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c LanguageUsedbyt heTeacheri nMathemaitc sClass... 63 .
2 LanguageUsedbyt heStudents ... 73 s
s a l C y g o l o i B n i s t n e d u t S e h t y b d e s U e g a u g n a L .
a ... 73
s s a l C s c i s y h P n i s t n e d u t S e h t y b d e s U e g a u g n a L .
b ... 73
s s a l C s c it a m e h t a M n i s t n e d u t S e h t y b d e s U e g a u g n a L .
c ... 83
.
3 LanguageUsedi nSubjec tbook sandExams ... 9..3
.
B Students ’Percepitonont heUseo fEngilsha saMediumofI nsrtucitoni n
I B S
R ... 93 .
1 Students ’Percepitonont heLanguageUsedi nClass ... 04 .
2 Students ’Percepitonont heont heEffec to fUsingEng ilsha sa n
i n o it c u rt s n I f o m u i d e
M RSBI ... 44 .
a TheUseo fEngilsha saMediumofI nsrtucitoni sI mpo trantf ort he e
r u t u F e h t n i s t n e d u t
S ... 54 .
b TheUseo fEngilsha saMediumofI nsrtucitonI mproveStudents ’ e
c n e t e p m o C h s il g n
ii i x .
3 Students’I nteres tandParitcipaitonont heUseo fEngilsha saMedium n
i n o it c u rt s n I f
o RSBI ... 0....5 .
4 Students ’Competenceont heUseo fEngilsha saMediumo f n
i n o it c u rt s n
I RSBI ... 45
S N O I T A D N E M M O C E R D N A S N O I S U L C N O C . V R E T P A H
C ... 85
.
A Conclusions... 85 .
B Recommendaitons ... 06
S E C N E R E F E
R ... 16 S
E C I D N E P P
v i x
S E R U G I F F O T S I L
e g a P n
o it a z i n a g r O l a u t p e c r e P e h T 1 . 2 e r u g i F
v x F O T S I
L APPENDICES
e g a P A
x i d n e p p
A PermissionLetter... 36 B
x i d n e p p
A ObservaitonGuideilnes... 56 C
x i d n e p p
A Kuesioner ... 66 D
x i d n e p p
A InterviewQuesitons ... 9..6 E
x i d n e p p
A ObservaitonResutls ... 0..7 F
x i d n e p p
A QuesitonnarieResutl( Close-EndedQuesiton) ... 77 G
x i d n e p p
A QuesitonnarieResutl( Open-EndedQuesiton)... 18 H
x i d n e p p
1 I R E T P A H C
N O I T C U D O R T N I
i d r e h c r a e s e r e h t ,r e t p a h c s i h t n
I scusses t heresearch background ,research
n o it i n if e d d n a , s ti f e n e b h c r a e s e r ,s e v it c e j b o h c r a e s e r , n o it a ti m il m e l b o r p , m e l b o r p
.s m r e t f o
.
A ResearchBackground
i h t n
I sglobailzaitonera ,al lo fthecountiresi nt hi swo lrd competei nsocial ,
n o it a c u d e d n a c i m o n o c e , e d a rt , l a c it il o
p acitviite sacros sregion sand conitnent .s
o r a i h c c o n i
F (1969) state stha tlanguage plays na impo tran trole a sa mean so f
e s o h t n i n o it a c i n u m m o
c ifelds .Language i sa systemo farbirtary ,voca lsymbol s
e h t d e n r a e l e v a h o h w e l p o e p r e h t o r o , e r u tl u c n e v i g a n i e l p o e p l l a t i m r e p h c i h w
( t c a r e t n i o t r o e t a c i n u m m o c o t , e r u tl u c t a h t f o m e t s y
s p. )8 .
) 2 0 0 2 ( y a K c
M notes tha tEngilsh i sa language o fwide rcommunicaiton
d n i g n o m a h t o
b ividual sfrom dfiferen tcount ire sand between individual sfrom
i e g a u g n a l l a n o it a n r e t n i n a s i h s il g n E , y a w s i h t n I . y rt n u o c e n
o n bothagloba land
e s n e s l a c o
l ( 5 .) p . Engilsh i s t he key as i nternational l anguage which enable lal
n a s s u c s i d o t s e ir t n u o
c d nego itatei n social ,po ilitcal ,economic ,educaitoni ssues
. p
( )1 .7 Engilsh l anguagebecome san i nternaitonall anguagewhich i scommonly
s i h t n i n o it a m r o f n i n i a g d n a d lr o w e h t r e v o l l a e l p o e p h ti w e t a c i n u m m o c o t d e s u
. d lr o
w Crysta l(1997 )maintain stha ta language achieve sgloba lstatu swhen i t
a y b r o y rt n u o c e h t f o e g a u g n a l l a i c if f o n a s a t i g n i k a m y b r e h ti e d e v e i h c a e b n a c
r y b h s il g n E o t y ti r o ir p l a i c e p s g n i v i g y rt n u o
c equiirng ti sstudy a sa foreign
e g a u g n a
l (p.2).
In orde rto compete wtih othe rcountires and improve human resource s
s p o l e v e d a i s e n o d n I , y ti l a u
q Sekolah Berta fra Internasional. Sekolah Bertara f
l a n o i s a n r e t n
I si a naitona lschool tha tfuliflls Standa rNasiona lPendidikan and
p o l e v e
d e d to have internaitona l standard (Panduan Pelaksanaan Pembinaan
s a n r e t n I f a r a t r e B a m a t r e P h a g n e n e M h a l o k e S n a s it n i
R ional , 2008) .Rin itsan
l a n o i s a n r e t n I f a r a t r e B h a l o k e
S i sa beginning step i n developing competence t o
ll if l u
f SNPandi nternaitona lstandard.Thepurposeoft hei mplementaitono fRSB I
. y ti l a u q l a n o it a n r e t n i d n a l a n o it a n h t o b e v a h t a h t s e t a u d a r g e r a p e r p o t s
i The
f o t n e m h s il b a t s
e R ISB i sbased on UU Nomo r20 Tahun 2003 pasa l50 aya t3 )
l a n o i s a N n a k i d i d n e P m e t s i S g n a t n e
t .Thearitcles tatest hatt hecenrta lgovernmen t
t n e m n r e v o g c it s e m o d a r
o h astoholdatl eas toneuni to feducaitona talll evelst o
n o it a c u d e f o t i n u d e z i d r a d n a t s l a n o it a n r e t n i n a s a d e v o r p m i e
b (Pandua n
f a r a t r e B a m a t r e P h a g n e n e M h a l o k e S n a s it n i R n a a n i b m e P n a a n a s k a l e P
s a n r e t n
I ional ,2008).
s a n k i d p e
D (2008 ) states tha t the main character s o f R ISB ea r the
d n a l a u g n il i b f o n o it a t n e m e l p m
i learning proces s based on ICT . The
d r a d n a t s s s e c o r p g n i n r a e l l a n o it a n r e t n i e h t e v e i h c a o t s m i a T C I f o n o it a t n e m e l p m i
.s s e c o r p g n i n r a e l t n e i c if f e d n a e v it c e f f e n a e t a e r c d n
a The learning proces sin
, e s a c s i h
t Engilsh i sused a sa language of i nsrtuciton i n t hel earning proces so f
h t a M , e c n e i c
S emaitcs ,andI CTs ubject .s
P M
S Neger i2 Magelang i soneoft heschool swhich ea r appointed by t he
e b o t t n e m n r e v o
g RinitsanSekolahbertarafI nternasional.I nordert o achievet he
r a d n a t s l a n o it a n r e t n
i d, t heschoo lshould h oldatl eas toneuni to feducaiton a tal l
n o it a c u d e f o t i n u d e z i d r a d n a t s l a n o it a n r e t n i n a s a d e v o r p m i e b o t s l e v e
l .
f o m u l u c ir r u c e h t o t g n i d r o c c
A RS R IB ,I SB emphasize son the use o fEngilsh
s n o it c u rt s n i f o m u i d e m e h t s a e g a u g n a
l (Panduan Pelaksanaan Pembinaan
s a n r e t n I f a r a t r e B a m a t r e P h a g n e n e M h a l o k e S n a s it n i
R ional ,2008). I tmeanst ha t
e h
t subject saret aughti nEngilsh i nt hi sclas sexceptt hei rmothert onguesubject .
o f e g a u g n a l l a n o it c u rt s n i e h t s a d e s u s i h s il g n
E rthe teaching and learning o f
d n a e c n e i c S , s c it a m e h t a
M I . TCT hestudent so fR ISB arealso r equ riedt obeable
n o n d n a y l e v it c a r e t n i , y ll a m r o f n i d n a y ll a m r o f h s il g n E e s u o
t -interacitvely i n t he
.s t x e t n o c c i m e d a c
a The Engilsh competence o fthe teache rmay affec tstudents ’
f o g n i d n a t s r e d n
u the mateirals .Therefore, t het eache rshould havegood Engilsh
. ll e w l a ir e t a m e h t d n a t s r e d n u n a c s t n e d u t s e h t t a h t o s e c n e t e p m o c e g a u g n a l
ll a d n a r
C (1987 )note stha tlearner smay fai lto understand academic concept s
e h t h g u o r h
t languaget hey aresitlll earningbecauset hei rsubjec tcontentt eacher s
e r
a incapableo fassisitngt hemt odos o( p .1 8 .)
Theuseo fEngilsh i n t eaching and l earning subject ssuch a sMathemaitcs ,
e c n e i c
S ,andI CTi sno tsimple .Thestudent susel anguaget o communicateandt o
l a c it a m e h t a m d n a t s r e d n
u acts ,concepts ,p irnciples ,problemsolving .Zakairaand
s e t o n ) 1 1 0 2 ( z i z
m e l b o r p e s u a c y a m s c it a m e h t a
M s .Hence ,the use o fEngilsh language a sa
e s o h t g n i n r a e l n i s m e l b o r p e t a e r c y a m s c it a m e h t a m n i n o it c u rt s n i f o m u i d e m
e h t o t y ti r a il i m a f n u e t a e r c y a m m u i d e m e h t n i e g n a h c e h t e s u a c e b s i s i h T . s t c e j b u s
s r i e h t d r a t e r r o n w o d w o l s y a m d n a t h g u a t s t p e c n o
c cience and Mathemaitc s
e
l arning (p .43).
d n if o t d e t c u d n o c s i y d u t s s i h
T outt hei mplementaitono ntheuseo fEngilsh
s n o it c u rt s n i f o m u i d e m a s
a in R ISB .The researche ralso want sto ifnd ou t
s ’t n e d u t
s percep iton on the use o fEngilsh a sa medium o finsrtuciton in R ISB.
d u t s s i h
T y focused on t heuse o fEngilsh a samedium ofi nsrtuciton i n RSBI ta
2 i r e g e N P M
S Magelang .SMP Neger i2 Magelang i soneof t he favortiej unio r
s l o o h c s h g i
h in Magelang which i sappointed by t he government t o be Rinitsan
.l a n o i s a n r e t n I f a r a t r e B h a l o k e
S Ther esearche rchoseoneclas soft heeighthgrade
t a 2 1 0 2 / 1 1 0 2 r a e y c i m e d a c a n
i SMPNeger i2Magelang .Ther esearche rchoset he
a s a h s il g n E g n i s u g n i n r a e l n i e c n e ir e p x e d a h y e h t e s u a c e b s t n e d u t s e d a r g h t h g i e
.r a e y t s ri f e h t n i n o it c u rt s n i f o m u i d e m
.
B ResearchProblems
, y d u t s s i h t f o d n u o r g k c a b e h t n o d e s a
B therearet woquesiton swhichcanbe
.s w o ll o f s a d e t n e s e r p
.
1 Howi sEngilsha samediumofi nsrtucitonimplementedinRSBI?
.
2 Wha tare students ’percepiton son the use o fEngilsh a a s medium o f
n i n o it c u rt s n
.
C ProblemLimtia iton s
i h
T study focused on two main points .I tdescirbes thei mplementaiton on
d n a n o it c u rt s n i f o m u i d e m a s a h s il g n E f o e s u e h
t studen’ts ep rcepiton on t heuse
h s il g n E f
o sa amediumofi nsrtuciton i n R ISB .Thescopeoft hi sstudy i st heuse
n o it c u rt s n i f o m u i d e m a s a h s il g n E f
o in RSB Ia tSMP Neger i2 Magelang. Thi s
a s a h s il g n E f o e s u e h t n o n o it p e c r e p ’ s t n e d u t s e t a g it s e v n i o t d e s u c o f y d u t s
n o it c u rt s n i f o m u i d e
m inBiology ,Physic sand Mathemaitcssubjectso foneclas s
t h g i e e h t n
i h gradea tSMPNeger i2Magelang.
.
D ResearchObjecitves
h c r a e s e r s i h
T aimst oachievet hesef ollowinggoals:
.
1 To ifnd ou tt he implementaiton on the use o fEngilsh a sa medium o f
n i n o it c u rt s n
i RSBI.
.
2 To ifnd ou tthestuden’t spercepiton son t heuseo fEngilsh l anguageast he
n i n o it c u rt s n i f o m u i d e
m RSBI.
.
E ResearchBeneftis
s i h t f o s g n i d n if e h
T research can be usefu lfo ral lthe role so feducaiton
, n o it u ti t s n
i such as :Minisrty o fEducaiton and Cu tlure ,R ISB students ,and RSBI
s r e h c a e
t .
.
o t n o it u b ir t n o c e v i g o t d e t c e p x e s i h c r a e s e r s i h
T theMinisrty o fEducaiton
C d n
a utlure . The ifnding s o f thi s research migh t become a review o f the
n i n o it c u rt s n i f o m u i d e m a s a h s il g n E f o e s u e h t n o n o it a t n e m e l p m
i RSBI .
e h t , h c r a e s e r s i h t h g u o r h t , y ll u f e p o
H Minisrtyo fEducaitonandCutlureconsiders
.s ll i k s d n a e c n e t e p m o c h s il g n E ’ s t n e d u t s g n i p o l e v e d n i m a r g o r p r e tt e b
.
2 R ISB Student sandTeachers s ti f e n e b s e v i g o s l a h c r a e s e r s i h
T totheRSB Istudent sandt eachers .Through
h c r a e s e r s i h
t ,the RSBI student sare expected to relfec tthei rcompetence and
l g n E g n i s u s t c e j b u s l l a g n i n r a e l n i s e it l u c if fi
d i sh. The ifnding o fthi sresearch
s p l e
h thet eacherst o knowt hestuden’tspercepiton and dfiifculite si n theuse o f
n i n o it c u rt s n i f o m u i d e m e h t s a e g a u g n a l h s il g n
E R ISB .Thet eacher scan relfec t
n
o thei r teaching competence especially in using Engilsh a s a medium o f
r i e h t e v o r p m i n a c s r e h c a e t e h t t a h t o s n o it p e c r e p s ’t n e d u t s m o r f n o it c u rt s n i
. e c n e t e p m o c
.
F Deifni itono fTerms
r e h c r a e s e r e h t , n o it a t e r p r e t n i s i m d i o v a d n a s t p e c n o c e h t y fi r a l c o t r e d r o n I
e h T . h c r a e s e r s i h t n i s m r e t f o n o it i n if e d e m o s s e d i v o r
p researche rdescirbe sthe
, n o it c u rt s n i f o m u i d e m , n o it p e c r e p e r a y e h T . h c r a e s e r s i h t n i s d r o w y e
k Rin itsan
) I B S R ( l a n o i s a n r e t n I f a r a t r e B h a l o k e
S ,andSMPNeger i2Magelang.
.
e r e h
T are severa ldeifniitons o fpercepiton from scienitsts .According to
n o it a m r o f n i g n i v i e c e r f o s s e c o r p e h t s i n o it p e c r e p , ) 5 0 0 2 ( w o n il G d n a e n a h S c M
. ) 6 7 . p ( s u d n u o r a d lr o w e h t f o e s n e s g n i k a m d n
a Luthan s(2005 )state stha t
s n o it a u ti s a r o s u l u m it s a h ti w d e t n o r f n o c s i n o s r e p a n e h w s n i g e b n o it p e c r e p
) 0 7 1 . p (
n
I thi sstudy, percepiton refers t o t hepoin to fview ,observaiton, i dea ,and
f o m u i d e m e h t s a e g a u g n a l h s il g n E f o e s u e h t n o s t n e d u t s e h t f o e c n e ir e p x e
n i n o it c u rt s n
i R BS I.
.
2 MediumofI nstruciton
) 0 0 0 2 ( s a g e ll i V o t g n i d r o c c
A , m” edium of i nsrtuciton i s t he l anguage used
. h c a e t o t r e h c a e t e h t y
b Teachingt hel anguage ,o reducaitona lconten ,tt hrought he
t n u o m a e h t s e s a e r c n i e g a u g n a l t e g r a
t o fexposuret hel earne rgetsf rom ti ,andt he
a , ti n i e t a c i n u m m o c o t e v a h y e h t s e it i n u tr o p p
o nd therefore to develop thei r
ti f o l o rt n o
c ”(a sctiedi nOktaviani ,2011 ,p.27)
’ s t n e d u t s d n a n o it a t n e m e l p m i e h t t u o g n i d n if n o d e s u c o f y d u t s s i h T
n i n o it c u rt s n i f o m u i d e m a s a h s il g n E f o e s u e h t n o n o it p e c r e
p RSBI .Thel earning
n i s s e c o r
p RSB Iimplement sBahasa Indonesia and Engilsh a sthe medium o f
, e s a c s i h t n I . n o it c u rt s n
i Engilsh i sused a sa medium o finsrtuciton in the
g n i h c a e
t -learningproces so fPhysics ,Mathemaitcs ,BiologyandI CTs ubject .s
.
s a n k i d p e
D (2008)deifnesSBI( SekolahBertarafI nternaitona)l sa anaitona l
school t hat i mplement sboth t he naitona lcurirculum based on Standa rNasiona l
n a k i d i d n e
P (SNP) and the internaitona lstandardized cur irculum . Meanwhlie ,
l a n o i s a n r e t n I f a r a t r e B h a l o k e S n a s it n i
R (RSBI ) tisefl i s a beginning step in
l li fl u f o t e c n e t e p m o c g n i p o l e v e
d SNP and internaitona l standard . The
f o t n e m h s il b a t s
e SBI i sbased on UU No 20 yea r2003 aritcle 50 (3 )abou tthe
a r o t n e m n r e v o g l a rt n e c e h t t a h t s e t a t s e l c it r a e h T . m e t s y s n o it a c u d e l a n o it a n
t n e m n r e v o g c it s e m o
d havet oholdatl eas toneuni to feducaitona talll evelst obe
l a n o it a n r e t n i n a s a d e v o r p m
i standardized uni t o f educaiton (Panduan
f a r a t r e B a m a t r e P h a g n e n e M h a l o k e S n a s it n i R n a a n i b m e P n a a n a s k a l e P
s a n r e t n
I ional ,2008 .)
.
4 SMPNeger i2Magelang 2
i r e g e N P M
S Magelang i sone o fthe favortie junio rhigh school sin
, g n a l e g a
M Cen rta lJava, I ndonesia .Thi sschooli soneoft hej unio rhigh school s
g n a l e g a M n
i which i sappointed by the governmen tto be Rinitsan Sekolah
l a n o i s a n r e t n I f a r a t r e
B . Therefore ,thi sschoo lha sto use Bahasa Indonesia and
h t a M n i n o it c u rt s n i f o m u i d e m a s a h s il g n
E emaitcs ,Biology ,Physic sand ICT
9 I I R E T P A H C
F O W E I V E
R RELATEDLITERATURE
e h t f o c i p o t e h t o t d e t a l e r s e ir o e h t e m o s s t n e s e r p r e h c r a e s e r e h t ,r e t p a h c s i h t n I
s e
r earch . Thi s chapte r contain s two pa trs , namely theoreitca l desc irpiton and
t e h t n I . k r o w e m a r f l a c it e r o e h
t heoreitca ldesc irpiton, t he researche rpresent soveral l
e r e h t o t t n a v e l e r y lt c e ri d e r a h c i h w s e ir o e h
t search beingdiscussed.I n t het heoreitca l
framework,t her esearchers umma irze sands ynthesize sal lmajorr elevantt heo ire .s
.
A Theore itca lDescrip iton
r e h c r a e s e r e h t , n o it p ir c s e d l a c it e r o e h t s i h t n
I elaborate ssome t heo ires t ha twli l
h c r a e s e r e h t f o s i s a b e h t s a d e s u e
b in analyzing the implementaiton on the use o f
d n a n o it c u rt s n i f o m u i d e m a s a h s il g n
E students’ percepiton on the use o fEngilsh
n i n o it c u rt s n i f o m u i d e m e h t s a e g a u g n a
l RSBI .Therefore, the researche rdiscusses
s a h s il g n E , n o it p e c r e p t u o b a s e ir o e h
t medium o finsrtuciton and Rinitsan Sekolah
r e
B tarafInternaitona.l
.
1 Percep itonandPerceptua lProcess
n a m tl
A ,Valenz iand Hodgett s(1985) conclude that percepiton i sthe way
n a c y e h t t a h t o s n o s r e p a y b d e p u o r g d n a d e t c e l e s e r a i l u m it
s be meaningfully
i n o it p e c r e P . d e t e r p r e t n
i sa person’ s view o frealtiy (p .85) .According to Steer s
p , ) 1 9 9 1
( ercepiton mean s the proces ,s by which an individua lscreen ,s selects ,
t s s t e r p r e t n i d n a , s e z i n a g r
e b n a c e s n o p s e r l a r o i v a h e b e t a ir p o r p p a n a o s t n e m n o ri v n e s ’ e n o f o t u o e s n e s g n i k a m
) 7 5 . p ( e d a
m .
a m tl
A na tal .(1985 )statesthatt woo rmorepeoplecanl ooka tandperceivet he
T . y lt n e r e f fi d g n i h t e m a
s he way each person see thing s depend s on how the
d e v i e c e r e v a h y e h t n o it a m r o f n
i i sorganized .Percepiton occur swhen the sitmuil
t n e s e r
p and acitvate the sense .The sitmulu sallow su sto interpre tthe sensory
e h t s e d u l c n i s r o t c a f l a r e v e s n o s d n e p e d n o it a m r o f n i e h t t e r p r e t n i e w w o H . e g a s s e m
n a y ti r a l
c d famiilartiy of t he sitmuil ,ou rphysica lcharacte irsitcs ,need sand values ,
e c n e ir e p x e t s a p d n a s g n il e e f , e g d e l w o n
k (p .86 .)
1 . 2 e r u g i
F .ThePerceptua lOrganiza iton( Atlmane tal .1985:86)
s e r a e r e h
T everalf actor stha tmighti n lfuencePercepiton .Accordingt o Atlman
. l a t
a (1985) ,there are fou rfactor stha tmay in lfuence someone’ spercepiton on
s g n i h t r a l u c it r a
p in t hei renvrionment .Those factor sare (1 )seleciton o fsitmuil ,(2 )
,i l u m it s f o n o it a z i n a g r
o (3)t hes tiuaiton ,and( 4)t heperson’ss efl-concept.
)
1 Selecitono fSitmuil
. r e b m u n l l a m s a n o y l n o s u c o f e w , d e d n u o r r u s e r a e w h c i h w h ti w i l u m it s l l a f O
e l e
S citonofs itmuili soner easonwhypeopleperceivet hing sdfiferenlty. il
u m it
S SeSleecnsitoorn so f il u m it S
, n o it p e c r e P
d n a n o it a z i n a g r O
f o n o it a t e r p r e t n I
il u m it S
l a r o i v a h e B
)
2 Organizaitono fSitmuil
e b o t s a h t i , s s e c o r p g n i n e e r c s n i n e e b s a h n o it a m r o f n i e h t r e tf
A arranged in
. l u f g n i n a e m e m o c e b o t r e d r o )
3 TheStiuaiton
l a l a u d i v i d n i e n o f o n o it a u ti
S soaffect spercepitonsucha saperson’sf ami ilartiy
. e c n e ir e p x e t s a p r e h r o s i h s a l l e w s a , n o it a u ti s a , t u o b a s n o it a t c e p x e , h ti
w How a
o t r o i v a h e b r e h / s i h s t s u j d a n o s r e p a w o h o t d e t a l e r s i n o it a u ti s r i e h t e v i e c r e p n o s r e p .s n o it a u ti s )
4 Theperson’ss el fconcept
fl e s e n if e d ) 5 8 9 1 ( . l a t a n a m tl
A -concept sa the way a person fee labou tand
s t c e f f a s e v l e s m e h t e e s l a u d i v i d n i n a y a w e h T . s e v l e s m e h t e v i e c r e
p thei rpercepiton
fl e s e h T . d lr o w r i e h t t u o b
a -concep ti simpo tran tbecause you rmenta lpicture o f
yoursel fdetermine swha tyouperceiveanddo( p .9 0)
. l a t a n a m tl
A (1985 )also desc irbe the factor so fcreaitng perceptua ldfi ifcutly.
. n o it c e j o r p d n a e s n e f e d l a u t p e c r e p , t c e f f e o l a h , g n i p y t o e r e t s e r a y e h T )
1 Stereotyping
t r o e l p o e p g n i z ir o g e t a c f o s s e c o r p e h t s i g n i p y t o e r e t
S hing sbased on a ilmtied
s k o o b l o o h c s m o r f d e v ir e d e b y a m g n i p y t o e r e t s f o s e s a b e h T . n o it a m r o f n i f o t n u o m a s i e p y t o e r e t s ,) 1 9 9 1 ( s r e e t S o t g n i d r o c c A . e c n e ir e p x e t s a p e h t m o r f r o a i d e m s s a m d n a e h y l e d i
w ldgenerailzaitonabou ta group o fpeople . tIi saprocessi n whichatt irbute s
e h t d n a e l p o e p w e n s t e e m e n o n e h w s r u c c
o n he/she know sa ltilte abou tthe new
.) 7 6 . p ( e l p o e p )
2 HaloEffect
l l a r e v o e u l a v o t s i s a b e h t s a r e t c a r a h c n w o n k a e s u o t s r e f e r t c e f f e o l a H . n o it a u l a v
e Luthan s(2005 )notes tha tHalo effect i so tfen discussed i n performance
y ti l a n o s r e p l a t o t s ’ n o s r e p r e h t o g n i g d u j n i r o r r e n a s e k a m n o s r e p a n e h w l a s i a r p p a s i s a b e h t m o r
f o fa single posiitve characte irsitc such a sintelilgence ,appearance ,
e l p m a x e r o F . s s e n e v it a r e p o o
c :someonej udgesaperson’ sperformanceonlyf romt he
.) 2 8 1 . p ( e c n a r a e p p a l a c i s y h p )
3 Perceptua lDefense
w e i v r i e h t s tr o p p u s t a h t n o it a m r o f n i o t d n e tt a r o t c e l e s o t y c n e d n e t e v a h e l p o e P . w e i v r i e h t o t y r a rt n o c s i t a h t n o it a m r o f n i e v i e c r e p o t li a f r o e r o n g i o t r
o Steers( 1991 )
e t o
n thatt hrough perceptua ldefense ,people t endt o i gnorei nformaitont hat i setihe r
e l b a t p e c c a n u y ll a r u tl u c r o g n i n e t a e r h t y ll a n o s r e
p .Perceptua ldefense occurs when
) 2 7 . p ( s e d u ti tt a d n a s f e il e b r i e h t s t c i d a rt n o c t a h t n o it a u ti s a h ti w d e t n e s e r p e r a e l p o e p )
4 Projeciton
e l p o e p n e h w s r u c c o n o it c e j o r
P att irbute thei rown feeilng sto others .Ou r
.
2 RinitsanSekolahBertarafI nternasional (RSBI)
o t g n i d r o c c
A guideilneofPelaksanaanPembinaanRinitsanSekolahMenengah
s a n r e t n I f a r a t r e B a m a t r e
P ional, globailzaiton era evoke s grea t compeititon in
. d lr o w s i h t n i d l e if s e c r u o s e r n a m u h d n a , t n e m e g a n a m , y g o l o n h c e
t In orde rto
, l a n o it a n r e t n i d n a l a n o it a n n i h t o b e c n e t e p m o c d n a y ti l a u q e h t e s a e r c n
i the
s p o l e v e d t n e m n r e v o
g RinitsanSekolahBertaraf I nternasional (R IS ). B Ther esearche r
f o y r o e h t e h t s s u c s i d l li
w RinitsanSMPbertarafI nternasionalbelow .s
.
a TheRegula iton fo R ISB
l li fl u f t s u m l o o h c s l a n o it a n e h
T naitona leduca iton standard and develop to
d r a d n a t s e v a
h a san internaitona lschool .The implementaiton fo RSBI i sbased on
m o
s egovernmen tpoilcies .Theyareasf ollow .s
.
1 The regulaiton o fnaitona leducaiton system ,number 20 yea r2003 aritcle 50
t n e m n r e v o g c it s e m o d a r o t n e m n r e v o g l a rt n e c e h t t a h t s e t a t s e l c it r a e h T . ) 3 (
n a s a d e v o r p m i e b o t s l e v e l l l a t a n o it a c u d e f o t i n u e n o t s a e l t a s d l o h
d e z i d r a d n a t s l a n o it a n r e t n
i u ntio feducaiton.
.
2 The governmenta lregulaiton o fnaitona leducaiton standard ,numbe r19 ,yea r
5 0 0 2 .
.
3 Ther egulaitono fnaitona leducaitonplan ,numbe r17 ,yea r2007.
.
b T heGoal ,VisionandMissiono fRSBI
o t g n i d r o c c
A the implementaiton o fR I SB guideilne, the aim o fRSBI i sto
e t a u d a r g e c u d o r
f
o RSBIist o producequail ifedand compeititvehuman r esourcest ha tcouldcompete
f o n o i s i v e h T . y ll a b o l g e t a r o b a ll o c d n
a RSBIis t o producequail ifed and compeititve
human resource s in internaitona l (Panduan Pelaksanaan Pembinaan Rinitsan
s a n r e t n I f a r a t r e B a m a t r e P h a g n e n e M h a l o k e
S ional( SMP- IB ,2008) .)
.
c TheConcep to fRSBI
“ g n a t n e t 7 0 0 2 n u h a T s a n k i d p e D n a k a ji b e
K Pedoman Penjaminan Mutu
n a d r a s a D n a k i d i d n e P g n a j n e J a d a p l a n o i s a n r e t n I f a r a t r e B h a s a r d a M / h a l o k e S
” h a g n e n e
M (Depdiknas ,2008 )states that i n order t o achieve i nternaitona lstandard ,
l li fl u f o t e v a h l o o h c s e h
t Standa rNasiona lPendidikan( SNP)ast heminimals tandard
d n
a referencet heeducaitonstandardf romoneo fOECD(Organizaitonf o rEconomic
) t n e m p o l e v e D d n a n o it a r e p o o
C membe ro rothe rcoun rty tha thave internaitona l
n o it a c u d e n i y ti l a u
q a saddiitonals tandard .
o t g n i d r o c c
A Peraturan Pemerintah Nomo r19 Tahun 2005 t entang “Standa r
, ) 8 0 0 2 , s a n k i d p e D ( ” n a k i d i d n e P l a n o i s a
N SNP i s the minima l crtie ira abou t
. a i s e n o d n I n i m e t s y s n o it a c u d
e SNPconsist so f8s tandard sasf ollow .s
.
a StandarI si
.
b Standa rProses
.
c Standa rKompetens iLulusan
.
d Standa rPendidikdanTenagaKependidikan
.
e Standa rSaranadanPrasarana
.
g Standa rPembiayaan
.
h Standa rPenliaian
e s o h
T Standa rNasiona lPendidikan (SNP) aspect sen irche d by t he addiitona l
s u d r a d n a t
s e theset woways sa follow .s
.
a Adapiton
n i a tr e c f o t n e m h c ir n e n a s i
tI SNP element sand reference wtih t he educaiton
rt n u o c D C E O f o r e b m e m e n o m o r f d r a d n a t
