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e h t n i a t b O o
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7 4 1 4 1 2 1 8 0 : r e b m u N t n e d u t S
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
N O I T A C U D E D N A G N I N I A R T R E H C A E T F O Y T L U C A F
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
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A SARJANAPENDIDIKANTHESIS
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e h t n i a t b O o
t SarjanaPendidikanDegree ni Eng ilshLanguageEduca iton
y B
i n a y a d n a H o y t e S . T
7 4 1 4 1 2 1 8 0 : r e b m u N t n e d u t S
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
N O I T A C U D E D N A G N I N I A R T R E H C A E T F O Y T L U C A F
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
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S OFWORK’SORIGINALITY
k r o w e h t n i a t n o c t o n s e o d , n e tt ir w e v a h I h c i h w , s i s e h t s i h t t a h t e r a l c e d y lt s e n o h I
d n a s n o it a t o u q e h t n i d e ti c e s o h t t p e c x e , e l p o e p r e h t o f o k r o w e h t f o s tr a p r o
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Y 8November2012 r
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S T N E M E G D E L W O N K C A
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d P .
S . ,M.Hum. mysupervisor ,whohadwliilnglyspen the rpreciou sitmer eading e
h t g n it c e r r o c d n
a thesis . Ialso wish t o t hank al lmy l ecturersi n SanataDharma ,
y ll a i c e p s e , y ti s r e v i n
U Caeciila Tutyandari ,S.Pd. ,M.Pd. , Drs .Barl iBram , D
. h P , . d E .
M . ,and Gregoriu sPunto Aij S.Pd. ,M.Hum. Ithank them al lfo r .
y d u t s y m g n ir u d e c n a d i u g r i e h
t My specialthanksf o rMbakDani, Mbak Tari n
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S Dr .sMuhamad and Sukismanto ,M.Ed. ,for t heripermission t o conduc t h
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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 E
G A P L A V O R P P
A ... ii S
’ K R O W F O T N E M E T A T
S ORIGINALITY ... v
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 ... vi
T C A R T S B
A ... v i i
K A R T S B
A ................................................................................................ v i ii E
L W O N K C
A DGEMENTS ... .... ix S
T N E T N O C F O E L B A
T ... x S
E L B A T F O T S I
L ... x iii S
E C I D N E P P A F O T S I
L ... xiv
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... 4 .
D ResearchObjecitves... 4 .
E ResearchBeneftis ... 5 .
F Deifniitono fTerms ... 6
W E I V E R . I I R E T P A H
C OFLITERATURE... 8 .
A Theoreitca lDesc irp iton... 8 .
1 Theoryo fTeachingandLearning... .... 8 .
a Teaching... 8 .
b Learning ... 8 .
i x .
3 LanguageFuncitonTheory... 1 2 .
a Thei nsrtumenta lFunciton ... 1 3 .
b TheRegulatoryFunciton ... 1 3 .
c TheRepresentaitona lFunciton ... .... 1 3 .
d TheI nteracitona lFunciton ... 1 3 .
e ThePersona lFunciton ... 1 4 .f TheHeu irsitcFunciton... 14
.
g The ImaginaitveFunciton ... 14 .
4 ClassroomLanguageFunciton ... 1 4 .
a Insrtucitng... .. 1 5 .
b Explaining ... 1 5 .
c Narraitng... .... 1 5 .
d Eilciitng ... .... 1 6 .
e Promp itng ... .. 1 6 .f Correcitng ... .. 1 6
.
g Checkingl earning ... 1 7 .
h Conveyingt hemeaningo fLanguage ... 1 7 .
5 ClassroomInteraciton ... 1 7 .
a TheI nsrtucitona lLanguage ... 1 7 .
b MakeLanguageComprehensiblet os tudents... 1 8 .
6 ManagingClassroomDeilvery ... 1 8 .
a TheBeginningoft heLesson... 1 8 .
b TheMiddleoft heLesson... 2 0 .
c TheEndoft heLesson... 2 2
.
7 RinitsanSekolahBertarafI nterna itonal ............................ 23 .
a Deifniitono fRSBI ...................................................... 2 3 .
b Characte irsitc so fRSBI ............................................... 2 3 .
c Curirculumo fRSBI ................................................... 2 3 .
d TeachingPhysic sandMathemaitcsi nRSBI ................ 2 4 .
ii x
Y G O L O D O H T E M H C R A E S E R . I I I R E T P A H
C ... 27 .
A ResearchMethod ... .. 2 7 .
B ResearchSetitng ... .. 2 8 .
C ResearchParitcipant s ... 2 9 .
D ResearchInsrtuments andDataGatheirngTechnique... 2 9 .
1 Observaiton ... 29 .
2 Interview... 30 .
E DataAnalysi sTechnique ... 3 1 .
F ResearchProcedure ... 3 4
. V I R E T P A H
C FINDINGSANDDISCUSSION... 3 7 .
A Engilsh a s the Medium o f Insrtuciton in Physic s and f
o e d a r g h t n e v e s e h t n i s c it a m e h t a
M SMPNegeri 1Sragen .
1 Physic sClass ... .. 3 7 .
2 Mathemaitc sClass ... 46 .
B Factor s in lfuence the use o f Engilsh in Physic s and f
o e d a r g h t n e v e s e h t f o s t c e j b u s s c it a m e h t a
M SMPNeger i1
e g a r S n
.
1 School’ sFactor... 5 3 .
2 Teacher’ sFactor ... 5 5 .
3 Student’ sFactor... 5 6
U L C N O C . V R E T P A H
C SIONS ANDRECOMMENDATIONS ... 58 .
A Conclusions ... 5 8 .
B Recommendaitons ... 60
S E C N E R E F E
ii i x
S E L B A T F O T S I L
s e l b a
T Page
1 .
2 MeeitngHo Aurs ddiitoni naWeeki nSMPNeger i1Sragen... 2 4 1
.
3 TheBluep irn to fObservaitonf o rtheTeache rAcitviites... 3 0 2
.
3 ObservaitonCheckils to ft The eacher Acitviitesint heClassroom .... .. 3 0 3
.
3 Lis to ftheInterviewQuesitons... 3 1 4
.
3 Codingo ftheLanguageFuncitoni nt heClassroom ... 3 2 5
.
3 ObservaitonResutls fo et h Teache rAcitviites Coding ... 3 3 6
.
3 Interviewanalysis ... 3 3 1
.
4 TheFindingonHowEngilshi sUsedastheMediumofI nsrtucitoni nt he
Physic sclass ... 3 8 I
f o m u i d e M e h t s a d e s U s i h s il g n E w o H n o g n i d n i F e h T 2 .
4 nsrtuciton
i ntheMathemaitc sclass... .. 4 7 3
.
4 Teachers Proflie ... 5 3 4
.
v i x
S E C I D N E P P A F O T S I L
.
A ThePermissionLetterf romSanataDharmaUniverstiy .
B TheStatemen tLetterf romSMPRSBI- Neger i1Sragen .
C T Obhe servaitonShee tGuideilnesf o rtheTeacher s .
D TheObservaitonGuideilnesf o rtheStudent s .
E TheInterviewGuideilne rfo theTeachers .
F TheInterviewGuideilne rfo theStudents .
G TheObservaitonResutls oft heTeachers .
H T Ohe bservaitonResutls oft heStudent s .I T Ihe nterviewResutls oft heTeachers .J T Ihe nterviewResutls oft heStudents
.
K T Ehe xampleo fthePowerpoint
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2 Wha taret hef actorsi nlfuencingtheuseo fEngilsha smediumofi nteracitoni n f
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P SMPN1Sragen?
n o it a ti m i L m e l b o r P . C
s i e r e h
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o d e ti m il s i n o i s s u c s i d e h
T how Engilsh i sused sa t he mediumofi nsrtucitonand n
i n o it c a r e t n i f o m u i d e m s a h s il g n E f o e s u e h t e c n e u lf n i s r o t c a f t a h
w Physic sand
s c it a m e h t a
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a e s e
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a h s il g n E y l p p
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s e v it c e j b O h c r a e s e R . D
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w o h n o e b ir c s e d o T )
1 Engilshi susedas t he mediumof i nsrtuciton in Physic sand s
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n o n i a l p x e o T )
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i s y h P n i n o it c u rt s n
i s and Mathemaitc ssubjecti nt he seventh grade o fSMPN 1
s ti f e n e B h c r a e s e R . E
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n i n o it c u rt s n
i Physic sandMathemaitc ssubjects inSMPN1 Sragen .Thi sstudyi s e
v i g o t d e t c e p x
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r e h c r a e s e r
)
1 Physic sandMathema itc sTeachers
d n a s c i s y h P n i n o it c u rt s n i f o m u i d e m e h t s a d e s u s i h s il g n E e c n i S
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l o t d e t a v it o m e
b arn Eng ilshmore. Makingt hemselve scompetenti nEngilsh so d n a t s r e d n u s t n e d u t s r i e h t e k a m o t s e s s a l c r i e h t n i h s il g n E e s u o t e l b a e r a y e h t t a h t
t c e j b u s s c it a m e h t a M d n a s c i s y h P e h t t p e c c a d n
a s conveyingi nEngilsh .Moreover , i
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o n n a h t r e tt e
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t n e d u t S r o F ) 2
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t c e j b u s s c it a m e h t a M d n a s c i s y h P n i n o it c u rt s n
i s o rothe rsubjects ,student swli lbe d e m o t s u c c a e b o t g n i o g e r a y e h t t a h t d e p o h o s l a s i tI . h s il g n E n r a e l o t d e t a v it o m
n e t s il o
t i ngo rcommunicatei nEngilsh . t
n e m e g a n a m l o o h c S ) 3
d e t c e p x e s i
tI tha tstudents’r esponse son t heuseo fEngilshast hemedium n
i n o it c u rt s n i f
o Physic sand Mathemaitcs subjects wli lgive input sfo rschoo l n
o i n i p o ’ s t n e d u t S . t n e m e g a n a
m can beone of t heconsideraitons i n making new o
s r e h c r a e s e r e r u t u F ) 4
, h c r a e s e r s i h t m o r
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n o n n i n o it c u rt s n
i -Engilshclas sespeciallyi naRSBI .Hopefully, t hisr esearchwli l n
o h c r a e s e r r e h tr u f r o f s n o it p ir c s e d c i s a b e v i
g othe reducaitona lphenomena.
s m r e T f o n o it i n if e D . F
t d e if i c e p s e r a s m r e t e m o
S o avoid misunderstanding andmisinterpretaiton g
n i n a e m e n o n a h t e r o m e v a h n a c d r o w e n o e c n i
s .
1 )MediumofI nstruciton
u i d e m , y r a n o it c i D s ’ r e n r a e L d e c n a v d A d r o f x O o t g n i d r o c c
A m o f
) 7 9 7 , p ( s t c e j b u s h c a e t o t d e s u e g a u g n a l e h t s i n o it c a r e t n
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u rt s n
i citoni nt heclassr eferst oalanguagewhichi suseddu irngt eaching-learning s i h t n I . s t n e d u t s d n a s r e h c a e t y b e n o d s n o it a t n e s e r p d n a s p u o r g g n i k r o w , s s e c o r p
s a d e s u s i h s il g n E w o h n o e t a g it s e v n i o t s d n e t n i r e h c r a e s e r e h t , y d u t
s et h medium
u rt s n i f
o citon inPhysic sandMathemaitc sclasses. 2 )RinitsanSekolahBertarafI nternaitonal( RSBI)
n o d e s a
B Panduan Pelaksanaan Pembinaan RSBI (2011 p .8) ,Rinitsan Sekolah Bertara fInternaitonal i sa schoo lwhich i sprepared fo rinternaitona l
r o d r a d n a t s l o o h c
3 )SekolahMenengahPertama( SMP)Neger i1Sragen
1 N P M
S Sragen i sa Junio rHigh Schoo lwhich is located in Sragen , a
e m a c e b t I . a v a J l a rt n e
C Rinitsan Sekolah Bertarap Internaitona l(RSBI) since e h t y l n o s i l o o h c S h g i H r o i n u J n i d e d n e t n i s i h c i h w e d a r g e h t , y d u t s s i h t n I . 1 1 0 2
e d a r g h t n e v e
)
1 Learner’sf actor
)
a Intelilgence
o t s r e f e r e c n e g il l e t n i , y ll a n o it i d a r
T the resul to fthe cogniitve test .The
r o s s e c c u s s ’ n o s r e p f o y ti li b a e h T . t s e t Q I s i e c n e g il l e t n i f o t n e m e r u s a e
m ablitiyi s
e c n i s g n i n a e m x e l p m o c e r o m s a h e c n e g il l e t n i ,s y a d a w o N . t s e t s i h t y b d e r u s a e m
t n i f o s d n i k e c n e r e f fi d s a h e n o y r e v
e elilgence . Someone’ s success i s no t
h c i h w t s e t e h t f o t l u s e r e h t y b d e n i m r e t e
d isi nt hef ormofw irttent est .Lightbown
( a d a p S d n
a 1999)statet hati n t heclassroomwheret hei nsrtucitonf ocuse son t he
.) 3 5 . p ( t n a tr o p m i s s e l s i e c n e g il l e t n i f o e l o r e h t , e v it c a r e t n i d n a e v it a c i n u m m o c
)
b Mo itvaiton
t I . d n i m n a m u h f o s t c e p s a e h t f o e n o s i n o it a v it o
M i srelatedt o “want”o r
o t ” e ri s e d
“ haveandachievet he“want”o r“desrie” .Moitvaitoni sveryi mpo tran t
a
f ctori n l earning .Dorney ( 2001)statest ha tmoitvaitonha saveryi mpo trantr ole
. ) 2 . p ( n o it a u ti s g n i n r a e l y n a n i e r u li a f r o s s e c c u s g n i n i m r e t e d n i
)
c Personaltiy
c r a e l c o n s i e r e h
T orrelaiton between et h personaltiy and the succes so f
b h g i L . g n i n r a e
l rownandSpada( 1999 )statetha t tii sbeilevedt ha tpersonaltiyha s
. ) 6 5 . p ( s r o t c a f r e h t o h ti w d e n i b m o c s i ti f i s s e c c u s n o e c n e u lf n i t n a tr o p m i n a
)
2 Teacher’sf actor
ir e t a m g n ir e t s a
M a li sno tenough to be said a sa good teacher .Being a
s t c e p s a y n a m r o f l e d o m a g n i e b o s l a s i r e h c a e
)
a Teacher sa sagoodeducator
A Good teaching come sfrom the identtiy and integrtiy o fthe teache r
) 8 9 9 1 , r e m l a P
( . A good teache rmus tbe able to connec tthe student sand the
t c e j b u
s (p .10) .Oneoft hecharacte irsitc so fagoodt eacheri st ha tshe/hemus tbe
s t n e d u t s e k a m l li w t n e m e c r o f n i e R . t n e m e c r o f n i e r g n i v i g t a d o o g
a bemoitvated.
)
b Teache ra saclassroommanager
d l u o h s r e h c a e T . m o o r r e h / s i h n i r e g a n a m a s i r e h c a e t a t a h t t c a f a s i t I
e t a e r c t s u m r e h c a e t A . n o it a u ti s l a n o it a c u d e e h t n i s s a l c e h t g n ir b o t w o h w o n
k a
m t a d o o
g ospheres ot hatt hes tudentsf ee lconvenien twtiht heclassroomstiuaiton .
)
c Teache ra sanaspriator
c
A cording to Winskel (2004) , a teache ra s the aspriato rshould give
g n i e e s t u o h ti w t n e d u t s y r e v e o t t n e m e g a r u o c n
e thestudents’i ntellectuall eve land
e b t s u m r e h c a e t a , t n e m e g a r u o c n e g n i v i g n I . ) 1 2 2 . p ( l e v e l n o it a v it o m r i e h t
e l b i x e
lf ; tidepends on t heneedoft hestudents .At eache rmus tmaket hestudent s
e
b happy wtih him/ her inside o routside the class ,so tha tthe student sfee l
t n e i n e v n o
c int hei rcricumstance.
)
3 Schoo’lsf actor
)
a Schoo la sasocials ystem
e r a s l o o h c s t a h t t c a f a s i t
I par to fsocia lsystems in a communtiy .The
. d e t a c u d e e b o t l o o h c s o t n e r d li h c r i e h t s e v i g y ti n u m m o c
)
b Schoo la sani nsttiuiton
o t y ti li b i s n o p s e r g i b a s a h n o it a c u d e f o n o it u ti t s n i n a s a , l o o h c s A
e g a r u o c n
n i s t n e d u t s d n
a the teaching-learning process .According to Winskel ,a sthe
f o t n e m e g a n a m s r e v o c l o o h c s a n o it u ti t s n
i the schoo lenvrionmen tlfie .Schoo l
e c n e u lf n i l li w e fi l t n e m n o ri v n
e the teaching-learning proces sin the clas sin al l
.) 4 4 2 . p , 4 0 0 2 ( n o it a c u d e f o l e v e l
.
2 BiilnguailsmEduca iton
In some developing countires , a biilngua l educaiton ha s appiled in
a o t s r e f e r n o it a c u d e l a u g n il i b , ) 2 9 9 1 ( h c ir o B o t g n i d r o c c A . s m a r g o r p m o o r s s a l c
s e g a u g n a l o w t n i n o it c u rt s n i f o x i
m (p .564) .Fu trhermore ,heexplainst ha twhen
d n a s ll i k s h c a e t d l u o h s r e h c a e t , l o o h c s t a h t n i e g a u g n a l d n o c e s e h t s i h s il g n E
n i s a l l e w s a h s il g n E n i s d r o
w thefrist l anguage .Biilngua leducaiton i sused t o
c s t n e d u t s e h t e c n i s y c n e i c if o r p ’ s t n e d u t s e v o r p m
i ouldl earnt hel anguage sdrieclty
g n i m o t s u c c a y
b tothe ilsteningandthespeakingi nt heclassroom.I ndonesias ta tr s
g n i h s il b a t s e y b n o it a c u d e l a u g n il i b g n i y l p p
a RSBI ro S BI where the one o fthe
o d n I g n i s u s i s c it s ir e t c a r a h
c nesianandEngilshast hei nsrtucitonall anguagei nt he
. m o o r s s a l c
.
3 LanguageFuncitonTheory
The funciton o flanguage i svaired ,bu tin genera lthe main funciton fo
r o f s i e g a u g n a
l communication .According t o Brown (2000 ,) l anguage funcitons
e g a u g n a l f o m r o f e h t n i e s o p r u p e h t y ll a it n e s s e e r
a (p .248) .The example so f
y a d il l a H . k s a d n a t e e r g , d n o p s e r , t s e u q e r , e t a t s o t e r a e s o p r u
p (1973, a sctied i n
, n w o r
t n e m u r t s n i e h T .
a a ulf nciton
The insrtumen tfunciton serve sto manipulate the envrionmen tto cause
ce traineventst ohappen .Fo rexample ,“Onyou rmark ,get, set ,go” ,“Don t’t ouch
e v o t s e h
t . ” The language o fthe language funciton i scommunicaitve acts .The
g n ir b s e c n e t n e
s abou taparitcula rcondiiton.
n o it c n u f y r o t a l u g e r e h T . b
Ther egulatoryf uncitonofl anguagei st heconrto lo fevent .sWhen people
y e h t , n o it c n u f e g a u g n a l s i h t e s
u conrto lthe behaviou ro fothers. oF rexample
r o f e l b i g il e e b l li w u o y , r o i v a h e b d o o g n o p U
“ parole in ten months. ” The
e l p o e p g n o m a s r e t n u o c n e f o n o it a l u g e
r -approval ,behavior ,setitngl aw sandr ules-
a l u g e r e r
a toryf uncitonofl anguage.
n o it c n u f l a n o it a t n e s e r p e r e h T . c
s t n e m e t a t s e k a m o t e g a u g n a l f o e s u e h t s i n o it c n u f l a n o it a t n e s e r p e r e h
T ,
.t r o p e r d n a n i a l p x e , e g d e l w o n k d n a t c a f y e v n o
c When peopleuse t his l anguage
. n o it a m r o f n i e h t e t a c i n u m m o c o t e g a u g n a l e h t e s u y e h t , n o it c n u
f Fo rexample
s e r p e h t “ , ” t o h s i n u s e h T
“ iden tgaveas peechl as tnight. ”
n o it c n u f l a n o it c a r e t n i e h T . d
Theinteracitonalf uncitonofl anguageservest oensuresocia lmaintenance
s w o ll a t I . n o i n u m m o c c it a h p r
o thecommuntiy t o estabilsh socia lcontac tand t o
. n e p o n o it a c i n u m m o c p e e
k Whenpeopleuset hisl anguagef unciton,t heyuset he
t c a r e t n i e t a e r c o t e g a u g n a
l ion wtih others. Fo rexample “Hello ,how are you?” ,
y a d e c i n a e v a H
e h T .
e personalf unciton
Through l anguage ,people are ablet o expresst hei rfeeilng .Thepersona l
s a s w o ll a n o it c n u
f peake rto expres stheri emoiton, personaltiy and reacito n
y ll a b r e
v . Fo rexample“ Iwa saccepteda sbranchmanager , Iamveryhappy.”
n o it c n u f c it s i r u e h e h T . f
The heu irsitc funciton involve s language used to acqu rie knowledge .
g n i k s a y b n o it c n u f s i h t e s u n e r d li h
C in orde rto answe rthei rcu irostiy .I ti s
d li h c e s u a c e
b ren i n t heproces so fknowing t hewo lrd around t hem. Fo rexample
” ? g o d a e t a h t a c a s e o d y h W “
n o it c n u f e v it a n i g a m i e h T . g
The imaginaitve funciton serve sto create imaginary system so rideas .
o t n o it c n u f e g a u g n a l s i h t e s u n e tf o s r e h c a e t n e tr a g r e d n i K d n a y r a m ir
P create a
f o d lr o
w imaginaiton on t hei rstudent .s Telilng fariy t ales t o t he ch lidren b irng s
. d n i m r i e h t n i y r o t s e h t e n i g a m i o t m e h t
r o e c n e t n e s
A aconversaitonmigh tb irng many dfiferentf uncitons .When
e l p o e
p ask“Doyou haveaknfie?”thi squesitonhastwopossiblemeanings .Frist ,
o t r e f f o e l p o e
p lend a kn fie to other .Second ,people reques tto borrow a knfie
e v a h e l p o e p , e v o b a e c n e t n e s e h t f o g n i n a e m e h t d n a t s r e d n u o T . r e h t o m o r
f to
e h t d n a t s r e d n
u setitng.
.
4 ClassroomLanguageFunciton
s a h e g a u g n a l a , m o o r s s a l c e h t n
I aspeciifcf unciton .Accordingt o Spratt ,
m a il li W d n a s s e n r e v l u
. n o it a n a l p x
e In t he classroom ,especially p irmary classroom ,someitmest eachers
. n o it n e tt a ’ s t n e d u t s w a r d o t y r o t s a l l e t
.
d Eilciitng
n i a t b o r e h c a e t a n e h w s i g n it i c il
E sinformaiton from the students rathe r
m e h t o t t i g n i v i g n a h
t . Through eilciitng ,teacher swli lbe able to ge tstudents ’
. t s e r e t n
i Thei nformaiton could be answersf romthet eacher’ squesiton ssuch a s
u l l e t u o y n a C
“ s ,wha ti sthe picture about?” o r”wha tdo you think abou tthi s
” ? y r o t s
.
e Promp itng
e t a l u m it s o t g n i h t e m o s s y a s r e h c a e t e h t n e h w s i g n it p m o r
P thestudentst o
e d i f o k n i h
t a sort o r emembe ro fsomething by giving them par to f ti .According
) 2 1 0 2 ( k a h c u a K d n a n a g g E o
t , prompitng can be used when student sfai lto
n e h w e v it c e f f e s i g n it p m o r p t a h t n i a l p x e o s l a y e h T . ) 6 7 . p ( y lt c e r r o c r e w s n a
e l p m a x e r o F . s a e d i l a r u d e c o r p d n a l a u t p e c n o c g n i y d u t
s , du irng explaining the
mateiral ,teache rmigh tsay “You could give example sfrom you rexpeirences. ”
b m e m e r t o n d l u o c r e n r a e l e h t n e h
W e raword, t eacher smigh tgivet hefris tsound
h c “ s a h c u s d r o w e h t f
o am ,cham..”f o r“championship.”
.f Correcitng
. s s e c o r p g n i n r a e l e h t f o t r a p e r a s e k a t s i
M Co rrecitng occur swhen the
c a e
t he rcorrects students ’mistake .s Teacher sshould make a correciton to make
e h
t student sknow how the mistake scould happen. In the classroom, teachers
n e tf
o correc tthe students ’mistake sby explaining the correciton to the whole
.
g CheckingLearning
i c e p s e , g n i n r a e l e h t k c e h c y ll a u s u s r e h c a e
T allyatfe rpresenitngort eaching
aconcep to rat heory. Teacher smayuseaquesitonf ormwhent heywantt ocheck
g n i d n a t s r e d n u ’ s t n e d u t
s fo themateiralgiven before. When t eacher sknow abou t
e h t t a e p e r r o n o s s e l e h t e u n it n o c o t e d i c e d d l u o c s r e h c a e t , g n i d n a t s r e d n u ’ s t n e d u t s
. n o it a n a l p x e
.
h Conveyingt heMeaningo fNewLanguage
r e h c a e t n e h
W s teachnewmate irals,s omeitmest heyhavet oi nrtoducenew
. s m r e t l a ir e t a m e h t h ti w g n it c e n n o c s d r o
w tIi saf actt ha tsomeitmestudent smee t
o t e l b a e r a s e it i v it c a y n a M . s d r o w w e n e h t f o g n i n a e m e h t g n i d n if n i n o i s u f n o c
f o g n i n a e m e h t n i a l p x e o t e s
u a word ro a phrase .When the teacher sdo these
s e it i v it c
a , they show the meaning o fnew words . Translaitng the words ,using
g n it a rt s n o m e d r o a il a e
r canbeused toexplaint hemeaningo fnewwords .
.
5 ClassroomI nteraciton
n
I a teaching-learning proces ,s t hei nteraciton betweent het eache randthe
s i s t n e d u t
s very i mpo tran tbecausewtihou ta good i nteraciton, teache rwould not
n o s d i v a D d n a g n u e L , n a h o M . ll e w s t n e d u t s e h t o t e g d e l w o n k e h t r e f s n a rt o t e l b a
t a h t y a s ) 1 0 0 2
( a classroom i san idea lstiuaiton fo rsecond language learners
d u t s e h t s e d i v o r p t i e s u a c e
b ent sanoppo truntiyt ouset het argetl anguage( p .180 .)
.
a TheI nstrucitona lLanguage
s i
tI aninteresitngt hingt ha tEngilshi suseda samediumofi nsrtuciton i n
r o c c A . y rt n u o
c ding t o Kennedy (1999) ,al anguagewhich i sused ast hemedium
. ) 4 7 . p ( y ti n u m m o c e h t n i s u t a t s h g i h s a h s s a l c e h t n i n o it c u rt s n i f o
.
b MakeLanguageComprehensiblet oStudents
s i
tI et h teacher’sr esponsiblitiyt omaket hestudent sunderstandwhatt hey
e r
a learning .The use o fa language i sthe impo trant t hing to make the student s
s e m it e m o s e g a u g n a l s ’ r e h c a e t t a h t e l b i s s o p y r e v s i ti , t u B . l a ir e t a m e h t d n a t s r e d n u
s r e h c a e t , e l b a d n a t s r e d n u e g a u g n a l e h t e k a m o t , m i a s i h t r o F . e l b a d n a t s r e d n u t o n s i
s e l o d t s u
m sonplanning .Kennedy ( 1999 )statest hatt eacher sshouldmakel esson
n a l
p s wheret he proces sof l earning ,produc,t t he way t hey explain t hemateiral ,
, s t n e d u t s e h t y b d e v e i h c a e b n a c l a ir e t a m e h t w o h d n a n o s s e l e h t f o m i a e h t
e h c a e t e h t r o f n o it c e lf e r e m o c e
b r( p .116) .
.
6 ManagingLessonDeilvery
s s a l c e h t n i g n i h c a e
T room i sthe mos timpo tran tteache raciton in et h
g n i h c a e
t -learning process .There are three patr sin managing lesson deilvery
. d r y B d n a n e d r u B y b d e s o p r u p e r a h c i h w
.
a Thebeginningoft hel esson
n i g e b e h
T ning oft he l esson should be madeasi nteresitng a spossible so
tt a ’ s t n e d u t s h c t a c d l u o c t a h
t eniton .P irce and Nelson (2011) say tha tthe mos t
f o n o it c n u f t n a tr o p m
i theopeningsi st o help thestudentsprepareforl earningi n
F . ) 1 4 . p ( m o o r s s a l
c u trhermore, theyexplaint hatt eacher scandesignasrtategyt o
v it o
m ate and focu s the student s and the srtategy to help student s see the
)
4 Introducingl essonobjecitves
e h t f o g n i n n i g e b e h t t
A lesson,t eacher sshoulddescirbet ot hestudentst he
e c u d e r o t s t n e d u t s s p l e h s e v it c e j b o n o s s e l g n it a t S . y a d t a h t g n i n r a e l e h t f o e s o p r u p
e v a h s r e h c a e t , s e v it c e j b o n o s s e l g n i c u d o rt n i y B . n o s s e l e h t f o y t e i x n a ’ s t n e d u t s
e d i v o r
p d student swtih an advanced organize rwhich give a lesson framework to
s t n e d u t s e h
t and help them to relate wtih the knowledge tha tthey have arleady
w o n
k n (Burden&Byrd ,2010 ,p .193 .)
)
5 Givingclear:f ocuseddireciton
n o it c e ri
D s can be given i n t hebeginning and i n t he middleoft helesson .
s e it i v it c a e h t f o e n o g n i o d y b s t n e d u t s e h t f o d e t c e p x e s n o it c a e h t g n it a rt s n o m e D
p l e h l li w r e h t e g o
t thestudentsi nunderstandingt hedriecitons .
.
b Themiddleoft hel esson
g n ir u d y ti v it c a n i a m e h t s i n o s s e l e h t f o e l d d i m e h
T theteaching- learning
. s s e c o r
p In t hi spatr ,vairoust eaching-learningacitviite scanbeappiled .Teachers ,
s i h c i h w y ti v it c a e h t e s o o h c t h g i m , m o o r s s a l c e h t f o r e g a n a m e h t e r a o h w
e t a ir p o r p p
a fo r the stiuaiton on the classroom . To make an effecitve clas s
n a
m agement ,Burden and Byrd (2010) sugges tgood teache rbehavior sdu irng
: e r a y e h T . y r e v il e d g n i h c a e t
)
1 Pacingt heLesson
n o s s e l e h t n e h w d e e p s e h t s i g n i c a p , ) 0 1 0 2 ( d r y B d n a n e d r u B o t g n i d r o c c A
m o o r s s a l c e h t n i n o it a u ti s s i h t h ti w e r a w a d l u o h s s r e h c a e T . ) 4 9 1 . p ( s r u c c
o ; t hey
ti n e h w g n i c a p e h t t s u j d a y a
)
2 ProvidingSmoothTransiiton
t
A ransiitoni st hemovementf romoneacitvtiy t o t henex tacitvtiydu irng
d n a g n il l e y s a h c u s e m it n o it i s n a rt g n ir u d e s ir a n a c r o i v a h e b s i M . n o s s e l e h t
f o y r e v il e d e h t n i s k a e r b y n a o n e r a e r e h t n e h w s r u c c o n o it i s n a rt h t o o m s A . g n it ti h
. n o s s e l e h t
)
3 BeingTaskOriented
k s a
T -o irented teacher s should concern wtih goals . A good plan o f
p l e h l li w s e it i v it c a d n a s e i g e t a rt s l a n o it c u rt s n
i the teacher sto reach the goal .
) 0 1 0 2 ( d r y B d n a n e d r u
B statet hatt eacher sshould provideanapprop irateamoun t
g n it c e n n o c s e it i v it c a n i s t n e d u t s g n i g a g n e d n a s n o it s e u q g n i k s a , g n ir u t c e l e m it f o
.) 7 9 1 . p ( l a ir e t a m e h t h ti w
)
4 EnsuringAcademicLearningTime
s a h t n e d u t s y r e v
E the dfiferen tacademic learning itme to comprehend
w o L . l a ir e t a m n i a tr e
c -achieving student smay need a longe r itme to understand
h g i h e h t e r a p m o c s l a ir e t a
m -achieving student .s To maket heclas scan reach et h
m o o r s s a l c e h t n i e g a g n e o t e l b a e r a s t n e d u t s ll a t a h t e r u s n e d l u o h s s r e h c a e t ; s l a o
g .
)
5 BeingClear
n i y ti r a l
C theteachingwli lhelpt hes tudentst ounderstandmateiral sbetter .
, s n o it c u rt s n i r a e l c g n i d i v o r p y b r a e l c s l a ir e t a m e h t e k a m l li w s r e h c a e t d o o G
g n ir b l li w s n o it s e u q d n a s n o it c e ri d , s n o it c u rt s n i r a e l c n U . s n o it s e u q d n a s n o it c e ri d
)
6 Exhibi itngEnthusiasm
r e h c a e t c it s a i s u h t n e t a h t s u o i v b o s i
tI s wli lb irng a good i n lfuence to t he
students .Burden and Byrd (2010) state tha tenthusiasm cover sgesture ,eye
.) 9 9 1 . p ( m o o r s s a l c e h t d n u o r a t n e m e v o m d n a e c i o v , t c a t n o c
.
c TheEndingoft heLesson
n o s s e l e h t f o t n e n o p m o c t n a tr o p m i s i g n i s o l c
A s and acitviite sin the
s s a l
c room.In t hi spar,tt eacher susually wrap upt heril essons o racitviite sdu irng
e h
t teaching-learningproces .s
)
1 ProvidingClosuret oPar toft heLesson
6 0 0 2 ( k a t s o h
S ,a sctied i n Burden and Byrd ,2010 )states tha ta closure
o t s r e f e
r as tatemen twhichb irngs et h lessont oanapprop irateconclusion( p .200) .
e r o m r e h tr u
F ,t heys uggestthreemajo rpurposesf o rclosure .Frislty ,drawatteniton
t f o d n e e h t o
t hel essons egmen tort hel esson tisefl .Secondly ,helporganizing the
s t n e d u t
s inlearningandconso ildaitng ro reinforcingthemajo rpoint .s
)
2 Summarizingt heLesson
p l e h n a c s t n i o p n i a m e m o s n i n o s s e l e h t g n i z ir a m m u
S the student sto
a ir e t a m e h t d n e h e r p m o
c lgiven .Beside ,si tcanclarfiyanymisunderstandingf rom
s s a l c e h t g n i v a e l e r o f e b s t n e d u t s e h
t room .From t hesummary, t eache rmay know
. n o s s e l e h t f o s t n i o p n i a m e h t p s a r g n a c s t n e d u t s e h t r e h t e h w
)
3 GetitngReadyt oLeave
, s s a l c e h t g n i v a e l e r o f e
B teachers should ensure tha tal lthe insrtucitons
s e ir a m m u s n o s s e l d n
a have been done completely .Teache rshould give some
o t s e m
.
7 RinitsanSekolahBe trarafI nternaitonal( RSBI)
.
a De ifniitono fRSBI
n o d e s a
B Panduan Pelaksanaan Pembinaan RSBI (2011 p .8) ,RSBI i sa
r o d r a d n a t s l o o h c s l a n o it a n r e t n i r o f d e r a p e r p s i h c i h w l o o h c
s Sekolah Bertara f
) I B S ( l a n o i s a n r e t n
I .Based on t he Panduan Pelaksana Pembinaan R IS B (2011) ,
o k e
S lah Bertaraf Internaitona l(S I)B i saschoo lwhich hasfuliflled theNaitona l
e n o e h t m o r f d r a d n a t s n o it a c u d e y b d e h c ir n e s i ti d n a ) P N S ( d r a d n a t S n o it a c u d E
r e b m e m e h t f
o s o fOrganizaiton f o rEconomicCo-operaiton andDevelopment ro
s e ir t n u o c d e p o l e v e d e h t f o e n
o (p .9) .Thi scounrty hast o havean excellen tpoin t
i e t e p m o c n a c t i t a h t o s , d l e if n i a tr e c n
i ni nternaitona lwo lrd .Tobea SBI ,as choo l
e b o t l o o h c s e h t f o d o ir e p n o it a r a p e r p e h T . t s ri f d e r a p e r p e b o t s a
h a SBIi snamed
s
a et h Rin itsan Sekolah Bertarap Internaitonal (RSBI). Thecountire swhich are
, e c n a r F , d n a l n i F , k r a m n e D , a d a n a C , a ir t s u A , a il a rt s u A e r a D C E O n i d e n i o j
g n o H , e r o p a g n i S , a i s s u R , s e t a t S d e ti n U , m o d g n i K d e ti n U , d n a lr e d e N , y n a m r e G
. 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 g n o K
.
b Characterisitco fRSBI
s a d e ll a c e b o
T theSBI ,aschoo lmustf ul ifllthesecondiitons .Frislty,t he
a e b t s u m l o o h c
s membe ro fschoo lcommuntiy f rom oneoft heOECDcount ire.s
t , y l d n o c e
S herei sat eache rfrom t heoneoft heOECD countireswho teaches in
l o o h c s e h
t . Thridly,t heschoolcan accep tstudentsf rom othe rcountire .sAnd t he
t , t s a
l here are schoo lcu tlura lacitviite ssuch a sthe developmen to fstudent s
n o i g il e r , e r u tl u c f o s e c n e r e f fi d e h t g n it c e p s e r n i s c it s ir e t c a r a h
c ,ethic ,background
c i n u m m o c o t e l b a d n
A RSBI i sa schoo lwhich i sprocessing to achieve these excellences ro
, t u p n i f o m r o f e h t n i e b d l u o c s h t g n e rt s r o e c n e ll e c x e e h T . e v o b a s h t g n e rt s
t , e r u t u f e h t n i t a h t d e p o h s i tI . n o it a c u d e e h t f o t l u s e r e h t r o t u p t u o , s s e c o r
p he
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. e c n e ll e c x e n i a tr e c
.
c Curriculum fo RSBI
f o m u l u c ir r u c e h t , y ll a c i s a
B the RSBI i sthe same wtih curirculum fo r
n i d e d d a e r a s r u o h l a n o it i d d A . s l o o h c s r a l u g e
r aRSBIast heconsequencet hatt he
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s curirculums from t heoneoft hemembe ro fOrganizaiton f o r
o C c i m o n o c
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I B S
R ,Engilsh ,ScienceandMathemaitc saregivenaddiitona lhours .
n e g a r S 1 i r e g e N P M S n i k e e w a n i n o it i d d a s r u o h g n it e e M 1 . 2 e l b a T
t n e n o p m o
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V GV IrIaIde I GXrade V GIrIade GV IrIaIde GI Xrade s
t c e j b u S .
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h s il g n E .
1 4 4 4 6 6 6
s c it a m e h t a M .
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.
3 Science 4 4 4 5 5 5
.
d TeachingPhysic sandMathema itcsi nEnglsihi nRSBI
n i d e ti c s a ( i k s r o w a
J Pedoman Khusu sKurikulum 2004 ,p .380)meniton s
t t a h
t eaching Mathemaitcsi sno teasy, t hef actt ha tmany studentsf acedfiifcutly
M g n i n r a e l n
i athemaitc .s Thi sproblem may appea rbecause students ’view on
s i c it a m e h t a M t a h t ,f l e s ti t c e j b u s s c it a m e h t a
M adfiifcul tsubject .Teache rshould
s s a l c s c it a m e h t a
M es .According t o Hancock and Algozzine(2006) ,a descirpitve
t p m e tt a n g i s e
d s to presen ta complete descirpiton o fa phenomenon wtihin tis
.) 3 3 . p ( t x e t n o c
T shi studyusedaqualtiaitvemethodt oobtaint hedatasincet hestudywa s
w o h n o t u o b a a t a d e v it p ir c s e d n i a t b o o t d e d n e t n
i Engilshwa suseda samediumo f
t c e j b u s s c it a m e h t a M d n a s c i s y h P n i n o it c u rt s n
i s. The researche rwould analyze
n o it a v r e s b o e h t m o r f d e n i a t b o e r e w h c i h w a t a d e h
t s and i nterviews .Ary ,Jacob s
h c r a e s e r e v it a ti l a u q t a h t e t a t s n e s n e r o S d n
a e rs seek to interpre thuman acitons ,
e k il e h t d n a s m o t s u c , s t n e v e , s n o it u ti t s n
i ;theyconsrt ucto fwhati sbeing studied
0 0 2
( 9 p .421) .They also say tha ta qualtiaitve porrtay sthe complex pattern o f
n i d e i d u t s g n i e b s i t a h
w sufifcien tdepth and detai lso t ha tsomeonewho ha sno t
d e c n e ir e p x
e o f research can understand ti .To obtain i nformaiton, t heresearche r
. w e i v r e t n i d n a n o it a v r e s b o e r a y e h t ; s t n e m u rt s n i f o s d n i k o w t d e s u
g n it t e S h c r a e s e R . B
n i d e t c u d n o c s a w h c r a e s e r e h
T SMP N 1 Sragen .The observaiton was
o
d nei n t heseventh gradedu irngPhysic sandMathemaitcsl essons .Thei nterview
d a h s t n e d u t s t h g i e d n a r e h c a e t s c it a m e h t a M e n o d n a r e h c a e t s c i s y h P e n o h ti w
n i s s a l c e h t e d i s t u o d e t c u d n o c n e e
b SMPN1 Sragen .Ther esearchwa sconducted
h c r a M 5 n
i – 5Ap ir l201 2.
1 N P M
S Srageni sl ocatedi nJalanRayaSukowat ino. 21 , 6 Sragen.I twa s
t s
e abilshed in 1946. SMP N 1 Sragen wa sappointed a sa Sekolah Standa r
) N S S ( l a n o i s a
c r a e s e r e h T . ) 6 4 . p ( n o it a m r o f n i e v it c e j b
o he robserved four classe so fseventh
e d a r
g ud irng the lesson ; two Physic s classes and Mathemaitc s classes . The
e v it c e j b o e h t d e n i a t b o r e h c r a e s e r e h T . s s a l c h c a e r o f e c n o d e t c u d n o c n o it a v r e s b o
e d i u g n o it a v r e s b o n a d e r a p e r p o s l a r e h c r a e s e r e h T . g n it t e s l a r u t a n n i n o it a m r o f n
i -
a e b o t e r u t a e f f o t s il
a ddressed du irng t he observaiton .Theresearche rprepared
r o f e r e w h c i h w s t s il e d i u g n o it a v r e s b o o w
t theteacher sandthestudents .Theblue
e li h w n a e M . w o l e b n w o h s s a w y ti v it c a r e h c a e t r o f n o it a v r e s b o f o t n ir
p ,fo rthe
s t n e d u t
s ’ observaiton , ten number s o f statement s invesitgated students ’
a p i c it r a
p t nio .In observaiton, t he researche rwa sa nonparitcipan ;tt heresearche r
d n a s c i s y h P n i e n o d n o it a v r e s b o e h T . s s e c o r p g n i n r a e l n i d e v l o v n i t o n s a w
.s e t u n i m 0 9 t u o b a k o o t n o s s e l s c it a m e h t a M
r p e u l B e h T . 1 . 3 e l b a
T in to fObserva itonf orTeacherAcitviites
o
N Aspects Number o f
s m e t
I Iotbesmerv snauitmonberi nt he 1 Thebeginningoft heLesson 3 No1 ,2 ,3
2 TheMiddleoft heLesson 5 No4,5,6,7,8
3 TheEndingoft heLesson 2 No9,10
. 2 . 3 e l b a
T Observa itonCheck ils to fTeacherAcitvtiy t
n
i heClassroom
o
N Pointst oobserve Y es N o
4 BagaimanaBapak I/bumenerangkanmateirs ehubungandenganBahasa ?
s ir g g n I
5 BagaimanaBapak I/bumenutupkelass ehubungandenganBahasaI nggirs? 6 Bagaimanaakitvtia syangdliakukanmu irddidalamkela smendukung
? r a t n a g n e p a s a h a b i a g a b e s s ir g g n I a s a h a B n a g n e d n a g n u b u h e s n a r a j a g n e p
7 Kegiatan apa saja yang mendukung telraksananya pengajaran anda yang ?
s a l e k r a u li d n a k u k a li d
8 Faktor-fakto rapayangmendukungt e lraksananyakegiatanpembelajaran 9 Faktor-fakto rapa yang mendukung telraksananya kegiatan pembelajaran
? h a l o k e s ir a d s ir g g n I a s a h a B n a g n e d n a g n u b u h e s 0
1 Seberapaj auhpengaruhpenggunaanBahasaI ngg irss ebaga iBahasa ?
a w s i s p a d a h r e t r a t n a g e p
A a t a D .
E nalysi sTechnique
d n a n o it a v r e s b o d e s u r e h c r a e s e r e h t , y d u t s s i h t n i a t a d e h t r e h t a g o T
g n i z y l a n a s a w s i s y l a n a a t a d f o e u q i n h c e t t s ri f e h T . w e i v r e t n
i the data gathered
m o r
f the observaiton .The researche rprepared an observaiton guide-a ils to f
n ir u d d e s s e r d d a e b o t e r u t a e
f g the observaiton . Du irng the observaiton ,the
s e t o n k o o t r e h c r a e s e
r connecitng wtih the topic o f the research . A tfe r the
d e z y l a n a r e h c r a e s e r e h t , e n o d d a h n o it a v r e s b
o ther esul toft heobservaiton.
s i s y l a n a e h t o t n o it a d n u o f e h t s
A , the researche rse ta ils to fcode stha t
e h t d e t e r p r e t n i r e h c r a e s e r e h t ,s e d o c e h t n o d e s a B . e g a u g n a l f o n o it c n u f e h t w o h s
h T . s s a l c e h t n i s r e h c a e t e h t y b d e s u n o i s s e r p x e h s il g n
E e researche rtired to
y fi s s a l
c theinterpretaitoni ntot hecode .s
4 . 3 e l b a
T . Codingo fLanguageFunc itoni nt heClassroom
o
N Codeo fFunciton Meaning
1 tI c Interacitonal
2 E il Eilciitng
3 E xp Explaining
4 P rm Prompitng
5 C ov Conveyingt hemeaningo fnewl anguage. 6 C hk Checkingl earning
5 . 3 e l b a
T . Observa itonResutls o fTeacherAcitvtiy t
n
i heClassroomCoding
o
N Eng ilshExpressionusedbyt het eachersi nt heclas s Codeo f n o it c n u F
. w e i v r e t n i e h t m o r f r e h t a g a t a d g n i z y l a n a s a w e u q i n h c e t d n o c e s e h T
f g n i v a
H inished collecitng the data from the teachers and the students ,the
e h t w o h s s t p ir c s n a rt e h T . m r o f n e tt ir w o t n i g n i d r o c e r e h t d e b ir c s n a rt r e h c r a e s e r
e h t d e z y l a n a r e h c r a e s e r e h t , g n i b ir c s n a rt r e tf A .s e e w e i v r e t n i e h t y b n e v i g s r e w s n a
s a w s i s y l a n A l a n o it a t e r p r e t n I . e l b a t e h t g n i s u a t a
d used. I twa sbecauset hestudy
d n a s c i s y h P g n i h c a e t r o f h s il g n E f o e s u e h t n o s n o it p ir c s e d e v i g o t d e t c u d n o c s a w
n i s c it a m e h t a
M theseventh gradei n SMP N 1 Sragen .According t o Gald ,Gald
i n a , ) 7 0 0 2 ( d r o B d n
a nterpretaitona lanalysisi st heproces so fexamining t hedata
n r e tt a p d n a , s e m e h t , s t c u rt s n o c d n if o t r e d r o n i y l e s o l
c s tha tcan be used to
e h t n i a l p x e d n a e b ir c s e
d phenomenonbeings tudied( p .466) .
s i s y l a n A w e i v r e t n I . 6 . 3 e l b a T
o
6 3 V I R E T P A H C
G N I D N I
F S ANDDISCUSSION
In thi schapter ,the researche rwould ilke to discus sthe answe ro fthe C
e h t m o r f s n o it s e u q h c r a e s e
r hapterI .Thet wor esearchproblem swere :1 )Howi s c
i s y h P n i n o it c u rt s n i f o m u i d e m e h t s a d e s u h s il g n
E s andMathemaitc ssubjectsi n f
o e d a r g h t n e v e s e h
t SMP N 1 Sragen? And wha taret hefactorsi n lfuencing the s
a h s il g n E f o e s
u themediumofi nteracitoni n Physic sand Mathemaitc ssubject s v
e s e h t f
o enth gradeo fSMP N 1 Sragen?Theresearch paritcipant soft hisstudy t
o B . r e h c a e t s c it a m e h t a M e n o d n a r e h c a e t s c i s y h P e n o d e t s i s n o
c h o fthem were
n i a t b o o t d e w e i v r e t n
i the data .And the insrtument sused in gatheirng the data d
n a n o it a v r e s b o e r e
w interview.
A .Eng ilsh ast hemediumofi nstruciton i nPhysic sand Mathema itc ssubjec t
e h t n
i seventhgradeo fSMPN1Sragen
h c i h w m e l b o r p h c r a e s e r t s ri f e h t r e w s n a o t s g n i d n if e h t d e s s u c s i d t r a p s i h T
e h t a M d n a s c i s y h P y b m o o r s s a l c n i d e s u h s il g n E w o h s a
w maitcst eachers .
.
1 Physic sclass
i g n i w o ll o f e h t n o e l b a t e h
T s t he ifnding of t hestudy which i sdescirbing s
s a l c e h t n i s l a ir e t a m g n ir e v il e d n i h s il g n E d e s u r e h c a e t e h t n e h
. 1 . 4 e l b a
T TheFindingonHowEngilshi sUseda saMediumofI nstrucitoni n C
s c is y h
P l ass
o
N Points 1 Observaiton O2 bservaiton
Y N Y N
1 Teache ropen sandgreetst heclassi nEngilsh. √ √ 2 Teache rprovide sas e tofi nducitoni nEngilsh √ √ 3 Teache rdeilverst heobjecitvesi nEngilsh √ √
4 Teache rexplainst hemateirali nEngilsh. √ √ √ √ 5 Teache raskst hes tudentsi nEngilsh. √ √
6 Teache ranswerst hequesitonsf romt he
. h s il g n E n i s t n e d u t
s √ √
7 Teache rgivesi nsrtucitonsi nEng ilsh. √ √ 8 Teache rcorrectst hes tudents ’mistakesi n
h s il g n
E √ √
9 Teache rgivesl essons ummaryi nEngilsh. √ √ √ √ 0
1 Teache rclosest heclassi nEngilsh. √ √
( )√√ Teacheri nsetrss omeEngilshword .s
.
a Greeitng
n o s s e l e h t f o g n i n n i g e b e h
T should bemadei nteresitng t o catch students ’ .
n o it n e tt
a The teaching-learning atmosphere should be created by the teacher to s
a l c e h t e k a
m sready t o statr t heacitvtiy .Bropty (1997, a sctied by Burden and ,
d r y
B 1994) emphasizes t hat aciton teacher stake a tthe beginning o fthe lesson e
l o t n o it a v it o m “ n i s s a l c e h t h s il b a t s e o t p l e h l li
w arn” . I twa sobviou sthat s
t n e d u t
s o tfen could fee lmoitvated to learn staritng from the beginning o fthe .
n o s s e l
Teachers would open t heclas sbygreeitng t hestudents .Thegreeitng wa s d
n a r e h c a e t e h t n e e w t e b e c n a n e t n i a m l a i c o s e r u s n e o
t thestudent .s I treferred t o n
e e w t e b t c a t n o
c the teache r and the student s tha t allow them to estabilsh s
s a l c e h t n i e m it t s ri f e h t r o f n e p o n o it a c i n u m m o
c room beforeenteirng t hemain c
