Table of Contents
CHAPTER I ... Error! Bookmark not defined. INTRODUCTION ... Error! Bookmark not defined. 1.1 Background ... Error! Bookmark not defined. 1.2 Objectives of study ... Error! Bookmark not defined. 1.3 Research Questions ... Error! Bookmark not defined. 1.4 Significance of the Study ... Error! Bookmark not defined. 1.5 Scope of the Study ... Error! Bookmark not defined. 1.6 Research Design ... Error! Bookmark not defined. 1.6.1 Data Collection Techniques ... Error! Bookmark not defined. 1.6.2 Data Analysis ... Error! Bookmark not defined. 1.7 Clarification of Terms ... Error! Bookmark not defined. CHAPTER II ... Error! Bookmark not defined. REVIEW OF RELATED LITERATURE ... Error! Bookmark not defined. 2.1. Introduction ... Error! Bookmark not defined. 2.2. Language across curriculum or Content-based curriculumError! Bookmark not defined.
2.3. Bilingualism ... Error! Bookmark not defined. 2.4. The Pilot International Standard School (RSBI/SBI) Error! Bookmark not defined.
3.3.1 Data Collection Techniques ... Error! Bookmark not defined. 3.3 Data Analysis ... Error! Bookmark not defined.
CHAPTER IV ... Error! Bookmark not defined. DATA PRESENTATION AND ANALYSIS ... Error! Bookmark not defined. 4.1 Introduction ... Error! Bookmark not defined. 4.2 The Teaching Learning Process in the Sciences and Math Class of Using English ... Error! Bookmark not defined. 4.3 Science and Math Teachers’ Perceptions about Teaching Sciences and Math in English ... Error! Bookmark not defined. 4.4. The Students’ Perceptions about Teaching Science and Math in EnglishError! Bookmark not defined.
CHAPTER V ... Error! Bookmark not defined. CONCLUSIONS AND SUGGESTIONS ... Error! Bookmark not defined. 5.1 Conclusions ... Error! Bookmark not defined. 5.2 Suggestions ... Error! Bookmark not defined. References ... Error! Bookmark not defined. LISTS OF TABLES ... Error! Bookmark not defined. Table 1. Percentage of observation data ... Error! Bookmark not defined. Table 2. Percentage of teachers’ questionnaire .. Error! Bookmark not defined. Table 3. Percentage of students’ questionnaire .. Error! Bookmark not defined. Table 4. The transcript of interview data ... Error! Bookmark not defined. Appendix 1 ... Error! Bookmark not defined. OBSERVATION SHEET ... Error! Bookmark not defined. Appendix 2 ... Error! Bookmark not defined.
ANGKET UNTUK GURU-GURU SCIENCE (FISIKA, BIOLOGI, KIMIA) DAN MATEMATIKA ... Error! Bookmark not defined. Appendix 3 ... Error! Bookmark not defined.
ANGKET UNTUK SISWA/SISWI KELAS BILINGUALError! Bookmark not defined.
CHAPTER I
INTRODUCTION
1.1 Background
English has been taught as a foreign language subject in any educational levels in Indonesia. But most of the students got problem when they learned English. According to Musthafa (2005) the problem appears because of the low intensity of exposure of English in society. It is in accordance with what Hariyanto (2007) and Nunan (1999) said that some students were successful in learning and mastering English when they were still going to school and when they were in English class. Then, when they had graduated, it vanished slowly since they hardly got exposures to English.
Nowadays, the above paradigm has changed into positive paradigm in which English is needed and taken on every occasion. Especially in education system, the Indonesian government has tried to revise the policy and he puts English as a language should be mastered by pupils. The policy of educational system is made to help students be ready to face the globalization era, in which everybody should be ready to compete internationally and to master knowledge and technology.
of National Educational System (Undang-undang Sistem Pendidikan Nasional/UUSPN no. 20, 2003). One of the sections of the policy is section 50 verse 3 which says that: central and/or district government is suggested to organize at least a unit of education in every level of education, and it should be developed as an
international education level (Dinas Pendidikan Provinsi Riau, 2007).
It can be seen that the government focuses on the establishment of some international schools called the pilot international standard school that refers to as Rintisan Sekolah Bertaraf Internasional (RSBI/SBI) to create and gain the global educational system. The establishment of the school is based on the regulation of national education system number 20, 2003 section 50 verses 3 and other policies which support RSBI/SBI program are:
1. The regulation of District Government, number 32, 2004.
2. The regulation of the balancing finance between central government and district government, number 33, 2004.
3. The regulation of National Development Program, number 25, 2000.
4. The governmental regulation of Education National Standard, number 19, 2005. 5. The ministerial education regulation of Content Standard, number 22, 2006. 6. The ministerial education regulation of Graduate Competence Standard, number
7. The planning strategy of educational department of 2005-2009.
8. The ministerial education regulation of the Model of School Based Curriculum, number 6, 2007.
(National Education Department, 2008)
Based on the regulation of national education system number 20, 2003 section 50, verse 3, the school should run some rules and it has some characteristics that will be completely explained in the chapter II. One of the rules is teachers should use English in teaching learning process, especially teaching science and math. This rule is expected that students can acquire English for communication and they also can acquire science and mathematics in English.
In accordance with the above arguments, American Association for the Advancement of science says in Jarret (1999) that the ability to speak English and second language, combined with strong skills in mathematics and science, will provide unlimited opportunities. In addition, Soedibyo (2009) said that to improve our educational system, the government has developed logical educations that include science, math and language.
important that we communicate effectively since communication is a major function of language (Emmitt and Pollock, 1991).
According to Mohan (1986), Krahnke (1987), Richard (2001), and Norland & Said (2006), the use of English in teaching and learning science is called Content-based Second Language Instruction or Content-Content-based Curriculum or Topical Syllabus. It is strengthened by Mohan (1986) that we must look at language and learning across the whole curriculum. It means language and learning in the content class, as well as language and learning in the language class. And Mohan says this is as Language across Curriculum (LAC).
This approach seems to be called as bilingual education in Indonesia because it has the same characteristics with LAC program that includes: ESL instruction, sheltered subject matter teaching, and instruction in the first language (Krashen,
1997).
this sudden change to the current science and mathematics medium of instruction may also cause cultural shock to the students (Aziz, 2008). And there might also be an anxiety of a tendency that the science and math teachers will show off their ability in mastering English (Lengkanawati, 2008) so that the teachers will not focus on explaining the materials but they might be more focus on the use of language or their ability of English.
Even though the teachers have studied English for several years when they were in school, most of them are not able to speak or use English as a tool of communication. So, they might be having problems to cover their subject area in an accurate and effective manner and the students might have difficulties to understand and acquire the subject.
The problems and difficulties appear because the nature of math and science language imposes a heavy burden on all students regardless of the language instruction (Cuevas, 1984; and Mestre, 1981 in George, et al. 1989). Especially for mathematics, it was known from the studies of Aziz (1992) and supported by Ihejieto’s (1995) and Slavit & Ernst-Slavit’s, (2007) that math was one of the interesting and important subject to learn but it was difficult one to learn.
and learning science and mathematics in order to gather information and to get clearer picture on what have happenings in the school.
1.2 Objectives of study
Because the government has built about 200 RSBI in secondary levels since 2006 (Indosiar, 2008) and there is no research about the implementation of RSBI in Indonesia, the researcher wants to investigate whether the policy or the program of RSBI/SBI can be implemented in Indonesian secondary level or not. So, the aims of this study are to find out:
1. the extent of using English in science and math classes;
2. science and math teachers’ perception on the use of English in teaching learning process; and
3. students’ perception on the use of English in learning science and math. In this study, the researcher wants to know whether the teachers and the students have positive or negative perception on the use of English as a mean of communication in teaching and learning science and math.
1.3 Research Questions
In line with the objectives of this study, there are three questions research as the main problem of this study.
2. What are sciences and math teachers’ perceptions about teaching sciences and math by using English?
3. What are students’ perceptions about learning sciences and math by using English?
1.4 Significance of the Study
The findings of this study are expected to give contribution to the following parties. It is expected to give contribution to sciences and math teachers in preparing themselves to master English for teaching bilingual class in international class. It is also beneficial for the stakeholder, especially headmaster, to help the teachers in solving their problems and finding some ways to master English. And finally, before choosing or selecting a school as a RSBI/SBI, it is better for the government to observe the readiness of the human resources or teachers’ ability, competency, proficiency, knowledge, perceptions, attitudes, and readiness towards the teaching of sciences and math in English or the running of RSBI/SBI. As Pandian (2002) asserts, what teachers know and can do, affect all the core tasks of teaching. In addition, Harmer (2001) states that the teacher can be as a controller, organizer, assessor, prompter, participant, resource, tutor, and observer for the learners. So, the position of teachers is important in running the program.
The respondents of the research will be sciences and math teachers because they have use English in transferring the materials since 2007 and international class of a RSBI/SBI in Pekanbaru. The school has been selected as RSBI/SBI since 2006 academic years. It means that students who are in international class have been already taught sciences and math in English.
Unfortunately, based on the researcher’s small informal survey or preliminary research by interviewing some teachers and doing observation, it seemed that most of teachers felt afraid and they were not confidence to use English when they were teaching. They rarely used English in transferring the materials. Based on the interview, this condition happened because they felt that they lacked vocabularies, self confidence, and effort to learn. And they also did not want to make their students confuse in understanding and acquiring the subjects.
What happened to the teachers did not happen to the students. It seemed that they were enthusiastic about using English. Because of this contradiction, it may indicate that the teachers are not ready while the students are ready. In other words, there will be some weaknesses of the teachers will inhibit the success of the program.
1.6 Research Design
The research design of this study will be discussed clearly in chapter three of this thesis but this chapter informs the design of the study slightly.
1.6.1.1 Participant or Research Object
The respondents of this study are 3 science teachers and 1 math teacher and 76 of students of 2008-2009 academic years at RSBI/SBI.
1.6.1.2 Instrumentation
In order to get the information and data of this research, some data instruments will be used. They are observation, questioner, and interview.
1.6.1.3 Procedure
This study is started by doing observation in the classroom to see the process of using English in teaching and learning science and math. The observation is conducted for several meetings. After doing classroom observation, the questioner is given to the teachers and the students. The next is doing interview. Interview is needed to clarify unquestionable questioner items or to strengthen the questioner items because the questionnaire is the main data of this study.
1.6.2 Data Analysis
The data is analyzed by using qualitative case study. In this case, the data is explained and elaborated descriptively by using words and number. How the data analysis is conducted, it will be detail explained in chapter III of this thesis.
In order to avoid misinterpretation, the terms used in this study are defined as follows:
1. Investigation. In thefreedictionary, it is stated that investigation is the work of inquiring into something thoroughly and systematically. In addition, some similar definition say that investigation is a detailed systematic search and examination to uncover facts and determine the truth of the factors (who, what, when, where, why and how) of accidents ( http://www.chml.ubc.ca and
http://moodle.esp-c.org). This study will try to find out whether the RSBI/SBI
program has been run at the school or not. 2. Implementation. It refers to the process of carrying an undertaking,
agreement, and promise into effect. Teaching and learning process of sciences and math in English at SBI is a kind of program or policy that should be run under control. There should be agreement among sciences and math teachers, English teachers, headmaster, and policy maker in running RSBI program. 3. RSBI or SBI. The terminology of SBI or RSBI has become a hot issue in
CHAPTER III
METHODOLOGY
3.1 Introduction
After discussing related theories to this research in chapter II, this chapter will provide the methodology of the research. This chapter will give information about when the researcher collects the data, where the setting takes place, who the participants are, and how the data are collected.
3.2 Setting and Participants
The study was done at one public secondary school in Pekanbaru at the academic year 2007-2008 which has been selected as RSBI for 2006 academic year. Since 2007 until now the school has done some preparations to be a RSBI. And the students in 2007 – 2008 academic years have been considered as an international class.
only. Fortunately, the school is the place where the researcher works as a teacher. Second, because the researcher is teacher in the school she has a close relationship to all teaching staffs. This condition was good in creating the smoothness of the research.
This research was done from April 16 to Mei 25, 2009. The headmaster, all teachers, staffs, and students of the school gave much contribution and attention so that the research has been done successfully as expected.
The participants of this research were one mathematics teacher, three science teachers, and three classes of the eleventh year students of science program of public Islamic high school. To focus the research, purpose sampling was done. Purpose sampling allows us to choose a case because it illustrates some feature or process in which we are interesting (Silverman, 2005).
There were 76 students in the three classes and all of them were taken as the participant of this study. These classes had been chosen based on the researcher informal interview with headmaster and vice headmaster. These classes were suggested because they have used English as a medium of instruction in learning science and math since 2007.
3.3 Research Design
which is in line with definition of case study that observes the characteristics of an individual unit – a child, a clique, a class, a school or a community and attempts to shed light on a phenomenon by studying in depth a single case example of the phenomena (Cohen and Manion, 1994 and Gay, 1996).
The descriptive method was used to describe the data during research and then tabulate. This method seems suitable to present the result of this study and to interpret the facts that were found in this study (Gay, 1987 in Haris, 2007). As quoted by Haris (2007) from Nasir (1983), he says that the characteristics of descriptive method are focused on the concentration how to solve the actual problems.
1.3.1 Data Collection Techniques
Data collection is as a series of interrelated activities aimed at gathering good information to answer emerging research questions (Creswell, 1998). In order to collect the necessary data, the study used questionnaire, interviews, and classroom observation. According to Cohen and Manion (1994) the use of two or more methods of data collection in the study of some aspect is called multiple technique or triangulation. The reason of using triangulation according to them is the more the methods contrast with each other, the greater the researcher’s confidence.
3.3.1.1 Participants or Research Object
3.3.1.2 Classroom Observation
Classroom observation technique is used to collect the data that are related to human being behavior, working process, natural signs, and the respondents are not too big (Sugiyono, 2006). Observation is a primary source of data in qualitative research (Merriam, 1998; Silverman, 2005) but this research needs observation as supporting data to see whether English is used in science and math class as an instrument of communication. So this technique will answer the first research question and it shall also reflect the honesty of students and teachers in answering the second and the third research questions.
As Nunan (1989) states that if we want to find out about classroom it is very important for us to do direct observation. The researcher needs to spend time looking in classroom. Since this research is trying to investigate the phenomenon of the use of English in teaching science and math in the classroom, then doing classroom observation is appropriate. And non participant observation was employed in this research.
In doing this research, the intensive classroom observation was conducted three times for each class in the third until the fourth week of May 2009. During classroom observation, the researcher sat among the students observing teacher activities, students’ feedback, teaching learning process, and taking notes on
teachers’ steps, teachers’ attitude, teachers’ skill, and students’ responds in
teachers implement the use of English in teaching sciences and math and the feedback is given by students and this purpose seems related to Alwasilah (2003) and Merriam (1998). They state that detailed descriptions of respondents’ activities, behaviors, and actions will be recorded in observation and classroom observation also see directly interaction process between teachers and students during teaching and learning process.
To do an accurate classroom observation, the classroom or teaching learning process was observed when science and math teacher were teaching their subjects to the students. Checklist and field notes were used in the observation (see appendix 1, p. 78). And this technique was used to answer the first research question.
3.3.1.3 The Questionnaire
In finding the answers of the second and the third research questions, the Likert scale (Dornyei, 2003 and Haryati, 2007) questionnaire utilized in this study comprises eleven questions for the students and ten questions for the teachers. The reason of using Likert scale is because the method is simple, versatile, and reliable (Dornyei, 2003). All of these questions were developed based on the research questions that had been composed based supervisors’ suggestion. Questionnaires were given to the students to know their opinions about the use of English in teaching and learning sciences and math.
teachers and the students had done in teaching learning process reflected in answering the questionnaires and it also reflected the observation result. The questionnaire asked the teachers’ and students’ perception of the use of English in teaching and learning science and math and their perception of their readiness of being part of RSBI program.
And before they were given to the students, the researcher explained to them about the use of the questionnaires that were going to be filled by them. During the activity, the researcher stayed in the classroom to watch the students who were answering the questionnaires. This activity took about 20 minutes in each class.
In other side, the questionnaires for the teachers were given individually outside the classroom (see appendix 2, p. 80). The researcher gave flexible time to the teachers to fill in and then collect the questionnaire sheets. All the students and the teachers did not find difficulties and problems in answering the questionnaires.
3.3.1.4 The Interview
A week after collecting questionnaire data, another method of data collection, Interview, was used. According to Emilia (2008 in class presentation) quoted from Cannell and Kahn in Cohen and Manion (1994) said that research interview is a two-person conversation to obtain research-relevant information and focus on content specified by research objectives and research questions.
learning science and math and their feelings being bilingual or international class. Interviews in this study also played an important role to enable the research “to check the honesty and the accuracy of – to verify or refute – the impression from the previous technique (Freakel and Wallen, 2002 and Gendroyono, 2008).
This semi structured and open-ended interviews (see appendix 4, p. 84) were applied in answering the second and the third research questions. The questions were about: students’ and teachers’ opinion of English, students’ English score, the effectiveness of using English as means of instruction in sciences and math class, the
frequency of using English by the teachers, the felling of being bilingual class, the
important of using English as means of instruction, and the readiness of the school as
RSBI. The 7 questions were followed by subsequent questions which were
conversational, and they were used to support the question from questionnaires and the result of observation. The interviews were also recorded. Thus, all of the recorded interviewees’ contribution were analyzed and transcribed.
3.3.1.4 Procedure of the Study
role of being international class and whether they are serious in using English in teaching learning process.
After collecting data from observation, the following technique was questionnaires that were given to teachers and students. The questionnaires have been developed based on the research questions in order to find out teachers’ perception or opinion of using English in explaining the materials. Next, the questionnaire would give contribution to find out students’ perception or opinion of using English in learning the subject. All questions of questionnaire will be enclosed in appendix pages.
The last, interview was carried out after giving questionnaire. The interview supported the questionnaire. The interviews that had used were semi structured. It was applied to find out students’ perception. Semi structured interview was used because the researcher has general idea where the interview should go and what should come out of it (Nunan, 1992). And besides that, the respondents were 15 students of 76. So, the researcher had enough time to make individual conversation or individual interview with them.
3.3 Data Analysis
In order to protect the identity and confidentiality of the participants, the data were analyzed based on the item of each questions not on the individual of participant, for example, the researcher counted how many respondents answered item number 1, number 2, number 3, and so on. At the last, the percentage of the data was taken based on the standard formula. All data analysis can be seen in chapter IV.
The data from classroom observation was analyzed to figure out whether teachers and students implemented what they knew about bilingual or using English as a medium of instruction in teaching and learning science and math. The data were divided into three phases of teaching learning process: pre-teaching, while teaching, and post teaching. Each phases had different activities that were observed. Some of criteria in observation sheet also supported research question number two and three. And the data will be explained clearly in chapter four.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
This study was supposed to find out the students’ and the sciences and math teachers’ perception on the use of English as a medium of instruction in teaching and learning sciences and math, and the running of learning process in sciences and math class of using English. From the results and findings in chapter IV, several conclusions can be drawn.
First, regarding the running of teaching and learning process in sciences and math using English, three of the teachers always used English in greeting and opening the meeting without translate the English. In reviewing the previous materials or before entering and explaining new topic, they also used English but they sometimes mixed English and Indonesia or they translated their English. There was only one teacher who never used English in greeting and opening the class, and reviewing the last materials.
shown that students used English when the teachers used it and students used Indonesia when teachers used it.
Second, concerning science and math teachers’ perception on the use of English as a medium of instruction, most of the teachers had positive perception. From the questionnaire, it can be concluded that all teachers had known the rule of RSBI well. They also had spirit to motivate their students to use English. And they had a will to improve and develop their ability in mastering English. The last, they believed that their school can run the RSBI program successfully.
Third, related to students’ perception on the use of English as a medium of instruction, the students also had positive perception toward the bilingual program in their school. It seemed that they realized of their position as bilingual students. They respected their teacher and they were also enthusiastic of using English in sciences and math class. And from the interview, the students also gave positive responses. And the interview supported the questionnaire data.
Fourth, from the researcher’s survey on the facilities that the school has, it can be said that it has complete facilities and all the facilities are almost suitable with the characteristic of RSBI that have been created by the government.
Next, Tucker (1999) concludes that individuals most easily develop literacy skills, cognitive skills and master content material when they are taught in a familiar language.
where children or students develop low levels of proficiency – for example, small vocabulary, incomplete grammatical knowledge, low levels of reading and writing skills – in both languages, educational and intellectual progress will be slowed down. However, where children’s abilities in both languages are relatively well developed (not necessarily equal), then there is evidence that bilingualism can enhance intellectual functioning (Cummins, 1981:24).
From Cummins’ statements, it can be concluded that teachers have important rule in motivating and developing students’ ability in understanding and mastering language and content.
5.2 Suggestions
Since this study has some weaknesses in collecting the data, presenting the data, finding related theory of the study, and organizing the thesis, the researcher needs corrections and suggestions from her beloved supervisors, colleague, and readers to make this thesis acceptable.
Beside the researcher wants to share some suggestions to the decision makers of the policy as the followings:
1. As a RSBI that implemented Content-Based Curriculum, Stryker (1997) suggests that the stakeholders or the school must consider:
a. How they can build the necessary interdisciplinary foundation b. How they achieve the desired balance between language and content c. How they select the subject and how they sequence them
2. All the elements of the school must support each other. It is better for the teachers to work in team so that they will know each other about their weaknesses and their capability. And they will help and share each other in developing their ability to run the bilingual program.
3. Avoiding teacher’s shocks as teachers in RSBI, it is better to the government to see the readiness of human resources of the school before guarantying the school as RSBI or SBI
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