotil dikotil paku-pakuan… Q15:Nah.. Untuk menggambarkan bentuknya tu ibu pernah ga menggunakan bahasa Inggris? A15: hehehe..kalau yang ini saya belum..hehe..ya karena itu tadi pas awal saya lagi error..hehehe..Tapi anak-anak malah tak suruh buat power point tapi pake bahasa Indonesia..tau kok…tapi kemaren tak suruh pake bahasa Inggris anak-anak belum bisa…lain kali, bu..”ini nyoba pake bahasa Indonesia dulu…” Tapi kemaren kan saya usahakanpower pointnya pake bahasa Inggris tapi ngomongnya kalo belum lancer ya pake bahasa Indonesia… saya kan yang kemaren2 kan power point pake
Describing The teacher is not able to describe a particular thing using English
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
86
bahasa Inggris tapi ngomongnya ya campur – campur pake bahasa Indonesia.. Q16: owww…itu semester lalu ya, Bu? A16: Iya, yang sekarang belum.. Q17: kalau yang dulu..mmm..Ibu mendeskripsikannya misalnya temanya tentang apa yang sudah pernah? A17: Yang kemaren ada Bakteri..Virus… Q18: Tu udah menggunakan bahasa Inggris ya, Bu? A18: Worksheet-worksheet nya pake bahasa Inggris semua kok… Q19: Berarti mungkin sama mbaca juga ya Bu, ya? A19: Iya… Q20: ada masalah engga tentang pemahaman Ibu ? A20: Ya kalau anak-anak sih kadang-kadang njelasinnyakan dobel…kalau nanti ada yang ga jelas pake bahasa Inggris ya pake bahasa Indonesia…daripada nanti salah konsep..hehehe.. Q21: Lalu untuk…pernah belum ibu menceritakan sesuatu peristiwa atau keadian dengan bahasa Inggris? A21: Ya campur-campur lah ..hehehe,,,kalau murni bahasa inggris saya yakin saya ga bisa… Q22:Ooo..gitu..brarti kalau pake dua bahasa campur-campur gitu sering
Narrating The teacher thought that she couldn’t narrate a particular event through Classroom language function in English
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
87
ya Bu ya? A22: Iya tapi banyak ceritanya…soalnya anak-anak suka kalau banyak cerita. hehehehe… Q23: hehehehe…mm, tapi dulu ibu udah pernah cerita dengan menggunakan bilingual tadi? A23: iya, pernah.. Q24: eeeemmm..kadang kan siswa kan…kita butuh mereview kembali tentang pelajaran..siswa kadang punya kesulitan untuk mengingat pelajaran…nah, dalam membantu siswa dalam mengingat tadi ibu pernah menggunakan bahasa Inggris ga? A24: Iyaaa…suka ya..saya tu mas dari awal yang ini emang belum tapi semester-semester kemaren ya sering itu mereviewnya pake bahasa Inggris…jadi kalau sewaktu-waktu nanti ada ulangan kan..ulangannya pake bahasa Inggris.. Tapi engga selalu pakai bahasa Inggris…kadang2 anak itu kalau ditanya ada yang ga tau juga…jadi harus saya ulangi pakai bahasa Indonesia… Q25: Jadi anak sendiri da yang lum nyantol juga ya? A25: Iya bisa… Tapi kalau yang pinter bahasa Inggris ya otomatis langgeng ..tapi kalau yang belum ya apa bu diubah bahasa Inggrisnya.. Q25: mmm…jadi murid bisa jadi kendala ya?? A25: Ho’o..bisa..
Prompting The teacher already tried to prompt students in the previous semesters. However, she did it only in some occasion to avoid misunderstanding.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
88
Q26: mmmm..kalau misalnya kita bertanya pada siswa..misalnya tulisan saya jelas engga…atau..apakah ada yang kurang.. A26: mm..”do you understand?” Gitu.. Q27: He’e…he’e…jadi pernah ya bu ya? mmm..Misalnya kita udah selesai 1 jam pelajaran atau 2 jam pelajaran udah selesai…nha biasanya ibu mengecek kembali itu dengan bahasa Indonesia atau bahasa Inggris? Atau kata apa yan ibu gunakan? A27: yaaa..”Any question ?” gitu…
Checking Learning
The teacher is able to check student understanding towards the lesson
Q28: mmm..”any question?”... lalu kalau membenarkan jawaban siswa itu? A28: Ya diberi mm..apa istilahnya..kata-kata yang memuji… Q29: mmm..kata yang memuji.. Untuk apa itu, Bu? A29: ya biar termotivasi… “Oh, ternyata anda pinter sekali” gituu.. misalnya “excellent”..hehehe..gitu.. Q30: ooo..excellent..ok.. mmmm, kalau misalnya siswa pas menjawab, lalu kebetulan tidk sesuai dengan jawaban yang benar..lalu ibu biasanya gimana? A30: yak an biasanya saya lontarkan ke anak-anak laennya…”true or fol “(false)…”do you agree?” gitu…kalau misalnya satu kelas ngga ada yang bisa kan baru kita memberikan kesimpulannya..istilahnya jawban
Giving Feedback
The teacher is able to give feedback to students. It is done to give motivation to students.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
89
yang betul gitu..kadng-kadng kita menympulkannya..wah, udah betul belum ini pake bahasa Inggris kan kadang2 kita kan tanya anak-anak.. “O, sudah”..gitu.. Q35: hehehe..iya iya.. lalu untuk eee… sekarang kebalikannya..siswa yang tanya kepada ibu.. misalnya “Bu, ini maksudnya apa?” Lalu Ibu menjelaskannya gimana? A35: Ya campur-campur lah mas, ga mulus,,,saya ga bisa kok..hehehe..
Explaining The teacher thought that she couldn’t make an explanation with English.
Q36: oo, yaya..masih belajar kok ya, Bu?hehehe.. mm..Lalu untuk..kalau di rumah, Bu… Kiat-kiat ibu untuk mempersiapkan..kan pasti ada persiapan sebelumengajar di RSBI..nha..persiapannya apa? A36: Mmm..gini..ini kan guru-guru RSBI juga dilatih ..pelatihan satu minggu sekali… Q37: Dengan? A37: guru dari luar… ada 20an guru yang belajar… Trus kalau yang lain itu kalau saya ga tau artinya yang di worksheet itu ya tanya sama anak saya.hehehe… atau kadang tanya sama guru bahasa Inggris..hehe.. Dulu dari dinas tapi sekarang dari lembaga.. Q38: Saya dulu pernah dengar..namanya L.. A38: LTI iya… Q39: Bukan ELTI to, BU? A39: hehe..LTI bukan ELTI.hehehe.. Q40: mmm..kalau dari Ibu
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
90
sendiri..Apakah ibu pernah merasa kurang PD? A40: Whooa,,cethoo..jelas..hehe..Saya pernah dibilangi og..sapa..dosen pemimbing… “Whaaa..harus PD ini..jangan dbiasakan merendah…” Q41: mmm..Lalu hal lain yang menjadi kendala? Kalau tadi Ibu kan bilang kalau sempat ada kendala karena Ibunya sakit… A41: Nha itu saya memang ga bisa..belum ya..belum lancar… pake bahasa Inggris. Q42: Kalau perasaan ragu-ragu itu gimana, pernah? A42: Pas mau ngajar dulu itu pertama ya…kayaknya ya gmana gitu…tapi terus setelah kita melaksanakan ya enjoy ajalah..hehe..tapi ya itu, saya ga merasa malu …malah bisa belajar sama siswa..anak-anak jug amaklum kok..kadang2 kita menjelaskannya pake bahasa Inggris ya ada nak kelas tertentu yang pengetahuannya minim tentang Inggrisnya.. “Bu, penjelasannya pake bahasa Indonesia aja, kalau pake bahasa Inggris nanti kita ga masuk materinya”, gitu. Q43: ooo..justru anak yang meminta sendiri ya, Bu? A43: Iya…dulu itu.. Ya sekarang saya pake bahasa Indonesia terus ya mereka diem aja..ga minta gitu..hehehe…tapi saya sekali-sekali pake bahasa Inggris.. Q44: meskipun mereka nyaraninnya pake bahasa Indonesia?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
91
A44: Iya..iya.. Q45: mereka ga mengeluh ya, Bu? A45: Mereka sih maunya pake bahasa Indonesia terus..kecuali kalau ada satu dua anak. Biasanya kan satu kelas ada yang dominan bahasa inggris gitu. Q46: Trus mereka mintanya pake bahasa Inggris? A46: Iya… Q47: Mmmm..kalau dalam menhafalkan vocab atau kosakata, Ibu menghadapi kesulitan ga? A47: Ya itu masalahnya kadang pengucapannya juga salah memang..hehehe..Tapi terus dibetulin sama anak-anak..hehe..”nanti kalau saah dibetulin ya?” biasanya saya gitu..hehe.. Q48: Kalau faktor dari luar, tadi kan motivasi, itu kan dalam, kalau dari luar, misalnya di kelas atau di rumah yang membuat ibu itu merasa kesulitan..itu ada ga? A48: Kalau di luar kayaknya ga ada, karena sekolah juga sudah membantu gurunya untuk pelatihan dan lain-lain. Internal nya aja yang dari saya..hehehe.. Kalau externalnya memang dulu ada temen guru yang istilah’e..apa ya mas…ngegol-gol’i..hehehe… Itu dulu pas liat saya ngajar pake bahasa Inggris, ha terus dia bilang “Halah ga usah pake bahasa Inggris ndak kebarat-baratan” Ada dulu..temen guru juga, ya dia juga berkecimpung di RSBI juga. Q49: Ooo, malah yang
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
92
berkecimpung di RSBI? A48: Dulu, awal-awal itu.. Halah ya saya jadi..istilah’e kaya nglokro ya… Harusnya ka memotivasi.. Q50: Terus ibu jadi kurang PD lagi? A50: Ya istilahnya..istilhnya saya sudah mau maju tapi malah dikendon-kendon’i gitu lho. Hehehe.. Q51: oooo, ya ya..mungkin itu dulu, Bu..
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
APPENDIX F
The Categorization of the Second Interview Result with the biology Teacher,10th Grade
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
93
APPENDIX F
The Categorization of the Second Interview Result with the biology Teacher,10th Grade
Day/ Date : Thursday, April 1st, 2010 Interviewee : Mrs. Nunung Location : Teachers room Time : 9.00 a. m
Questions and Answer Classroom Language Function
Interview Interpretation on the Difficulties Faced by the Biology Teacher
in Applying CLFQ52: Kemaren berdasarkan observasi selama 6 kali ada beberapa hasil yang saya dapatkan. Yang pertama, untuk greeting ibu belum menggunakan bahasa Inggris, seperti “Good morning”, nha itu apakah ibu mengalami kesulitan?
Greeting
The teacher never tried to use greeting in English. She prefered to use Arabic greeting. She said that it had been a habit for her to use Arabic greeting
A52: Ah, enggaa..untuk seperti itu kan sudah kebiasaan sehari-hari jadinya menurut saya sendiri kan lebih enak kayak biasa. Q 53: Lalu untuk instructing, itu kan semacam memberikn istruksi atau perintah kepada siswa. Nah, ada beberapa catatan yang saya dapatkan bahwa ibu sudah menggunakan bahasa Inggris dalam menyuruh siswa, nah disini ada, “Angga, please repeat answer!” Nha, ada ngga kesulitan yang ibu alami? A53: Ya kadang-kadang lupa kadang-kadang engga, ya karena udah biasa
Instructing The teacher did not know how to instruct students spontaneously.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
94
pakai bahasa Indonesia sih, Mas. Q54: Kalau kesulitannya apa, bu, yang lebih spesifik? A54: Kalau kesulitan sih engga, karena saya biasa pakai bahasa Indonesia, jadi ya spontan.hehe.. Q55: Lalu tentang memancing respon siswa, nah itu ibu mengalami kesulitan engga? A55: Ya kadang-kadang sulit kadang kadang engga, ya fifty fifty lah.hehehe.. Q56: Kalo tentang vocab-nya? A56: Kalo tentang vocab meterinya saya kira ya engga lah..ya Inggris-nya aja. Q57: Terjemahannya atau? A58: Gimana ya..kadang – kadang ya enggga lah..hehe..ya fifty fifty ya saya kira.. Kadang – kadang ya 70 % gitu lho… Tapi kan anak-anak maunya pake bahasa Indonesia. Q59: Malah seneng pake bahasa Indonesia? A59: Iya. Tapi ya kita kan ada tuntutan juga harus bisa pake bahasa Inggris.
Eliciting
The teacher had ever tried to use English to elicit student’s response although sometimes some students help her to make a good English sentence
Q60: Lalu kalo misalnya menjelaskan kosakata atau istilah baru, misalnya kaya ibu mau menjelaskan tentang corda dorsalis. Nah itu ibu mengalami kesulitannya dimana? A60: Nha itu kadang – kadang bahasa Inggris-nya. Untuk meng-Inggris-kannya itu lho. Kalau artinya kan tau bahasa Indonesianya, tapi dalam bahasa Inggris penyusunan bahasa Inggris yang baik itu kan belum bisa…Cuma sepotong-potong.
Conveying a meaning of a new
language
The teacher did not know how to construct a good sentence with an appropriate grammar to convey a certain meaning of a term
Q61: Lalu Explaining. Kita menjalaskan sesuatu. Kemarin salah satunya ibu sudah megguanakan bahasa Inggris,
Explaining
The teacher had a difficulty to construct a correct sentence by
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
95
misalnya Homoiothermic. Nah kemarin “Homoiothermic temperature body under the temperature environment” Nah itu ibu kan sudah menggunakan bahasa Inggris. A61: Salah tapi… Q62: Nha, itu ada ga kesulitannya? A62: Nha itu, kadang – kadang mau pake bahasa yang bahasa yang bagus itu kan sulit ya, mas. Itu kan hanya to the point aja. Misalnya, Homoiotherm kan hot bloods gitu ya, tapi kan temperature body is constant gitu. Kita kan kalo memakai penjelasan dalam bahasa Indonesia berarti kan temperatur tubuhnya sudah tetap dan tidak terpengaruh oleh lingkungan, gitu. Itu kan kita ga bisa kalau secara detailnya. Q63: O, iya. Berarti ibu lebih suka yang langsung ‘thes’ gitu ya, artinya apa gitu ya? A63: Hehehehehe..iya, kadang – kadang kan saya kesulitannya di situ.
using English to explain a certain part of learning materials
Q64: Baik, kalo sekarang tentang Narrating, itu kan kalo kita bercerita tentang sesuatu untuk mendukung penjelasan kita. Kemaren ibu bercerita tentang Taenia Saginata, jadi orang zaman dulu tu kalo nyeker … A64: Eeeemm…itu Taenia…eh, Ascaris.. Q65: Cacing apa itu, bu? A65: cacing tambang…Eh ini, Necsator Americanus. Q66: Nah itu ibu bercerita tentang kejadian masa lalu. Nah itu ibu belum menggunakan bahasa Inggris. Itu kesulitannya apa, bu? A66: Nha makanya tu tadi seperti awal tadi kan kalau memakai bahasa Inggris yang bagus kan saya ngga bisa. Ya kadang –kadang aku ngga tau Inggris
Narrating
The teacher has a difficulty in narrating a particular event using English with an appropriate sentence structure
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
96
nya jadi ya campur-campur bahasa Indonesia. Q67: Lalu untuk memancing..apa.. istilahnya…untuk memberikan agar siswa itu mudah mengingat..kemarin tu ada 2 catatan yang yang saya dapatkan…misalnya, Aves, mamalia, itu apa, Bu? A67: Itu kan klasifikasi dalam vertebrata, karakteristiknya. Q68: Nah, klasifikasi dalam vertebrata. Nha misalnya, Amphibiii, Pisces, trus Aaaaaavv…vesss… nah semacam itu kan namanya prompting. Kenapa ibu tidak menggunakan kata-kata yang terstruktur dan lebih ke yang Aaaavv…vesss…Amph…phibi…knapa, bu, kok ga menggunakan bahasa Inggris? Maksudnya kok ibu tidak menggunakan kata-kata yang memancing gitu? Apa lebih mudah dengan seperti itu , Bu?Hehehe.. A68: Hehehehehe…Ya dia kan dari SMP sudah tau klasifikasinya dari yang rendah ke tinggi, cuma lupa urutannya gitu lho. Hanya mengingatkan... Q69: Jadi hanya menyebutkan huruf awalnya? A 69: Iya…
Prompting
The teacher already tried to prompt students in the previous semesters. However, she did it only in some occasion to avoid misunderstanding. The teacher did not know how to give a clue to help students remind particular learning materials
Q70: Lalu untuk..ini..mengetahui pemahaman siswa..Kemaren ibu sudah bagus..banyak memang..seperti “What is reproduction system of the reptile?” “What is poilikiothermic?” “do you understand?” gitu… Ada ngga kesulitannya? Maksudya kesulitan dalam bertanya pada siswa. A70: O, trus kalo aku disuruh menjelaskan lagi secara men-detail dengan bahasa Inggris yang bagus kan saya ngga bisa. Saya kan bisanya cuma
Checking Learning
He teacher still made a mistake in using correct question in English to measure the students’ understanding level
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
97
point-point-nya aja. Jadi kalo pake bahasa Inggris yang bagus ya ga bisa saya, mas..Belum bisa. Q71: terus kalo yang mengoreksi jawaban siswa. Nah itu Ibu cenderung menggunakan Bahasa Indonesia atau Bahasa Jawa, misalnya, kemaren Posterior tapi kok Posterio..Nah Ibu bilang, “Tu yang bener Posterior bukan Posterio.” Nah knapa Ibu kok tidak mengguanakan bahasa Inggris? A71: Udah otomatis itu..hehehehehe… Ya kalo pake bahasa Inggris terus ya lupa atau apa karena belu fasih, mas. Belum bisa.
Correcting
The teacher felt that she wasn’t fluent enough to correct students’ mistake in English
Q72: Terus kalo memberikan feedback kepada siswa, misalnya, kemaren saya udah menemukan banyak contoh, seperti” OK, thanks”, “Good”, “very Good” Ad ga kesulitannya, knapa kok ibu tidk menggunakan kata-kata laen? A72: Aku taunya kan cuma excellent, Good, gitu. Hehehehe. Q73: Brarti masih belumbanyak ya, bu? A73: Iya.
Giving Feedback
The teacher had a limit utterance to commend on students’ performance
Q74: Kalo tentang closing, bu. knapa ibu tidak pernah menggunakan kata-kata seperti good bye atau I’ll see you again gitu? A73: Ngga bisa kalo itu.hahaha. Aku dah kebiasaan pake salam soalnya. Ya salamnya kan itu.
Closing
It had been a habit for the teacher to close the meeting with Arabic word
Q74: Trus kalau secara keseluruhan yang membuat ibu kesulitan tentang beklajar bahasa Inggris tu apa, bu? A74: Ya karenaa terbatas waktu, saya udah tua juga jadi ya mudah lupa, ingatannya kan udah laen dengan yang muda. Hehe. Q75: Kalau yang tentang bahasa Inggris
The teacher had a limited time to learn English. Besides, she also felt that she had a bad memorization
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
98
sendiri, yang ibu merasa paling susah itu mempelajari apa? A75: Ya yang tadi itu buat kalimat yang runtut itu lho. Kadang – kadang kan terbalik tenses nya. Q76: Nah kalau ibu kan diajari juga cara menyampaikan salam, penutup, menyampaikan pendapat sama LTI. Nah yang membuat malas beajar bahasa Inggris tu apa? Apakah tentang mengingat atau apa? Q78: Nah menurut data yang saya dapatkan itu ada perbedaan frekuensi penggunaan bahasa Inggris di kelas satu dan yang lainnya. Nah, itu di data rekaman ada. Di kelas X eh kelas sepuluh pojok sana itu, jam setengah dua. Nah itu kenapa, Bu? A78: O ya laen. ya kadang–kadang kan kurang nangkep juga. Kan tiap kelas kemampuan Inggris nya beda-beda. Ya penyesuaian dulu. Q79: soalnya yang empat kelas pertama itu saya liat dari video-nya kok Ibu sudh menggunakan bahasa Inggris tapi yang dua kelas terakhir ini kok sudah kurang sekali. A79: Ya mungkin opo ya..kadang-kadang tergantung anaknya juga kan kelas itu..opo.. aktif apa engga. Kalo kebanyakan bhasa Inggris kan malah ngga dong entar. Hehehe. Q80: O, ya ibu lebih mengantisipasi itu ya? A80: Ya kemungkinannya itu soalnya kelas sepuluh..anu..lain.hehehe.. Q81: Nggih-nggih, maturnuwun sanget, bu, nggih… A81: iya..iya. hehe.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
APPENDIX G
The Observation Sheet for the Biology Teacher, 10th Grade
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
99
APPENDIXE G
The Observation Sheet for the Biology Teacher, 10th Grade
1. What classroom language functions in English used by the Biology
teacher to greet the students before starting the lesson? (Greeting)
______________________________________________________________________________________________________________________What classroom language functions in English used by the Biology teacher to tell the students what they have to do for a particular purpose? (Instructing)
______________________________________________________________________________________________________________________
2. What classroom language functions in English used by the Biology teacher in order to acquire information and opinion from the students related to the topic under discussion (in the beginning of a lesson)? (Eliciting) ________________________________________________________________________________________________________________________________________________________________________________
3. What classroom language functions in English used by the Biology teacher to explain a meaning of new words, phrases or structures to the students? (Conveying the meaning of new language) _____________________________________________________________________________________________________________________
4. What classroom language functions in English used by the Biology teacher to clarify a certain theory or to explain how to do an activity, how to organize project they are doing? (Explaining) ________________________________________________________________________________________________________________________________________________________________________________
5. What classroom language functions in English used by the Biology
teacher to tell a particular story or event based on the chronological order? (Narrating) ______________________________________________________________________________________________________________________
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
100
6. What classroom language functions in English used by the Biology
teacher to help the students think of ideas and remember how to do a particular task by giving them some cues? (Prompting) ______________________________________________________________________________________________________________________
7. What classroom language functions in English used by the Biology teacher to measure the students’ understanding after the teacher conveying learning materials to them? (Checking learning) _____________________________________________________________________________________________________________________________________________________________________________
8. What classroom language functions in English used by the Biology teacher to correct the students’ answers? (Correcting) ________________________________________________________________________________________________________________________________________________________________________________
9. What classroom language functions in English used by the Biology
teacher to praise the students’ answers or performance in order to give them motivation? (Giving feedback) _________________________________________________________________________________________________________________________________________________________________________________
10. What classroom language functions in English which are used by the Biology teacher as a farewell to end the lesson? (Closing) ________________________________________________________________________________________________________________________________________________________________________________
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
APPENDIX H
Fieldnotes
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
101
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
.aF\.1I
102
$.s*r.'z.hnv- tjFIELDNOTES
Topic iDarelTime :
Class :
tqNSTo&r AprMAuAl4qrr,t' +S tt*.lo lo {9. or.q^ l27o p.',,.t
K"
furl*rn*o
'J Whr"+ fr lt* {Atrptor*it I r, d'd;J tlr*5anwatuY
, bt ,*ev ,v& tx11 tooe * 1*! blb^eii,&i.[f w
atwwt',on,ffii""rc,,** . 4 e.,e.*\ E"*q]t)A*12o- ,1Uo,* ra4ctJ. ,r^,{d^.ar -. h?.iu ...8A,-.- . .. I qt*,sh"vl'^"* da'\ $r^ qf4? hfut hton , kt ^ .o+1,r".,rr.^.r{hri,+ ff t{^a Notboc&, $ .) \t't1r'ea^"i5,
l^t*
r k--?f ,"*;";ffi*; d*fhiyfr1t[:e4t..rur5.t r\
7 $ lJerk*^l<
">D$4o* tt,,&.trsr^* ? hF!F{ c{,ae\
\c."Lzh* % belt\ *n"7 -l..e4rig sl.,npe4tt \.7 lr*3 @',le{h?.,n ? ASq yu\,.ro"*i. l,,.ecarrj
)F,{s€a.tr .
WW\r^'--Vt Q-"x^^^tr,a*.Lr't .
d"Ffi€
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI