PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI - … · English Language Education Study Pr ......

A STUD

BY THE

EDEFA

DY ON THE

E BIOLOGY

Presentto

NGLISH LEPARTMEACULTY O

S

E USE OF C

Y TEACHE

ted as Partialo Obtain the

in Englis

Dani

Student

LANGUAGEENT OF LAOF TEACHESANATA D

YO

CLASSROO

ER OF SMU

A THESIS

l FulfillmentSarjana Pen

sh Language

By

iel Ari Widh

Number: 05

E EDUCATNGUAGE AERS TRAIN

DHARMA UOGYAKAR

2011

OM LANGU

UN 1 SLEM

S

t of the Requndidikan Dege Education

hiatama

5 1214 065

TION STUDAND ARTSNING AND

UNIVERSITRTA

UAGE FUN

MAN YOGY

uirements gree

DY PROGRAS EDUCATID EDUCATITY

NCTIONS

YAKARTA

AM ION ION

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

A STUD

BY THE

EDEFA

DY ON THE

E BIOLOGY

Presentto

NGLISH LEPARTMEACULTY O

S

E USE OF C

Y TEACHE

ted as Partialo Obtain the

in Englis

Dani

Student

LANGUAGEENT OF LAOF TEACHESANATA D

YO

i

CLASSROO

ER OF SMU

A THESIS

l FulfillmentSarjana Pen

sh Language

By

iel Ari Widh

Number: 05

E EDUCATNGUAGE AERS TRAIN

DHARMA UOGYAKAR

2011

OM LANGU

UN 1 SLEM

S

t of the Requndidikan Dege Education

hiatama

5 1214 065

TION STUDAND ARTSNING AND

UNIVERSITRTA

UAGE FUN

MAN YOGY

uirements gree

DY PROGRAS EDUCATID EDUCATITY

NCTIONS

YAKARTA

AM ION ION


ii


iii


iv

DON'T QUIT by Edgar A. Guest

Success is a failure turned inside out-

The silver tint of the clouds of doubt,

And you never can tell how close you are;

It may be near when it seems afar;

So stick on the fight when you’re hardest hit,

IT’S WHEN THINGS SEEM WORST THAT YOU MUSN’T QUIT

“SEIZE THE DAY OR DIE REGRETTING THE TIME YOU LOST”

(by: Avenged Sevenfold - Seize The Day)

The greatest pleasure in life is doing what people say you cannot do!!

(by: Walter Bagehot)

This thesis is dedicated to:

My beloved father and mother My dearly-loved mbah kung and mbah uti My beloved brothers: Mas Kris and Dek Nico Everyone who has supported me and from whom I learn many things in life


v

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work

or parts of the work of other people, expect those cited in the quotations and the

references, as a scientific paper should.

Yogyakarta, February 7, 2011 The Writer,

Daniel Ari Widhiatama 05 1214 065


vi

ABSTRACT

Widhiatama, Daniel Ari. 2011. A Study on the Use of Classroom Language Functions by the Biology Teacher of SMUN 1 Sleman Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

This research is aimed to know the use of classroom language functions by the Biology teacher in SMUN 1 Sleman as a RSBI. One of the methods that teachers in RSBI can use to make a good interaction with the students in bilingual class is by applying classroom language function in English. Some classroom language functions which are often used by teachers are greeting, instructing, explaining, conveying the meaning of new language, narrating, correcting, eliciting, prompting, checking learning, giving feedback to students, and closing. This research was aimed to answer two research questions, those are (1) What classroom language functions are used by the Biology teacher of the tenth grade of SMUN 1 Sleman to deliver learning materials in English? (2) What are the difficulties faced by the Biology teacher of the tenth grade of SMUN 1 Sleman in applying classroom language functions to deliver learning materials in English?

This research was included as descriptive qualitative research. In order to answer the two research questions, interview and direct observation were employed in the research. In addition, the research also employed video camera to record the teacher’s performance. The purpose was to complete the data obtained from the fieldnotes. The researcher categorized the problems faced by the biology teacher into three categories. The first category was that the difficulty caused by the teacher’s habit. This category included (1) the teacher’s habit to open the meeting by using Arabic greeting (2) The teacher never tried to use English to close the meeting.

The second category was the difficulty caused by the limited of English proficiency faced by the teacher which included (1) The teacher did not know what question to be used to elicit students’ opinion in English (2) The teacher did not know how to construct a good sentence with an appropriate grammar to convey a new meaning in English (3) The teacher did not know how to instruct students by using English spontaneously (4) The difficulty in narrating a particular event using English with an appropriate sentence structure (5) The teacher did not know how to give a clue to help students remind a particular learning materials (6) The teacher had a difficulty in constructing a correct sentence by using English to explain a certain part of learning materials (7) The teacher still made a mistake in using a correct question in English to measure the students’ understanding level (8) The teacher felt that she was not fluent enough to correct students mistake in English (9) The teacher had a limited of utterance to commend on students’ performance (10) The teacher had a difficulty in memorizing any kind of new words


vii

The third category was the difficulty that was caused by the limited of time to learn English. This category included one problem, which was the limited of time that the teacher had to learn English because she had so many things to do.

Considering the research result, the researcher provided several suggestions that the biology teacher may use in order to solve the problems and improve the biology teacher’s competence in applying classroom language functions in English.

Keywords: classroom language functions, RSBI implementation


viii

ABSTRAK

Widhiatama, Daniel Ari. 2011. A Study on the Use of Classroom Language Functions by the Biology Teacher of SMUN 1 Sleman Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Penelitian ini bertujuan untuk mempelajari tentang penggunaan fungsi bahasa

kelas dalam bahasa Inggris yang dilakukan oleh guru Biologi di kelas X di SMUN 1 Sleman sebagai Rintisan Sekolah Bertaraf Internasional (RSBI). Salah satu cara yang bisa digunakan oleh guru–guru di RSBI untuk menciptakan sebuah interaksi yang baik dengan para murid adalah dengan menggunakan fungsi bahasa kelas dalam bahasa Inggris di kelas bilingual. Beberapa fungsi bahasa kelas yang sering digunakan oleh guru-guru diantaranya adalah greeting, instructing, explaining, conveying the meaning of new language, narrating, correcting, eliciting, prompting, checking learning, giving feedback to students dan closing. Pelitian ini bertujuan untuk menjawab 2 pertanyaan, yaitu (1) fungsi bahasa kelas apa saja yang digunakan oleh guru Biologi di SMUN 1 Sleman, khususnya di kelas X, dalam menyampaikan bahan ajar dalam bahasa Inggris? (2) kesulitan apa saja yang dihadapi oleh guru Biologi tersebut dalam menggunakan fungsi bahasa kelas untuk menyampaikan bahan ajar dengan bahasa Inggris?

Penelitian ini termasuk deskriptif kualitatif. Peneliti menggunakan 2 tehnik pengumpulan data untuk memecahkan masalah dalam penelitian ini yaitu wawancara dan observasi secara langsung. Selain itu, peneliti menggunakan kamera video untuk merekam penampilan guru untuk melengkapi data dari fieldnotes. Peneliti mengelompokkan masalah yang dihadapi oleh guru biologi menjadi tiga kategori. Kategori pertama adalah masalah yang disebabkan oleh kebiasaan guru dalam membuka pelajaran dengan menggunakan bahasa Arab. Kategori ini meliputi (1) kebiasaan guru dalam membuka pelajaran dengan menggunakan sapaan dalam bahasa Arab (2) Guru tidak pernah menggunakan bahasa Inggris dalam menutup pelajaran.

Kategori kedua adalah kesulitan-kesulitan yang disebabkan karena keterbatasan kemampuan dalam berbahasa Inggris yang dimiliki guru tersebut yang meliputi (1) Guru tidak tahu pertanyaan seperti apa yang digunakan untuk mendapatkan pendapat dari siswa (2) Guru tidak tahu cara untuk menyusun sebuah kalimat dengan grammar yang tepat untuk menjelaskan makna kata baru (3) Guru tidak tahu cara memerintah siswa dengan bahasa Inggris secara langsung (4) Guru mengalami kesulitan dalam menceritakan suatu kejadian dalam bahasa Inggris dengan tepat (5) Guru tidak tahu cara memberikan petunjuk untuk membantu siswa dalam mengingat suatu bahan ajar tertentu (6) Guru mengalami kesulitan dalam membuat sebuah kalimat yang tepat dalam menjelaskan suatu bagian tertentu di dalam bahan ajar (7) Guru masih membuat kesalahan dalam membuat pertanyaan untuk memeriksa tingkat pemahaman siswa (8) Guru merasa tidak cukup lancar


ix

dalam mengkoreksi kesalahan siswa dengan menggunakan bahasa Inggris (9) Guru mempunyai keterbatasan kosakata untuk memberikan komentar terhadap penampilan siswa (10) Guru mempunyai kesulitan dalam mengingat kosakata baru.

Kategori ketiga adalah kesulitan yang disebabkan oleh karena keterbatasan waktu untuk belajar bahasa Inggris. Kategori ini meliputi satu masalah yaitu guru tidak mempunyai banyak waktu untuk belajar bahasa Inggris karena kegiatan lain yang harus ia kerjakan.

Setelah mengamati hasil dari penelitian ini, peneliti memberikan beberapa saran yang bisa digunakan oleh guru Biologi untuk menyelesaikan masalah-masalah yang dihadapi dan untuk meningkatan kemampuan guru dalam menggunakan fungsi bahasa kelas. Kata kunci: fungsi bahasa kelas, pelaksanaan RSBI


x

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPERLUAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Daniel Ari Widhiatama

No. Mahasiswa : 05 1214 065

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma Karya Ilmiah saya yang berjudul:

A STUDY ON THE USE OF CLASSROOM LANGUAGE FUNCTIONS

BY THE BIOLOGY TEACHER OF SMUN 1 SLEMAN YOGYAKARTA

Dengan demikian saya memberikan hak kepada Perpustakaan Universitas Sanata

Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain dan

mengelolanya dalam bentuk pangkalan data, mendistribusikannya di internet atau

media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya

ataupun memberikan royalti kepada saya selama mencantumkan nama saya

sebagai penulis.

Demikian pernyataan saya buat dengan yang sebenarnya.

Dibuat di Yogyakarta.

Pada tanggal: 7 Februari 2011

Yang menyatakan

Daniel Ari Widhiatama


xi

ACKNOWLEDGEMENTS

It will be a wonderful opportunity for me to express my deepest gratitude to all of

those who have supported and facilitated me in accomplishing this thesis. First and

foremost, my greatest gratitude is addressed to Jesus Christ and Mother Mary for

the blessings which have been given to me so that I can finish my thesis and my

study.

For the beneficial feedback, encouragement, and patience, I would like to

express my heartfelt teacher and my sponsor, Mrs. Dr. Retno Muljani, M.Pd., who

is willing to spend her precious time for the dedication to develop her students. I

particularly appreciate her detail correction. I am truly indebted to all of my lecturers

in PBI who have educated me very well. I also thank Mbak Danik and Mbak Tari

for giving me a hand in administrative matters.

I would also like to address my special gratitude to the principal of SMUN 1

SLEMAN Yogyakarta, Drs. Tulus Raharjo, who has permitted me to conduct my

research there. I would also like to address my thanks to the Biology teacher in the

RSBI class, Dra. Nunung Sri Nuryani and also Drs. Mujiyatna Basuki, who

helped me during the research. Besides, I also want to address my big thanks to the

head of curriculum development, Drs. Sulistyo Pranoto, for giving me a lot of

information about the development of RSBI program in SMUN1 Sleman.

I am immeasurably grateful to my beloved parents, Heronimus Sudjati and

Yustina Suharni who have supported me through the prayer, companion, hope,

guidance and a lot of affection. I would also like to thank my beloved brothers,

Christianus Kurnia Widhiawan and Nicodemus Yan Prima Widhia Nugraha for

their support during the completion of this thesis.

My thanks also go to my best friends in MILESTONE English Course,

Wahyu ‘Joek’, Adit ‘Kothak’, Endru, Datia, Nita, Siska and Rimas for a


xii

wonderful friendship that we have. I am glad to be the part of this solid group. My

thankfulness is also given to all friends from PBI Angkatan ’05 for sharing a precious

time and great experiences during my period of study in Sanata Dharma University.

I also would like to address my special appreciation to my best friend Fillus

for helping me recording the teaching and learning process in RSBI class of SMUN 1

Sleman Yogyakarta when I conducted some observations there. Great thanks also fly

to Candra ‘Dewa’ for keeping my data safe and helping me with the troubleshooting

when my laptop was damaged. Thanks to Invani Leila, Bangkit Setiyaji and

Stephen Lenghaus for becoming my proofreaders and giving me a lot of

suggestions. My sincere thanks also go to Andre, Maria, Ida, Ade, Antik, Aya’,

Mbak Maya, Mas Wawan, Mbak Lenny, Mas Toro, Mbak Restu, Benny, Anton ,

Dika ‘Plongoh’, Sedik ‘Sedin’, Adit ‘Koel’ and Benny ‘Gondrong’, who always

supported and accompanied me when I was down.

Many thanks are also addressed to all of my friends in Language Institute

Sanata Dharma University (LBUSD). They have been accompanying me during

good and bad times, especially when I was engaged in Lembaga Bahasa USD. Their

laughter, jokes, hard work and spirit have made things easier.

There are other people whom I cannot mention individually, but surely this thesis

could not been completed without their help. May God bless them all.

Daniel Ari Widhiatama


xiii

TABLE OF CONTENTS

page

CHAPTER I INTRODUCTION…………………………………………........ 1

A. Research Background……………………………………………................. 1

B. Problem Formulation……………………………………………….............. 5

C. Problem Limitation……………………………………...………………….. 5

D. Research Objectives…………………………………………………............ 6

E. Research Benefits…………………………………………………………… 6

F. Definition of Terms………………………………………………................. 7

CHAPTER II REVIEW OF RELATED LITERATURE…………………. 9

A. Theoretical Description…………………………………………………….. 9

1. Bilingual Education………………………………………........................ 10

2. Language Functions Theory …………………………….......................... 11

TITLE PAGE ………………………………………………………………….. i

APPROVAL PAGES ………………………………………………………….. ii

MOTTO AND DEDICATION PAGE………………………………………… iii

STATEMENT OF WORK’S ORIGINALITY …………………...…………… v

ABSTRACT …………………………………………………………………… vi

ABSTRAK ………………………………………………………………………. viii

LEMBARPERNYATAAN PERSETUJUAN PUBLIKASI KARYA x

ACKNOWLEDGEMENTS ……………………………………………………. xi

TABLE OF CONTENTS …………………………………………………….... xiii

LIST OF TABLES ……………………………………………………………... xvi

LIST OF FIGURES ……………………………………………………............. xviii

LIST OF APPENDICES………………………………………………………... xix


xiv

3. Classroom Language Functions………………………..…………............ 12

4. Teacher Talk………………………………..……………………………. 22

a. The definition of Teacher Talk…………………………………… 22

b. The roles of teacher talk in managing classroom………………….. 23

c. The functional features of Teacher Talk…….................................. 24

5. The Role of Interaction in Bilingual Class………………………………. 24

6. SBI (Sekolah Berstandar Internasional) Curriculum……………………. 25

B. Theoretical Framework……………………...………………........................ 26

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION…………….. 41

A. Classroom Language Functions Used by the Biology Teacher in

Tenth grade of SMUN 1 Sleman in Delivering Materials

in English……………………………………………………………………..

41

B. The difficulties faced by the Biology teacher of grade tenth in SMUN I

Sleman in using classroom language functions in English………………….

51

1. The difficulties faced by the biology teacher in grade tenth in

applying classroom language functions caused by the teacher’s

habit to always use Indonesian………………………………………

51

2. The difficulties faced by the Biology teacher of grade tenth

in applying classroom language functions caused by her limited of

CHAPTER III. METHODOLOGY………………………………………….. 28

A. Research Method …………………………….……………………………... 28

B. Research Participant……………………….………………………………... 29

C. Research Instruments…………………….………………………................ 30

D. Data Gathering Technique………………………………………………….. 33

E. Data Analysis Technique…………………………………………………… 34

F. Research Procedure …………………………………………………........... 39


xv

English proficiency…………………………………………………. 52

3. The difficulty faced by the Biology teacher in grade tenth

in applying classroom language functions caused by a limited

of time to learn English……………………………………………...

59

CHAPTER V CONCLUSIONS AND SUGGESTIONS…………………… 60

A. Conclusions…………………………………………………..……………. 60

B. Suggestions………………………………………………………………... 62

1. The suggestions based on the teacher’s difficulties caused by

the teacher’s habit to use Indonesian frequently…………………….

2. The suggestions based on the teacher’s difficulties caused by

her lack of English language proficiency ………………….............

3. The suggestion based on the teacher’s difficulty caused by her

limited of time to learn English……………………………………

62

63

69

REFERENCES …………………………………………………………………. 71


xvi

LIST OF TABLES

TABLE

Table 3.1 Observation Checklist………………………………………………. 30

Table. 3.2 The Categorization of the First Interview Results with the Biology

Teacher, 10th Grade …………………………………………………………….

35

Table 3.3 The Use of Classroom Language Functions

in Biology Class, 10th Grade……………………………………………………

36

Table. 3.4 The Categorization of the Second Interview Results with the

Biology Teacher, 10th Grade…………………………………………………….

38

Table 4.1The Findings on the Use of Classroom Language Functions in

Biology Class, 10th Grade………………………………………..………………

42


xvii

LIST OF APPENDICES

Appendix

APPENDIX A Permission Letters

1. Permission Letter from Sanata Dharma

University….............................................................................

2. Permission Letter from BAPPEDA…………………………...

74

75

APPENDIX B Statement Letter from SMUN 1 Sleman Yogyakarta…............. 76

APPENDIX C Statement Letter from Direktur Pembinaan Sekolah Menengah

Atas about Penetapan Sekolah Penyelenggara Program Rintisan Sekolah

Menengah Atas Bertaraf Internasional (R SMA BI)…………………………...

77

APPENDIX D The Interview Guidelines for the Biology Teacher,

10th Grade……………………………………………………..………………..

81

APENDIX E The Categorization of the First Interview Result with

the Biology Teacher, 10th Grade ……………..…………………………………

83

APPENDIX F The Categorization of the Second Interview Result with

the biology Teacher,10th Grade…………………..……………………………..

93

APPENDIX G The Observation Sheet for the Biology Teacher,

10th Grade…………………..……………………………………………………

99

APPENDIX H Fieldnotes………………………………………………………. 101


1

CHAPTER 1

INTRODUCTION

In this chapter, the writer would like to discuss the background of the study,

problem formulation, problem limitation, research objectives, research benefits, and

the definition of terms used in this research.

A. Research Background

The need of being able to master oral and written English is essential in this

globalization era, where people from all over the world use English as the main

language of communication. English has become an international language for most

people (Lewis and Hill, 2002). In this era, English mastery is an important

requirement for someone to be referred to as a high quality human resource.

Indonesia government has also realized the importance of mastering English language

in recent years since English is also a universal language. That is why the government

has decreed English as a compulsory subject to learn from the level of elementary

school until the level of senior high school.

Nowadays, many schools in Indonesia have declared to change their status

into Rintisan Sekolah Berstandar Internasional (RSBI) as a preparation to be a

Sekolah Berstandar Internasional (SBI). One of the Government acts regulating SBI

is government regulation number 20, year 2003 on National Education System of


2

Indonesia, article 50 verse 3 which states that “the national government together with

the local government initiate at minimum one school in the level of Elementary

School, Junior High School and Senior High School to be developed into SBI

(Sekolah Berstandar Internasional)”. Chodidjah (2009), a British Council education

advisor, states that SBI is a national school which adopts an international standard

curriculum, hence, the teaching and learning process at the school is conducted using

bilingual instruction. Through bilingual instruction, the government hopes that both

teachers and students are able to learn English while the teaching and learning

process occurs. Mackey (1971) as cited by Hoffman (1991) says that “bilingualism is

the alternate use of two or more languages by the same individual”.

In RSBI, English has already been pointed out as a second language to use in

the classroom. It has been explained on the explanation to the Act on National

Education System of Indonesia, National Gazette of the Republic of Indonesia

Number 78, 2003, article 37, verse 1, which states that “local language can be used as

the mother-tongue of the learner. Foreign languages, especially English language, can

be used as a means, in global dealing”. This situation challenges every teacher of

RSBI schools to be able to deliver the materials by using both Indonesia and English

as an international language. So, there should be a guarantee that teachers have first

mastered English well, at least when they instruct students to do something, so that

they would be able to convey the knowledge correctly to avoid ambiguity of


3

meaning. The teachers and also the students of RSBI are expected to be able to

communicate well using Indonesian and English.

There are some problems which need to be solved concerning the process of

preparing a bilingual class in a particular school. One of the important problems

towards the development of RSBI in Indonesia which are often discussed in many

media, such as internet or newspaper is about the RSBI teacher’s competence in using

English. Dharma (2010) states that as many as 60% of 600 headmasters and teachers

of RSBI school in Indonesia do not have a sufficient TOEIC score to be a RSBI

teacher. Some non English teachers only learn to improve English in short courses

and it seems that they still have problems in using English as the medium of

interaction in the teaching and learning process.

The interaction between teachers and students is also important because

without any interaction, teacher would not be able to transfer the teaching materials

perfectly. The ability of teachers to communicate with students also becomes an

important thing to consider. They will use some classroom languages, which are

defined as Teacher Talk (Ellis, 1985, as cited in Xiao-yan, 2006), to support the

communication process between teachers and their students. It is obvious that

classroom languages will be frequently used to gain some purposes, such as to

manage learning activities, to explain learning points, to move step by step from one

stage of a lesson to the next and many other purposes. These purposes are commonly

known as classroom language functions.


4

According to Harmer (2007), “language function is a purpose people wish to

achieve when they say or write something. By performing the function, people are

performing an act of communication”. Language function is also used by teachers in

classroom when they are delivering learning materials. Spratt, Pulverness, and

Williams (2005) argue that in order to be able to manage the class well, teachers

should apply some classroom language functions which are frequently used in an

appropriate way, such as: instructing, explaining, conveying the meaning of new

language, narrating, correcting, eliciting, prompting, and checking learning. Besides,

Davies and Pearse (2000) also add some other classroom language functions such as

greeting, closing and giving feedback to students.

Considering this condition, the researcher will analyze the English classroom

language functions which are used by non English teacher and after that the

researcher also intends to discover the difficulties faced by the non English language

teachers especially in bilingual class. The researcher decides to conduct the research

in Biology class especially in tenth grade of RSBI class in SMUN 1 Sleman

Yogyakarta. The researcher chooses SMUN 1 Sleman Yogyakarta because this

school already developed RSBI curriculum for about 2 years. Knowing this situation,

the researcher decides that this school is appropriate to be used as a place to conduct a

research. By conducting this research, the researcher expects that the research

findings will be able to help the teacher in solving the problems that the teacher has

by providing some suggestions later.


5

B. Problem Formulation

The problems of the research are formulated as follows:

1. What classroom language functions are applied by the Biology teacher of the

tenth grade of SMUN 1 Sleman Yogyakarta to deliver learning materials in

English?

2. What are the difficulties faced by the Biology teacher of the tenth grade of SMUN

1 Sleman in using the classroom language functions to deliver learning materials

in English?

C. Problem Limitation

The focus of the study is on the use of English in applying classroom

language functions by non English teacher in tenth grade. The researcher chose

Biology teacher as the research subject because the researcher considers that the

teachers in Biology class tend to be more often in using verbal explanation compared

with other science subjects, such as Physics, Chemistry and Mathematics. The other

focus of this study is the difficulties that the Biology teacher has in using classroom

language functions. As what Spratt et al. (2005) and Davies and Pearse (2000) say,

classroom language functions will cover some uses of language, such as greeting,

eliciting, conveying the meaning of new language, instructing, narrating, prompting,

explaining, checking learning, correcting, giving feedback and closing. After

discovering the answers, the researcher will try to discover the possible solutions in

order to help the Biology teacher in SMUN 1 Sleman Yogyakarta solve the problems

that she has.


6

D. Research Objectives

This research attempts to discover the following aspects:

1. The classroom language functions which are applied by the Biology teacher of the

tenth grade of SMUN 1 Sleman Yogyakarta to deliver learning materials in

English.

2. The difficulties faced by the Biology teacher of the tenth grade of SMUN 1

Sleman in using the classroom language functions to deliver learning materials in

English.

E. Research Benefits

This study is expected to give benefits for:

1. The Biology Teacher

Hopefully, this finding will be able to help the Biology teacher to solve the

problems that the teacher has, especially in using classroom language functions in

English.

2. English Language Education Study Program Students

The research is expected to give some clear information for the non-English

teacher’s difficulties in applying classroom language functions in English. Thus, the

other English Language Education Study Program students are expected to go on

with other research on non English teachers’ difficulties in delivering their materials

in English.


7

F. Definition of Terms

Below are the list of the terms that are used in this research and the definitions

of the terms:

1. Classroom Language Functions

In this study, classroom language functions refer to “the purpose for which

teachers and learners use language in the classroom” (Spratt et al., 2005). Harmer

(2007) also states that “language function is a purpose that a teacher wishes to

achieve when he says or writes something”. There are some classroom language

functions which are often used by teachers, those are: instructing, explaining,

conveying the meaning of new language, narrating, correcting eliciting, prompting,

and checking learning. In addition, Davies and Pearse (2000) state that there are still

some other functions of classroom language such as greeting, closing, and giving

feedback. Each of those aspects has its own functions. In this study the researcher

will analyze the use of classroom language functions including greeting, instructing,

explaining, conveying the meaning of new language, narrating, correcting eliciting,

prompting, checking learning, giving feedback and closing, which are used by the

Biology teacher in tenth grade class.

2. Biology Teacher

Biology teacher is the non English language teacher who was chosen as the

research participant in this study. According to Wikipedia.org (2009), “Biology is a


8

natural science concerned with the study of life and living organisms, including their

structure, function, growth, origin, evolution, distribution, and taxonomy.

3. SMUN 1 Sleman Yogyakarta

SMUN 1 Sleman Yogyakarta is one of the RSBI schools in Yogyakarta. It is

located in Jl. Magelang Km. 14, Mlati, Sleman Yogyakarta. The researcher chooses

SMUN 1 Sleman as the place to conduct this study because it is one of the RSBI

schools in Sleman regency which has bilingual class program, especially for the tenth

grade and eleventh grade In recent times, the bilingual classes are only for science

classes, such as chemistry, physics, mathematics and biology. SMUN I Sleman is a

state school which is also considered as school that has a good quality. It can be seen

from the achievements gained by its students compared to others public schools in

Yogyakarta, especially in Sleman regency.


9

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses the theoretical description and the theoretical

framework. The theoretical description discusses some theories related to the study,

while the theoretical framework discusses most relevant theories which help the

researcher to answer the research problems.

A. Theoretical Description

The theoretical description consists of six parts, namely theories on (1)

Bilingual Classroom, (2) Language Functions Theory, (3) Classroom Language

Functions, (4) Teacher Talk, (5) Classroom Interaction of Second Language

Acquisition, (6)SBI Curriculum

1. Bilingual Education

The development of bilingual education in many countries increases rapidly

which is started from any grade of education. In the field of education, many schools

and universities in some developing countries have applied a program namely

bilingual classroom program. Bilingual education has been used to improve students’

language proficiency because they can learn language through subject matter.


10

Mc Groarty (as cited in Murcia, 2001) defines her point of view about

bilingual approach. She states that

bilingual approach as one in which two languages are used as media of classroom instruction for the same group of students, so that students receive some of their instruction in one language and one in the other, with the nature and proportion of each language varying according to program type, instructional goals, and various contextual influences.

Some universities in India, as said by Ghosh as cited by Boey (1980), have

used bilingual education as a program to learn a language through subject matter.

This situation is the same as what is happening in Indonesia since many schools in

Indonesia also start applying bilingual program even though only for some particular

subjects in order to develop the students and teachers’ English language competence

as they are in a process of gaining SBI (Sekolah Berstandar Internasional) status.

Bilingual education has several positive effects for the learners who want to

develop their foreign language mastery. David as cited in Boey (1980), a researcher

who has examined the feasibility of bilingual program at the Central institute of

English and Foreign Languages, Hyderabad, discovers that “bilingual education

improves students’ proficiency in English slightly, without causing any subject matter

deficiency”. She also states that “a certain level of English language proficiency is a

prerequisite to the successful of participation in a bilingual education program”. Anne

also argues that there should be special prepared materials which were necessary to

be taught effectively on the selected subjects in English.


11

Bilingual education seeks to develop the learners’ ability in their first

language while building both social and academic language proficiency in their

second language. This type of setting allows them to keep up academically with

others by way of first language instruction in the core curriculum until such time as

they have gained sufficient cognitive and second language development to allow

them an opportunity to succeed in their second language.

2. Language Functions Theory

Brown (1987) states that “the result of language learning is not simply in the

mastery of the forms of the language, but the mastery of the forms in order to

accomplish the communicative functions of language”. He adds that forms of

language generally serve specific functions. For example, “How much does it cost?”

is usually a form functioning a question, and “He bought a car” functions as a

statement.

Since the term function has been variously interpreted, Halliday (1973) as

cited by Brown (1987) uses the term to mean the purposive nature of communication,

and outlines seven different functions of language.

a. The first function is known as the instrumental function. Instrumental function is

the use of language to get things.

b. The second function is the regulatory function. People use regulatory function of

language in order to control other’s behaviors.


12

c. The third function is the representational function. It is the use of language to

make statements, convey facts and knowledge, explain or report.

d. The fourth function of language is the interactional function. People use

interactional function of language in order to ensure social maintenance.

e. The fifth function of language is the personal function. People usually use this

function when they want to express feelings, emotion and personality.

f. The sixth function of language is the heuristic function, which is used to acquire

knowledge and to learn about the environment. Heuristic functions are often

conveyed in the form of question that will lead to answer.

g. The last function of language is the imaginative function. People will use

imaginative function to create imaginary system or idea. People use this function,

for instance, when they are telling fairy tales, joking or writing a novel, which

require their imagination to create a fantasy.

By knowing the functions of language, people are intended to be able to

recognize each of the language function. Halliday also would like to give information

to people so that people may know the basic theory of language functions and also its

description.

3. Classroom Language Functions

The seven functions of language which were stated by Halliday (1973) are

quite general, because they do not refer to any specific setting. Each of setting will


13

need a different language function. For instance, language functions which are used

by people who speak in traditional market are different with those students who

speak in office because the communication purposes are also different. That is why

it is important to classify language functions into its specific category based on its

setting. Those seven functions of language also cover some language functions

which are used in teaching and learning process with classroom as the setting. That

is the reason why teachers should be able to know which kind of language functions

are appropriate to be used when a teaching and learning process occur in class and

how to use them appropriately. As it is used in class, hence, the language function is

commonly recognized as classroom language functions. Classroom language

functions refer to “the purpose for which teachers and learners use language in the

classroom” (Spratt et al., 2005). So, the quality of language that teachers use will

effect on their understanding level towards materials that they share through the

arranged activities.

Spratt et al. (2005) and Davies and Pearse (2000) describe classroom language

functions that teachers often use during teaching and learning process occur as

follows:

a. Greeting and closing

After entering classroom, it is better for a teacher to greet students or ask

whether there are any absent students or not. The teacher greets students in the

beginning of the meeting by saying, for example: “Good morning. How are you

today?” or “How do you do?”, etc. In the end of the meeting, the teacher also says a


14

farewell or closing, for instance, ”See you tomorrow”, “That’s all for today”, “We’ve

run out of time. So…”, “I’m afraid it’s time to finish now”, etc. Based on the theory

of seven language functions stated by Halliday, this classroom language included in

interactional function since the function are to ensure social maintenance between one

and others.

b. Eliciting

According to Gower et.al (2005), “Eliciting is when a teacher brings out

students’ knowledge, suggestions and ideas. The teacher can do this by asking

questions and by encouraging and guiding”. While, Borich (1996) says that eliciting

has a similar meaning with probing which is done by questioning that immediately

followed by students’ response in order to ask for new information to extend or build

upon the student’s response and to redirect or restructure the student’s response in a

more productive direction. In relation to Borich’s statement, Spratt et al. (2005) state

that “eliciting is when teacher achieves information from students rather than giving

it to them”. Through eliciting, a teacher will be able to get the students involved and

interest, for instance, when a teacher asks a question to a student “Any question?”,

“Do you understand?”, “What can you see in the picture?”, “What do you think about

the story? Do you have any other opinion about the theory?” and many more.

One more important thing that a teacher can achieve by doing eliciting in class

is that the teacher will be able to get crucial information about what students already

know. It helps the teacher to avoid teaching what the students already know and helps


15

the teacher to assess how far the students are with them as they go through the lesson.

Besides, eliciting may become a way to increase the amount of students talk and help

students take responsibility for their own learning.

Language function which exists in this classroom language is heuristic

function. The aim of this function is to acquire knowledge. Eliciting has a main

purpose to gain information from students related to the clarity of teacher’s

explanation.

c. Conveying the meaning of new language

It is very often for students in every grade to meet confusion in finding the

meaning of a new word or phrase during the learning process. When this situation

happens, the teacher should help his students clarify the meaning. According to Spratt

et al. (2005), teachers need this function to explain a meaning of a word, phrase, or

new structures. This function can be applied by translating, giving demonstration, or

bringing an object into the class to be explained. Ridell (2003) suggests that those are

some activities that teachers may use to explain new meaning of language. Pictures or

any others actual object (realia) could be as media for teachers to facilitate them and

make them easier in conveying a new meaning of language. Teachers also may use a

mimic to explain a particular meaning and then let students guess what it is about.

By the time a teacher is conveying a meaning of a new language, it shows that

he is also applying a certain language function namely representational function. The


16

teacher not only shares his knowledge but also explain a meaning of a particular term

to his students.

d. Instructing

Instruction giving also becomes one important technique for a teacher to

acquire students’ attention when the teaching and learning process is taking place.

The example of this action is when a teacher is giving a command to his/her students

to do a particular activity (Spratt et al., 2005), for example, “Listen to me!” or “Open

your book on page 24!”

Ridell (2003) also provides some guidelines for successful instructions giving.

His suggestions are:

1) If students are getting confused with the teacher’s instructions, the teacher should

adjust his language as he speaks to be more understandable.

2) In the middle of giving instructions process, the teacher has to make sure that his

students are paying attention at him.

3) Once the teacher’s instructions are over, he is supposed to tell his students to begin

and they should check whether everyone is doing the activity correctly or not.

Through these guidelines, teachers are intended to be able to give their

instructions clearly and effectively by using a different way of instructing with some

specific situations given. In addition, based on the theory of language functions,

giving instructions is included in instrumental functions because the purpose is to

give a command or to get things done.


17

e. Narrating

Narrating can be one example of language function which is considered as

imaginative function since the speaker will use his imagination in telling his story. In

the language classroom, sometimes, a teacher feels that he should tell a particular

story or experience to his students in order to provide a real explanation so that the

students are able to imagine the concept being explained. This kind of method is

called as narrating. Spratt et al. (2005) state that this function is the same as telling a

story that has happened in the past in a chronological order.

There are some requirements which teachers should know when they are

narrating a story as described by Knapp and Watkins (2005). When sequencing

people and events in time and space, narrating typically uses action verbs, such as

went, ate, slept, etc and also temporal connectives, such as after, when, and, then,

therefore, next, etc.

f. Prompting

There is a big possibility for learners to have a problem with their memory

system or they may forget to do a particular activity in a right way, so that teachers’

role is needed to guide them. Spratt et al. (2005) describe that a teacher may give a

clue to the learners to help them in memorizing words or difficult idea so that they

will be able to understand or do a particular task.

The teacher can use three categories of prompts to shape the correct

performance of the learners as said by Borich (1996). Those three categories are:


18

1) Verbal Prompts

Borich (1996) says that verbal prompts can be in the form of cues, reminders,

or instructions to learners that help them perform correctly the skill teachers are

teaching. For example, saying to a first grade student of elementary school as he is

writing, “Leave a space between words,” reminds him what the teacher previously

said about neat handwriting. Verbal prompts also help guide the student to connect

performances and prevent mistakes and frustration.

2) Gestural prompts

Gestural prompts are related to any model or demonstration of a particular

skill that a teacher wants his students to perform (Borich, 1996). For example, there

are students and teacher who are to make point to the fine adjustment knob on the

microscope. Then, the teacher makes a turning gesture with his hand.

3) Physical prompts

Borich (1996) says that teacher may use physical prompts when he finds a

student who has a lack ability of following a demonstration which is being told and

also the action being modeled. For example, a teacher might verbally describe how to

form the letter “A” correctly. In such a case, the teacher might use his hands to guide

student’s hand as he is writing. Through physical prompt, the teacher uses hand-over-

hand assistance to guide the student to correct performance.

In the verbal prompts, the teacher reminds the students by uttering an

instruction. Based on the theory of language functions spelled out by Halliday, every


19

utterance which is aimed to make a kind of instruction is considered as instrumental

function of language. For this reason, prompting belongs to instrumental function.

g. Explaining

Most of teachers use this technique to clarify a certain question or theory to

their students. Besides, teacher also uses this language function to explain to students

how to do an activity, how to organize a project they are doing and to clarify the

meaning of vocabulary or a particular concept (Spratt et al., 2005). Wragg (1984)

shows that explanation has three main orientations, they are to answer a question

started by what, which is known as interpretive explanation; how and where, which

is known as descriptive explanation and the last is why, which is known as reason –

giving explanation. For instance, there is a teacher who gives an explanation about

narration to his students by saying, “In a narration, we write an event

chronologically” or “A topic sentence in a paragraph is a sentence that contains the

main idea of a paragraph”.

According to Harmer (2003), one of the clearest ways of explaining the

meaning of something is to show it. For example, when a teacher holds up a map of

West Java, he should point to it while saying “This is the map of West Java”, its

meaning will instantly clear. Harmer also adds if teachers want to explain a particular

action they may use mime. For example, when a teacher wants to explain someone

who is running, they may mime someone running. At other times they are allowed to

use gesture as well as mimic.


20

Based on the theory of language functions formulated by Halliday, giving

explanation can be categorized as representational function. According to Halliday

(1973) as cited by Brown (1987), representational function has a purpose to convey

facts or explain a particular thing.

h. Checking learning

The teacher needs to check the learners’ understanding especially after

teaching new vocabularies, concept, theory, or after giving a summary of materials

which have just been given before (Spratt et al., 2005). They also state that the

teacher may use concept questions to check learners’ understanding.

Borich (1996) also states that “reviewing and checking at the beginning of the

lesson are also the most efficient and timely ways of finding out if their students have

mastered task-relevant prior knowledge sufficiently to begin a new lesson: if not then

teachers may repeat the explanation of the missing content”.

One alternative way of checking students’ understanding is by questioning

them. After that, teacher will be able to decide the next step of leaning because it is

impossible for a teacher to continue explaining the materials while some students are

still in confusion. In this classroom language, the teacher employs heuristic function.

i. Correcting

When a teacher is correcting his students’ mistake, he should show his

students that something is wrong and that his students have made a mistake.


21

According to Ridell (2003), “mistakes are part of the learning process as such should

be treated positively, assuming that students probably will learn from their mistakes

and not to repeat them again”. So, when a teacher corrects students’ mistake, it is also

a chance for a teacher to measure his students’ understanding

Ridell (2003) states that there are three kinds of corrections based on the

subject who gives the correction; those are teacher correction, self correction, student-

to-student correction (peer correction). In this part, the focus is on the teacher

correction method.

A teacher should make an effort to correct students’ mistake through a

particular way by motivating them without making his students losing their

enthusiasm. Thus, a teacher may use such an expression as “Great effort, but you still

need more practice with these words”, “Go ahead, you were almost right.” Besides,

the teacher needs to make a correction so that the students are able to know how the

mistake could happen and in which part that a mistake occurs (Spratt et al., 2005), for

example, “You still have some troubles with pronunciation”.

Teachers may employ facial gesture, facial work, verbal prompts etc, to help

with correction, such as “Again” or ”Sorry?” or a gesture for the student to stop their

sentences, thus indicating a problem. By asking student to repeat his/her answer, it

means that teacher uses instrumental function of language. However, he also applies

representational function when he explains the correct answer to the students.


22

j. Giving Feedback

In order to reinforce students’ performance, the teacher needs to give them

feedback. This function of language is also aimed to motivate students and appreciate

their courage in producing a particular action. For example, “That’s interesting,

Maria. Very good.” While a teacher is giving feedback to a student, he also shares his

opinion based on what his student did. In this case, the teacher employs personal

function of language.

4. Teacher Talk

a. The definition of Teacher Talk

Based on Longman Dictionary of Language Teaching and Applied Linguistics

(Richards, 2009), Teacher Talk is defined as “the variety of language which is

sometimes used by teachers when they are in the process of teaching”. Ellis (1985) as

cited in Xiao-yan (2006) adds that “teacher talk consists of classroom languages that

already been simplified by teachers to address L2 learners”. When the language has

already been simplified, teachers hope that it can be easily understood by the students

and the students will be able to learn a new linguistic property such as tenses and

verbs. From that point of view, teacher talk is considered as a communicative activity

which is aimed to communicate with students and it can be employed to develop

students’ foreign language proficiency.


23

b. The roles of Teacher Talk in managing classroom

Teachers need some media to transfer their knowledge to students and also to

manage classroom. Based on Qican (1999) as cited by Xiao-yan (2006), “teacher talk

is used in class when teachers are conducting instructions, cultivating their

intellectual ability and managing classroom activities”. There are still some other

functions of teacher talk. Nunan (1991) as cited by Xiao-yan (2006) also pointed out

that “teacher talk is important not only for the organization of the classroom but also

for the processes of acquisition”. It is important for the organization of the classroom

because it is through language that teachers either succeed or fail in implementing

their teaching plans.

c. The functional features of teacher talk

Since teacher talk also contains some classroom languages employed to

communicate with learners, hence, it is needed to categorize some functional features

of teacher talk.

Those features are:

a) Teacher’s questions

Richards and Lockhart (2000) as cited by Xiaou-yan (2006) says that

“questioning is one of the techniques which are frequently used by teachers and

serves as the principal way in which teachers control the classroom interaction”. In

addition, in some classrooms, over half of class time is taken up by question-and-


24

answer exchanges. Some classroom languages which are frequently used to question

students or to get students’ response are greeting, eliciting and checking learning.

b) Teacher’s feedback

In language classrooms, feedback on a students’ spoken language may be a

response either to the content of what a student has produced or to the form of

utterance. “Teachers need to motivate their students learning progress in order to give

them evaluation of the students’ response” (Cook, 2000, as cited in Xiaou-yan, 2006).

Feedback can be given by means of praise or by any relevant comment (Richards, J.

and Lockhart, 2000). This technique also employs one of the classroom language

functions namely giving feedback, which is aimed to motivate and encourage

students after they do a certain performance.

5. The Role of Interaction in Bilingual Class

An interaction between teachers and learners is an important event when a

teaching and learning process happens in classroom. According to Lier (1988, as

cited in Xiao-yan, 2006),” interaction is essential for the process of second language

acquisition through participation in speech events, which is, talking to others, or

making conversation”. In bilingual class, when students are supposed to acquire a

foreign language from each other including their teachers, interaction roles as the key

of a successful acquiring process.


25

Doughty and Long (2003, as cited in Leily, 2006) mention that there are two

types of evidence in the environment that foster acquisition, those are positive and

negative evidence. Positive evidence is the well-formed sentences or models in which

learners are exposed to, and negative evidence is the type of information which is

given directly or indirectly to the learners when they make an incorrect form in their

interactional exchange (Long, 1996, as cited in Leily, 2006). In this case, teachers

should be a positive evidence for their students. The teacher should be able to give a

correct model for the students when the teacher is explaining something through L2.

Now it is apparent that the correct form of classroom language functions used in

classroom affects the nature of interaction and also the process of L2 acquisition.

6. SBI (Sekolah Berstandar Inernasional) Curriculum

Suyanto, the General Director of Management of Basic and Intermediate

Education (Dikdasmen), as cited in KOMPAS (2010), declares that international

standard school has been assigned in National Education System Law (UU Sisdiknas)

in article 50, verse 3. A particular school can be considered as an appropriate

international standard school if it has an active, creative, attractive and effective

teaching and learning process. According to Suyanto (2008), a school that uses SBI

curriculum should be able to emphasize the development of creativity and innovation

to discover a possibility of new inventions related to science and technology. That is

why any SBI should also employ international curriculum. Chodidjah (2009), a

British Council education advisor, adds that SBI school is a national school which


26

adopts international standard curriculum. If it is so, then the school output will have

an excellence national and international quality, whether it is related to their

cognitive, affective or psychomotor aspect.

B. Theoretical Framework

This study is conducted based on some theoretical concepts which are aimed

to help answering two research problems namely 1) What classroom language

functions are applied by the Biology teacher of the tenth grade of SMUN 1 Sleman

Yogyakarta to deliver learning materials in English?, and 2) What are the difficulties

faced by the Biology teacher of the tenth grade of SMUN 1 Sleman in using the

classroom language functions to deliver learning materials in English?

In order to answer the first research problem, the researcher employs the

theories of classroom language functions by Spratt et al (2005). The theory of

classroom language functions is employed to provide the explanation about what

classroom language function is and how to apply it appropriately. After that, the

researcher employs that theory to observe the Biology teacher when the teacher is

teaching in bilingual class.

Since the focus of this study is the use of English while using classroom

language functions in non English language class, hence, the researcher employs the

theory of teacher talk to support the statement that classroom language functions is

important. This statement is supported by Nunan (1991, as cited in Xiao, 2006) who


27

says that it is through language that teachers either succeed or fail in implementing

their teaching plans.

The theory of classroom interaction in bilingual class is used in order to

support an idea that the usage of classroom language functions in bilingual class is

essential for the process of second language acquisition through participation in

speech events, which is, talking to others, or making conversation (Lier ,1988, as

cited by Xiao-yan, 2006). In RSBI schools, the teachers should be able to make a

good interaction with the students by using English as the target language. The

purpose is to enable them to compete both nationally and internationally (Chodidjah,

2008).

Afterwards, in order to be able to answer the second research problem, which

is to discover the Biology teacher’s difficulties in using classroom language

functions, the researcher employs the theory of classroom language functions as the

basic theory and information to assess teacher’s language.

After discovering the first and second research problem, the researcher intends

to provide some suggestions which discuss the best way of learning for non English

teacher. In addition, the researcher also employed the answer of the first and second

problems as a basic reference to formulate some suggestions.


28

CHAPTER III

METHODOLOGY

This chapter presents detailed information about the research methodology

used to answer the questions stated in chapter I. The discussion involves the research

method, research participants and setting, research instruments, data gathering

techniques, data analysis techniques, and research procedures.

A. Research Method

In carrying out the study, the researcher applied the qualitative approach. A

qualitative approach is described as an approach which is used to gather data

systematically, but the data is purely descriptive, and therefore not numerical

(Sprinthall, 1991). In this research, the data collected are in the form of words or

picture rather than number. The data included interview transcript, fieldnotes,

photographs, personal documents, memos, and other official records about the non

English teacher’s difficulties in SMUN 1 Sleman Yogyakarta.

The research aimed to describe what classroom language functions applied by

the non English teacher, in this case was the Biology teacher, in SMUN 1 Sleman

Yogyakarta as one of senior high schools that was still in preparation towards

international standard school. Thus, the researcher adopted descriptive research as its

method.


29

Further, Hopkins (1976) states that “descriptive research is generally used to

classify procedures used to generate knowledge by studying conditions as they

currently exist”. Similarly, Ary et. al. (1985) support this idea by stating that

descriptive research is concerned with conditions or relationships that exists; practices that prevail; beliefs, point of view, or attitudes that are developing; processes that are going on; effects that are being felt; or trends that are developing.

Since research study also concerns with a particular process that is going on,

hence, the researcher analyzed the biology teacher while the teacher was conducting

teaching and learning process by using classroom language functions in English. This

research also aimed to discover the use of English in classroom language functions

which were applied by the tenth grade Biology teacher of SMUN 1 Sleman

Yogyakarta in delivering materials in English as part of their preparation to teach in

SBI school. The next problem to solve was to discover the difficulties faced by the

Biology teacher of SMUN 1 Sleman in using the classroom language functions to

deliver materials in English.

B. Research Participant

The participant of the research was the Biology teacher of SMUN 1 Sleman

Yogyakarta who taught grade tenth students by using bilingual as the medium to

deliver the learning materials. In addition, the researcher also interviewed the head of

curriculum development staff of SMUN 1 Sleman Yogyakarta to gather the

information about the development of RSBI in that.


30

C. Research Instruments

In this study, three instruments were used to collect the data. They were described

in the following parts.

1. Observation Checklist

In this study, observation checklist was the main research instrument. Hopkins

(1976) says that one of the ways to obtain data is by organizing a direct observation

and observation checklist can be an instrument to gain data. The researcher employed

direct observation to discover what classroom language functions applied by the

Biology teacher of grade tenth together with the difficulties possessed by the teacher.

Ary et al (1985) said that a researcher should do some preliminary steps before

conducting a direct observation, such as selecting the aspect of behavior to be

observed and defining the chosen category clearly. Here, the researcher provides the

observation checklist which is used to observe the research participant.

Table 3.1 Observation Checklist`

The Occurrence of Classroom Language Functions in Biology Class, 10th Grade

No. Classroom Language Functions

Observation

First Second Third Fourth Fifth Sixth 1. Greeting 2. Eliciting

3.

Conveying the meaning

of new language

4. Instructing 5. Narrating


31


Observation

First Second Third Fourth Fifth Sixth

6. Prompting 7. Explaining

8. Inquiring students

9. Checking learning

10. Correcting

11. Giving feedback

12. Closing

2. Interview Guidelines

The next instrument used in this study was an interview guideline. Since this

research was focusing on one participant, the researcher employed in-depth interview

in obtaining the data. Boyce and Neale (2006) state that “in-depth interview is a

qualitative research technique that involves individual interviews with a small

number of respondent to explore their perspective on a particular idea, program or

situation”. In addition, Ary et al (2002) state that there are two basic types of

questions which were used in an interview according to the nature of the response

desired from the respondents. They were open-ended and closed questions. In order

to be able to answer the first and second research questions, the researcher used open-

ended questions because it permitted a free response from the respondents to answer

rather than restricting the response to a choice from among stated alternatives (Best,

1970). The researcher used Indonesian to interview the Biology teacher, such as

“Kalau pada saat memasuki kelas apakah ibu sudah menggunakan greeting dalam

(Continued)


32

bahasa Inggris?”, “Apakah ibu menggunakan bahasa Inggris untuk memberikan

perintah kepada siswa?”, “Apakah ibu pernah menggunakan bahasa Inggris pada

saat menceritakan suatu peristiwa atau kejadian?” The participant was free to

respond from their own view and the answers should be based on what they felt and

experienced related to the problems which were being concerned. He also added that

the important point of an open ended question was that the writer as the interviewer

should gain the rapport or establish a friendly relationship with the subject or

interviewees.

3. Fieldnotes

The last instrument used in this research was fieldnotes. According to Biklen

and Bogdan (1992), “fieldnotes is the written account of what the researcher hears,

sees, experiences, and thinks in the course of collecting and reflecting on the data in

a qualitative study”. The researcher employed fieldnotes to compare and complete

the data obtained from the interview and observations. In this study, the researcher

wrote fieldnotes while observing the class and when the Biology teacher was

conveying learning materials. There is an advantage of using fieldnotes as a research

instrument as what Biklen and Bogdan (1992) state that “fieldnotes help the

researcher to keep track of the development of the project to visualize how the

research plan has been affected by the data collected”.


33

D. Data Gathering Technique

In conducting this qualitative research, the researcher employed two major

techniques to gather the data needed. The techniques were observation and interview.

The interview was conducted twice. The first interview was conducted on February

4th, 2010. The aim of the first interview was to get the information about what

classroom language functions which were used by the Biology teacher. The second

interview was conducted on April 1st, 2010 and the aim was to get any data about the

difficulties that the teacher had in applying classroom language functions in bilingual

class.

Both of the interviews were conducted after the teaching and learning activity

so it did not disrupt the interviewee’s routines and the researcher had made a special

appointment with the participant. Before conducting the interview, the researcher as

the interviewer stated the purposes of this research and why the researcher chose

biology teacher as the participant. The questions must be made as briefly as possible

if no then the questions could bias the participant’s answer. The participants could

give information as many as possible during the interview process and the questions

given also could be added if it was needed. The result of the interview was recorded

both in a MP3 player and also written down on the paper as a note. The data obtained

in the interview I were used to answer the research question number 1, meanwhile,

the result of interview II were used to answer second research question, which was

the Biology teacher’s difficulties in applying classroom language functions in

English.


34

As stated before, in order to complete the data, the researcher also conducted

observations in X1 class until X6 class when there is a Biology class. The reason of

why the researcher used observation as a data gathering technique is that because

observation provides more objective information related to the research topic

(Hancock and Algozone, 2006).The results of the observations were transcribed in a

form of observation sheets and fieldnotes which were used to support the data to

answer the research problem.

In this study, the researcher also employed video recorder during the

observation. The purpose was to crosscheck the data obtained from the fieldnotes.

Besides, it was also used to complete the data to make them more reliable. In

addition, some points which were missed from the observation were added by

watching the result of the video recording and vice versa.

Related to that data completion process, there are some other benefits that the

researcher may get since the researcher employed video recorder during the

observation as stated by Marshall and Rossman (1989). They state that “research-

filming is a powerful tool for inquiry into past events. Film has the unique ability to

capture visible phenomena objectively”.

E. Data Analysis Technique

In order to address the first research problem, the researcher used some steps

to analyze the data obtained from the first interview and observations. First, since the


35

data were also in form of recording materials, the researcher analyzed them by

listening to the recording for several times after obtaining the data from the first

interview. Second, the researcher filled the interview questions which had been

prepared before and also made an interview transcription. Third, the researcher

categorized the interview results using the technique of data analysis suggested by

Bogdan and Biklen (1982) which is called as coding categories. They say that coding

categories could be carried out by separating data that have been collected by

researcher and grouping each of the data based on a certain topic. The researcher used

the following table to categorize the first interview result and interpret the result to

know what classroom language functions which were already used by the Biology

teacher. The table will facilitate the researcher to analyze the findings because there

are teacher’s statements over the use of each classroom language functions.

Table. 3.2 The Categorization of the First Interview Results with the Biology Teacher, 10th Grade

No.

Interview Transcription

Classroom Language Functions

Interview Interpretation on the

Use of CLF by the Biology Teacher

1. Greeting

2. Eliciting

3. Conveying the meaning of new

language

4. Instructing

5. Narrating

6. Prompting

7. Explaining


36

After categorizing the data obtained from the first interview, the fourth step

was analyzing the observation results together with the video recording and then

crosschecked them with the first interview findings. Before conducting the

observations, the researcher had made an observation checklist as it was shown in the

following table. This table was used to sign what classroom language functions used

by the Biology teacher.

Table 3.3 The Use of Classroom Language Functions

in Biology Class, 10th Grade

No. Classroom Language

Functions

Observation


1. Greeting

2. Eliciting

4. Conveying the meaning of new language

6. Narrating

7. Prompting

No.



Interview Interpretation on the

Use of CLF by the Biology Teacher



10. Correcting

11. Giving feedback

12. Closing

(Continued)


37

No.

Classroom Language

Functions Observation


8. Explaining


10. Correcting

11. Giving feedback 12. Closing

( + ) : teacher used classroom language function in English. ( - ) : the teacher did not use the related classroom language functions in English. ( ± ) : means the teacher used both English and Indonesia to apply classroom

language functions.

Fifth, the researcher transcribed the data discovered from the observation and

then combined them with the teacher’s statement obtained from the first interview to

support the findings. The theory which was utilized so as to address the first research

problem was the theory of the classroom language functions.

In order to address the second research problem, the researcher employed four

steps to analyze the data obtained from the second interview, fieldnotes and also

observation. As the first step, the researcher transcribed the results of the second

interview. The second step was categorizing the second interview result and also

interpreting the data gained from the second interview. This step was the same as

what the researcher used to answer the first research problem. The researcher also

employed coding categories as what Biklen and Bogdan (1982) state to categorize the

data into a certain topic.

(Continued)


38

The researcher used the following table to cluster the second interview results.

This table will facilitate the researcher to analyze the data to answer the second

research problem.

Table. 3.4 The Categorization of the Second Interview Results with the Biology Teacher, 10th Grade

The third step was transcribing the data gained from the second interview,

fieldnotes, and also from the observations which dealt with the difficulties faced by

the Biology teacher in applying classroom language functions. The underlying theory

of the second research problem was the theory of classroom language functions.

No.



Interview Interpretation on the Difficulties Faced by the Biology Teacher

in Applying CLF 1. Greeting

2. Eliciting

3. Conveying the meaning of new

language

4. Instructing

5. Narrating

6. Prompting

7. Explaining



10. Correcting

11. Giving feedback

12. Closing


39

Since this study was employing qualitative data, hence, the analysis was

working with data, organizing it, breaking it into manageable units, synthesizing it,

searching for patterns, discovering what is important and what is to be learned, and

deciding what the researcher will tell others (Bogdan and Biklen,1982). The data

obtained in the interview I were used to answer the research question number 1,

meanwhile, the result of interview II were used to answer second research question,

which was the Biology teacher’s difficulties in applying classroom language

functions in English.

The researcher employed some methods to evaluate the data in order to

increase both validity and reliability of the data which were going to be analyzed.

Patton (1980) said that by using a variety of sources and resources, the observer can

build on the strengths of each type of the data collection while minimizing the

weaknesses of any single approach. This step was also intended to know whether the

observation findings were right or wrong based on the teacher’s answer in the

interview.

F. Research Procedure

In brief, the writer conducted several main procedures in attaining the

objectives of the research. Firstly, the researcher selected problems for the study.

After obtaining the problems which are needed to solve, the researcher attempted to

discover some theories related to the research problems. After that, the researcher

chose to conduct the research in SMUN 1 Sleman Yogyakarta as one of the senior


40

high schools in Yogyakarta that opens a bilingual class program especially for tenth

grade. The next step was gaining the access to SMUN 1 Sleman, Yogyakarta.

Afterwards, the researcher conducted some observations there. Before asking

permission to SMUN 1 Sleman Yogyakarta, the researcher asked permission to

Kantor BAPPEDA Yogyakarta. Afterwards, the researcher continued to ask

permission to SMUN 1 Sleman Yogyakarta to conduct the research in that school.

After getting the permission to conduct the research, the researcher learned the

situation or condition in SMUN 1 Sleman Yogyakarta, including the teachers, the

students, the environment and the facilities there. It was needed to get closer to the

participants so that it would make the researcher easier to conduct the research.

Then the researcher conducted a direct observation in Biology class of tenth

grade, started from class X1 until X6. The researcher observed the teaching learning

activities especially in Biology class. The researcher observed and recorded the whole

phenomena which happen in the class in the form of note and also by using video

recorder. Afterwards, the researcher did the in-depth interview to the teacher to gather

the data. Once all of the data were already collected, the researcher started to analyze

them and also interpret them so that it formed some results which are the answers of

the research questions.


41

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

In this chapter the researcher would discuss the answer of the research

questions as stated in chapter I. The research questions were: (1) What classroom

language functions are used by the Biology teacher in tenth grade of SMUN 1 Sleman

Yogyakarta to deliver learning materials in English? (2) What are the difficulties

faced by the Biology teacher of tenth grade in SMUN 1 Sleman to deliver learning

materials in English? To answer those questions the researcher would provide the

answers and discussion based on the data collected.

A. Classroom Language Functions Used by the Biology Teacher in Tenth grade

of SMUN 1 Sleman in Delivering Materials in English

This section discussed the findings to answer the first research problem which

was the classroom language function used by the Biology teacher in delivering

learning materials by using English in bilingual class. The table on the following page

was the findings of this study describing classroom language functions used by the

Biology teacher while conveying learning materials in English.


42

Table 4.1The Findings on the Use of Classroom Language Functions

In Biology Class, 10th Grade


Observation


1. Greeting - - - - - -

2. Eliciting - - - - - -

3.

Conveying the meaning

of new language

- - + - - -

4. Instructing - ± - - - -

5. Narrating - - - - - -

6. Prompting - - - - - -

7. Explaining - + + - - ±

8. Checking learning + + + + - -

9. Correcting - - ± - - -

10. Giving feedback - + - - - -

11. Closing - - - - - -

( + ) : teacher used classroom language function in English. ( - ) : the teacher did not use the related classroom language functions in English. ( ± ) : means that the teacher used both English and Indonesia to apply classroom

language functions.

a. Greeting

Table 4.1 showed that from the first until the sixth observation the teacher

never used English to greet students. From the fieldnotes, the researcher discovered


43

that the teacher always used Assalamualaikum Wr. Wb. when she opened the lesson.

Then, the teacher continued by asking whether or not there are any absent students by

saying, “Who is absent today?” However, this English question was only used by the

teacher on the first observation. In the second until sixth observation the teacher

always used bahasa Indonesia, for example “Siapa yang tidak masuk hari ini? or

“Sudah masuk semuanya?” The teacher rarely used English because it already been

her habit to always use Indonesian in greeting the students.

b. Eliciting

Table 4.1 showed that the teacher did not elicit any information from students

by using English. However, the researcher found that the teacher used some words in

English and combined with Indonesian sentence, for instance, “Ikan apa saja

contohnya yang bisa digunakan untuk bio- indicator?” (second observation).

Through this question, the teacher was able to acquire some responses from the

students as additional information. In the other observation the teacher tended to

employ Indonesian in eliciting information from students, such as “Bagaimana cara

memutus daur hidup cacing pita? Tau engga?” (sixth observation). The purpose of

this question was to elicit students’ opinion. Some other examples of the use of

Indonesian when the teacher elicited students response was “Reptil apa hayo? Yang

ovovivipar contohnya apa? ”(fourth observation), “Apa itu saccus pneumaticus?”

(third observation). The whole eliciting questions were used when the teacher was

explaining the main learning materials and the function was to give students chance


44

to speak and convey their opinion. Besides, by eliciting students’ opinion, the teacher

was also able to get students involved and interest to the materials which were being

discussed.

c. Conveying the meaning of new language

According to Spratt et al. (2005), the function of this classroom language is to

explain the meaning of a certain word, phrase or structure. Table 4.1 showed that the

teacher used English in conveying the meaning of new language was only in the third

observation. The teacher said, “Polikiothermic is cold blood. Homokiothermic is hot

blood.”

In the other observations the researcher discovered that the teacher often used

Indonesian to convey the meaning of a certain biology term. For example, “Corda

dorsalis adalah tali pada tulang belakang”, “Apa itu saccus pneumaticus? Anda

pernah dengar kantong udara? Pundi-pundi hawa? Nha, itulah saccus pneumaticus.”

(Both of the questions were found in the third observation), “Anterior dorsal itu apa?

Sirip depan.”The teacher tried to convey a meaning of a Biology term by asking a

question to the students and then answer it by herself (second observation). It took

time for the teacher if she had to use English directly to convey a meaning of a new

term. Most of the time, the teacher prefer using Indonesia to English. The teacher

used Indonesian because she asked the students spontaneously and she did not know

how to translate such terms into English.


45

d. Instructing

Table 4.1 showed that the teacher did not use English in giving instruction to

the students. However, based on the second observation, the teacher combined

Javanese with English sentence. The teacher said, “Angga, please repeat

answer…sopo iki…Rani!” Actually, she wanted to ask Angga to repeat Rani’s answer

but the English sentence that the teacher used was incorrect. The correct form should

be “Angga, please repeat Rani’s answer!” or “Angga, could you please repeat Rani’s

answer?”

In the first until sixth observation the teacher used Indonesian to instruct some

students, for example, in the observation I the teacher said, “Mbak mbak, dibaca yang

keras!” The teacher preferred to use Indonesian in instructing some students to be

quiet because the class was so noisy while there was a group of students who was

organizing a presentation (second observation). The teacher said, “Sssst..lainnya

diam!” In the third until sixth observation the teacher also discovered the use of

Indonesian by the teacher to instruct the students. The teacher said, “Silakan berdiri

di depan kalau kamu belum siap!” (third observation), “Tolong ini viewer nya

digulung aja!” (sixth observation), “Lainnya mbok memperhatikan, kok malah asik

sendiri!” (fifth observation), “Ayo dipercepat, waktunya nanti habis!” (fourth

observation)

The observation results showed that the teacher always used Indonesian to

instruct students to do a particular thing. The researcher concluded that the teacher

had a difficulty to make an instruction especially by using English spontaneously.


46

e. Narrating

Based on Table 4.1, the researcher did not find any classroom language which

was used by the teacher to tell a story or experience in English. However, the

researcher discovered one finding that the teacher used Indonesian to tell a past story

about how Necator Americanus worm which could enter someone’s body through his

or her pore. The teacher said, “Kalau orang zaman dulu itu kan nyeker. Tau nyeker

ta? Iya, tidak memakai alas kaki. Jadi cacing pita itu bisa masuk ke pori-pori kulit

karena sangat kecil” (sixth observation).The teacher narrated a past story to give a

clear description of Necator Americanus’s way of living to students.

f. Prompting

Table 4.1 showed that the teacher never used English in prompting students.

In this study, the researcher only found two significance evidences that the biology

teacher used Indonesian in prompting students. The teacher used verbal prompting to

help students remember a phrase because they seem to have a difficulty to remind it.

Both of the evidences were found in the observation I. The first one was when the

teacher said, “5 kelas yang termasuk vertebrata itu apa saja? Amphibia, terus? reptil,

Pisces, aaaaavv…aves, terus ,mamalia.” The second evidence was also found in the

first observation. The teacher said, “Nah, yang Pisces itu kan ada Agnatha, trus yang

kedua itu ada placooo…placodermic.” The other one was when the teacher said, “Itu

tadi lho, mbak, ectoo….ectoderm, mesoderm dan endoderm” In these three


47

sentences the teacher pronounced the word aves, placodermic, and ectoderm with a

long pressure in the initial part of the words to make the students remember those all

words. In the other observations the teacher did not find any other evidence of

prompting.

Since the teacher always uses words to prompt students, hence, it can be

called as verbal prompt. Borich (1996) states that verbal prompts can be in the form

of cues, reminders, or instructions to learners that help them perform correctly the

skill teachers are teaching.

g. Explaining

From table 4.1, it was clear that the teacher employed English language to

explain a particular theory or to answer students’ question in the second and the third

observation. Based on the result of the second observation, the teacher said,

“Polikiothermic, the same as cold blood. Temperature body is adaptation of

environment.”After that, the teacher repeated the explanation with Indonesian to

make the meaning more understandable. The teacher said, “Jadi, suhu tubuhnya

berdaptasi dengan lingkungan.” In the third observation, the teacher said,

“Polikiothermic is cold blood. Homokiothermic is hot blood. Body temperature is

konstan ya?” The researcher also discovered that the teacher was hesitant with her

ability in using English. So, the teacher used the word “Ya?” in the end of the

sentence while staring at one of the students in order to know whether the English

that the teacher used was correct or not.


48

In the other observation, the researcher also discovered that the teacher

combined English and Indonesian in one sentence to explain a particular theory. The

researcher discovered this finding in the fourth observation. The teacher said,

“Memang untuk Plathyhelminthes belum punya anus, sehingga system diggestingnya

atau sistem pencernaannya belum sempurna, no perfect yet.” The teacher used

English to translate some phrase into Indonesia so that the students were able to

understand the meaning.

In the other observations the teacher used Indonesian to explain the learning

materials to the students, for instance, “Yang ekto, endo, meso tadi kan tiga

lapisannya. Yang endoderm tadi berkembang jadi alat gerak tubuh, yang ectoderm

jadi kulit dan rambut, lalu yang mesoderm menjadi rongga tubuh” (first

observation), “Cungur bebek itu mamalia yang punya paruh, bertelur juga.” (sixth

observation), “Ular bisa merusak ekosistem dan jaring –jaring makanan. Tokek bisa

menguntungkan dan merugikan” (fifth observation).

h. Checking Learning

A teacher should know whether the students already mastered the materials or

not after conveying new learning materials. Hence, a teacher needs to use a classroom

language in order to check students understanding. This classroom language is

commonly known as checking learning and it could also be done in the early part of

the meeting. Table 4.1 shows that the Biology teacher used English to check students

understanding in the observation I, II, III, and IV. Based on the observation I, the


49

teacher used some English classroom languages to check students understanding such

as, “What’s the mean corda dorsalis, Indra?”, “What’s mamalia?”, “So, fertilization

internal or external?”

In the second observation, the researcher discovered some related classroom

languages, such as “What is a reproduction system of the reptile?”, “What is the

meaning polikiothermic?” and “Do you understand?” In the third observation and

fourth observation the researcher also discovered some English classroom languages

used by the teacher to check the students understanding, such as “What are the

different polikiothermic and homoiothermic?”, “What are chambered heart of Pisces

and Amphibi? How many?”, “What kind classification of Pisces?”, “What different

Agnatha and Placodermic?”,”What is the function saccus pneumaticus?”.

i. Correcting

Table 4.1 showed that the teacher tended to use Indonesian to remind students

that they had just made a mistake after they answered a question or conveyed an idea.

In the observation I the teacher corrected one of the students’ mistakes in stating a

term. The teacher said, “Itu tadi yang bener Posterior, bukan Posterio” In the second

observation the teacher made a correction to a group of students after they organized

a presentation. The group presented a wrong statement during the presentation, and

then the teacher said, “Tadi sebenernya untuk Pisces yang bener ada 4 kelas”. In the

other observation the researcher also noted that the teacher used Indonesian to correct


50

students’ mistake in pronouncing a biological term, for example, “Itu tadi bacanya

bukan semosensory ya, tapi kemosensory” (fifth observation)

However, the researcher found a teacher statement in correcting students’

mistake by using English combined with Indonesian was in the third observation. The

teacher said, “Role harmful-nya pemakan buah-buahan harusnya dikasih contoh,

misal kelelawar, kalong. Trus yang beneficialnya mungkin untuk manusia juga punya

manfaat”

j. Giving feedback

Based on table 4.1, it was clear that the teacher used English to give feedback

to the students in the second observation. The teacher said, “Ok, thanks. Good, very

good!” The teacher gave a compliment to students after they were able to answer the

teacher’s question. In the other observation, the researcher did not find any English or

Indonesian classroom language used by the teacher to give feedback to students.

k. Closing

Based on the data of first observation until the last observation, the researcher

did not discover any English classroom language used by the teacher to close the

meeting. The teacher always used Arabic expression combined with Indonesian, such

as “Sekian, Wassalamualaikum Warokhmatulah Wabarakatuh” In the second

interview the teacher said that it already been her habit to always close the meeting by

using either Indonesian or Arabic.


51

B. The difficulties faced by the Biology teacher of grade tenth in SMUN I

Sleman in using classroom language functions in English

After conducting some interviews and observations, the researcher discovered

that there are several problems faced by the Biology teacher in applying classroom

language functions. After analyzing the problems faced by the biology teacher in

applying classroom language functions, the researcher classified them into three

categories based on the cause of the problems. In this study, the first category was

that the problem caused by the teacher’s habit, the second category was that the

problem caused by the limited English proficiency faced by the teacher, and the third

category was that the limited of time to learn English. This step was called as coding

categories. Bogdan and Biklen (1992) said that coding categories can be carried out

by separating data that have been collected by researcher and group each of the data

based on a certain topic.

1. The difficulties faced by the biology teacher in grade tenth in applying

classroom language functions caused by the teacher’s habit to always use

Indonesian

a. The teacher had a habit to open the meeting by using Arabic greeting

Based on the observations conducted by the researcher, the teacher usually

started the class using Assalamualaikum Warohmatuloh Wabarokatuh followed by a

question to know whether there were any absent students or not in Indonesian. The

teacher never used English expression to open the class. The teacher felt that it had


52

been a habit to use Arabic expression to open the class instead of “Good morning”.

The teacher said, “Untuk seperti itu kan sudah kebiasaan sehari-hari, jadinya

menurut saya sendiri kan lebih enak kayak biasa” (second interview). The teacher

thought that it is difficult to change the habit from using Arabic utterance into

English.

b. The teacher never tried to use English to close the meeting

Based on the data obtained from the observations, the teacher never used

English to close the meeting. The teacher tended to use Indonesian or Arabic

expression, such as Assalamualaikum Wr. Wb and then followed by Indonesian. The

teacher stated that she always used that kind of word to close the class. In short, it had

been a habit for her to use Arabic word.

2. The difficulties faced by the Biology teacher of grade tenth in applying

classroom language functions caused by her limited English proficiency.

a. The teacher did not know what question to be used to elicit students’ opinion in

English

From the observations data, the researcher discovered that the teacher always

used Indonesian to ask students in order to obtain their response towards the question

related to the learning materials. The teacher argued that sometimes she met a

difficulty in eliciting students’ response through English. There is a big possibility

that the teacher did not know how to make a question to elicit students’ response.


53

Besides, from the second interview, the researcher identified another cause

why the teacher mostly used Indonesian than English. In the second interview the

teacher said, “Tapi kan anak-anak maunya pake bahasa Indonesia” (second

interview). The teacher said that the students would be able to understand what the

teacher said quickly if the teacher used Indonesian in delivering speech. Therefore, in

this case, the teacher followed what the students wanted in order to avoid a

misunderstanding.

b. The teacher did not know how to construct a good sentence with an appropriate

grammar to convey a new meaning in English.

Based on the observations, the researcher noted that the teacher had tried

to use English in conveying the meaning of new terms or words. Meanwhile, it was

obviously that the teacher was not sure about what she was saying. The teacher said,

“Nha itu kadang-kadang bahasa Inggris-nya. Untuk meng-Inggris-kannya itu lho.

Kalau artinya kan tau bahasa Indonesia-nya, tapi dalam bahasa Inggris penyusunan

bahasa Inggris yang baik itu kan belum bisa. Cuma sepotong-potong” (second

interview). Sometimes the teacher checked whether her English was already correct

or not by asking to a student who was sitting next to her. The researcher considered

that the teacher was not able to make an English sentence in a good structure to

convey a meaning of a particular term.


54

c. The teacher did not know how to instruct students by using English

spontaneously.

According to the observations, the teacher often used Indonesian to instruct

students to do a particular thing. Sometimes, the teacher combined two languages

between English and Indonesian or Javanese. The teacher argued that sometimes she

instructed students spontaneously, so she never thought whether she wanted to use

English or Indonesia. “Kalau kesulitan sih engga, karena saya biasa pakai bahasa

Indonesia, jadi ya spontan” (second interview). In some situations the teacher needed

to instruct students quickly. For example, when the teacher wanted to ask some

students to be quiet she said “Ssst..lainnya diam” (second observation) other than

“Be quiet, please!”. Using English would slow down the teacher’s response in

conveying her purpose because she had to think the English word she wanted to use

and it took time.

d. The difficulty in narrating a particular event using English with an appropriate

sentence structure.

In order to support the clarity of an explanation, sometimes a teacher needs to

give an example by narrating a story. Spratt et al. (2005) state that this function of

language classroom is the same as telling a story that has happened in the past in a

chronological order. Based on the observations, the teacher still used Indonesian in

narrating a story. The difficulty that the teacher faced was that the ability to make a

good structure of English sentence and also how to translate Indonesian sentences


55

into English. “Nah, makanya tu tadi seperti awal tadi kan kalau memakai bahasa

Inggris yang bagus kan saya ngga bisa. Ya kadang–kadang aku ngga tau Inggris-nya

jadi ya campur-campur bahasa Indonesia” (second interview) There was also a

possibility that the teacher also had a lack of vocabulary mastery so that she tend to

use Indonesia or Javanese language. Besides, to make a good English narrative story

a teacher needs knowledge about English basic tenses.

e. The teacher did not know how to give a clue to help students remind a particular

learning materials

Prompting students is one of the classroom language functions which is used

to help students to remind some parts of learning materials. Spratt et al. (2005) state

that a teacher may give a clue to the learners to help them memorize words or

difficult idea so that they will be able to understand or do a particular task. Based on

the observation, the researcher noted that the teacher used verbal prompt to help

students to remind some ideas. The teacher did not use English to prompt students but

by mentioning the first letter of a word to help the students to guess the exact word or

term, for example, “Aaaaavv…veeess, Amm…phibi” The teacher said that she did not

need to give any clue in a form of sentence because the students already know the

answer but they only did not know the right sequence. “Ya dia kan dari SMP sudah

tau klasifikasinya dari yang rendah ke tinggi, cuma lupa urutannya gitu lho. Hanya

mengingatkan” (second interview)


56

f. The teacher had a difficulty in constructing a correct sentence by using English to

explain a certain part of learning materials

Based on the observations, the teacher had attempted to use English to explain

some learning points. However, the English sentences used by the teacher were

mostly grammatically incorrect. For example was when the teacher said

“Polikiothermic, the same as cold blood. Temperature body is adaptation of

environment.” The teacher said that she had a difficulty in constructing a good

sentence in English, which is grammatically correct. Therefore, the teacher used

English in a simple way to explain some parts of the materials. “Nha itu, kadang –

kadang mau pake bahasa yang bahasa yang bagus itu kan sulit ya, Mas. Itu kan

hanya to the point aja. Misalnya, Homoiotherm kan hot bloods gitu ya, tapi kan

temperature body is constant gitu. Kita kan kalo memakai penjelasan dalam bahasa

Indonesia berarti kan temperatur tubuhnya sudah tetap dan tidak terpengaruh oleh

lingkungan, gitu. Itu kan kita ga bisa kalau secara detailnya” (second interview)

g. The teacher still made a mistake in using a correct question in English to measure

the students’ understanding level

Based on the observation, the teacher had tried to use English to measure

students’ understanding towards the learning materials that had been conveyed

before. Some of the English utterances that the Biology teacher used were including

“What’s the mean corda dorsalis, Indra?”, “What’s mamalia?”, “So, fertilization

internal or external?” “What is a reproduction system of the reptile?”, “What is the


57

meaning polikiothermic?” “Do you understand?”, “What different agnatha and

placodermic?”,”What is the function saccus pneumaticus?”, and many more. Mostly,

the questions were given to the students in the beginning of the meeting and also after

the teacher conveyed the learning materials.

Some of the sentences used by the teacher were considered as grammatically

incorrect. The teacher focused on the main point to ask without considering the

grammatical correctness. “O, trus kalo aku disuruh menjelaskan lagi secara men-

detail dengan bahasa Inggris yang bagus kan saya ngga bisa. Saya kan bisanya cuma

point-point-nya aja. Jadi kalo pake bahasa Inggris yang bagus ya ga bisa saya, Mas.

Belum bisa” (second interview). From the interview the teacher also stated that she

could not be able to make a good sentence in English to check students’

understanding.

h. The teacher felt that she was not fluent enough to correct students’ mistake in

English

Based on the observations, the researcher discovered that the teacher did not

use English to correct students’ mistake in answering a question or when they made a

wrong statement during the presentation. The teacher tended to use Indonesian or

Javanese language to tell students if their statement was incorrect. The teacher stated

that it was her spontaneous effect to correct students’ mistake using Indonesian or

Javanese. “Udah otomatis itu.hehehe… Ya kalo pake bahasa Inggris terus ya lupa

atau apa karena belum fasih, Mas. Belum bisa” (first interview). The teacher also


58

said that she was not fluent enough to speak in English and that was why she

preferred to use the simplest way.

i. The teacher had a limit utterance to commend on students’ performance

From the observations data, the researcher discovered that the teacher already

attempted to give feedback to students in English after they answered a question

correctly or after they shared their idea. However, the utterance that the teacher used

was still restricted. “Aku taunya kan cuma excellent, good, gitu.” (second interview).

This statement meant that the teacher did not have enough variety of words to

encourage students.

j. The teacher had a difficulty in memorizing any kind of new words

Based on the data obtained from the interview, the researcher discovered that

the teacher faced a problem related to her memorization system. “Saya udah tua juga

jadi ya mudah lupa, ingatannya kan udah laen dengan yang muda” (second

interview). This condition took two influences towards the teacher. First, it slowed

down the teacher’s learning progress to be more proficient. Second, the quality of the

teaching performance was degraded when the teacher tried to use English. Teacher’s

degradation of learning progress and teaching performance happened because the

teacher forgot some words that she already had memorized before.


59

3. The difficulty faced by the Biology teacher in grade tenth in applying

classroom language functions caused by a limited of time to learn English

The teacher had a lack of time to learn English because of she had so many

businesses to do. Based on the data obtained from the interview, the teacher stated

that once her mother was sick and she had to take care of her mother in the whole day

until the condition turned into normal. That situation was practically decreasing her

chance to learn English at home and to reread the materials which had been given by

the English tutors who help RSBI teacher to learn English. “Ibu saya sakit..kan jadi

pikiran saya baru kacau gitu lho..ga’ konsen” (first interview). The researcher

concluded that the teacher had a lot of things to do so that she also had a lack of

opportunity to learn English.


60

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions and some suggestions of the research.

The purposes are to give brief and clear description about the result of the research

and to give some suggestions. The suggestions of this research are aimed to Biology

teachers and the future researchers as well.

A. Conclusions

Based on the analysis result, the researcher discovered that the Biology

teacher has used classroom language functions in English. Meanwhile, the amount of

using English classroom language functions was not as much as Indonesian. After

analyzing the problems faced by the biology teacher in applying classroom language

functions, the researcher classified them into three categories based on the cause of

the problems. The first category was the problem caused by the teacher’s habit, the

second one was the problem caused by the limited English proficiency which was

possessed by the teacher, and the third one was that the limited of time to learn

English.

The first category was the problems faced by the biology teacher in grade

tenth in applying classroom language functions caused by the teacher’s habit to

always use Indonesian. The problems were (1) the teacher had a habit to use Arabic


61

words to open the meeting and (2) the teacher had a habit to use Arabic words to

close the meeting.

The second category was that the problems faced by the limited English

proficiency had by the Biology teacher of tenth grade. Those problems were (1) the

teacher did not know how to instruct students by using English expressions

spontaneously (2) the teacher did not know what question to be used to elicit

students’ opinion in English (3) the teacher did not know how to construct a good

sentence with an appropriate grammar to convey a new meaning in English (4) the

difficulty in narrating a particular event using English with an appropriate sentence

structure (5) the teacher did not know how to give a clue to help students to remind a

particular learning materials (6) the teacher had a difficulty in constructing a correct

sentence by using English to explain a certain learning materials (6) The teacher still

makes some mistakes in using a correct question in English to measure the students

understanding (7) The teacher feels that she was not affluent to correct students

mistake in English (8) the teacher had a limited of utterance to commend on students’

performance (9) the teacher had a difficulty in memorizing any kind of new words.

The third category was that the problem caused by the lack of time which was

needed by the Biology teacher to learn English. The teacher had a limited of time to

learn English because she, as a teacher, has so many businesses to do. This factor,

then, became an obstacle since she could not be able to improve her knowledgeabout

English.


62

B. Suggestions

Concerning to those difficulties, the researcher proposes some suggestions

which are aimed to help the Biology teacher solve her problems in using classroom

language functions in English.

After analyzing the Biology teacher’s difficulties in using English classroom

language functions, the researcher provides some suggestions that can be used to

overcome those difficulties. Through the proposed suggestions, the researcher hopes

that it would be able to help the teacher to make the right form of classroom language

functions in English and convey the purpose of communication properly.

The researcher divides the suggestions into three parts based on the problems

that the Biology teacher faced. The first one is the solutions based on the teacher’s

problems caused by the teacher’s habit to use Indonesian frequently. The second one

is the suggestions to solve the Biology teacher’s problems related to the limited

English proficiency had by the teacher. The third one is the solution to help the

teacher to solve the teacher’s problem when she has a limited time to learn English:

1. The suggestions based on the teacher’s difficulties caused by the teacher’s

habit to use Indonesian frequently.

a. Attempting to use English greetings to open and close the class

The teacher should try to employ English greeting to open and close the

meeting, such as “Good morning”, “How are you today?” or “How ‘s life?” , “Good


63

bye”, “I’ll see you again on….”, “I think that’s all for today and don’t forget

to…”and many other expressions. This solution is aimed to improve the variety of the

use of greeting and closing expression. By this time, the teacher always begins the

class by using Assalamualaikum Wr. Wb. and it seems that there is no improvement

and the students need other expressions from the teacher so that they could learn from

one each other.

b. Using other similar expressions to close the meeting

The teacher tended to always use Assalamualaikum Wr. Wb. to close the

meeting. It would be better for the teacher to use other similar expressions to close

the meeting so that it will not be seemed as monotonous. The researcher proposed

some expressions such as “Good bye everybody. See you again on…..”, “I think that

is all for today. See you again”, and many more. After using those expressions, the

teacher may continue to use Indonesian if the teacher wants to add some additional

information to students.

2. The suggestions based on the teacher’s difficulties caused by her lack of

English language proficiency

a. Using some basic form of expressions to elicit students’ opinion

Borich (1996) said that “eliciting has a similar meaning with probing which is

done by questioning that immediately followed by students’ response in order to ask

for new information to extend or build upon the student’s response and to redirect or

restructure the student’s response in a more productive direction”. The researcher


64

might use several basic forms of question to elicit students’ opinion, such as “What

do you think about ….”, “What can you see in the picture?”, “What is your opinion

about ….” Such expressions are considered to be effective to elicit students’

response; hence, students will be more involved in class discussion. The teacher may

make such expressions with English which is mixed with Indonesian language if she

does not know the correct translation of some words.

b. Using a simple language to convey a meaning of a new language and adapting the

meaning from the Biology book.

Based on the problems analysis, the teacher had a difficulty in producing a

correct sentence in an appropriate structure to convey a meaning. The problem

appeared when the Biology teacher was not able to define a Biology term into

English in a correct sentence and it tends to be grammatically incorrect. For example

is when the teacher defined a Biology term namely Polikiothermic and

Homoiothermic. The teacher said “Polikiothermic is cold blood. Homokiothermic is

hot blood.” The correct sentence should be “Polikiothermic is a cold blood animal.

Meanwhile, Homoiothermic is a hot blood animal” The teacher had discovered the

right formula to convey a meaning through this form: ‘the term + is + the definition’.

The researcher thought that what the teacher did to define a particular term was quite

good, however, the teacher only need to revise the meaning in which could be

adapted from the Biology book which was already in English version.


65

c. Memorizing some simple expressions which are often used to instruct students.

Based on the teacher’s statement on the interview, she also faced a difficulty

in using English expression to instruct someone quickly and that is why the teacher

tends to use Indonesian and even Javanese language to convey her purpose.

The researcher proposed one effective and easy way to overcome the teacher’s

problem. After conducting some observations, the researcher mentioned some

frequently used expressions that the Biology teacher uses to instruct students and the

researcher has translated them into English. Those instructions are including “Be

quiet, please”, “Please open your book on page ….”, “Now, please answer my

question!”, “Please make a group consisting of ….persons”, “Please do exercise

number ….”, “Attention please!”, “Listen to me, please!”, “Please take the, for

example, laptop or chalk, in the teachers’ room”, “The next group please come in

front”, “Please write your answer on the whiteboard!” However, if the students are

getting confused about the language the teacher used to instruct it would be better if

the teacher adjust the language into the understandable one (Ridell, 2003).

By memorizing some simple English expressions given, the teacher is

intended to be able to use those expressions when she wants to give an instruction to

students in a correct and fast way.

d. Using a simple language to retell a past story combined with Indonesian

When the teacher has problem in retelling story in English she is able to start

from the easiest way, which is using a simple English sentence which is combined to


66

Indonesian. The teacher does not need to consider about grammar correctness because

it would be slowing down the eagerness to start. The teacher might start his story by

some gambits, such as “One day, …”, “Many years ago …”, “Once upon a time, …”,

etc… Knapp and Watkins (2005) say that narrating typically uses action verbs, such

as went, ate, slept, etc and also temporal connectives, such as after, when, and, then,

therefore, next, etc.

e. Mentioning some clues with English words to prompt students so that they are

able to answer a question

The Biology teacher argued that she only used some words to prompt students

so that they would be able to answer the teacher’s question. However, she still used

Indonesian and sometimes by directly mentioning the initial letter of a word. In this

case the biology teacher needed to try to employ some English words or the related

term to prompt students as a clue. For example, when the teacher wanted to ask

something which was the answer was Aves, the teacher did not need to say

“Avvv…veees” Probably, it would be better if the teacher mentioned some members

of Aves, in this case are birds, chickens, ducks, etc. As a teacher in bilingual

classroom, the Biology teacher can combine English with Indonesian when she found

a difficulty in translating some words into English. It also will help students to learn

some new English utterances from their teacher.


67

f. Simplifying the explanation from the book into a simple language combined with

Indonesian.

Explaining learning materials is one of the classroom language functions

which are often used by the teacher. When a teacher has a difficulty in explaining

materials in English, a teacher may simplify the explanation taken from the book into

the simple one. The teacher can also combine the sentence with Indonesian if she

meets a difficulty in translating some words. This strategy is aimed to help the

teacher to convey the materials in English easily in a comprehensible meaning both

for the teacher itself and also for the students.

g. Making a basic questions pattern and using 5W and 1H questions to improve the

teacher’s competence in checking students’ understanding

Borich (1996) state that reviewing and checking at the beginning of the lesson

is the most efficient and timely ways of finding out if their students have mastered

task-relevant prior knowledge sufficiently to begin a new lesson. Based on the

observation, the teacher always checked the students’ understanding in the early part

of the meeting. Nevertheless, the teacher had a difficulty in making a correct English

question which was aimed to know the learners’ understanding. Most of the questions

were grammatically incorrect. Besides, the questions that the teacher used tended to

be monotonous. To solve this problem, the researcher proposes some solutions. Those

solutions are that the teacher can make basic questions pattern and employing 5W 1H

(Who, What, When, Where, Why, How) questions to enrich the question variant. This


68

strategy could be carried out by make a list of questions pattern which are frequently

used in checking understanding, such as “What is/are the difference/s between …….

and ……?”, “What is the meaning of ……?”, “What do you know about …..?”,

“Why ……. is called as ……?”, “What is the functions of ……?” “Where is the ……

can be found?” When does photosynthesis occur?”,”Why do/does …… occur?”,

“How could……happen?” The other question patterns which can be used are, for

example, “Could you explain the process of…….?”, “Could you mention the

differences between …… and ……?”,”Could you explain the meaning of……?”.

Through the question patterns the researcher believes that the teacher can memorize

them easily and the questions will be effectively used to measure students’

understanding.

h. Noting down the students’ mistake first and correcting the mistake later after the

students finishing their presentation by using a simple expression.

The teacher had a problem to correct students by using English when they

made a mistake during the presentation. In this case, the researcher proposes a

solution that a teacher should note down the students mistake after they finishing

their presentation. The researcher suggests some simple expressions which can be

used to start correcting students’ mistake, such as “Andi, you have made a mistake in

spelling the word….. It should be…..”, “I found a mistake when you say …….. It

should be spelled as….. ”, “There are some parts of your presentation which should


69

be corrected” After using those expressions, the teacher may use Indonesian to

convey the right answer.

i. Using some motivating words to praise students’ performance

Motivation is one of the important aspects of learning to encourage students.

Giving feedback is one strategy which can be employed to motivate students after

they present a particular activity, such as answering teacher’s question correctly or

organizing a presentation.

Based on the observation, the teacher had a lack of choice of words to praise

students’ performance. The researcher suggests some words that can be used to praise

students as a positive feedback. Those words are “Well done”, “Excellent”, “Great.

Nice answer”, “OK. Good”, “Wow, that’s perfect”, and many more.

3. The suggestion based on the teacher’s difficulty caused by her limited of time

to learn English

In this study, the Biology teacher faced a difficulty in memorizing some

words. This is such a common problem faced by an adult language learner in which

they will easily forget something they already memorized before. The researcher

proposed a solution that might be used by the Biology teacher to solve this problem

and to reduce the teacher’s problem. The teacher could try to make a list of sentences


70

containing some classroom languages or simple expressions which are often used by

the Biology teacher to manage the class. The content might be taken from the

materials given by the English course program provided by the school or from some

expressions given by the researcher. The teacher might also add some important

terms which are taken from the Biology book and arrange them concisely. Through

the list, the teacher can read it anytime at anywhere when she has a leisure time. This

solution could be used as an alternative way to help the Biology teacher to memorize

some classroom languages in English bit by bit.


71

REFERENCES

Ary, D., Jacobs, L. C., & Razavieh, A. (1990). Introduction to Research in Education. New York: Holt, Rinehart and Winston.

Best, J.W. (1970). Research in Education. 2nd Edition. New Jersey: Prentice-Hall, Inc.

Boey, L. K. (1979). Bilingual Education: Selected Papers from the RELC Seminar on Acquisition of Bilingual Ability and Patterns of Bilingualism with Special Reference to Southeast Asian Contexts, Singapore, April 1979. Singapore: Singapore Univ. Press.

Borich, G. (1996). Effective Teaching Method. 3rd Edition. Englewood Cliffs, New Jersey: Prentice Hall.

Brown, H. (1987). Principles of Language Learning and Teaching. 2nd Edition. Englewood Cliffs: Prentice-Hall Regents.

Bogdan, R., & Biklen, S. K. (1992). Qualitative Research for Education: An Introduction to Theory and Methods. 2nd Edition. Boston: Allyn and Bacon.

Boyce, C, M.A. & Neale, P., Ph.D. (2006) Interview: A Guide for Designing and Conducting In-depth Interviews for Evaluation Input. {Online}Available www.esfagentschap.be/.../Zelfevaluatie.../m e tool series indepth interviews.pdf, accessed on August 2, 2009).

Chodidjah, I. (2009). Seminar Bilingual: Bilingual in Teaching and Learning Process. {Online} Available http://www.jayaschool.org/news_detail.php?id=216, accessed on September 20, 2009).

Davies, P., & Pearse, E. (2000). Success in English Teaching. Oxford: Oxford Univ. Press.

Dharma, S. (2010). Kritik Atas Program Sekolah Berstandaar Internasional (SBI) dan Usulan Perbaikannya. {Online} Available http: //www. satriadharma.wordpress. com /2010/11/03/kritik-atas-program-sekolah-bertaras-internasional—sbi-dan-usulan-perbaikannya/#more-327, accessed on Desember 4, 2010).


72

Gower, R., & Walters, S. (1983). Teaching Practice Handbook. London: Heinemann Educational Books.

Halliday, M. A. (1973). Explorations in the Functions of Language. London: Edward Arnold.

Harmer, J. (2003). The Practice of English Language Teaching. 3rd Edition. Essex, England: Longman.

Hoffmann, C. (1991). An Introduction to Bilingualism. London: Longman.

Knapp, P., & Watkins, M. (2005). Genre, Text, Grammar: Technologies for Teaching and Assessing Writing. Sydney: Unsw Press.

Krashen, S. D. (1985). Inquiries & Insights: Second Language Teaching Immersion and Bilingual Education Literacy. Hayward, California: Alemany Press.

Marshall, C. & Rossman, G. B. (1989). Designing Qualitative Research. Sage Publications, Newbury Park, California Englewood Cliffs, NJ: Prentice Hall.

Murcia, M. (2001). Teaching English as a Second or Foreign Language. 3rd Edition. Boston: Heinle & Heinle.

Patton, M. Q. (1980). Qualitative Evaluation Methods. Beverly Hills: Sage Publications.

Ridell, D. (2003). Teach Yourself, Teaching English as Second Language. New York: McGraw-Hill Inc.

Spratt, M., Pulverness, A., & Williams, M. (2005). The TKT Course: Teaching Knowledge Test. Cambridge: Cambridge University Press.

Sprinthall, R. C., Schmutte, G. T., & Sirois, L. (1991). Understanding Educational Research. Englewood Cliffs, N.J.: Prentice Hall.

Suyanto. (2010). Kemendiknas Akan Kumpulkan Kepsek RSBI. {Online} Available http://edukasi.kompas.com/read/2010/05/31/23030667/Kemendiknas.Akan.Kumpulkan.Kepsek.RSBI, accessed on May 27, 2010).

Suyanto. (2009). Sekolah Berstandar Internasional Bukan Eksklusif: {Online} Available (http://www.sinarharapan.co.id/berita/0703/23/nas07.html, accessed on April 5, 2009).


73

Wragg, E. C. (1984). Classroom Teaching Skills: The Research Findings of the Teacher Education Project. London: Croom Helm.

_______. (2003). Act of the Republic of Indonesia Number 20, Year 2003 on National Education System. {Online} Available luk.staff.ugm.ac.id/atur/UU20-2003Sisdiknas.pdf, accessed on January 23, 2011).

_______. (2009). Biology. {Online} Available (en.wikipedia.org/wiki/Biology, accessed on May 27, 2009).


APPENDICES


APPENDIX A

Permission Letter from Sanata Dharma University and BAPPEDA


74


75


APPENDIX B

Statement Letter from SMUN 1 Sleman Yogyakarta


76


APPENDIX C

Statement Letter from Direktur Pembinaan Sekolah Menengah Atas about

Penetapan Sekolah Penyelenggara Program Rintisan Sekolah Menengah Atas

Bertaraf Internasional (R SMA BI)


77


78


79


80


APPENDIX D

The Interview Guidelines for the Biology Teacher, 10th Grade


81

APPENDIX D

The Interview Guidelines for the Biology Teacher, 10th Grade

No.

Interview Questions

1. Ungkapan sapa (greeting) apa yang biasa anda gunakan saat anda akan memulai pelajaran? Apakah anda menemui kesulitan dalam melakukan hal tersebut?

2. Kata dalam bahasa Inggris apa saja yang pernah anda gunakan dalam

memberikan instruksi kepada siswa untuk melakukan sesuatu? Kesulitan apa yang anda temui dalam melakukan hal tersebut?

3. Apakah anda pernah menggunakan bahasa Inggris sebagai media dalam bertanya yang bertujuan untuk menggali pengetahuan dasar siswa sebelum anda masuk ke materi yang baru? Jika pernah, tolong sebutkan!

4. Apakah anda pernah menggambarkan sesuatu keadaan atau situasi tertentu yang berkaitan dengan materi yang anda sampaikan dengan menggunakan bahasa Inggris? Jika pernah, kata apa yang pernah anda gunakan?

5. Apakah anda pernah menemukan suatu kosakata baru yang berkaitan dengan

materi lalu anda sampaikan dan terjemahkan ke dalam bahasa Inggris? Jike pernah, kata apa itu? Apakah anda mengalami kesulitan dalam melakukannya?

6.

Apakah anda pernah menceritakan suatu peristiwa ataupun kejadian tertentu sebagai bahan penunjang dalam mempermudah penyampaian materi dengan menggunakan bahasa Inggris? Kesulitan apa yang anda hadapi dalam melakukan hal tersebut?

7. Apakah anda menggunakan bahasa Inggris pada saat anda membantu siswa dalam mengingat kembali materi yang pernah diajarkan?

8. Apakah anda menggunakan bahasa Inggris untuk menanyakan kepada siswa tentang apakah ada masalah selama KBM berlangsung?

9. Kalimat dalam bahasa Inggris apa yang anda gunakan dalam mengecek kembali sejauh mana pemahaman siswa terhadap materi yang anda sampaikan?

10. Kalimat atau frase dalam bahasa Inggris apa yang anda gunakan untuk membenarkan jawaban atau pendapat siswa?

11. Kalimat dalam bahasa Inggris apa yang biasa anda gunakan dalam memuji performa siswa baik dalam menjawab pertanyaan anda maupun pada saat mereka mengungkapkan sesuatu?

12. Apakah anda juga menggunakan bahasa Inggris untuk mengakhiri pelajaran? Ungkapan apa yang anda gunakan?


82

13. Bagaimana kiat-kiat anda dalam mempelajari bahasa Inggris yang akan anda gunakan dalam mengajar?

14. Kendala apa saja yang anda hadapi dalam belajar bahasa Inggris khususnya selama anda mengajar di kelas RSBI?

15. Apakah anda merasa kesulitan untuk menghafalkan kosakata dalam bahasa Inggris?


APPENDIX E

The Categorization of the First Interview Result with the Biology Teacher, 10th Grade


83

APPENDIX E

The Categorization of the First Interview Result with the Biology Teacher, 10th Grade

Interview I Day/ Date : Thursday, February, 4th 2010 Interviewee : Mrs. Nunung Location : Teachers room Time : 9.30 a. m

Questions and Answer Classroom Language Functions

Interview Interpretation on the Use of CLF by the

Biology TeacherQ1: Emmm..Persiapan ibu sebelum mengajar di kelas RSBI itu kira-kira apa saja? A1: Ya biasanya itu kan administrasinya awal-awal ya. Kalau yang peralatan seperti laptop dan lain-lain kan sudah tersedia. Q2: Kalau pada saat memasuki kelas apakah ibu sudah menggunakan greeting dalam bahasa Inggris? A2: hehehe..ya ngga mesti, Mas..ya campur-campur kalau saya..ngga mesti.. Q3: Tapi pernah, bu? A3: Ya sering dulu..hehe..yang ini malah belakangan ini gek error…hehehe.. Q4: Error nya knapa, bu??hehe.. A4: ..lagi kepikiran tugas..enggak, karena ibu’e lagi sakit.

Greeting

The teacher already used greeting in English even though she mixes the language between English and other languages.

Q5: ooooww… Kalau untuk..eee… misalnya memberikan instruksi pada siswa pernah nggak ibu? A5: Pake bahasa Inggris??

Instructing

The teacher has ever tried to instruct students using English.


84

Q6: Iya.. A6: Dulu sering..iya.. Q7: Misalnya ‘open your book on page 20’..misalnya… A7: Iya..dulu sering.. Q8: ooooww…tapi belakangan ini mogok lagi ,bu ya? A8: hehehe..iya, karena itu tadi ada masalah..hehehe.. Q9: Oww, berarti aspek luar ya bu ya? A9: Aspek luar, bukan dari saya..tapi ya saya jadi ga’ konsen…hmmm.. Q10: owww, karena sakit tadi ya..ibu atau??? A10: Ibu saya..kan jadi pikiran saya baru kacau gitu lho..ga’ konsen.. Q11: Berapa lama itu, Bu? A11: Satu mingguan ini..pas semester ini aja… Q12: owww.. Kalau misalnya..eee..menggali pengetahuan siswa…kan biasanya sebelum masuk ke materi baru kan kita harus mengaitkan ke materi sebelumnya, Bu? Nha itu..apakah ibu juga pernah menggunakan bahasa Inggris, Bu? A12: Iya, sering … Kalau seandainya saya salah bahasa Inggrisnya ya biasanya saya tanya murid yang pinter, gitu.. Q13: ooww, ya ya…he’em.. Terus kalau menggambarkan sesuatu kan biasanya kita kan sering ya bu ya menggambarkan sesuatu.

Eliciting The teacher has ever tried to use English to elicit student’s response although sometimes some students help her to make a good English sentence


85

Misalnya..mmm..kalau sekarang materinya tentang apa, Bu? A13: eee..Plantae… Kingdom Plantae… Q14: Kalau misalnya kita mau menggambarkan plantae tu ..tumbuhan ta, bu ya.. A14: Tumbuhan..iya, monokotil dikotil paku-pakuan… Q13: ooww, ya ya…he’em.. Terus kalau menggambarkan sesuatu kan biasanya kita kan sering ya bu ya menggambarkan sesuatu. Misalnya..mmm..kalau sekarang materinya tentang apa, Bu? A13: eee..Plantae… Kingdom Plantae… Q14: Kalau misalnya kita mau menggambarkan plantae tu ..tumbuhan ta, bu ya.. A14: Tumbuhan..iya, monokotil dikotil paku-pakuan… Q15:Nah.. Untuk menggambarkan bentuknya tu ibu pernah ga menggunakan bahasa Inggris? A15: hehehe..kalau yang ini saya belum..hehe..ya karena itu tadi pas awal saya lagi error..hehehe..Tapi anak-anak malah tak suruh buat power point tapi pake bahasa Indonesia..tau kok…tapi kemaren tak suruh pake bahasa Inggris anak-anak belum bisa…lain kali, bu..”ini nyoba pake bahasa Indonesia dulu…” Tapi kemaren kan saya usahakanpower pointnya pake bahasa Inggris tapi ngomongnya kalo belum lancer ya pake bahasa Indonesia… saya kan yang kemaren2 kan power point pake

Describing The teacher is not able to describe a particular thing using English


86

bahasa Inggris tapi ngomongnya ya campur – campur pake bahasa Indonesia.. Q16: owww…itu semester lalu ya, Bu? A16: Iya, yang sekarang belum.. Q17: kalau yang dulu..mmm..Ibu mendeskripsikannya misalnya temanya tentang apa yang sudah pernah? A17: Yang kemaren ada Bakteri..Virus… Q18: Tu udah menggunakan bahasa Inggris ya, Bu? A18: Worksheet-worksheet nya pake bahasa Inggris semua kok… Q19: Berarti mungkin sama mbaca juga ya Bu, ya? A19: Iya… Q20: ada masalah engga tentang pemahaman Ibu ? A20: Ya kalau anak-anak sih kadang-kadang njelasinnyakan dobel…kalau nanti ada yang ga jelas pake bahasa Inggris ya pake bahasa Indonesia…daripada nanti salah konsep..hehehe.. Q21: Lalu untuk…pernah belum ibu menceritakan sesuatu peristiwa atau keadian dengan bahasa Inggris? A21: Ya campur-campur lah ..hehehe,,,kalau murni bahasa inggris saya yakin saya ga bisa… Q22:Ooo..gitu..brarti kalau pake dua bahasa campur-campur gitu sering

Narrating The teacher thought that she couldn’t narrate a particular event through Classroom language function in English


87

ya Bu ya? A22: Iya tapi banyak ceritanya…soalnya anak-anak suka kalau banyak cerita. hehehehe… Q23: hehehehe…mm, tapi dulu ibu udah pernah cerita dengan menggunakan bilingual tadi? A23: iya, pernah.. Q24: eeeemmm..kadang kan siswa kan…kita butuh mereview kembali tentang pelajaran..siswa kadang punya kesulitan untuk mengingat pelajaran…nah, dalam membantu siswa dalam mengingat tadi ibu pernah menggunakan bahasa Inggris ga? A24: Iyaaa…suka ya..saya tu mas dari awal yang ini emang belum tapi semester-semester kemaren ya sering itu mereviewnya pake bahasa Inggris…jadi kalau sewaktu-waktu nanti ada ulangan kan..ulangannya pake bahasa Inggris.. Tapi engga selalu pakai bahasa Inggris…kadang2 anak itu kalau ditanya ada yang ga tau juga…jadi harus saya ulangi pakai bahasa Indonesia… Q25: Jadi anak sendiri da yang lum nyantol juga ya? A25: Iya bisa… Tapi kalau yang pinter bahasa Inggris ya otomatis langgeng ..tapi kalau yang belum ya apa bu diubah bahasa Inggrisnya.. Q25: mmm…jadi murid bisa jadi kendala ya?? A25: Ho’o..bisa..

Prompting The teacher already tried to prompt students in the previous semesters. However, she did it only in some occasion to avoid misunderstanding.


88

Q26: mmmm..kalau misalnya kita bertanya pada siswa..misalnya tulisan saya jelas engga…atau..apakah ada yang kurang.. A26: mm..”do you understand?” Gitu.. Q27: He’e…he’e…jadi pernah ya bu ya? mmm..Misalnya kita udah selesai 1 jam pelajaran atau 2 jam pelajaran udah selesai…nha biasanya ibu mengecek kembali itu dengan bahasa Indonesia atau bahasa Inggris? Atau kata apa yan ibu gunakan? A27: yaaa..”Any question ?” gitu…

Checking Learning

The teacher is able to check student understanding towards the lesson

Q28: mmm..”any question?”... lalu kalau membenarkan jawaban siswa itu? A28: Ya diberi mm..apa istilahnya..kata-kata yang memuji… Q29: mmm..kata yang memuji.. Untuk apa itu, Bu? A29: ya biar termotivasi… “Oh, ternyata anda pinter sekali” gituu.. misalnya “excellent”..hehehe..gitu.. Q30: ooo..excellent..ok.. mmmm, kalau misalnya siswa pas menjawab, lalu kebetulan tidk sesuai dengan jawaban yang benar..lalu ibu biasanya gimana? A30: yak an biasanya saya lontarkan ke anak-anak laennya…”true or fol “(false)…”do you agree?” gitu…kalau misalnya satu kelas ngga ada yang bisa kan baru kita memberikan kesimpulannya..istilahnya jawban

Giving Feedback

The teacher is able to give feedback to students. It is done to give motivation to students.


89

yang betul gitu..kadng-kadng kita menympulkannya..wah, udah betul belum ini pake bahasa Inggris kan kadang2 kita kan tanya anak-anak.. “O, sudah”..gitu.. Q35: hehehe..iya iya.. lalu untuk eee… sekarang kebalikannya..siswa yang tanya kepada ibu.. misalnya “Bu, ini maksudnya apa?” Lalu Ibu menjelaskannya gimana? A35: Ya campur-campur lah mas, ga mulus,,,saya ga bisa kok..hehehe..

Explaining The teacher thought that she couldn’t make an explanation with English.

Q36: oo, yaya..masih belajar kok ya, Bu?hehehe.. mm..Lalu untuk..kalau di rumah, Bu… Kiat-kiat ibu untuk mempersiapkan..kan pasti ada persiapan sebelumengajar di RSBI..nha..persiapannya apa? A36: Mmm..gini..ini kan guru-guru RSBI juga dilatih ..pelatihan satu minggu sekali… Q37: Dengan? A37: guru dari luar… ada 20an guru yang belajar… Trus kalau yang lain itu kalau saya ga tau artinya yang di worksheet itu ya tanya sama anak saya.hehehe… atau kadang tanya sama guru bahasa Inggris..hehe.. Dulu dari dinas tapi sekarang dari lembaga.. Q38: Saya dulu pernah dengar..namanya L.. A38: LTI iya… Q39: Bukan ELTI to, BU? A39: hehe..LTI bukan ELTI.hehehe.. Q40: mmm..kalau dari Ibu


90

sendiri..Apakah ibu pernah merasa kurang PD? A40: Whooa,,cethoo..jelas..hehe..Saya pernah dibilangi og..sapa..dosen pemimbing… “Whaaa..harus PD ini..jangan dbiasakan merendah…” Q41: mmm..Lalu hal lain yang menjadi kendala? Kalau tadi Ibu kan bilang kalau sempat ada kendala karena Ibunya sakit… A41: Nha itu saya memang ga bisa..belum ya..belum lancar… pake bahasa Inggris. Q42: Kalau perasaan ragu-ragu itu gimana, pernah? A42: Pas mau ngajar dulu itu pertama ya…kayaknya ya gmana gitu…tapi terus setelah kita melaksanakan ya enjoy ajalah..hehe..tapi ya itu, saya ga merasa malu …malah bisa belajar sama siswa..anak-anak jug amaklum kok..kadang2 kita menjelaskannya pake bahasa Inggris ya ada nak kelas tertentu yang pengetahuannya minim tentang Inggrisnya.. “Bu, penjelasannya pake bahasa Indonesia aja, kalau pake bahasa Inggris nanti kita ga masuk materinya”, gitu. Q43: ooo..justru anak yang meminta sendiri ya, Bu? A43: Iya…dulu itu.. Ya sekarang saya pake bahasa Indonesia terus ya mereka diem aja..ga minta gitu..hehehe…tapi saya sekali-sekali pake bahasa Inggris.. Q44: meskipun mereka nyaraninnya pake bahasa Indonesia?


91

A44: Iya..iya.. Q45: mereka ga mengeluh ya, Bu? A45: Mereka sih maunya pake bahasa Indonesia terus..kecuali kalau ada satu dua anak. Biasanya kan satu kelas ada yang dominan bahasa inggris gitu. Q46: Trus mereka mintanya pake bahasa Inggris? A46: Iya… Q47: Mmmm..kalau dalam menhafalkan vocab atau kosakata, Ibu menghadapi kesulitan ga? A47: Ya itu masalahnya kadang pengucapannya juga salah memang..hehehe..Tapi terus dibetulin sama anak-anak..hehe..”nanti kalau saah dibetulin ya?” biasanya saya gitu..hehe.. Q48: Kalau faktor dari luar, tadi kan motivasi, itu kan dalam, kalau dari luar, misalnya di kelas atau di rumah yang membuat ibu itu merasa kesulitan..itu ada ga? A48: Kalau di luar kayaknya ga ada, karena sekolah juga sudah membantu gurunya untuk pelatihan dan lain-lain. Internal nya aja yang dari saya..hehehe.. Kalau externalnya memang dulu ada temen guru yang istilah’e..apa ya mas…ngegol-gol’i..hehehe… Itu dulu pas liat saya ngajar pake bahasa Inggris, ha terus dia bilang “Halah ga usah pake bahasa Inggris ndak kebarat-baratan” Ada dulu..temen guru juga, ya dia juga berkecimpung di RSBI juga. Q49: Ooo, malah yang


92

berkecimpung di RSBI? A48: Dulu, awal-awal itu.. Halah ya saya jadi..istilah’e kaya nglokro ya… Harusnya ka memotivasi.. Q50: Terus ibu jadi kurang PD lagi? A50: Ya istilahnya..istilhnya saya sudah mau maju tapi malah dikendon-kendon’i gitu lho. Hehehe.. Q51: oooo, ya ya..mungkin itu dulu, Bu..


APPENDIX F

The Categorization of the Second Interview Result with the biology Teacher,10th Grade


93

APPENDIX F

The Categorization of the Second Interview Result with the biology Teacher,10th Grade

Day/ Date : Thursday, April 1st, 2010 Interviewee : Mrs. Nunung Location : Teachers room Time : 9.00 a. m

Questions and Answer Classroom Language Function

Interview Interpretation on the Difficulties Faced by the Biology Teacher

in Applying CLFQ52: Kemaren berdasarkan observasi selama 6 kali ada beberapa hasil yang saya dapatkan. Yang pertama, untuk greeting ibu belum menggunakan bahasa Inggris, seperti “Good morning”, nha itu apakah ibu mengalami kesulitan?

Greeting

The teacher never tried to use greeting in English. She prefered to use Arabic greeting. She said that it had been a habit for her to use Arabic greeting

A52: Ah, enggaa..untuk seperti itu kan sudah kebiasaan sehari-hari jadinya menurut saya sendiri kan lebih enak kayak biasa. Q 53: Lalu untuk instructing, itu kan semacam memberikn istruksi atau perintah kepada siswa. Nah, ada beberapa catatan yang saya dapatkan bahwa ibu sudah menggunakan bahasa Inggris dalam menyuruh siswa, nah disini ada, “Angga, please repeat answer!” Nha, ada ngga kesulitan yang ibu alami? A53: Ya kadang-kadang lupa kadang-kadang engga, ya karena udah biasa

Instructing The teacher did not know how to instruct students spontaneously.


94

pakai bahasa Indonesia sih, Mas. Q54: Kalau kesulitannya apa, bu, yang lebih spesifik? A54: Kalau kesulitan sih engga, karena saya biasa pakai bahasa Indonesia, jadi ya spontan.hehe.. Q55: Lalu tentang memancing respon siswa, nah itu ibu mengalami kesulitan engga? A55: Ya kadang-kadang sulit kadang kadang engga, ya fifty fifty lah.hehehe.. Q56: Kalo tentang vocab-nya? A56: Kalo tentang vocab meterinya saya kira ya engga lah..ya Inggris-nya aja. Q57: Terjemahannya atau? A58: Gimana ya..kadang – kadang ya enggga lah..hehe..ya fifty fifty ya saya kira.. Kadang – kadang ya 70 % gitu lho… Tapi kan anak-anak maunya pake bahasa Indonesia. Q59: Malah seneng pake bahasa Indonesia? A59: Iya. Tapi ya kita kan ada tuntutan juga harus bisa pake bahasa Inggris.

Eliciting

The teacher had ever tried to use English to elicit student’s response although sometimes some students help her to make a good English sentence

Q60: Lalu kalo misalnya menjelaskan kosakata atau istilah baru, misalnya kaya ibu mau menjelaskan tentang corda dorsalis. Nah itu ibu mengalami kesulitannya dimana? A60: Nha itu kadang – kadang bahasa Inggris-nya. Untuk meng-Inggris-kannya itu lho. Kalau artinya kan tau bahasa Indonesianya, tapi dalam bahasa Inggris penyusunan bahasa Inggris yang baik itu kan belum bisa…Cuma sepotong-potong.

Conveying a meaning of a new

language

The teacher did not know how to construct a good sentence with an appropriate grammar to convey a certain meaning of a term

Q61: Lalu Explaining. Kita menjalaskan sesuatu. Kemarin salah satunya ibu sudah megguanakan bahasa Inggris,

Explaining

The teacher had a difficulty to construct a correct sentence by


95

misalnya Homoiothermic. Nah kemarin “Homoiothermic temperature body under the temperature environment” Nah itu ibu kan sudah menggunakan bahasa Inggris. A61: Salah tapi… Q62: Nha, itu ada ga kesulitannya? A62: Nha itu, kadang – kadang mau pake bahasa yang bahasa yang bagus itu kan sulit ya, mas. Itu kan hanya to the point aja. Misalnya, Homoiotherm kan hot bloods gitu ya, tapi kan temperature body is constant gitu. Kita kan kalo memakai penjelasan dalam bahasa Indonesia berarti kan temperatur tubuhnya sudah tetap dan tidak terpengaruh oleh lingkungan, gitu. Itu kan kita ga bisa kalau secara detailnya. Q63: O, iya. Berarti ibu lebih suka yang langsung ‘thes’ gitu ya, artinya apa gitu ya? A63: Hehehehehe..iya, kadang – kadang kan saya kesulitannya di situ.

using English to explain a certain part of learning materials

Q64: Baik, kalo sekarang tentang Narrating, itu kan kalo kita bercerita tentang sesuatu untuk mendukung penjelasan kita. Kemaren ibu bercerita tentang Taenia Saginata, jadi orang zaman dulu tu kalo nyeker … A64: Eeeemm…itu Taenia…eh, Ascaris.. Q65: Cacing apa itu, bu? A65: cacing tambang…Eh ini, Necsator Americanus. Q66: Nah itu ibu bercerita tentang kejadian masa lalu. Nah itu ibu belum menggunakan bahasa Inggris. Itu kesulitannya apa, bu? A66: Nha makanya tu tadi seperti awal tadi kan kalau memakai bahasa Inggris yang bagus kan saya ngga bisa. Ya kadang –kadang aku ngga tau Inggris

Narrating

The teacher has a difficulty in narrating a particular event using English with an appropriate sentence structure


96

nya jadi ya campur-campur bahasa Indonesia. Q67: Lalu untuk memancing..apa.. istilahnya…untuk memberikan agar siswa itu mudah mengingat..kemarin tu ada 2 catatan yang yang saya dapatkan…misalnya, Aves, mamalia, itu apa, Bu? A67: Itu kan klasifikasi dalam vertebrata, karakteristiknya. Q68: Nah, klasifikasi dalam vertebrata. Nha misalnya, Amphibiii, Pisces, trus Aaaaaavv…vesss… nah semacam itu kan namanya prompting. Kenapa ibu tidak menggunakan kata-kata yang terstruktur dan lebih ke yang Aaaavv…vesss…Amph…phibi…knapa, bu, kok ga menggunakan bahasa Inggris? Maksudnya kok ibu tidak menggunakan kata-kata yang memancing gitu? Apa lebih mudah dengan seperti itu , Bu?Hehehe.. A68: Hehehehehe…Ya dia kan dari SMP sudah tau klasifikasinya dari yang rendah ke tinggi, cuma lupa urutannya gitu lho. Hanya mengingatkan... Q69: Jadi hanya menyebutkan huruf awalnya? A 69: Iya…

Prompting

The teacher already tried to prompt students in the previous semesters. However, she did it only in some occasion to avoid misunderstanding. The teacher did not know how to give a clue to help students remind particular learning materials

Q70: Lalu untuk..ini..mengetahui pemahaman siswa..Kemaren ibu sudah bagus..banyak memang..seperti “What is reproduction system of the reptile?” “What is poilikiothermic?” “do you understand?” gitu… Ada ngga kesulitannya? Maksudya kesulitan dalam bertanya pada siswa. A70: O, trus kalo aku disuruh menjelaskan lagi secara men-detail dengan bahasa Inggris yang bagus kan saya ngga bisa. Saya kan bisanya cuma

Checking Learning

He teacher still made a mistake in using correct question in English to measure the students’ understanding level


97

point-point-nya aja. Jadi kalo pake bahasa Inggris yang bagus ya ga bisa saya, mas..Belum bisa. Q71: terus kalo yang mengoreksi jawaban siswa. Nah itu Ibu cenderung menggunakan Bahasa Indonesia atau Bahasa Jawa, misalnya, kemaren Posterior tapi kok Posterio..Nah Ibu bilang, “Tu yang bener Posterior bukan Posterio.” Nah knapa Ibu kok tidak mengguanakan bahasa Inggris? A71: Udah otomatis itu..hehehehehe… Ya kalo pake bahasa Inggris terus ya lupa atau apa karena belu fasih, mas. Belum bisa.

Correcting

The teacher felt that she wasn’t fluent enough to correct students’ mistake in English

Q72: Terus kalo memberikan feedback kepada siswa, misalnya, kemaren saya udah menemukan banyak contoh, seperti” OK, thanks”, “Good”, “very Good” Ad ga kesulitannya, knapa kok ibu tidk menggunakan kata-kata laen? A72: Aku taunya kan cuma excellent, Good, gitu. Hehehehe. Q73: Brarti masih belumbanyak ya, bu? A73: Iya.

Giving Feedback

The teacher had a limit utterance to commend on students’ performance

Q74: Kalo tentang closing, bu. knapa ibu tidak pernah menggunakan kata-kata seperti good bye atau I’ll see you again gitu? A73: Ngga bisa kalo itu.hahaha. Aku dah kebiasaan pake salam soalnya. Ya salamnya kan itu.

Closing

It had been a habit for the teacher to close the meeting with Arabic word

Q74: Trus kalau secara keseluruhan yang membuat ibu kesulitan tentang beklajar bahasa Inggris tu apa, bu? A74: Ya karenaa terbatas waktu, saya udah tua juga jadi ya mudah lupa, ingatannya kan udah laen dengan yang muda. Hehe. Q75: Kalau yang tentang bahasa Inggris

The teacher had a limited time to learn English. Besides, she also felt that she had a bad memorization


98

sendiri, yang ibu merasa paling susah itu mempelajari apa? A75: Ya yang tadi itu buat kalimat yang runtut itu lho. Kadang – kadang kan terbalik tenses nya. Q76: Nah kalau ibu kan diajari juga cara menyampaikan salam, penutup, menyampaikan pendapat sama LTI. Nah yang membuat malas beajar bahasa Inggris tu apa? Apakah tentang mengingat atau apa? Q78: Nah menurut data yang saya dapatkan itu ada perbedaan frekuensi penggunaan bahasa Inggris di kelas satu dan yang lainnya. Nah, itu di data rekaman ada. Di kelas X eh kelas sepuluh pojok sana itu, jam setengah dua. Nah itu kenapa, Bu? A78: O ya laen. ya kadang–kadang kan kurang nangkep juga. Kan tiap kelas kemampuan Inggris nya beda-beda. Ya penyesuaian dulu. Q79: soalnya yang empat kelas pertama itu saya liat dari video-nya kok Ibu sudh menggunakan bahasa Inggris tapi yang dua kelas terakhir ini kok sudah kurang sekali. A79: Ya mungkin opo ya..kadang-kadang tergantung anaknya juga kan kelas itu..opo.. aktif apa engga. Kalo kebanyakan bhasa Inggris kan malah ngga dong entar. Hehehe. Q80: O, ya ibu lebih mengantisipasi itu ya? A80: Ya kemungkinannya itu soalnya kelas sepuluh..anu..lain.hehehe.. Q81: Nggih-nggih, maturnuwun sanget, bu, nggih… A81: iya..iya. hehe.


APPENDIX G

The Observation Sheet for the Biology Teacher, 10th Grade


99

APPENDIXE G

The Observation Sheet for the Biology Teacher, 10th Grade

1. What classroom language functions in English used by the Biology

teacher to greet the students before starting the lesson? (Greeting)

______________________________________________________________________________________________________________________What classroom language functions in English used by the Biology teacher to tell the students what they have to do for a particular purpose? (Instructing)

______________________________________________________________________________________________________________________

2. What classroom language functions in English used by the Biology teacher in order to acquire information and opinion from the students related to the topic under discussion (in the beginning of a lesson)? (Eliciting) ________________________________________________________________________________________________________________________________________________________________________________

3. What classroom language functions in English used by the Biology teacher to explain a meaning of new words, phrases or structures to the students? (Conveying the meaning of new language) _____________________________________________________________________________________________________________________

4. What classroom language functions in English used by the Biology teacher to clarify a certain theory or to explain how to do an activity, how to organize project they are doing? (Explaining) ________________________________________________________________________________________________________________________________________________________________________________


teacher to tell a particular story or event based on the chronological order? (Narrating) ______________________________________________________________________________________________________________________


100


teacher to help the students think of ideas and remember how to do a particular task by giving them some cues? (Prompting) ______________________________________________________________________________________________________________________

7. What classroom language functions in English used by the Biology teacher to measure the students’ understanding after the teacher conveying learning materials to them? (Checking learning) _____________________________________________________________________________________________________________________________________________________________________________

8. What classroom language functions in English used by the Biology teacher to correct the students’ answers? (Correcting) ________________________________________________________________________________________________________________________________________________________________________________


teacher to praise the students’ answers or performance in order to give them motivation? (Giving feedback) _________________________________________________________________________________________________________________________________________________________________________________

10. What classroom language functions in English which are used by the Biology teacher as a farewell to end the lesson? (Closing) ________________________________________________________________________________________________________________________________________________________________________________


APPENDIX H

Fieldnotes


101


.aF\.1I

102

$.s*r.'z.hnv- tjFIELDNOTES

Topic iDarelTime :

Class :

tqNSTo&r AprMAuAl4qrr,t' +S tt*.lo lo {9. or.q^ l27o p.',,.t

K"

furl*rn*o

'J Whr"+ fr lt* {Atrptor*it I r, d'd;J tlr*5anwatuY

, bt ,*ev ,v& tx11 tooe * 1*! blb^eii,&i.[f w

atwwt',on,ffii""rc,,** . 4 e.,e.*\ E"*q]t)A*12o- ,1Uo,* ra4ctJ. ,r^,{d^.ar -. h?.iu ...8A,-.- . .. I qt*,sh"vl'^"* da'\ $r^ qf4? hfut hton , kt ^ .o+1,r".,rr.^.r{hri,+ ff t{^a Notboc&, $ .) \t't1r'ea^"i5,

l^t*

r k--?f ,"*;";ffi*; d*fhiyfr1t[:e4t..rur5.t r\

7 $ lJerk*^l<

">D$4o* tt,,&.trsr^* ? hF!F{ c{,ae\

\c."Lzh* % belt\ *n"7 -l..e4rig sl.,npe4tt \.7 lr*3 @',le{h?.,n ? ASq yu\,.ro"*i. l,,.ecarrj

)F,{s€a.tr .

WW\r^'--Vt Q-"x^^^tr,a*.Lr't .

d"Ffi€


PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI - … · English Language Education Study Pr ......

Documents

Transcript of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI - … · English Language Education Study Pr ......