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B ProblemFormulaiton ... 3 .
C ProblemLimtiaiton ... 3 .
D ResearchObjecitves. ... 4 .
E ResearchBeneftis. ... 4 .
F Deifniitono fTerms. ... 4
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
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1 Percepiton. ... 7 .
2 Biilngua lEducaiton ... 1 1 .
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4 TeachingandLearningProcessi nRSBI. ... . 1 5 .
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F DataAnalysi sTechnique. ... 2 6 .
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1 Resul to fObservaitons towardst he s s a l C l a u g n il i B f o n o it a t n e m e l p m
I ... 3 0 .
a Resul to fObservaitons inBiologyClas s... 3 1 )
1 Fris tObservaitoni nBiologyClass. ... 3 1 )
2 SecondObservaitoni nBiologyClas s... 3 3 )
3 ThridObservaitoni nBiologyClass. ... . 3 4 )
4 Fou trhObservaitoni nBiologyClass. ... 3 4 .
b Resul to fObservaitons inPhysic sClas s... .... ... 3 5 )
1 Fris tObservaitoni nPhysic sCla ..ss. ... 3 5 )
2 SecondObservaitoni nPhysic sClass. ... 3 6 .
2 Resul to fQuesitonnarie towardst he s s a l C l a u g n il i B f o n o it a t n e m e l p m
I ... 8 3 .
a TheLanguageUsedbyt heTeacher s... 83 .
b TheLanguageUsedbyt heStudents. ... 14 .
c TheBookandMediumofI nsrtuciton ... ... ... 4 3 .
B TheStudents ’Percepitonont heI mplementaitono fBiilngua lClass 4 4 .
1 TheStudents ’Percepitonont heExpeirenceo f .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . g n i n r a e L l a u g n il i B g n i v a
H ... 48 .
2 TheStudents ’PercepitononTheriI nterestt o .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . g n i n r a e L l a u g n il i
ii i x .
3 TheStudents ’Percepitonont heEffect son g
n i n r a e L l a u g n il i
B toward sThei rEngilshSkills………. 5 8
N O I S U L C N O C . V R E T P A H
C S ANDRECOMMENDATIONS .
A Conclusions .. ... 6 5 .
B Recommendaitons ... 76 .
1 Recommendaitons fort heStudents. ... 6 7 .
2 Recommendaitons fort heTeachers. ... 76 .
3 Recommendaitons rfo FutureResearches. ... . 8 6
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . S E C N E R E F E
R 6 9
S E C I D N E P P
A
1 X I D N E P P
A SuratI zinPeneilitan... 17 2
X I D N E P P
A SuratI zinPeneilitan... 27 ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. s e n il e d i u G n o it a v r e s b O 3 X I D N E P P
A ... 37 4
X I D N E P P
A Kue isoner ... ... 47 ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. s n o it s e u Q w e i v r e t n I 5 X I D N E P P
A ... 77 6
X I D N E P P
A RawDatao fObservaitonResutl s... . 87 ..
.. .. .. .. s tl u s e R e ri a n n o it s e u Q 7 X I D N E P P
A ... . 68 tl
u s e R e ri a n n o it s e u Q f o a t a D w a R 8 X I D N E P P
A s (Open-endedquesitons). . 8 9 ..
.. .. .. .. .. .. .. s tl u s e R w e i v r e t n I f o t n ir p e u l B 9 X I D N E P P
A ... . 49 0
1 X I D N E P P
A Standa rKompetens iLulusanSMP/Madrasah ... 1 04 1
1 X I D N E P P
A Standa rKompetens iLulusanSMP- IB ... . 61 0 ..
.. e s i c r e x E y g o l o i B f o e l p m a x E 2 1 X I D N E P P
v i x
S E L B A T F O T S I L
e r u g i
F Page
e u l B 1 .
3 p irn toft heQuesitonnarie. ... 2 7
t a h t e g a u g n a L e h t f o s tl u s e R e ri a n n o it s e u Q 1 .
4 Usedbyt heTeacher s... 3 8
.. .. . s t n e d u t S e h t y b d e s U t a h t e g a u g n a L e h t f o s tl u s e R e ri a n n o it s e u Q 2 .
4 4 1
d n a k o o B e h t f o s tl u s e R e ri a n n o it s e u Q 3 .
4 MediumofI nsrtuciton s... 34
s tl u s e R e ri a n n o it s e u Q 4 .
4 oft heStudents ’Percepitonont heExpeirence
o fHavingBiilngua lLearning ... 4 8
n i t s e r e t n I ri e h T n o n o it p e c r e P ’ s t n e d u t S e h t f o s tl u s e R e ri a n n o it s e u Q 5 . 4
HavingBiilngua lLearning ... 5 1
f o s t c e f f E e h t n o n o it p e c r e P ’ s t n e d u t S e h t f o s tl u s e R e ri a n n o it s e u Q 6 . 4
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . s ll i k S h s il g n E r i e h T s d r a w o T g n i n r a e L l a u g n il i
1 1 R E T P A H C
N O I T C U D O R T N I
r e t p a h c s i h
T present sthe inrtoduciton o fthi sstudy .Thi schapte ri s
s n o it c e s ) 6 ( x i s o t n i d e d i v i
d . They are background o f the study , problem
d n a , n o it a ti m il m e l b o r p , y d u t s e h t f o s ti f e n e b , y d u t s e h t f o s e v it c e j b o , n o it a l u m r o f
.s m r e t f o s n o it i n if e d
.
A ResearchBackground
a i s e n o d n
I governmen ton 2007 declared Sekolah Bertara fInternasiona l
) I B S
( a nd Rinitsan Sekolah Be trara f Internaitona l (RSBI) to achieve an
n o it a c u d e d r a d n a t s y ti l a u q l a n o it a n r e t n
i . A lo t o f schools , staritng from
y r a t n e m e l
E School toSeniorHighSchoo,lare rtyingt oobtainRSB Io rSBIstatu .s
e k a m n o n e m o n e h p s i h
T s Indonesianpeoplehavet o beablet oapplyt hei rEngilsh
. s d l e if l l a o t y ti li b a e g a u g n a l
l o o h c s a e r o f e b s e s a h p e e r h t e r a e r e h
T obtains na SBIstatu .s RSB I tisel f
s
i a stepbefore aschoo lg netsa S BIstatus .Thef ris tstepi sTahapPengembangan
n e h t d n a , s r a e y e e r h t t s ri f e h t n
i TahapPemberdayaanint henextt woyear sort he
s i t s a l e h t d n a , r a e y h tf if e h t d n a h tr u o
f TahapMandir iint hesixth year .Thef ris t
t a h w s i s r a e y e v
if wecal la sRSB Iandt hesixthyeari st he rtansformaitono fRSB I
o t n
i atfe r they have reached al l crtieira expected
I B S
R program ha stwo purposes .The fris ti sgenera lpurpose o fRSBI .
e s o p r u p s i h
T i sto give oppo truniite sto a schoo ltha tha spoten ita lto achieve
d n a , 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 topreparethegraduate ssot hatt heywli lbe
d n o c e s e h T . y t e i c o s l a b o l g n i y l e v it c a e l o r o t e l b
a si speciifc purpose o fRSBI.
e s o p r u p s i h
T si to prepare graduate s t o have internaitona l characteirsitc
n i d e t a t s s a s e c n e t e p m o
c SKL (Standa r Kompetens i Lulusan )
(http://wwws.ekolahinternasiona.lcom/.)
e t a t s ) 8 0 0 2 ( s a n k i
D s tha t RSB I use s cur irculum combining KTSP
m u l u c ir r u
c and t hecurirculum f rom oneoft hemember so fOECD(Organizaiton
s e ir t n u o c g n i p o l e v e d r e h t o r o / d n a ) t n e m p o l e v e D d n a n o it a r e p o o C c i m o n o c E r o f
e l b a n e o t s m i a s i h T . s d l e if n o it a c u d e e h t n i s e c n e ll e c x e n i a tr e c e v a h t a h
t RSBI to
h g u o n e e v it it e p m o c e
b in the internaitona l forum . Therefore , each schoo l
s p o l e v e
d thei rown curirculum for t hei rRSBI and ti i sexpected t hat t heschool s
n a
c guarantee tha t the implementaiton o f RSB I and the overal l educaiton
w s e m o c t u
o il l have highe r standard than those o f SNP (Standa r Nasiona l
n a k i d i d n e
P .) I tuse sbiilngual t eaching methodsand ICT-based l earning process .
e s u s r e h c a e t e h t h c i h w n i d o h t e m a s i t
I Indonesian language and foreign
y ll a i c e p s e , e g a u g n a
l Engilsh, lla the itme in the learning acitviite sin science
s t c e j b u
s (BiologyandPhysics) ,Math ,andI CT(Diknas ,2008).
There are some school sin Yogyakatra which have arleady obtained
l a n o i s a n r e t n I f a r a tr e B h a l o k e S n a s it n i
R status .TheyareSMP5Yogyakatra ,SMP
2 h a y i d a m m a h u M P M S d n a , a tr a k a y g o Y 1 r u h u L i d u g n a P P M S , a tr a k a y g o Y 8
M S t a I B S R n o s e s u c o f y d u t s s i h T . a tr a k a y g o
3
e h
T academicyea r2010/2011 wast he second yea rfor t heRSB Iclasse sa tSMP
e d a r g h t n e v e S o w t d n a s s a l c e d a r g h t h g i E e n o s a h t I . a tr a k a y g o Y 1 r u h u L i d u g n a P
x e d a h d a h y e h t e s u a c e b n e s o h c e r e w s t n e d u t s e d a r g h t h g i E e h T . s e s s a l
c peirence s
e n o e h t , e r o f e r e h T . m o o r s s a l c l a u g n il i b n i s e it i v it c a g n i n r a e l g n i v a h f
o -yea r
e h t s d r a w o t n o it p e c r e p r i e h t t c e f f a t h g i m d e n i a t b o d a h y e h t t a h t e c n e ir e p x e
. m o o r s s a l c l a u g n il i b f o n o it a t n e m e l p m i
.
B ProblemFormula iton
s i h t f o n o it a l u m r o f m e l b o r p e h
T study formulated based on the
y d u t s e h t f o d n u o r g k c a
b canbepresentedasf o llows.
.
1 Howi sbiilngua lmethodimplementedi nt heclassroom?
.
2 Wha ti sthepercepiton o fSMP Pangud iLuhu r1 Yogyakatrastudent stoward s
l a u g n il i b f o e s u e h
t methodint heril earningacitviites?
.
C ProblemLimtia iton
n o it a t n e m e l p m i e h t s i y d u t s s i h t f o e p o c s e h
T o fbiilngua lclassi n RSB I
s s a l
c a t SMP Pangud iLuhu r1 Yogyakatra .A sstated above ,the focu so fthi s
s e v n i o t s i y d u t
s itgatet hes tudents ’percep itontoward showthei mplementaitono f
n i s s a l c l a u g n il i
b BiologyandPhysic sclasse fso theEighth-gradeatSMPPangud i
a tr a k a y g o Y 1 r u h u
L . Biologyand Physic sarechosenbecausethesesubjects were
d a e h e c i v e h t y b d e d n e m m o c e
.
D ResearchObjec itves
s i h
T studyaimst odescirb ehowt hebiilngua lclassi si mplementedi nt he
o t d n a s s a l
c descirbe thepercepiton fo SMPPangud iLuhu r1Yogyakatrastudents
l a u g n il i b f o n o it a t n e m e l p m i e h t s d r a w o
t methodint heril earningacitviite .s
.
E ResearchBeneftis
b l li w y d u t s s i h t f o t l u s e r e h
T e bene ifcia lf or the t eacher swho t each a t
d n a s s a l c I B S
R f ortheRSB Istudents ,especially thosestudying atSMPPangud i
. a tr a k a y g o Y 1 r u h u L
h c r a e s e r e r u t u f r o f n o it a ri p s n i e d i v o r p o t d e p o h s i y d u t s s i h t , y ll a n i
F e rs
o h
w wli lconductr esearche srelatedt othei mplementaitono fbiilngua lclas .s
.
F Deifni itono fTerms
n i d e n if e d e b o t d e e n t a h t y d u t s s i h t n i d e n o it n e m s m r e t e m o s e r a e r e h T
f o g n i d n a t s r e d n u r e tt e b a o t s r e d a e r d a e l o t d n a g n i d n a t s r e d n u s i m d i o v a o t r e d r o
. d e s s u c s i d e b o t c i p o t e h t
.
1 Percep iton
According t o Atlman ( 1985) ,percepiton i s“theway sitmul iareselected
a s i ti d n a d e t e r p r e t n i y ll u f g n i n a e m e b 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
” . y ti l a e r f o w e i v s ’ n o s r e
p In thi sstudy ,percepiton refer sto the Eighth-grade
i d u g n a P P M S t a s t n e d u t
5
r i e h t n i s s a l c l a u g n il i b f o n o it a t n e m e l p m
i teaching learning acitviites .Thefocu s
.s t n e d u t s e h t s t c e f f a s s a l c l a u g n il i b n i d e s u e g a u g n a l h s il g n E w o h n o e b l li
w
.
2 TeachingImplementa iton
o i V o t g n i d r o c c
A (2002 ,)i mplementaitoni st hecarryingout ,o rpracitce s
. n g i s e d y n a r o , d o h t e m a , n a l p
a In t hi sstudy, i mplementaiton refers t o how t he
a tr a k a y g o Y 1 r u h u L i d u g n a P P M S t a s r e h c a e t s s a l c I B S
R implemen tbiilngua l
d o h t e
m in t he teaching learning acitvtiy. Both Engilsh and Indonesian language
e h t n i d e t n e m e l p m i s i h s il g n E w o H . n o it c u rt s n i f o a i d e m s a d e s u e r
a teaching
. y d u t s s i h t f o s u c o f e h t e b l li w s e it i v it c a g n i n r a e l
.
3 Biilngua lEduca iton
t e h t f o e s u e h t s i n o it a c u d e l a u g n il i b , ). d . n ( e e s e n e G o t g n i d r o c c
A arge t
. s t c e j b u s c i m e d a c a d e b ir c s e r p h c a e t o t s e g a u g n a
l In thi sstudy ,biilngua lclas s
e h t s i d e t a g it s e v n i g n i e
b Eighth-grade o fRSB Iclas sa tSMP Pangud iLuhu r1
a tr a k a y g o
Y tha tu se two languages ,Engilsh and Indonesian language ,in the
g n i h c a e
t learning acitviites. Both l anguage sareused a smedia of i nsrtucitons by
.s t n e d u t s e h t d n a s r e h c a e t e h t
.
4 RinitsanSekolahBe trarafI nternasional(RSBI)
I B S
R o rRinitsanSMP- IB i sastepbeforeaschoo lobtains anSB Istatus .
i s t c u d n o c d n a s t n e m e l p m i l o o h c s I B S R e h
) 8 0 0
2 . In thi sstudy ,the RSB ISchoo linvesitgated i sSMP Pangud iLuhu r1
7 I I R E T P A H C
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
s i h t f o s i s a b e h t e m o c e b t a h t s e r u t a r e ti l d e t a l e r e h t s t n e s e r p r e t p a h c s i h T
r e t p a h c s i h T . y d u t
s i sdivided into two secitons .The fris tseciton i stheoreitca l
e h T . h c r a e s e r e h t o t d e t a l e r s e ir o e h t t n a tr o p m i e m o s s e v l o v n i t a h t n o it p ir c s e d
n o it c e s d n o c e
s ,then, i stheoreitca lframework providing the summary o fthe
n il e d i u g e h t s a d e s u s e ir o e h t c if i c e p
s est oanswert heproblemoft her esearch.
.
A Theoreitca lDescrip iton
e r a e r e h
T four point sto discuss ni thi sseciton .They are percepiton ,
, n o it a c u d e l a u g n il i
b RintsianSekolah BertarafI nternasional( RSBI) ,and t eaching
n i s s e c o r p g n i n r a e l d n
a RSBI.
.
1 Percep iton
d n a s s e c o r p a s i n o it p e c r e
P ti take s itme .Theproces so fpercepiton wli l
t i e c n e ir e p x e t n e u q e r f h g u o r h t e s u a c e b p e t s y b p e t s p o l e v e
d wli lbe habtiual ,
e l p o e p t a h w n o n o it n e tt a e h T . ) 1 7 9 1 , n o n r e V ( e v it c e f f e d n a , c it a m o t u
a arewliilng
o s l a e v i e c r e p o
t affectsthepercep itonr eceived .
n o n r e V o t g n i d r o c c A . n o it o m e d n a n o it a v it o m o t n o it a l e r s a h n o it p e c r e P
d e t s e r e t n i e r a e l p o e p f I . s d e e n d n a s e ri s e d o t t c e f f e s a h n o it p e c r e p , ) 1 7 9 1
( i n
n e h t , g n i h t e m o
s they wli lbecu irousand thecu irostiy willl ead themto perceive
n o it p e c r e
P i salsoeffecto fvalue sand i nterest .Vernon ( 1971 )statestha t
s i e u l a v d n a t s e r e t n i f o t c e f f e e h
t related to people’ ssocia lrelaiton sto others .
r u o i v a h e b t c e f f a l li w t i , n e h
T o fpeopleonwhomt heywli l ilkeo rdisilke.
e h t n o t c e f f e e m o s s e v i g g n i h t e m o s f o e r u li a f r o s s e c c u s e h T
. e c n a m r o f r e
p Peopletendt of ee lhappywhen t heyaresuccessfulandt heyt endt o
y e h t n e h w d e s s e r p e d e
b fali .Thesef eeilng smayaffectt hepercepiton .According
9 1 ( n o n r e V o
t 71) ,atfe rexpeirencingsucces sorf aliure, peoplewli lbeaffectedon
. e v i e c r e p y e h t t a h w f o e r u t a n l a u t c a e h
t Therefore, t he students ’percepiton wli l
e d u ti tt a l a r u o i v a h e b t n e r e f fi d e v a h o t m e h t d a e
l s orr esponse .s tI i sduet ot hef ac t
t a h
t studen t c an have d fiferen t percepiton from one another. In addiiton ,
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 y a w e h t s i ) 5 8 9 1 ( n a m tl A y b d e t a t s s a n o it p e c r e p
w e i v s ’ n o s r e p a s i ti d n a d e t e r p r e t n i y ll u f g n i n a e m e b n a c y e h t t a h t o s n o s r e p a y b
. y ti l a e r f o
o t c a f e m o s e r a e r e h
T rs t ha tin lfuence percepiton .They are seleciton o f
fl e s s ’ n o s r e p e h t d n a , n o it a u ti s e h t , il u m it s f o n o it a z i n a g r o , il u m it
s -concep t
. ) 5 8 9 1 , n a m tl A (
.
a Selecitonofs itmuil
. s g n i d n u o r r u s r u o n i il u m it s f o r e b m u n l l a m s g n it c e l e s f o s s e c o r p a s i tI
n o s r e p y r e v
E choose sspeciifc cue sand iftler sou to fothers .They may selec t
r o , t n a v e l e r d n a t n a tr o p m i s i h c i h w , g n i h t e m o
s which doe snotf uflli t hei rneeds .
n o s d n e p e d e c i o h c e h
T thei rsensiitvtiy .Tha ti sthe reason why every person
. y lt n e r e f fi d s g n i h t s e v i e c r e p
9
.
b Organizaitonofs itmuil
i l u m it s e h t e k a m o t r e d r o n i d e z i n a g r o e b d l u o h s i l u m it s d e t c e l e s e h T
. g n i h t e m o s s d r a w o t n o it p e c r e p r u o s t c e f f a i l u m it s f o t n e m e g n a r r a e h T . l u f g n i n a e m
l u f g n i n a e m o t n i il u m it s e h t t e r p r e t n i e l p o e p p l e h n a c i l u m it s f o n o it a z i n a g r o e h T
e l p o e p y h w s i t a h T . il u m it s t e r p r e t n i o t s y a w e m o s e r a e r e h T . n o it a m r o f n
i c an
e v a
h vairouspercepitonstowardt hes ames itmul.i
.
c S tiuaiton
) 5 8 9 1 ( n a m tl
A states tha t stiuaiton tha t can in lfuence someone’ s
n i e b n a c n o it p e c r e
p t heformo faperson’sf amiilartiywtih ,o rexpectaitonabout ,
, n o it a u ti s
a and hi so rhe rpas texpe irences .How a person perceive sa stiuaiton
o t r u o i v a h e b r i e h t t s u j d a y e h t w o h o t d e t a l e r o s l a s i y l e t a r u c c
a et h stiuaitons
d e n r e c n o
c .
.
d Person’ss efl-concept
e p d n a t u o b a l e e f e w y a w e h
T rceive ourselve si sknown a sou rsefl
s d r a w o t n o it p e c r e p r u o s t c e f f a s e v l e s r u o e e s e w y a w e h T . ) 5 8 9 1 , n a m tl A ( t p e c n o c
w o h s e n i m r e t e d s e v l e s r u o f o e r u t c i p l a t n e m r u o e s u a c e b t n a tr o p m i s i tI . g n i h t e m o s
d n a e v i e c r e p e w t a h w f o h c u
m wedo .Ani ndividua’l ssefl-concep tchange sast he
n o s r e
p i sgetitng mature .Therefore ,we have to maintain a relaitvely stable ,
fl e s e v it i s o
p -concep.t
s e d i s e
B t hefactors t hati n lfuence percepiton ,Atlman (1985 )also state s
t u o b
a the factor screaitng perceptua ldfi ifcutly .They include stereotyping ,the
.
a Stereotyping
f o s s e c o r p e h t s i
tI judging people or t hing sbased on ilmtied and l tilte
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 o fsuch stereotyping can befromschoolbook s
a i d e m s s a
m a nd pas t expeirences . Moreover , stereotyping usually happens
e l p o e p e s u a c e
b a re lack o fetihe rdesrie o rablitiy to dea lwtih complextiy and
. s s e n t c a rt s b
a Fo rexample ,there were many aritcle sabou tRSB Iin newspaper .
s m e l b o r p e h t t u o b a e t o r w y lt s o m s e l c it r a e h
T in RSBI ,and t hen j us tbecauseo f
s m e l b o r p e h t f o e s u a c e b d o o g t o n s a w I B S R t a h t e g d u j y a m c il b u p , s e l c it r a e h t
e h t n i d a e r y e h
t newspaper.
.
b Thehaloeffect
ti a rt r a l u c it r a p n w o n k a f o e s u e h t o t s r e f e r
tI o rcharacteirsitcast hebasi s
u l a v e l l a r e v o n a r o
f aiton o rjudgement .Persona ldescirpiton can also lead to a
n i y ti v it c a t l u c if fi d a s d n if t n e d u t s a , e l p m a x e r o F . t c e f f e o l a
h Biology clas smay
e g d u
j tha tBiologyclassi salway sdfi ifcul.t
.
c Perceptua ldefense
f o g n it r o t s i d r o t u o g n i n e e r c s e h t o t s r e f e r t
I informaiton tha t i s
r o g n i b r u t s i d y ll a n o s r e
p tha twha twedono tw antto accept .Peopletend to selec t
s t n i o p 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 . Consequenlty, they t end to i gnore o r
s n o i n i p o r i e h t o t y r a rt n o c s i h c i h w g n i h t e m o s e v i e c r e p o t li a
f o rviewpoints .
.
d Projeciton
e h t s i t
I attirbuiton o fou rown undesriable rtati so rcharacteirsitcs to
e w n e h w s r u c c o t I .s r e h t
o showou rownf eeilngst oothers .Ou rpercepitonmaybe
d e tr o t s i
1 1
.
2 BiilngualEduca iton
e g a u g n a l e h T . y ti v it c a g n i n r a e l e h t n i e l o r t n a tr o p m i n a s y a l p e g a u g n a L
r e h c a e
t s eu s in classroom wli laffec tstudents ’ab litiyt o absorbwha tthet eacher s
y a
s int heclassroom .
c il A o t g n i d r o c c
A ( .n ).d ,biilngua leducaiton i s t he useoft wo differen t
n o it c u rt s n i m o o r s s a l c n i s e g a u g n a
l s .According to Hyme s(1985) ,the goa lo f
p n o it a c u d e l a u g n il i
b rogrami sdevelopingEngilshcompetenceamongch lidreno f
y ti li b a h s il g n E d e ti m
il .Biilngua leducaiton provide sallt eachingmethods tof ulif l
d u t s e h
t ents ’need si nEngilsh .ByusingEngilsh i n t hel earningacitvtiy ,student s
f o t r a p a s a e g a u g n a l e h t g n i s u r o f y ti c a p a c r i e h t p o l e v e d o t e l b a e b l li w
. n o it a c i n u m m o c
f o e s u e h t s e g a r u o c n e n o it a c u d e s ’ a i s e n o d n I n i m a r g o r p l a u g n il i B
n a l h s il g n
E guage in non-Engilsh subject s(Science and Math) .I tmean stha t
d n a h s il g n
E Indonesian l anguage areused as t he languagemedia oft heconten t
n o it c u rt s n i t c e j b u
s s . The student s wli l ge t the same academic content. T he
e c n e r e f fi
d w illo nlybei n thel anguagei nsrtucitonusedi nt heclassroom ,which si
. ) 6 0 0 2 , o s o t n a S ( h s il g n E
( c il
A n.d. )also statesthat t herearesome advantage so fbiilnguailsm. tI
, g n i n o s a e r l a r e n e g , s e it il i b a c it s i u g n il d n a l a b r e v f o s ll i k s ’ s t n e d u t s e v o r p m i n a c
, g n i k n i h t t n e g r e v i d , n o it a m r o f t p e c n o
c and metailnguisitc skill ,refeirng to the
e z y l a n a o t y ti li b
a , ot talkaboutl anguageand to conrtol t heproces so f ti .Kessle r
o s l a ) 5 8 9 1
.
3 RinitsanSekolahBe trarafI nternasional(RSBI)
I B S
R i sa Sekolah Standa rNasiona l(SSN) which preparest he student s
o t g n i d r o c c
a Standa rNasiona lPendidikan (SNP) Indonesia .I thasi nternaitona l
d r a d n a t
s . Therefore, the graduate s are expected to have internaitona l
a n r e t n i h a l o k e s. w w w // : p tt h ( s s e n e v it it e p m o
c siona.lcom)/ .Diknas( 2008 )also says
t a h
t Rinitsan SMP- IB i s a junio r high schoo l which i s implemenitng and
n o it a c u d e l a n o it a n r e t n i g n it c u d n o
c .
P N
S consist so feights tandardsasf ollow .s
.
a standari si
.
b standa rproses
.
c standa rkompetensil ulusan
.
d standa rpendidikdant enagakependidikan
.
e standars aranadanprasarana
.f standa rpengelolaan
.
g standa rpembiayaan
.
h standa rpenliaianpendidikan
(http://www.docstoc.com/docs/20974765/8-standar-nasional-pendidikan .)
t s m u m i n i m e h t d e ll if l u f y d a e rl a s a h h c i h w , l o o h c s y r e v
E andard o fSNP,i sgiven
s s e c o r p e h t e r a e s o h T . I B S R f o m r o f e h t n i t n e m e c r o f n i e r , g n i h c a o c , e c n a t s i s s
a a
l o o h c
s goingt obeanSBI( Driektora tJendera lManajemenPendidikanDasa rdan
.) l a n o i s a N n a k i d i d n e P n a ir t n e m e K h a g n e n e M
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 Tentang“Pedoman PenjaminanMutu
3 1
” h a g n e n e
M (Diknas , 2008 ) explain s tha t to achieve internaitona l qualtiy
y r e v e , s d r a d n a t
s SBI schoo l should fulif lthe SNP indicator s and addiitona l
indicators .RSBI are expected to fulif lthe SNP and to statr to achieve the
. n o it i d n o c d n a y ti li b a p a c ’ s l o o h c s e h t h ti w e c n a d r o c c a n i s r o t a c i d n i l a n o it i d d a
f o t p e c n o c e h t e v e i h c a o t r e d r o n
I SBI ,theschool shavetofuflli theSNP
e h t s
a fuflliment o fthe minima lindicator sand to add (x )a sthe addiitona l
c i d n
i ators. Therefore ,accordingt oDiknas(2008)theschool scanfufllit hoset wo
s t n e m e ri u q e
r way sasf o llow .s
.
a Adaptaiton
n a s i
tI en irchment /deepening /srtengthening /expansion /adjustment fo
n i a tr e
c SNPelement swtihr eferenceo foneoft hemember so fOECDand/o rothe r
d n a s d l e if n o it a c u d e n i n o it a t u p e r y ti l a u q l a n o it a n r e t n i e v a h t a h t s e ir t n u o
c whose
. s s e n e v it it e p m o c l a n o it a n r e t n i e v a h s e t a u d a r g
.
b Adopiton
n o it i d d a n a s i
tI f ortheSNPcrtieiron. Thi saddiiton i sno tincludei n t he
P N
S andi tstli lreferstot heeducaitonstandard o foneoft hemember so fOECD
s e ir t n u o c r e h t o r o / d n
a tha thavei nternaitona lqualtiyr eputaitoni neducaiton ifeld s
d n
a whosegraduate shavei nternaitona lcompeititveness .
Fort hatr eason, f o rschoolst ha twli ladaptt of ufllit headdiitona lindicator ,s t hey
o t e v a
h ifnd internaitona lpatrner .s Fo rexamples ea r the school swhich are the
)t n e m p o l e v e D d n a n o it a r e p o o C c i m o n o c E r o f n o it a z i n a g r O ( D C E O f o s r e b m e
m .
f o e s o h t e r a y e h
T Ausrtaila , Aust ira , Belgium , Canada , Czech Repubilc ,
, d n a l o P , y a w r o N , d n a l a e Z w e N , s d n a lr e h t e N , o c i x e M , g r u o b m e x u L , a e r o K , n a p a J
lr e z ti w S , n e d e w S , n i a p S , c il b u p e R k a v o l S , l a g u tr o
P and , Turkey , Un tied
, a i n o t s E , e li h C s a h c u s s e ir t n u o c d e p o l e v e d r e h t o d n a , s e t a t S d e ti n U , m o d g n i K
d l u o c l o o h c s e h t , r e v o e r o M . g n o k g n o H d n a , e r o p a g n i S , a i n e v o l S , a i s s u R , l e a r s I
o it a n r e t n i / n o it u ti t s n i t s e t , y rt s u d n i , s e rt n e c g n i n i a rt h ti w s r e n tr a p e v a h o s l
a na l
d n a s e rt n e c y d u t s , O S I , C I E O T / L F E O T , B I , e g d ir b m a C s a h c u s e t a c if it r e c
s n o it a z i n a g r o l a r e t a li tl u
m ,nssmelyUNESCO ,UNICEF ,SEAMEO ,e tc.
a e v e i h c a o t l o o h c s r o f s e g a t s e h t f o e n o s i fl e s ti I B S
R Sekolah Bertara f
l a n o i s a n r e t n
I (SBI) status. Direktora tJe end ra lManajemen Pendidikan Dasa r
l a n o is a N n a k i d i d n e P n a i r t n e m e K h a g n e n e M n a
d statesthatt herearet hreestage s
r o r e l u g e R s i e g a t s t s ri f e h T . s u t a t s I B S e v e i h c a o
t Sekolah Standa rNasiona l
) N S S
( . To reach thi sstage ,a schoo lshould have average score 6 .5 in Naitona l
m a x
E and i ti saccredtied B b y B AN Sekolah/Madrasah .The second stage i s
. I B S
R Thereares omer equriementst or eacht hiss tage .Fris,tthes choo’l saverage
s m a x E l a n o it a N n i e r o c
s hould be 7.0 (seven poin tzero) .Second, i ti sarleady
l o k e
S ah Standa r Nasiona l (SSN). Thrid, i t i s accredtied A b y BAN
h a s a r d a M / h a l o k e
S . Fu trhermore, the learning acitvtiy in Math , Science , and
t c e j b u s l a n o it a c o
v arleady use Indonesian language da n Internaitona llanguage
. I B S s i e g a t s t s a l e h T . )l a u g n il i b
( Therearesomerequ riement stor eacht hi sstage .
,t s ri
F the schoo lshould have Standa rNasiona lPendidikan (SNP) en irched by
r a d n a t
S Kualtia sPendidikan Negara Maju. tI saverage score in Naitona lExam
shouldbe8.0 . tIi saccredtiedAb yBANSekolah/Madrasah. Laslty ,thel earning
s e it i v it c
5 1
e g a u g n a
l and/o r Internaitona l language (biilngua)l . Finally , internaitona l
n o it a c u d e n a s i n o it a c u d
e conducted atfe rthe fufllimen to fStanda rNasiona l
k i d i d n e
P an(SNP)en irchedbyt heeducaitonstandardi ndevelopingcounrty .
.
4 TeachingandLearningProcessi nRSB I
t ) 8 0 0 2 ( s a n k i D o t g n i d r o c c
A he learning proces sin RSBI should have
s r e t c a r a h c l a n o it a n r e t n
i asf ollow .s
.
a Learning proces sshould be able to create and develop creaitvtiy ,innovaiton ,
y r e v o c s i d f o y o j a r e v o c s i d o t n o it a t n e m ir e p x e d n a , n o s a e r
A .
b pplying acitve ,creaitve ,effecitve ,and enjoyable learning model ;student s
n r a e l e v it a r e p o o c ; g n i n r a e l 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 e lf e r ; d e rt n e
c ing ;
f o l l a h c i h w n i g n i n r a e l l a u t x e t n o c 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
d r a d n a t s l a n o it a n r e t n i e r a e s o h t
A .
c pplyingI CT-basedl earningprocesst oal loft hes ubject s
.
d UsingEngilshi nt hel earningprocess ,especiallyf ors ciences ubjects ,math ,and
. T C I
e l b a n e o
T the schoo l t o fuflli the learning proces s standard need s
, s t n e l a t ’ s t n e d u t s e h t h ti w e c n a d r o c c a n i s s e c o r p g n i n r a e l t n a v e l e r d n a e v it a v o n n i
l a c i s y h p d n a , s t s e r e t n
i a swel las psychologica ldevelopment .The indicator so f
v e i h c a I B
S ement sin the learning process ,according to Diknas (2008) can be
T .
a hel earning proces so fal lsubject sbecome sarolemodelf o rothe rschoolsi n
s r u e n e r p e rt n e , p i h s r e d a e l , y ti l a n o s r e p , s r e t c a r a h c e l b o n g n i p o l e v e
d hip ,patiroitsm ,
d n
a innovaitvethought .s
.
b Thel earning processi sen irchedbymodels fo learningproces so fthemembe r
r o / d n a ) t n e m p o l e v e D d n a n o it a r e p o o C c i m o n o c E r o f n o it a z i n a g r O ( D C E O f
o o f
r e h t o n
a developingcounrtyt ha tha scetrainexcellencei neducaiton ifeld
.
c T helearningproces sappiles TI -C basedl earningprocesst oal loft hes ubjects
.
d Thel earning proces so fSciencesubject sand M ath u sesEngilshasl anguageo f
s n o it c u rt s n
i ,whlieothers ubjects ,othert hanEngilsh ,useIndonesianlanguage.
B .
e eside susingIndonesian languageandEngilsh, t hel earningproces smigh tuse
r e h t
o language s o tfen used in the internaitona lforum , il ke French ,Spanish ,
. e s e n i h C d n a , c i b a r A , e s e n a p a J
e h t e v e i h c a o t s tr o f f e e h t f o e n o s i T C I f o n o it a t n e m e l p m i e h T
t a n r e t n
i iona llearning proces sstandard. Therefore ,the student sand the teachers
e r
a tobeablet o createmoreeffecitveand moreef ifcientl earning process .Thus ,
T C I d n a l a u g n il i b g n i s u s i I B S f o c it s ir e t c a r a h c n i a m e h
t -basedl earningproces .s
I B S R f o m i a e h
T learning proces s i s to accomp ilsh the need s o f
d n a p o l e v e d d l u o h s s l o o h c s e h t , e r o f e r e h T . s s e c o r p 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
f o s d n a m e d e h t o t t n a v e l e r s i t a h t l e d o m 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 n g i s e d
L T C f o n o it a t n e m e l p m i s a h c u s , m u l u c ir r u c l a n o it a n r e t n
i p irnciples ,completeand
, g n i n r a e l l u f g n i n a e
m and problem solving .The main characteirsitc of RSBI
s s e c o r p g n i n r a e
l si theob ilgaiton to usebiilngua lmediacommunicaiton l earning
d n a h s il g n E
7 1
(theo ires) ,in expeirmen t(pracitces) ,o rin othe rform so flearning (discussion ,
,t n e m n g i s s
a cet ) .Moreove,r t he l earning process i mplemented can usecompute r
e r o m t n e d u t s e h t e v i g o t s e it il i c a f t e n r e t n i d n
a oppo truntiyt ol earnandmasterI CT
2 , s a n k i D
( 008 .)
n
A RSBI ha s to develop the learning proces s tha t lead s i t to the
t n e m p o l e v e d g n i n r a e l e h T . d r a d n a t s l a n o it a n r e t n
i implements the biilngua l
d n a g n i n r a e
l u sesICT f aciilite sopitmally .A high l eve lcompetency achievemen t
e b n a c h s il g n E n
i ese n from the lfuency and accuracy ,both in gramma rand in
. h c e e p
s A good l earningmodeli samodelt hat i sf aclitiaitng t hehigh f aclitiaitng
t n e m e v e i h c
a i n Engilsh subjec t coveirng the learning content sand language
. s n o it n c u
f Both o fthoset wo should begiven attention proporitonally. According
t ) 8 0 0 2 ( s a n k i D o
t here are two (2 )example so flearning models which can be
.s w o ll o f s a d e v r e s b o
.
a Terpisah(Paralle)l
g n it r o p p u s h g u o r h t d e t a ti li c a f s i t n e m p o l e v e d e g a u g n a l ’ s t n e d u t S
s e it i v it c
a besides the main Engilsh l earning acitviitesi n school .Those acitviite s
e d u l c n
i ScienceandMath .Thedescirpitoncanbes eenasf o llow .s
1 )Thestudent saregiven exrtaclas sb yEngilsht eachers and/o rMathandScience
n i s r e h c a e
t t heform o fEngilsh fo rMathemaitc sand Science .The extra class i s
s d e e n e h t n o d e s a
b oft he student sand i n t he orde ro fsubject i n Science ,Math ,
h s il g n E d n
2 ) Thi s mode l i s appilcable fo r Math and Science teachers having ilmtied
e h t d n a e g d e l w o n k c it s i u g n
il inablitiyoft eam-teachingw tihEnglish ,Scienceand
s r e h c a e t h t a
M .
3 )The learning proces so fMath and Science subject sin Engilsh language are
. e c n e i c S d n a h t a M n i t h g u a t s l a ir e t a m f o r e d r o e h t h ti w e c n a d r o c c a n i d e t c u d n o c
4 )Thi smodel i squie texpensive and ti t ake sa l o to f itme bu t ti i seffecitve t o
. y c n e i c if o r p s ll i k s h s il g n E e s a e r c n i
.
b Terpadu(Integrated)
s i t n e m p o l e v e d e g a u g n a l ’ s t n e d u t
S integratedly faclitiated in Engilsh
s t n e d u t s e h t t a h t s n a e m t I . g n i n r a e
l drieclty obtain the Math and Science in
s n o it c u rt s n i h s il g n
E mateirals .Thi s mode li ssutiable fo rMath and Science
s r e h c a e
t who have high ilnguisitc knowledge. The school s c an use anothe r
, s d e e n e h t n o d e s a b g n i n r a e l f o s r o t a c i d n i e h t e v e i h c a o t r e d r o n i l e d o m g n i n r a e l
. s l o o h c s e h t f o y ti li b a e h t d n a , n o it i d n o c e h t
d u t s f o t n e m p o l e v e d e h
T ents ’ Engilsh pro ifciency and ICT skill s
y l e t a m it l
u aims to create communicaitve and effecitve learning interaciton s
d n a h s il g n E n i h c a e t s r e h c a e t e h T . s t n e d u t s e h t d n a s r e h c a e t e h t n e e w t e
b ni TI -C
d e s a
b . A sthe consequence, the student sshould have the same capablitiy ni
, y ti li b a p a c e m a s e h t e v a h s t n e d u t s e h t d n a s r e h c a e t e h t f I . T C I d n a h s il g n E
d e v e i h c a e b n a c g n i n r a e l T C I d n a l a u g n il i b l a n o i s s e f o r
9 1
.
B Theoreitca lFramework
n o n o it p e c r e p ’ s t n e d u t s e h t f o y d u t s a s i s i h
T biilngua lclassi nRSBI .The
o m i
a fthe RSB Ilearning proces si sto accompilsh the need so finternaitona l
y ti li b a h s il g n E ’ s t n e d u t s e h t g n i p o l e v e d y b s s e c o r p g n i n r a e l s d r a d n a t
s and ICT
s ll i k
s ,botho fwhichcancreatecommunicaitveand effecitvel earningi nteraciton s
a s r e h c a e t e h t n e e w t e
b ndt hes tudent .s
’ s t n e d u t s e h t r e v o c s i d o t e k il d l u o w r e h c r a e s e r e h t , h c r a e s e r s i h t n I
l a u g n il i b w o H . s s a l c l a u g n il i b f o n o it a t n e m e l p m i e h t s d r a w o t n o it p e c r e
p clas si s
d e t n e m e l p m
i affects the students ’percepiton .In ifnding the implementaiton o f
l a u g n il i
b class ni RSB ,It her esearche ru sethet heoryoft het eachingand l earning
s s e c o r
p a t RSB Ibased on Panduan Pelaksanaan Pembinaan Rinitsan Sekolah
l a n o i s a n r e t n I f a r a tr e B a m a tr e P h a g n e n e
M (SMP- )BI (Diknas ,2008) .Dikna s
s n i a l p x e ) 8 0 0 2
( thatt hemaincharacteirsitcoft hel earning processi n RSBIi sthe
f o e s
u biilngua llearning media ,those using Engilsh and Indonesian language .
m o o r s s a l c n i d e s u e r a s e g a u g n a l e h t f o h t o
B acitviites (theo ires) ,expeirments
e c it c a r p
( s) ,ori notherf orm sofl earningacitviites (discussion ,assignment ,e .tc)
d l u o h s I B S R n i s s e c o r p g n i n r a e l e h t t a h t s e t a t s o s l a ) 8 0 0 2 ( s a n k i
D have
, s r e t c a r a h c l a n o it a n r e t n
i menitonedi nt hef ollowing.
.
1 The learning proces s should be able to create and develop creaitvtiy ,
d n a , n o s a e r , n o it a v o n n
i expeirenceto discove rnewpossibiilite ,s da n aj oy o f
y r e v o c s i
d .
.
2 Thel earningproces sappilesacitve ,creaitve ,effecitve ,andenjoyablel earning
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 arning ;and contextual l earning al lo fwhich
e v a
h internaitonals tandard.
.
3 Thel earningproces sappiles TI -C basedl earningprocesst oal loft hes ubjects.
.
4 Thel earning proces suseEngilsh ,especiallyi n Sciencesubjects (Physic sand
T C I d n a , h t a M , ) y g o l o i
B .Using compute rand interne tfaciilite sgive the
s t n e d u t s e h t d n a r e h c a e t e h t f I . T C I r e t s a m o t s e c n a h c e r o m s t n e d u t
s have the
n i y ti li b a p a c e m a
s both Engilsh and ICT ,biilngua land ICT l earning can be
d e t c u d n o
c professionally.
e p ’ s t n e d u t s e h t g n i d n if n
I rcepiton on the implementaiton o fbiilngua l
r e h c r a e s e r e h t ,s s a l
c u sesthet heory o fpercepiton stated by Vernon (1971). Tha t
s
i tha t percepiton i s a proces s and i t take s itme . The proces s o f i t wli l
n e ir e p x e t n e u q e r f h g u o r h t e s u a c e b p o l e v e d y ll a c it a m e t s y
s ce the process ha s
r e h c r a e s e r e h t , y r o e h t s i h t n o d e s a B . e v it c e f f e d n a , c it a m o t u a , l a u ti b a h e m o c e b
s e k a
t the eighth graders a sthe paritcipants ,because they have arleady had the
d r a w o t n o it p e c r e p a e v a h o t d e t c e p x e e r a y e h t d n a s t n e d u t s I B S R s a e c n e ir e p x
e s
.s s a l c l a u g n il i b f o n o it a t n e m e l p m i e h
t
n o it p e c r e
P i salsoeffecto fvalue sand i nterest .Vernon ( 1971 )statestha t
s i e u l a v d n a t s e r e t n i f o t c e f f e e h
t related to people’ ssocialr elaitonst o others. ,tI
, n e h
t wli laffec tsomeone’sbehaviou ri n perceiving whom h ee il s k o rdisilkes . In
n o it i d d
a ,percepitonalsoha sar elaitont omoitvaitonandemoiton( Vernon ,1971) .
e r a e l p o e p n e h W . s d e e n d n a s e ri s e d o t t c e f f e s a h n o it p e c r e p , m i h o t g n i d r o c c A
, g n i h t e m o s o t d e t s e r e t n
i they wli lbe cu irous and the cu irostiy wli llead them to
1 2
o t g n i d r o c c A . e l o r t n a tr o p m i n a s y a l p e g a u g n a l , y ti v it c a g n i n r a e l e h t n I
f o n e r d li h c g n o m a e c n e t e p m o c h s il g n E g n i p o l e v e d , ) 5 8 9 1 ( s it a l A n i s e m y H
g n i s u y B . m a r g o r p n o it a c u d e l a u g n il i b f o l a o g e h t s i y ti li b a h s il g n E d e ti m il
n
E gilshi nt hel earningacitvtiy,t hestudent swli lbeablet odevelopt hei rcapactiy
n
i usingt hel anguagea sapar to fcommunicaiton .
2 2
I I I R E T P A H C
Y G O L O D O H T E M H C R A E S E R
s i h T . y d u t s s i h t f o y g o l o d o h t e m h c r a e s e r e h t s t n e s e r p r e t p a h c s i h T
t p a h
c e ri sd
