i TITLE PAGE
A STUDY ON TEACHERS’ USE OF ENGLISH LANGUAGE IN NATURAL SCIENCE BILINGUAL CLASSES AT SMP N 4 PAKEM
RSBI SCHOOL
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Rina Astuti Purnamaningwulan Student Number: 071214142
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY
iv DEDICATION P AGE
I dedicate this little piece of work to my one and only Mommy
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STA TEM ENT OF WORK’ S
vii education called SBI or International Standard School. Some schools in Indonesia are now prepared for becoming a real international standard school. Therefore, there are schools called RSBI or Future International Standard School. SMP N 4 Pakem is one of the RSBI Schools in Yogyakarta Province. As an RSBI School, SMP N 4 Pakem applies bilingual concept in the teaching and learning activities, specifically for natural science subjects. This study aims to answer two problems. They are: 1) How is English used by the teachers in delivering natural science subjects to a 7thgrade class of SMP N 4 Pakem?, 2) What is teachers‟ perception on the use of English in delivering natural science subjects?
This research is a survey study. The participants of this research are four teachers who teach natural science subjects in class 7D at SMP N 4 Pakem. In order to answer the first problem, classroom observations were conducted. For answering the second question, the researcher used in-depth interview.
The findings obtained from the classroom observations showed that there was no exact tendency regarding in which lesson sections the teachers normally used English in the bilingual classes. In fact, each teacher used English in different lesson sections. However, it was also found that teachers had similar patterns in using English for the materials in bilingual classes. There were found that the teachers produced some full English utterances without Indonesian translation. There were also found some English utterances which were directly translated into Indonesian. Besides, the researcher found that teachers combined English and Bahasa Indonesia in the same utterances.
Based on the interview, it was found that all the four teachers participating in this research had the same perception on the use of English in delivering natural science subjects. English in bilingual classes was perceived positively. It was believed that the use of English in teaching natural science subjects brought advantages both for the teachers and the students of the RSBI School. However, there were also some points that needed to be improved from the use of English in natural science subject classes in terms of the students and teachers‟ preparedness, the lacking of local reference books, as well as the real classroom practices.
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ABSTRAK
Purnamaningwulan, Rina Astuti. (2012). A Study on Teachers’ Use of English Language in Natural Science Bilingual Classes at SMP N 4 Pakem RSBI School. Yogyakarta: Sanata Dharma University.
Pada tahun 2007, pemerintah Indonesia mengeluarkan sebuah konsep untuk pendidikan formal, yang disebut SBI atau Sekolah Berstandar Internasional. Beberapa sekolah di Indonesia sekarang sedang dipersiapkan untuk menjadi Sekolah Berstandar Internasional. Sekolah-sekolah yang sedang dalam persiapan untuk menjadi SBI disebut RSBI, atau Rintisan Sekolah Berstandar Internasional. SMP N 4 Pakem adalah salah satu sekolah RSBI yang berada di Provinsi Yogyakarta. Sebagai RSBI, SMP N 4 Pakem menerapkan konsep bilingual dalam kegiatan belajar mengajar, khususnya untuk mata pelajaran sains dan matematika. Berdasarkan fakta-fakta yang diuraikan di atas, kemudian penelitian ini dilaksanakan. Penelitian ini bertujuan untuk menjawab dua masalah, yaitu: 1) Bagaimana Bahasa Inggris dipakai oleh para guru dalam menyampaikan materi pelajaran sains di salah satu kelas 7 di SMP N 4 Pakem?, 2) Bagaimana persepsi guru terhadap pemakaian Bahasa Inggris dalam penyampaian materi pelajaran sains dan matematika?
Penelitian ini merupakan sebuah survei. Partisipan dari penelitian ini adalah empat orang guru yang mengajar mata pelajaran sains di kelas 7D di SMP N 4 Pakem. Untuk menjawab masalah pertama, peneliti mengadakan observasi kelas. Sedangkan untuk menjawab pertanyaan kedua, peneliti mengadakan wawancara terhadap masing-masing guru.
Hasil yang ditemukan dari observasi menunjukkan bahwa tidak ada kecenderungan yang pasti mengenai di bagian pengajaran yang mana guru memakai Bahasa Inggris dalam kelas bilingual. Fakta yang ditemukan adalah bahwa setiap guru memakai Bahasa Inggris pada bagian-bagian pengajaran yang berbeda. Meskipun demikian, ditemukan juga beberapa pola penggunaan Bahasa Inggris yang umumnya dipakai oleh para guru saat menyampaikan materi dalam dua bahasa. Ada pola di mana guru mengucapkan kalimat Bahasa Inggris penuh, tanpa diikuti terjemahan Bahasa Indonesia. Ada juga ucapan-ucapan Bahasa Inggris yang secara langsung diterjemahkan ke Bahasa Indonesia. Selain itu, peneliti juga menemukan pola di mana guru menggabungkan Bahasa Inggris dan Bahasa Indonesia dalam satu ucapan yang sama.
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pelaksanaannya. Antara lain mengenai kesiapan para guru dan siswa, kurangnya buku acuan dari penerbit lokal, dan juga dalam hal pelaksanaan di kelas.
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ACKNOWLEDGEMENTS
After the completion of this thesis, I would like to express my gratitude to Jesus Christ the Lord, for the wonderful blessings and love that He has given abundantly. I thank Him also for bestowing me this beautiful miraculous life with lovely people around who always support me, also in completing this thesis.
I would like to express my deepest gratitude to my beloved sponsor, Caecilia Tutyandari, S.Pd., M.Pd. for her guidance and assistance during the process, her patience in reading every single page of my writing as well as correcting my mistakes. I thank her also for giving me advices and encouragements from the beginning until the final moments of the completions of this thesis.
Next, I would address my thanks to the headmaster of SMP N 4 Pakem,
Ibu Woro Triwulan Ambarwati, B.A. for giving me permission to do my research in her school. I also address my thanks to the teachers who have been willing to be the participants of this research, Bu Rochmach, Bu Eni, Bu Ika, and also Bu Hutri. I thank them for their help and cooperation during my research in SMP N 4 Pakem. Without their help, it was impossible for me to gather the data. I really appreciate also everyone else in the school, especially my ex-teachers who have always given their warm welcome and support.
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completion of my education in the university. I would also thank baby Raka who always makes everyone around smiles, especially me when I got stuck and stressful, he always lifted my mood up. Family‟s laughter, love, care, and prayers
are precious things which always encourage me to grow up and reach my dreams. My sincerest gratitude goes to my second families in Realia Language and Culture Center as well as in Gereja Katolik Santa Maria Assumpta Pakem, especially my working partners Bu Sitta, Pak Kris, Bu Fitri, Bu Etik, Mbak TJ,
Mbak Ninik, Martha, Sita, Dika, and Leo. I am also grateful for having such wonderful fellows like Romo Deny and the members of muda-mudi Katolik whose names I cannot mention one by one. I thank them all for being my family and supporters when I was away from home. Keep the spirit!
Finally, I would thank Mas Andreas Satriawan Kusumanto, S.T. for every second he has spared for me, for the love he has always given to me, for the happy and sad moments that we have shared together. I thank him also for always being my shoulders to cry on, and at the same time my best lifetime partner for the last six years. I always wish the greatest luck for both of us.
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LIST OF TABLES
Table Page
3.1 The Use of English in Classroom Activities... 27
3.2 English Sentences Used by the Teachers in Material Delivery... 28
3.3 The Observation Schedule... 31
4.1 The Existence of English in the Beginning of Biology Lessons... 33
4.2 The Existence of English in the Middle of Biology Lessons... 36
4.3 The Existence of English in the End of Biology Lessons... 41
4.4 The Existence of English in the Beginning of Physics Lessons... 44
4.5 The Existence of English in the Middle of Physics Lessons... 46
4.6 The Existence of English in the End of Physics Lessons... 49
4.7 The Existence of English in the Beginning of Mathematics 1 Lessons.. 51
4.8 The Existence of English in the Middle of Mathematics 1 Lessons... 54
4.9 The Existence of English in the End of Mathematics 1 Lessons... 59
4.10 The Existence of English in the Beginning of Mathematics 2 Lessons.. 61
4.11 The Existence of English in the Middle of Mathematics 2 Lessons... 63
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LIST OF FIGURES
Figure 2.1: An Overview of the Perception Process
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LIST OF APPENDICES
Appendix 1: Introduction Letter for the Head of Bappeda Sleman... 89
Appendix 2: Permission Letter from the Head of Bappeda Sleman... 91
Appendix 3: The Observation Field Notes... 93
Appendix 4: The Interview Scripts... 113
1 CHAPTER I INTRODUCTION
This study investigates Natural science teachers in RSBI School‟s use of English in delivering the lessons towards an 8th grade class in SMP N 4 Pakem RSBI school. In addition, this study observes teachers‟ perception on the use of English as a medium of delivering the lessons. This chapter presents the background of the study which explains the reasons behind the study and also its limitation as well as the problem formulation. In addition, this chapter discusses the objectives of the study, benefits of the study, and definitions of terms in this research.
A. Research Background
Nowadays, education in the world has been developing rapidly, as well as the science and technology. Especially in this globalization era, there come bigger demands in the academic world to fulfill the needs of higher quality of education. The competition among academic institutions is also becoming tighter. The government of Indonesia is also making efforts in order to improve the quality of education regarding that situation. One of the efforts is by revising and developing the country‟s education system. Since 2007, the use of English is inserted in many subjects‟ delivery along with the improvement of the country‟s education system.
School. Departemen Pendidikan Nasional (2008) mentioned that regarding the effort to developing the education quality, the conduct of international-based education becomes very important. The schools which are in the development of implementing this education system are called RSBI, which stands for Rintisan Sekolah Bertaraf Internasional (Future International Standard School). RSBI schools can be defined into schools which are adjusted to global demands by including the use of international language and technology in their instructions (Departemen Pendidikan Nasional, 2008). The international-based school itself has some characteristics, one of them is the use English as the instructional language in the teaching and learning process. This is stated by Departemen Pendidikan Nasional (2008, p. 20) that the medium of language used in the teaching and learning process is Bahasa Indonesia and another foreign language (especially English).
subjects, such as Mathematics, Physics, Chemistry, and Biology (Departemen Pendidikan Nasional, 2008, p. 17).
Elizabeth (2010) mentioned bilingual is “Where two languages i.e., mother
tongue and the target language are used” (p. 56). Specifically in this study,
bilingual is when the teachers deliver the lesson using both Bahasa Indonesia and another language used internationally, which in this case is English. There has not been any clear and strict rule on the percentage of each language used in the lesson. However, every RSBI school usually has its own standard of how many percents English and Bahasa Indonesia used in the lesson. Consequently, this has been a controversial topic in education world nowadays, regarding the ideal standard of an RSBI School.
Besides being stated to have the brilliant ideas to improve the national education system, RSBI has been argued to be a form of exclusive schools without being prepared sufficiently in terms of the concept plan, human resources, as well as the budgets. RSBI is also said to only focus on the adopting of English into the lessons rather than improving the teaching quality (Sagita, 2010; Inggried, 2011; Latief, 2011). Based on the great concern in education, and more specifically English, the researcher is interested in analyzing further on these phenomena. As the researcher is a candidate of educator, in this study, she mainly investigates teachers‟ use of English in delivering the natural science subjects
B. Research Problem
The researcher formulates two research problems which are expected to be answered by doing this research. Those questions are as follows:
1. How is English used by the teachers in delivering natural science subjects to a 7th grade class of SMP N 4 Pakem RSBI School? 2. What is teachers‟ perception on the use of English in delivering
Natural science subjects?
C. Problem Limitation
This research studies how English is used by the teachers when delivering the lessons of natural science subjects to a 7th grade class of SMP N 4 Pakem RSBI School. There are three subjects included in natural science subjects, in which the lesson is delivered bilingually, namely Biology, Physics, and Mathematics. The main point that the researcher observes is how English is used by the teacher in each section of the lesson. In addition, the researcher also investigates the teachers‟ perception on its implementation.
D. Research Objectives
By conducting this research, the researcher expects two objectives of this study as follows:
2. To find out the teachers‟ perception on the use of English as one of the medium languages in teaching natural science subjects in SMP N 4 Pakem RSBI School.
E. Research Benefits
The researcher expects that this research contributes some benefits for the natural science teachers, the students, the RSBI School, and the researcher herself. Those benefits are pointed below:
1. For the Teachers of Natural science Subjects
This research can provide useful information regarding the use of English in delivering Natural science subjects delivered bilingually. This hopefully can help the teachers evaluate the delivery of the lesson based on the ideal requirements of teaching in a bilingual class. In addition, by evaluating the English use in teaching, hopefully the teachers can improve their English, as well as the bilingual teaching ability. As a result, the bilingual classes can be real English for Science classes as it is expected in the Panduan Pelaksanaan Pembinaan Rintisan SMP-BI (Departemen Pendidikan Nasional 2008, p. 122). 2. For the students of class 7D in SMP N 4 Pakem
Natural science subjects. In addition, the students are expected also to improve their English by joining bilingual classes.
3. For SMP N 4 Pakem RSBI School
The conditions in each RSBI School vary. They also have different methods as well as standards to implement the conduct of RSBI School itself. Hopefully, this finding can give a new point of view to all developing RSBI Schools, especially SMP N 4 Pakem. Hopefully, the improvements obtained by the natural science teachers can also contribute to a better qualification of the school itself. Moreover, by knowing the teachers‟ perceptions on the use of
English in delivering Natural science subjects, the implementation of RSBI can be evaluated for any further improvements of education system in Indonesia.
4. For the researcher
The research findings will be useful for the researcher as one of the stakeholders in education to keep on improving the quality of education in this country, specifically in the development of RSBI Schools in Indonesia. By finding the answers of the problems in this research, hopefully the researcher can also improve and prepare herself as a future teacher.
F. Definition of Terms
1. RSBI School
Rintisan Sekolah Bertaraf Internasional (Future International Standard School) is the realization of Indonesian government‟s education project called
Sekolah Bertaraf Internasional (International Standard School) initiated in 2007 (Kustulasari, 2009, p.1).
RSBI schools are the National Standard Schools which educate the students based on the Indonesian National Standard of Education as well as International standard. Those schools are expected to have international quality as well as international competitiveness of their graduates (Stella Maris School, 2009).
2. Bilingual
Bilingual is the situation when two languages are used (Hornby, 2005:139). In this study, bilingual refers to how language is used as a medium of subject delivery, as well as interaction in the classroom.
3. Natural science Subjects
In the school which is the focus of this study, the science subjects are only Mathematics, Physics, and Biology.
4. Perception
According to Altman, Valenzi, and Hodgetts: ”Perception is the way
stimuli are selected and grouped by a person so that they can be meaningfully interpreted” (1985, p. 85). Shortly, they describe perception as a person‟s view of
reality. Someone might have a perception when he or she perceives certain stimuli from surroundings.
In this research, perception refers to a process in which Natural science teachers interpret their view on the use of English in delivering the Natural science subjects bilingually. The teachers‟ perception is observed in order to understand their point of view towards the use of English as one of the medium languages used in delivering Natural science subjects in SMP N 4 Pakem RSBI School.
5. SMP N 4 Pakem
9 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses the theories supporting the research. The researcher divides this chapter into two sections: Theoretical Description and Theoretical Framework.
A. Theoretical Description
In this section, the researcher discusses some theories which are related to this study. There are some points to discuss in this section, namely bilingual in education, the use of English in bilingual classes, RSBI Schools, sections of a lesson, natural science subjects, and perception.
1. Bilingual in Education
Brisk (1998) referred bilingual education to the education of children whose home language is not English. In other words, bilingual is where two different languages are used in education. In the context of RSBI schools in Indonesia, bilingual is used in the teaching and learning activities. Departemen Pendidikan Nasional (2008) mentioned that the main characteristic of RSBI schools is the use of bilingual instructions in science subjects such as Mathematics, Physics, Biology, and Information and Communication Technology.
English is used as second language. In Singapore, “All students study their
subject-matter curriculum through the medium of English, but they are also required to reach a „second-language‟ level of proficiency in their official mother
tongue – Mandarin for Chinese, Malay for Malays and Tamil for Dravidian-speaking Indians.” (Dixon, 2005). A different point of view about bilingual education was also found in Texas, where its mother tongue is English but bilingual education program is provided in many public schools. Rossell (2009) stated that the term „bilingual education‟ is sometimes used loosely to refer to any
type of English teaching program. Then she defined bilingual education as “Instruction provided to students in their native tongue in all subjects in a self
-contained classroom with other students that speak the same language” (p. 3). In the case of RSBI School in Indonesia, Natural science subjects are delivered bilingually, meaning that the classroom instructions use Bahasa Indonesia and English (Departemen Pendidikan Nasional, 2008). In this situation, English is used not only as the medium of instruction, but also in the learning media such as the worksheets and the evaluation instruments.
2. The Use of English in Bilingual Classes
There have been a lot of arguments regarding the use of English in a bilingual class. Qorro (2008) argues that research in recent years has consistently shown that the continued use of English as the language of instruction has not helped students learn English language nor has it enabled students to attain a good quality of education. Qorro also has a concern about the danger of using an unfamiliar language as a medium of education (2008, p. 10). She illustrates a consequence if English is used to teach a content subject: students may fail in grasping the content of what is taught because their low level of proficiency limits them to learn. In addition, Qorro (2008) points out that the problem stated above happens because of people‟s misunderstanding about the concepts and believe that
English medium and English language teaching are synonymous. However, there are also positive comments arise in the society, especially on the implementation of English use in bilingual classes. Andayani, Sahid, and Fauzan (2005, p. 20) mention one of the positive impacts of using English in the classroom is that it creates English-language atmosphere among the students, particularly in the classroom learning process. Based on those statements above, the researcher wants to probe further about the real implementation of English use in bilingual class.
3. RSBI Schools
Coleman (2009) classified the existence of international schools in Indonesia into three classifications:
International School (http://www.gandhijkt.org/) - aim to serve the educational needs of the children of expatriaites who are working in Indonesia.
• Indonesian versions of true international schools cater mainly for the children of the extremely wealthy Indonesian urban elite as well as some expatriate children. The medium of instruction is English and many members of staff are foreigners.
• The Rintisan Sekolah Bertaraf Internasional(RSBI) or „new shoot‟
international standard schools are state or private and secular or Islamic schools which have been granted special status and additional funding to enable them to work towards achieving international quality (p. 2).
This section focuses on the third classification of the international schools in Indonesia.
RSBI which stands for Rintisan Sekolah Berstandar Internasional (Future International Standard School) was firstly established as a realization of the enactment of the Act Number 20 Year 2003 on the National Education System. Coleman (2009) stated that each district in Indonesia is expected to have one international standard school in each of four categories (primary, junior secondary, senior secondary and vocational secondary). This statement is based on the Act of the Republic of Indonesia on National Education System, Chapter 50 verse 3, stating that:
The government and local government organize at least one unit of education at all levels of education, to be developed further as a unit having international standards of education (Act of the Republic of Indonesia No. 20, year 2003 on National Education System, p. 16)
the future are expected to be SBI (Sekolah Berstandar Internasional) or International Standard Schools.
According to Departemen Pendidikan Nasional (2008), an RSBI school is a school which is adjusted to global demands by including the use of international language and technology in their instructions. Schools which are included in RSBI Schools are those schools having fulfilled the national education standard (SNP: Standar Nasional Pendidikan) and by taking into consideration the education standards of one member nation of the Organisation for Economic Co-operation and Development (OECD) and/or another advanced nation which has particular strengths in education such that it achieves competitive advantage internationally (Departemen Pendidikan Nasional, 2008, p. 13).
teaching-learning activities is Bahasa Indonesia and a foreign language (primarily English).
4. Sections of a Lesson
There are three major sections in a lesson as mentioned by Burden and Byrd (1999) namely: the beginning of a lesson, the middle of a lesson, and the ending of a lesson. Every teacher should conduct the instructions based on that classroom activity outline. Those instructional sections consisting also some sub-sections in its implementations.
a. The Beginning of a Lesson
A successful classroom beginning can be a great contribution to a meaningful learning experience for students (Burden & Byrd, 1999, p. 116). Therefore, it is very important for a teacher to establish effective activities in order to capture the students‟ attention as well as focus towards the lesson. Burden
and Byrd (1999) mentioned some common ideal actions that a teacher do to begin a lesson. Those activities are providing daily review, providing set induction, introducing lesson objectives, distributing materials, and giving clear, focused directions.
Set induction is also a term used to indicate an instructional activity in the beginning of a lesson (Gilarso & Suseno, 1986; Shostak, 1982). Set induction is the activity in which the teacher arouses the students‟ interest and motivation in
relate the experiences of the students to the objectives of the lesson.” Set
induction is used to put the students in a receptive frame of mind, including their physical, mental, and emotional conditions. Shostak (1982) also stated some purposes of doing set induction. Those purposes mentioned are focusing the students‟ attention on the lesson, creating an organizing framework for the ideas,
principles, or information which is to follow, extending the understanding and the application of abstract ideas through the use of example or analogy, and also stimulating student interest and involvement in the lesson.
Gagne and Briggs (1979) formulated some instructional events in which the three of them can be included in set induction activities. Those three elements are gaining attention, informing the learner of the objective, and stimulating recall of prerequisite learning. A good set induction must contain those three activities. b. The Middle of a Lesson
This part of lesson is done during the delivery of the lesson. According to Burden and Byrd, in the middle of a lesson, a teacher must pay attention to technical details such as: pacing the lesson, providing smooth transitions, avoiding satiations, managing seatwork effectively, having a task orientation, being clear, and exhibiting enthusiasm (1999, p. 123). In order to make effective activities in the middle of a lesson, a teacher must use some teaching skills as follows:
1) Explaining Skills
or process not understood by a student” (Shostak, 1982, p. 131). Explaining skills require a lot of teacher‟s knowledge and creativity.
2) Questioning and Assigning Skills
Gilarso and Suseno (1986) defined questioning skills as an instructional activity aiming to increase students‟ ability of thinking and knowledge gaining.
Questioning is important to develop students‟ critical thinking, enhance students‟ involvements, as well as encourage the students to be more initiative. In this case, questioning skill also includes assigning the students to do certain activities, such as coming to the front, writing in their books, and looking to certain figures. 3) Reinforcement Skills
Reinforcement skills are important elements regarding the students‟ motivation in learning. According to Gilarso and Suseno (1986), reinforcement is a response towards students‟ positive actions aiming at enhancing students‟ motivation in the classroom participation. The expression of reinforcement is for instance when a teacher says “Good!”, or “Very good!” after a student creates a
positive action.
4) Stimulus Variation Skills
c. The End of a Lesson
There are two important activities that must be conducted in the end of a lesson. Those are summarizing the lesson and providing closure. According to Burden and Byrd (1999), providing a summary of a lesson can help the students gain a better idea of the content as well as clarify any misunderstandings. Rosenshine and Stevens (1986) stated that “The summary should be used to determine if the students have grasped the main ideas of the lesson” (as cited in
Burden & Byrd, 1999, p. 132).
Another important point in the end of a lesson is providing closure. According to Shostak (1982), closure refers to those actions or statements by teachers that are designed to bring a lesson presentation to an appropriate conclusion, including reviewing the learned materials and bringing them together to the students‟ minds. In other words, set closure is the skill of reviewing the key points of a lesson, of tying them together, and of anchoring them in the students‟
conceptual network (p. 136). All the three classroom sections mentioned above must be planned and implemented effectively in order to have a successful learning experience.
5. Natural Science Subjects
includes Mathematics, Physics, Chemistry, Biology, Astronomy, and any other applied science such as information and technology, transportation, manufacture, construction, bio, energy, and materials (2008, p.17).
In RSBI schools, ideally those subjects are delivered bilingually. However, every RSBI school has different implementations in real situations. SMP N 4 Pakem as the object of this research is taken as an example. Natural science subjects delivered bilingually are only Mathematics, Physics, and Biology.
6. Perception
Gibson, Ivancevich, Donnelly, and Konopaske (2009) mentioned four of the individual psychological variables: perception, attribution, attribution errors, and attitudes. They defined perception as the process giving meanings to the environment which involves organizing and interpreting various stimuli into a psychological experience. According to Robbins (2005), perception is a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment (p. 134). Perception is also a cognitive process which enables us to interpret and understand our surroundings (Kreitner & Kinicky, 2008). In other words,”Perception involves receiving stimuli, organizing them, and translating and interpreting the organized stimuli to influence behavior and form attitudes” (Gibson, et al., 2009). A figure of the Perception Process
Figure 2.1. An Overview of the Perception Process (Kreitner and Kinicky, 1992, p. 126)
In 1992, Kreitner and Kinicky classified perceptions into two big category namely social perception and object perception (p. 127). An individual perceives stimuli by using five senses: sight, touch, hearing, taste, and smell (Gibson et al., 2009). When we perceive an object, for example, our brain processes the projection of the visual pattern, and then a series of elaborate mental processes consciously converts it into the perception (Vernon, 1971). According to Robbins (2005), there are some factors affecting perception, namely the perceiver, the target being perceived, and the context of the situation in which the perception is made. Robbins also created a diagram in order to explain the factors influencing perception.
Figure 2.2. Factors that Influence Perception (Robbins, 2005, p. 135)
B. Theoretical Framework
The phenomena of inserting English in non-English subject instructions in Indonesia have reaped controversies. Some people state positive opinions towards RSBI schools, meanwhile the others are not. Based on this reason, the researcher decided to study further about the phenomena in RSBI Schools, especially relating to English which is practically used in their instructional activities.
will examine the teachers of natural science subjects‟ point of view of delivering
the lessons using English and Indonesia, as well as their feelings toward the implementation of International Standard Schools. In addition, the researcher will also use the theories in bilingual education and the use of English in bilingual class. Since the object of this study is an RSBI School, the researcher will always refer to the government‟s policy of the International Standard Schools‟
22 CHAPTER III METHODOLOGY
This chapter discusses the methodology that the researcher uses in conducting the research, including the research method, research participants, research instruments, data gathering technique, data analysis technique, and research procedure.
A. Research Method
This research investigated teacher‟s use of English in delivering lessons of
natural science subjects in bilingual classes as well as teachers‟ perception on it. Since the data obtained in this research was descriptive, the researcher then used the qualitative method. Sprinthall, Schmutte, and Sirois (1991) described the qualitative method as “Approaches used to systematically gather the data, but the data are purely descriptive and therefore not numerical” (p. 100). In addition,
Patton (1985) as cited by Merriam (2009, p. 14) stated: “Qualitative research is an
effort to understand situations in their uniqueness as part of particular context and the interactions there”. He also emphasized that “The analysis strives for depth of
understanding” (p. 1).
More specifically, the researcher used survey as one type of qualitative research in order to obtain more detailed description and understanding. Gay (1992, p. 219) defined a survey as “An attempt to collect data from members of a
to one or more variables.” The survey was applied in gathering the data answering
the second research question. In addition to the research method, the researcher also used observational research to gather the data answering question number one. Relating to an observational research, Gay stated that an observational research studies the current status of a phenomenon (1992, p.234).
B. Research Participants
In this research, the researcher used purposive sampling, in which the samples were determined homogenously prior to the research. The participants of this research were four natural science subject teachers of class 7D in SMP N 4 Pakem, Yogyakarta. Those four teachers consisted of 1 Biology teacher, 1 Physics teacher, and 2 Mathematics teachers. The four teachers were taken as the participants for the reason that they teach subjects delivered bilingually.
For the survey, the researcher conducts surveys in class 7D also, aiming that the researcher could observe the same teachers who were the subjects of the research. The reason was by observing the same classroom and teachers, the researcher would be able to really understand the phenomena and interactions between those teachers and students. In addition, the research will be more consistent in which subjects to study.
C. Research Instruments
classroom observations in order to find out teachers‟ use of English in delivering
Mathematics, Physics, and Biology subjects. The researcher also conducted four different sessions of in-depth interview towards the four natural science teachers of class 7D. In order to facilitate the data collection, the researcher prepared some instruments as follows:
1. Observation Sheet
Since the first problem in this study is how English is used by the teachers in the natural science subjects‟ delivery, the researcher used classroom
observation to obtain the data. Observations were conducted in order to obtain the data relating to the real situation of teaching-learning process. The researcher conducted some observations in order to find out the answer of question number 1. In this case, the researcher conducted direct observations taking place in the classroom, when the teaching and learning process was running as it was normally.
To facilitate the data gathering in the observations, the researcher provided herself an observation checklist. This sheet contained some points related to the important things which might probably happen in the teaching and learning process. The important points were those activities done by the teacher both written or orally from the beginning up to the end of the meeting. Furthermore, the researcher took some notes on teacher‟s important actions and statements
which were related to the use of English in delivering the subjects. Overall, the data obtained from each observation were recorded in this observation checklist.
2. Interview Guideline
As it was formulated in the second research question, the researcher intended to also find out teachers‟ perceptions towards the use of English in
delivering natural science subjects. Therefore, the researcher conducted an interview towards each of the natural science subject teachers in order to obtain the data.
There are 3 different types of interview according to Hancock and Algozzine. They are structured, semistructured, and unstructured interviews (2006, p. 40). In this research, the researcher applied semistructured interviews. By having this kind of interview, the researcher was able to ask some worded questions as well as follow-up questions in order to probe more deeply issues of interest to interviewees.
guideline in order to anticipate that issue, as well as to keep the interview going on in the right track. The interview guideline was categorized into three main sections. Those are: (1) Teacher‟s understanding on the bilingual concept, (2)
Teacher‟s opinions about the bilingual concept, (3) Teacher‟s ideas on the benefits
and weaknesses of the bilingual concept.
D. Data Gathering Technique
In this research, the researcher gathered two different sources of data. The first one was the observation data, and the second one was the interview data. In collecting the observation data, the researcher barely captured everything happened in the classroom. The researcher then wrote down the English sentences used by the teacher on the observation sheet. The researcher also recorded the whole teaching and learning process in order to provide a secondary observation just in case there was something that the researcher had missed to write during the observation.
E. Data Analysis Technique 1. Observation
To analyze the data gained from the observation, the researcher read again the information written in the observation checklist. The data recorded consisted of English sentences uttered by the teachers when delivering the subjects. The researcher then classified the sentences into their categories. The categories were adapted from Burden and Byrd‟s sections of a lesson (1999). In order to facilitate the categorization, the researcher prepared a table as follow:
Table 3.1 The Use of English in Classroom Activities
No Sections Sub-sections
In the table above, the researcher put symbols either (+), (-), or (±) for every category or sub-section of classroom activities. The symbol (+) meant that the teacher used English only. The symbol (-) meant that the teacher did not use English, meanwhile the symbol (±) meant the teacher used mixed language: English and Indonesian. By reviewing the table, the researcher could identify the use of English in every part of classroom activities.
In addition, the researcher also prepared another observation sheet used per meeting to note down every English sentences used by the teachers as follows:
Table 3.2 English Sentences Used by the Teacher in Material Delivery
No Sections Sub-sections Sentences
1
2. Interview
To analyze the data obtained from the interview, the researcher listened to the recording several times. The researcher then wrote down all the statements in the recording and made the transcript. In addition, the researcher highlighted some important quotations stated by the participants which were the key answers in answering research problem number 2. The data obtained was used to find out teacher‟s perception on their use of English in delivering natural science subjects.
F. Research Procedure
In this study, there were some research procedures designed by the researcher. First of all, the researcher determined the RSBI School which was about to be used as the site of the research. The researcher then decided to select SMP N 4 Pakem RSBI School for that school had been approved as one of the Future International Standard Schools since 2007. Moreover, from the aspects of the teaching and learning process, the school was known to be qualified to conduct the research at. Having decided the site for the research, the researcher gained the access to SMP N 4 Pakem by asking permission to the school‟s principal.
academic schedule in the school, the researcher could do the observation in 12 meetings for the three natural science subjects. That meant, the researcher conducted the observation as many as 12 times within two weeks. In each observation, the researcher recorded the whole phenomena happening in the classroom using an MP3 recorder. The researcher also recorded on the spot every English utterance that the teacher produced, in the observation sheet.
Having done all the observations, the researcher then started to conduct the in-depth interviews. The first interview was conducted to the Biology teacher on January 24, 2012. The next interviews were conducted to two different Mathematics teachers on January 26, 2012. The last interview to the Physics teacher was conducted on January 28, 2012. Those teachers were the natural science subject teachers of class 7D at SMP N 4 Pakem. The interviews were done separately for each teacher in order to gather more detailed and personal data. For each interview, the researcher asked more or less nine questions, depending on the different flow of each teacher‟s open answer. The whole process of the interview
Table 3.3 The Observation Schedule
Observation Day/date Time Subject Teacher
code
January 20, 2012 8.40-11.00 Mathematics 1 T3
5 Saturday
January 21, 2012 8.20-10.00 Mathematics 2 T4
6 Saturday
January 21, 2012 11.35-12.55 Mathematics 1 T3
7 Tuesday
January 27, 2012 8.40-11.00 Mathematics 1 T3 11 Saturday
January 28, 2012 8.20-10.00 Mathematics 2 T4 12 Saturday
32 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter is a section where the research findings are presented and analyzed based on the justified methodology. The data were obtained from both the observations and the interviews conducted at SMP N 4 Pakem RSBI School. The two research questions are answered in this chapter. This chapter is mainly divided into two sections. The first section is the presentation of the research findings, meanwhile the second section is the discussion towards the obtained data.
A. Research Findings
1. Teachers’ Use of English in Delivering Natural Science Subjects in a
Seventh Grade Class of SMP N 4 Pakem RSBI School
samples of teacher‟s oral productions presented, they are presented in their
original versions. This means that the researcher did not make any change towards the data.
a. Biology Teacher’s Use of English in Delivering Biology Lesson (Teacher code: T1)
This section discusses English utterances used by the Biology teacher (T1) in each section of Biology lessons within four times of observation, namely observation one, three, seven, and nine. The observations for Biology classes were conducted on January 17, 19, 24, and 26, 2012.
1) The Beginning of Biology Lessons
The beginning section of a lesson is more specifically classified into three sub-sections, namely greeting and introducing, reviewing, and introducing lesson objectives. Table 4.1 presents the existence of English in Biology teacher‟s
utterances in the beginning of a lesson.
Table 4.1 The Existence of English in the Beginning of Biology Lessons
(+) means that English is used by the teacher (-) means that English is not used by the teacher
(±) means that English and Bahasa Indonesia are used by the teacher
a) Greeting and Introducing
Table 4.1 shows that T1 only used English when greeting the students in each meeting. The most common expression used when greeting the students were casual expressions such as: “Hi everybody!” and “Hello guys. Good morning.” In
observation three and seven, there was found an English conversation between T1 and the students as follows:
T1 : How are you? Students: Fine. And you?
T1 : I‟m fine too. Thank you. (observation 7)
Basically, the students were able to answer T1‟s greetings in English. However, whenever T1 asked whether there was any absent student, the students answered this question using Indonesian expression “Nihil” due to the habit. There
happened that T1 asked a question that she did not normally ask in any meeting before. Below is the conversation between T1 and the students of class 7D taken from the third observation.
made showed that the students probably did not understand the question or had no idea about how to answer the new English question.
b) Reviewing
In table 4.1, we can see that T1 used English and also Bahasa Indonesia to review the previous lesson. In reviewing the previous material, T1 tried to use English in every utterance she produced. T1 usually said the Indonesian translation after saying long English sentences. An example of T1‟s utterance in
English and Bahasa Indonesia taken from the first observation is presented below. “...Make sure that your food web has a producer as the main... Don‟t forget to always got a producer in every food chain and food web.
Jadi jangan lupa tanaman sebagai produsen dalam setiap rantai makanan dan juga jaring-jaring makanan.” (T1, observation 1)
In the third observation, T1 only used English to review the previous material. Below is the English utterance that T1 produced in the third observation.
“Last meeting we have learned about food chain, food web, and food pyramid. OK. Do you have any difficulties during learn 3 of the materials?” (T1, observation 3)
The sample utterances stated by T1 above were presented in their original version, meaning that the researcher did not make any change or revision towards each of the sentence. The English sentences stated by T1 were not always in a perfect structure, but they were still understandable. In the ninth observation, reviewing sub-section did not exist since that meeting was for an examination. c) Introducing Lesson Objectives
previous meetings. Meanwhile, in observation nine, it was a meeting for an examination and discussion. The sub-section of introducing lesson objectives only existed in observation three. When introducing lesson objectives in the third observation, T1 used English and Bahasa Indonesia. The utterance that T1 produced in observation three is presented below.
“So I will continue our lesson. Today we will going to learn about the interactions between organism in ecosystem. Hubungan antara
organisme-organisme yang ada di suatu ekosistem.” (T1,
observation 3)
In the sentences above, Bahasa Indonesia was used as a translation of the previous English sentences. T1 translated the new topic into Bahasa Indonesia in order that the students understand what they were about to learn in that meeting. Again, a grammatical error was found in T1‟s English utterance.
2) The Middle of Biology Lesson
The middle section of a lesson is classified into four sub-sections. Those are explaining, asking questions and assigning, giving reinforcement, and giving stimuli. Table 4.2 presents the existence of English in T1‟s utterances in the
middle of Biology lesson.
Table 4.2 The Existence of English in the Middle of Biology Lessons
(+) means that English is used by the teacher (-) means that English is not used by the teacher
(±) means that English and Bahasa Indonesia are used by the teacher
a) Explaining
From table 4.2, we can see that T1 used both English and Bahasa Indonesia when explaining the materials in every observation. From the first, third, and seventh observation of Biology class, the researcher found two tendencies regarding how T1 explains the material bilingually. The first tendency was using English and Bahasa Indonesia in the same sentence. Below are some samples of utterances found in the explaining sub-section which were produced by T1 within the first possibility.
“...Kalau the zebra are die, crocodilenya tidak punya makanan. So, the population of the carnivores are decrease, and the population of producer are increase.” (T1, observation 1)
“Density in Indonesia called kepadatan. How you can count the population density? Bagaimana cara menghitung kepadatan populasi? Caranya: number of organism divided by area.” (T1,
observation 7)
The second tendency of how T1 explained the materials bilingually was by saying a full sentence in English, and then followed by the Indonesian translation. The sample utterances are presented below.
“Based on this concept, you should give the more plant in your aquarium. Harusnya ada banyak tumbuhan sebagai produsen.” (T1,
observation 1)
Besides the two tendencies mentioned above, there happened also when T1 explained materials in English without any Indonesian translation. This usually happened when T1 mentioned terms which were quite familiar for the students, or similar to their Bahasa Indonesia terms. The examples are as follows.
“There are three kinds of symbiosis. First: mutualism symbiosis, commensalism symbiosis, and parasitism symbiosis.” (T1, observation 3)
“If all the cats die, the population of chicken and rat will increase. So, the population of riceplant will decrease.” (T1, observation 7)
In observation nine, the explaining sub-section did not exist since it was the meeting for examination. Generally, when teaching T1 was always consistent to use English for every Biological term. This helped the students become more familiar with English words of Biological terms as well as names of animals, plants, and other components used in the Biology subject. Besides saying the English words, T1 also re-stated those biological terms in Bahasa Indonesia. This was quite effective for the students not only to memorize the words, but also understand them well.
b) Asking Questions and Assigning
From table 4.2, we can see that T1 used English and Bahasa Indonesia in asking questions and assigning the students in every meeting. In most of the observations, the researcher found that T1 asked questions in English. The examples of questions and classroom assignments uttered by T1 are presented below.
”Can you make the classification? Who is the herbivores? Who is the carnivores?... “ (T1, observation 1)
“What is symbiosis?... Do you remember how many kinds of symbiosis?” (T1, observation 3)
“In the food pyramid, who is the top consumer?” (T1, observation 7)
In the case of longer questions and assignments, T1 stated the Bahasa Indonesia translations after English questions. The examples are as follows.
“Who is in the up of this base of pyramid? Siapa yang ada di atasnya produsen?”(T1, observation 1)
“Do you ever see two organisms live together in an ecosystem? Ada yang sudah melihat dua organisme yang hidup bersama dan saling mendapat keuntungan di suatu ekosistem? (T1, observation 3)
“For part C, please mention how many right numbers from your friend‟s answer. Untuk yang C, kalian sebutkan berapa jawaban yang benar dari temanmu.” (T1, observation 7)
“Keep your book. Masukkan bukunya ke dalam tas.” (T1,
observation 9)
normally the students were able to produce short answers, but when they had to answer with longer explanations, they tended to use Bahasa Indonesia. T1 then gave them the correct answer in English, in order to correct students‟ use of
English as well.
c) Giving Reinforcement
Among the four observations conducted in Biology class, it was found that T1 used English in all of the reinforcements that she made. This fact can be seen in table 4.2. T1 used short reinforcements like “Good” or “Very good” whenever
there were students who answered correctly. The researcher observed that T1 consistently gave reinforcement to the students in every observation. This is good for enhancing the students‟ motivation in learning as well as doing the next task.
d) Giving Stimuli and Variations
Table 4.2 shows that T1 used English expressions in giving stimuli and variations in observations seven and nine. Meanwhile, in observation one and three, she used English and Bahasa Indonesia. There was still the same indication in T1‟s use of two languages. In the first observation, it was found that she used English and Bahasa Indonesia in the same sentence. Below is T1‟s bilingual
utterance taken recorded in the first observation.
“OK. Now time for us to learn about food pyramid or piramida makanan.” (T1, observation 1)
used stated an utterance in Bahasa Indonesia and then translated into English. The utterance is presented below.
“Ada yang bisa menjelaskan lebih bagus? Anyone of you can explain more clearly?” (T1, observation 3)
In the seventh and ninth observations, T1 only used English in giving stimuli and variations. The samples presented below are taken from seventh and ninth observations.
“Hello! Pay attention, please!” (T1, observation 7)
“OK. Let‟s continue. Now number 16.” (T1, observation 9)
In addition to producing oral statements as mentioned above, T1 also gave stimuli and variations by making physical movements, changing speech patterns and pausing. All of those were used for focusing students‟ attention as well as increasing students‟ participation during learning.
3) The End of Biology Lesson
The end part of a lesson is classified into two sub-sections. Those are summarizing the material and closing. Table 4.3 presents the existence of English in T1‟s utterances in the end of a lesson.
Table 4.3 The Existence of English in the End of Biology Lesson
No Sub-sections
Observation
1 3 7 9
1 Summarizing the material - ± - ±
(+) means that English is used by the teacher (-) means that English is not used by the teacher
(±) means that English and Bahasa Indonesia are used by the teacher a) Summarizing the Material
Table 4.3 shows that in summarizing the materials, T1 used mixed English and Bahasa Indonesia in the third and the ninth observation. In the first observation, T1 used Bahasa Indonesia to summarize the materials. Meanwhile in the seventh observation, this sub-section of a lesson did not exist because there was no new material to be summarized in that meeting. The meeting observed in the seventh observation was only for homework discussion and test preparation. An example of T1‟s utterance when summarizing the material bilingually is
presented below.
“So, what is your conclusion? The relationship between two organisms can be called mutualism, parasitism, or commensalism depends on the situation, and your explanation. OK. Gitu ya.” (T1,
observation 3)
Among the three observations in which this sub-section existed, there was no tendency of T1‟s use of language found in summarizing the materials.
b) Closing
From table 4.3, we can see that T1 used English in closing the lesson in every meeting. However, Bahasa Indonesia was also used in the first observation. Below is T1‟s utterance in closing the lesson bilingually.
“OK. That is all for today. And the next meeting, don‟t forget to always make sure that the aquarium is survive. Ya? dilihat terus kalau ada yang mati nanti dilihat.” (T1, observation 1)
“OK. This is all for today. Don‟t forget to prepare your examination for next Thursday. Thank you for your attention. Assalamualaikum Wr. Wb.” (T1, observation 7)
From the sample dialogs above, we can see that T1 used similar expressions in order to close a lesson. In closing a lesson, English was mainly used by T1. Only when there was some additional information then T1 conveyed it in Bahasa Indonesia.
From the overall process of teaching done by T1, the researcher can conclude that T1 is a teacher who tried to use as much English as she could. As long as she perceived that the students understand, then she continued speaking in English. She turned the language into Bahasa Indonesia whenever she assumed that the sentences were in complex construction, or the students did not understand what she was saying. T1 was able to communicate in English both in daily classroom communications and in the content materials. There were some grammatical errors found in the observations. However, those did not really bother the whole teaching process.
b. Physics Teacher’s Use of English in Delivering Physics Lesson (Teacher
code: T2)
1) The Beginning of Physics Lesson
The beginning section of a lesson is more specifically classified into three sub-sections, namely greeting and introducing, reviewing, and introducing lesson objectives. Table 4.4 presents the existence of English in Physics teacher‟s
utterances in the beginning of each Physics lesson.
Table 4.4 The Existence of English in the Beginning of Physics Lesson
(+) means that English is used by the teacher (-) means that English is not used by the teacher
(±) means that English and Bahasa Indonesia are used by the teacher a) Greeting and Introducing
From table 4.4, we can see that in both observations done in Physics classes, T2 always used English. T2 consistently used English in greeting the students and asking the students‟ condition as well as whether there was any
absent student. The sample utterances are presented below.
“Good morning students. How are you? ... Who is absent today?” (T2, observation 2)
“OK. Students, are you ready to continue our lesson? Firman, please lead your friends to pray.” (T2, observation 8)
The students were able to answer and respond T2‟s greetings in English.
No Sub-sections
Observation
2 8
1 Greeting and introducing + +
2 Reviewing - ±
b) Reviewing
Table 4.4 shows that in the second observation, English did not exist in the sub-section of reviewing. Meanwhile in the eighth observation, English and Bahasa Indonesia existed. In fact, the sub-section of reviewing did not exist in the second observation, since that the meeting observed in observation two was the first meeting of Physics subject in the semester. Therefore, there was nothing to review. T2 reviewed the previous materials using a little English and then continued by re-explanations in Bahasa Indonesia. Teacher‟s English utterances are presented below.
“OK students, mari kita lanjutkan pembelajaran kita. The last lesson, you studied about?...What our topic the last meeting? Expansion.” (T2, observation 8)
From the data above, we can see that T2 barely inserted an Indonesian expression among other English expressions. The utterances above were then continued with long explanations about „Expansion‟ delivered in Bahasa
Indonesia.
c) Introducing Lesson Objectives
introducing lesson objectives. An example of bilingual utterance produced by T2 in introducing the objectives of the lesson is presented below.
“Hari ini kita akan belajar tentang pemuaian yang dalam Bahasa Inggris kita sebut: Expansion.” (T2, observation 2)
In observation two, T2 introduced the lesson objectives by also showing the competence standards via Power Point Presentation. Those shown in the presentation slides were in English. Then, T2 read them aloud for the students and say the translations in Bahasa Indonesia. Other expressions of introducing lesson objectives were also produced by T2. However, almost all of the expressions were in Bahasa Indonesia. English was used only for stating the content terms, such as „Expansion‟, „Linear expansion‟, and „Expansion of solid‟.
2) The Middle of Physics Lesson
The middle section of a lesson is classified into four sub-sections. Those are explaining, asking questions and assigning, giving reinforcement, and giving stimuli. Table 4.5 presents the existence of English in Physics teacher‟s utterances
in the middle of a lesson.
Table 4.5 The Existence of English in the Middle of Physics Lesson
No Sub-sections
Observation
2 8
1 Explaining ± ±
2 Asking questions and assigning ± -
3 Giving reinforcement - -
(+) means that English is used by the teacher (-) means that English is not used by the teacher
(±) means that English and Bahasa Indonesia are used by the teacher
a) Explaining
Table 4.5 shows that T2 used English and Bahasa Indonesia in order to explain materials both in observation two and eight. The researcher found that T2 used similar patterns in explaining the material. Sometimes, she stated the English sentences first, and then followed by the Indonesian translations. Another pattern was by inserting English expressions among Indonesian sentences, or inserting Indonesian expressions among English sentences. The samples are presented below.
“There are three kinds of expansion of solid. They are linear expansion, pemuaian panjang. Yang kedua area expansion,
pemuaian luas. And the last is volume expansion, alias pemuaian volume.” (T2, observation 2)
“Dalam mengerjakan soal fisika, jangan lupa ditulis dulu: identified atau known (diketahui), questioned atau asked (ditanyakan), baru
solutionnya.” (T2, observation 8)
In addition to those spontaneous oral productions, in observation two, T2 used Power Point Presentation in order to give explanation. The information shown in the presentation was in full English. T2 always read what was written in the presentation, and translated it into Bahasa Indonesia.
“The formula of linear expansion... Lt sama dengan L0 ditambah
ϪL... Panjang awal or initial length, perubahan panjang atau length change, panjang akhiratau final length.” (T2, observation 2)
b) Asking Questions and Assigning
From table 4.5, we can see that in the section of asking questions and assigning, English and Bahasa Indonesia were used in the second observation. Meanwhile, in the eighth observation, there was no English used by T2 when asking questions and assigning the students. The only English expression of assigning the students is presented below.
“Please look at the picture on the screen. What picture?” (T2, observation 2)
There were also other questions and assignments stated in Bahasa Indonesia. In this sub-section, T2 did not mix two languages in the same utterances. Instead, she used single language in every single question or assignment.
c) Giving Reinforcement
From table 4.5, we can see that there were no English expressions were used by T2 in giving reinforcement. In fact, the researcher did not find the condition where T2 gave reinforcements to the students.
d) Giving Stimuli and Variations
