THE LANGUAGE USE IN TEACHING SCIENCE AT BETHANY SCHOOL SALATIGA Josephine Angelina G 112008009
Abstract English is known as international language in this global area. It raises problem in bilingual schools which use English as medium of instruction. This qualitative research investigates on what advantages and disadvantages of the bilingual approach in the science classroom in Indonesia, as well as to explain current issues regarding the use of two-languages, and some useful suggestions for teachers in Bethany School Salatiga for the use of English-Indonesian in English-medium classrooms. This paper is based on the interview with two Science teachers conducted in Bethany School Salatiga. It purposes to show of advantages and disadvantages of using bilingual language in teaching Science to Elementary School students. The discussion suggested that the purposes of using bilingual language give both advantages and disadvantages in teaching learning process. As the result, the researcher found that the use of bilingual language in Bethany School Salatiga has advantages such as; a compensatory strategy, to reduce students‘ misunderstanding, and improve their vocabulary. It also has disadvantages such as; waste more time and Indonesian is not as simple as English. Key words: Bilingual, First language (L1), Elementary School, The Purposes of bilingual language.
Introduction English is very important to communicate with foreigners because English has been known as one of the international languages spoken in many countries and also in Indonesia. It is used in many aspects of life, such as in business, tourism, and education. English known as a global language nowadays and becoming popular because using English is highly increasing. According Boey (1975, p.112) English as a foreign language is only taught as a subject in school and is being the target language when it is taught in a country where it is not the mother tongue of any community within it. Meanwhile, Richard (2002, p.2) says that English as a foreign language may be important school subject and the language of a large percentage of the students‘ textbooks. 1
Since it is important for the future, parents tend to think it is better for children to learn English as early as possible. Therefore, many of them send their go to bilingual schools which offer English as the medium of instruction. There the children will be able to learn two languages at the same time: their mother tongue and their second language. People know that some schools in Indonesia use international language as a standard competency especially for education in elementary school. There are elementary schools uses English as medium instruction in learning process in this global area. This program used to advance the development of education in Indonesia accordance with the era globalization, even English is a standard language that use in the world especially for some bilingual schools. We think that using English as the medium of instruction will be effective for the students, but in this study the writer aims to show about the advantages and disadvantages of using English as medium instruction in elementary school. According to Ellis (1994) ―The language classroom is defined here as a setting where the target language is taught as a subject only and is not commonly used as a medium of communication outside the classroom, (for example, Japanese classes in the United States or English classes in China)‖. Dual language programmers are often referred to as ‗bilingual minority immersion programmers‘. They are common in the United States, where they have been controversial. There has been considerable opposition to bilingual programs for linguistic minorities, as reflected in the Official English Movement—the attempt to have English designated as the official language of the United States and to ensure that educational resources are directed towards teaching English rather than some other language (Bingaman, J. 1990).
The use of English as the language of classroom instruction has become significant especially in the third-world countries such as Indonesia, Malaysia, and some African
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countries. Bilingual schools exist to cooperate the use of English and official language in the content classrooms, typically science and science. According to Cummins, bilingual education is defined as ―the used of two (or more) language of instruction at some point in a student‘s school career‖ Crees & Blackledge (2010, p. 103).
The use of English as the medium of class instruction in science classrooms, however, creates another barrier for students, besides mastering content subjects. It is undeniable that teaching science in the bilingual classroom, when the language of learning and teaching (LOLT) is not the learners‘ mother tongue, is a complex issue (Setati, 2002).
The purpose of this study is to discuss the advantages and disadvantages of the bilingual approach in the science classroom in Indonesia, as well as to explain current issues regarding the use of two-languages, and some useful suggestions for teachers in Bethany School Salatiga for the use of Indonesian-English in English-medium classrooms. The writer also discuss about the reason why the teacher using Indonesian-English in teaching science in classroom. According to Ogletree (1978), associate Professor of Education in Chicago State University, bilingual education was not a new phenomenon in United State. It was founded by the first immigrant groups (Scotch-Irish, French, English, Welsh, German, and Dutch). In 1600-1880 this groups faced cultural and linguistic and developing to the American culture. Moreover, they lost their nationalism and languages to become part of the common America culture. Although English was the native language of United State, English brought to the colonies (French, Spanish, Dutch, and German) by the settler. Then, this early groups started their own bilingual and native schools as a solution to meet their children‘s education needs. Ogletree (1978) added that German, French, Scandinavian, and Dutch set up their own selves‘ bilingual school in 1700‘s and taught English as a subject. The immigrants 3
groups, both old and new, worked together with the larger society uniting the number of immigrants into American society by teaching them English. However, after World War 1 and 2, interest in foreign languages decrease and only few public schools had bilingual programs until 1960‘s bilingual in school increased again. The education approach which is famous as ―bilingual education‖ is not a new innovative approach in education. If we look from literature the term ―bilingual education‖ is used to describe variety of education programs involving two or more languages as media of instruction to varying degree (Josiane & Michel, 2000, p. 321). An expert, Anderson (1977) wrote the definition of bilingual education program under Title VII, which say that ―bilingual education is an instruction in two languages and use of those two languages as medium of instruction for any part of or the entire school curriculum‖ (Anderson, 1977). Ogletree (1978) suggested another definition that ―bilingual education is instruction in two languages, enabling the person two functions in another language in addition two his native language, with or without equal proficiency‖ (1978, p. 44). In addition, he explains that bilingual education was designed to hold non English speakers between three-18 years old to speak fluently and littered either in their native language or English as their second language (Ogletree, 1978, p. 52). According to Nation (2003)‖English is important and prestigious values for most of Indonesian parents nowadays. They send their children to bilingual school hoping that their children can learn English well. Learning from that fact, bilingual education is used to fulfill that demand‖. On the other hand, teachers face difficulties in that implementation sometimes. One of them is that students are not yet accustomed to English. Auerbach (1993, p.19) summarized her conclusion in the following way: "Starting with the L1 provides a sense of security and validates the learners‘ lived experiences,
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allowing them to express themselves. The learner is then willing to experiment and take risks with English." According to Nation (1997), he stated that when the classes where learners all share the same first language or national language, teachers need to use a range of options to encourage learners to use the L2 as much as possible. Based on two experts‘ statement above, the learners feel comfort and secure when they use L1 in L2 classroom. By using L1, it encourages students to take risks to use L2. Students working in pairs and small groups tend to experience higher levels of motivation and interest, collectively negotiate meaning, and employ the L1 as a mediating tool to collaboratively and successfully complete difficult tasks (Storch & Wigglesworth, 2003; Alegria de la Colina & Del Pilar Garcia Mayo, 2009). Based on the writer of this essay, when she was learning L2 in her elementary school, her teacher always use both of L1 and L2. Sometimes she found some difficulties in learning when her teacher was explaining the materials using L2. That was the reason why her teacher also used L1 to explain the material in order to make the students understand. This is similar to Cook (2005), he suggests that if the L1 is always present in the learners‘ mind, its role in the classroom might have positive effects on learning and teaching as ―a way of conveying L2 meaning,‖ ―a short-cut for explaining tasks, tests, etc.,‖ ―a way of explaining grammar,‖ and ―practicing L2 uses such as code-switching‖. It means that students who are taught using L1 will easily understand the materials and cut down their confusion of L2. Besides, using L1 also encourage students in making less error than the students teach using L2 because the students usually use L1 as their communicative language. These findings imply that the fear of using L1 in foreign language classrooms, which results in negative transfer, should be reduced. So that, whenever the writer did not understand and had difficulties in understanding the material when using L2, her teacher will repeat the explanation in L1 kindly. Using L1 in teaching L2 really gives her benefits in understanding the material. It helps her to reduce misunderstandings in understanding the material. She prefers to be taught in L1 because L1 5
gives more benefits, not only for the teacher, but also for the students. It can make students understand more and reduce misunderstanding. Moreover, Krashen (1988) claimed that “first language is several sources error in target language performance” (p.88). It means that the first language can cause inference in L2 learning, especially when the learners translate directly is not permitted. The use of L1 for teacher is useful in explaining materials if there are some difficulties in delivering the materials. For example, teaching grammar is more comfortable and easier using L1; so the students are more receptive to the material that was explained. As the writer‘s experienced, many teachers use L1 in L2 classroom when they teach about grammar, it is because grammar little bit confusing and has many patterns and exception. Therefore, teachers prefer to teach grammar using L1 than L2. Teacher also use L1 to mix knowledge that students have learned about the foreign language, such as its vocabulary, sentence structures, and cultural aspects (Duff & Polio, 1990; Kim & Elder, 2008). It is important for teachers to realize the effectiveness of students‘ L1 and attempt to use it positively.
Theoretical Framework This study is especially attempted to answer this question:
What are the advantages and disadvantages of using English-Indonesian in teaching Science in Bethany Elementary School?
When do the teachers use bilingual language in teaching Science in Bethany School?
The purpose of this study is to discuss the advantages and disadvantages of the bilingual approach in the Science classroom in Indonesia as well as to explain current issues 6
regarding the use of two-languages, some useful suggestions for teachers for the use of bilingual language (English-Indonesia) in classrooms, and when the teachers use bilingual language in teaching Science in Bethany School Salatiga. The use of L1 in L2 classroom sometimes raises confrontation but although it is possible to use the L1 in L2 education, the use of L1 should be adjusted with the portions. So, L1 here only serves as a bridge if there are difficulties in the delivery of teaching materials. Based on Nation (2003) there are some reasons of choosing the role of using L1 was because L1 gives more benefits in teaching L2; such as first it is more natural to use the L1 with others who have the same L1. Second, it is easier and more effective in communicative to use the L1, and third, using the L2 can be a source of embarrassment particularly for shy learners and those who feel they are not very proficient in the L2. Ngugi wa Thiong‘o spoke Gikuyu as a child, in the fields, in the home and in the community. However, he was sent to colonial school that taught solely through the medium of English. The language of education was at variance with the language of his culture. Gikuyu was suppressed and said ‗In Kenya, English became much more than a language: it was the language, and all others had to bow before it on deference. Thus once of the most humiliating experiences was to be caught speaking Gikuyu around the school‘ (Ngugi wa Thiong‘o, 1985, pp.114-115). From that experience, the participant got problem in understanding the material which taught by the teacher by using second language as the medium instruction. Since his mother tongue was not English and he only use English in his school, so that he got misunderstanding in learning the material. Richards (2002, p.2) says that English as a foreign language may be important school subject, a prerequisite to enter a university and the language of a large percentage of the students‘ textbooks. Recently, parents want their children start to learn English in early age. In general, children are better second language learners than adults because their brains are specially organized to learn 7
language (Birdsong, 1999). As the result, it can be concluded that children should learn English from the beginning and it will become their provisions for their future. Whereas, in Indonesia itself, English is not used in daily life, but it is only as a subject that students have to learn in school. Based on the reasons above, the writer conducted a research about the language use in bilingual elementary school. The writer investigated what language use in delivering material, why and when the teachers use that language.
The Study Context of the Study The setting of the study was in Bethany School Salatiga, Central Java, Indonesia. Bethany School was one of schools in Salatiga which used bilingual as the background language. Every teacher who worked there should have English speaking skill. The writer decided to choose this school because it used English as the primary language and also the writer knew had a good relationship with the owner and some teachers in that school, so it was easy for the writer to collect the data.
Participant The participants of the study were science teachers in Bethany School Salatiga. There were only two science teachers at the school. The writer decided to choose science as the subject because language that used in science has specific language which is different with English course. She also had a friend who was being a teacher at that school; so that it would make the writer easier to get the information for the data.
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Instrument of data collection For the past few years, several researches on language difficulties and how to overcome it have been conducted. Some of their major findings were mostly about the causes of language difficulties and the strategies that could be used to avoid language difficulties. As far as the writer concern, none of them focuses their studies on what were the advantages and disadvantages of using L1 in the nature of teaching. Thus, the writer believed that describing and analyzing the advantages and disadvantages of using Indonesian in teaching by using interview could be used to improve the teaching‘s success in producing spoken language. The data for this study would collect from two times interview of two teachers in Bethany School Salatiga by recording and twice observation to see the situation and get the rest data that she needed. The writer chose interview as the instrument of data collection because by interviewing the teachers she could get a lot of information relevant to her research from the two of teacher. The teachers would describe their answer in details and it could help the writer to analyze the data. At last the writer hoped by this study it might help find out the opinions, ideas, suggestion, and additional information about the advantages and disadvantages of using Indonesian in teaching science.
Procedure of Data collection In this research, the researcher will use qualitative analysis as the procedure of data collection because she just need two until five teacher to be interviewed. The researcher will create some question using Indonesia which is appropriate to her research question. Bethany school is one of bilingual schools in Salatiga. The first step that she does is asking the Headmaster‘s of Bethany School permission to interview teachers there. After getting the permission, she made appointment with the Science teachers when they can give time to do
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interview. She uses her phone to record every single word teacher will say during the interview. The researcher decides to interview two teachers because there are only two teachers those delivering sciences there. In interviewing the teachers, the researcher recorded the teachers which had length 9-10 minutes by using Indonesian in every interview. She uses Indonesian as the language use because it makes the researcher easier in analyze the data. Then the researcher transcribes all the conversation to get information that she needs (appendix 2).
Findings & Discussion In this discussion part, the writer presents about the data analysis from interview results. She will explain what the advantages and disadvantages of using Indonesia-English in teaching science and also when the teachers use bilingual language in teaching Science. There are some advantages of using bilingual language and disadvantages that the researcher found from the data. A. The advantages of using Indonesian-English in teaching science
Based on the data that the researcher got, she found two advantages of using bilingual language in delivering Science materials. They are a compensatory strategy and reduce misunderstanding and improve the students‘ vocabulary.
1. As a compensatory strategy
This strategy used to convey the meaning and explain difficult material to the students easily. The students can understand the material easier than listen to their teacher when she/he uses English as medium instruction. It shows on the line of two interviews below: 10
“All material that I use is in English, then I deliver it in bilingual language (EnglishIndonesian), so I use English first then translate it into Indonesian. But, I use full English when I give instruction to the students. Sometimes, when I used full English the students didn‘t get the message of the material and since I teach the lower grade, I still using Indonesia to explain the material.‖ (Teacher A, Female, February 20, 2013. My own translation) ―However, I still code-switching in explaining Science to the students to make sure that they understand the content of material even though the material using English as the medium instruction.‖ (Teacher B, Male, February 20, 2013. My translation) From Teacher A above, it shows that she uses bilingual language to deliver and explain the material. She said that in every course teachers use EnglishIndonesian as the language use of teaching. She used English for the first medium instruction then re-explained it in Indonesian. The purpose of explaining the material in Indonesia here is to get the message or main point of the lesson she gave, even she taught the low level which did not have much knowledge like the higher level has. In the second interview, the Teacher B also has similar reason why he used bilingual language in delivering material in the classroom. He said that he used code-switching in explaining the material. He uses English first then translates it into Indonesian. Both of them argued that bilingual language was the proper language to make the student easier in understanding the material.
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2. Reduce misunderstanding and improve students’ vocabulary In this section, the teachers use bilingual language to reduce the misunderstanding that proved in the line of interview below: ―Since the language capability of every students is different and Science language is also different from English, so the students is more understand being taught by bilingual than full English because they are not necessarily understand the material‖ (Teacher A, February 20, 2013. My translation) From the lines above we can see that teacher A gave the materials by using Indonesian as the language use to make the student understand easier since their mother tongue is Indonesian. It means the teacher choose bilingual language in teaching process to reduce misunderstanding of the main idea or message of materials. Krashen (1988) claimed that “first language is several sources error in target language performance” (p.88). It means that the first language can cause inference in L2 learning. When the teachers use L1 in teaching learning process, it gives benefits not only for themselves but also the students. Besides reducing misunderstanding, bilingual language also can improve the students‘ skill such as vocabulary. When they listened to the teacher who was teaching the material by bilingual language, automatically they learned many new unfamiliar words that they hadn‘t ever known before. Teachers also use L1 to mix knowledge that students have learned about the foreign language, such as its vocabulary, sentence structures, and cultural aspects (Duff & Polio, 1990; Kim & Elder, 2008).
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B. The disadvantages of using bilingual language According to the data the researcher got, she found two disadvantages in using bilingual language to teach the material. They are waste much more time than using monolingual language and Indonesian is not as simple as English. 1. Waste much more time than using monolingual language When teachers use bilingual language, it makes the students easier to understand the content of material, but it makes the teachers lose their time to translate the same context but in different language. It proved on the lines of interview below: ―When I explain the material in Indonesian only, the students will understand the material immediately, but I have to use English-Indonesia in delivering the material. So, I need much more time when I teach Science.‖ (Teacher A, February 20, 2013) Teacher A was teaching using English first then switching it into Indonesian; she repeated the same explanation by only changing the language. Actually, it is similar with doing the same thing twice and it waste much time then using only one language for explaining the material. But, if we look on the students‘ side, they instead get benefits from the teachers. The students get more knowledge about the language and they also can understand the material easily. 2. Indonesian is not as simple as English The last disadvantages that the writer found from the interview was Indonesian was not as simple as English. One of the teachers said that using bilingual language in explaining the material. He should translate the explanation into L1 to
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make the students understand what he had explained to them. The writer proved her statement on the line bellow: ―Actually, it is more effective to use full English than bilingual language because English is more to the point than Indonesian. We use Indonesian to facilitate the student when they will face UAN because the examination is in Indonesian, not English.‖ (Teacher B, February 20, 201. My translation)
C. When the teachers use bilingual language in teaching Science From the data that the researcher got, she found that two of teacher that she interviewed use only in explaining materials. The purpose of translating or switching the language was to make the students catch the comprehension of the material. It showed on the lines bellow: ―The problem is when I use full English in classroom; the students must not be gotten the content of the material because their backgrounds are not native speaker.‖ (Teacher A, February 20, 201. My translation) ―Sometimes there are many terms that can‘t be explained in English, so I translate them into L1.‖ (Teacher B, February 20, 2013. My translation) From the lines above, it proves that teachers switch the language into L1 when the teacher will explain the content of material. Since English in Science material is different with English material and there are many words that students don‘t understand because they still have less vocabulary, the teachers decide to use bilingual language in explaining Science. The teacher only use bilingual when they were describing the material especially for new material, they always use English-Indonesian language. It shows on the lines bellow. 14
―I use bilingual language to re-explain the material especially for new material. The percentage is 70% using English and 30% using Indonesian.‖ (Teacher A, February 20, 2013. My translation) We can see that the teacher uses bilingual language only for evaluate the material or make sure that the students get the point of the material from the percentage of using English and Indonesian in teaching Science.
Conclusion This study aimed about the advantages and disadvantages using bilingual language in teaching Science in Bethany School Salatiga. The study had found that the advantages of using English-Indonesian language were as compensatory strategy and reduced misunderstanding and improved students‘ vocabulary, and then the disadvantages of using bilingual language were wasting much more time than using monolingual language and Indonesian was not as simple as English. It also concludes when the teachers used bilingual language to conduct the material. In the advantages, teachers used compensatory strategy to explain the material in Indonesia to get the message or main point of the lesson. Teachers used English first to conduct the material then translated it into Indonesian. The purpose of switching the language is to help the student in understanding the material. The second advantage of using bilingual language is to reduce misunderstanding and improve students‘ vocabulary. When teachers taught students in English as the medium instruction then they translated the material in Indonesian, the student would know exactly the meaning of the lesson. It also improved
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students‘ vocabulary because they could understand the meaning of new words that they did not know before. Beside found the advantages of using bilingual language, there are also two disadvantages of using English-Indonesian language. They were wasting much more time than using monolingual language and Indonesian was not as simple as English. Based on Teacher A, she said that when she taught students in English first and then translated it into Indonesian, the students would be more understand but it made her wasted time more than used only one language. Then, last disadvantages was Indonesian is not as simple as English. According to Teacher B, he said that it was more effective to use full English in conduct Science material because English was more to the point than Indonesian. From advantages and disadvantages of using bilingual language above, the writer can know why and when teacher use bilingual language in teaching Science. The purpose of translating or switching the language was to make the students catch the comprehension of the material. Teacher A and B chose to conduct the material in bilingual language to explain, describe and evaluate the material, especially for new material.
Acknowledge First of all, I would like to say thank you to my Lord, Jesus Christ who always besides me and strengthens me in doing this thesis. This thesis would not have been possible without the valuable guidance from my supervisor, Mrs. Anne I. Timotius, M.Ed. Thank you so much for my thesis examiner, Mrs. Suzana Maria LAF, M.Hum for the feedback for my thesis improvement. To teachers in Bethany School Salatiga, thank you so much for helping me in doing the interview that I asked to.
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My big gratitude also goes to my supermom, Pdt. Diana Chrisanty who never stops to support and hear all my problems in doing this thesis. I also express my gratitude to my only one brother Jonathan Victor G, Amd. K.A for the spirit he always gives for me. To my best friends, Fany, Ririn, Momon, and all members of 68i who always make me happy when I was tired and reminder me to finish this thesis. Without them, I surely cannot finish this thesis. God bless us.
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References
Artigal, J. (1997). The Catalan immersion program. In R. Johnson and M. Swain (Eds.), Immersion Education: International Perspectives (pp. 133-150). Cambridge: Cambridge University Press Auerbach, E. (1993). Reexaming English only in the ESL classroom. TESOL Quarterly 27(1), 9–32. Bingaman, J. (1990). On the English proficiency act. In K. Adams and D. Brinks (Eds.), Perspectives on official English: The campaign for English as the official language of the USA. Berlin: Mouton de Gruyter. Boey, L.K (1975). An Introduction to linguistics for the teacher. Singapore: Singapore University Press. Brush, Thomas A. 1997. The Effects on Student Achievement and Attitudes When Using Integrated Learning Systems With Cooperative Pairs. Educational Technology Research and Development 45(1):51-54. Cook, V. (2001). Using the first language in the classroom. The Canadian Modern Language Review, 57(3), 402-423. Farrell (2005) Observation to describe. Frank. (May 2009) School performance of international adoptees better than expected from cognitive test results. Hames, J. F and Blanc, M. H. (2000) Bilingual and bilingualism. Cambridge: Cambrige University Press. Harbord, J. (1992). The use of the mother tongue in the classroom. ELT Journal 46 (4), 350355. Harmer, J. (2001). The Practice of English Language Teaching. Jones, H. (2010). First Language Communication in the Second Language Classroom: A Valuable. Newfoundland. Josiane & Michel, (2000) Bilingual Education Krashen, S. (2004) Bilingual education, frequently asked question . Retrieved July 19, 2005. From the World Wide Krashen, S.D. (1988). Second Language Acquisition and Second Language Learning. Englewood Cliff: Prentice Hall
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Leask, Betty. (2007) International teacher and international learning school performance of international adoptees better than expected from cognitive test results. Lindblad, Frank, May 2009 Macaro, E. (2001). Analysing student teachers' codes witching in foreign language classrooms: Theories and decision making. The Modern Language Journal, 85(4), 531-548. McKay, S. L. (2006). Researching second language classrooms. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Murphy, Sally (2010) Some Mistake That ESL Teachers Make. Nation, I.S.P. 1997. L1 and L2 use in the classroom: a systematic approach. TESL Reporter 30, 2,p. 19-27. Nation, P. (2003). The role of the first language in foreign language classroom: theories and decision making. The Modern Language Journal, 85(4), 531-548. Olegetree (1978) Bilingual Education Ricards J. C., & Theodore, S. R. (2000). Approaches and methods in language teaching. Cambridge: Cambridge University Press. Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge: Cambridge University Press. Sharma, K. (2006). Mother tongue use in English classroom. Journal of NELTA, 11 (1-2), 80-87. Wells, G. (1999). Using L1 to master L1: A response to Antom and Dicamilla‘s ―Sociocognitive function of L1 collaborative interaction in the L2 classroom.‖. The Modern Language Journal, 83 (2), 248-254. Zacharias, N.T. (2002). ‖Come on In Mother Tongue‖: Evaluating the Role of Mother Tongue in English Language Teaching in Indonesia. The English Teacher: An International Journal. 5 (4).
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Appendix 1
Sudah berapa lama Bapak/Ibu mengajar di sekolah ini?
Apakah sekolah Bapak/Ibu mengharuskan untuk menggunakan Bahasa Inggris pada saat mengajar? Apakah
Bapak/Ibu
menggunakan
2
bahasa
(Inggis-Indonesia)
pada
saat
mengajar?Mengapa? Pengajaran bilingual yang diterapkan di sekolah ini bagaimana? Seberapa sering kah Bapak/Ibu menggunakan bahasa Indonesia dalam mengajar di kelas? Kapan Bapak/Ibu menggunakan bahasa Inggris dalam mengajar Science? Kapan Bapak/Ibu menggunakan bahasa Indonesia dalam mengajar Science? Berapa persen masing-masing penggunaan bahasa Inggris dan Indonesia? Mengapa Bapak/Ibu menggunakan bahasa Indonesia pada saat mengajarkan materi? Kendala apa yang Anda hadapi saat mengajarkan materi dengan menggunakan bahasa Inggris? Keutntungan apa yang Anda dapat saat menggunakan bahasa Indonesia dalam mengajar? Kerugian apa yang Anda dapat saat menggunakan bahasa Indonesia dalam mengajar? Menurut Anda, lebih efektif menggunakan bahasa Inggris atau Indonesia pada saat mengajar Science?
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Appendix 2 No.
Participant
When / Date
Length of Interview
1.
Ms. A
Wednesday, February 20, 2013
9 minutes
2.
Mr. B
Wednesday, February 20, 2013
10 minutes
First Interview X: The researcher Y: Teacher A (female) X: Selamat siang Ibu, dengan kesempatan ini saya ingin menanyakan beberapa pertanyaan dengan thesis saya. Pertanyaan yang pertama sudah berapa lama Ibu mengajar di sekolah ini Y: Ehmm, saya menagajar di sini sudah dari tahun 2009. X: Lalu apakah sekolah ini mengharuskan untuk menggunakan bahasa Inggris pada saat Ibu mengajar Science? Y: Sebenarnya tidak, tapi memang semua materi kita pakai bahasa inggris, penyampaian juga bilingual jadi bahasa Inggris dulu baru ke bahasa Indonesia, baru waktu kasih instruction kita menggunakan bahasa Inggris. X: Lalu kapan Ibu menggunakan bahasa Indonesia dalam mengajar? Y: Biasanya setelah menjelaskan materi yang menggunakan bahasa Inggris, dijelaskan lagi menggunakan bahasa Indonesia. Terkadang kalau menggunakan bahasa Inggris tidak sampai ke message-nya dan saya mengajar ‗kelas kecil‘ saya tetap menggunakan bahasa Indonesia untuk menjelaskan materi karena mungkin menggunakan bahasa Inggris 21
murid-murid
banyak yang mengerti, tapi ada juga yang tidak. Jadi saya tetap
menggunakan bahasa Indonesia . X: Lalu kendala apa saja yang Ibu hadapi saat mengajar science dengan menggunakan bahasa Inggris? Y: Karena kemampuan anak dalam bahasa inggris beda-beda dan bahasa Science-English itu kan beda dengan English yang biasa, jadi kadang ada istilah-istilah science yang anak-anak tidak mengerti, kemudian basic-nya juga berbeda-beda ada yang berasal dari sekolah yang kemampuan bahasa Inggrisnya kurang. X: Lalu keuntungan apa yang Ibu dapat saat menggunakan bahasa Indonesia-Inggris pada saat mengajar science? Y: Yang pasti anak-anak akan jauh lebih mengerti materi yang ingin saya sampaikan. Karena dengan bahasa inggris full anak-anak belum tentu paham materinya. X: Lalu kerugian apa yang Ibu dapat jika menggunakan bahasa Indonesia-Inggris pada saat mengajarkan science? Y: Waktu ya, jadi kalau misalkan menggunakan bahasa Indonesia saja mungkin sekali jadi mereka sudah bisa, tapi karena menggunakan inggris-indonesia, jadi waktu yang dibutuhkan lebih lama dalam mengajar. X: Ooo..begitu. Sedangkan di sini sekolah bilingual yang sebenarnya diharuskan untuk menggunakan bahasa Inggris sebagai bahasa pengantarnya. Menurut Ibu sendiri, lebih efektif menggunakan bahasa Inggris saja pada saat mengajar atau bahasa Indonesia saja atau Inggris-Indonesia?
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Y: Mungkin karena kita sekolah bilingual, kita harus mengajar pakai bahasa Inggris jadi susah untuk menjawab pertanyaan ini. Karena saya belum pernah mengajar hanya menggunakan bahasa Inggris saja, saya pasti menggunakan bahasa Indonesia untuk menjelaskan atau sebaliknya saya full pakai bahasa Indonesia untuk mengajar. Tapi kita kalau instruction, saya menggunakan bahasa Inggris. Ya, itu tadi masalahnya kalau kita mengajar menggunakan full bahasa Inggris anak-anak pasti tidak dapat menyerap materi secara maksimal karena background knowledge mereka bukan native speaker, tetapi kalau menggunakan dua bahasa akan berdampak pada waktu X: Nah ini ada pertanyaan tambahan, pengajaran bilingual yang diterapkan disini itu bagaimana? Y: Kalo dikelas saya sih biasanya menggunakan bahasa Inggris kemudian karena kemampuan anaknya berbeda-beda, jadi setelah dari bahasa Inggris di jelaskan lagi ke bahasa Indonesia; tapi untuk instruction kita selalu menggunakan bahasa Inggris seperti perintah di test atau quiz. Kalo materi memang menggunakan bahasa Inggris dulu baru di translate ke bahasa Indonesia. X: Oo, jadi kalau untuk instruction menggunakan full bahasa Inggris, tapi kalau materi menggunakan bilingual ya. Lalu berapa persen penggunaan bahasa Inggris dan bahasa Indonesia yang Ibu lakukan saat mengajar? Y: Bisa dibilang 70 persen bahasa Inggris dan 30 persennya bahasa Indonesia. Sebenarnya kalau materinya gampang bisa full English seperti di kelas dua itu materinya lebih mudah karena mereka juga sudah mendapat pelajaran bahasa Inggris dari kelas satu, jadi bisa menggunakan full English untuk mengajarkan beberapa materi yang mudah.
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X: Jadi karena mungkin sudah ada dasar yg mereka dapat ya Bu jadi bias lebih mudah menangkap isi materi. Jadi Ibu menggunakan bahasa Indonesia hanya untuk menjelaskan isi dari materi ya Bu? Y: Iya, jadi saya menggunakan bahasa Indonesia hanya untuk menerangkan kembali isi materi terutama kalau materi pembahasan baru. X: Pernah tidak pada saat Ibu menggunakan full bahasa Inggris dalam mengajar Science kelihatannya murid-muridnya paham, tapi pada saat test ada beberapa yang nilainya jeblok karena tidak paham dengan materinya? Y: Ada kasusnya tapi tidak banyak. Sebenarnya untuk Science asalkan mereka bahasa Inggrisnya bisa pasti Science-nya juga bisa karena kan vocab nya juga uda banyak jadi mereka sudah mengerti. Tapi kalau bahasa Inggrisnya sudah jelek ya sudah pasti Science nya juga jelek karena kemampuan bahasanya dulu yang di liat. X: Okee terimakasih banyak Ibu karena telah membantu saya dalam mencari data thesis saya. Selamat Siang.
Second Interview X:
The writer
Y:
Teacher B (male)
X: Selamat siang Bapak, dalam kesempatan ini saya mewawancari Bapak untuk mencari data thesis saya. Pertanyaan pertama, sudah berapa lama bapak mengajar di sekolah ini? Y: Empat tahun.
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X: Bapak mengajar di level berapa? Y: Kelas satu sampai enam. X: Lalu apakah sekolah ini mengharuskan Bapak untuk menggunakan bahasa Inggris untuk mengajar Science? Y: Tiga tahun pertama iya, tapi tahun terakhir ini tidak karena untuk kelas lima dan enam sudah mendapat materi untuk UAN, jadi memakai bahasa bilingual. X: Berarti Bapak menggunakan bahasa Inggris-Indonesia ya? Y: Iya. X: Lalu seberapa seringkah Bapak menggunakan bahasa Indonesia pada saat mengajar di kelas untuk mata pelajaran Science? Y: Tergantung materinya, kalau untuk instruksi itu menggunakan bahasa Inggris, tapi kalau utnuk penjabarannya saya menggunakan bahasa bilingual, karena dengan begitu muridmurid akan lebih cepat memahami isi materi. Contohnya pada saat memberi perintah mereka supaya mengerjakan soal latihan di buku. Ini dalam satu semester ada 14 materi pembahasan, 6 yang menggunakan bilingual dan 8 yang menggunakan full English. X: Kendala apa saja sih yang Bapak alami saat mengajar science menggunakan bahasa Inggris? Y: Menurut saya me-rephrasing kalimat menjadi kalimat yang lebih mudah. Kalau untuk kelas satu sampai empat science term nya masih sedikit, karena sesungguhnya yang mereka butuhkan itu content base nya bukan language nya, sedangkan kelas lima dan enam sudah mulai banyak Science term nya.
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X: Lalu keuntungan apa yang Bapak dapat saat menggunakan bahasa Indonesia-Inggris dalam menyampaikan materi? Y: Tidak ada keuntungannya ya kalau menurut saya. X: Kalau kerugian dari menggunakan bahasa Indonesia-Inggris itu sendiri apa menurut Bapak? Y: Justru bahasa Indonesia itu susah dipahami karena di lihat dari buku-bukunya, lebih mudah kalimat-kalimat dengan bahasa Inggris kalau di mata pelajaran Science. X: Lebih efektif menggunakan bahasa Inggris sepenuhnya atau bilingual language menurut Bapak? Y: Sebenarnya lebih efektif menggunakan full English, karena bahasa yang digunakan dalam bahasa Inggris tidak bertele-tele seperti di bahasa Indonesia. Kita bilingual itu karena memfalitiasi murid siap dalam UAN, juga dalam UAN soal-soalnya menggunakan bahasa Indonesia. Jadi kita menggunakan bahasa Indonesia bukan karena muridnya tapi karena utnuk assessment nya. X: Kalau pengajaran bilingual yang diterapkan disini itu bagaimana menurut Bapak? Y: Sebenarnya kalau untuk masalah content kita mengikuti, kalau Science kita menggunakan masih dalam bahasa Indonesia karena untuk persiapan UAN, tapi kita memakai buku Science yang dari Singapore dan menggunakan bahasa Inggris. Jadi kita menggunakan bahasa Indonesia kalau mau UAN. X: Oo, jadi diluar UAN menggunakan bahasa Inggris yaa? Y: Ya, betul.
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X: Nah, buku yang Bapak gunakan itu kan menggunakan bahasa Inggris, lalu pada saat mengaplikasikan buku itu kepada murid-murid menggunakan full English atau bilingual? Y: Tidak, tetap di mixed ya karena bagaimanapun kalau pemahaman mereka belum dapat pasti code-switching nya dikelas meskipun materi itu menggunakan bahasa Inggris. Sebenarnya materi yang ada dibuku itu kan sama dengan yang akan diujikan di UAN, jadi ini sebagai jembatan saja kalau yang diajarkan dalam bahsa Inggrisnya ini ya Indonesia nya ini, gitu. X: Lalu penggunaan bahasa Inggris nya berapa persen dan bahasa Indonesia nya berapa Pak? Y: Kalau materinya menggunakan bahasa Inggris ya hampir 80 persen, ya 80:20 persen, kadang juga 70:30 persen gitulah. X: Bapak menggunakan bahasa Indonesia hanya dalam menjelaskan conten atau bagaimana? Y:
Ya dalam content nya, kadang pada kata-kata khusus atau term tertentu tidak bisa dijelaskan dalam bahasa Inggris, kalau insrtuksi mereka sudah bisa dalam bahasa Inggris, tapi kalau untuk content tidak.
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