CHAPTER I
Introduction
A. Background
There are some bilingual schools in Batam that established longer than 15
years. These schools are favorite, famous school and target of students' parents,
even though they have to pay school fee higher. To send their children to bilingual
school becomes pride for parents.
Globe National Plus School Batam is a sample of bilingual school in
Batam. There is something special to Globe National Plus School Batam in which
this school has a program called “Development Program”. “Development
Program” is a frame work or one package that should be applied by each teacher
in class. The program was designed by the school consultant. It has to be applied
by teachers and students. This includes systems, approach, method, strategy and
techniques. All school communities are required to apply the system and to obey
rules in development program.
The school management keeps trying to give optimal services and trying
to improve the school quality. School management provides in-service training to
the teachers to be more qualified, professional and fluent in delivering material of
teaching in bilingual.
Globe National Plus School Batam also accepts transfer students from any
schools, even though
the students did not come from a bilingual school or
students can not speak English at all. Through bilingual program the new students
are given English special course and extra lesson to equip them in bilingual
learning when they join in the class. The school has target in three to sixth
months, the students will be able to adapt and study in bilingual class without any
obstacles.
Based on the above description, the writer is interested in doing research
to reveal how the school has managed the students’ academic competence as
required by the national curriculum and development of students’ speaking
competence as the enrichment or the plus consequence. The title is “The Profile
of Bilingual Program in Globe National Plus School Batam”
B. Problem Identification
In English learning, there are components that should be included to see
the portrait of learning itself. They are context, input, process and product (CIPP).
Those components are interrelated each others. It can be seen as folllows:
1. Context
The context of English learning in Globe National Plus School Batam is a
special program that is applied in the classroom and in the school environment. It
is Development Program. This Development Program consists of English course,
Extra class, Coaching gifted and talented students and Class talk.
2. Input
Inputs that required by Globe National Plus School in the English teaching
are school consultant, professional local teachers, foreign teachers and syllabus.
By having these omponents, the objective of teaching English can be achieved
optimally.
3. Process
In the process of learning English, Globe National Plus School Batam
designs English learning accordance with the national curriculum that is enriched
by abroad curriculum items, namely Germany. To enhance students' competency
and fluency in English, Globe School prepares teaching materials from primary 1
to primary 6 systematically and regularly. Teaching materials are arranged in
scope and sequence. Learning materials already include the four language skills;
speaking, reading writing and listening. Component of languages; vocabulary and
grammar are also emphasized in the teaching.
4. Product
Primary School students of Globe National Plus school Batam can develop
English competence. In other words, they are fluent in speaking English
especially primary 5 and 6. Then primary school students often win in many
competitions such as speech contest and English Olympiad in Batam county level
and Riau province.
C. Problem Limitation
In this research the writer will focus on the fact that is found in the field. It
is about primary school students’ competence in speaking English. The problem
limitation is about process of learning English in primary school students from
grade 1 to grade 6. The process of learning English is designed in a program.
The writer will describe and analyze the the process of learning English in
primary school students from primary 1 to 6 that enhances students' competence
in speaking English.
D. Problem Statement
Based on the background of the problem that has been stated above, here
is the research question: How is the process of English learning based on
bilingual program in primary school students at Globe National Plus School
Batam?
E. Objectives of Research
As the writer has mentioned previously, Globe National Plus School
Batam is bilingual school that has Development Program. This research aimed at
describing, analysing and explaining the programs of bilingual school. The
programs have direct impact to primary students' competence in speaking skill.
The objectives are:
1. To describe the process of bilingual based English learning at primary
school students in Globe National Plus Batam.
2. To describe the scope and sequence of learning English from primary 1 to
primary 6.
F. Research Significances
The research is expected to provide benefits for writer, Globe National
Plus School, teachers and also for further researcher.
1. For the writer
a) Be one of the graduation requirements for the Master of Education
Program, Sarjanawiyata Tamansiswan University, Yogyakarta.
b) To increase knowledge and understanding about the benefits of bilingual
program and the impact to students’ competence in speaking English.
c) To assess the ability of the writer in conducting scientific research.
2. For Globe National Plus School
a) To give a positive input to Globe National Plus School Batam about their
bilingual
English.
program that can improve students’ competence in speaking
b) To maintain the quality of teaching and learning process in order to keep
competing with other bilingual schools
3. For the teachers
a) To support the teachers to be more professional in teaching bilingual
program.
4. For further researchers
a) The result of research is important for the parties are involved either
directly or indirectly. It can be used as comparison and evaluation of
further research on the same case.
CHAPTER II
LITERATURE REVIEW
A. Related Theories
Gearon (2005) states that bilingual program also support equal
development of proficiency in the first and second language. The two languages
are used in teacher-students interaction, although the medium of instruction is the
second or foreign language to students. In this concept, language learning begins
to merge with content teaching. Nevertheless, the strength of this bilingual
program actually lies on the core features of a prototypical bilingual program. In
this context, second language is usually used as the medium of instruction.
In this part, there will be a discussion about the definitions and
descriptions of bilingualism, (the types of bilingualism, the myths about
bilingualism), bilingual education, bilingual teacher, bilingual students and
speaking skill.
1. Bilingualism
a. Definitions and descriptions of bilingualism.
The practice of alternatively using two languages will be called here
Bilingualism, and the person involved bilingual. Unless otherwise specified, all
remarks about bilingualism apply as well to multilingualism, the practice of using
alternatively three or more languages (Larissa Aronin, Britta Hufeisen - 2009)
In Merriam Webster Collegiate
13 Dictionary (2000), bilingualism is defined
as the ability of someone to converse fluently in two languages. Beardsmore
(1982) added that bilingualism must be able to show the existence of two or more
languages within the same speaker. Bilingualism has several meanings and yet
contains the same idea.
Hakuta & Garcia (1989) also give their description of bilingualism.
According to them, bilingualism is “a term that has been used to describe an
attribute of individual children as well as social institutions.”
Almost similarly, Gearon (2005) says bilingualism is being equally
proficient in two languages. An Indonesian person living for long time in
Melbourne may be considered a biligual if he can use both Indonesian and
English equally well. Therefore, a young Indonesian tourist visiting Sydney Opera
House who is beginning
to learn English may not be classified as a ‘true’
bilingual person.
Different from two previous experts, Baker and Jones (1998) argue that if
we ask someone whether she or he is bilingual or not, we are actually not raising
one simple issue but at least five complicated issues. Firstly, there is a distinction
between ability in language and use of language. A person may be able to speak
two languages but tends to speak one language in practice. Alternatively, an
individual may regularly speak two languages but tends to speak one language in
practice. Secondly, an individual’s proficiency in a language may vary across four
language skills of speaking, listening, reading, and writing. A person may use one
language fluently in speaking, but he or she switches to another language in
reading or writing. Thirdly, few bilinguals who are equally proficient in both
languages, even though this is often thought to be the case. One language tends to
be stronger and better developed than the other. This is described as the dominant
language. Fourthly, few bilinguals possess the same competence as monolingual
speakers in either of their languages. This is because bilinguals use their
languages for different functions and purposes. Fifthly, a bilingual person’s
competence in a language may vary over time and according to changing
circumstances. A person moves away from his or her neighbourhood where
another language is spoken usually tends to gradually lose his native language.
b. Types of bilingualism
There many types of bilingualism discussed by the experts. The most basic
important distinction made is between societal and individual bilingualism
(Beardsmore, 1982;4). Societal bilingualism is mentioned to involve more the
sociology of language rather than the sociolinguistics or linguistic aspect itself.
Other kinds of bilingualism are also mentioned by Beardsmore (1982), namely
horizontal, vertical, and diagonal bilingualism.
1) Horizontal bilingualism
Horizontal bilingualism occurs when “two languages have an equivalent
status in the official, cultural, and family life of a group of speakers”. Horizontal
bilingualism can be found in some countries such as Belgia (Dutch and French)
and Spain (Catalan and Spain).
2) Vertical bilingualism
Differently, vertical bilingualism occurs when a standard language is used
together with a different yet related dialect within the same speaker. This type of
bilingualism can be found in some parts of the world such as Walloon Belgiun
(Walloon and French), Germanic Switzerland (Schweizer Zertutsch and German)
and Bali (Balinese and Indonesia)
3) Diagonal bilingualism
On the other hand, diagonal bilingualism happens when a speaker use a
local language together with unrelated standard language. It can be found in
Lousiana, USA (Lousiana French and English), German Belgium (Low German
and French), Maori communities in New Zealand (Maori and English).
c. Myths about bilingualism
Next, the myths related to bilingualism will be discussed. Kandolf (1995)
mentioned some myths about bilingualism. First, the myth says that bilingualism
can make students confused and lower intelligence. Second it is believed that
children have to learn well a language first then start to learn another language.
Next, a child who learns two languages is said to feel being trapped between two
cultures. Bilinguals then have to translate the words from the weaker to stronger
language. The myth also believes that children grow up in a bilingual environment
will be a great translator when is grown up. Never mixinglanguages is also said to
be a characteristic of a real bilinguals. The myth also believes that bilinguals have
split personalities. Being able to converse in two or more languages is considered
good but being able to converse in native or first language is a must. The myth
also warns us to follow the rules of the languages or else our children will not be
able to master both languages. And the lastly, it is believed that adults can not
really be bilinguals.
2. Bilingual Education / Bilingual Education program
The following discussion will be about the definition and description of
bilingual education, the goal of bilingual education, the characteristics of good
bilingual programs, the criteria of effective schools, and the types of bilingual
education.
a. The definition and description of bilingual education.
James Ainsworth ( 2013 : 70), Bilingual education refers to the
instructional use of two languages in school. Although bilingual programs are
implemented in education system world-wide, the goal and pedagogical
approaches vary widely. Therefore, much debate surrounds efforts to implement
bilingual program.
Rosa Castro Feinberg (2002: 1). Bilingual education is the use of English
and another language for instructional purposes. Although instruction in more
than one language has been part of the education of the elite since at least the
times of classical Greek civilization. The term bilingual education is often used to
refer to programs designed for language minority students, this variety of
bilingual education should include instruction in and through English (i.e.,
instruction designed to teach English and instruction delivered in English
designed to teach other subjects), literacy instruction in the home and second
languages of the students, and instruction in content areas provided through the
home language
Brisk (2008) cited that the effective bilingual schools’ features should
include having clear school goals, having safe school climate, integrating
bilingual program to school community, providing leadership and support for
bilingual program, quality personnel, having good relationship with parents and
communities of the students, quality curriculum, and instructions. Because
students of bilingual schools come from different culture backgrounds, schools
have to decide appropriate goals for the development of the students. Then, based
on the goals, the school can create a productive academic environment and
accepting community. Although school could not change thes social reality, they
could create a different society within their walls. Getting to know the students
and their families as well as welcoming their languages and cultures can build a
coherent community where the bilingual program becomes an integral part of the
school. Successful schools create “a nurturing, family atmosphere with high
expectations for learning and personal development” (Senesac, 2002, p. 99). With
the parents and community, the schools can compose quality of curriculum and
instruction from the betterment of the students. Improvement of bilingual
programs necessitates fundamental changes within the whole school because the
overall quality of the school would affect the bilingual program.
Lynn Malarz (2014), “Bilingual education: Effective Programming for
Language-Minority Students”, A program of instruction, designed for children of
limited English proficiency in elementary or secondary schools, in which, with
respect to the years of study to which the program is applicable,
there is
instruction given in, and study of, English, and, to the extent necessary to allow a
child to achieve competence in the English language, the native language of the
child of limited English proficiency, and such instruction is given with
appreciation for the cultural heritage of such children, and of other children in
American society, and with respect to elementary and secondary school
instruction, such instruction shall, to the extent necessary, be in all courses or
subjects of study which will allow a child to progress effectively through the
educational system.
Astika (2009), as quoted from thesis of Mulia Tina M. Zaim, all of
materials used in bilingual classes should be in English and Indonesia. The
materials should be appropriate with curriculum and academic need of students.
The materials should be written in English and Indonesia. It can be seen that
teachers provide the materials by using English and students should have bilingual
books. The sources for the materials that are used in the learning process should
be in English and Indonesian. By using bilingual sources for materials, it can
motivate students in learning and speaking English
b. The goals of bilingual education
What is the goal of bilingual education? In order to know it let us see the
concept of bilingual education first, it is important to know the goals of bilingual
education.
Krashen (2001) in this article gives two goals of bilingual education.
Developing students’ academic English and making them successful at school is
the first goal of bilingual. Bilingual education also aims to develop the heritage
language or the native language. These two goals are important and inseparable
according to Krashen (2001). Developing students’ academic English. Regarding
the goal of bilingual education which is developing academic English well while
is being taught in their first language (Krashen, 2001, 2006).
María Estela Brisk (2008:35), bilingual education has major goal is to be
fluent in two languages, (native language- second language) and for those who are
studying strive to be fluent in the second language, English.
Anna Ochoa O’Leary (2014) cited both documented and undocumented
students should be able to take full advantage of Bilingual Education programs.
According to the National Association of Bilingual Education, the current goals of
Bilingual education are to 1. teach English, 2. foster academic achievement, 3.
Acculturation immigrants, 4. preserve a minority linguistic and cultural heritage,
5. enable English speakers to learn a second language, 6. develop national
language resources, or any combination of the above.
Villano (1996), as quoted by Justin C. Grimes; an obvious advantage of
knowing more than one language is having expanded access to people and
resources. Individuals who speak and read more than one language have the
ability to communicate with more people, read more literature, and benefit more
fully from travel to other countries. Introducing students to alternative ways of
expressing themselves and to different cultures gives greater depth to their
understanding of human experience by fostering an appreciation for the customs
and achievements of people beyond their own communities. Ultimately, knowing
a second language can also give people a competitive advantage in the work force
by opening up additional job opportunities.
c. The characteristics of good bilingual programs
Krashen (2001) gives the characteristics of good bilingual programs.
Good bilingual programs give the students background knowledge about the
subject matters by teaching them in the first language. They also have to “provide
literacy in the first language”. And they of course have to “provide
comprehensible input in English through English as a second language (ESL) and
sheltered subject matter teaching”.
d. Types of bilingual education
Types of bilingual education will be discussed in this part. The first type
is the dual language education and the second type is the immersion education.
1). Dual language education
Bilingual education itself has many types with different kind of approach
used. The first type of bilingual education is dual language education. Dual
language education itself has variety of names such as bilingual immersion, twoway bilingual immersion, two-way immersion, two-way bilingual, Spanish (or
other languages) immersion, and developmental bilingual education (LindholmLeary, 2001; 30). According to Lindholm-Leary, the distinguishing factor
differentiating dual language education with the other types of bilingual
education is the student composition. In dual language education, the class
provided for more diverse population including the language minority students.
According to (Richard R. Valencia – 2011), Dual language is a form of
bilingual education in which students develop biliteracy and high academic
content in two languages. However, it is an enrichment model in bilingual
education. The two way dual language model of bilingual education is one in
which native English speaker and English Language Learners (ELLs) are
provided instruction in academic content areas in two languages in an integrated
environment. The composition make up of a dual language classroom ideally has
50% English speakers and 50 % ELLs so that students become models for each
other and learn from each other. Two way dual education provides content
instruction through two languages. The program structure supports learning in two
languages, acquiring language through content, and developing literacy across the
curriculum. Students are form two different language groups and work together
throughout the day. In essence, they are all first language models and second
language learners. Cloud, Genesee, & Hamayan (2000), stated two way dual
language programs provide for ways of learning through enrichment rather than
remediation and essential for closing the gap in academics between native and
non-native English speakers
2). Immersion education
The other type of bilingual education besides dual language education is
immersion education. Immersion is a common term which has been used in
connection with various programs of second language education. An immersion
program is a device for introducing a non-native language and culture to majority
language students with the aim of providing students with native-like language
skills in the foreign language.
Johnson and Swain (1997) discuss some distinguishing characteristics is
the use of L2 as a medium of instruction. The next feature is the curriculum used
in immersion education which parallels the local L1 curriculum. Immersion
education also support the L1 indicated in the often use of L1 as the medium of
instruction. The program of immersion also ‘aims for additive bilingualism”.
Moreover, in this program the L2 is exposed significantly to the classroom. The
students’ starting L2 proficiency is more or less similar and limited. The other
characteristic of immersion education is the teachers who are bilingual. And the
last characteristic is the culture used in the classroom which uses the local L1
culture.
Immersion education, an immersion program as defined here, and less
trivially the kinds of opportunities, constraints, and problem a program that
matches these criteria might face as a consequence;
1) The L2 is a medium of instruction. This features immersion, along with
many other forms of bilingual education, from contexts where the L2 is
taught formally and only as a subject. The use of the L2 as a medium is a
means for maximizing the quantity of comprehensible input and
purposeful use of target language in a classroom.
2) The immersion curriculum parallels the local L1 curriculum. The
immersion curriculum consists of content subjects such as mathematics,
science and geography taught through The L2. The L2 medium
curriculum follows the L1 medium curriculum and is defined in terms of
L1 speakers’ needs, aspirations, goals, and norms, not in terms of those of
another speech community located elsewhere. (Robert Keith Johnson
Merrill Swain - 1997)
Furthermore, Baker (2001) states that there are at least seven types of
bilingual education which are popular in the world;

First of all is Canadian immersion education or Immersion programme.
This programme is aimed for children to become bilingual and bicultural
in French and English as well as to obtain normal achievement in the
curriculum. Here, although French (L2) is used as the medium of
instruction, English (L1) is still maintained and developed adequately.
This programme was born in 1965 at the Saint Lambert School in
Montreal, Quebec, Canada as a society’s reaction to the inefficiency of
learning a second language in school by treating it exclusively as an
academic subject. Later, it will be discussed in a separate section.

Second is dual language school. It is delivered in two languages which is
conventionally half of the day in one language and half in the other. A full
range of courses is offered and the particular language of instruction for
each discipline may vary. Throughout the world, dual language schools
are created to serve the children of the international community whose
parents work in international embassies, organisations, and businesses.
For example, Jakarta International School serves the children of
international embassies and businesses as well as local students of
Indonesia.

Third is two - way bilingual education. This type of bilingual education is
established to serve simultaneously children of language minorities and
English speakers. The goal is to develop fluency in two languages for
both sets of students and to maintain respects for each other for their
cultura backgrounds. The advantage of this program is that the students
learn languages and acquire positive attitudes toward cultures not only
from instruction but also from each other, because in this program there
are native speakers of both languages studying together. For instance, the
Amigos program in Cambridge, Massachusetts has consistently divided
instruction equally in English and Spanish.

Fourth is maintenance bilingual education. It serves exclusively language
minority students. This program seeks to develop and maintain the native
language of the students and develop positive attitude toward the native
culture while also achieving proficiency in English. Literacy and subject
matter instruction in both languages play an important role to achieve the
goal. For example, Rough Rock School in Arizona uses Navajo (the
minority language) and English as the languages of instruction.

Fifth is transitional bilingual education. This program is aimed to develop
English skills without sacrificing or delaying learning of content courses.
The native language is still used while the students are learning English.
Gradually the students take more subjects in English until they can be
totally mainstreamed. However, its most emphasise lies on language
development.

Sixth is submersion. It is a modified version of transitional bilingual
education for schools with few students in each grade level places
students in the mainstream classroom and pulls them out daily for native
language and ESL support. The purpose is mainly to help students with
their work in the mainstream classes. For example, a school in Boston
where a Japanese - speaking teacher and two English - speaking teacher
who know some Japanese help 65 Japanese students who are assigned to
mainstream classes according to grade level.

Seventh is integrated bilingual education. This program serves students
coming from many different cultural backgrounds. Although the overall
goals of the program is similar to transitional bilingual education, it also
aim to integrate and support bilingual students with mainstream students
by increasing academic and social context, expose English-speaking
students to other languages and cultures and ensitize mainstream teachers
to the educational needs of bilingual students. This type of bilingual
education is developed successfully at schools in Massachusetts.
e. Perspectives on bilingual Education
This part will discuss four perspective of bilingual education, namely
bilingual education as language planning, bilingual education as pedagogy,
bilingual education as politics, and economic perspective of bilingual education.
The perspectives on bilingual education are important as they will an
international understanding of bilingual education. Baker (2002) in his article
argues that “an international understanding of bilingual education requires a series
if multidisciplinary perspective” pedagogic, political and economic perspective.
Beside those perspectives he adds some other perspectives such as the public
(opinion)
and
sociolinguistic
perspectives,
psychological
perspective,
psychological perspective, historical and important national perspective. In this
part, four main perspectives previously mentioned by Baker (2002) will be
discuss.
1). Bilingual education as language planning
In this perspective, a language can survive and revive if it is loved and
lived. Therefore, the main idea of this perspective is planning to reproduce and
use the language (Baker, 2002). Baker also stated that this perspective focuses on
several things such as “the importance of producing more speakers of a minority
language than are generated through the home”, “strengthening the minority
language among first language speakers”, and “it is important to have the minority
language culture diffused throughout the curriculum”.
However, he also adds three particular limitations of this perspective. First,
“there is a danger in the languange planner’s regarding bilingual education as
existing for the sake of the languange and not necessarily for the sake of the
child”. Second, it “tends to have a limited view of the functions and purposes of
education”. Third, there is “sometimes overoptimism among languange planners
about what can be expected from, and delivered by, bilingual education in
revitalizing a languange”.
2). Bilingual education as pedagogy
Educationalists give various arguments but their arguments tend to revolve
around eight particular advantages of bilingual education (Baker, 2002). First,
bilingual education develops two or more languanges fully. Second, bilingual
education also broadens enculturation and widens the view of different creeds and
cultures. Third, “bilingual education can easily lead to biliteracy”. Fourth,
research suggests that children enjoy certain cognitive benefits when they have
two well-developed languanges. Fifth is the heritage languange education that
may raise children’s selfesteem. Sixth is “studies of developmental maintenance
bilingual education suggest that curriculum achievement is increased through such
education”. Seventh, bilingual education may have important role in securing
national identity. Lastly, bilingual education produces economic advantages.
Nevertheless, pedagogical view of bilingual education also has limitations.
One example of its limitations is that “bilingual education does not guarantee
effective schooling” (Baker, 2002). He also adds that “there is sometimes a lack
of clarity of the aims and objectives of bilingual education”. Another limitation of
pedagogical view according to him is “the type and use of language learned at
school”. He showed that research in Canada suggests that the language learned at
school does not prepare the students to communicate in the real life outside.
Furthermore, he states a further concern about bilingual education that the
languange learned at school may be used only at school but not outside the school.
3). Bilingual education as politics
Besides the two perspectives mentioned before, bilingual education can be
viewed from the political perspective. Following the bilingual education, there are
debates among the politicians. In politics, the political debate occured is about
“national identity, dominance and control by elites in power, power relationships
among politicians and civil servants, questions about social order, and the
perceived potential subversiveness of language minority.
4). Economic perspective on bilingual education
Many people in Indonesia still think that the cost of bilingual education is
more expensive than the traditional one. However, Dutcher as quoted by Baker
(2002) concludes that the costs for bilingual education are not more expensive
than those for traditional programs. Baker then concludes that “developmental
maintenance bilingual education creates cost savings for the education and for
society”. He gives an example of the bilingual education making higher
achievement in shorter time of study, the fast progress of the students and the
benefits achieved by the society by making less unemployment and more skilled
workers.
Marcia Moraes ( 1996:44) said that bilingual program is to clarify what is
or at least what exist in terms of bilingual education, it is necessary to become
familiar with a variety of types of bilingual instructional programs that have been
practiced throughout the United States. Basically, there are five different bilingual
instruction programs:

English as a Second Language (ESL) is English language instruction out
of regular classes. In other words, non-English-speaking students take
special courses in English language instruction until they can be placed in
regular content-area instructional classes.

Transitional Bilingual Education (TBE), consists of a transition from
native to English language. In this program, non-English speaking
students receive instruction of content-areas in their own native language
during a period of time (two or three years) and at the same time study the
English language (in an ESL program).

Maintenance Bilingual education, students receive instruction of contentareas in both their own native and English, even when they are considered
proficient in English. This means that non-English-speaking students do
not have to leave the Maintenance bilingual program because it is
expected that students can maintain proficiency in both languages.

Two-way Enrichment (or Developmental) bilingual education is a
program in which English-speaking students study another language while
non-English speaking students study English. Therefore, both groups
English speaking and non-English speaking students are within the same
situation of learning.

Immersion programs, the instruction in all of the content-areas is taught in
English. Usually, the students’ proficiency level in English is considered
and the instruction of content-areas is adapted according to this
proficiency level.
3. Bilingual Teacher
A teacher is a person who provides education for students. A bilingual
teacher who teaches students in the class with two languages fluently, one is
English language and another is students' native language. The main task of the
teacher is to educate, teach, guide, train, assess, and evaluate the students in order
their potentials can develop into a man who has faith and trust to God Almighty,
noble, healthy, knowledgeable, skilled, creative, independent, and become a
responsible and democratic citizen.
Mckay (2002) says that bilingual teacher of English is a teacher whose
first language is not English and she or he teaches English. Someone in which a
great deal of prestige is given to native-like pronunciation and intuition. The
native speaker model needs to be carefully examined in pronunciation. One of the
factors that can be lead bilingual English teacher becomes insecure is their own
abilities of pronunciation.
According to Gusti (2009) in www.gurupembaharu.com, bilingual
teachers in National Plus School or International Standardized School are ESP’s
teachers who have three types role to do:
1. As apprentice: As apprentice, teacher has duty to design and to
control teaching learning process, to give explanation about
language problems, and frequently to develop the students’
English skill.
2. As material designer: Teacher has duty to make lesson plan, to
choose material which is suitable with syllables, to modify
material in order to be appropriate with level of students’ skill, or
to give new material when there is no material to be taught.
3. As evaluator: In this case, teacher has duty to evaluate the
effectiveness of teaching material and result of students’ learning.
Those three roles can be done well if English teachers do not have
difficulties in using English, it means they are competence in teaching and fluency
in speaking English.
Nancy Lemberger ( 2013), said the teacher is situated at the center of the
four contexts of the classroom, school, community, and society. These four
contexts are constantly changing and consist of people institution, policies, and
resources within each. Although teacher’s work
is mainly focused in the
classroom and the school, factors from the community and societal contexts also
affect their work.
Rosalie Pedalino Porter (2002), on her book “Educating Language
Minority Children”. The teacher of bilingual education is a teacher with a
speaking and reading ability in a language other than English, in which bilingual
education is offered in Massachusetts, and sufficient proficiency in English to
teach through English. Bilingual education instructional and other services in all
those courses or subject which a chil is required by law to receive and which are
required by the child’s school committee which shall given in English and with
the support of the native language of the children of limited English-speaking
ability.
Wong Fillmore & Snow (2002) as quoted by Amy Driscoll, Nancy G.
Nagel, teachers play a critical role in supporting language development. Beyond
teaching children to read and write in school, they need to help children learn and
use aspects of language associated with the academic discourse of the various
school subjects. They need to help students become more aware of how language
functions in various modes of communication across the curriculum. They need to
understand how language works well enough to select materials that will help
expand their students' linguistic horizons and to plan instructional activities that
give students opportunities to use the new forms and modes of expression to
which they are being exposed. Teachers need to understand how to design the
classroom language environment so as to optimize language and literacy learning
and to avoid linguistic obstacles in the learning process.
Bilingual teachers may use both languages in class strategically. By
mixing the two languages at certain times, they can lighten the cognitive load on
students while modeling the goal of bilingual functioning. In effective immersion
approaches, languages may not be alternated in the same period. What is ideal or
optimal depends on various factors such as the motivation and willingness of
students to communicate, which may differ considerably among individuals. The
bilingual teacher always has the language choice available, or the option of using
both languages. Students will notice at the very least that the goal of bilingualism
is attainable, and may be inspired by the teacher as a model of their own goal.
4. Students / Bilingual students
A student who is enrolled or attends classes at a school, college, or
university. Bilingual students are required to communicate in two languages,
English and the mother tongue in the school environment either to the teacher or
their friends. It is important to have competence in speaking English. Bamford
and Mizokawa, (1991), as quated by Justin C. Grimes; students who receive
second language instruction are more creative and better at solving complex
problems than those who do not. Other studies suggest that persons with full
proficiency in more than one language (bilinguals) outperform similar
monolingual persons on both verbal and nonverbal tests of intelligence, which
raises the question of whether ability in more than one language enables
individuals to achieve greater intellectual flexibility.omfortable in interacting.
Rosalie Pedalino Porter (2002), Bilingual students must learn to function
not only in their ethnic community but also in the larger English speaking society.
In turn, English-speaking students need to learn to feel comfortable around friends
of their cultures who use a language they do not understand, and who are in the
process of learning English but still can not express themselves clearly.
Rosa Castro Feinberg (2002), mentioned that the characteristic of bilingual
students are :
1. The ages and grades of participating students
2. The native language of participating students and the ex-tent of similarity
or difference between the home and target language
3. The extent to which participating students speak third language
4. The extent to which each language group (including students whose
native tongue is English) in the school is represented in the program
5. The extent to which all children in community are eligible to participate
6. The amount of time in the school day that language minority and majority
students are together in the same instructional setting.
7. The prior schooling and literacy levels of the students and their parents.
8. The extent to which language learners’ attitudes toward school are
influenced by the norms of their group.
9. The national origin, race, and ethnicity of the participating language
groups
10. The social and economic status of the participating language groups.
5. To improve Students’ Speaking Skill
Speaking is a language skill that is developed in child life, which is
preceded by listening skill, and at that period speaking skill is learned. It means
that speaking is the basic langage. The process of speaking skill has happened or
preceded by listening skill. Increasing listening skill is very beneficial for
speaking skill. Tarigan (1990).
Helping students to improve their speaking English skill is part of the
bilingual teachers’ job. So the teachers need to have right teaching techniques to
provide students with appropriate teaching materials and to create a positive
classroom environment. The students will have opportunity to use English among
themselves. Because of the reasons above, the teachers need to implement the
sufficient methodology to encourage student to speak up (Astutigina, 2012).
Judy L Paris (2012 : 67), argued to improve students’ speaking skill is to
help the students build a speaking vocabulary, learn the proper language patterns,
formulate, formulate spontaneous sentences, and practice the overall basic oral
language skill such as those related to expressive and receptive language and
pragmatics. Practice using proper kills will aid in the application of oral language
skills to real life situations.
Tom Claes, Frank McMahon, David Seth Preston (2008), said presentation
was one programs that teacher could create. teacher tried to foster social
interaction, interpersonal communication skill and to teach their peers in the
classrooms through group presentation. Teachers implemented group presentation
systematically . Being aware of the importance of group building in language
classes as a facilitator of L2 learning, work together in order to achieve a task
given by teacher. As the topic presentation was about students’ lives to give
informative speeches on their own interest. These activities were also useful in
improving students’ speaking skill and self confidence at the same time.
Zhi Cai Zhong (2013 : 30), it is the most important to improve the
students speaking and communicative competence, it is one of the most important
aims in studing English. So the teacher should give students more chance to speak
English. The teacher should practice speaking and listening, and does very well in
speaking and listening, he should not only set examples in the ability, but also
example in hard stdy. English corner is the best place to improve the students
speaking, teacher should encourage the students to go to English corner.
Neena Dash & M. Dash (2007), Communicative ability in English
involves the four language skills; listening, speaking reading and writing. In some
situations one may need one skill more than others. Here, learning is included as
the first aspect of improving speaking skill. As Neena Dash said learning English
involves four basic skills, which are speaking, listening, reading, and writing.
From the four basic skills, speaking is considered to be the most fundamental skill
to develop.
Being able to speak English is of great importance for people all over the
world. Johnson (1981:70) asserts that, “speaking is an activity involving two or
more people in which the participants are both hearers and speakers having to
react to what they hear.” So, in the process of speaking, there should be two or
more active participants in order to make the speaking process alive and run
smoothly. Moreover, in order to develop speaking skill, three important aspects
are to be considered: Learning, Practicing, and Testing.
Rusdi (2003), emphasized the importance of having standards for students
speaking proficiency as standards will ensure their good command of English.
The standards include what functions of language should be mastered by students
and what type of evaluation should be used to assess students speaking
proficiency. With regard to the latter in particular, Rusdi argues that students who
are considered to pass a speaking proficiency test are those who acquire more than
seventy percent of the language functions set out in a period of instruction.
Mukminatien (2005) argues that the standards applied for learners who are
still in elementary level of oral proficiency should be different from those who are
already in the higher levels. She suggested that assessment for the former group of
students may be focused on aspects of uterance such as pronunciation, intonation,
and stress, whereas for the latter group of students, assessment should be focused
on language function such as abilities to tell stories, to report an event, and many
other communicative purposes.
Jack C. Richards, Willy A. Renandya – 2002, to speak a language, one
must know how the language is used in a social context. Speaking proficiency
and the components of communicative competence includes four components of
competence: grammatical competence, discourse competence, sociolinguistic
competence, and strategic competence. Speaking proficiency is influenced by all
four components of competence. Grammatical competence, the first component, is
linguistic competence. In the case of speaking activities, grammatical competence
enables speakers to use and understand English-language structures accurately,
which in turn contributes to their fluency. Another component is sociolinguistic
competence, which requires an understanding of the social context in which
language is used: the roles of the participants, the information they share, and the
function of interaction (Savignon, 1983:37). This competence helps prepare
speakers for effective and appropriate use of the target language. They should
employ the rules and norms governing the appropriate timing and realization of
speech acts (Shumin, 2002:207). Understanding the sociolinguistic side of
language enables speakers to know what comments are appropriate, how to ask
questions during interaction and how to respond nonverbally according to the
purpose of the speaking.
Howard Gardner (2011), the resource to develop speaking skills described
in this study work considers the following intelligences:
1. Linguistic
intelligence
refers
to
children’s
abilities
to
receive
communications and to express themselves. It involves the ability to use a
language to communicate, in this case through speaking and using a
second-language.
2. Bodily-kinaesthetic intelligence to use their bodies to express themselves
in a oral speak.
3. Interpersonal intelligence to handle the situation of speaking in front of
their classmates, accept their opinions and suggestions through their
feedbacks.
4. Intrapersonal intelligence to be aware of their strong points and those
who need to be improved according to the peer-assessment, the selfassessment and the teacher’s
Moreover, Howard Gardner said when dealing with speaking skills, we
cannot forget the importance of emotions, as speaking in front of a public
audience is quite terrifying for many of us. Primary Students do not get away
from the impact/effect that emotions have on learning. They influence our ability
to process information and to understand what we find out. For this reason, it is
important for teachers to create a positive, emotionally safe classroom
environment to provide for the optimal learning of students. Learning how to
manage feelings and relationships constitutes a kind of “emotional intelligence”
that enables students to be successful. Emotional intelligence expands on
Gardner’s theory of multiple intelligence, in particular, the intrapersonal and
interpersonal intelligences he defines. Positive emotions can help students to
process think, perform a learning task, and process new knowledge. The ability to
recognize and manage their emotions to solve conflicts, to motivate themselves,
and to persevere in the face of difficulty can help students become life-long
learners.
B. Previous Research
According to previous researches were found that programs in bilingual
schools can improve students' speaking skills.
Here are some of previous
researches :
Modern Language Journal 71 (4) : 381 - 387, a research conducted in
Louisiana in the 1980s showed that regardless of race, sex, or academic level,
students who received daily instruction in a foreign language (taught as a separate
subject rather than through immersion) outperform those who did not receive such
instruction in English. Individuals who speak and read more than one language
have the ability to communicate with more people, read more literature, and
benefit more fully from travel to other countries.
Patricia Parmon (30-9-2011), Social Sciences Journal, Volume 10,
Educating Emigrant Children: Bilingualism in America's Schools.
His paper
focuses on bilingual education in America’s education system to explain why
there have been concerns with these programs. Most Americans are not compliant
with funding these bilingual education programs and feel that children who do not
speak English should be mandated to learn, speak, and write English in America’s
schools. Even though many Americans are hostile toward immigrant children
filling classrooms in America, there is evidence that children who do not speak
English as their native language are more successful and socially adapted if they
retain their bilingual skills while learning English. Therefore, immigrant children
in America’s schools should be able to maintain their own culture and native
language, but should also become fully proficient and literate in the English
language in order to achieve a successful education.
Jim Cummins, unpublished thesis, Bilingual and Immersion Programs.
He wrote formal academic research has been conducted on bilingualism and
bilingual education since the 1920s and a voluminous literature has accumulated
on these topics At this point, considerable confidence can be placed in some
general conclusions about the outcomes of bilingual education ; specifically, the
research evidence is clear that for both minority and majority language students,
well-implemented bilingual programs are an effective way of promoting
proficiency in two languages.The central defining feature of bilingual programs is
that the languages are used to teach subject matter content rather than just the
languages themselves.
Verónica Maldonado, mentioned on her Paper Research, people that
speaks more than one language, changes the nervous system and the brain.
Bilingual people are better in processing sounds than non bilingual people.
Children that practice two languages are better at performing different skills like
reading, playing, studying, and many more skills. Children’s intellectual develops
in a better way. A wide vocabulary is developed; communicating to other people
becomes easier. It was found that bilingual teens were much better at encoding
the frequency of speech sounds, giving them advantages in auditory attention.
Bilingualism has the ability to create new things, the skill to solve problems in
more creative and conscious way.
Yvonne Van Duong (1992) on his thesis mentioned, “Bilingual
instruction for limited English proficient students in a special education program”.
Bilingual education is bilingual and bicultural. It is education in two languages,
including the teaching of the cultures. It is a program of instruction designed to
serve all children of limited English proficiency. The purpose of bilingual
education is to allow these children to achieve competence in English and to
progress in the educational system. Instruction is given with appreciation for
cultural heritage of the limited English proficient children. Non-English speaking
children or limited English speaking children are taught in their primary language,
and at the same time, they are introduced to a second language. The effect of
bilingual program is to form a truly bilingual person.
Vina Ardian SP (2010) on her thesis entitled “The implementation of
Bilingualism in the Teaching Learning Activities at International Standardized
School in SD Negeri SBI Gemolong”, the aim of bilingual is to prepare the
students to have international standard and global competitiveness . The teaching
model which carried out in the bilingual program in International Standardized
School is bilingual transitional education, in which the teacher use partial English
rather than full English in delivering materials.
C. Theoretical Framework
It can be argued that Globe National Plus school Batam as bilingual school
is successful
in improving primary students' speaking skills through
implementing Development Program. The framework can be described as
follows:
Students’ competence
Development Program
Student’s
1. Free English course
2. Extra Lesson
3. Coaching gifted and talented
students
4. Class Talk
Improve
SPEAKING SKILL
Table 2.1 Fr
Table 2.1 Frame Wok Develoment Program
Based on the above table, concluded that the Globe National Plus School
Batam has Development Program that improve students’ competence in speaking
English. Development Program consists of Free English course, Extra Lesson,
Coaching gifted and talented students, and Class Talk.