Students` perception on the use of English as a medium of instruction in RSBI at SMP Negeri 2 Magelang

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ASARJANAPENDIDIKANTHESIS

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F TEACHERSTRAININGANDEDUCATION

Y T I S R E V I N U A M R A H D A T A N A S

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D fo rgiving me permission t o do t he research a tSMP Neger i2 .

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S T N E T N O C F O E L B A T

e g a P E

G A P E L T I

T ... i S

E G A P L A V O R P P

A ... ii Y

T I L A N I G I R O S K R O W F O T N E M E T A T

S ... vi

I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E

P ... v T

C A R T S B

A ... iv

K A R T S B

A ... v ii S

T N E M E G D E L W O N K C

A ... xi S

T N E T N O C F O E L B A

T ... ix S

E L B A T F O T S I

L ... vx S

E R U G I F F O T S I

L ... ix v S

E C I D N E P P A F O T S I

L ... vx ii

N O I T C U D O R T N I .I R E T P A H

C ... 1 .

A ResearchBackground ... 1 .

B ResearchProblem ... 4 .

C ProblemLimtiaiton ... 5 .

D ResearchObjecitve ... 5 .

E ResearchBeneftis ... 5

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i x

E R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H

C ... 9 .... .

A Theoreitca lDesc irpitons... 9 .

1 PercepitonandPerceptua lProcess ... 9 .

2 RinitsanSekolahBertarafI nternasional( RSBI)... 31 .

a TheRegulaitono fRSBI ... 31 .

b TheGoal ,VisionandMissiono fRSBI... 31 .

c TheConcep to fRSBI ... 41 .

d TheTeache rStandardi nRSBI ... 61 .

e TheCharacter so fTeaching-LearningProcessi nRSBI... 71 .f TheDevelopmen to fLearningProcessi nRSBI... 81 .

3 Engilsha saMediumofI nsrtuciton ... 02 .

B Theoreitca lFramework ... 12

Y G O L O D O H T E M . I I I R E T P A H

C ... 3..2 .

A ResearchMethod... 32 .

B ResearchSetitng... 42 .

C ResearchParitcipants ... 42 .

D Insrtument sandDataGatheirngTechniques... 52 .

1 Observaiton ... 52 .

2 Quesitonnarie ... 72 .

3 Interview ... 03 .

E DataAnalysi sTechnique... 13 .

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ii x

S G N I D N I F D N A S T L U S E R H C R A E S E R . V I R E T P A H

C ... 43

.

A TheI mplementaitonont heUseo fEngilsha saMediumofI nsrtucitoni n

I B S

R ... 43 .

1 LanguageUsedbyt heTeachers... 43 .

a LanguageUsedbyt heTeacheri nBiologyClass... 53 .

b LanguageUsedbyt heTeacheri nPhysic sClass... 53 .

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

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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

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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

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, 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

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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

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.

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 .

.

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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

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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

(26)

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

(27)
(28)
(29)

.

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

(30)

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

(31)
(32)

t n i r o n o it u ti t s n i t s e

t ernaitona lcerit ifcate such a sCamb irdge ,IB ,TOEFL/TOEIC ,

, F E C I N U , O C S E N U s a h c u s n o it a z i n a g r o l a r e t a li tl u m d n a s r e t n e c y d u t s , O S I

. c t e , O E M A E S

.

d TheTeacher sStandardi nRSBI

o t g n i d r o c c

A Permendikna sNomo r16Tahun2007t entangStanda rKuailifkas i

r a d n a t s i h u n e m e m b ij a w u r u g p a it e S a w h a b u r u G i s n e t e p m o K n a d k i m e d a k A

. l a n o i s a n a r a c e s u k a l r e b g n a y u r u g i s n e t e p m o k n a d k i m e d a k a i s a k if il a u

k T he

.s w o ll o f s a e r a s n o it a c if i s s a l c c i m e d a c a

.

1 Thet eacher shavet o etak four-gradenondegree ro undergraduatedegree sa

. h c a e t y e h t t a h t r e tt a m t c e j b u s e h t n o d e s a b m u m i n i m e h t

.

2 The teacher shave to take teache rcerit ifcaiton a sstated in Permendikna s

. n a t a b a J m a l a D u r u G i g a B i s a k if it r e S g n a t n e t 7 0 0 2 n u h a T 8 1 r o m o N

r e h

T eare also addiitona lstandard fo rRSBIteachers t o f ul ifll t he i nternaitona l

.s w o ll o f s a e r a y e h T . d r a d n a t s

.

1 Thet eacher sareablet of aclitiatel earningbasedonI CT.

.

2 Science ,Mathemaitcs and vocaitona lteacher sare able to teach using

. h s il g n E

.

3 20%oft het eacher shavet akenmaster’ sdegreefromt heuniversiite swhich

e v a

(33)

.

e TheCharacterso fTeaching-LearningProcessi nRSBI

o t g n i d r o c c

A Depdiknas (2008) ,the teaching and learning proces sin RSBI

d l u o h

s haveinternaitona lcharacters .Theyareasf ollow .s

.

a RSB I should be able to develop creaitvtiy , innovaiton , reason , and

s e it il i b i s s o p w e n r e v o c s i d o t t n e m ir e p x

e ,aj oyo fdiscovery.

.

b RSBIshouldapplyacitve ,creaitve ,effecitveand enjoyablel earning model ;

l u f y o j d n a e l b a y o j n e ; g n i n r a e l e v it c a ; g n i n r a e l e v it c e lf e r ; d e r e t n e c t n e d u t s

d n a ; n o it u l o v e r g n i n r a e l ; g n i n r a e l m u t n a u q ; g n i n r a e l e v it a r e p o o c ; g n i n r a e l

. d r a d n a t s l a n o it a n r e t n i e v a h h c i h w g n i n r a e l l a u t x e t n o c

.

c RSBIshouldapplylearningproces sbasedonI CTi nalls ubject .s

.

d RSBI should use Engilsh a sthe medium o finsrtuciton on the teaching

-S , h t a M f o s s e c o r p g n i n r a e

l cience ,andI CTs ubject .s

.

e RSBI should use assessmen tmode lof t he school sfrom membe ro fOECD

u o c r e h t o r

o nt ire stha thavei nternaitona lqualtiyi neducaiton ifeld.

s r e t c a r a h c l a n o it i d d a e r a e r e h

T int heelement soft eachingandl earningproces s

n

i RSBI .Theyareasf ollow .s

.

a The learning proces sin al lsubject sin RSBI should be a role mode lfo r

, y ti l a n o s r e p , s r e t c a r a h c g n i p o l e v e d n i s l o o h c s r e h t

o and leadership ,

. e v it a v o n n i d n a , c it o ir t a p , l a ir u e n e r p e rt n e

.

b Thel earning proces sin RSBI i sen irched byl earning proces smode lof t he

e h t o r o D C E O f o r e b m e m e h t m o r f s l o o h c

s rdevelopedcount irest ha thave

n i a tr e

(34)

.

c RSBIshouldapply TI -C basedi nalls ubject .s

.

d RSBIshould useEngilshi n t hel earningproces so fMath ,Scienceand I CT

, d n a h r e h t o e h t n O . s t c e j b u

s othe rsubject sexcep tEngilsh use Bahasa

. a i s e n o d n I

.

e Beside s using Engilsh and Bahasa Indonesia , RSBI could use othe r

, h s i n a p S , h c n e r F s a h c u s m u r o f l a n o it a n r e t n i n i d e s u n e tf o s e g a u g n a l

. e s e n i h C d n a , c i b a r A , e s e n a p a J

.f TheDevelopmen to fLearningprocessi nRSBI

a o t r e d r o n

I chieve internaitona lstandard ,RSBI ha sto develop the learning

e h T . s s e c o r

p learning proces sdevelopmen ti simplemenitng biilngua llearning and

g n i s

u ICT faciilite sopitmally .In implemenitng biilngua llearning o rEngilsh fo r

g n i n r a e

l ,the school smigh timplemen tin one clas so rone grade a sa beginning .

e h t n o d e s a b s e d a r g d n a s e s s a l c l l a n i t i t n e m e l p m i d l u o c s l o o h c s e h t , r e v o e r o M

f o l e v e l h g i h A . y ti li b a p a c d n a n o it i d n o c ’ s l o o h c

s competence achievemen tcan be

a y c n e u lf e h t m o r f n e e

s ndaccuracybothi ngramma rands peech.

e c n e t e p m o c h g i h e h t s e t a ti li c a f t a h t l e d o m a s i l e d o m g n i n r a e l d o o g A

s e s a c o w t e s o h T . s n o it c n u f e g a u g n a l d n a f l e s ti h s il g n E g n i n r a e l n i h t o b t n e m e v e i h c a

o t g n i d r o c c A . d e c n a l a b e b d l u o h

s Depdiknas (2008) ,there are two (2 )learning

l e d o

(35)

.

a Parallel

h g u o r h t d e t a ti li c a f s i e c n e t e p m o c h s il g n E s ’t n e d u t s f o t n e m p o l e v e d e h T

e h T . l o o h c s n i y ti v it c a g n i n r a e l h s il g n E n i a m e h t e d i s t u o s e it i v it c a g n it r o p p u s

h t a M g n i n r a e l e d u l c n i s e it i v it c

a emaitcs and Science using Engilsh . I t can be

.s w o ll o f s a d e b ir c s e d

.

1 Student saregivenexrtaclas sin t hef ormo fEngilsh f o rMathemaitc sandScience

h t a M r o r e h c a e t h s il g n E y

b emaitcsand Science t eacher .Themate iral i sbased on

h t a M g n i n r a e l f o d e e n s ’t n e d u t

s emaitcsandScienceusingEngilsh.

.

2 Thi smode li srelevan tfo rMathemaitcs and Science teache rtha thave ilmtied

m a e t d n a e g d e l w o n k c it s i u g n

il -teaching wtih othe rEngilsh ,Mathemaitcs and

.r e h c a e t e c n e i c S

.

3 In thi smodel ,the learning proces so fMathemait cs and Science subjec tusing

.l a u s u s a s l a ir e t a m f o r e d r o e h t h ti w d e t c u d n o c e r a h s il g n E

.

4 Thi smode li smore expensive and i ttake smore itme bu ti ti seffecitve in

.s ll i k s h s il g n E g n i s a e r c n i

.

b Integrated

’t n e d u t s f o t n e m p o l e v e d e h

T slanguage skli li sintegrated in the proces so f

. h s il g n E g n i s u g n i n r a e

l I tmean s tha tthe student sdrieclty receive Engilsh fo r

h t a M g n i n r a e l f o s s e c o r p g n i n r a e l e h t n i e c n e i c S d n a s c it a m e h t a

M emaitcs and

M r o f t n a v e l e r s i l e d o m s i h T . h s il g n E g n i s u e c n e i c

S athemaitcs and Sciencet eacher s

o h

(36)

d n a c l o o h c s e h

T evelopsrtategies tof ul ifll t headdiitonal i ndicator sasf ollows .

) a

( Training o rworkshop abou tEngilsh .(b )Training abou tdeveloping learning

i d e m g n i n r a e l ,l a ir e t a

m a ,etc.( c )Trainingo rworkshopaboutI CT.

.

3 Engilsha saMediumofI nstruc iton

m “ s e b ir c s e d ) 0 0 0 2 ( s a g e ll i

V edium of i nsrtuciton i s the l anguage used by t he

. h c a e t o t r e h c a e

t Teaching the language ,educationa lconten tthrough the targe t

s e it i n u tr o p p o e h t d n a t i o t t e g s r e n r a e l e h t e r u s o p x e f o 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

ti f o l o rt n o c r i e h t p o l e v e d d n a t i n i e t a c i n u m m o c o t e v a h y e h

t ”( a sctiedi nOktaviani ,

. ) 7 2 . p , 1 1 0

2 In t hi scase ,Engilsh i sused a samean so fcommunicaitoni n t eaching

, r e v o e r o M . y ti v it c a g n i n r a e

l Engilsh i sused by t he t eachers t o t each the conten to f

r e tt a m t c e j b u

s . Haagen and Mathel tisch (2001 )state tha tEngilsh a sa medium o f

n o it c u rt s n

i i sa r ecenltydeveloped biilngualt eaching method .Themain i deao fEM I

t n e t n o c f o n o it c u rt s n i l a n o it n e v n o c e h t e n i b m o c o t s

i -area subject swtih foreign

e g a u g n a

l -learning :instead o fmother-tongue ,a foreign language used a sa too lfo r

t c e j b u s t n e r e f fi d n i n o it a c i n u m m o

c s.

,) 6 8 9 1 ( n a h o M o t g n i d r o c c

A languagei snotj us tamean so fcommunicaitonbu t

e g a u g n a l h t o b s i n o it a r g e t n i f o l a o g e h T . m u l u c ir r u c e h t s s o r c a g n i n r a e l f o m u i d e m a

n r a e l y l e r e m t o n o d s t n e d u t s e h T . g n i n r a e l t n e t n o c d n a g n i n r a e

l second l anguage but

n o it a c u d e n a n i a g o s l

(37)
(38)

u o d n if o t r e d r o n

I t t he i mplementaiton of t he use o fEngilsh a sa medium o f

n i n o it c u rt s n

i RSBI ,the researche rappiled the theory o fRSBI based on Panduan

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 n a a n i b m e P n a a n a s k a l e

P iona l

P M S

( - )BI (Depdiknas ,2008) .Depdiknas (2008 )explains that t he main characte ro f

n i s s e c o r p g n i n r a e l e h

t RSBI si the use fo Bahasa Indonesia and Engilsh a sthe

e

m dium o finsrtuciton .Moreover ,RSBI ha sto use va irou sand modern learning

. D C V d n a , D C L , k o o b e t o N s a h c u s a i d e

m The implementaiton o fRSBI should be

p o l e v e d d n a e t a e r c o t e l b

a moral ,a tr ,soildartiy ,behavio rand advanced t echnology.

g n i h c a e t e h t , r e v o e r o

M -learning proces s in RSBI should increase students ’

(39)

3 2

I I I R E T P A H C

Y G O L O D O H T E M

s i h t n

I chapte,r t heresearche rpresented the methodology employed i n t hi s e

h t r e w s n a o t r e d r o n i y d u t

s research problemsa smenitoned i n t hefris tchapter . s

a w n o it s e u q t s ri f e h

T how i sthe use o fEngilsh language a sthe medium o f n

i n o it c u rt s n

i R IS B implemented? Second, wha tarestuden’t spercepitonson t he a

h s il g n E f o e s

u sthe medium o finsrtuciton in R ISB ? Thi schapte rcovered the a t a d , s t n e m u rt s n i h c r a e s e r , s t n a p i c it r a p h c r a e s e r , d o h t e m h c r a e s e r f o n o it p ir c s e d

e t s i s y l a n a a t a d , e u q i n h c e t g n ir e h t a

g chnique ,andr esearchprocedure.

.

A ResearchMethod

e z y l a n a y d u t s s i h

T d et h studen’t spercepiton on the use o fEngilsh a sthe n

i n o it c u rt s n i f o m u i d e

m R ISB .Therefore, the researche rused survey method in h

c r a e s e r s i h

t .Ary ,Jacobs ,and Razavieh (2002 )note tha tsurvey research i sa s l a u d i v i d n i f o p u o r g a o t s n o it s e u q g n i k s a y b d e r e h t a g e r a a t a d h c i h w n i e u q i n h c e t

. ) 4 7 3 . p (

s a w h c r a e s e r s i h

T also aimed to ifnd ou t the desc irp iton and the

n o n o it a t n e m e l p m

i the use o fEngilsh language a sthe medium o finsrtuciton i n

R ISB . Therefore ,desc irpitver esearchwasusedi nt hisr esearch .Accordingt oBest

) 1 8 9 1

( , descirpitve research involves descirpiton , recording , analysis , and

r e t n

(40)

d e t a l u p i n a m n o n g n it s i x e n e e w t e b s p i h s n o it a l e r r e v o c s i d o t s t p m e tt a d n a t s a rt n o c

s e l b a ir a

v ( .p 2 5 .)

.

B ResearchSetitng

t a d e t c u d n o c s a w h c r a e s e r e h

T SMP Neger i2 Magelang. SMP Neger i2

g n a l e g a

M w asoneoft hefavortiej unio rhighschoolsi n Magelang ,Cenrta lJava , l

o o h c s s i h T . a i s e n o d n

I wa sappointed by t hegovernment t o beRinitsan Sekolah l

a n o is a n r e t n I f a r a t r e

B . The researche r chose one clas s o f eighth grade o f

n i r a e y c i m e d a c a 2 1 0 2 / 1 1 0

2 RSB Ia tSMP Neger i2 Magelang .The researche r h

c r a e s e r e h t d e t c u d n o

c inAp ir lunit lMayo f2012.

.

C ResearchParitcipants

e c n i

S thi sresearch wa sdescirpitve ,sampilng was needed t o gain t he data . t

s e B o t g n i d r o c c

A (1981) ,asamplei sasmal lproporitono fapopulaitonselected e n o , e l p m a s e h t f o s c it s ir e t c a r a h c e h t g n i v r e s b o y B . s i s y l a n a d n a n o it a v r e s b o r o f

h c i h w m o r f n o it a l u p o p e h t f o s c it s ir e t c a r a h c e h t t u o b a s e c n e r e f n i n i a tr e c e k a m n a c

s i

ti draw n(p .8) .Int hi scase,t her esearche rappiledclustersampilngi ngatheirng .

a t a d e h

t According t o Cohen ,Manion ,and Morirson (2000) ,cluste rsampilngi s e

d i w d n a e g r a l s i n o it a l u p o p e h t n e h w e l p m a s m o d n a r e l p m i s a f o e s u e h

t p( .101) .

, s b o c a J , y r

A and Razavieh (2002 )state thati n cluste rsampilng, t he paritcipant s t

o n e r e

w chosenindividuall ybu tagroupofi ndividualst ha tarenaturallyt ogethe .r e

h

T researche rchoseoneclas so feighthgrade inacademicyea r2011/2012 n

(41)

) e v if y t n e w

t( students .Fort hei nterview,t heresearche rchose5( ifve )interviewee o

e v it a t n e s e r p e r e h t s

a feighthgradestudent .s s

i h t n

I RSBI class ,Engilsh w as used a sa medium o finsrtuciton in fou r .

s t c e j b u

s They were Mathemaitcs ,Biology ,Physic sand ICT .In thi scase ,the h

t a M e s o h c r e h c r a e s e

r emaitcs ,Biologyand Physicssubject sast her epresentaitve n

i conducitngclassroomobservaiton.

.

D InstrumentsandDataGatheringTechnique

g n i y r r a c n

I ou tthi sstudy,t heresearche rhad togathe rdatai nordert or each r

e h c r a e s e r e h t , e r o f e r e h T . h c r a e s e r s i h t f o t l u s e r l a n if e h

t usedthreeinsrtuments to

e h t r e h t a

g data .They were observaiton ,quesitonnarie and i nterview. The use o f e

e r h t e s o h

t insrtument swli lbeelaboratedasf ollow .s .

1 Observa iton

t a v r e s b o m o o r s s a l c d e t c u d n o c r e h c r a e s e r e h t , y d u t s s i h t n

I ion .Bes t(1981 )

s e t o

n tha tobserving natura lphenomena added by systemaitc classiifcaiton and s

a e

m uremen tled t o t hedevelopmen tof t heo ire sand l aw so fnature’ sforces .A s a

t a d e h

t -gatheirngadvice ,driec tobservaitonmaymakeani mpo tran tcontirbuiton .

h c r a e s e r e v it p ir c s e d o

t Cetrain t ype sofi nformaitoncanbebes tobtainedt hrough e

h t y b n o it a n i m a x e t c e ri

d researcher .When t he i nformaiton concerns aspect so f e h t n e h w t u b , e l p m i s y l e v it a l e r s i s s e c o r p e h t , s n e m i c e p s r o s t c e j b o l a ir e t a m

o c e r o m h c u m s i ti , n o it c a n i t c e j b u s n a m u h a f o y d u t s e h t s e v l o v n i s s e c o r

p mplex

. ) 8 5 1 . p

( The researche r used non- paritcipan t observaiton by observing the g

n it a p i c it r a p t u o h ti w m o o r s s a l

(42)
(43)

r e b m u

N Point so fObservaitons Descirp iton

f o m u i d e m a s a h s il g n E g n i s u

. n o it c u rt s n i .

5 Students ’understanding Thi s poin t o f observaiton help s e h t w o h w o n k o t r e h c r a e s e r e h t

y b l a ir e t a m e h t p s a r g n a c s t n e d u t s

s n o it s e u q r e w s n a o t e l b a g n i e b

m o o r s s a l c e h t o t d n o p s e r d n a

. y ti v it c a

.

2 Quesitonnaire

s a w e ri a n n o it s e u q e h

T used t o gathert hedatao fstuden’t spercepiton. The r

e h c r a e s e

r app iledtwo basict ype so fquesitons .Theywereclose-endedquesitons n

e p o d n

a -endedquesitons . yAr ,J acobs ,andSorensen(2010)f i ndtha tcloseended e

r a s n o it s e u

q used when allt hepossible ,relevan tresponsest o aquesiton can be .

d e ti m il s i s e s n o p s e r e l b i s s o p f o r e b m u n e h t d n a , d e if i c e p

s Besides ,op -en ended

e ri a n n o it s e u

q si usedwhen t herei sgrea tnumbe ro fpossibleanswer so rwhent he t

c i d e r p t o n n a c r e h c r a e s e

r allt hepossibleanswers(p .391 .) e

s e r s i h t n

I arch, t hequesitonnarie i ncluded studen’t spercepiton on t heuse h

s il g n E f

o a sa medium insrtuciton o fR IS .B The quesitonnarie consisted o f w

t e nty close ended quesiton s and three open- ended quesiton .s Close-ended n

o it c e s s n o it s e u

q providedsomequesiton sandanswers .TheR IS B student shadt o h

c i h w n o it p o t s e b e h t e s o o h

c wa sbased on thei rpercepiton abou tthe use o f f

o n o it c u rt s n i m u i d e m e h t s a h s il g n

E R ISB .In thi scase ,there were also three n

e p

o -endedquesitons .Here,t h erespondent sweref reet oanswert hequesiton .sI n n

e p

o -ended question sseciton, t he responden tcould reveal t hei ropinion and t he r

o f n o s a e

(44)
(45)
(46)

.

3 Interview

s e t a t s ) 1 8 9 1 ( t s e

B tha tinterview i ssuch an ora lquesitonnarie tha tthe e

c a f a n i y ll a b r e v n o it a m r o f n i d e d e e n e h t s e v i g e e w e i v r e t n i r o t c e j b u

s - ot -face

. ) 4 6 1 . p

( Int hi sstudy,t hei nterviewwa sint hef ormo fopenquesitons .According s

e B o

t t(1981) ,an ope -n form quesiton si wherethei ntervieweei sencouraged t o v

o r p o t s d r o w n w o r e h r o s i h n i r e w s n

a idegreaterr esponse( p.165). Thei nterview n

e d u t s e h t m o r f n o it a m r o f n i r e p e e d n i a g o t d e s u s a

w ts .The resul to finterview d

l u o

w be a ssupporitng data to suppor t the p irmary data collected through .

e ri a n n o it s e u

q The interview focused on the studen’t spercepiton on the use o f .

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 Thequesiton sin t hei nterview w ereinopen -c

u d n o c s a w t i d n a m r o f d e d n

e ted orally. The quesiton swere abou tstudents ’ s

n o it s e g g u s d n a s e it l u c if fi d , t s e r e t n

i toward the use o fEngilsh a sa medium o f n

i n o it c u rt s n

i RSB Iand ti sbeneftif ort hestudent .sThei nterviewwa sdoneatfe r .

e ri a n n o it s e u q e h t g n it u b ir t s i

d Thei nterviewwa sconductedon2ndMay2012 .The .r e d r o c e r g n i s u d n a s e t o n g n i k a t y b n o it a m r o f n i e h t d e n i a t b o r e h c r a e s e

r The

n e d u t s e v if e s o h c r e h c r a e s e

r tsr andomlyast hei nterviewee .s 4

. 3 e l b a

T Bluep irn tofI nterview

r e b m u

N Quesiton r e b m u

N Descirpiton

.

1 1 The quesiton gathered informaiton about students ’ percepiton abou t the pleasan t thing s in the use o f

. 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 .

2 2 The quesiton gathered informaiton abou t students ’ e

h t n o n o it p e c r e

p unpleasan t thing s on the use o f i

f o m u i d e m a s a h s il g n

E nsrtuciton. .

3 3 The quesiton gathered informaiton abou t students ’ u

e h t n i s e it l u c if fi

(47)
(48)
(49)

.

F ResearchProcedure

r e h c r a e s e r e h t , a t a d e h t g n ir e h t a g n

I followed several procedures .Thefris t e

r u d e c o r

p w as prepairng the research .The researche rasked a permission lette r n i h c r a e s e r t c u d n o c o t r e d r o n i r e t s a m d a e h e h t o t n e v i g e b o t n o s r e p ri a h c e h t m o r f

.l o o h c s t a h

t Atferwards, t heresearche rasked permission from t he headmaster t o i

g d n a s n o it a v r e s b o t c u d n o

c vequesitonnariet ot hestudentsi n ordert ocollectt he s s a l c d e t c u d n o c r e h c r a e s e r e h t , n o i s s i m r e p g n it t e g r e tf A . h c r a e s e r s i h t f o a t a d

s n o it a v r e s b

o in Mathemaitcs ,Physics ,and Biologyinoneoft heclassesi neighth t

a e d a r

g SMP Neger i 2 Magelang to obtain the data . There were three 8

1 n o d e t c u d n o c e r e w s n o it a v r e s b o e h T . d e t c u d n o c s n o it a v r e s b

o th Apir l2012 .

o t s e ri a n n o it s e u q d e t u b ir t s i d r e h c r a e s e r e h t , y ti v it c a m o o r s s a l c e h t g n i v r e s b o r e tf A

t u o b a s t n e d u t s e h

t thei r percep iton on the u se o f Engilsh a sa medium o f n

o it c u rt s n

i .The quesitonnarie wa sdistirbuted to 25 student sin RSBI. A tfe r g

n ir e h t a

g thedataf rom t her espondent ,s t her esearche rconductedinterview w tih .

s e e w e i v r e t n i e v

if Then ,the researche ranalyzed the data obtained from the .

(50)

4 3

V I R E T P A H C

H C R A E S E

R RESULTSANDFINDING S

d e t n e s e r p r e t p a h c s i h

T thedetalie dinformaiton aboutt hedatagathered i n .

y d u t s s i h

t The data presented was the raw data collected from the clas s n

o it a v r e s b

o ,t her esul to fquesitonnariedist irbutedandt hei nterview .The ifnding s e

r e w r e t p a h c s i h t n

i basedont het wor esearchquesiton sstatedi nt hef ris tchapter . d

e w o h s a t a d e h

T the implementaiton no the u se o fEngilsh language a sthe n

i n o it c u rt s n i f o m u i d e

m RSBI and studen’t spercepiton on the u se 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.

.

A The Implementa iton on t heUseo fEngilsh a sa Mediumo fInstrucitoni n

I B S R

n

I orde rto answe rthe research quesiton in chapte r1 ,the researche r d

e t c u d n o

c observaiton s in Mathemaitcs , Physics , and Biology classes . The 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 e h t d e v r e s b o r e h c r a e s e

r a medium o f

d e v l o v n i n o it c u rt s n

i et h languageused by t het eachers ,t helanguageused by t he s

t n e d u t

s andt hel anguageusedi ns ubjec tbook sandexam .s .

1 LanguageUsedbyt heTeachers

f o m u i d e m a s a h s il g n E f o n o it a t n e m e l p m i e h t d n u o f r e h c r a e s e r e h T

s r e h c a e t e h t y b d e s u n o it c u rt s n

i based on observaiton in Biology ,Mathemaitcs s

s a l c s c i s y h P d n

(51)

.

a LanguageUsedbyt heTeacherinBiologyClas s

e s u r e h c a e t e h

T d Engilsh in asking the student s abou t the previou s .

l a ir e t a

m Moreover ,thet eache ropened the lesson using Bahasa Indonesia .The n

i s t n e d u t s e h t d e t e e r g r e h c a e

t BahasaIndonesia. t

A the beginning of t hemain acitvtiy, t het eache rused sildet o show t he e

h t ,l a ir e t a m e h t g n ir e v il e d n I . h s il g n E n i l a ir e t a

m teache rused Engilshf rist ,then e

t a l s n a

rt d i tinto Bahasa Indonesia .The teache rand student salso de ifned the r

e t a

m ial stogethe rwhichwerei nEngilsh .Severa litme ,st het eache rcombined the g n i v i g n i h s il g n E d e s u r e h c a e t e h T . l a ir e t a m e h t n i a l p x e o t s e g a u g n a l o w t

. n o it c u rt s n

i Fo rexample,t het eache rasked somestudentst o explain Geortopism .

h s il g n E n i t n e m e v o

m Theteachers aid: ” t n e m e v o m m s i p o rt o e G e h t n i a l p x E “

” n e h t , e l p m a x e e h t e v i G “

n

I the p -ost acitvtiy , the teache r used Engilsh in summa irzing and g

n it a u l a v

e the lesson .The teache revaluated the lesson by asking the student s s

’ y a d o t t u o b

a lesson in Engilsh .The teache rclosed the lesson using Bahasa .

a i s e n o d n I

d n a l a ir e t a m e h t g n i n i a l p x e n i h s il g n E d e s u r e h c a e t e h t , n o i s u l c n o c n I

d e s u r e h c a e t e h T . n o s s e l e h t g n i z ir a m m u

s BahasaIndonesiaf o rothe racitviite .s

.

b LanguageUsedbyt heTeacherinPhysics Class

e h t n

I p -reacitvtiy o fPhysics Class , the teache rgreeted the students in h

s il g n

(52)

” ? y a d o t u o y e r a w o H “

” ? k r o w e m o h y n a e v a h u o y o D “

, d n a h r e h t o e h t n

O the teache rasked the student sabou tthe previou slesson in BahasaIndonesia .

n

I themainacitvtiy ,thet eache rgavei nsrtuciton t o t hestudentsi nBahasa a

i s e n o d n

I .The teache rcombined the two language sto deilve rthe mateiral. d

e n i a l p x e r e h c a e t e h t ,s e m it e m o

S themateira lin BahasaIndonesiafrist ,thenshe e

t a l s n a

rt d tii nto Engilsh .In t hepost-acitvtiy, t het eache rused Bahasa Indonesia .

e m it e h t f o t s o m

d n a s t n e d u t s e h t g n it e e r g n i h s il g n E d e s u r e h c a e t e h t , n o i s u l c n o c n I

d e s u r e h c a e t e h T . s t n e d u t s e h t g n i p l e

h BahasaI ndonesiaf o rothe racitviite .s

.

c LanguageUsedbytheTeacherinMathema itcsClass

n

I thep -reacitvtiy ,thet eache rstatred t hel esson by greeitng t hestudents . e

h

T teache rgreeted the student sin Engilsh and the student sresponde d to the h

s il g n E n i g n it e e r

g ot . o

” .s s a l c , g n i n r o m d o o G “ : r e h c a e T

: s t n e d u t

S “Goodmorning ,ma’am.” d e k s a r e h c a e t e h t , s s e l e h tr e v e

N abou tthe previou smate ira lin Bahasa a

i s e n o d n

I .

, y ti v it c a n i a m e h t n

I the teache rasked the student sto do exercise in r

e x e e h t o d o t s t n e d u t s e h t d e k s a r e h c a e t e h T . h s il g n

E cise on the whtieboard .

e h t ,t a h t r e tf

A teache rasked t hestudentsto presentt hei ransweri nEngilsh . fIt he d

a h s t n e d u t

(53)

s t n e d u t

s by using Engilsh .Nevetrheless ,the teacher deilvered the materia lin a

i s e n o d n I a s a h a

B . The teache ralso gave insrtuciton to the student sin Bahasa a

i s e n o d n

I .

t s o p e h t n

I -acitvtiy ,the teache rclosed the lesson in Engilsh and the u

t

s dent salsor esponded tiinEngilsh.

e e S . u o y k n a h T . y a d o t r o f ll a s ’t a h T : r e h c a e

T You.”

’. u o Y e e S . m a ’ a m , u o Y k n a h T : s t n e d u t S

r e h c a e t e h t , n o i s u l c n o c n

I eu d s Engilsh in greeitng the students ,giving d

e s u r e h c r a e s e r e h T . n o s s e l e h t g n i s o l c d n a , s n o it c u rt s n

i Bahasa Indonesia fo r

.s e it i v it c a r e h t o

.

2 LanguageUsedbyt heStudents

s e d i s e

B ifndingt hel anguageusedbyt het eachers,t her esearche rfoundt he s

t n e d u t s y b d e s u e g a u g n a

l based on classroom observaiton in Biology , h

t a

M emaitcsandPhysic sClasse . s .

a LanguageUsedbyt heStudentsinBiologyClass

n

I the p -reacitvtiy , the teache r asked the student sabou tthe previou s r

e w s n a s t n e d u t s e h t d n a h s il g n E n i l a ir e t a

m e d wha tthey ha d learned in the .

h s il g n E n i g n it e e m s u o i v e r p

r e h c a e t e h t , y ti v it c a n i a m e h t n

I used sildes ot show the mateira l in l

g n

E ish . Therefore , the student s paid atteniton to the silde s and teacher’ s .

n o it a n a l p x

e Beside sexplaining the mateiral ,the teache ralso gave quesiton s u

t s e h t o t l a ir e t a m e h t t u o b

a dents .However , the student s could answe rthe .

h s il g n E n i s n o it s e u q s ’ r e h c a e

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