1
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.
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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
3
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 components, 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
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competitions such as speech contest and English Olympiad in Batam county level
and Riau province.
C. Problem Limitation
The problem limitation is about the process of learning English in primary
school students from grade 1 to grade 6.
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
The objective is to describe the process of bilingual program based
English learning at primary school students in Globe National Plus Batam.
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F. Research Significance
The finding of this research can be used by management of Globe school,
teachers, students’ parents, readers or other researchers. Then as inputs are :
1. For management of Globe National Plus School
a) To maintain the quality of teaching and learning process in order to keep
competing with other bilingual schools
b) To provide an evaluation for designing better policies or programs in order
to improve the quality of English teaching and learning process.
2. For the teachers
a) To give necessary improvement and recommendation in teaching
bilingual, so that teachers will be more professional in implementing the
use of two languages in the class.
3. For students’ parent
a) To provide an overview of learning process in the Globe National Plus
School Batam.
4. For readers or other researchers
a) The findings of this research can be used as a comparison and evaluation
of further research on the same case.
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CHAPTER II
LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK
A. Literary Review
(Dipilih yang berkaitan dengan pendidikan
dan pengajaran saja bagi PBI)
B. Conceptual Framework
(Pernyataan penulis tentang hubungan
antara theory yang diungkap dan
kemungkinan implementasinya di lapangan)
A. Literature Review
1. Bilingual Education / Bilingual Education program
Bilingual education is the use of two languages in delivering the materials
in the classroom. 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
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James Ainsworth (2013), 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.
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 the 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. 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
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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.
Brooker, L. (2005, to develop bilingual children have to start the process
of learning English, and this involves not only language learning itself, but also
understanding how to socially interact and what is valued in the new social
context. They also need to discover what is acceptable from their existing
knowledge which includes the use of their home language. The use of mother
tongue, which has so far been a central aspect of their conceptual development at
home. As a consequence, the linguistic basis of the learning of new concepts may
not be accessible to young bilingual children.
Robert Brym,John Lie (2007)
There are poor bilingual education
programs, just as there are poor programs of every type in state school today. But
bilingual education has made it possible for children to have continuous
development in their native language, while they are in the process of learning
English, Something that does not happen overnight, and it is made it possible for
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children to learn math and science at a rate equal to English-speaking children
while they are in the process of acquiring English.
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.
2. 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.
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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.
3. Bilingul school improves students speaking skill
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
11
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.
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).
Astutigina (2012) 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 providestudents with appropriate teaching materials and to create a
positiveclassroom environment. The students will have opportunity touse English
among themselves. Because of the reasons above, the teachers need to implement
the sufficient methodology to encourage student to speak up.
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.
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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.
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From the four basic skills, speaking is considered to be the most fundamental skill
to develop.
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
B. Conceptual Framework
Nowadays there are a lot of bilingual schools in Indonesia, especially in
big cities. Bilingual schools use of two language models to deliver curriculum
materials with the aim of reinforcing students' competency in a foreign language.
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By using this model, there are two main things that obtained by the student, the
mastery of science and literacy in two languages.
Generally the aim of bilingual school is to accelerate the improvement of
the quality of education of students from various community groups that can
simultaneously, and achieve knowledge of national standards in science and
language mastery. Indonesia aims to get the alignment quality of education, both
at national and international levels.
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. The context of English learning is
a special program that is designed and applied in the classroom and in the school
environment. It is Development Program. The inputs are professional local
teachers, foreign teachers and syllabus. The process is the learning process that
are the ways in which students engage with the learning environment and the
learning activities embedded in it. 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. Product is students have competency in
speaking English
Certainly, bilingual students (from primary to high school) are more
fluently in speaking English than non-bilingual students, because the use of
English becomes a habit for students. Moreover if the primary school students
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graduated from kindergarten bilingual school can be seen clearly their ability in
speaking English.
It can be argued that Globe National Plus school Batam as bilingual school
designs Development Program to improve primary students' speaking skills. 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
Improve
SPEAKING SKILL
students
4. Class Talk Table 2.1 Fr
Table 2.1 Frame Wok Develoment Program
Based on the above table, can be seen the framework of programs in
Globe National Plus School Batam that improve students’ competence in
speaking English. Development Program consists of Free English course, Extra
Lesson, Coaching gifted and talented students, and Class Talk.
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CHAPTER III
RESEARCH METHOD
A. Research Types
This research is qualitative research in which the writer intends to describe
a program that used to improve primary school students in Globe National Plus
School Batam.
Researcher is interested in gaining a rich information about
program Bilingual.
This qualitative research involves a smaller number of
participants because the methods used is in-depth interviews to a few of teachers
and students. In more specific this research is a Case Study. because it is only
used recording, analysing, and attempting the activities in implementing the
Development program.
A case study is a research approach that is used to generate an in-depth,
multi-faceted understanding of acomplex issue in its real-life context. It is an
establishedresearch design that is used extensively in a wide varietyof disciplines,
particularly in the social sciences. A casestudy can be defined in a variety of
ways, thecentral tenet being the need to explore an event or phenomenonin depth
and in its natural context. It is forthis reason sometimes referred to as a
“naturalistic” design.
17
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The case study approach lends itself well to capturing information on
moreexplanatory ‘how’,’what’ and ‘why’ questions, such as ‘how is the
intervention being implemented and received on the ground?’.Case studies may
apply more than one method of data collection and do not depend on a single
technique. Interviewing, observation, testing, and document analysis can be used.
And the case studies is performed for various purposes. In the most limited sense
of the concept, case themselves may be of interest values, abilities and ambitions
such as when one studies an organization with the aim of improving its function.
The case study menthod is a specific field research method. Field studies are
investigations of phenomena as the occur without any significant intervention of
the investigator.
B. Research Setting
The research setting refers to the place where data collected. All data and
documents that were needed as long as research are from to Globe National Plus
School Batam. Data were taken from Primary teachers, Primary students,
Management staff and include interview and class observation. To collect data
need over 2 months (July - August 2014).
Globe National Plus School Batam is one of bilingual schools in Batam
that uses and international curriculum to enrich national curriculum. The school
was founded in late 2009. Located is on Jalan Sriwijaya no. 18 Pelita, Nagoya.
Globe National Plus school is meeting the needs of Batam’s national residents.
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This school is made up of families who work in Batam as businessmen, military
personnel, and people who have moved from all over Indonesia.
Globe National Plus School Batam is large school which provides
educational services for students from preschool to high school. This school
consists of Play Group, Kindergarten, Primary school, Secondary school, Senior
and Vocational High school.
C. Research Participants
The participants are the best able to provide the information essential for
the study, Marguerite G. Lodico and Dean T. Spaulding (2010). Participants for
qualitative research are selected through purposeful sampling. The research
questions are designed to build a framework for a relationship between the
interviewer and the participant that is equitable and leads to reasonable level of
trust between the two parties.
Participants who were interviewed by the writer were:
1. Staff management; Mr. Jonly,
2. Headmaster, Ms. Evy
3. Coordinator of bilingual; Ms. Verena (foreign teacher),
4. Primary coordinator; Ms. Edna Bagayo (foreign teacher),
5. Homeroom teacher of Grade II; Ms. Sally,
6. Homeroom teacher Grade IV; Ms. Risna
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7. Homeroom teacher Grade VI; Ms. Istiqomah.
8. Some students in Primary II (Soetomo class),
9. Some students in Primary IV (Teuku Umar class)
10. Some students in Primary IV (Sultan Hasanuddin)
11. Some students in Primary V (Kihajar Dewantara)
12. Some students in Primary VI (Cut Nyak Dien Class)
D. Data and Data Collection Technique
Polit and Hungler (1999) define data as “ information obtained the course
of an investigation or study. Data collection begins after a research problem has
been defined and research design/plan chalked out. While deciding about the
method of data collection to be used for the study, should keep in mind two types;
primary and secondary data.
1. Interview
The interview can be described in terms of individual directing their
attention towards each other with the purposes of opening up the possibility of
gaining an insight into the experiences, concerns, interests, beliefs, values,
knowledge and ways of seeing, thinking and acting. The interview is a datacollecting method which usually involves personal visits to respondents at home
or at work. In the interview the interviewer asks questions from an interview
schedule and records the respondents’ responses. Interviews are very useful
20
because highly specific data can be obtained in a very short space of time. The
interview is also useful in providing a general overview of each person's thoughts.
A variety of interview methods exist. According to Berg (1998), these
include the standardised (structured), the unstandardised (informal) and the
semi-standardised (semi-structured) interview. For the purposes of this study
the semi-structured interview method was the main method chosen. This
method as an interview method in which some questions are structured
(closed) and some are open-ended. Unstructured questions allow respondents
to reply freely without having to select one of several provided responses.
2. Observation
Observational techniques are an important aspect of many action research
studies and of case studies whether undertaken by participants or outsiders. Use of
observation as a measurement procedure, assigning numerals to human behavioral
acts, is discussed. Observation has important advantages which makes it best
suited for certain kinds of studies.
The observation method is the most commonly used method specially in
studies relating to behavioural sciences. Observation becomes a scientific tool and
the method of data collection for researcher, when it serves a formulated research
purpose, is systematically planned and recorded and is subjected to checks and
controls on validity and reliability C.R. Kothari, (2004)..
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In this research, observational data included the general functions and
use of both the official language and English language and the attitudes
towards them. Observation was conducted in a few class of Primary School,
especially to observe how to implement bilingual in the class, to set class or
school,
to
gather information on how policies are, or are not, see the
activeness of students, the use the various models of bilingual teaching
programs, the impact the bilingual program to students and their community,
and the attitudes of parents, teachers, school officials and the students.
Understanding was achieved through observing the way the latter groups
interacted and participated in the program, their behaviour in and outside the
classroom and the setting they were in, and the apparent impact on their daily
school lives.
3. DocumentaryReview
In locating and analyzing relevant documents was a crucial way to obtain
certain information for the study. The documents reviewed for the study comprise
a broad range of materials, and some of them are the only source which addresses
the issues under study. addition to interviews and observations, information can
also be obtained through document such as; books, the form of letters, diaries,
archival photographs, minutes of meetings, souvenirs, journal activities and so on.
Data in the form of documents can be used to connect data from interview and
observation. Researchers need to have a theoretical sensitivity to interpret all these
22
documents so that not only the goods which are not meaningful. On the whole,
documentary review was an essential source of information as well as a means to
obtain information which could not be gathered through interview and
observation.
The collection of data relate to the research "Bilingual Program in Globe
National Plus School Batam, Case Study is begun by interviewing management
staff and Headmaster to get informations about overall programs and learning
system. Next to get more data did interview to bilingual coordinator and primary
coordinator(in-depth interview). Class observations were connected and clarified
with by the results of interviews and documentation. Data were obtained by
interview and class observation had given a lot answer of research questions,
enriched by documents from consultant, management staffs and teachers. The
primary data are processed to give information about bilingual school and its
correlation to improve primary students’ speaking skill. The last, writer got
documents (textbooks, brochure, curriculum guidelines, students' work) from
management and headmaster to support data from interview result. Interviewing,
observation, and documentary review are the three major techniques employed in
the data collecting process in this research.
E. Instruments
Instrumentation refers to the selection or development and the later use of
tools to make observations about variables in a research study. The observations
are collected, recorded, and used as primary data. Instrumentation builds on the
23
study design and problem statement and assumes that both are appropriately
specified. In considering the quality of instrumentation and data collection.
Instrumentation refers to the selection or development and the later use of
tools to make observations about variables in a research study. The observations
are collected, recorded, and used as primary data. Instrumentation builds on the
study design and problem statement and assumes that both are appropriately
specified. In considering the quality of instrumentation and data collection,
The instrument of the study is how to get the data. The writer
did
interviews (appendix) by recording, class observations and took pictures.
F. Data Validation
Data validation refers to a method that is used to establish if data is
precise, inclusive, or meets particular criteria. Data validation helps in reducing
of errors before giving conclusion.According to Miles and Huberman (1994)
presented a series of sequential steps for conducting data analysis, this step
include developing code and applying them to textual data, like field notes from
observations, interviews, or documents/artifacts. Patterns, themes, relationships
between themes are identified. The next step is conducting an investigation of
common and different aspects and developing interpretations of finding, followed
by verifying the interpretations through member checks, peer review and
triangulation. Lecompte and Schensul (1999) defined; analysis as the process a
24
researcher uses to reduce data to a story and its interpretation. Data analysis is the
process of reducing large amount of collected data to make sense of
them.According to Patton (2002:78-82) quoted from Sutopo, stated that to obtain
valid data should use triangulation. Triangulation is the method or the way how
to collect similar data from the same data source but use different technique to
collect different data. Here are four different triangulation that often used in
research consisting of :

Data source triangulation — Using evidence from different types of data
sources, such as primary and secondary research or interviews, documents,
public records, photographs and observations.

Methodology triangulation—Combining multiple methods to gather data,
such as documents, interviews, observations, questionnaires or surveys,
when conducting primary research, at different times and in different
places.

Investigator
triangulation
–
Using
use
of
more
than
one
investigator,interviewer, observer, researcher or data analyst in a study.
The ability to confirm findings across investigators, without prior
discussion or collaboration between them. It can significantly enhance the
credibility of the findings.

Theory triangulation—Using more than one theoretical approach (theory)
to interpret and support data.
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Type of triangulation that used in this research is the triangulation data and
triangulation method. In triangulation data, data obtained from various sources
could be tested the validity through triangulation data sources. The writer
compared the results of the interview from one to other interviewees.