H S I N O I T C U R T S N I F O N I E H T H T N E V E S E D A R G F O

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A SARJANAPENDIDIKANTHESIS

s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P

e h t n i a t b O o

t SarjanaPendidikanDegree ni Eng ilshLanguageEduca iton

y B

i n a y a d n a H o y t e S . T

7 4 1 4 1 2 1 8 0 : r e b m u N t n e d u t S

M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E

N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D

N O I T A C U D E D N A G N I N I A R T R E H C A E T F O Y T L U C A F

Y T I S R E V I N U A M R A H D A T A N A S

A T R A K A Y G O Y

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A SARJANAPENDIDIKANTHESIS

s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P

e h t n i a t b O o

t SarjanaPendidikanDegree ni Eng ilshLanguageEduca iton

y B

i n a y a d n a H o y t e S . T

7 4 1 4 1 2 1 8 0 : r e b m u N t n e d u t S

M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E

N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D

N O I T A C U D E D N A G N I N I A R T R E H C A E T F O Y T L U C A F

Y T I S R E V I N U A M R A H D A T A N A S

A T R A K A Y G O Y

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v T

N E M E T A T

S OFWORK’SORIGINALITY

k r o w e h t n i a t n o c t o n s e o d , n e tt ir w e v a h I h c i h w , s i s e h t s i h t t a h t e r a l c e d y lt s e n o h I

d n a s n o it a t o u q e h t n i d e ti c e s o h t t p e c x e , e l p o e p r e h t o f o k r o w e h t f o s tr a p r o

. d l u o h s r e p a p c if it n e i c s a s a , s e c n e r e f e r

, a tr a k a y g o

Y 8November2012 r

e ti r w e h T

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S T N E M E G D E L W O N K C A

, e c a l p t s ri f e h t n

I Iwould ilketo expres smygreates tgrattiudet o m y Lord s

u s e

J fo rHi sblessings ,endlessl oveand guidancein my l fie. Hi sgracious l ove e

p o c o t h t g n e rt s e m n e v i g s y a w l a s a

h wtiht heharddaystocompletemyt hesis . o

t e d u ti t a r g t s e p e e d y m s s e r p x e o t e k il d l u o w

I Carla Sih Prabandari ,

d P .

S . ,M.Hum. mysupervisor ,whohadwliilnglyspen the rpreciou sitmer eading e

h t g n it c e r r o c d n

a thesis . Ialso wish t o t hank al lmy l ecturersi n SanataDharma ,

y ll a i c e p s e , y ti s r e v i n

U Caeciila Tutyandari ,S.Pd. ,M.Pd. , Drs .Barl iBram , D

. h P , . d E .

M . ,and Gregoriu sPunto Aij S.Pd. ,M.Hum. Ithank them al lfo r .

y d u t s y m g n ir u d e c n a d i u g r i e h

t My specialthanksf o rMbakDani, Mbak Tari n

a ir a r b il l l a d n

a s fort hei rhelp. y

M grattiudei sextendedt t eo h p irncipa landvicep irncipal fo SMPNeger i1

n e g a r

S Dr .sMuhamad and Sukismanto ,M.Ed. ,for t heripermission t o conduc t h

c r a e s e r s i h

t inSMPNeger i1Sragen . y m o t d e s s e r d d a s k n a h t t s e r e c n i s y

M parents , Bapak Sulan and Ibu

h a n it r u

M fo rthei rlove .My sister’ sfamliy and my nephew sKrisna, Adi and ij

n a

P fort heris incerel oveandgrea tcare . y m f o l l a s k n a h t o t e k il d l u o w I , y ll a n i

F firends ,Angga, Yen,i Krisitn ,

a t s il

E ,and myclassmate sofPB I08 C class ,fort hei rgrea t help ,suppo tr ,and p

i h s d n e ir f s u o i c e r

p , myf irend sKKIHin Hongkongf ort hewonderfulf irendship. y

a

M Godbles sallt hosel ovelypeoplenowandf orever .

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S T N E T N O C F O E L B A T

e g a P E

G A P E L T I

T ... i E

G A P L A V O R P P

A ... ii S

’ K R O W F O T N E M E T A T

S ORIGINALITY ... v

I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E

P ... vi

T C A R T S B

A ... v i i

K A R T S B

A ................................................................................................ v i ii E

L W O N K C

A DGEMENTS ... .... ix S

T N E T N O C F O E L B A

T ... x S

E L B A T F O T S I

L ... x iii S

E C I D N E P P A F O T S I

L ... xiv

N O I T C U D O R T N I .I R E T P A H

C ... 1 .

A ResearchBackground ... 1 .

B ResearchProblem ... 4 .

C ProblemLimtiaiton... 4 .

D ResearchObjecitves... 4 .

E ResearchBeneftis ... 5 .

F Deifniitono fTerms ... 6

W E I V E R . I I R E T P A H

C OFLITERATURE... 8 .

A Theoreitca lDesc irp iton... 8 .

1 Theoryo fTeachingandLearning... .... 8 .

a Teaching... 8 .

b Learning ... 8 .

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i x .

3 LanguageFuncitonTheory... 1 2 .

a Thei nsrtumenta lFunciton ... 1 3 .

b TheRegulatoryFunciton ... 1 3 .

c TheRepresentaitona lFunciton ... .... 1 3 .

d TheI nteracitona lFunciton ... 1 3 .

e ThePersona lFunciton ... 1 4 .f TheHeu irsitcFunciton... 14

.

g The ImaginaitveFunciton ... 14 .

4 ClassroomLanguageFunciton ... 1 4 .

a Insrtucitng... .. 1 5 .

b Explaining ... 1 5 .

c Narraitng... .... 1 5 .

d Eilciitng ... .... 1 6 .

e Promp itng ... .. 1 6 .f Correcitng ... .. 1 6

.

g Checkingl earning ... 1 7 .

h Conveyingt hemeaningo fLanguage ... 1 7 .

5 ClassroomInteraciton ... 1 7 .

a TheI nsrtucitona lLanguage ... 1 7 .

b MakeLanguageComprehensiblet os tudents... 1 8 .

6 ManagingClassroomDeilvery ... 1 8 .

a TheBeginningoft heLesson... 1 8 .

b TheMiddleoft heLesson... 2 0 .

c TheEndoft heLesson... 2 2

.

7 RinitsanSekolahBertarafI nterna itonal ............................ 23 .

a Deifniitono fRSBI ...................................................... 2 3 .

b Characte irsitc so fRSBI ............................................... 2 3 .

c Curirculumo fRSBI ................................................... 2 3 .

d TeachingPhysic sandMathemaitcsi nRSBI ................ 2 4 .

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ii x

Y G O L O D O H T E M H C R A E S E R . I I I R E T P A H

C ... 27 .

A ResearchMethod ... .. 2 7 .

B ResearchSetitng ... .. 2 8 .

C ResearchParitcipant s ... 2 9 .

D ResearchInsrtuments andDataGatheirngTechnique... 2 9 .

1 Observaiton ... 29 .

2 Interview... 30 .

E DataAnalysi sTechnique ... 3 1 .

F ResearchProcedure ... 3 4

. V I R E T P A H

C FINDINGSANDDISCUSSION... 3 7 .

A Engilsh a s the Medium o f Insrtuciton in Physic s and f

o e d a r g h t n e v e s e h t n i s c it a m e h t a

M SMPNegeri 1Sragen .

1 Physic sClass ... .. 3 7 .

2 Mathemaitc sClass ... 46 .

B Factor s in lfuence the use o f Engilsh in Physic s and f

o e d a r g h t n e v e s e h t f o s t c e j b u s s c it a m e h t a

M SMPNeger i1

e g a r S n

.

1 School’ sFactor... 5 3 .

2 Teacher’ sFactor ... 5 5 .

3 Student’ sFactor... 5 6

U L C N O C . V R E T P A H

C SIONS ANDRECOMMENDATIONS ... 58 .

A Conclusions ... 5 8 .

B Recommendaitons ... 60

S E C N E R E F E

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ii i x

S E L B A T F O T S I L

s e l b a

T Page

1 .

2 MeeitngHo Aurs ddiitoni naWeeki nSMPNeger i1Sragen... 2 4 1

.

3 TheBluep irn to fObservaitonf o rtheTeache rAcitviites... 3 0 2

.

3 ObservaitonCheckils to ft The eacher Acitviitesint heClassroom .... .. 3 0 3

.

3 Lis to ftheInterviewQuesitons... 3 1 4

.

3 Codingo ftheLanguageFuncitoni nt heClassroom ... 3 2 5

.

3 ObservaitonResutls fo et h Teache rAcitviites Coding ... 3 3 6

.

3 Interviewanalysis ... 3 3 1

.

4 TheFindingonHowEngilshi sUsedastheMediumofI nsrtucitoni nt he

Physic sclass ... 3 8 I

f o m u i d e M e h t s a d e s U s i h s il g n E w o H n o g n i d n i F e h T 2 .

4 nsrtuciton

i ntheMathemaitc sclass... .. 4 7 3

.

4 Teachers Proflie ... 5 3 4

.

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S E C I D N E P P A F O T S I L

.

A ThePermissionLetterf romSanataDharmaUniverstiy .

B TheStatemen tLetterf romSMPRSBI- Neger i1Sragen .

C T Obhe servaitonShee tGuideilnesf o rtheTeacher s .

D TheObservaitonGuideilnesf o rtheStudent s .

E TheInterviewGuideilne rfo theTeachers .

F TheInterviewGuideilne rfo theStudents .

G TheObservaitonResutls oft heTeachers .

H T Ohe bservaitonResutls oft heStudent s .I T Ihe nterviewResutls oft heTeachers .J T Ihe nterviewResutls oft heStudents

.

K T Ehe xampleo fthePowerpoint

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2 Wha taret hef actorsi nlfuencingtheuseo fEngilsha smediumofi nteracitoni n f

o e d a r g h t n e v e s e h t f o s t c e j b u s s c it a m e h t a M d n a s c i s y h

P SMPN1Sragen?

n o it a ti m i L m e l b o r P . C

s i e r e h

T a ilmtiaitonmadef ort hiss tudyi nordert ol eadt her eader’sf ocus . n

o d e ti m il s i n o i s s u c s i d e h

T how Engilsh i sused sa t he mediumofi nsrtucitonand n

i n o it c a r e t n i f o m u i d e m s a h s il g n E f o e s u e h t e c n e u lf n i s r o t c a f t a h

w Physic sand

s c it a m e h t a

M subject sin seventh grade o fSMP N 1 Sragen. In thi sstudy ,the r

a e s e

r c her intent sto observe Physic sand Mathemaitcs teacher swho have tired to s

a h s il g n E y l p p

a themediumofi nsrtucitoni nPhysic sandMathemaitc ssubjects .The o

t s d n e t n i o s l a r e h c r a e s e

r interviewt het eacher sandsomestudent swhorepresentt he h

t n e v e

s grade student so fJunio rHighSchool .I ti sbecause t he studentsi nvolvei nto y

lt c e ri d s s a l c e h t n i s c it a m e h t a M d n a s c i s y h P g n i n r a e l e h t f o s s e c o r p e h

t .

s e v it c e j b O h c r a e s e R . D

s a h y d u t s s i h t , e v o b a h c r a e s e r e h t f o s m e l b o r p e h t o t n o it a l e r n

I ot w aim s

w o ll o f s

a s:

w o h n o e b ir c s e d o T )

1 Engilshi susedas t he mediumof i nsrtuciton in Physic sand s

c it a m e h t a

M subjecti nt hes eventhgradeo fSMPN1Sragen. w

n o n i a l p x e o T )

2 ha tfactor swhichinlfuence t he useo fEngilshas t he mediumo f c

i s y h P n i n o it c u rt s n

i s and Mathemaitc ssubjecti nt he seventh grade o fSMPN 1

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s ti f e n e B h c r a e s e R . E

f o m u i d e m e h t s a d e t n e m e l p m i s i h s il g n E w o h n o y d u t s a s i s i h T

n i n o it c u rt s n

i Physic sandMathemaitc ssubjects inSMPN1 Sragen .Thi sstudyi s e

v i g o t d e t c e p x

e benefti sfo rteachers ,students ,schoo lmanagemen tand future .s

r e h c r a e s e r

)

1 Physic sandMathema itc sTeachers

d n a s c i s y h P n i n o it c u rt s n i f o m u i d e m e h t s a d e s u s i h s il g n E e c n i S

Mathemaitc ssubjects in SMP N I Sragen ,Physic sand Mathemaitcst eacher swli l e

l o t d e t a v it o m e

b arn Eng ilshmore. Makingt hemselve scompetenti nEngilsh so d n a t s r e d n u s t n e d u t s r i e h t e k a m o t s e s s a l c r i e h t n i h s il g n E e s u o t e l b a e r a y e h t t a h t

t c e j b u s s c it a m e h t a M d n a s c i s y h P e h t t p e c c a d n

a s conveyingi nEngilsh .Moreover , i

l o o h c s e h

t sa RSBI where the student sare emphasized to understand Engilsh n

o n n a h t r e tt e

b -RSBIstudents . s

t n e d u t S r o F ) 2

f o m u i d e m e h t s a d e s u s i h s il g n E t a h t g n i w o n k y b d e t c e p x e s i t I

t c e j b u s s c it a m e h t a M d n a s c i s y h P n i n o it c u rt s n

i s o rothe rsubjects ,student swli lbe d e m o t s u c c a e b o t g n i o g e r a y e h t t a h t d e p o h o s l a s i tI . h s il g n E n r a e l o t d e t a v it o m

n e t s il o

t i ngo rcommunicatei nEngilsh . t

n e m e g a n a m l o o h c S ) 3

d e t c e p x e s i

tI tha tstudents’r esponse son t heuseo fEngilshast hemedium n

i n o it c u rt s n i f

o Physic sand Mathemaitcs subjects wli lgive input sfo rschoo l n

o i n i p o ’ s t n e d u t S . t n e m e g a n a

m can beone of t heconsideraitons i n making new o

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s r e h c r a e s e r e r u t u F ) 4

, h c r a e s e r s i h t m o r

F future researcher scan en irch thei r knowledge in f o m u i d e m e h t s a h s il g n E f o e s u e h t n o n o n e m o n e h p e h t t u o b a g n i d n a t s r e d n u

n o n n i n o it c u rt s n

i -Engilshclas sespeciallyi naRSBI .Hopefully, t hisr esearchwli l n

o h c r a e s e r r e h tr u f r o f s n o it p ir c s e d c i s a b e v i

g othe reducaitona lphenomena.

s m r e T f o n o it i n if e D . F

t d e if i c e p s e r a s m r e t e m o

S o avoid misunderstanding andmisinterpretaiton g

n i n a e m e n o n a h t e r o m e v a h n a c d r o w e n o e c n i

s .

1 )MediumofI nstruciton

u i d e m , y r a n o it c i D s ’ r e n r a e L d e c n a v d A d r o f x O o t g n i d r o c c

A m o f

) 7 9 7 , p ( s t c e j b u s h c a e t o t d e s u e g a u g n a l e h t s i n o it c a r e t n

i .I nt hi scase ,mediumo f

u rt s n

i citoni nt heclassr eferst oalanguagewhichi suseddu irngt eaching-learning s i h t n I . s t n e d u t s d n a s r e h c a e t y b e n o d s n o it a t n e s e r p d n a s p u o r g g n i k r o w , s s e c o r p

s a d e s u s i h s il g n E w o h n o e t a g it s e v n i o t s d n e t n i r e h c r a e s e r e h t , y d u t

s et h medium

u rt s n i f

o citon inPhysic sandMathemaitc sclasses. 2 )RinitsanSekolahBertarafI nternaitonal( RSBI)

n o d e s a

B Panduan Pelaksanaan Pembinaan RSBI (2011 p .8) ,Rinitsan Sekolah Bertara fInternaitonal i sa schoo lwhich i sprepared fo rinternaitona l

r o d r a d n a t s l o o h c

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3 )SekolahMenengahPertama( SMP)Neger i1Sragen

1 N P M

S Sragen i sa Junio rHigh Schoo lwhich is located in Sragen , a

e m a c e b t I . a v a J l a rt n e

C Rinitsan Sekolah Bertarap Internaitona l(RSBI) since e h t y l n o s i l o o h c S h g i H r o i n u J n i d e d n e t n i s i h c i h w e d a r g e h t , y d u t s s i h t n I . 1 1 0 2

e d a r g h t n e v e

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)

1 Learner’sf actor

)

a Intelilgence

o t s r e f e r e c n e g il l e t n i , y ll a n o it i d a r

T the resul to fthe cogniitve test .The

r o s s e c c u s s ’ n o s r e p f o y ti li b a e h T . t s e t Q I s i e c n e g il l e t n i f o t n e m e r u s a e

m ablitiyi s

e c n i s g n i n a e m x e l p m o c e r o m s a h e c n e g il l e t n i ,s y a d a w o N . t s e t s i h t y b d e r u s a e m

t n i f o s d n i k e c n e r e f fi d s a h e n o y r e v

e elilgence . Someone’ s success i s no t

h c i h w t s e t e h t f o t l u s e r e h t y b d e n i m r e t e

d isi nt hef ormofw irttent est .Lightbown

( a d a p S d n

a 1999)statet hati n t heclassroomwheret hei nsrtucitonf ocuse son t he

.) 3 5 . p ( t n a tr o p m i s s e l s i e c n e g il l e t n i f o e l o r e h t , e v it c a r e t n i d n a e v it a c i n u m m o c

)

b Mo itvaiton

t I . d n i m n a m u h f o s t c e p s a e h t f o e n o s i n o it a v it o

M i srelatedt o “want”o r

o t ” e ri s e d

“ haveandachievet he“want”o r“desrie” .Moitvaitoni sveryi mpo tran t

a

f ctori n l earning .Dorney ( 2001)statest ha tmoitvaitonha saveryi mpo trantr ole

. ) 2 . p ( n o it a u ti s g n i n r a e l y n a n i e r u li a f r o s s e c c u s g n i n i m r e t e d n i

)

c Personaltiy

c r a e l c o n s i e r e h

T orrelaiton between et h personaltiy and the succes so f

b h g i L . g n i n r a e

l rownandSpada( 1999 )statetha t tii sbeilevedt ha tpersonaltiyha s

. ) 6 5 . p ( s r o t c a f r e h t o h ti w d e n i b m o c s i ti f i s s e c c u s n o e c n e u lf n i t n a tr o p m i n a

)

2 Teacher’sf actor

ir e t a m g n ir e t s a

M a li sno tenough to be said a sa good teacher .Being a

s t c e p s a y n a m r o f l e d o m a g n i e b o s l a s i r e h c a e

(26)

)

a Teacher sa sagoodeducator

A Good teaching come sfrom the identtiy and integrtiy o fthe teache r

) 8 9 9 1 , r e m l a P

( . A good teache rmus tbe able to connec tthe student sand the

t c e j b u

s (p .10) .Oneoft hecharacte irsitc so fagoodt eacheri st ha tshe/hemus tbe

s t n e d u t s e k a m l li w t n e m e c r o f n i e R . t n e m e c r o f n i e r g n i v i g t a d o o g

a bemoitvated.

)

b Teache ra saclassroommanager

d l u o h s r e h c a e T . m o o r r e h / s i h n i r e g a n a m a s i r e h c a e t a t a h t t c a f a s i t I

e t a e r c t s u m r e h c a e t A . n o it a u ti s l a n o it a c u d e e h t n i s s a l c e h t g n ir b o t w o h w o n

k a

m t a d o o

g ospheres ot hatt hes tudentsf ee lconvenien twtiht heclassroomstiuaiton .

)

c Teache ra sanaspriator

c

A cording to Winskel (2004) , a teache ra s the aspriato rshould give

g n i e e s t u o h ti w t n e d u t s y r e v e o t t n e m e g a r u o c n

e thestudents’i ntellectuall eve land

e b t s u m r e h c a e t a , t n e m e g a r u o c n e g n i v i g n I . ) 1 2 2 . p ( l e v e l n o it a v it o m r i e h t

e l b i x e

lf ; tidepends on t heneedoft hestudents .At eache rmus tmaket hestudent s

e

b happy wtih him/ her inside o routside the class ,so tha tthe student sfee l

t n e i n e v n o

c int hei rcricumstance.

)

3 Schoo’lsf actor

)

a Schoo la sasocials ystem

e r a s l o o h c s t a h t t c a f a s i t

I par to fsocia lsystems in a communtiy .The

. d e t a c u d e e b o t l o o h c s o t n e r d li h c r i e h t s e v i g y ti n u m m o c

)

b Schoo la sani nsttiuiton

o t y ti li b i s n o p s e r g i b a s a h n o it a c u d e f o n o it u ti t s n i n a s a , l o o h c s A

e g a r u o c n

(27)

n i s t n e d u t s d n

a the teaching-learning process .According to Winskel ,a sthe

f o t n e m e g a n a m s r e v o c l o o h c s a n o it u ti t s n

i the schoo lenvrionmen tlfie .Schoo l

e c n e u lf n i l li w e fi l t n e m n o ri v n

e the teaching-learning proces sin the clas sin al l

.) 4 4 2 . p , 4 0 0 2 ( n o it a c u d e f o l e v e l

.

2 BiilnguailsmEduca iton

In some developing countires , a biilngua l educaiton ha s appiled in

a o t s r e f e r n o it a c u d e l a u g n il i b , ) 2 9 9 1 ( h c ir o B o t g n i d r o c c A . s m a r g o r p m o o r s s a l c

s e g a u g n a l o w t n i n o it c u rt s n i f o x i

m (p .564) .Fu trhermore ,heexplainst ha twhen

d n a s ll i k s h c a e t d l u o h s r e h c a e t , l o o h c s t a h t n i e g a u g n a l d n o c e s e h t s i h s il g n E

n i s a l l e w s a h s il g n E n i s d r o

w thefrist l anguage .Biilngua leducaiton i sused t o

c s t n e d u t s e h t e c n i s y c n e i c if o r p ’ s t n e d u t s e v o r p m

i ouldl earnt hel anguage sdrieclty

g n i m o t s u c c a y

b tothe ilsteningandthespeakingi nt heclassroom.I ndonesias ta tr s

g n i h s il b a t s e y b n o it a c u d e l a u g n il i b g n i y l p p

a RSBI ro S BI where the one o fthe

o d n I g n i s u s i s c it s ir e t c a r a h

c nesianandEngilshast hei nsrtucitonall anguagei nt he

. m o o r s s a l c

.

3 LanguageFuncitonTheory

The funciton o flanguage i svaired ,bu tin genera lthe main funciton fo

r o f s i e g a u g n a

l communication .According t o Brown (2000 ,) l anguage funcitons

e g a u g n a l f o m r o f e h t n i e s o p r u p e h t y ll a it n e s s e e r

a (p .248) .The example so f

y a d il l a H . k s a d n a t e e r g , d n o p s e r , t s e u q e r , e t a t s o t e r a e s o p r u

p (1973, a sctied i n

, n w o r

(28)

t n e m u r t s n i e h T .

a a ulf nciton

The insrtumen tfunciton serve sto manipulate the envrionmen tto cause

ce traineventst ohappen .Fo rexample ,“Onyou rmark ,get, set ,go” ,“Don t’t ouch

e v o t s e h

t . ” The language o fthe language funciton i scommunicaitve acts .The

g n ir b s e c n e t n e

s abou taparitcula rcondiiton.

n o it c n u f y r o t a l u g e r e h T . b

Ther egulatoryf uncitonofl anguagei st heconrto lo fevent .sWhen people

y e h t , n o it c n u f e g a u g n a l s i h t e s

u conrto lthe behaviou ro fothers. oF rexample

r o f e l b i g il e e b l li w u o y , r o i v a h e b d o o g n o p U

“ parole in ten months. ” The

e l p o e p g n o m a s r e t n u o c n e f o n o it a l u g e

r -approval ,behavior ,setitngl aw sandr ules-

a l u g e r e r

a toryf uncitonofl anguage.

n o it c n u f l a n o it a t n e s e r p e r e h T . c

s t n e m e t a t s e k a m o t e g a u g n a l f o e s u e h t s i n o it c n u f l a n o it a t n e s e r p e r e h

T ,

.t r o p e r d n a n i a l p x e , e g d e l w o n k d n a t c a f y e v n o

c When peopleuse t his l anguage

. n o it a m r o f n i e h t e t a c i n u m m o c o t e g a u g n a l e h t e s u y e h t , n o it c n u

f Fo rexample

s e r p e h t “ , ” t o h s i n u s e h T

“ iden tgaveas peechl as tnight. ”

n o it c n u f l a n o it c a r e t n i e h T . d

Theinteracitonalf uncitonofl anguageservest oensuresocia lmaintenance

s w o ll a t I . n o i n u m m o c c it a h p r

o thecommuntiy t o estabilsh socia lcontac tand t o

. n e p o n o it a c i n u m m o c p e e

k Whenpeopleuset hisl anguagef unciton,t heyuset he

t c a r e t n i e t a e r c o t e g a u g n a

l ion wtih others. Fo rexample “Hello ,how are you?” ,

y a d e c i n a e v a H

(29)

e h T .

e personalf unciton

Through l anguage ,people are ablet o expresst hei rfeeilng .Thepersona l

s a s w o ll a n o it c n u

f peake rto expres stheri emoiton, personaltiy and reacito n

y ll a b r e

v . Fo rexample“ Iwa saccepteda sbranchmanager , Iamveryhappy.”

n o it c n u f c it s i r u e h e h T . f

The heu irsitc funciton involve s language used to acqu rie knowledge .

g n i k s a y b n o it c n u f s i h t e s u n e r d li h

C in orde rto answe rthei rcu irostiy .I ti s

d li h c e s u a c e

b ren i n t heproces so fknowing t hewo lrd around t hem. Fo rexample

” ? g o d a e t a h t a c a s e o d y h W “

n o it c n u f e v it a n i g a m i e h T . g

The imaginaitve funciton serve sto create imaginary system so rideas .

o t n o it c n u f e g a u g n a l s i h t e s u n e tf o s r e h c a e t n e tr a g r e d n i K d n a y r a m ir

P create a

f o d lr o

w imaginaiton on t hei rstudent .s Telilng fariy t ales t o t he ch lidren b irng s

. d n i m r i e h t n i y r o t s e h t e n i g a m i o t m e h t

r o e c n e t n e s

A aconversaitonmigh tb irng many dfiferentf uncitons .When

e l p o e

p ask“Doyou haveaknfie?”thi squesitonhastwopossiblemeanings .Frist ,

o t r e f f o e l p o e

p lend a kn fie to other .Second ,people reques tto borrow a knfie

e v a h e l p o e p , e v o b a e c n e t n e s e h t f o g n i n a e m e h t d n a t s r e d n u o T . r e h t o m o r

f to

e h t d n a t s r e d n

u setitng.

.

4 ClassroomLanguageFunciton

s a h e g a u g n a l a , m o o r s s a l c e h t n

I aspeciifcf unciton .Accordingt o Spratt ,

m a il li W d n a s s e n r e v l u

(30)
(31)

. n o it a n a l p x

e In t he classroom ,especially p irmary classroom ,someitmest eachers

. n o it n e tt a ’ s t n e d u t s w a r d o t y r o t s a l l e t

.

d Eilciitng

n i a t b o r e h c a e t a n e h w s i g n it i c il

E sinformaiton from the students rathe r

m e h t o t t i g n i v i g n a h

t . Through eilciitng ,teacher swli lbe able to ge tstudents ’

. t s e r e t n

i Thei nformaiton could be answersf romthet eacher’ squesiton ssuch a s

u l l e t u o y n a C

“ s ,wha ti sthe picture about?” o r”wha tdo you think abou tthi s

” ? y r o t s

.

e Promp itng

e t a l u m it s o t g n i h t e m o s s y a s r e h c a e t e h t n e h w s i g n it p m o r

P thestudentst o

e d i f o k n i h

t a sort o r emembe ro fsomething by giving them par to f ti .According

) 2 1 0 2 ( k a h c u a K d n a n a g g E o

t , prompitng can be used when student sfai lto

n e h w e v it c e f f e s i g n it p m o r p t a h t n i a l p x e o s l a y e h T . ) 6 7 . p ( y lt c e r r o c r e w s n a

e l p m a x e r o F . s a e d i l a r u d e c o r p d n a l a u t p e c n o c g n i y d u t

s , du irng explaining the

mateiral ,teache rmigh tsay “You could give example sfrom you rexpeirences. ”

b m e m e r t o n d l u o c r e n r a e l e h t n e h

W e raword, t eacher smigh tgivet hefris tsound

h c “ s a h c u s d r o w e h t f

o am ,cham..”f o r“championship.”

.f Correcitng

. s s e c o r p g n i n r a e l e h t f o t r a p e r a s e k a t s i

M Co rrecitng occur swhen the

c a e

t he rcorrects students ’mistake .s Teacher sshould make a correciton to make

e h

t student sknow how the mistake scould happen. In the classroom, teachers

n e tf

o correc tthe students ’mistake sby explaining the correciton to the whole

(32)

.

g CheckingLearning

i c e p s e , g n i n r a e l e h t k c e h c y ll a u s u s r e h c a e

T allyatfe rpresenitngort eaching

aconcep to rat heory. Teacher smayuseaquesitonf ormwhent heywantt ocheck

g n i d n a t s r e d n u ’ s t n e d u t

s fo themateiralgiven before. When t eacher sknow abou t

e h t t a e p e r r o n o s s e l e h t e u n it n o c o t e d i c e d d l u o c s r e h c a e t , g n i d n a t s r e d n u ’ s t n e d u t s

. n o it a n a l p x e

.

h Conveyingt heMeaningo fNewLanguage

r e h c a e t n e h

W s teachnewmate irals,s omeitmest heyhavet oi nrtoducenew

. s m r e t l a ir e t a m e h t h ti w g n it c e n n o c s d r o

w tIi saf actt ha tsomeitmestudent smee t

o t e l b a e r a s e it i v it c a y n a M . s d r o w w e n e h t f o g n i n a e m e h t g n i d n if n i n o i s u f n o c

f o g n i n a e m e h t n i a l p x e o t e s

u a word ro a phrase .When the teacher sdo these

s e it i v it c

a , they show the meaning o fnew words . Translaitng the words ,using

g n it a rt s n o m e d r o a il a e

r canbeused toexplaint hemeaningo fnewwords .

.

5 ClassroomI nteraciton

n

I a teaching-learning proces ,s t hei nteraciton betweent het eache randthe

s i s t n e d u t

s very i mpo tran tbecausewtihou ta good i nteraciton, teache rwould not

n o s d i v a D d n a g n u e L , n a h o M . ll e w s t n e d u t s e h t o t e g d e l w o n k e h t r e f s n a rt o t e l b a

t a h t y a s ) 1 0 0 2

( a classroom i san idea lstiuaiton fo rsecond language learners

d u t s e h t s e d i v o r p t i e s u a c e

b ent sanoppo truntiyt ouset het argetl anguage( p .180 .)

.

a TheI nstrucitona lLanguage

s i

tI aninteresitngt hingt ha tEngilshi suseda samediumofi nsrtuciton i n

(33)

r o c c A . y rt n u o

c ding t o Kennedy (1999) ,al anguagewhich i sused ast hemedium

. ) 4 7 . p ( y ti n u m m o c e h t n i s u t a t s h g i h s a h s s a l c e h t n i n o it c u rt s n i f o

.

b MakeLanguageComprehensiblet oStudents

s i

tI et h teacher’sr esponsiblitiyt omaket hestudent sunderstandwhatt hey

e r

a learning .The use o fa language i sthe impo trant t hing to make the student s

s e m it e m o s e g a u g n a l s ’ r e h c a e t t a h t e l b i s s o p y r e v s i ti , t u B . l a ir e t a m e h t d n a t s r e d n u

s r e h c a e t , e l b a d n a t s r e d n u e g a u g n a l e h t e k a m o t , m i a s i h t r o F . e l b a d n a t s r e d n u t o n s i

s e l o d t s u

m sonplanning .Kennedy ( 1999 )statest hatt eacher sshouldmakel esson

n a l

p s wheret he proces sof l earning ,produc,t t he way t hey explain t hemateiral ,

, s t n e d u t s e h t y b d e v e i h c a e b n a c l a ir e t a m e h t w o h d n a n o s s e l e h t f o m i a e h t

e h c a e t e h t r o f n o it c e lf e r e m o c e

b r( p .116) .

.

6 ManagingLessonDeilvery

s s a l c e h t n i g n i h c a e

T room i sthe mos timpo tran tteache raciton in et h

g n i h c a e

t -learning process .There are three patr sin managing lesson deilvery

. d r y B d n a n e d r u B y b d e s o p r u p e r a h c i h w

.

a Thebeginningoft hel esson

n i g e b e h

T ning oft he l esson should be madeasi nteresitng a spossible so

tt a ’ s t n e d u t s h c t a c d l u o c t a h

t eniton .P irce and Nelson (2011) say tha tthe mos t

f o n o it c n u f t n a tr o p m

i theopeningsi st o help thestudentsprepareforl earningi n

F . ) 1 4 . p ( m o o r s s a l

c u trhermore, theyexplaint hatt eacher scandesignasrtategyt o

v it o

m ate and focu s the student s and the srtategy to help student s see the

(34)
(35)

)

4 Introducingl essonobjecitves

e h t f o g n i n n i g e b e h t t

A lesson,t eacher sshoulddescirbet ot hestudentst he

e c u d e r o t s t n e d u t s s p l e h s e v it c e j b o n o s s e l g n it a t S . y a d t a h t g n i n r a e l e h t f o e s o p r u p

e v a h s r e h c a e t , s e v it c e j b o n o s s e l g n i c u d o rt n i y B . n o s s e l e h t f o y t e i x n a ’ s t n e d u t s

e d i v o r

p d student swtih an advanced organize rwhich give a lesson framework to

s t n e d u t s e h

t and help them to relate wtih the knowledge tha tthey have arleady

w o n

k n (Burden&Byrd ,2010 ,p .193 .)

)

5 Givingclear:f ocuseddireciton

n o it c e ri

D s can be given i n t hebeginning and i n t he middleoft helesson .

s e it i v it c a e h t f o e n o g n i o d y b s t n e d u t s e h t f o d e t c e p x e s n o it c a e h t g n it a rt s n o m e D

p l e h l li w r e h t e g o

t thestudentsi nunderstandingt hedriecitons .

.

b Themiddleoft hel esson

g n ir u d y ti v it c a n i a m e h t s i n o s s e l e h t f o e l d d i m e h

T theteaching- learning

. s s e c o r

p In t hi spatr ,vairoust eaching-learningacitviite scanbeappiled .Teachers ,

s i h c i h w y ti v it c a e h t e s o o h c t h g i m , m o o r s s a l c e h t f o r e g a n a m e h t e r a o h w

e t a ir p o r p p

a fo r the stiuaiton on the classroom . To make an effecitve clas s

n a

m agement ,Burden and Byrd (2010) sugges tgood teache rbehavior sdu irng

: e r a y e h T . y r e v il e d g n i h c a e t

)

1 Pacingt heLesson

n o s s e l e h t n e h w d e e p s e h t s i g n i c a p , ) 0 1 0 2 ( d r y B d n a n e d r u B o t g n i d r o c c A

m o o r s s a l c e h t n i n o it a u ti s s i h t h ti w e r a w a d l u o h s s r e h c a e T . ) 4 9 1 . p ( s r u c c

o ; t hey

ti n e h w g n i c a p e h t t s u j d a y a

(36)

)

2 ProvidingSmoothTransiiton

t

A ransiitoni st hemovementf romoneacitvtiy t o t henex tacitvtiydu irng

d n a g n il l e y s a h c u s e m it n o it i s n a rt g n ir u d e s ir a n a c r o i v a h e b s i M . n o s s e l e h t

f o y r e v il e d e h t n i s k a e r b y n a o n e r a e r e h t n e h w s r u c c o n o it i s n a rt h t o o m s A . g n it ti h

. n o s s e l e h t

)

3 BeingTaskOriented

k s a

T -o irented teacher s should concern wtih goals . A good plan o f

p l e h l li w s e it i v it c a d n a s e i g e t a rt s l a n o it c u rt s n

i the teacher sto reach the goal .

) 0 1 0 2 ( d r y B d n a n e d r u

B statet hatt eacher sshould provideanapprop irateamoun t

g n it c e n n o c s e it i v it c a n i s t n e d u t s g n i g a g n e d n a s n o it s e u q g n i k s a , g n ir u t c e l e m it f o

.) 7 9 1 . p ( l a ir e t a m e h t h ti w

)

4 EnsuringAcademicLearningTime

s a h t n e d u t s y r e v

E the dfiferen tacademic learning itme to comprehend

w o L . l a ir e t a m n i a tr e

c -achieving student smay need a longe r itme to understand

h g i h e h t e r a p m o c s l a ir e t a

m -achieving student .s To maket heclas scan reach et h

m o o r s s a l c e h t n i e g a g n e o t e l b a e r a s t n e d u t s ll a t a h t e r u s n e d l u o h s s r e h c a e t ; s l a o

g .

)

5 BeingClear

n i y ti r a l

C theteachingwli lhelpt hes tudentst ounderstandmateiral sbetter .

, s n o it c u rt s n i r a e l c g n i d i v o r p y b r a e l c s l a ir e t a m e h t e k a m l li w s r e h c a e t d o o G

g n ir b l li w s n o it s e u q d n a s n o it c e ri d , s n o it c u rt s n i r a e l c n U . s n o it s e u q d n a s n o it c e ri d

(37)

)

6 Exhibi itngEnthusiasm

r e h c a e t c it s a i s u h t n e t a h t s u o i v b o s i

tI s wli lb irng a good i n lfuence to t he

students .Burden and Byrd (2010) state tha tenthusiasm cover sgesture ,eye

.) 9 9 1 . p ( m o o r s s a l c e h t d n u o r a t n e m e v o m d n a e c i o v , t c a t n o c

.

c TheEndingoft heLesson

n o s s e l e h t f o t n e n o p m o c t n a tr o p m i s i g n i s o l c

A s and acitviite sin the

s s a l

c room.In t hi spar,tt eacher susually wrap upt heril essons o racitviite sdu irng

e h

t teaching-learningproces .s

)

1 ProvidingClosuret oPar toft heLesson

6 0 0 2 ( k a t s o h

S ,a sctied i n Burden and Byrd ,2010 )states tha ta closure

o t s r e f e

r as tatemen twhichb irngs et h lessont oanapprop irateconclusion( p .200) .

e r o m r e h tr u

F ,t heys uggestthreemajo rpurposesf o rclosure .Frislty ,drawatteniton

t f o d n e e h t o

t hel essons egmen tort hel esson tisefl .Secondly ,helporganizing the

s t n e d u t

s inlearningandconso ildaitng ro reinforcingthemajo rpoint .s

)

2 Summarizingt heLesson

p l e h n a c s t n i o p n i a m e m o s n i n o s s e l e h t g n i z ir a m m u

S the student sto

a ir e t a m e h t d n e h e r p m o

c lgiven .Beside ,si tcanclarfiyanymisunderstandingf rom

s s a l c e h t g n i v a e l e r o f e b s t n e d u t s e h

t room .From t hesummary, t eache rmay know

. n o s s e l e h t f o s t n i o p n i a m e h t p s a r g n a c s t n e d u t s e h t r e h t e h w

)

3 GetitngReadyt oLeave

, s s a l c e h t g n i v a e l e r o f e

B teachers should ensure tha tal lthe insrtucitons

s e ir a m m u s n o s s e l d n

a have been done completely .Teache rshould give some

o t s e m

(38)

.

7 RinitsanSekolahBe trarafI nternaitonal( RSBI)

.

a De ifniitono fRSBI

n o d e s a

B Panduan Pelaksanaan Pembinaan RSBI (2011 p .8) ,RSBI i sa

r o d r a d n a t s l o o h c s l a n o it a n r e t n i r o f d e r a p e r p s i h c i h w l o o h c

s Sekolah Bertara f

) I B S ( l a n o i s a n r e t n

I .Based on t he Panduan Pelaksana Pembinaan R IS B (2011) ,

o k e

S lah Bertaraf Internaitona l(S I)B i saschoo lwhich hasfuliflled theNaitona l

e n o e h t m o r f d r a d n a t s n o it a c u d e y b d e h c ir n e s i ti d n a ) P N S ( d r a d n a t S n o it a c u d E

r e b m e m e h t f

o s o fOrganizaiton f o rEconomicCo-operaiton andDevelopment ro

s e ir t n u o c d e p o l e v e d e h t f o e n

o (p .9) .Thi scounrty hast o havean excellen tpoin t

i e t e p m o c n a c t i t a h t o s , d l e if n i a tr e c n

i ni nternaitona lwo lrd .Tobea SBI ,as choo l

e b o t l o o h c s e h t f o d o ir e p n o it a r a p e r p e h T . t s ri f d e r a p e r p e b o t s a

h a SBIi snamed

s

a et h Rin itsan Sekolah Bertarap Internaitonal (RSBI). Thecountire swhich are

, e c n a r F , d n a l n i F , k r a m n e D , a d a n a C , a ir t s u A , a il a rt s u A e r a D C E O n i d e n i o j

g n o H , e r o p a g n i S , a i s s u R , s e t a t S d e ti n U , m o d g n i K d e ti n U , d n a lr e d e N , y n a m r e G

. s e ir t n u o c d e p o l e v e d r e h t o d n a g n o K

.

b Characterisitco fRSBI

s a d e ll a c e b o

T theSBI ,aschoo lmustf ul ifllthesecondiitons .Frislty,t he

a e b t s u m l o o h c

s membe ro fschoo lcommuntiy f rom oneoft heOECDcount ire.s

t , y l d n o c e

S herei sat eache rfrom t heoneoft heOECD countireswho teaches in

l o o h c s e h

t . Thridly,t heschoolcan accep tstudentsf rom othe rcountire .sAnd t he

t , t s a

l here are schoo lcu tlura lacitviite ssuch a sthe developmen to fstudent s

n o i g il e r , e r u tl u c f o s e c n e r e f fi d e h t g n it c e p s e r n i s c it s ir e t c a r a h

c ,ethic ,background

c i n u m m o c o t e l b a d n

(39)

A RSBI i sa schoo lwhich i sprocessing to achieve these excellences ro

, t u p n i f o m r o f e h t n i e b d l u o c s h t g n e rt s r o e c n e ll e c x e e h T . e v o b a s h t g n e rt s

t , e r u t u f e h t n i t a h t d e p o h s i tI . n o it a c u d e e h t f o t l u s e r e h t r o t u p t u o , s s e c o r

p he

s a h h c i h w y rt n u o c t n e r e f fi d m o r f l o o h c s r e h t o h ti w p i h s r e n tr a p s a h l o o h c

s na

. e c n e ll e c x e n i a tr e c

.

c Curriculum fo RSBI

f o m u l u c ir r u c e h t , y ll a c i s a

B the RSBI i sthe same wtih curirculum fo r

n i d e d d a e r a s r u o h l a n o it i d d A . s l o o h c s r a l u g e

r aRSBIast heconsequencet hatt he

e m o s s t p o d a l o o h c

s curirculums from t heoneoft hemembe ro fOrganizaiton f o r

o C c i m o n o c

E -operaiton and Developmen to rone of t he developed count ires .In

I B S

R ,Engilsh ,ScienceandMathemaitc saregivenaddiitona lhours .

n e g a r S 1 i r e g e N P M S n i k e e w a n i n o it i d d a s r u o h g n it e e M 1 . 2 e l b a T

t n e n o p m o

C Grade

I I

V GV IrIaIde I GXrade V GIrIade GV IrIaIde GI Xrade s

t c e j b u S .

A Regula rSchool RSBI

h s il g n E .

1 4 4 4 6 6 6

s c it a m e h t a M .

2 4 4 4 6 6 6

.

3 Science 4 4 4 5 5 5

.

d TeachingPhysic sandMathema itcsi nEnglsihi nRSBI

n i d e ti c s a ( i k s r o w a

J Pedoman Khusu sKurikulum 2004 ,p .380)meniton s

t t a h

t eaching Mathemaitcsi sno teasy, t hef actt ha tmany studentsf acedfiifcutly

M g n i n r a e l n

i athemaitc .s Thi sproblem may appea rbecause students ’view on

s i c it a m e h t a M t a h t ,f l e s ti t c e j b u s s c it a m e h t a

M adfiifcul tsubject .Teache rshould

(40)
(41)
(42)
(43)

s s a l c s c it a m e h t a

M es .According t o Hancock and Algozzine(2006) ,a descirpitve

t p m e tt a n g i s e

d s to presen ta complete descirpiton o fa phenomenon wtihin tis

.) 3 3 . p ( t x e t n o c

T shi studyusedaqualtiaitvemethodt oobtaint hedatasincet hestudywa s

w o h n o t u o b a a t a d e v it p ir c s e d n i a t b o o t d e d n e t n

i Engilshwa suseda samediumo f

t c e j b u s s c it a m e h t a M d n a s c i s y h P n i n o it c u rt s n

i s. The researche rwould analyze

n o it a v r e s b o e h t m o r f d e n i a t b o e r e w h c i h w a t a d e h

t s and i nterviews .Ary ,Jacob s

h c r a e s e r e v it a ti l a u q t a h t e t a t s n e s n e r o S d n

a e rs seek to interpre thuman acitons ,

e k il e h t d n a s m o t s u c , s t n e v e , s n o it u ti t s n

i ;theyconsrt ucto fwhati sbeing studied

0 0 2

( 9 p .421) .They also say tha ta qualtiaitve porrtay sthe complex pattern o f

n i d e i d u t s g n i e b s i t a h

w sufifcien tdepth and detai lso t ha tsomeonewho ha sno t

d e c n e ir e p x

e o f research can understand ti .To obtain i nformaiton, t heresearche r

. w e i v r e t n i d n a n o it a v r e s b o e r a y e h t ; s t n e m u rt s n i f o s d n i k o w t d e s u

g n it t e S h c r a e s e R . B

n i d e t c u d n o c s a w h c r a e s e r e h

T SMP N 1 Sragen .The observaiton was

o

d nei n t heseventh gradedu irngPhysic sandMathemaitcsl essons .Thei nterview

d a h s t n e d u t s t h g i e d n a r e h c a e t s c it a m e h t a M e n o d n a r e h c a e t s c i s y h P e n o h ti w

n i s s a l c e h t e d i s t u o d e t c u d n o c n e e

b SMPN1 Sragen .Ther esearchwa sconducted

h c r a M 5 n

i – 5Ap ir l201 2.

1 N P M

S Srageni sl ocatedi nJalanRayaSukowat ino. 21 , 6 Sragen.I twa s

t s

e abilshed in 1946. SMP N 1 Sragen wa sappointed a sa Sekolah Standa r

) N S S ( l a n o i s a

(44)
(45)

c r a e s e r e h T . ) 6 4 . p ( n o it a m r o f n i e v it c e j b

o he robserved four classe so fseventh

e d a r

g ud irng the lesson ; two Physic s classes and Mathemaitc s classes . The

e v it c e j b o e h t d e n i a t b o r e h c r a e s e r e h T . s s a l c h c a e r o f e c n o d e t c u d n o c n o it a v r e s b o

e d i u g n o it a v r e s b o n a d e r a p e r p o s l a r e h c r a e s e r e h T . g n it t e s l a r u t a n n i n o it a m r o f n

i -

a e b o t e r u t a e f f o t s il

a ddressed du irng t he observaiton .Theresearche rprepared

r o f e r e w h c i h w s t s il e d i u g n o it a v r e s b o o w

t theteacher sandthestudents .Theblue

e li h w n a e M . w o l e b n w o h s s a w y ti v it c a r e h c a e t r o f n o it a v r e s b o f o t n ir

p ,fo rthe

s t n e d u t

s ’ observaiton , ten number s o f statement s invesitgated students ’

a p i c it r a

p t nio .In observaiton, t he researche rwa sa nonparitcipan ;tt heresearche r

d n a s c i s y h P n i e n o d n o it a v r e s b o e h T . s s e c o r p g n i n r a e l n i d e v l o v n i t o n s a w

.s e t u n i m 0 9 t u o b a k o o t n o s s e l s c it a m e h t a M

r p e u l B e h T . 1 . 3 e l b a

T in to fObserva itonf orTeacherAcitviites

o

N Aspects Number o f

s m e t

I Iotbesmerv snauitmonberi nt he 1 Thebeginningoft heLesson 3 No1 ,2 ,3

2 TheMiddleoft heLesson 5 No4,5,6,7,8

3 TheEndingoft heLesson 2 No9,10

. 2 . 3 e l b a

T Observa itonCheck ils to fTeacherAcitvtiy t

n

i heClassroom

o

N Pointst oobserve Y es N o

(46)
(47)

4 BagaimanaBapak I/bumenerangkanmateirs ehubungandenganBahasa ?

s ir g g n I

5 BagaimanaBapak I/bumenutupkelass ehubungandenganBahasaI nggirs? 6 Bagaimanaakitvtia syangdliakukanmu irddidalamkela smendukung

? r a t n a g n e p a s a h a b i a g a b e s s ir g g n I a s a h a B n a g n e d n a g n u b u h e s n a r a j a g n e p

7 Kegiatan apa saja yang mendukung telraksananya pengajaran anda yang ?

s a l e k r a u li d n a k u k a li d

8 Faktor-fakto rapayangmendukungt e lraksananyakegiatanpembelajaran 9 Faktor-fakto rapa yang mendukung telraksananya kegiatan pembelajaran

? h a l o k e s ir a d s ir g g n I a s a h a B n a g n e d n a g n u b u h e s 0

1 Seberapaj auhpengaruhpenggunaanBahasaI ngg irss ebaga iBahasa ?

a w s i s p a d a h r e t r a t n a g e p

A a t a D .

E nalysi sTechnique

d n a n o it a v r e s b o d e s u r e h c r a e s e r e h t , y d u t s s i h t n i a t a d e h t r e h t a g o T

g n i z y l a n a s a w s i s y l a n a a t a d f o e u q i n h c e t t s ri f e h T . w e i v r e t n

i the data gathered

m o r

f the observaiton .The researche rprepared an observaiton guide-a ils to f

n ir u d d e s s e r d d a e b o t e r u t a e

f g the observaiton . Du irng the observaiton ,the

s e t o n k o o t r e h c r a e s e

r connecitng wtih the topic o f the research . A tfe r the

d e z y l a n a r e h c r a e s e r e h t , e n o d d a h n o it a v r e s b

o ther esul toft heobservaiton.

s i s y l a n a e h t o t n o it a d n u o f e h t s

A , the researche rse ta ils to fcode stha t

e h t d e t e r p r e t n i r e h c r a e s e r e h t ,s e d o c e h t n o d e s a B . e g a u g n a l f o n o it c n u f e h t w o h s

h T . s s a l c e h t n i s r e h c a e t e h t y b d e s u n o i s s e r p x e h s il g n

E e researche rtired to

y fi s s a l

c theinterpretaitoni ntot hecode .s

4 . 3 e l b a

T . Codingo fLanguageFunc itoni nt heClassroom

o

N Codeo fFunciton Meaning

1 tI c Interacitonal

2 E il Eilciitng

3 E xp Explaining

4 P rm Prompitng

5 C ov Conveyingt hemeaningo fnewl anguage. 6 C hk Checkingl earning

(48)

5 . 3 e l b a

T . Observa itonResutls o fTeacherAcitvtiy t

n

i heClassroomCoding

o

N Eng ilshExpressionusedbyt het eachersi nt heclas s Codeo f n o it c n u F

. w e i v r e t n i e h t m o r f r e h t a g a t a d g n i z y l a n a s a w e u q i n h c e t d n o c e s e h T

f g n i v a

H inished collecitng the data from the teachers and the students ,the

e h t w o h s s t p ir c s n a rt e h T . m r o f n e tt ir w o t n i g n i d r o c e r e h t d e b ir c s n a rt r e h c r a e s e r

e h t d e z y l a n a r e h c r a e s e r e h t , g n i b ir c s n a rt r e tf A .s e e w e i v r e t n i e h t y b n e v i g s r e w s n a

s a w s i s y l a n A l a n o it a t e r p r e t n I . e l b a t e h t g n i s u a t a

d used. I twa sbecauset hestudy

d n a s c i s y h P g n i h c a e t r o f h s il g n E f o e s u e h t n o s n o it p ir c s e d e v i g o t d e t c u d n o c s a w

n i s c it a m e h t a

M theseventh gradei n SMP N 1 Sragen .According t o Gald ,Gald

i n a , ) 7 0 0 2 ( d r o B d n

a nterpretaitona lanalysisi st heproces so fexamining t hedata

n r e tt a p d n a , s e m e h t , s t c u rt s n o c d n if o t r e d r o n i y l e s o l

c s tha tcan be used to

e h t n i a l p x e d n a e b ir c s e

d phenomenonbeings tudied( p .466) .

s i s y l a n A w e i v r e t n I . 6 . 3 e l b a T

o

(49)
(50)
(51)

6 3 V I R E T P A H C

G N I D N I

F S ANDDISCUSSION

In thi schapter ,the researche rwould ilke to discus sthe answe ro fthe C

e h t m o r f s n o it s e u q h c r a e s e

r hapterI .Thet wor esearchproblem swere :1 )Howi s c

i s y h P n i n o it c u rt s n i f o m u i d e m e h t s a d e s u h s il g n

E s andMathemaitc ssubjectsi n f

o e d a r g h t n e v e s e h

t SMP N 1 Sragen? And wha taret hefactorsi n lfuencing the s

a h s il g n E f o e s

u themediumofi nteracitoni n Physic sand Mathemaitc ssubject s v

e s e h t f

o enth gradeo fSMP N 1 Sragen?Theresearch paritcipant soft hisstudy t

o B . r e h c a e t s c it a m e h t a M e n o d n a r e h c a e t s c i s y h P e n o d e t s i s n o

c h o fthem were

n i a t b o o t d e w e i v r e t n

i the data .And the insrtument sused in gatheirng the data d

n a n o it a v r e s b o e r e

w interview.

A .Eng ilsh ast hemediumofi nstruciton i nPhysic sand Mathema itc ssubjec t

e h t n

i seventhgradeo fSMPN1Sragen

h c i h w m e l b o r p h c r a e s e r t s ri f e h t r e w s n a o t s g n i d n if e h t d e s s u c s i d t r a p s i h T

e h t a M d n a s c i s y h P y b m o o r s s a l c n i d e s u h s il g n E w o h s a

w maitcst eachers .

.

1 Physic sclass

i g n i w o ll o f e h t n o e l b a t e h

T s t he ifnding of t hestudy which i sdescirbing s

s a l c e h t n i s l a ir e t a m g n ir e v il e d n i h s il g n E d e s u r e h c a e t e h t n e h

(52)

. 1 . 4 e l b a

T TheFindingonHowEngilshi sUseda saMediumofI nstrucitoni n C

s c is y h

P l ass

o

N Points 1 Observaiton O2 bservaiton

Y N Y N

1 Teache ropen sandgreetst heclassi nEngilsh. √ √ 2 Teache rprovide sas e tofi nducitoni nEngilsh √ √ 3 Teache rdeilverst heobjecitvesi nEngilsh √ √

4 Teache rexplainst hemateirali nEngilsh. √ √ √ √ 5 Teache raskst hes tudentsi nEngilsh. √ √

6 Teache ranswerst hequesitonsf romt he

. h s il g n E n i s t n e d u t

s √ √

7 Teache rgivesi nsrtucitonsi nEng ilsh. √ √ 8 Teache rcorrectst hes tudents ’mistakesi n

h s il g n

E √ √

9 Teache rgivesl essons ummaryi nEngilsh. √ √ √ √ 0

1 Teache rclosest heclassi nEngilsh. √ √

( )√√ Teacheri nsetrss omeEngilshword .s

.

a Greeitng

n o s s e l e h t f o g n i n n i g e b e h

T should bemadei nteresitng t o catch students ’ .

n o it n e tt

a The teaching-learning atmosphere should be created by the teacher to s

a l c e h t e k a

m sready t o statr t heacitvtiy .Bropty (1997, a sctied by Burden and ,

d r y

B 1994) emphasizes t hat aciton teacher stake a tthe beginning o fthe lesson e

l o t n o it a v it o m “ n i s s a l c e h t h s il b a t s e o t p l e h l li

w arn” . I twa sobviou sthat s

t n e d u t

s o tfen could fee lmoitvated to learn staritng from the beginning o fthe .

n o s s e l

Teachers would open t heclas sbygreeitng t hestudents .Thegreeitng wa s d

n a r e h c a e t e h t n e e w t e b e c n a n e t n i a m l a i c o s e r u s n e o

t thestudent .s I treferred t o n

e e w t e b t c a t n o

c the teache r and the student s tha t allow them to estabilsh s

s a l c e h t n i e m it t s ri f e h t r o f n e p o n o it a c i n u m m o

c room beforeenteirng t hemain c

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