Teacher’s Bilingual Instruction

(Descriptive qualitative study in SMA Al Abidin Bilingual

Boarding School of Surakarta in the 2016/2017 Academic Year)

“THESIS”

BY
MUHAMMAD MUFTI RAMADHAN
K2210052

Teacher Training and Education Faculty

Sebelas Maret University (UNS)
2017

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 PRONOUNCEMENT

I would like to certify that the thesis entitled “Teacher’s Bilingual

Instruction (Descriptive qualitative study in SMA Al Abidin Bilingual
Boarding School of Surakarta in the 2016/2017 Academic Year) is really my
own work. It is not a product of plagiarism or made by others. Everything related
to others’ work are written in quotation, the sources of which are listed on the
bibliography.
If then, this pronouncement proves wrong, I am ready to receive any
academic punisment.

Surakarta, May 2017

Muh. Mufti Ramadhan

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 THE APPROVAL OF CONSULTANTS

Ths thesis is approved by the consultants be examined by the Board of

Examiners of the Teacher Training and Education Faculty of Sebelas Maret

University.

Approved by

Surakarta, May 2017

Consultant I Consultant II

Dr. Suparno, M.Pd. Kristiandi, S.S., M.A.

NIP. 195111271986011001 NIP. 197707202001121001

iii
 THE APPROVAL OF THE BOARD OF EXAMINERS

This thesis has been examined by the Board of thesis examiners of

Teacher Training and Education Faculty of Sebelas Maret University accepted as
partial fulfillment for achieving undergraduate degree of education in English.

Day :

Date :

The Boards of Examiners:

1. Chairman,

Teguh Sarosa, S.S., M.Hum (................................)

NIP197302052006041001

2. Secretary,

Prof. Dr. Joko Nurkamto, M.Pd. (................................)

NIP 196101241987021001

3. First Examiner,

Dr. Suparno, M.Pd. (................................)

NIP. 195111271986011001

4. Second Examiner,

Kristiandi, S.S., M.A. (................................)

NIP. 197707202001121001

iv
 ABSTRACT

Muhammad Mufti Ramadhan. K2210052. Teacher’s Bilingual Instruction

(Descriptive qualitative study in SMA Al Abidin Bilingual Boarding School
of Surakarta in the 2016/2017 Academic Year). A thesis, Surakarta:Teacher
Training and Education Faculty of Sebelas Maret University. Surakarta. 2017

The objective of the research is to describe the use of bilingual instruction in

teaching learning activities in the classroom. The problem of the research is how
bilingual instruction is used in teaching learning process, the teachers’ activities to
make their students understand the teacher’s instruction and problems
encountered by the students when the teachers use bilingual instruction.
The research uses descriptive qualitative method. It is conducted in grades
XI and XII students of SMA Al Abidin Bilingual Boarding School of Surakarta in
the 2016/2017 academic year. The sources of the data cover events, informants,
and written documents. The data are collected through questionnaire/ and
interview, naturalistic observation, and document analysis. In analyzing the data,
the writer uses interactive model analysis including reducing data, presenting the
data and drawing conclusion.
The result of the research shows that teachers use English-Indonesian
interaction when they are teaching English, Biology, Physics, and Math in
teaching learning process. Teachers change their language when the students find
it difficult to understand the materials. All the teachers develop and design their
own syllabus and teaching materials based on 2013 curriculum to make the
students more active in class. Teachers write their lesson plan in Indonesian
language.
Based on the result of data analysis and discussion, it could be
concluded that: the effective bilingual instruction in SMA Al Abidin Bilingual
Boarding School of Surakarta makes the students more active and creative. By
applying bilingual instruction, the students will learn both English as an
international language and the subject matter taught in the class.
In short, teacher’s bilingual instruction will be successful if it is supported
by all stakeholders in school. Teachers and the students have to have the same
perception about the role of English in improving their knowledge. All school
elements must keep supporting this program to get benefits of bilingual
instruction. English Language Teaching (ELT) will be more effective, if policy
makers and educators invest in mother tongue-based instruction.

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 MOTTO

“Life is too short to waste. We must be valuable for others”

“In three words I can sum up everything. I've learned about life: it goes on”

“Children must be taught how to think, not what to think”

- MARGARET MEAD-

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 DEDICATION

To:

My distinguished consultants

My respectful Father and Mother

My beloved brother, Adiyat Furqan Ramadhan

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 ACKNOWLEDGEMENTS

The writer of this thesis would like to express his appreciation to those who
have given valuable assistance in completing this thesis.
First of all, he is especially grateful to Dr. Suparno, M.Pd., his first
consultant for his enduring encouragement, guidance and valuable hours, spent on
the problems dealing with the completion of this thesis.
The same gratitude is offered to Kristiandi, S.S., M.A., his second
consultant, for his encouragement, advice, support and correction in pursuing this
research to the end.
The writer would also express his deepest gratitude to all lecturers of the
English Education Department of Sebelas Maret University, for the constant
guidance and patience during the years of his studies.
Thanks are also given to Imam Samodra, S.Si., the principal of SMA Al
Abidin Bilingual Boarding School of Surakarta, who has provided him with a
place to carry out the experiment, to all of the teachers who support him to give a
chance to gather the data, and to students for their readiness to cooperate in the
questionnaire.
Finally, most of all, the writer would like to express his deepest gratitude to
his family members: his parents for their prayers, encouragement and ongoing
moral support and to his brother whose love and patience make all his work
possible and worthwhile.

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 TABLE OF CONTENTS
PAGE OF TITLE ................................................................................................ i
THESIS APPROVAL ......................................................................................... ii
MOTTO .............................................................................................................. iv
DEDICATION ................................................................................................... v
STATEMENT OF AUTHORSHIP .................................................................... vi
ACKNOWLEDGEMENT ................................................................................. vii
ABSTRACT ........................................................................................................ viii
TABLE OF CONTENT ...................................................................................... ix
LIST OF FIGURES ............................................................................................ xii
LIST OF APPENDICES ..................................................................................... xiii

CHAPTER I INTRODUCTION

A. Background of the study .............................................................................. 1

B. Problem identification .................................................................................. 4
C. Problem limitation ....................................................................................... 4
D. Objective of the study .................................................................................. 5
E. Benefits of the study ................................................................................... 5

CHAPTER II REVIEW OF RELATED THEORIES

A. Language learning research .......................................................................... 6

B. English as an International Language (EIL) ................................................ 9
C. The first (L1) and the second language (L2) ................................................ 11
1. The role of Native Language (L1) in Second Language Acquisition
(SLA) ..................................................................................................... 12
2. Second Language Acquisition (SLA) .................................................... 14
D. Content and Language Integrated Learning (CLIL) .................................... 17
1. Definition and goals ............................................................................... 18
2. Language learning assumption in CLIL ................................................. 20

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 a. Quantity of exposure ........................................................................ 20
b. Quality of exposure .......................................................................... 21
c. Motivation for learning .................................................................... 21
E. Content-Based Instruction (CBI) ................................................................. 22
F. Bilingualism ................................................................................................. 24
1. Definition of bilingualism ...................................................................... 25
2. Reasons of bilingual instructions in education ....................................... 26
G. Code-switching ............................................................................................ 27
H. Speech community ....................................................................................... 29
I. Teacher’s instruction .................................................................................... 30
J. Boarding school ........................................................................................... 31
1. Definition and characteristics of boarding school .................................. 33
2. Boarding school system ......................................................................... 36

CHAPTER III RESEARCH METHODOLOGY

A. Research method .......................................................................................... 39

B. Description of setting ................................................................................... 40
C. Sources of data ............................................................................................ 40
1. Events ................................................................................................... 40
2. Informants ............................................................................................. 41
3. Documents ............................................................................................ 41

D. The techniques of collecting data ................................................................ 41

1. Questionnaire ....................................................................................... 41
2. Interview .............................................................................................. 42
3. Observation .......................................................................................... 43
4. Document analysis ............................................................................... 43

E. Techniques of analyzing data ...................................................................... 44

1. Data reduction ...................................................................................... 44
2. Data display ......................................................................................... 45

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 3. Conclusion drawing/ verification ......................................................... 45

CHAPTER IV FINDINGS AND DISCUSSION

A. Data description .......................................................................................... 46

1. Interview result data ............................................................................. 49
2. Data coding and analysis of questionnaire ........................................... 51
3. Observation result data ........................................................................ 54
4. Document analysis result data ............................................................. 55
B. Research findings. ........................................................................................ 57
1. The use of bilingual instruction in teaching learning process ................ 57
a. Syllabus ........................................................................................... 57
b. Lesson plan ..................................................................................... 60
c. Teaching material ............................................................................ 60
d. Teaching learning activities ............................................................ 63
2. Problems are encountered by the students when the teachers use
bilingual instruction .............................................................................. 65
3. The teachers’ activities to make their students understand their
bilingual instruction .............................................................................. 67
C. Discussions ................................................................................................. 69

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ................................................................................................... 74
B. Suggestion ................................................................................................... 75

BIBLIOGRAPHY ............................................................................................... 77

FIGURES ........................................................................................................... 85

APPENDICES .................................................................................................... 89

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 LIST OF FIGURES

1. Figure 1 Biology teaching learning process in Sunan Kalijaga Classroom.

...................................................................................................................... 85

2. Figure 2 Biology teaching learning process in Sunan Kalijaga Classroom .

...................................................................................................................... 85

3. Figure 3 English teaching learning process in Sunan Kalijaga Classroom..

...................................................................................................................... 86

4. Figure 4 English teaching learning process in Sunan Kalijaga Classroom..

...................................................................................................................... 86

5. Figure 5 Physics teaching learning process in An Nisa Classroom ............. 87

6. Figure 6 Physics teaching learning process in An Nisa Classroom ............. 87

7. Figure 7 Mathematics teaching learning process in Sunan Kalijaga

Classroom..................................................................................................... 88

8. Figure 8 Mathematics teaching learning process in Sunan Kalijaga

Classroom..................................................................................................... 88

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 LIST OF APPENDICES

1. Transkrip wawancara (Interview Transcript) .............................................. 89

2. Questionnaire ............................................................................................... 102

3. Questionnaire result of XII MIPA Sunan Kalijaga “English” ................... 104

4. Questionnaire result of XI MIPA An Nisa “Physics, Biology,

and Mathematics” ........................................................................................ 105

5. Silabus .......................................................................................................... 106

6. Rencana Pelaksanaan Pembelajaran (RPP) ................................................ 128

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