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.
BIBLIOGRAPHY
Ary, Donald et.al.2002, Introduction to Research in Education. USA: Holt, Riachart and Winston, Inc.
Baker, Colin. 2001. Foundation of Bilingaul Education and Bilingualism. 3rd Edition. England : Multingual Matters Ltd.
Bialystok, Ellen. 2003. Bilingualism in Development: “Language, Literacy, And Cognition”. Australia : Cambridge University Press
Bogdan, Robert C and Biklen, sari Knopp. 2007 Qualitative Research For Education. The United States: san Fransisco State University.
Brown, H. Doglas. 2002. Introduction To Research In Education. USA : Holt Riachart And Winston, Inc.
Cenoz, Jasone. 2009. Towards Multilingual Education; Basque Education Research from an Intrenational Perspective. USA : British Libarary Catalonguing in Publication Data.
Fullan, Michael. G. 1992. The New meaning of Educational Change. England: British Libabry Cataloging
Garcia, Ofelia. 2009. Bilingual Education in the 21st Century : “A Global Perspective”. United Kingdom : Willey-Blackwell
Hoffman, Charlotte. 1991. An Introduction to Bilingualism. New York : Longman Karosas, Susanna. 2004. Bilingualism in Theory and Practice. (Online),
http://www.svenskamammor.com/uppsats.htm. Retrieved at February 26, 2015.
Marie, Anne and Meija. 2002. Power, Prestige, and Bilingualism : International Perspectives On Elite Bilingual Education. England : Multingual Matters Ltd.
Munroe, Susan. 2007. Bilingualism. (Online), http://canadaonline.about.com/cs/bilingualism/g/bilingualism.htm.
Retrieved at February 26, 2015.
Ovando, Carlos J and Mary Carol Combs. 2012. Bilingual and ESL Classrooms : Teaching in Multicultural Context. 5th Edition. New York : McGraw-Hill Companies, Inc.
Roberts, Cheryl A. 1995. “Bilingual Education Program Models: A Framework
For Understanding”. The Bilingual Research Journal Vol 19 Nos. 3 & 4, Pp. 369-378
Setyosari, Punaji. 2010. Metode Penelitian Pendidikan Dan Pengembangan. Persada Media Group. Jakarta.
Trask, R.L 1990. Key Concepts In Language And Linguistics. New York : Routledge
1 CHAPTER I INTRODUCTION
In this chapter, the researcher discussed about research background, research problem, problem limitation, research objectives, research benefits, and defifnition of the key terms. Each section will be shown as below.
1.1Research Background
English as an international language which has an important role for communication makes the Indonesian goverment gives more attention to English teaching and learning at all levels. In other words, the Indonesian government places high priority on this language, with the hope that the graduates are ready to face the future for the world of job.Unfortunately, the graduates of Senior High School have a low mastery of English. They have difficulties in using English grammar, words, and pronunciacing words. Therefore, the school should have an initiative to make their students have a good mastery in English.
To reach the target, opening a bilingual class can be a solution. Munroe
(2007) has stated, “Bilingualism is the ability to speak two languages.” Moreover,
Bloomfield (in Karosas, 2004) classified that a bilingual person has “native-like
control of two or more langauge.” In addition, bilingualism is the ability to communicate naturally and fluently in more than one language in all areas of life. Cenoz (2009) stated that bilingual education is the use of two languages in a school which is aimed to help both teachers and students to practice two languages that is English to student. Bilingualism increases English proficiency in society.
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This program, however, can be beneficial for the students to mastery their English ability. Therefore, to keep up with this reality, the implementation of bilingual education programs is designed to make the students stay ahead for obtaining a better English proficiency from the classroom activities. In addition, such a program can lead the schools to have a competitive orientation in upgrading achievements.
MA Bilingual is chosen because this school has a program to increase the
students’ mastery in English, called bilingual program. Bilingual class is different
from reguler class because this class uses both English and Indonesian language to communicate during the classroom activities. They use both languages not only in English lesson but also in other subject such as biology, mathematics, chemistry, or physics. So, bilingual class helps students to improve their English skill in order to get mastery in English.
According to Astika ( 2009) implementing a bilingual class needs some stages. In the first year of using English as the students’ classroom instruction, the teacher uses as much as 25 percent English and 75 percent of Indonesia language. In the second year the teacher uses each 50 percent of English and 50 percent of Indonesia language. And then, in the third year teacher uses 75 percent of English and 25 percent of Indonesia language.
Based on research above, the writer is interestedin observing how the bilingual program is implementedto support and improve the students’ mastery in English at MA Bilingual Batu. That is the reason why the writer tries to
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investigate“The Implementation of Bilingual Program at MA Bilingual Batu”. 1.2 Research Problem
1. How does the English teacher implement the bilingual program at MA Bilingual Batu?
2. What are the obstacles in implementing the bilingual program at MA bilingual?? 3.What are the possible solutionsto those obstacles in implementing the bilingual
program at MA Bilingual Batu? 1.3 Problem Limitation
This study is limited on how the English teacher at MA Bilingual Batu implementsthe bilingual program at MA Bilingual batu, the obstacles in implementing the bilingual program, and the possible solution to the obstacles in implementing the bilingual program at MA Bilingual Batu.
1.4Research Objectives
1.To describe the implementation of the bilingual program by English teacher at MA Bilingual Batu.
2. To find out the obstacles in implementing the bilingual program at MA Bilingual Batu.
3. To dig out the possible solutions to those obstacle in implementing the bilingual program at MA Bilingual Batu.
1.5 Research Benefits
The finding of the study is expected to give information about the implementation of bilingual program at MA Bilingual Batu. First this contribution
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will be useful for the school principal in achieving the success of implementing of bilingual program in this school. Second, the result of the study is expected to provide a feedback to the English teacher, especially at MA Bilingual Batu.They will use good ways in developing bilingual program to motivate their student in teaching learning process. Third, for the student, the study is also expected to give the valuable contribution to the students in order to realize that English is important and must be increased to get success in the future.
1.6 Definition of Key Terms
To avoid misinterpretation and misunderstanding in the research, the several terms are defined as follows:
1.Implementation is planning frame work which consists of the process of putting into practice an idea, program, or set of activities and structures new to the people attempting or expected to change (Fullan, 1991:65)
3. Bilingualism is the ability to speak two languages (Munroe : 2007). The bilingual class is a class which uses both English and Indonesia in language to communicate during the classroom activities. In bilingual class, both teacher and students are expected to use two languages to communicate during the classroom activities and also for the medium of instruction.
4. Obstacles are anything that the teacher are hard to do in implementing the bilingual program.