of English science occurred. Videotape recording shows the activities of lecturer’s and students’ interactions in English science classroom. These activities are as efforts to give science students good understanding and skills of science subject, pedagogy, as well as pedagogy content knowledge for junior high school science.
B. Data and Source of Data
The research data are qualitative data and the data source are derived from transcripts of videotape recordings observation in science classroom. Types of data obtained are transcriptions of video including video-captures of classroom interactions, students’ responses to the questionnaires, and transcripts of interviews.
C. Technique of Collecting Data
Technique of collecting data is by using instruments of observation, questionnaire, and interviews (triangulation).
Data collection is conducted through the use of instrumentation such as classroom observation by videotaped recordings
.
D. Analysis Data Procedure
Data analysis is conducted qualitatively, by observing teaching learning process in science classroom. Then, the videotaped recordings of science classroom observation are transcribed. The respondents are given questionnaires and interviewed. Data of students’ responses of questionnaires and transcriptions of videotape and interviews are classified, interpreted and analyzed. Then, the data are described to answer the formulation of the problem.
The researcher categorizes what the lecturer and the students do in teaching learning process in the classroom, and describes the characteristics of model in teaching learning English science. Then, the researcher classifies the strengths, weaknesses, and strategies in preparing teaching learning English science and the ways to encounter the problems of teaching English science.
III. RESULT AND DISCUSSION
A. Overview of Research Background
In this observation, the researcher enters the class of science (chemistry) of the first semester students, and the lecturer tries to introduce researcher to the students about his observation in class. The students agree to participate in his research. The researcher then, distributes questionnaires to the students and gives time to collect the questionnaires later after finishing the class or a week later. The students are also asked to write their phone number if they are not objected to be contacted.
From the distributed questionnaire returned by the students, the researcher collects 20 students’ responses to the questionnaire. The students’ responses are classified and categorized as follows:
1) Academic Profiles:
2) Academic Confidence 3) Academic Integration 4) Academic Commitment
5) Literacy Activity (reading –writing)
6) Time spent on Internet and English publication
7) Ability to Use Computers, Internet, Library 8) Social Commitment
9) Participation in Individual Presentation/Discussion 10) Financial Expenses
11) Communicative Competences:
12) Strategic Competence 13) Grammatical Competence 14) Sociolinguistic Competence 15) Discourse Competence
The researcher also conducts videotape-recording in the class where teaching learning process happen. The duration of recording is about 26 minutes. This video captures what the lecturer and the students do in teaching learning process in the class in which a pedagogical learning model is recorded.
B. Research Findings
Findings from Questionnaires
Questionnaire is aimed at finding data of students’
responses. In this observation through questionnaire the researcher would like to know students’ academic profiles, their social commitment, participation in class discussion, literacy activities, and communicative competence, After analyzing students’ responses to the questionnaire, the researcher found some findings as follows:
Finding #1: Academic Profile: Academic Confidence Most of students have good academic confidence that:
(1) They are in good rate from high school (85%); (2) They have good self-confidence to graduate with honor (90%); (3) They are able to express own thoughts in oral communication (80%); and (4) They are able to lead group discussion (70%).
But, the students recognize that: (1) They still lack ability to teach English science (65%); (2) Only 60% admitted that they are able to solve problem creatively; and Only 65%
admitted that they are able to make well informed decision and they capable in solving grammar problem.
From the data, it indicates that the science students are well-selected students, in joining the program who are prepared as science teachers that expected to have good academic confidence to be active in various class activities, can solve their problems, able to express their own thought in oral communication, discussion, and graduate with honor from their studies.
Finding #2: Academic Profile: Academic Integration The science students have good motivation and integration in study that: (1) they spend much hours in studying and student’s own researching (80%); and (2) they spend much Hour in meeting with teacher/professor out of class (70).
These data indicate that as science students, they spend much hour in studying and researching; meeting with teacher/professor out of class. It means that they have supported academic integration and high motivation in their studies.
Finding #3: Academic Profile: Academic commitment Science students have good academic commitment on becoming an educated person, getting more enjoyable job, improving study skills, developing intellectually, and gaining college degree as shown below.
1) They have Decision on staying in
school/college/univ. based on becoming an educated person (95%);
2) They have Decision on staying in school/college/univ. based on developing intellectually (90%);
3) They have Decision on staying in
school/college/univ. based on getting more enjoyable job (90%);
4) They have Decision on staying in
school/college/univ. based on improving study skills (90%);
5) They have Decision on staying in
school/college/univ. based on gaining a college degree (85%).
Their high commitments as science students will support their studies to graduate with honor.
Finding #4: Literacy (Reading-Writing) Activity: Time Spent on Internet and English Publication
In spending time on Internet and English publication, science students spent much time more in watching movies/film/TV rather than reading English science publication on internet access. It means that they less time reading on publication (less literacy activity). In other words, their literacy activities in reading and writing especially in English science need to be guided by the lecturer. The use of internet, email, online publication, books, and journals are less, as shown from the following data.
1) They spent much time in watching English movies/film/TV (85%);
2) They spent much time in using English by phone, Internet, Email (60%) ;
3) They spent much time in reading English (science) publication on Internet access (50%);
4) They spent much time in reading English book/journal/newspaper (40%).
From the data, it indicates that the lecturer needs to provide much time and various literacy (reading-writing) in science activities for their students to involve themselves in reading and writing, and even doing research activities in science.
Finding #5: Literacy (Reading-Writing) Activity: Ability to Use Computers, Internet, and Library
Science students have good ability in using computer (computer literacy) for completing school/college works, but they are not interested in using library resource to get information (reading-writing). It means that the use of internet for searching information and for only completing tasks, attract the students more than visiting library as shown by the data below.
1) The rate of ability to use computers in completing school/college/Univ. works (90%)
2) The rate of ability to find information over the world wide web (90%)
3) The rate of ability to work with others on school/college/univ. project (90%)
4) The rate of ability to use library resources to get information (50%)
Also, from the data, it indicates that science students need guidance from their lecturer in the case of using media and source of learning or library resources in order to empower their literacy (reading-writing) activities especially in science.
Finding #6: Social Commitment Attitudes
Most of the students have good commitment on their decision on developing social networks, keeping parents happy, and learning to live and interact with others, and social events. It means that they have good intrapersonal skills (needed by prospective science teacher) as shown below.
1) They have Decision to stay in school/college/univ. based on developing social networks (100%;
2) They have Decision to stay in school/college/univ. based on keeping parents happy (95%);
3) They have Decision to stay in school/college/univ. based on learning to live and interact with others (85%);
4) They have Decision to stay in school/college/univ. based on going to social events (55%);
5) They have Decision to stay in school/college/univ. based on a boyfriend/girlfriend/spouse (25%);
6) They have Decision to stay in school/college/univ. based on staying near to boyfriend/girlfriend/spouse (25%).
From the data, it was not found strong reasons for science students to have decision for their private or individual purposes besides study.
Finding #7: Participation in Individual Presentation/Discussion
As prospective science teachers, in presenting and discussing an issue, science students are quite good in participating to become presenter in group discussion, in proposing questions and answering questions in the class discussion (necessary for prospective science teacher). But, they lack time preparation before discussion. Moreover, they just need little time for responding the audience as shown below.
1) Frequency in participating in proposing questions (65%) 2) Frequency in participating in answering questions (65%) 3) Frequency in participating to become presenter in group
discussion (60%)
4) Time spent preparation before presentation/discussion (40%)
5) Time spent in delivering presentation/discussion (35%) 6) Hour spent in answering discussion questions/responding
audience’s questions (20%)
From the data, it was found that the most activities conducted besides lecturing in science class are discussion and presentation.
Finding #8: Financial Expenses Attitudes
In the case of spending money for buying books or cassette, IPSE students less spend money on buying books and cassette as shown below.
1) Much money spent on buying English Cassette/Video/C- DVD (35%)
2) Much money spent on buying English books/journals/newspapers/magazines (35%).
From the data, it means that the financial expenses attitudes of science students for buying English audio-video media and English books/journal, etc. are low and less awareness of providing reading sources (providing reading sources is necessary for prospective science teacher) for their learning (teaching) needs. It seems that the lecturer should support them and motivate them by giving them the assignments/tasks in which the students will spend their money and time by providing books, journals, or other learning sources.
Finding #9: Communicative Competence: Strategic Competence
For science students’ communicative competence (necessary as prospective science teacher), they have good ability and strategy in solving communication problems and recognition and breakdown communication problems. It means that they have good interpersonal skill as shown on Finding #9-12.
1) The rate of ability in solving communication problem (80%)
2) Recognition and breakdown communication problem (80%)
From the data, it indicates that most students are able to communicate each other and solve their communication problems.
Finding #10: Communicative Competence: Grammatical Competence
Science students have good ability in solving grammatical problem in speaking. It means that they are able to communicate each other grammatically in speaking.
1) The rate of ability in solving grammatical problem in speaking (70%)
From the data, it indicates that in the context of using English science in speaking in the class, science students seem having no handicaps in grammar.
Finding #11: Communicative Competence: Sociolinguistic Competence
Science students have good ability in using and responding language appropriately in interaction with people as shown below.
1) The rate of ability in using and responding language appropriately in interaction with people (80%)
From the data, it indicates that science students have good language competence in communication socially better than grammatical problem solving.
Finding #12: Communicative Competence: Discourse Competence
Science students have good ability to understand and produce connected, coherence speech in conversation.
1) The rate of ability to understand and produce connected, coherence speech in conversation (85%)
From the data, it indicates that the students recognize themselves to be able to practice conversation by using English.
Findings from Video-Taped Recording
Video-taped recording is conducted in the science class (Chemistry) where teaching learning occurs. The classroom activities observed in this research are focused on: how teaching learning (pedagogy) model of English science is conducted; how does the lecturer provide the skill of science subject, literacy pedagogy, as well as pedagogy content knowledge for the students; how does the lecturer provide the students prepared-skill in teaching learning science in English as integrated subject; how does lecturer provide the students to teach science in English and provide ability to do research and develop innovation in science teaching; and find out lecturer’s and students’ strategies to meet those competencies.
Also, this video-observation observes science lecturers’
profiles, a single lecturer-participant of science subject (Chemistry lecturer) as the sample. Meanwhile, science students as the respondents are only small-scale of 20 students who join the classroom. The following pictures of video-captures are sample of conventional teaching learning conducted in science class. Picture 1.
Fig. 1 Teaching learning process in English science class
When the teaching learning happens, the lecturer is explaining the materials in the class by presenting material through projector media, while the students are listening the lecturer’s explanation. Sometimes, the students ask the
lecturer a question. This conventional model happens in science class. This is the way the lecturer tries to provide the skill of science subject by giving lecture in class and explaining the material (Chemistry).
Finding #13: Lecturer’s Profile
Based on one-shot observation through video, the lecturer has Master of Science qualification degree and has conducted and experienced teaching science by using English for years. The lecturer presents materials through power point (projector) presentation. Sometimes, the lecturer asks the students some questions and then, re-explains the materials in English. Most activities conducted by the lecturer are explaining the materials by using the English language in front of the class.
From this observed activity, it indicates that the lecturer provides the science students the skill of one of science subjects (Chemistry subject) and provides science students an implicit self-example model of how to teach science by using English. (The lecturer teaches Chemistry subject by using English language as official language.)
Finding #14: Students’ Performance and Competence Based on the observation through video, the students are the first semester of science class (Chemistry) students. They enter the class before the lecturer comes. They just sit on the sequencing seats, face to face near the lecturer position in front in the classroom. Some of them enter the class lately.
While waiting their lecturer, the students are communicating each other about themselves and their lecture. The students still possess good academic confidence, commitment, integration, and communicative competence, although their literacy activities in term of especially in reading-writing English sources and English science are limited. Still, they are ready to learn and perform better in the classroom.
Finding #15: Pedagogy Model of Classroom Activities The pedagogy model of classroom activities based on the observation is limited to the practice of teaching learning science by using English as the introductory language in conventional model. But, the researcher admitted that it was not found comprehensively yet for all the class of science practice in teaching learning science. It was also not found yet that the students’ active interactions and participations in class discussion and presentation, even in science laboratory practice. It seems that the students are not active yet critically, asking or answering questions enthusiastically by using English to their lecturer (as it was recognized that the students are first semester students). They just listening and receiveexplanations from the lecturer.
IV. CONCLUSIONS
Teaching learning model of English science based on the observation conducted shows that the programs are well conducted in the process of teaching learning science in conventional model by using English as the official language in class. It means that the conventional models should be changed by a new attractive and dynamic model of teaching learning English science.
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