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
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
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
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
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
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
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
2.4.2 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
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
4.1.3The 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 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 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.
2nd Observation
Day/Date : 30 March, 2015
Time : 11.00-12.15
Materi : Speaking (Telling Story)
Pre-Teaching
The teacher gave greeting to the students.
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 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 teacher gave greeting to the students.
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.
Post-Teaching
The teacher gave the conclusion about the material.
APPENDIX II
1st Observation
Day/Date : 15 March, 2015
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
- 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.
- I will count down for 5 to 1 and you must submit your work to me
- I have a lyrics song from One
- 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.
The strategy in Bilingual Classroom The Example of Activity Translanguaging
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
Day/Date : 30 March, 2015
Time : 11.00-12.15
Materi : Speaking (Telling Story)
Type Of Bilngual Education The Example of Activity Immersion Bilingual Education Pre-Teaching
- Before we starting our lesson today,
let’s pray together.
- 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.
please! you have to angry to your friends.
- Do not change or do not stop until I eyes, I will ask you something.
- 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.
The strategy in Bilingual Classroom The Example of Activity 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
3th Observation
Day/Date : 04 Aprl, 2015
Time : 11.00-12.15
Materi : Speaking (Describing Pictures)
Type Of Bilngual Education The Example of Activity 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.
- 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 forward, I will choose by my self.
Post Teaching
- Any question for our material today?
- Let’s pray together.
The strategy in Bilingual Classroom The Example of Activity
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
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
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
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
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
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
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
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
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
2
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
3
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
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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.
