i
SCIENCE TEACHERS’ PERCEPTIONS IN TEACHING SCIENCE USING ENGLISH
A Comparative Study Towards Science Teachers Between Two RSBI Schools in Salatiga and Semarang
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Jaclyn Angelina Kaunang 112010801
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
4
Science Teachers’ Perceptions in Teaching Science Using English A Comparative Study Towards Science Teachers
Between two RSBI Schools in Salatiga and Semarang
Jaclyn A. Kaunang
English Department of Satya Wacana Christian University, Salatiga
Abstract
RSBI had became an education phenomenon with its on-going debate on its usefulness in improving Indonesia’s teaching system. Some studies had shown that one of RSBI’s deficiency lies in the teachers. It is believed that teachers are the key factor of whether or not a teaching learning activity is successful. This study investigated the perceptions of science teachers in two RSBI schools located in Semarang and Salatiga, and compared the difficulties and strategies they applied. The purpose of this study was to find out whether there were any difference or similarity in the perceptions, difficulties, and strategies which hopefully can help improving the teaching learning activity in both schools. The participants of this study were 6 science teachers, 3 from each school, who were all interviewed separatedly. The participants were all Indonesians and had been teaching science for over 10 years. They were all non native English speakers and had been teaching science using English for at least a year or more. After the interview, the data collected were transcribed verbatim and analyzed and they showed that there were no difference between the perception of science teachers in those schools. This study also found out the difficulties the teachers’ faced and the strategies they used to overcome them.
Keywords: RSBI, teachers’ perceptions, comparative studies.
Introduction
5
more than one language, and not just speak two different languages fluently as the common perception is. But then, if the purpose is just to be able to communicate with the people using the language to get better job oppurtunities or to be able to exchange informations, then being able to use (speak and/or write) and understand the language is enough (Baker, 2011). This is where the Bilingual Education was born.
According to University of Michigan, bilingual education is any education system or level which uses two languages as the medium of instruction. So if a school is presenting their materials in two languages (e.g. an Indonesian school who is using English alongside with Indonesian in its teaching and learning activities), then the school is performing a Bilingual Education.The purpose of Bilingual Education is to make the students accustom to the second language. According to Genesee (1984) cited in Genesee (2004), this is to utilize the children’s ability to absorb second language easier at the early ages. So it is be regarded more useful if the second language is being taught to children as the language will be acquired more naturally.
6
alternative implementation of policy improvements in the quality of education equated the quality of human resources within the national context in global competition” (ibid, pp: 1). This means that the creation of RSBI/SBI is simply to provide the nation a form of education that will prepare its people to compete internationally. The RSBI/SBI is different from the standard schools in their method, approaches, curriculum and materials, and most importantly because the RSBI/SBI uses the English language to teach non English subjects, especially science and math. The difference with International Schools is that RSBI/SBI are using English as a foreign language, whereas students and teachers are not the native speakers of English, while in the International Schools the students and teachers are mostly using English as their first language. The difference between RSBI and SBI is that the RSBI (Rancangan Sekolah Bertaraf Internasional) are not yet the Internationally Standardized Schools, they are still in the planning stages. This means they are the schools that are being prepared to be an Internationally Standardized Schools where the teaching learning activities are designed to fulfill the needs and the qualification of an Internationally Standardized Schools and the students and teachers are trained to get used to using English as the mediator of their teaching learning activities. While SBI in the other hand, are the schools that have passed the planning stages and being granted the predicate Internationally Standardized School (Rahmat, 2011).
7
of being a failure, for he argues that this kind of “educational initiative” needs few years before it can show the results (Bax, 2010: pp, 49). In line with this, many research has been done to find out the problems and necessities of RSBI in order to provide techniques to fix the problems. Some studies (Rahayuningtyas, 2009; Pebrioni, 2010; Setiawan, 2010) around Salatiga, Central Java show that the teachers are not ready to use English as a medium of instruction in teaching subject matters. Moreover, they also reported that teacher’s competence in English seemed to be the biggest challenge. Even some teachers were lack in English especially pronunciation.
A proficient teacher is very important in bilingual education, because the teacher will surely affects students’ understanding and language skill development, because for learners, the classroom is the main place where they frequently practice the target language. Teacher talk is particularly important to language teaching (Cook, 2000). It is determined whether learning in a classroom succeeds or not. Many scholars found teacher talk makes up around 70% of classroom language (e.g: Cook, 2000; Chaudron, 1988). This includes explanation about the lesson, reinforcing of students’ participation in classroom activity, answering students’ questions, etc. Even Stern (1983) believes that when a second or foreign language is being taught in an environment that is not supportive for example, English that is being taught in an Indonesian school whereas the surroundings of the students’ (both in school and home) are using Indonesian, then the instructions will be the only access of the foreign language into the students’ memory. The instructions means here is the teachers’ talks that are being spoken in class.Therefore, it is very crucial to prepare the teachers well in order to get an effective teaching learning absorption.
8
experience in teaching science using the English language which in the end will affect the transfer of their knowledge to their students effectively.
Teachers’ Perceptions and Comparative Studies
Teachers’ attitudes in teaching leads to the effectiveness of a teaching and learning activities. Their perceptions and attitudes are important and have been studied overtime, and lately underlies how to understand what triggers their actions (Richardson 1996, cited in Brown, 2009). He believes that the perceptions is a psychological tool that determines a person’s actions. In language teaching, the teachers’ perceptions are mentioned as the key of students’ language development, it can improve the development, or decrease it (Vizconde, 2006). It means that what the teachers feel or how they react about their teaching will determine the success of language teaching. That is why finding out the teachers’ perceptions is necessary to determine their attitudes towards the fact that they have to teach science using English which is not their first language. Similar to this, Rao and Narayana (1998) believe that perception is very crucial in human’s behaviour, it is the mental device of people to understand their environment. In their belief, behaviour comes after perception, hence, perception is important in determining human’s behaviour. According to them, “perception is the process whereby people select, organise, and interpret sensory stimulations into meaningful information about their work environment.” (ibid., 1998; pp.329). Therefore, to figure out their perception is important and can be useful in order to improve their quality of teaching because by knowing their perceptions, we can determine what are their drawbacks and find out the best solutions to fix the shortage.
9
proposes that the teacher must have the training, personality, characteristics, and ability to teach the fundamentals of the language to the students. Not only that, teachers must encourage students to learn the materials and most importantly, use them. Therefore, the teachers’ perception towards a teaching approach is badly needed, this is to ensure that the teachers will successfully transfer the essense of the lessons to their pupils and to avoid misinformation of the materials from teachers to students.
Each people have different perception about something. Comparing the perceptions of a few people can benefit as it will enrich our knowledge and will broaden our awareness about a topic. Comparative studies is one of the most popular research method, it has been used in educational fields since nineteenth century to “achieve various objectives” (Hantrais, 1995:1). By all means, comparing one case with another is a useful tool to gain more in-depth touch about something. With knowing if there is any relationship between two cases towards on a phenomenon, we can estimate the main problem of the phenomenon itself, henceforth simplify our way to find the solution.
10
Another study of teachers’ perceptions was conducted by Brown (2009) who compared teachers’ and students’ perceptions about effective foreign language teaching. He based his study on the theory of a few scholars (Horwitz, 1990; Kern, 1995; Schulz, 1996, cited in Brown, 2009). He believes that if there are inequality between the expectations of teachers and students, it can influence the satisfaction of the students which leads to the damage of the study. Brown (2009) found out that there were differences in the expectations of students and teachers concerning the approach that was being used in their classroom. While the teachers prefered a more communicative classroom, the students seemed more likely to choose the grammar-based approach. Brown (2009) then suggested the teachers to be more coorporative in providing the students needs and actively try to find out what the students wanted. He also suggested to constantly carry out a discussion in order to find best solutions that could satisfy both parts.
A study of comparison towards science teachers’ perceptions however, were more difficult to find. Nevertheless, a study carried out by Osman, Halim, and Meerah (2006) in Malaysia came to the surface. This study was conducted in Malaysia towards 1,690 practicing secondary school science teachers. They wanted to know if other factors such as gender, school location, and area of specialization affected the needs of those teachers in improving their science instructions. The needs of English as the medium of instruction and the use of multimedia technology is mostly selected, while updating teachers’ content knowledge and technical skills were not badly needed. On the other hand, the respondents admitted that they need help in planning and designing their science instructions, also in improving their “pedagogic generic knowledge and skills” (Osman et al., 2006: pp, 73). While in terms of the other factors that affects the needs of the science teachers, they found out that the female teachers in rural areas were the ones who needs more training in all dimensions. They argued that the teachers in the urban areas are more likely to receive and/or exchange updated informations concerning science teaching for they are better equiped and surrounded by conducive environment (Osman et al., 2006).
11
My goals are to find out what are the teachers’ perceptions and how it affects the teaching learning activities and students’ achievements. Hopefully this research can be a reference in improving teaching learning activities of science in RSBI schools and can trigger similar studies in other locations.
Methodology
Participants
I have limited the number of participants of this research to six (n=6) science teachers consisting of three (n=3) science teachers from SMAN 1 Semarang, and three (n=3) science teachers from SMAN 1 Salatiga. They were all appointed by the Deputy Headmasters of each school, with the consideration of time availability and their willingness to be interviewed.
The participants from Semarang were two men and one woman, all three were within the age range of 42 to 48 years old. All of them graduated from faculty of education, majored in science, and had been teaching science for more than ten years when this study was being conducted. They were Indonesians. One of them had been teaching science in English for approximately two years, since he moved to SMAN 1 Semarang, while the other two participants had been teaching science in English since the establishment of RSBI in their school in 2008.
The age of the participants from Salatiga ranged from 37 to 58 years old, and they were one man and two women. They had been teaching science for at least 12 years, and had been teaching science in English since their school designated as one of the RSBI school. They graduated from universities majoring in science. They were all Indonesians and English is a foreign language to them.
Data Collection
12
The interview questions were focused on three aspects; the perceptions of the teachers towards teaching science using English, the use of English in their classrooms, and the difficulties the teachers faced and their strategies to overcome those difficulties. The interviews were conducted in their mother-tongue, in order to avoid miscommunication and to ease the interview process. All interviews were tape-recorded, and later on being transcribed verbatim for further analysis.
Data Analysis
The data transcription were conducted as soon as all the data were collected. Thereafter, I summarized the interview results by the teachers’ location and their answer to each questions to find out whether there were differences or similarities between the answers from Semarang teachers and Salatiga teachers. After that, I grouped the answers into the three focused aspects which were; the perceptions of the teachers towards teaching science using English, the use of English in their classrooms, and the difficulties they faced and strategies they use in their teaching of science using English. Then, I analyzed them with the support of previous studies and relevant theories, and finally I made conclusions based on the findings and analysis.
Findings and Discussions
The Perceptions of Science Teachers towards Teaching Science Using English
According to the findings, the perceptions of teaching science using English as the medium of instructions by the teachers are quite different. When the new regulation of teaching science using English implemented in their school, Salatiga teachers had different response towards it. Participant A insisted her strong disapproval. In response to the question about how she felt when she first heard about the program, she answered:
13
Her colleague, Participant B, showed not much of a concern towards this new regulation. He admitted that he felt mediocre, yet then expressed his support by saying that according to him, the new implemented system of teaching science using English could be done. Meanwhile, Participant C, in response to the same question, expressed strong approval towards this, although she still thought that it would not be maximal as shown in her comments:
“Very supportive, yaa. But many problems occured in the fields. It (the teaching science using English regulation) can be implemented, yaa... although it won’t be optimal.” Participant C, as translated by writer.
While the responses from Salatiga teachers were varied, Semarang teachers shared the same opinion. They positively agreed with this new regulation. Their reasons were varied, Participant 1 took teaching science using English as a challenge, Participant 2 tried to be optimistic, and Participant 3 welcomed this system happily. Here are some of their comments:
“Challenge. Yah, everything is...when... for me, my principle is, I am happy when there’s challenge like that because there is something new. I am like that... If before my English maybe just yes/no... Because there’s that (the teaching science using English regulation), I got to know yesterday and I love you, like that...Hahahahaha...” Participant 1, as translated by writer.
“Ya alhamdulilah, what is it... if it me, I feel... I happen to like English, so... Let’s try that (teaching science using English). We’re optimistic... We try to give... what...try to learn, lah... like that.” Participant 2, as translated by writer.
Teachers in Semarang had shown positive attitude towards teaching science using English. Their responses were showing their intention of improving their knowledge and their teaching by utilizing this regulation properly. The amount and quality of teacher trainings can be one of the factors that influence teacher’s motivation in teaching, as proven in Gibbs and Coffey (2004). Teachers who had trainings will be more confident in teaching, hence increases their motivation in teaching.Salatiga teachers admitted they only had a small amount of trainings before being sent to teach science in English, while Semarang teachers received continuously rich trainings and courses.
14
the years. First was at LIA, eh... no no...opo jenenge (what’s the name?)... The one located in UNIKA, it was twice and then at LIA, at LIA was 4 times. And the last one was at STAMFORD. The course models were various... We had like conversations, and then TOEFL and TOEIC preparations, and then there were syllabus comparing, and reading, and many more...” Participant 1, as translated by writer.
Participant 1 had a very positive view about teaching science using English and he related it to the trainings he had which made him more confident. This is proven by his answer when he was being asked about his feelings when he was first appointed to teach science using English. Participant 1 admitted he felt happy when he taught science in English for the very first time. His comment was as follow:
“I was happy. Yes, I enjoyed it. Because... eh... when I teach [in] English, I didn’t teach for the whole of it, just what I was capable of. Yes, but sometimes, you know... our tenses... hehehe... The important thing is, the students understand us, that’s all... We just, enjoy it...” Participant 1, as translated by writer.
However, despite of their supports of this program and regardless of the amount of teacher training they attended before, when being asked about their feelings when they first taught science using English, the other participants responded variously. Participant A, C and 2 gave similar answers. They did not feel confident, and felt that there were still too many constraints. One interesting comment came from Participant 2:
“Teaching [science] in English, what I felt, maybe because it was a long time ago, ya. I mean we spoke English tuh when we were still in college maybe. [...] So, now we try, ya. That’s it. We try... so because we didn’t use it for a long time, the tongue felt rigid, gitu yah... and then, we were worried too, because our pronunciation also automatically, because rarely used, it’s not very fluent, ya.. Needs more practice, a lot of practice, gitu... But, [I] had felt nervous also, because we felt that kids nowadays, yahh... especially in English, a lot of them are already fluent, so at first we told them, we learn together...” Participant 2, as translated by writer.
15
According to Gardner (2001), teachers’ perceptions affect their teaching practices, whereas in these findings, although some of the participants positively agreed towards teaching science using English, all of them still preferedteaching their subject using Indonesian. Participants from Salatiga argued that using Indonesian would make it easier for the students because the Ujian Nasional or the National Examination uses Indonesian. Participant B even went more assertive by included the Sumpah Pemuda, or the Youth Pledge, which is the foundation of the national awakening which led to the independence of Indonesia. He reasoned:
“I prefer Indonesian, mbak. Because Bahasa Indonesia is the national language, kan. There is SumpahPemuda loh mbak. Sumpah Pemuda is sacred, kan mbak.” Participant B, as translated by writer.
Basically he meant that Indonesian people had admitted the Indonesian language as our one and only national language, and considering the Youth Pledge is sacred, Indonesian people could not just ignore it and change the education system’s language into a foreign language. This argument is in line with Tilaar’s (2012) comment which stated that the concept of RSBI was contradictory with the culture of Indonesia. While the Salatiga teachers were firmly prefered Indonesian, the Semarang teachers, despite their desire to use Indonesian as the medium of instruction in their teaching, realized the needs of habituated their students with English. Teachers in Semarang apparently were in favor of Charlton and Andras’ (2005) belief that there is a need of a common language to accommodate the communications of education globally and that common language is English. The Semarang teachers were fully aware that the need of exchanging information in order to improve knowledge should be supported with good communication skills, which refered to mastery of a global language, which is English, and they strongly believed that being fluent in English would smoothen their students’ path in absorbing knowledge from developed countries, as Participant 2 commented:
16
She firmly believed that in order to compete globally, learning the global language was inevitably necessary. Thus, for the sake of their students, they prefered teaching in English, although they all agreed that in explaining the concept or giving the formula they still used Indonesian, and then they translated them to English. While in presenting theories and terms they used English and then translated in Indonesia whenever they felt necessary. The code switching and code mixing technique played an important role in their teaching and learning activity.
The Use of English in Their Classroom
On the contrary, although aware of the important role of English in the globalization era, the teachers seemed to emphasize more in the understanding of the concepts, not the language. This is proven by the amount of English they involved in class. In Salatiga, when being asked about the amount of English they used when they first teaching science in English, the answer varied. Participant A admitted that she used English only at the beginning and the end of the lesson, and also when she checked students’ absence. Participant B claimed he had mixed English and Indonesian in his teaching, but still used Indonesian to present important points, while Participant C admitted she used 50-60% of English in her class because she believed teaching using English need an optimal preparation, and it took a lot of time, as she commented below:
“50-60% at most.Because teaching learning activity using English needs an optimal preparation, when we are required to achieve the completion of the materials.”Participant C, as translated by writer.
Semarang teachers, however, answered differently regarding the use of English in teaching science for the first time. Participant 1 agreed with the Japanese science teaching system which was 80-20, whereas 80% of the teaching used the mother tongue, while the other 20% used English. His comments were as follow:
17
probably just the physics terms gitu yah...” Participant 1, as translated by writer.
Participant 1 applied the 80-20 theory he explained before in his classroom, while participant 2 tried to apply what she called the “on-off” method. She tried to use all English and translated into Indonesian if she thought her students were still confused, as she admitted in these comments below:
“Ya.. We did on-off yaa..we try teaching learning activity in English, we were full English also, if my students still confuse, still seem so confuse, we [turn] it (the English) off, and cover again in Indonesian” Participant 2, as translated by writer.
While her colleague, Participant 3, admitted to use not more than 50% of English in his classroom. He argued that in explaining physics concept was more understandable with mother tongue. This argument was being proven by several studies about how the use of mother-tongue in bilingual education could improve the teaching learning effectiveness(e.g: Cummins, 2000; Shin and Krashen, 1996.)
Furthermore, after a few years of teaching science using English, all Salatiga teachers admitted their non-improvement. All participants regretfully confessed that they were still not confident, and still used Indonesian mostly, just like the first time they used English in their teaching. On the other hand, after some time teaching science using English, Participant 1 and 2 both agreed they had grown more confident and used English more in their teaching compared to the first time they taught, while Participant 3 still wasnot satisfied enough with his teaching and thought it needed to be improved. Later on, when being asked whether or not their teaching could be developed, all participants directly responded with their agreement. Participant 3 wanted to improve the multimedia, practices and materials so that his students could understand his lessons easily. While Participant 1 wanted to improve his English, as he stated below:
“Ohh..Yes, of course it can [be developed]... especially in English. I want to, in the future, I want to... when I teach and give formula, I can perform them in English...” Participant 1, as translated by writer.
18
test scores. These teachers admitted that the tests they presented were bilingual and obviously the results of the Indonesian tests were better than the English ones:
“Yes, of course they understand, because I use Indonesian. In exams I use English and Indonesian. Of course there are differences between those two. The Indonesian test results were better than the English ones.” Participant A, as translated by writer.
“In tests I use 50% English and 50% Indonesian. So for example there are 10 questions, 5 are in English, and 5 are in Indonesian. The English test scores in average…jeblok (very bad). So yes, the English test score are lower than the Indonesian.” Participant 1, as translated by writer.
Participant C, on the other hand, believed her students understood because she did not use 100% English while teaching, and claimed that her students understood her teaching better when she used Indonesian as the medium of instructions. Nonetheless, the tests, although were given in 30% English, no difference occurred between the Indonesian scores and English scores:
“Yes, mbak. The kids understand, because I didn’t use 100% English. I think they understand better when I use Indonesian when explaining [subject matter] to them. We [give] 30% of the questions in English. No difference, mbak.Almost the same. No difference.” Participant C, as translated by writer.
Meanwhile, Participant B and 3 cohesively stated that their students’ problem was not the language, but the concept. Their statements were supported by the test scores of the students.
“When it comes to language they are already understand, mbak. The physics concepts ituloh.. About the language, they’ve already understand, if not, they can find a dictionary, kan? Tests are in 60% Indonesian and 40% English, and the results are not much different...” Participant B, as translated by writer.
19 Difficulties and Strategies
Analysis in the difficulties in teaching science using English showed that there were three most common problems they faced, which were; the students’ complexity, the explanation of the concept, and the references. The students’ varied backgrounds sometimes caused confusions in teaching learning activities and progress. Some students who were familiar with learning using English (came from bilingual schools or had interacted with English since early ages), were easier to follow the lessons, but some were not as such, thus made them difficult in learning.
“Students’ complexity is various. There are some of them who are already good in English, then no problem. But there it is possible even in RSBI schools, students with poor English. Sometimes we’re a little troubled with that...” Participant 2, as translated by writer.
Participant 2, 3, and C agreed that their difficulty lied in the references. They usually troubled in finding materials, and additional resources, as shown in the comment below:
“The reference book... We got our reference books from abroad and their words are so physically, I mean... very physics, so sometimes when students, anu...English Indonesian, I mean...We’re step by step...but sometimes there are confusing sentences...” Participant 2, as translated by writer.
She meant that in using the reference book sometimes there were confusing words, like the science term, which could not be translated verbatim. This made them confused,because words or terms in the reference books were not like ordinary words and sometimes the meaning was different with the ones in the dictionary.
Another difficulty according to Participant 1, A, and B was in explaining the concept. In Indonesian alone, explaining physics concept was hard, not to mention have to explain it in English. Participant 1 commented as shown below:
“The important thing about physics is the concept. And after that, giving the formula. In the matter of definition, it is easy... but when we explain the concept and then give the formula, in English, this is what worried me. I’m affraid the students’ will miss it” Participant 1, as translated by writer.
20
worries of misconceptions burdened them. Choosing words were the trouble that all subjects shared, they did not feel confident; therefore they feel difficult in arranging sentences. They were also afraid that students would ask questions that they could not answer.
In order to solve these problems, all participants agreed that they used the help of multimedia, as Coleman and Pimentel (2011) suggested. Participant 2 explained her method of using LCD in teaching was very helpful in supporting the students’ understanding, as her comments below:
“It turned out the use of LCD helps a lot in my teaching. So we took external sources, but with the sentences shown on screen made us more confident. So we can learn about it before teaching, and then we presented it to the students, and students seem more understand with the use of LCD.” Participant 2, as translated by writer.
21 Conclusion
The result of the study had shown that there were no difference between Semarang and Salatiga science teachers’ perception towards teaching science in English, although Semarang teachers seemed to show more positive attitude, while Salatiga teachers were more uncertain about it. Some of the Salatiga teachers were supportive towards teaching science using English, although still uncertain about the effectiveness of it in their students’ achievement, while their colleague was firmly disapproved. Newman and Way (2009) believe that teachers’ perception can potentially affect the students understanding of subject matters, which the teachers’ with positive attitudes can help motivate students and labor more efforts in finding ways of making their teaching more effective. Yet, according to this study, despite their perceptions of the teachers, whether it is positive or negative, apparently they were all agreed that they still prefer teaching in Indonesian than in English, although Semarang teachers later on admitted their awareness of the globalization era and the important role of English in the mentioned era, therefore disregarded their language preferance and choose English anyway. Nevertheless, despite of their language preference, the amount of English they used in class were practically high. Most of the teachers used English from 20-60% in their teaching, except for one participant who only used English in the greetings and checking attendance. In class, they used English-Indonesian language mixing and translating technique. Over the years, Semarang teachers admitted their progress, they grew more confident and used English more in their classroom, although one of them admitted his dissatisfaction and his needs of improvement, while Salatiga teachers confessed that they were not improving. One of the factor that influenced their support towards this system was the teacher trainings which the Semarang teachers admitted had increased their confidence, hence made them viewed the system better. However, this study also showed that there were no difference between the students’ achievement, in Semarang or in Salatiga. Some teachers admitted that their students’ scores in English were lower than the Indonesian ones, while the other teachers stated that there were no difference whatsoever.
less-22
prepared or not prepared teachers. All participants apparently were in favor of this statement as they admitted that since they were appointed to teach science in English, they spent more time in preparing their teaching. The use of multimedia and dictionary were commonly chosen by the participants to overcome the problems mentioned before.
At the end,all Semarang participants reiterated that their view toward teaching using English was very positive as they considered their teaching could be improved by improving their English. In the future they expected more teaching materials and practices which could help them to understand in English. They were also looking forward for more innovations in teaching science, because all of them agreed to see innovations and changes as challenges which lead to a better teaching. While Salatiga teachers, although not very fond of this system of teaching science using English, evidently still made efforts to succeed in their teaching. Hence answered the research question of this study as purposed earlier.
1 References
Akuntono, I. (2012, March 6). Kemendikbud keukeuh RSBI mencerdaskan bangsa.Harian
Kompas. Retrieved June 2012 from http://edukasi.kompas.com/read/2012/03/06/13425070/Kemdikbud.Keukeuh.RSBI.Men
cerdaskan.Bangsa
Astika, G. (2009). Model kelas bilingual di sekolah bertaraf internasional: Sebuah pemikiran konseptual. Retrieved August 2012 from http://gurupembaharu.com/home/model-kelas-bilingual-di-sekolah-bertaraf-internasional-sebuah-pemikiran-konseptual/
Baker, C. (2011). Foundations of bilingual education and bilingualism 5th edition. USA: McNaughton & Gunn Ltd. Retrieved August 2012 from http://www.google.co.id/books?hl=en&lr=&id=fEt5VKBIMSsC&oi=fnd&pg=PR6&dq=bilin
gual+education&ots=iEQnIlnTFR&sig=rrfFKd3FNIemDhZ93-ddXuxUhts&redir_esc=y#v=onepage&q=bilingual%20education&f=false
Bax, S. (2010). Researching English bilingual education in Thailand, Indonesia, and South Korea. The British Council.
Brown, A. V. (2009). Students’ and teachers’ perceptions of effective foreign language teaching: A comparison of ideals. The Modern Language Journal, 2009; pp. 46-50.
Charlton BG.,&Andras P. (2006). Globalization in scienceeducation: An inevitable and beneficialbrend. Medical Hypotheses66; 869-873
Chaudron, C. (1988). Second language classrooms: Research on teaching and learning. Cambridge: Cambridge University Press.
Coleman, D. & Pimentel, S. (2011). Publisher’s criteria for the common core state standards in English language art and literacy, Grades 3-12.
Cook, V. (2000). Second language learning and language teaching (2nd Ed.). Beijing: Foreign Language Teaching and Research Press.
Crystal, D. (2003). English as a global language. London: Cambridge University Press.
Retrieved August 2012 from http://www.sprachshop.com/sixcms/media.php/811/english_as_a_grobal_lang_sample_
ch.pdf
Cummins, J. (2000). Language,power, and pedagogy: Bilingual children in the crossfire. Clevedon: Multilingual Matters.
Darling-Hammond, L. (2000). How teacher education matters.Journal of teacher education, Vol. 51, No. 3, May/June 2000 166-173. American Association of Colleges for Teacher
Education. Retrieved December 2012 from http://wiki.sugarlabs.org/images/a/aa/Darling_Hammond.pdf
Ferguson, R. (2003). Teachers’ perceptions and expectations and the black-white test score gap. Boston: Harvard University. Retrieved August 2012 from
2
Finley, F. N., Stewart, J., &Yarroch, W. L. (1982). Teachers’ perceptions about important and difficult science content. Science education volume 66, issue 4. John Wiley & Sons. Inc. 1982; pp, 531-538. Retrieved August 2012 from http://onlinelibrary.wiley.com/doi/10.1002/sce.3730660404/abstract
Gardner, R. C. (2001). Integrative motivation and second language acquisition.Z. Dornyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 1–19). Honolulu: The Universityof Hawaii, Second Language Teaching & Curriculum Center.
Genesee, F. (2004). What do we know about bilingual education for majority language students?.Bhatia TK, Ritchie W, Eds. Handbook of bilingualism and multiculturalism. Malden, MA: Blackwell 2004; pp, 547-576. Retrieved August 2012 from http://www.psych.mcgill.ca/perpg/fac/genesee/HDBK%20BILINGUAL%20EDUCATION.pdf Gray, D. S.,& Souter, N. (n.d.).Secondary science teachers use of, and attitudes towards, ICT in Scotland. Scotland: University of Strathclyde. Retrieved August 2012 from http://intl.concord.org/cbe/papers/souter_Secondary.html
Gibbs, G.,& Coffey, M. (2004). The impact of training of university teachers on their teaching skills,their approach to teaching and the approach to learning of their students. London, California, and New Delhi: SAGE Publications.
Hallet, E. E. (2005, July 23). Most Indonesian schools struggling with bilingual education issue. The Jakarta Post. Retrieved August 2012 from
http://www.thejakartapost.com/news/2005/07/23/most-indonesian-schools-struggling-bilingual-education-issue.html
Hammers, J. F.,& Blanc, M, H, A. (2000). Bilinguality and bilingualism second edition. United Kingdom: Cambridge University Press.
Handayani, T. N. (2011). Teacher’s atitudes towards teaching mathematics using English in a bilingual school: Acase study. Salatiga: Universitas Kristen Satya Wacana.
Hantrais, L. (1995). Comparative research methods. Social research update issue 13. Surrey: Department of Sociology, University of Surrey. Retrieved August 2012 from http://sru.soc.surrey.ac.uk/SRU13.html
Harding, E.,&Riley, P. (1992).The bilingualfamily. Cambridge: Cambridge University Press. Harian Kompas. 2012. Mutu RSBI Tak Lebih Istimewa dari Reguler. Retrieved June 2012 from
http://edukasi.kompas.com/read/2012/02/18/02373212/Mutu.RSBI.Tak.Lebih.Istimewa. dari.Reguler.International
Napitupulu, E. L. (2012, May 15). RSBI Harus Dibubarkan. Harian Kompas. Retrieved
December 2012 from http://edukasi.kompas.com/read/2012/05/15/16482067/RSBI.Harus.Dibubarkan
Newman, H., &Way, J. (2009). Teacher perception and motivational style.R. Hunter, B. Bicknell, & T. Burgess (Eds.), Crossing divides: Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasia (Vol. 2). Palmerston North, NZ: MERGA.
3
Osman, H., Halim, L., &Meerah, S. M. (2006). What Malaysian science teachers need in order to improve their science instruction: A comparison across gender, school location, and area of specialization. Eurasia Journal of Mathematics, Science and Technology Education Volume 2, Number 2, July 2006: pp, 58-81.
Pebrioni, N. M. (2010). The difficulties faced by first grade science teachers in RSMABI school at SMAN 1 Salatiga : Case study. Salatiga: Universitas Kristen Satya Wacana. Rahayuningtyas, P. (2009). Teacher’s difficulties in teaching English in immersion classes.
Salatiga: Universitas Kristen Satya Wacana.
Rahmat.(2011). Kebijakanpemerintah tentang RSBI/SBI pada masa yang akandatang. Retrieved April 2011 from http://gurupembaharu.com/home/wp-content/uploads/downloads/2011/02/Kebijakan-Pemerintah-Tentang-RSBI-dan-SBI.pdf Rao, V. S. P.,&Narayana, P. S. (1998).Organisation theory and behaviour. Delhi:Konark
Publishing Company.
Santoso, T. (2006). The benefits of bilingual education and its application in Indonesia.Jurnal Pendidikan Penabur - No.06/Th.V/Juni 2006. Jakarta: Badan Pendidikan Kristen Penabur: pp, 42-45.
Setiawan, H. (2010). English communication skills of RSBI teachers at SMPN 1 Salatiga. Salatiga: Universitas Kristen Satya Wacana.
Shin, F. H.,&Krashen, S. (1996). Teacher attitudes towards the principles of bilingual education and sudents’ participations in bilingual programs: Same or different. The bilingual research journal, winter 1996, Vol. 20, No.1, pp. 45-53.
Stern, H. H. (1983). Fundamental concepts of language teaching. Shanghai: Shanghai Foreign Language Education Press.
Vizconde, C. J. (2006). Attitudes of student teachers towards the use of English as language of instruction for science and mathematics in the Philippine. Robertson P, Jung J, The linguistic journal November 2006, Volume 1, Number 3. British Virgin Island: Linguistic Journal Press; pp, 7-33. Retrieved August 2012 from http://www.linguistics-journal.com/Nov2006LinguisticsJournal.pdf
Wedhaswary, I. W. (2012, February 16). Nuh: Apa Salahnya RSBI?. Harian Kompas.
Retrieved June 2012 from http://edukasi.kompas.com/read/2012/02/16/11183938/Nuh.Apa.Salahnya.RSBI.
4 Appendix
Interview Questions
1. Berapa lama Bapak/Ibu telah mengajar sebagai guru sains? How long have you been teaching science?
2. Mulai kapan (tahunberapa) Bapak/Ibu mengajar sains dengan bahasa Inggris?Berapa lama Bapak/Ibu telah mengajar sains dengan bahasa Inggris?
Since when (what year) have you been teaching science using English? How long have you been teaching science using English?
3. Ketika sistem baru yaitu pengajaran sains dengan bahasa Inggris akan diterapkan, bagaimanapendapatBapak/Ibumengenaikebijakanitu?ApakahBapak/Ibusetujudengankebijak anitu? Apakah system itu, menurutBapak/Ibu, dapatdilaksanakan/diterapkan?
When the new system which is teaching science using English were being implemented, what do you think of it? Did you agree with that regulation? Was the system, according to you, can be implemented?
4. Seadainya Bapak/Ibu boleh memilih, apakah Bapak/Ibu lebih suka mengajar sains dalam Bahasa Indonesia atau Bahasa Inggris? Mengapa?
If you could choose, do you prefer to teach in English or in Indonesian? Why? 5. SebelumsekolahmemulaimenerapkanpengajaransainsdenganBahasaInggris,
apakahBapak/Ibumendapat pelatihan?Pelatihanituberapa lama? Apajenispelatihanitu? ApakahmenurutBapak/Ibu, pelatihanituberguna? Apakahpelatihanitumencukupi?
Before the school started the teaching science using English system, did you got trained? How long was the training? What kind of training was it? Was it useful? Was it sufficient? 6. Bagaimana perasaan Bapak/Ibupadasaatpertama kali mengajar sains dalam bahasa Inggris?
How did you feel when you first taught science in English?
7. Ketikapertama kali mengajarsainsdalamBahasaInggris, berapabanyakbahasaInggris yang Bapak/Ibuibupakai?Mengapademikian?
When you first taught science in English, how much English that you used? Why?
8. Setelah mengajar sains dengan Bahasa Inggris selama…….., bagaimana perasaan Bapak/Ibu sekarang? Apakah sekarang Bapak/Ibu merasa lebih percaya diri? Apakah Bapak/Ibu lebih banyak menggunakan Bahasa Inggris daripada saat pertama kali mengajar?
After teaching science using English for ..., how do you feel now? Do you feel more confident? Are you using English more than you first taught in English?
9. Kesulitan-kesulitan apa sajakah yang Bapak/Ibu alami selama mengajar sains dengan bahasa Inggris? (Tanya daripersepsi guru, murid, fasilitassekolah, resources/buku-buku). What are the difficulties you face while teaching science using English? (ask from the teacher’s perception, students, school facilities, resources.
5
What are your strategies to overcome those difficulties?
11.Menurut Bapak/Ibu, apakah pengajaran sains yang selama ini Bapak/Ibu lakukan masih bias ditingkatkanlagi?
Do you think the science teaching you are doing now can be improved?
12.Menurut Bapak/Ibu, apakah murid-murid mengerti sebagian besar pengajaran yang Bapak/Ibuberikan?
Do you think your students understand most of the lesson you gave?
13.Dalam bahasa apakah ulangan ataupun ujian yang Bapak/Ibu berikan kepada anak-anak? Apakah, menurut Bapak/Ibu, ada perbedaan dalam hal nilai ulangan ketika diberikan dalam Bahasa Inggris dan dalam Bahasa Indonesia?
In what language the tests you give to the students? Is there any difference in the test scores in English and Indonesian?
14.Menurut Bapak/Ibu apakah murid-murid lebih mengerti ketika Bapak/Ibu menggunakan bahasa Inggris atau bahasa Indonesia sebagai bahasa pengantar?
