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THE IMPLEMENTATION OF BILINGUAL PROGRAM AT MA

BILINGUAL BATU

THESIS

By:

FITRIA

201010100311072

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MALANG

2016

THE IMPLEMENTATION OF BILINGUAL PROGRAM AT MA

BILINGUAL BATU

THESIS

This thesis is submitted to meet one of the requirements to

achieve Sarjana Degree in English Education

By:

FITRIA

201010100311072

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MALANG

2016

This thesis was defended in front of the examiners of Faculty of Teacher

Training and Education of university of Muhammadiyah Marang

and accepted as one of the requirement to achieve

Sarjana Degree in English Education

on February 4,2016

Approved by:

Faculty of Teacher Training and Education

Muhammadiyah University of Malang

Dean

ahyono, M.Kes

Examiners:

1. Dr. Hartono, M.Pd

2. Nina Inayati, M.Ed

3. Dr. Estu Widodo, M.Hum

4.Dr. Sri Hartiningsih, M.M

lil

-J

ORIGINALITY DECLARATION

The Undersigned:

Name : Fitria

Student ID Number : 201010100311072

Program of Study : English Department

Faculty : Faculty of Teacher Training and Education

I declare that the work presented in this thesis was carried out by myself and does not

incorporate without acknowledgement any material previously submitted for a degree

or diploma in any university. To the best of my knowledge this thesis does not

contain any material previously publish or written by another person except where

due reference is made in text.

Malang, February 4, 2016

Fitria

MOTTO AND DEDICATION

“When you have never made a mistake, it means you have not tried anything”

-Unknown-

“Indeed Allah is with those who patienly endure”

(Qur’an, 8:46)

“Verily, with the hardship, there is a relief” (Qur’an, 94:6)

This thesis is dedicated to:

My beloved Father and Mother

H. Sholichin and Hj. Siti Juwariyah

Who always give me motivation, support, guidance and especially pray for success

of my study and my life.

My Sister

Novia Maulina, S.Farm

My brother

M. Maulana Muchtiyali

All of my close friends

Elny Risnawati, Novia Andini, Sonya, Hilwannahl, and Anita Kusumawati for

sharing happiness and sadness.

And my partner in life

Irham Kriesna Bahari, S.Kom

Who have shared bitter and sweet memories, motivate, and support me.

ACKNOWLEDGEMENT

First, praise is to Allah SWT for all the glory guiding the writer through hard

days in finishing this thesis. Next, my greeting goes to Rasulullah Muhammad SAW.

Frankly, a thesis like this does not come about without a lot of help from a lot

of people. First is to my advisors Drs. Estu Widodo, M.Hum and Dr. Sri Hartiningsih,

M.M who have patiently spend their valuable time to guide, give suggestion,

scrupulously examine and correct this thesis, so that I can finish it on time. Beyond

that, their criticisms have encouraged me to struggle very hard to get the success

especially in completing this thesis soon. Without their real understanding and strong

motivation, this thesis would have never found its completion.

The next, the special thanks are given to the writer beloved parents, brother

and all of friends who gave much love, encouragement and spirit of doing the best.

Last but not least, I would like to say thank you very much to the MA

Bilingual Batu, especially Mr. Supian Syah, S.Pd who has support, permitted, and

helped my research.

From the bottom of my hearth

The Writer

Fitria

TABLE OF CONTENT

COVER.........................................................................................................................i

APPROVAL ............................................................................................................ ii

LEGALIZATION .................................................................................................. iii

ORIGINALITY DECLARATION...........................................................................iv

MOTTO AND DEDICATION ............................................................................... v

ACKNOWLEDGEMENT.........................................................................................vi

ABSTRACT……………….......................................................................................vii

TABLE OF CONTENT..........................................................................................viii

CHAPTER 1: INTRODUCTION

1.1 Research Background ................................................................. 1

1.2 Research Problem ....................................................................... 3

1.3 Problem Limitation ..................................................................... 3

1.4 Research Objectives ................................................................... 3

1.5 Research Benefits ....................................................................... 3

1.6 Definition of Terms .................................................................... 4

CHAPTER I1: REVIEW AND RELATED LITERATURE

2.1 Bilingualism .............................................................................. 5

2.2 Type of Bilingual ...................................................................... 5

2.3 The Education of Bilingual Program ......................................... 6

2.4 Type of Bilingual Education...................................................... 7

2.4.1 Transitional Bilingual Education ...................................... 7

2.4.2 Maintenance Bilingual Education ..................................... 8

2.4.3 Immersion Bilingual Education ........................................ 8

2.5 The Operational Factor of Bilingual Education .......................... 9

2.5.1 Curriculum ....................................................................... 9

2.5.2 Subject ............................................................................. 9

2.5.3 Evaluation .......................................................................10

2.5.4 Materials .........................................................................10

2.5.5 Teachers ..........................................................................10

2.6 The Strategies in Bilingual Classroom ......................................11

2.6.1 Translanguaging ..............................................................11

2.6.2Translating .......................................................................11

2.6.3 Previewing and Reviewing ..............................................12

2.7 The Problem Areas in The Practing of Bilingual and

Possible Solutions to Solve Those Problems ............................12

2.7.1 Motivation and opportunities to use foreign

languages ........................................................................12

2.7.2 Students’ Language Proficiency Level .............................13

2.7.3 Language and Content .....................................................13

2.7.4 Development of Biliteracy ...............................................14

2.7.5 Language and Culture ......................................................14

2.7.6 Materials and Human Resources ......................................15

2.8 MA Bilingual Batu ...................................................................15

CHAPTER III: RESEARCH DESIGN

3.1 Research Method ....................................................................17

3.2 Research Setting ......................................................................17

3.3 Research Subject .....................................................................18

3.4 Instruments and Data Gathering Technique .............................18

3.4.1 Instruments .....................................................................18

3.4.1.1 Observation ........................................................18

3.4.1.2 Interview ............................................................19

3.4.2Data Gathering Technique ...............................................20

3.5 Data Analysis Technique ..........................................................20

3.6. Research Procedure .................................................................21

CHAPTER IV: FINDING AND DISCUSSION

4.1 Research Finding .....................................................................22

4.1.1 The Implementation of Bilingual Program at MA

Bilingual Batu .................................................................22

4.1.1.1The Implementation of Bilingual program

in a class .............................................................23

4.1.1.2 The Implementation Of Bilingual Program

Outside The Class..................................................28

4.1.2 The Obstacle In implementing Bilingual Program ...........30

4.1.2.1 Learners’ problems .............................................30

4.1.2.2 Instructional problem ..........................................30

4.1.3The Possible Solution in Solving The Obstacles in

Implementing Bilingual Program .....................................30

4.2 Discussion ................................................................................31

CHAPTER V: CONCLUSION AND SUGGESTION

5.1 Conclusions .............................................................................34

5.2 Suggestions ..............................................................................36

5.2.1 To The Headmaster and Vice Headmaster .......................36

5.2.2 To The English Teacher...................................................36

5.2.3 To Further Researchers ....................................................36

BIBLIOGRAPHY

APPENDICES

LIST OF APPENDICES

APPENDIX I

APPENDIX II

APPENDIX III

APPENDIX I

1st Observation

Day/Date : 15 March, 2015

Time : 11.00-12.15

Materi : Writing (The differences of “will” and “be going to”)

Pre-Teaching

The teacher gave greeting to the students.

The teacher opened the class by giving short story about motivation in Bahasa Indonesia.

The teacher checked the students‟ attendance list.

The teacher askfed the students about the previous material.

The teacher gave the infomation about the material that will be discussed today.

Whilst-Teaching

The teacher asked to the students to mention the kinds of verb in Bahasa Indonesia.

The teacher asked to the students to mention those verb in English language.

The teacher mentioned those verb again in English language and gave correction for the

pronunciation.

The teacher explained the material about the differences of “will‟ and „be going to”.

The students were asked by the teacher to make a sentence with the using of “will” and

“be going to”.

The students submit their works.

The teacher checked the students‟ work.

The teacher made correction to the students‟ work.

The teacher gave the material about “will” and “be going to” in the form of song lyric of

One Way or Another from One Direction.

The students were asked to read the text first carefully.

The teacher asked to the students to sing together.

The teacher asked to the students to analyze song lyric of One Way or Another from One

Direction.

The teacher asked to the students about the translation of song lyric in Bahasa language. .

The students were asked to submit their work.

Post-Teaching

The students were asked to make a conclusion about the material today.

The teacher closed the class and guided the students to pray together.

2nd

Observation


Time : 11.00-12.15

Materi : Speaking (Telling Story)

Pre-Teaching


The teacher checked the students‟ attendance list.

The students were asked about the previous material by the teacher.

The teacher gave the information about the material that will be discussed today.

The teacher gave warming up to the student with giving the instruction when the teacher

said “Sunday” the students must clap their hand once, for “Monday” two times, and for

“Saturday” three times.

The teacher gave the punishment to the students who made a mistake and came in front

of the class to tell their activity in Sunday.

Whilst-Teaching

The teacher gave the example about how to tell something used English language.

The students were asked by the teacher to tell their activity in Sunday in pairs.

The students in left side were asked by the teacher to sit down and students who are in the

right side to stand up.

The teacher gave the example of angry expression and calm expression.

The students who are in the left side must show angry expression and students who are in

the right side must show calm expression.

The next activity, the students were asked by the teacher to make a question in Bahasa

and wrote down in the piece of paper with giving their name and students‟ number.

The students were asked by the teacher to make an origami from those paper in the form

of plane.

The students made a circle in the class.

The teacher counted and the students must fly their plane paper in the air.

Each students would take one paper plane and come to the owner of that paper and

answer their questions used English.

Teacher came to the students one by one and gave the score.

Post-Teaching

The teacher gave the conclusion about the material.


3th

Observation

Day/Date : 04 Aprl, 2015

Time : 11.00-12.15

Materi : Speaking (Describing Picture)

Pre-Teaching


The students were asked about the previous material by the teacher.

The teacher gave the information about the material that will be discussed today.

Whilst-Teaching

The teacher read the instructions of the rules of this class.

The students read the instruction of the rules together.

The teacher showed some pictures to the students.

The students were asked by the teacher to analyze the picture.

The teacher gave the example about how to describe picture with using English in front

of the class.

The teacher describe one of the pictures in front of the class.

The teacher gave some vocabulary related to the picture to the students..

The students were asked to guees what is picture about.

The students were given the assignment to describe the picture.

The students came in front of class to describe the picture one by one.

The teacher gave the score.

Post-Teaching

The teacher gave the conclusion about the material.


APPENDIX II

1st Observation


Time : 11.00-12.15

Materi : Writing (The differences of “will” and “be going to”)

Type Of Bilngual Education The Example of Activity

Immersion Bilingual Education Pre-Teaching

- What have you learned in the

previous meeting?

- Come on guys, spek up !

- Binti, come forward please and I

want to ask you something.

- What your plan in the next

Holiday?

- Where will you go in the next

Holiday?

- Everybody please pay attention to

your friend!

- You may sit down, Binti.

- Do you know what the material

that we will discuss today?

Whilst-Teaching

- Everebody please mention some

verb in daily our activities!

- I will explain to you the

differences of will and be going to.

- Pay attention to me guys

- Do you get it what I mean?

- Now, its your turn to make two

sentences, first use will and the

second sentences use be going to.

- Do you get my point?

- I will count down for 5 to 1 and

you must submit your work to me

- I have a lyrics song from One

Direction with the tittle is One

Way Or Another, and I will share

to all of you.

- I want all of you read it first and

then we sing together.

- Everybody stand up, please!

- One, two, three Let’s sing

together!

- Girls and boy, you may sit down

again.

- Now, What you have to do is

analyzing every sentences in that

lyrics.

- Is there any will or be going to

sentences?

Post Teaching

- Before we going back to home,

does anyone want to explain the

material today in briefly?

- Any question for our material

today?

- Let’s pray together.

The strategy in Bilingual Classroom The Example of Activity

Translanguaging

Translating

Teacher gives a song lyric in English to

read by the student then discuss it in

bahasa Indonesia.

Teacher repeats what they have

previously said in another language. For

example :

- Do you get my point? (said twice)

Apakah kalian faham?

- Is it understandable? (said twice)

Apakah mudah untuk dipahami?

2nd

Observation


Time : 11.00-12.15

Materi : Speaking (Telling Story)


Immersion Bilingual Education Pre-Teaching

- Before we starting our lesson today,

let’s pray together.

- Okey, Arifin please come forward.

Stand up there and I want ask you

something.

- Everybody please you can keep

silent.

- Do nothing with your any school

equipments.

- We have to focus to Arifin’s voice.

- Could you please tell us about your

Sunday morning?

- Everybody listen to my instructions

and do my instructions!

- When I say Sunday, you must clap

your hand once, when I say

Monday you must clap your hand

twice, and for Saturday three times.

- Do you get it?

- Are you ready to do that?

- Do you know what we are going to

learn now?

Whilst-Teaching

- We will learn days in the form of

telling story.

- I want you to take your partners or

in pairs!

- Everybody stand up, stand up

please!

- You can face to face with your

partner.

- Now, the students on my left side

you may sit down and the student

on my right side you have to keep

stand up.

- The students who are standing up

you have to angry to your friends.

- Do not change or do not stop until I

say stop.

- Now, students on my right side do

not angry but you have to be calm !

- Make sure that you have to use low

voice.

- So, which one is easier to you,

become a person with high

temperature or low temperature?

- Now, I want you prepare a papper

please

- Hurry up

- Please look at my eyes

- Do not pay anything just look at my

eyes, I will ask you something.

- Guys, we are going to talk about

countries.

- Whats going on your mind when I

am talking about China?

- Whats going on your mind when I

am talking about America?

- Now, show me your papper and

please write a questions about

Indonesia.

- All of you make a plane from your

papper

- Everybody stand up please and

make a big circle

- You can up your hand and show me

your plane

- Now, fly your plane!

- It’s time for you to take a plane you

want.

- Whose plane you have? Everybody,

please come to the name and

answer the question!

Post-Teaching

- Is there any question?

- Oke thank you wassalamualaikum.


Translating

Previewing and Reviewing

Teacher repeats what they have previously

said in another language. For example :

Fold (said three times)

Melipat

Meaningful form (said twice)

Berbentuk

Teacher gives initial understanding, then it

considered in depth in the majority

language. For example :

- What’s going on your mind when I

say about Cina?


say about America?


say about Parris?


say about Madura?

3th

Observation

Day/Date : 04 Aprl, 2015

Time : 11.00-12.15

Materi : Speaking (Describing Pictures)


Immersion Bilingual Class Pre-Teaching

- First, let’s pray together.

- Now, we are going to have a photo.

- Anyone of you wanna say something?

- Look at this picture! Nobody is sleepy

and nobody is hungry.

- It’s time for us to have speking class

now.

Whilst Teaching

- Look at this one!

- Please all of you do not close your

eyes, pay attention on the white board

and pay attention on the instructions!

- Look at this one! Whay you need to

do are... please read together.

- Is it understandable?

- Is it clear enough?

- Any question for all my instructions?

- Look at the first picture! Abyone of

you want to try to guess?

- Guess what is it about!

- You may stand up, Zufar.

- Give applause to Zufar.

- Next picture, tells something about

this picture.

- We had already had a boy, I want the

girls now.

- Please raise your hands up and

describe the picture.

- It’s time for me to explain to you. If

you on in front of the class and tell

about something based on the picture,

pay attention to the key of the picture.

- For example, in this picture there is a

word “what we are doing?”

- The word “we are doing” is formula

of Simple Present Continous Tense.

- This is the way that you are talking

something.

- Are you tired? Everybody please

stand up.

- Raise your hands up and put it down

while saying “hah”

- You may sit down again.

- Becuase no one of you want to come

forward, I will choose by my self.

Post Teaching

- Any question for our material today?

- Let’s pray together.


Translating Teacher repeats what they have previously

said in another language. For example :

The call of praying (said twice)

Adzan

Slipper (said twice)

Sandal jepit

Worship to the God (said three times)

beribadah

APPENDIX 3

Interviewer : Fitria

Interviewee : Mr. SS, S.Pd

Date : 10 August, 2015

Time : 09.00- 10.00

Place of Interview : MA Bilingual Batu

Question and Answer

1. Apa yang di maksud program Bilingual?

Program bilingual adalah program yang dibuat sekolah dengan menggunakan dua bahasa

dalam kesehariannya. Kesehariannya yang di maksud adalah menggunakan dua bahasa di

dalam kelas ataupun di luar kelas. Di Madrasah Aliyah Bilingual Batu ini, sekolah

memaksimalkan dulu untuk didalam kelasnya, sedang di luar kelas masih belum ada kontrol

yang memadai. Contoh didalam kelas yaitu pada saat menyampaiakan materi menggunakan

bahasa pengantar yaitu bahasa Inggris, karena yang dimaksud Bilingual di sekolah ini

menggunakan Bahasa Inggris dan bahasa Arab. Namun, karena tidak semua siswa yang

masuk sekolah ini tidak dari Mts atau sekolah yang berbasis agama, maka di sekolah ini, di

titik beratkan kepada penggunaaan bahasa Inggris. Jadi porsi untuk bahasa Inggris 70% dan

bahasa Arab 30%.

2. Bagaimana Bapak menerapkan (mengimplementasikan) program Bilingual tersebut di

dalam kelas?

Dalam penerapannya saya sebagai guru bekerja sama dengan waka kebahasaan, ada kegiatan

antara lain:

1. English hour

kegiatan yang pada jam-jam tertentu murid diwajibkan harus menggunakan bahasa

Inggris, jika ada siswa yang melanggar dengan menggunakan bahasa Indonesia, maka

ada punishment (hukuman) untuk siswa tersebut. Punishment yang dimaksudkan disini

yaitu bukan berkaitan dengan fisik, namun penambahan kosakata bahasa Inggris untuk

siswa. Kegiatan ini lebih menekankan pada grammar,

2. English program

kegiatan ini dilakukan pada saat jam terakhir. Disini siswa dipaksa untuk menggunakan

bahasa Inggris karena lebih memberatkan pada speaking. Kita tidak menggunakan teknik

TTT (Teacher Talking Time) kita kurangi, tetapi STT (Student Talking Time) nya kita

maksimalkan agar murid lebih aktif dengan memberi mereka berbagai kesempatan untuk

melakukan conversation dengan temannya menggunakan bahasa Inggris.

3. Program LT (Language Training)

Kegiatan ini dilakukan pada di luar jam sekolah selama dua minggu di rumah salah satu

guru. Kita melakukan pendekatan kepada mereka agar lebih menyukai bahasa Inggris. Ini

ditujukan kepada siswa yang ditahun kedua mereka masih rendah kemampuan berbahasa

Inggrisnya dan tidak sesuai dengan target.

3. Adakah persiapan Bapak sebelum menerapkan program Bilingual di dalam kelas?

Apa saja?

Harus ada persiapan karena sudah standard dari sekolah. Seperti umumnya kita membuat:

1. Lesson Plan

2. mempersiapkan materi.

Dalam mempersiapkan materi guru terkadang kesulitan, karena sebagian besar adalah

speaking, kita sering mengadopsi materi dari berbagai sumber termasuk internet dengan

mencocokkan kapasitas kemampuan siswa.

3. Demo Media

Demo media adalah kegiatan yang mengharuskan semua guru Bahasa Inggris MA

Bilingual Batu berkumpul sebelum memberikan materi kepada siswa. Guru-guru

berdiskusi tentang penyesuaian media dan materi yang akan mereka ajarkan bisa

dimengerti siswa atau tidak.

4. Apakah strategi Translanguaging, Translating, atau Preview-Reviewing yang Bapak

gunakan didalam penererapan program Bilingual?

Strategi ini tergantung pada saat saya (guru) menyampaikan materi didalam kelas.

Contohnya, saya menggunakan Translanguaging saya memberikan sebuah masalah

menggunakan bahasa Indonesia, tugas mereka adalah problem solving menggunakan bahasa

Inggris. Kemudian mereka speaking di depan kelas bagaimana mereka menyelesaikan

masalah tersebut dengan menggunakan bahasa Inggris. Penilaian bukan kepada apakah

siswa sudah benar dalam menyelesaikan masalah sesuai prosedur, namun bagaimana siswa

berbicara bahasa Inggris dengan berani dan percaya diri didepan kelas.

Untuk Translating, seperti biasa guru menggunakan repetation (pengulangan) saat

menyampaikan materi, karena tidak semua siswa mengerti apa yang saya jelaskan dalam

bahasa Inggris. Sekolah membagi mereka dengan 3klasifikasi untuk penekanan bahasa

Inggris yaitu low, basic, middle, dan upper. Untuk mengatasi siswa yang low dalam bahasa

Inggrisnya, agar mereka mengerti dengan apa yang dijelaskan guru, guru mengulang dua

atau tiga kali intruksi yang diberikan kepada mereka karena guru tidak boleh menjelaskan

dalam bahasa Indonesia. Di kelas basic, pertama menggunakan bahasa Inggris untuk

instruksinya, kemudian kita terjemahkan kedalam bahasa Indonesia. Karena ada kelas basic

dan intermediate. Jadi tergantung di kelas manakah kita menggunakan strategi untuk

menerapkan program Bilingual ini.

5. Adakah kelemahan atau kelebihan dari program Bilingual tersebut?

Untuk saat ini lebih banyak kelemahan karena beberapa faktor antara lain:

Kita tidak hidup di English Speaking Country, Kita berbasic aliyah sekolah belum didukung

adanya asrama,tidak semua siswa diasramakan sehingga pihak guru kesulitan mengontrol

bahasa yang mereka gunakan sehari-hari. Kemampuan bahasa Inggris mereka terbatas hanya

disekolah saja. untuk mengatasinya, setiap selesai jam pertama yaitu mengaji kita

memberikan mereka vocab, idiom, expression, dan sebagainya dan diserahkan kepada wali

kelas. Ini juga meruapakan salah satu implementasi dari program Bilingual ini.

Kelebihan :

Dalam hal akademik ada peningkatan walaupun tidak signifikan. Beberapa dari mereka yang

awalnya tidak bisa bahasa Inggris dalam speaking sewaktu mereka SMP, sekarang mereka

bisa minimal mau mengikuti event yang berhubungan dengan bahasa Inggris, contoh debate,

speech, telling story dan sebagainya. Ada beberapa dari mereka menunjukkan kemampuan

hal akademiknya dengan menjuarai tingkat Batu, Malang, yang terakhir sekolah bisa

mengirimkan delegasi untuk perwakilan Jawa Timur Tingkat Nasional dalam bidang speech.

6. Apakah fasilitas, motivasi murid, dan media dari sekolah mendukung penerapan

program Bilingual ini?

Untuk fasilitasnya kurang mendukung, karena lab bahasa juga masih merintis, namun hal ini

tidak menjadi hambatan serius untuk guru. Sedangkan media sekolah mempunyai laptop dan

LCD. Dalam hal media kita juga dibantu oleh pihak MGMP. Untuk sumber belajar kepala

sekolah berperan aktif untuk memberikan pengarahan terhadap guru-guru berkaitan dengan

bahasa Inggris. Untuk diluar kelas, seperti contoh penjaga kantin, kita mengambil dari

alumni MA Bilingual sendiri yang mempunyai kemampuan yang bagus dalam bahasa

Inggrisnya sehingga siswa wajib membeli sesuatu dengan menggunakan bahasa Inggris.

7. Apa hambatan yang Bapak temukan dalam menerapkan program Bilingual ini?

Hambatan dari siswa

Kurangnya motivasi siswa menggunakan bahasa Inggris karena memang dari mereka tidak

semuanya mempunyai background bahasa Inggris yang bagus ketika SMP.

Hambatan dari guru

Karena sekolah kita full day, beberapa dari guru terkadang kurang fokus dalam

menyampaiakn materi sehingga hanya menyuruh murid mengerjakan tugas saja dan kurang

mengontrol speaking mereka.

8. Apakah penyebab dari hambatan tersebut?

Dari Siswa

mereka tidak suka bahasa Inggris, ini bisa kita ambil dari program sekolah yang dinamakan

need analysis. Kira-kira mereka belajar Bahasa Inggris untuk apa.

Memilih sekolah bukan karena kehendak siswa sendiri, karena dorongan dari orang tua.

Mereka berpikir bahasa Inggris sulit.

Dari Guru

Faktor dari diri kita sendiri bisa karena kita kelelahan karena kita disekolah yang

mempunyai jam lebih daripada sekolah lain.

9. Bagaimana Bapak memecahkan/menyelesaikan hambatan tersebut?

Untuk Siswa

ketika siswa merasa down, kita memberikan motivasi sebelum mereka belajar dengan

menggunakan bahasa Indonesia, kita memberikan reward bisa berbentuk benda atau pujian

ketika mereka berhasil didalam kelas.

10. Bagaimana respon siswa dengan adanya program Bilingual ini?

Respon siswa bertahap :

Mereka tidak betah dengan program ini, ditunjukkan dengan adanya wali murid yang

datang kesekolah menyampaikan pendapat mereka.

Ada beberapa siswa yang tidak bisa berbahasa Inggris sehingga merasa minder.

Setelah dianggap bisa berbahasa Inggris, kita beri reward pujian agar mereka bisa lebih

bersemangat untuk meningkatkan kemampuan mereka.

Didalam kelas, mereka lebih aktif berdiskusi dengan temannya dengan menggunakan

berbahasa Inggris.

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