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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LEARNERS’ COMMUNICATION NEED IN BILINGUAL EDUCATION

CLASS AT THE JUNIOR HIGH SCHOOL LEVEL
A THESIS
Presented as a Partial Fulfillment of the Requirements

to Obtain the Magister of Humaniora (M.Hum) Degree
in English Language Studies
Sulistyo
086332001
THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY
YOGYAKARTA
2011
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STATEMENT OF ORIGINALITY
This is to certify that all ideas, phrases, sentences, unless otherwise stated, are the
ideas, phrases, and sentences of the thesis writer. The writer understands the full
consequences including degree cancellation if he took somebody else’s ideas,
phrases, or sentences without proper references.
Yogyakarta, March 10, 2011
Sulistyo
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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : SULISTYO
Nomor Mahasiswa : 08 6332 001
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:
LEARNERS’ COMMUNICATION NEED IN BILINGUAL EDUCATION

CLASS AT THE JUNIOR HIGH SCHOOL LEVEL
Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma

hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam
bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di
Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari
saya maupun memberikan royalty kepada saya selama tetap mencantumkan nama
saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal : 10 Maret 2011
Yang menyatakan
SULISTYO
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ACKNOWLEDGEMENTS
Allhamdulillah Hirobbil Alamin. Thank God the Almighty for blessing me
with love, luck, and chance so that I can finally finish writing this thesis which is a
product of my two year study at the Graduate Program in English Language Studies,
Sanata Dharma University. During the time, I have learnt a great deal of precious
knowledge from my amazing lecturers who have shared their knowledge and current
perspectives in English language education. What they have given so far has given
me a kind of insight and inspiration.
I really feel in debt of gratitude to FX. Mukarto, Ph.D. who has shared his ideas
to make this thesis more and more accurate. Without his patience, support, guidance,
and ideas that I have received in every consultation session, this thesis would never
be as it is.
Another person whom I would like to thank is Dr. J. Bismoko who has shared
his current global perspectives on English Language Education. His lectures have
inspired and guided me to the recent trend in English Language Education.
To Dr. Fr. B. Alip, M.Pd., M.A., Dr. Novita Dewi, M.S., MA, and Dr. BB.
Dwijatmoko, M.A., I would like to say thank you for every bit of knowledge that you
have shared to us.
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Many thanks to all my beloved classmates who have entertained me and shared
their knowledge and jokes during the program, thank you, guys. Special words of
thanks go to Bunga and Mbak Lelly who always assist me.
Last but not least, I would like to express my great gratitude to my family. To
my deceased father who always be the person that I truly miss of, thank you for
introducing me to Allah. To my lovely Mom who is the greatest hero on this
universe, thank you for your patience, energy, and love that you give to us. To my
two sisters, Sri Sundari who is very patient with me, and Sri Indarti who always
provides me with different point of views. To my brother, Agus Iskandar, who always
inspires me in playing badminton and all practical things that I could not do, and to
my nephews: Lingga, Heero, Hyuuga, and Rangga who always bring joys to my life.
May Allah bless us all.
Sulistyo
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TABLE OF CONTENTS
TITLE PAGE ................................................................................................................ i

APPROVAL PAGE ...................................................................................................... ii
ACCEPTANCE ............................................................................................................ iii
STATEMENT OF ORIGINALITY ............................................................................. iv
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ....................................... v
ACKNOWLEDGEMENTS ......................................................................................... vi
TABLE OF CONTENTS ............................................................................................. viii
LIST OF TABLES ....................................................................................................... xi
LIST OF FIGURES ...................................................................................................... xiv
LIST OF APPENDICES .............................................................................................. xvi
LIST OF ABBREVIATIONS ...................................................................................... xvii
ABSTRACT ................................................................................................................. xviii
ABSTRAK ................................................................................................................... xix
CHAPTER I. INTRODUCTION ............................................................................... 1

A. Background of the Problem ..................................................................................... 1
B. Problem Identification ............................................................................................. 6
C. Problem Limitation .................................................................................................. 8
D. Problem Formulation ............................................................................................... 9
E. Research Goals and Objectives ................................................................................ 9
F. Research Benefits ..................................................................................................... 9
CHAPTER II. LITERATURE REVIEW .................................................................... 11

A. Communication Need .............................................................................................. 11
1. Communication ................................................................................................. 11
a. Types ......................................................................................................... 13
b. English Language Skills ............................................................................ 14
c. Basic Communication Skills ...................................................................... 16
d. Communicative Tasks ............................................................................... 18
e. Communicative Competence ..................................................................... 22
f. Literacy Competence ................................................................................. 30
2. Need .................................................................................................................. 33
a. Types .......................................................................................................... 37
b. Needs Analysis .......................................................................................... 38
c. Communication Needs ............................................................................... 41
B. Bilingual Education ................................................................................................. 48
1. Types ................................................................................................................. 49
2. Content Based Instruction ................................................................................. 52
3. Bilingual Education in Indonesia ...................................................................... 55
C. Junior High School .................................................................................................. 58
1. English in Junior High School .......................................................................... 58
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2. Junior High School Learners ............................................................................ 60

3. Curriculum ........................................................................................................ 63
4. Role of English in SMP-SBI ............................................................................ 64
D. Theoretical framework ............................................................................................. 67
CHAPTER III. RESEARCH METHODOLOGY ........................................................ 71

A. Research Method ..................................................................................................... 71
B. Nature of Data .......................................................................................................... 91
C. Research Setting and Participants ............................................................................ 92
D. Research Blueprints ................................................................................................. 93
E. Data Collection Techniques ..................................................................................... 95
F. Data Analysis ........................................................................................................... 97
G. Validation ................................................................................................................. 98
CHAPTER IV. ANALYSIS AND RESULTS ............................................................. 100

A. Open Coding ........................................................................................................... 100
1. Observation Data .............................................................................................. 101
2. Documentation Data ......................................................................................... 121
3. Questionnaire Data ........................................................................................... 134
4. Interview Data .................................................................................................. 156
B. Axial Coding .......................................................................................................... 168
1. Category 1: Jesting ........................................................................................... 170
2. Category 2: Academic Activities ...................................................................... 172
3. Category 3: Academic Knowledge Sharing ..................................................... 175
4. Category 4: Subjective Emotive Expressions Category ................................... 178
5. Category 5: Peer Socio-Interaction ................................................................... 180
6. Category 6: Suspendibility ............................................................................... 182
7. Category 7: Academic Vocabulary Learning ................................................... 183
8. Category 8: Stated Learning Goals ................................................................... 185
9. Category 9: Supporting Resources ................................................................... 188
10. Category 10: Students’ Perception of English .................................................. 190
11. Category 11: Students’ Aspiration of English .................................................. 192
C. Selective Coding ..................................................................................................... 195
CHAPTER V. CONCLUSION .................................................................................... 202

A. Conclusion .............................................................................................................. 202
1. The Peer Socio-Interaction Theory ................................................................... 206
a. Peer Socio-Interaction’s Correlation with Other Categories ...................... 207
b. Peer Socio-Interaction Repetitive and Streched Occurance ....................... 212
c. Peer Socio-Interaction Major Implications ................................................. 215
B. Implications ............................................................................................................ 219
C. Suggestions ............................................................................................................. 221
REFERENCES ............................................................................................................. 223
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APPENDICES .............................................................................................................. 231

Appendix 1: Vignettes of the Observations .................................................................. 231
Appendix 2: Open Coding Labeling ............................................................................. 239
Appendix 3: Lesson Plan .............................................................................................. 252
Appendix 4: Code Notes .............................................................................................. 257
Appendix 5: Bridging Course Material ........................................................................ 264
Appendix 6: Curriculum of SMP N H Yogyakarta ...................................................... 267
Appendix 7: Questionnaire Trial Test Result ............................................................... 268
Appendix 8: Questionnaire Results .............................................................................. 275
Appendix 9: Interview Transcripts ............................................................................... 278
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LIST OF TABLES
Table 2.1 : Erik Erikson’s Identity and the Life Cycle (Chart adapted from 62
Erikson’s 1959 Identity and the Life Cycle (Psychological Issues
vol. 1, #1, in Boeree 2006)
Table 2.2 : The Differences and Similarities of SBI-Program, Bilingual 66
Program and Regular Program (Zaenuri, 2007)
Table 3.1 : Key Differences between Glaserian and Straussian in GT 80
Approach (Onions, 2006: 8-9)
Table 3.2 : Elements of Axial Coding (Borgatti, 2003) 89
Table 3.3 : Research Blueprint for Observation 93
Table 3.4 : Research Blueprint for Documentation 93
Table 3.5 : Research Blueprint for Interview 94
Table 4.1 : Concepts Generated from Observations 104
Table 4.2 : Learning Approach and Method Used in SMP N H Yogyakarta 124
Table 4.3.1 : Percentage of Respondents’ Gender 136
Table 4.3.2 : Percentage of Respondents’ Age 136
Table 4.3.3 : Percentage of Respondents’ Daily Language 137
Table 4.3.4 : Percentage of Respondents’ Foreign Language 137
Table 4.3.5 : Percentage of Respondents’ Chosen Activities Related to the 139
Purpose Taken
Table 4.3.6 : Percentage of Respondents’ Kinds of Language that They Want 140
(General Purpose)
Table 4.3.7 : Percentage of Respondents’ Kinds of Language that They Want 141
(Education Purpose)
Table 4.3.8 : Percentage of Respondents’ Opinion on the Degree of 143
Importance of Speaking
Importance of Listening
Importance of Writing
Importance of Reading
Importance of Grammar
Importance of Vocabulary
Importance of Pronunciation
Table 4.3.15 : Percentage of Respondents’ Opinion on the Degree of Usage of 144
Speaking
Listening
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Writing
Reading
Table 4.3.19 : Percentage of Respondents’ Opinion on the Degree of Necessity 146
of Understanding a Text through Lexical Cohesion Devices
of Understanding a Text through Grammatical Cohesion Devices
of Recognizing and Using Discourse Markers to Signal
Relationships
of Extracting Salient Points to Summarize
of Planning Information in Exposition Language
of Initiating in Discourse
of Maintaining the Discourse
of Terminating in Discourse
of Indicating the Main Point or Important Information
Confidentiality of Understanding a Text through Lexical
Cohesion Devices
Confidentiality of Understanding a Text through Grammatical
Cohesion Devices
Confidentiality of Recognizing and Using Discourse Markers to
Signal Relationships
Confidentiality of Extracting Salient Points to Summarize
Confidentiality of Planning Information in Exposition Language
Confidentiality of Initiating in Discourse
Confidentiality of Maintaining the Discourse
Confidentiality of Terminating in Discourse
Confidentiality of Indicating the Main Point or Important
Information
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Table 4.3.37 : Percentage of Respondents’ Chosen Activities in the Bilingual 150

Classroom
Table 4.3.38 : Percentage of Respondents’ Opinion on the English Needed in 151
the Bilingual Classroom
Table 4.4 : Elements of Axial Coding (Borgatti, 2003) 170
Table 4.5 : Emergent Categories from Observation Data 196
Table 4.6 : Emergent Categories from Documentation Data 198
Table 4.7 : Emergent Categories from Questionnaire Data 199
Table 4.8 : Emergent Categories from Interview Data 200
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LIST OF FIGURES
Figure 2.1 : Schematic Representation of Communicative Competence 23

(Celce- Murcia et al. 1995:10)
Figure 2.2 : Derewianka’s Model of language (in Hammond et al., 1992:1) 28
Figure 2.3 : Wells’ model of literacy competence (cited in Hammond et al. 31
1992)
Figure 2.4 : Maslow’s Hierarchy of Human Needs (Huitt, 2004) 34
Figure 2.5 : Communicative Needs Processor (Munby, 1985) 42
Figure 2.6 : Categories of ESP According to Hutcinson and Waters (1994). 44
Figure 3.1 : Research Paradigm Used in This Research 75
Figure 3.2 : Grounded Theory Flow Chart (Bitsch, 2004) 82
Figure 3.3 : The Grounded Theory Analytic Process (Harwood, 2002) 86
Figure 4.1 : Data Comparison in Open Coding Stage 104
Figure 4.2 : Jesting Category Development (Observation Data) 107
Figure 4.3 : Academic Activities Category Development (Observation Data) 109
Figure 4.4 : Academic Knowledge Sharing Category Development 111
(Observation Data)
Figure 4.5 : Subjective Emotive Expression Category Development 114
(Observation Data)
Figure 4.6 : Peer Socio-Interaction Category Development (Observation 117
Data)
Figure 4.7 : Suspendibility Category Development (Observation Data) 119
Figure 4.8 : Academic Vocabulary Learning Category Development 125
(Documentation Data)
Figure 4.9 : Stated Learning Goals Category Development (Documentation 128
Data)
Figure 4.10 : Academic Activities Category Development (Documentation 132
Data)
Figure 4.11 : Supporting Resources Category Development (Documentation 133
Data)
Figure 4.12 : Purpose of Taking Bilingual Education Program 139
Figure 4.13 : Academic Activities Category Development (Questionnaire 151
Data)
Figure 4.14 : Peer Socio-Interaction Category Development (Questionnaire 152
Data)
Figure 4.15 : Students’ Perception of English Category Development 153
(Questionnaire Data)
Figure 4.16 : Students’ Aspiration of English Category Development 155
Figure 4.17 : Jesting Axial Coding 172
Figure 4.18 : Academic Activities Axial Coding 174
Figure 4.19 : Academic Knowledge Sharing Axial Coding 177
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Figure 4.20 : Subjective Emotive Expression Axial Coding 179

Figure 4.21 : Peer Socio-Interaction Axial Coding 181
Figure 4.22 : Academic Vocabulary Learning Axial Coding 184
Figure 4.23 : Stated Learning Goals Axial Coding 187
Figure 4.24 : Supporting Resources Axial Coding 189
Figure 4.25 : Students’ Perception of English Axial Coding 192
Figure 4.26 : Students’ Aspiration of English Axial Coding 194
Figure 5.1 : Peer Socio-Interaction Core Category Development 218
xv
LIST OF APPENDICES
Appendix 1 : Vignettes of the Observations 226

Appendix 2 : Open Coding Labeling 234
Appendix 3 : Lesson Plan 247
Appendix 4 : Code Notes 252
Appendix 5 : Bridging Course Material 259
Appendix 6 : Curriculum of SMP N H Yogyakarta 262
Appendix 7 : Questionnaire Trial Test Result 263
Appendix 8 : Questionnaire Results 270
Appendix 9 : Interview Transcripts 273
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LIST OF ABBREVIATIONS
A : Answer
ID : Identification
INTVW : Interview
LP : Lesson Plan
NVC : Non Verbal Communication
Q : Question
VC : Verbal Communication
xvii
ABSTRACT
Sulistyo. 2011. Learners’ Communication Need of Bilingual Education at the Junior
High School Level. Yogyakarta: The Graduate Program in English Language Studies,
Sanata Dharma University.
Bilingual Education receives a phenomenal place in Indonesia. It becomes a new

trend in Indonesia since many schools adopt this program. The bilingual program in
Indonesia refers to the learning of the target language through subject matters, and several
of them have been introduced since Junior High School. This is very challenging for both
teachers and students since the literacy competence to be achieved by the Junior High
School students is only the on functional level. It means that they learn English as a means
of survival skill, such as: buying and selling, asking and giving permission and
information, reading and writing simple texts, etc. To put it in other words, students and
teachers will encounter new concept and terms of learning in bilingual classes. Another
factor that should be considered is the students‟ attitude that has different perception and
background of taking the bilingual education program. This will create different purposes
of the learners to learn in the bilingual classes.
This research is conducted based on the question, “What is the learners‟
communication need in the bilingual education classes at the Junior High School level
like?” The answer of this question is hoped to become theoretically dependable to identify,
group, and explain the communication needs and to generate a „grounded‟ theory of the
learners‟ communication needs to help teachers and students to well participate in bilingual
classes.
One of the state Junior High Schools in Yogyakarta was selected as the setting. There
were two reasons for choosing this school. Firstly, it was accessible to collect data.
Secondly, the respondents there could provide a variety of interconnected and relevant
data. The data firstly were gathered through observations of classroom activities and
materials supporting them. Documentation of the learning and supporting material was
used as the second technique of data collection. Thirdly, a questionnaire was conducted to
gather richer data. An interview was also conducted to study further on the description of
communication needs in the bilingual class. The research adopted the qualitative study and
used grounded theory approach because it discussed about the respondents themselves, and
the problematic of the topic, the bilingual education program.
The result shows that the respondents have the need for socio-interaction with their
peers with whatever academic activities that they have. This socio-interaction reflects the
characteristics of Junior High School learners who need to get attention and recognition.
The consequence of this condition is that the students need what the writer names as Socio-
academic language. Socio-academic language is the language when the focus is on
improving conversational language by using academic activities in fun and various ways.
Hence, modificating the academic activities so that conversational language is still
occurring is the main task. One way to solve it is by giving the contextual support; such as
giving characteristics of the task to become more familiar, e.g.: tasks based on prior
students‟ experience, tasks based on students‟ interests, tasks based on cultural relevance,
etc.
xviii
ABSTRAK
Sulistyo. 2011. Learners’ Communication Need of Bilingual Education at the Junior
High School Level. Program Pascasarjana, Kajian Bahasa Inggris, Universitas Sanata
Dharma.
Pendidikan Bilingual mendapat sebuah tempat yang fenomenal di Indonesia. Pendidikan

tersebut menjadi trend baru di Indonesia karena banyak sekolah yang mengadopsi program ini.
Pendidikan Bilingul di Indonesia merujuk kepada pembelajaran target bahasa melalui subjek-
subjek mata pelajaran, dan beberapa di antaranya sudah diperkenalkan sejak SMP. Hal ini
sangat menantang baik bagi para guru maupun murid karena kompetensi literasi yang harus
dicapai oleh murid SMP hanya pada tingkat functional. Ini berarti bahwa mereka belajar
bahasa Inggris sebagai sebuah alat untuk survival skills, seperti; membeli dan menjual,
menanyakan dan memberi ijin dan informasi, membaca dan menulis teks-teks sederhana, dll.
Dengan kata lain, murid dan guru akan menjumpai konsep-konsep dan istilah-istilah baru
dalam pembelajaran di kelas bilingual. Faktor lain yang perlu diperhitungkan adalah tingkah
laku murid-murid yang memiliki persepsi dan latar belakang yang berbeda dalam mengikuti
program pendidikan bilingual. Hal ini akan membentuk tujuan-tujuan yang berbeda dari para
murid untuk belajar di kelas bilingual.
Penelitian ini dilakukan berdasarkan pertanyaan „Seperti apakah kebutuhan komunikasi
pelajar di kelas-kelas bilingual pada tingkat Sekolah Menegah Pertama?” Jawaban dari
pertanyaan ini diharapkan secara teoritik mampu untuk mengidentifikasi, mengkelompokkan,
dan menjelaskan kebutuhan-kebutuhan komunikasi dan membuat sebuah ‘grounded’ teori dari
kebutuhan-kebutuhan komunikasi pelajar untuk membantu para guru dan murid untuk dapat
berpartisipasi dengan baik di kelas-kelas bilingual.
Salah satu sekolah negeri di Yogyakarta dipilih sebagai tempat penelitian. Ada dua
alasan memilih sekolah ini. Pertama, mereka terbuka untuk pengaksesan data. Kedua,
responden di sana dapat memberikan data yang bervariasi dan relevan. Data pertama-tama
dikumpulkan melalui observasi-observasi dari kegiatan-kegiatan di dalam kelas dan materi
penunjangnya. Dokumentasi dari materi pembelajaran dan pendukungnya digunakan sebagai
tehnik kedua dari pengumpulan data. Yang ketiga, kuesioner dilakukan untuk mengumpulkan
data yang lebih besar. Wawancara juga dilakukan untuk mempelajari lebih jauh tentang
kebutuhan-kebutuhan komunikasi yang dibutuhkan di kelas bilingual. Penelitian ini
menggunakan kajian kualitatif dan meggunakan pendekatan grounded theory karena penelitian
ini berbicara tentang para responden itu sendiri bukan atribut yang melekat pada diri mereka,
dan problem dari topik ini, program pendidikan bilingual.
Hasil dari analisi menunjukkan bahwa para responden mempunyai kebutuhan akan
interaksi sosial dengan sesamanya bagaimanapun kegiatan akademik yang mereka lakukan.
Interaksi sosial ini merefleksikan karakter dari pelajar SMP yang ingin mendapat perhatian dan
pengakuan. Konsekuensi dari kondisi ini adalah siswa butuh yang oleh penulis dinamakan
Socio-cademic Language. Bahasa Socio-academic adalah bahasa percakapan dengan
menggunakan aktivitas-aktivitas akademik dengan cara yang beragam dan menyenangkan.
Maka dari itu, penyesuaian aktivitas akademik agar bahasa sosial tetap berlangsung adalah
tugas utama. Salah satu solusinya adalah dengan memberikan dorongan contextual; misalnya
memberikan karakter-karakter agar aktivitas menjadi lebih familiar, seperti kegiatan berdasar
pada pengalaman siswa, ketertarikan siswa, relevansi cultural, dsb.
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CHAPTER I
INTRODUCTION
This chapter consists of background of the study, problem identification,
problem limitation, problem formulation, research objectives, and research
benefit. Its purpose is to establish a framework for the research so that the readers
can understand the importance of the issue that motivates the study.
A. Background of the Study
We cannot neglect that information and communication technology has
developed with fast progress. As a result, the spreading of knowledge and
information becomes abundant in this globalization era. This abundant
information and technology spreads all over the world without the limit of border.
Thus, as stated by Punthumasen (2007), an ever increasing number of developed
and developing countries have been making great efforts to build up international
cooperation and networks in order to seek the ways to develop their own country
politically, economically and socially. One common language that becomes the
major component to activate this globalized world is English. English is now used
as a lingua franca or global language; therefore, it is used in many countries,
institutions, and individuals.
To meet their political, economical, and social needs, people around the
world have become really concerned about developing their English language
skills. Therefore, government in developed and developing countries tries to set
up policies and clear strategies to meet the need. There are many policies that
reflect the need to learn English in this globalized world. English Curriculum,
1
Teaching English to Young Learner (TEYL), and International School are among
of them.
In addition to those policies above, teaching approaches or methods also
have shifted due to globalization. In the past, countries where English is not their
native language applied grammar translation method in teaching English
Language Learners (ELLs). Students felt bored since this method was not
attractive. Teachers favored with teaching reading and writing skills rather than
listening and speaking skills. Subsequently students had negative attitudes
towards learning English.
Bilingual education, i.e., using a foreign language in addition to the
students‟ first language in teaching non-language subjects has become
increasingly popular during the last two or so decades in Europe. As a part of
communicative teaching approach, bilingual education is seen to be very effective
in developing the students‟ communicative skills.
Another form of bilingual education, known as Content and Language
Integrated Learning or CLIL, is gaining importance and becoming established
teaching methods all over Europe (Creese in Jarvien, 2008). Based on relevant
research, it is argued that language learning in bilingual education could be
improved by intensified explicit language teaching, such as more explicit focus on
form, extended and challenging oral production, more collaborative focus-on-
form tasks, and focused use of L1 in class (Jarvinen, 2008)
Bilingual education generally refers to the education where two distinct
languages are used for general teaching. Richard gives definition on bilingual
education, he states that bilingual education itself refers to “the use of a second or
2
foreign language in school for the teaching of content subjects” (Richards et. al.,
1992), such as math and physics. Its programs aim at easing the non-English or
native speaker into the English academic environment by teaching content classes
in the native language (Freeman, 1996). He further explains that most dual
language programs are created to develop native like proficiency in a second
language while maintaining fluency in the first language.
Language learning objective in bilingual education is left freely. In general,
there are no objectives in language learning. This occurs for several reasons. As
stated by (Nikula & Marsh in Jarvinen, 2008) that one may be that content
teachers are obliged to adhere to the curriculum of the content subject, and as
there is some indication that teachers are able to cover less content when teaching
in a foreign language. To put in other words, teachers in bilingual education
mostly do not have good skills on both the content and the target language.
As bilingual education is more open for teachers to use different strategies
in teaching the content and the language, bilingual education have its variety. This
variety occurs since different countries have different reason and background in
applying bilingual education. For instance, as stated by Swain & Lapkin (2002)
that immersion programmers in bilingual Canada in mid-sixties started as an
attempt to provide English-speaking middle-class children with high-level
proficiency in French in bilingual Quebec, where native-like command of both
English and French was required for high societal positions. They also explain
that the distribution of languages in immersion programs was based on trial and
error and the amount of target language was increased until the preset objective
had been met. The in immersion starts with a 100 % use of the target language,
3
which is gradually replaced by the majority language until the ratio is 50/50 (in
total immersion), and it remains so until the end of the program.
In the United States of America, the circumstances are rather different. The
history of bilingual education has been very much complicated until now. With
civil rights movements, the Hispanic‟s complaints and protest became more
outspoken as their political power and population in the U.S. increased. In
addition, there were growing number of Hispanic acquired increased status within
the federal bureaucracy, and they were committed overwhelmingly to their issues
and problems. Under this atmosphere, in recognition of the growing population of
linguistically and culturally diverse children enrolled in schools, the United States
Congress passed the Bilingual Education Act in 1968. As stated by Ovando
(2003) that the act strove to help disenfranchised language-minority students,
especially Hispanics. Nevertheless, in the era of Bush and Reagan, bilingual
education was facing its diminishment as President Reagan stated:
“It is absolutely wrong and against American concepts to have a bilingual education
program that is now openly, admittedly dedicated to preserving their native language and
never getting them adequate in English so they can go out into the job market and
participate” (in Crawford, 1999).
This statement was followed by funding cutbacks for bilingual education
programs. However, President Clinton had favor with bilingual education by
restoring the funding cutbacks.
While in Western countries, especially the developed countries, the
bilingual education goal is to preserve their mother tongue to gain social status,
but in the case of Asia, the phenomenon of bilingual education is rather different,
for instance, Malaysia. Reports of the Malaysian Prime Minister, Dr Mahathir
stated that the choice is between learning English - to become a respected and
4
developed country - and sticking with Malay and being left behind by its
neighbors and competitors. In terms of trade, Mahathir says:
“If Malaysians aren‟t proficient in English then our trading will be confined to domestic
transactions. If we believe that besides preserving the nation we should develop the country
then a suitable approach has to be worked out” (Ching in Mohd Shah & Ahmad, 2007).
In China, where there are many dialects of the students‟ language, the
Chinese Bilingual Program functions in three different ways (Wu and Bilash,
2005). Firstly, maintenance program for Chinese minorities to keep their language
and cultural heritage. Secondly, it functions as a two way bilingual program with
both native Chinese and English speakers in the same class. Finally, it also serves
as a transitional program for new immigrant children to learn English as a second
language and to adapt to the Canadian school system.
Taking into our context, Indonesia, bilingual education program is very
unique in nature. As a country of great geographical diversity, it has produced
some 500 languages and dialects from its 250 plus ethnic groups. These languages
and dialects are the mother tongue and main language of the people. According to
a language census conducted in 1990, Bahasa Indonesia as the national language
was only used by 15% of the population as their daily communication language
and 17% of the population did not even know the language (Kurniawan in Lahur
and Nurtjahja, 2002).
Since there is no Perpu or UU that obliges certain schools to apply bilingual
education program, the bilingual education program is in each school authority.
Nonetheless, it is usually the well established or well-funded ones, have opened
bilingual programs (Santoso, 2006). As a part of developing countries, where
English is considered as a foreign language, bilingual education program in
Indonesia should focus on developing the target language rather on the content.
5
However, bilingual education program should be carefully planned for many
reasons, such as; English is a foreign language for most Indonesian students,
culture, and national identity need to be preserved since Indonesia consist of so
much diverse culture with different languages and dialects.
B. Problem Identification
Setting-up and developing bilingual education program is rather new
phenomenon in this country. Students come from different reasons and
backgrounds to join this program. Moreover, we cannot neglect that bilingual
education program has different types which have their own goals and purposes.
All the educational practitioners and students should aware of this so that having
bilingual classes will lead to common goals and objectives.
Students have different reasons of taking bilingual education classes are
because of different needs. We might take a look at Abraham Maslow‟s work to
see human‟s needs. In the late 1960‟s Abraham Maslow developed a hierarchical
theory of human needs. Maslow was a humanistic psychologist who believed that
people are not controlled by mechanical forces (the stimuli and reinforcement
forces of behaviorism) or unconscious instinctual impulses of psychoanalysis
alone. Humans start with a very weak personality and it will be influenced as they
grow. If the environment is right, people will grow straight and actualizing the
potentials they have inherited. If the environment is not „right‟ (and mostly it is
not) they will not grow straight.
In addition to human‟s needs that are closely related to the socio-context,
another important element that needs to be discussed (with regard to bilingual
6
education program) is the communicative element. Most people learn English so
that they can prepare themselves with the globalization era where economic,
political, and educational activities are conducted in English. Therefore, verbal
communication becomes one of important elements in Bilingual educational
classes. Here, verbal communication refers to a form of communication using
words to express what someone wants to say.
There are four language skills incorporated in verbal communication:
listening, speaking, reading, and writing. According to Seelhoff and Rater (1993),
the average person spends his/her communicating time among these four
communication activities; Listening (45%), Speaking (30%), Reading (16%), and
Writing (9%). Each language skills is incorporated in the classroom activities in
bilingual classes. Instructions from teachers, the discussion towards a particular
topic of the subject matter, the lecture from the teachers, the students‟
participations, etc. are to some degree are conducted in English. Furthermore,
those activities cover all those four language skills needed both by the teachers
and students.
Besides analyzing the background needs of bilingual education program, a
country should also focus on dealing with the obstacles of conducting bilingual
education program i.e. the economic factor to hire a qualified teacher for bilingual
program, material, time allocation, etc. In case of Indonesia, this will raise a
question whether we have the appropriate educators with good English
instructions in the subject matters or not. This is important to consider since it is
related to another problem, which is the students themselves, how well they are
able to absorb the subject matters in a second language. Studying the subject
7
matters in their first language is already challenging for the students, and in a
bilingual education program they are forced to encounter new concepts and terms.
To sum up, there are many questions that emerge regarding to the bilingual
education in Indonesia. From the perspectives of the learners, problems related to
bilingual education program could be related to different purposes/needs,
background, and cultures (linguistically) of the students. From the perspective of
the program, the problems could emerge from the curriculum, various styles of
conducting bilingual education teaching, policy, etc. The third perspective comes
from the teachers. Teachers in bilingual education classes must be able to master
the content, language, and ITC. Another problem arises from the perspective of
availability. As part of developing country, gaining access toward books, ITC
application or media is rather difficult.
C. Problem Limitation
On learning English in Indonesia, the Junior High School students are
expected that they are able to reach literacy competence in the level of functional.
It means that English users are expected to be able to use English for survival
purposes, for example; buying and selling, asking and giving permission and
information, read and write simple texts, etc. This is interesting since in the
bilingual program the learners will encounter new concepts and terms. Thus, the
coverage of this research will be on the functional literacy level as it is expected to
be achieved by the junior high school learners. In addition, the focus of the study
will be only on the communication needs.
8
D. Problem Formulation
The research problem can be formulated as this question:
„What is the learners‟ communication need in the bilingual education
classes at the Junior High School level like?‟
E. Research Goal
The research is chosen based on one main goal, namely: to generate
grounded theory. Since students have different views toward bilingual education
program, it will lead them to have different perceived needs, especially for
communication needs. By interpreting the data from many respondents, it is
hoped that the research will be able to identify what elements that drive the
students to have the communication needs. By knowing these elements, this will
lead us to uncover their communication needs. As a result, the researcher will try
to identify, group, and describe the communication needs. All of these will be
explained on the theory. This theory would be developed using diagrams,
description, and explanation.
F. Research Benefits
This research is hoped to deliver benefit not only for teachers who teach in
the bilingual classes but also for material designers. This research is very
beneficial for bilingual class teachers since it can make them become aware of the
communication needs in the bilingual classes at the Junior High School level.
Another benefit for teachers is to prepare them to have an effective teaching. For
material designers, they can use this research as an input to design effective and
9
efficient books or other forms of supporting teaching or learning materials that
suit to the learners‟ needs.
10
CHAPTER II
LITERATURE REVIEW
The literature review will discuss relevant theories related to the research.
The purpose is to give a kind of lens for the enquiry, as the construct for the
categorizing the data that will be needed in the study. This literature review will
discuss the theories on; (1) communication need, (2) bilingual education, and (3)
junior high school.
A. Communication Need
The need for good communication skills in English has become a
tremendous demand all over the world. Globalization that triggers English to
become a lingua franca has made million of people today want to improve their
command in English. In addition, opportunities to learn English are provided in
many different ways such as through formal instructions, study abroad, and as
well as through the media and the internet. The worldwide demand for English
has created an enormous demand for higher quality of language teaching and
teaching materials and resources. Therefore, the competence of being able to
communicate has becomes a major issue since 1970‟s.
1. Communication
Communication is the essential vehicle through which learning occurs for
most of us in educational and professional settings. Communication is viewed as
simply one activity among many others, such as planning, controlling, and
managing (Deetz, 1994). It is what we do in organizations. Communication
11
scholars, on the other hand, define communication as the process by which people
interactively create, sustain, and manage meaning (Conrad & Poole, 1998). Both
definitions end in one conclusion that communication is as a means of producing
and managing information to produce meaning in various contexts. By
communication we will be able to plan, manage, persuade, understand, teach,
analyze, and so on.
Meanwhile, Richard, and Schmidth (1983) give further detail of
communication by discussing the characteristics of communication, they are: (1) it
is a form of social interactions, and is therefore normally acquired and used in
social interaction, (2) it involves a high degree of unpredictability and creativity in
form and message, (3) it takes place in discourse and sociocultural contexts which
provide constraints on appropriate language use and also clues as to correct
interpretations of utterances, (4) it always has a purpose, for example; to establish
social relations, to persuade, or to promise, (5) it involves authentic, as opposed to
textbook-contrived language and it is judged as successful or not on the basis of
actual outcomes. Furthermore, they describe communication as the exchange and
negotiation of information between at least two individuals through the use of
verbal and nonverbal symbols, oral and written/visual modes, and production and
comprehension processes. Meanwhile, Smeltzer and Leonard (1994) more focus
on the description of communication process. They explain that the process of
communication requires the ability to encode, decode, receive feedback, and
adjust to noise as well as understanding all the internal personality factors
involved.
12
It can be concluded that in the communication process, sending and
receiving messages to create similar meaning between the speaker and listener is
crucial. The process begins when a speaker speaks and then the listener reacts and
gives feedback. Then, the speaker reacts to the listener‟s feedback and offer
his/her own reaction, and so on. This process will continue and make a chain of
communication.
a. Types
There are two types of communication; verbal and nonverbal. Verbal
communication includes oral and the expressions of written text production, while
nonverbal includes eye movement, facial expression, and body movement. Rini
and Yuliana (2002) state that verbal communication consists of words arranged in
meaningful patterns. Thought are created using these words and arranged
according to the rules of grammar, putting the various parts of speech in the
proper sequence. Then, the messages are transmitted in spoken or written form,
anticipating that someone will understand the content of the messages. Through
verbal communication, thoughts, ideas, past events, or abstractions can be
discussed clearly. According to Seeholff and Rater (1993), the average person
spends his/her communicating among verbal communication skills activities:
listening (45%), speaking (30%), reading (16%), and writing (9%).
13
b. English Language Skills
As we can see that verbal communication incorporates four English
language skills: listening, speaking, reading, and writing. Subsequently, it is
important to discuss them one by one. Listening skill is considered to be the basic
skill of these four skills. V.F. Allen (1976 in Pingyoad, 2005) discusses the
important of giving interesting practice of listening for the students to make their
comprehension more easily to absorb. She states that there is a need of listening
practice that is not the usual kind of memorization exercises often used in
classrooms and language laboratories. As she explains, the listening practices she
describes is that in which the student is to listen with full attention to something
that interests and challenges him; he has to get at the meaning of what he hears,
and then produce a response that shows he has understood. In listening skills
students are exposed not only to certain vocabulary but also to sounds and
grammar. Therefore, listening skills deserves a fair attention before the students
face exercises and plunge into real world.
Another receptive skill is reading skill. According to Wardhaugh (1969 in
Pingyoad, 2005) reading is instead an active process, in which the reader must
make an active contribution by drawing upon and using concurrently various
abilities that he has acquired. He explains about the various abilities by saying that
when a person reads a text, he is attempting to discover the meaning of what he is
reading by using the visual clues of spelling, his knowledge of probabilities of
occurrence, his contextual-pragmatic knowledge, and his syntactic and semantic
to give a meaningful interpretation to the text. Having looked at that definition
and explanation, we may conclude that, as listening skill has, reading skills
14
incorporated several skills. Students need to have pragmatic, syntax, semantic,
and phonetics knowledge to make his interpretation towards the text meaningful.
After having discussed the two receptive skills above, we will discuss the
first productive skill, speaking skill. As states by Seeholf and Ratler that speaking
is the second most language skill used by a person in their life. And, to start this
discussion of speaking skill, we will make distinction between „normal‟ and
„natural‟ uses of language in the classroom. According to River (1976 in
Pingyoad, 2005), she states that what we teach in the class is the „normal‟ use of
language, the language patterns that conform to everyday use. The „natural‟ use of
language, on the other hand, maybe very idiosyncratic; it is a much more personal,
subjective use of language. The natural use sometime occurs when students are
asked personal questions which may embarrass them. The normal use, River says,
is more objective and less threatening. She admits that in the class, depending
upon the relationship between teacher and students, natural use can occur. But she
believes it is best developed outside the classroom.
The second productive skill is the writing skill. We cannot neglect that
writing skill pertain the same ideas to the three other skills of English language. It
concerns about the production of symbols in addition to their interpretation.
Another thing to consider is the stages of acquisition of certain mechanical
abilities in writing. The acquisition of certain mechanical abilities is the first stage
in the communicative skill of writing; this include the ability to put down on paper
words, phrases, and sentences, leaving spaces between words, and starting
sentences with a capital letter and ending with some mark of punctuation. Once
students have mastered these conventions of writing, the next stage comprises
15
learning to write composition; developing sequences of sentences into paragraphs
and arranging these paragraphs into a unified whole.
All the four basic communication skills are incorporated in communication.
To have a meaningful communication, one must know what one says. In other
words, within language lies the meaning of transferring information to the others.
This idea is related to the function of language. However, language is not only
sees function as its own component. To function well, speakers must understand
the notion of language. Speakers must know, for example; the setting, context, or
role when they are functioning the language. Speakers will eventually transform
their language in different context, setting, or role. To see further about this, we
will examine the theory of Basic Communication Skill.
c. Basic Communication Skills
A theory of basic communication skills can be characterized as one that
emphasizes the minimum level of (mainly oral) communication skills needed to
get along in, or cope with, the most common second language situation the learner
is likely to face (Canale and Swain, 1980). In other words, it mainly concerns with
the skills that are needed to get one‟s meaning across by saying what he/she wants
to say. As stated by Canale and Swain (1980) that much of the research on basic
communication skills tends to put less emphasis on the other aspects of
communicative competence such as knowledge of the appropriateness of
utterances with respect to sociocultural context or knowledge of discourse (Canale
Swain, 1980). Therefore less emphasize is put on grammatical accuracy.
16
Another point that needs to be further discussed is what skills are included
in theories of basic communication skills. Van Ek (1976 in Canale and Swain,
1980) provides statement of basic communication skills. His model emphasizes
„language functions‟ (or communicative functions) and „notions‟ and considers
only in second place what language forms must be known to give expression to
these functions and notions. He supplies lists of general language functions (e.g.
imparting and seeking factual information, getting things done by someone,
socializing), specific language functions (e.g. under the general heading
„imparting and seeking factual information‟ are included identifying, reporting,
correcting, and asking), general notions (e.g. existential, spatial, temporal),
specific notions (e.g. names, addresses, likes and dislikes), topic areas (e.g.
personal identification, house and home, travel, food and drink), settings (e.g.
home, school), and roles (e.g. stranger, friend). All of these factors are involved in
determining the particular inventories of vocabulary, structures, and grammatical
categories that he proposes.
We can see also another example of language function division from
Yalden. Janice Yalden (1987) develops list of communicative functions of
language derived from Wilkins‟ three-part division into ideational, modal, and
communicative meaning; however, she has conflated his „modal‟ and
„communicative‟ levels, more along the lines of van Ek‟s model, and placed
formulaic or phatic meaning into a separate category. She divides language
function into; 1) ideational meaning which consists of; factual information,
argument, like hood, attitude to truth, and information seeking, 2) modal which
17
consists of; emotional and moral attitudes, volition, commitment, and suasion, 3)
phatic meaning which consists of; greeting, acknowledgement, and empathy.
We can see that in the basic theory of communication skills, the focus is on
how to get the meaning to the people who we speak to. The „how‟ here can be
described as having the knowledge of using the sociocultural and discourse
context. In addition, it is also explained that less emphasis is being put on the
grammar. This sociocultural and discourse context will serve as the basic
knowledge for the student to become successfully in conveying meaning and
function well in a certain situation.
Since the focus is on more how we can function the language in a certain
socioculture and discourse rather on the linguistic feature of a language, we need
to give a background of what communication activities that the student will
encounter by giving them the appropriate task. In other words, we need to provide
the apt communicative task for the students so that their learning will meet the
goal and objectives being set up by their schools.
d. Communicative Task
Before we discuss what communicative task is, it will be easier to
understand the previous phrase by knowing what the meaning of task is.
According to Crookes (1986, cited in Richards and Rodgers, 2001) task is a piece
of work or an activity, usually with a specified objective, undertaken as a part of
an educational course, at work, or used to elicit data for research. Meanwhile,
Long (1985, cited in Pingyoad) gives more detail about the meaning of the term.
According to Long (1985);
18
“(a task) is a piece of work undertaken for oneself or others, freely or for some reward.
Thus, examples of tasks include painting fence, dressing a child, filling out a form,
buying a pair of shoes, making an airline reservation, borrowing a library book, taking
a driving test, typing a letter, weighing a patient, sorting letters, taking a hotel
reservation, writing a cheque, finding a street destination, and helping someone across
the road. In other words, by „task‟ is meant the hundred and one things people do in
everyday life, at work, at play, and in between.”
Long (1985a) suggests that a task is nothing more or less than the things
people do in everyday life. He cites the examples such as: buying shoes, making
reservations, finding destinations, and writing cheques. The Longman Dictionary
of Applied Linguistics provides a more pedagogically oriented characterization.
Here, it is suggested that a task is any activity or action which is carried out as the
result of processing or understanding language (i.e., as a response). For example,
drawing a map while listening to a tape, listening to an instruction and performing
a command, may be referred to as tasks.
Indeed, task refers to two different things from above definition, task which
refers to activities conducted outside the classroom and activities inside the
classroom. Since this research focuses on learner communication needs in
bilingual classes, activities inside the classroom will be the emphasis. Therefore,
the term task here refers to of what learner will do in the classroom (rather than
outside the classroom) related to language production.
With regard to communication task, Estaire and Zanon (1994: 13-20) states
that communication tasks is a piece of classroom work which, as far as possible,
resembles activities which our students or other people carry out in everyday life,
thus reproducing processes of everyday communication. Meanwhile, David
Nunan (1991) in his book Designing Tasks for the Communicative Classroom
describes that communicative task as a piece of classroom work which involve
learners in comprehending, manipulating, producing, or interacting in the target
19
language while their attention is principally focused on meaning rather than form.
The task should also have a sense of completeness, being able to stand alone as a
communicative act in its own right. It can be said that communicative task put
more emphasis on meaning rather than form, and it refers to all communicative
activities in the classroom which are intended to develop, produce, or manipulate
language that corresponds to everyday life.
With regard to the element in the tasks, Wright (1987) suggests that tasks
minimally contain just two elements: input data which may be provided by
materials, teachers or learners, and an initiating question which instructs learners
on what to do with the data. Meanwhile, Candlin (1987) suggests that tasks should
contain input, roles, settings, actions, monitoring, outcomes and feedback. Input
refers to the data presented for learners to work on. Roles specify the relationship
between participants in a task. Setting refers to the classroom and out-of-class
arrangements entailed in the task. Actions are the procedures and sub-tasks to be
performed by the learners. Monitoring refers to the supervision of the task in
progress. Outcomes are the goals of the task and feedback refers to the evaluation
of the task.
Another point of view is from Nunan. In his book, Designing Tasks for the
Communicative Classroom, Nunan (1989 in Wang, 2006) proposes a framework
for analyzing communicative tasks, and that tasks are analyzed or categorized
according to their goals, input data, activities, settings and roles. Goals of tasks are
to develop students‟ communicative competence including socio-linguistic
competence, discourse competence and strategic competence. Tasks contain some
form of input data which might be verbal (for example a dialogue or reading
20
passage) or non-verbal (for example a picture sequence). Activity refers to tasks,
not exercises. An activity is in some way derived from the input and sets out what
the learners are to do in relation to the input.
According to Wang (2006) goals mean the general intentions behind any
given communicative tasks and learning tasks. They may be related to a range of
general outcomes (communicative, effective or cognitive) or may directly
describe teacher or learner behavior. With regard to this thesis, goals are related to
communicative outcomes only. Communicative goals can be divided into several
kinds of goal areas. Clark (1987 in Wang, 2006) divides communicative goal into
three goal areas: 1) Establishing and maintaining interpersonal relationships, and
through this to exchange information, ideas, opinions, attitudes and feelings, and
to get things done; 2) Acquiring information from more or less „public‟ sources in
the target language (e.g. books, magazines, newspapers, brochures, documents,
signs, notices, films, television, slides, tape, radio, public announcements, lectures
or written reports etc.) and using this information in some way; 3) Listening to,
reading, enjoying and responding to creative and imaginative uses of the target
language (e.g. stories, poems, songs, rhymes, drama) and, for certain learners,
creating them themselves. Meanwhile, input as it is stated by Rod Ellis (1999:127)
is used to refer to the language that is addressed to the foreign language learner
either by a native speaker or by another foreign language learner. Activity as the
third element as it is stated by Wang (2006) refers to the behavior that participants
do with the input, which forms the point of departure for the learning task.
Indeed, understanding communicative tasks can be seen from many
perspectives. They can be seen from the behaviors that the learners and teacher
21
perform (communicative behavior), the skills that the learners have to accomplish
(communicative skill), and the activities that both the teacher and the learners
conduct in the classroom. Communicative tasks, then, would give much
information about the language skills exposed in the classroom, whether it is from
the point of view from the students, teacher, and the target situation as it is stated
by the curriculum.
We see that putting language in the perspective of communication means
viewing language as a means of getting along with others and getting meaning
across so that we will be able to become a part of a society. In education context,
to run communicative tasks well, teachers and students must understand the
concept of communicative competence. Within communicative competence we
will be able to see the combination of knowledge and skills that enables someone
to communicate in a certain language.
e. Communicative Competence
Language development has developed vastly during the last five decades.
Research results from linguistics and psychology have established a better ground
for the nature of language learning. Consequently, how a language is learnt and
taught is changing. In addition, recently, learning a language focuses on how
meaning is negotiated in communication not on the form of the language.
Communicative approach emerges to fulfill the need of using language as a
means of delivering meaning. However, the implementation of a communicative
methodology is not an easy task to do for the educational practitioners since it
22
requires an understanding of the complex and integrated nature of the theoretical
concept of communicative competence.
The term communicative competence was coined by Hymes in 1972. The
basic idea of Hymes‟s communicative competence is that to have effective
communication, language users should have the knowledge of both rules of
grammar and rules of language use appropriate to a given context. This concept of
language as communication has shifted the concept of language as a system in
isolation in the work of Chomsky developed in 1965.
Socio-
cultural
competence
Discourse
Competence
Linguistic Actional
Competence
Competen
Strategic Competence
ce
Figure 2.1: Schematic Representation of Communicative Competence
(Celce-Murcia et al. 1995:10)
Hymes‟s conceptualization of communicative competence has been further
developed by researchers such as Canale and Swain in 1980 and Canale in 1983,
Bachman in 1990 and Celce-Murcia et al. in 1995, who attempted to define the
specific components of the construct of communicative competence. After the
model from Hymes (1979), communicative competence has develop or interpreted
by different proponents; Canale and Swain (1980), Canale (1983), Celce-Murcia
23
et al. (1995) and other scholars who have proposed theoretical concepts of CC
according to their research purposes (Munby (1978), Weinmann and Backlund
(1980), Corder (1973), Savignon (1983), Bachman and Palmer (1996).
The Indonesian curriculum adopts the so-called communicative competence
as its model of competence (Depdiknas, 2003). The model of communicative
competence that explicitly addresses language pedagogy is the one proposed by
Celce-Murcia et al. (1995). The proposed model has been motivated by their
“belief in the potential of a direct, explicit approach to the teaching of
communicative skills, which would require detailed description of what
communicative competence entails in order to use the sub-components as a
content base in syllabus design” (1995:6). The model proposes five types of
competence: linguistic competence, actional competence, sociocultural
competence, strategic competence, and discourse competence.
According to Canale & Swain in Richards & Rodgers (2001) discourse
competence concerns with the interpretation of individual message element in
term of their interconnectedness and of how meaning is represented in relationship
to the entire discourse or text. To put it in the same view, discourse competence
concerns on the connection as to series of utterances, written words, and /or
phrases to form a text in coherence way so that the meaning can be delivered. In
simple words, discourse competence focuses on the selection and sequencing of
sentences to achieve a unified spoken or written text.
The linguistic competence comprises the basic elements of communication:
the sentence patterns and types, the constituent structure, the morphological
inflections, and the lexical resources, as well as the phonological and orthographic
24
systems needed to realize communication as speech or writing (Celce Murcia et
al., 1995). Basically, linguistic competence refers to the knowledge of grammar,
such as; morphology, syntax, vocabulary, pronunciation, and intonation. By this,
speakers will be able to use and understand English language structures accurately
and unhesitatingly, so that it will result in good fluency.
As stated by Celce Murcia et al. (1995), sociocultural competence refers to
the speaker‟s knowledge of how to express messages appropriately within the
overall social and cultural context of communication, in accordance with the
pragmatic factors related to variation in language use. Here, it means that being
able to communicate means being able not only to code our messages but also to
know the rules and norms as a part of individual‟s identity. Therefore, studying
language cannot be separated from its social and cultural contexts.
The fourth element is actional competence. Celce Murcia et al. (1995) states
that this element is defined as competence in conveying and understanding
communicative intent, that is, matching actional intent with linguistic form based
on the knowledge of an inventory of verbal schemata that carry illocutionary force
(speech acts and speech act sets). Briefly, when someone says something, he/she
actually is trying to achieve some effect with those utterances, an effect which
might in some cases have been accomplished by an alternative action. In other
words, utterances behave like actions. In simple words, when someone says
something, he/she does (acts) something. They might to perform, state, request,
command, promise, etc.
Finally, the four components are influenced by the last one, strategic
competence. Celce Murcia et al. (1995) conceptualize strategic competence as
25
knowledge of communication strategies and how to use them. To put it in other
words, communication strategies occur when the speaker is not able to
communicate his communicative purpose in the way he planned to achieve;
therefore he/she is forced to reduce the goal or to generate alternative means to
express it. The factors that often hinder communication are due to imperfect
knowledge of rules or limiting factors in their application such as fatigue or
distraction.
Basically, we can conclude that the ideas of communicative competence
refer to two aspects, linguistic and functional competence. Linguistic competence,
which refers to the linguistic knowledge (grammatical competence in Canale and
Swain, 1980; linguistic competence in Celce-Murcia et al, 1995). Second,
functional competence, which refers to the knowledge about using the target
language appropriately to the context (actional, discourse, sociolinguistic
competence in Celce-Murcia et al. 1995; discourse, sociolinguistic, strategic
competence in Canale and Swain, 1980). The above linguistic knowledge
concerns on speech forms (phonological patterns, lexis/vocabulary, grammatical
form and structure), while functional competence concerns on communicative
tasks based on certain context.
Communicative competence, then, views language in the perspective of
communication, in other words, views language as a means of getting along with
others as a part of a society. Within this tradition, the combination of knowledge
and skills that enables someone to communicate in language is called
communicative competence. Although different proponents interpret their own
26
model, they share the same one substantial compatibility, that is, communicative
competence is discourse competence.
From the explanation of the five elements above, it is necessary to
understand that discourse plays as the key competence with the rest of the
competencies (i.e. linguistic, pragmatic, intercultural and strategic) shaping it.
This communicative competence model emphasizes the importance of the four
language skills since they are viewed as the manifestations of interpreting and
producing a spoken or written piece of discourse which, as previously mentioned,
is the core competence of the model. Therefore, the four language skills play a
key role in fostering learners‟ communicative competence.
Discussing about communicative competence, there is one relevant theory
from Halliday who sees language as a means of communication, or as social
semiotic (1978). In a number of influential books and papers, Halliday has
elaborated a powerful theory of the functions of language, which complements
Hymes‟s view of communicative competence for many writers on CLT (e.g.,
Brumfit and Johnson 1979; Savignon 1983). He described (1975: 11-17) seven
basic functions that language performs for children learning their first language;
(1). the instrumental function: using language to get things, (2). the regulatory
function: using language to control the behavior of others, (3). the interactional
function: using language to create interaction with others, (4). the personal
function: using language to express personal feelings and meanings, (5). the
heuristic function: using language to learn and to discover, (6). the imaginative
function: using language to create a world of the imagination, (7). the
representational function: using language to communicate information.
27
Derewianka (in Hammond et al. 1992: 1) illustrates Halliday‟s model of
language in a diagram involving different strata.
CULTURE
Genre
(Purpose)
SITUATION
Who is involved?
(Tenor)
Subject Channel
Matter
(Field) (Mode)
REGISTER
TEXT
Figure 2.2: Derewianka’s Model of language (in Hammond et al., 1992:1)
Principally, Halliday (1985: 12-14) points out that the selection of form or
text structure by the utterer so that he/she can accomplish a goal in a social
communicative activity is determined by situational context that he/she deals with
or register. Register is the unity of three inseparable elements and affects each
other, which are; field, tenor, and mode. Field refers to what is happening or
things that is being discussed or talked about. Tenor refers to the subjects involved
in the talking/discussion, their character and their role, as well as the relationship
of each other. Mode refers to the media used, its status, and function in the
discussion (written, spoken, or combination of the two), its rhetoric structure, or
the social goal (persuasive, expository, deductive, etc.)
The diagram suggests the centrality of text which is understood as semantic
unit. It means that an exchange or a piece of writing can be considered as
communication or a communicative event only when it makes sense (Agustien,
28
2006). It can be said that when people talk or write, and the talks and the essays
make good sense and meaning, they create texts and they communicate. On the
other side, when people talk or write but their talks or writing do not make sense
they do not create texts and they do not communicate. This is why, though
students in English classroom talk and write in English but the interlocutors do
not understand them, they do not create text, they do not communicate. In
conclusion, communicative competence refers to the creating of different texts in
different contexts or situation.
Students, therefore, need to understand the concept of discourse competence
since it plays the key role in communicative competence. Janice Yalden, in her
book The Communicative Syllabus: Evolution, Design, and Implementation
(1987), develops a list of discourse skills. The discourse skill that she develops
has been worked out from Munby (1978), Mckay (1979), and Mckay and
Mountford (1976, 1978). The first two sections; the rhetorical cohesion and
interpreting the text by going outside of it evidently owe much also from Halliday
and Hasan (1976). Second section; operations on a text and rhetorical organization
of discourse are based on Munby (1978) and Mckay (1979), and also on
Widdowson (1978) and Allen and Widdowson (1974), as well as from the
practical experience gained by L. Young in the application of an version of this
list, and communicated formally to the writer (see the questionnaire for details).
Looking at language education as an effort to develop the four language
skills (listening, speaking, reading, and writing) involves so much more than
providing tasks or activities in the four skills involving different themes. We can
use Celce-Murcia et al.‟s each sub-competence as the basis in teaching strategies
29
or developing their communicative tasks. These well-defined targets need to be
seen and understood by language teachers so that they know exactly what they try
to develop so that they can think about what learning experiences needed by the
learners, teaching materials, and methods needed by teachers.
However, we cannot neglect that in each level of education, it has its own of
literacy competence. It is crucial to understand their literacy competence so that
we will be able to recognize if there is a gap or the students are just put at the
correct level. Therefore, the next subtopic of this literature review will discuss
about literacy competence.
f. Literacy Competence
Each education level has different goals on the ability of the students. Each
level is obliged to perform a certain level of ability. Therefore, communicative
competence needs literacy competence to account the understanding of the
students. However, literacy competence does not only refer to written ability, it
concerns with other skills also. As stated by Holme (2004 in Diah, 2007), that
literacy by its nature is about what we do with certain types of text. It is about the
purpose and the variety of these texts and the activities to which they give rise. In
other words, the concept of literacy is not related only to written communicative
competence but also to spoken communicative competence and how we can
develop various kinds of activities related to the text to develop our four language
skills.
Wells (1991, in Diah, 2007) proposed four level of literacy competence,
they are: epistemic, informational, functional, and performative levels.
30
Epistemic
Informational
Functional
Performative
Figure 2.3: Wells’ model of literacy competence (cited in Hammond et al.

1992)
The performative level is the basic level and it refers to the language
capability or language control in communicating with the known people. In other
words, in this level learners are expected to use English on a face to face context.
Functional literacy refers to language capability when the speaker is capable to
prove that he or she is as a society member who can fulfill the daily query by
using a language (or to get things done). It means that English users are able to
use English for survival purposes, for example: buying and selling, asking and
giving permission and information, reading and writing simple texts, etc. The
third level is informational. This level refers to the capability to use a language in
science communication, especially in a certain discipline. It means that a speaker
is able to connect his or her educational background to the text so that he or she
could understand or respond the text-writer‟s intention. This level of literacy is
needed by people who study a language to learn a specific discipline. This level of
literacy must occur before entering college education. The highest level is the
epistemic level. This level refers to someone‟s capability to use language to
31
develop science. Wells explains that at this level there will occur esthetic language
aspect as art.
The government is correct when they demand that the students in Junior
high school level should reach the level of functional literacy, and informational
literacy for Senior High School (Diah, 2007). However, there are several points
that need to discuss further. First, almost all students use Bahasa Indonesia in their
daily life. In addition, they will encounter English mostly only when they are at
school when they are pacticipating at the bilingual class. This is not the case when
we talk about bilingual education program in the United States when, for example,
Spanish native learners will encounter English in their daily life and not only at
school. Therefore, when the students are to achieve the functional literacy level in
their English language, they need a specific learning method or technique which
enable them to perfom the specific goals stated at the fuctional level. Using
various ways of teaching and learning will become a great benefit.
Second, by having a bilingual education program, Junior High School
students of course will be at the informational level, where language is learnt by
the means of disciplines. This literacy competence is one level above the Junior
High School students‟ literacy competence. Therefore, it is necessary to organize
the bilingual education program first before this program is delivered to the
students. In other words, organizing the goals and objectives of this program,
designing the materials, media to support the classroom activities, and also the
instruction used in the classroom, whether 100% full target language, or 50-50
become essential.
32
Having known the literacy competence that the Junior High School students
should achieve, it is therefore necessary to see the background why they want to
enroll the bilingual education program. Students will have different perception,
purpose, or needs about bilingual education program. This will lead to different
need of communication. Understanding the term „need‟ and the phrase
„communication need‟ will surely give crucial understanding to know what
exactly lies behind the learners‟ communication need.
2. Need
Before we discuss the term „need‟ in educational context, it is necessary to
confer „need‟ in term of psychology. Abraham Maslow is a humanistic
psychologist developing a theory of personality that has influenced a number of
different fields, including education. His theory describes many realities of
personal experiences. Maslow is a humanistic psychologist. Humanists do not
believe that human beings are pushed and pulled by mechanical forces, either of
stimuli and reinforcements (behaviorism) or of unconscious instinctual impulses
(psychoanalysis). Humanists focus upon potentials. They believe that humans
strive for an upper level of capabilities. As it is stated by Huitt (2004) that humans
strive to reach the highest levels of their capabilities. Some people reach higher
levels of creativity, of consciousness and wisdom.
Maslow has set up a hierarchy of human needs. This theory is based on two
groupings: deficiency needs and growth needs. All the basic needs are at the
bottom, and the needs concerned with man‟s highest potential are at the top. The
hierarchic theory is often represented as a pyramid, with the larger, lower levels
33
representing the lower needs, and the upper point representing the need for self-
actualization. Each level of the pyramid is dependent on the previous level. For
example, a person does not feel the second need until the demands of the first
have been satisfied. The hierarchy of needs is as follow (Huitt, 2004):
Figure 2.4: Maslow’s Hierarchy of Human Needs (Huitt, 2004)
1. Biological / Physiological Needs. These needs are biological and consist of the needs for
oxygen, food, water, and a relatively constant body temperature. These needs are the
strongest because if deprived, the person would die.
2. Security / Safety Needs. Adults have different security needs to children. Adults have a
desire for comfort and social safety. Children often display signs of insecurity and their
need to be safe.
3. Social (Love, Affection and Belongingness) Needs. People have needs to escape feelings
of loneliness and alienation and give (and receive) love, affection and the sense of
belonging.
4. Ego / Esteem Needs. People need a stable, firmly based, high level of self-respect, and
respect from others in order to feel satisfied, self confident and valuable. If these needs
are not met, the person feels inferior, weak, helpless and worthless.
5. Self-actualization Fulfillment. Maslow describes self-actualization as an ongoing
process. Selfactualizing people are, with one single exception, involved in a cause outside
their own skin. They are devoted; work at something, something very precious to them -
some calling or vocation, in the old sense, the priestly sense. When you select out for
careful study very fine and healthy people, strong people, creative people, saintly people,
sagacious people ... you get a different view of mankind. You ask, what can a human
being become? (Huitt, 2004).
Generally speaking, the Physiological Needs refer to the need of oxygen,
food, water, and a relatively constant body temperature. They are the strongest
needs because if a person were deprived of all needs, the physiological ones
would come first in the person‟s search for satisfaction. The Safety Needs happen
34
when all physiological needs are satisfied and are no longer controlling thoughts
and behaviors. While adults have little awareness of their security needs except in
times of emergency or periods of having interaction with the society, children
often display the signs of insecurity and the need to be safe.
The third needs are the Needs of Love, Affection, and Belongingness. These
needs occur when the needs for safety and for physiological well-being are
satisfied. Maslow basically states that people seek to overcome feelings of
loneliness and alienation. This involves both giving and receiving love, affection,
and the sense of belonging. The fourth needs are the Needs for Esteem. These
involve needs for both self-esteem and for the esteem a person gets from others.
Humans have a need for a stable, firmly based, high level of self-respect, and
respect from others. When these needs are satisfied, the person feels self-confident
and valuable as a person in the world. When these needs are frustrated, the person
feels inferior, weak, helpless and worthless. The fifth needs are the Needs for
Self-Actualization. When all of the previous needs are satisfied, then the needs for
self-actualization are activated. The needs for self-actualization are a person‟s
needs to be and do that which the person was „born to do‟. A musician must make
music, an artist must paint, and a writer must write.‟
Norwood (1999 in Huitt, 2004) proposes that Maslow‟s hierarchy can be
used to describe the kinds of information that individual‟s seek at different levels.
For example, individuals at the lowest level seek coping information in order to
meet their basic needs. Information that is not directly connected to helping a
person meet his or her needs in a very short time span is simply left unattended.
Individuals at the safety level need helping information. They seek to be assisted
35
in seeing how they can be safe and secure. Enlightening information is sought by
individuals seeking to meet their belongingness needs. Quite often this can be
found in books or other materials on relationship development. Empowering
information is sought by people at the esteem level. They are looking for
information on how their ego can be developed. Finally, people in the growth
levels of cognitive, aesthetic, and self-actualization seek edifying information.
Taking the term „needs‟ into educational context, I would like to start it with
the statement from Pauline C. Robinson. According to Pauline C. Robinson,
(1991) there are many different meanings of needs. First, “needs” can refer to
students‟ study or job requirements that is, what they have to be able to do at the
end of their language course. Second, “needs” mean what the user-institution or
society at large regards as necessary or desirable to be learnt from a program of
the language instruction. Third, we can consider what the learner needs to do to
actually acquire the language. Fourth, we can consider what the students
themselves would like to gain from the language course.
Porcher (1997, in Brinley 1984, 29) offers a different perspective. It is stated
that need is not a thing that exists and might be encountered ready-made on the
street. It is a thing that is constructed, the center of conceptual networks and the
product of a number of epistemological choices (which are not innocent
themselves, of course). Porcher goes on by saying that what is identified as a need
is dependent on judgment and reflects the interests and values of those making
such a judgment. Teachers, learners, employers, parents, and other stakeholders
may thus all have different views as to what needs are.
36
To sum up, needs refer to what the learners need to know or be able to do in
order to function effectively in future target situations. What learners need to
know or to do is affected by the stakeholders, such as: teachers, learners,
administrators, parents, and curriculum. The target situation also plays an
important role in defining what needs would be. Target situation is the situation
that the learners would likely to face in the future after accomplishing a certain
course, training, or program. To search for learners‟ needs, it is very essential to
study profoundly about the target situation. This, finally, will serve as one of the
basis to determine the need. However, stakeholders will evaluate the target
situation and may change, adopt, or adapt the needs defined in the target situation.
a. Types
Dudley-Evans and Jo ST John (1998) define needs in terms of “target needs
(i.e. what the learner needs to do in the target situation) and learning needs (i.e.
what the learner needs to do in order to learn).” “Target Needs” is something of an
umbrella term, which in practice hides a number of important distinctions. By
determining target need as a means to measure the needs, the suitable data can be
obtained. The target needs consist of three terms (Hutchinson and Waters, 1987):
1. Necessities
Necessities are the types which are determined by the demands of the target situation,
that is, what the learner has to know in order to function effectively in the target
situation.
2. Lack
It is important to know the gap between the target proficiency and the existing proficiency
of the students. It helps to find what the learners know already, so that we can decide the
necessities the learners‟ lack.
3. Wants
After identifying the learners‟ necessities and lacks, it important to consider the learners‟
view about their own needs. In this term, the learners will play active role.
37
Similar to Dudley and Evans, Widdowson (1987) makes a distinction
between goal-oriented (= how the language will eventually need to be used) and
process-oriented (= how the language is best acquired) definitions of needs. He
adds further that he will be using the former more traditional definition of need
analysis for the present project, as it concerns a highly specific, short-term course
with an immediate end goal.
Learning a language is discussing not only about mental process but also
social interaction process where the learners and the society might negotiate their
needs. In addition, it is by globalization that social situations have changed.
Different social situation will lead to different need. Dudley and Evan (2001)
make a good conclusion of this aspect by stating that: “Doubts about the
generalizability of study skills from one context to another” (Benesch, 2001, p 11)
and “the possibility of a mismatch between institutional demands and learners‟
perceptions of what they need” (p 42) led to the analysis of participants‟
perceptions, that is, subjectively felt needs of students (Dudley-Evans, 2001) as
identifiable elements of their situations, skills and behavioral needs. Therefore, it
is crucial to identify learners‟ subjectively felt needs so that the social relationship
of language learners and their context is not neglected.
b. Need Analysis
After defining the need, it is necessary for us to consider further by making
identification about the need stated earlier. This consideration includes procedures
on how to collect the need and analyze it. To put it in other words, it is very
38
important to start for every educational program with an analysis of the target
group of students since students have their own needs in learning.
The general background of the development of needs analysis is explained
by Tudor (2001) as mostly due to the increased need for language learning to
relate to communication in international milieus. Therefore, social context plays
important roles in defining need analysis. Nunan (1988a) puts it suitably by
stating that for a needs analysis, information will need to be collected, not only on
why learners want to learn the target language, but also about such things as
societal expectations and constraints and the resources available for implementing
the syllabus.
Indeed, students‟ social interaction will negotiate their needs. Different
social interaction will end up in different needs. We have to consider that social
interactions, such as; students‟ background of learning, students‟ purpose of
learning, and students‟ understanding of English learning (especially in the
international milieus) will generate students‟ needs. Consequently, conducting
need analysis is very important in order to fill in the “need gap” that would likely
to occur.
According to Richards (2005), need analysis in language programs is often
viewed simply as identification of the language forms that the students will likely
need to use in the target language when they are required to actually understand
and produce the language. Meanwhile, in defining need analysis, Nunan more
focuses on the procedures of acquiring the need. He states that needs analysis is a
set of procedures for specifying the parameters of a course of study. Such
parameters include the criteria and rationale for grouping learners the selection
39
and sequencing of course content methodology and course length intensity and
duration (Nunan, 2001). In general terms, need analysis (also called need
assessment) refers to the activities involved in gathering information that will
serve as the basis for developing a curriculum that will meet the learning needs of
a particular group of students.
To categorize the different needs, David Nunan gives details on the
differentiation of need analysis. David Nunan (1988) defines two types of need
analyses: a learner analysis (“what background factors are the learners bringing to
the classroom?”) and task analysis (“for what purposes is the learner learning the
target language?”) In addition, a “means analysis”, or analysis of learner styles
based on subjective inquiry into HOW students like to learn best can aid in
finding out how to approach the material which needs to be learned.
We cannot argue that need analysis will serve as the basis in developing
syllabus, material, or course content since it provides us with various needs.
Richards (2005) states that need analysis in language teaching may be used for
number of different purposes, for example: 1) to find out what language skills
learner needs in order to perform a particular role, 2) to help determine if an
existing course adequately addresses the needs of potential students, 3) to
determine which students from group are most in need of training in particular
language skills, 4) to identify a change of direction that people in a reference
group feel is important, 5) to identify a gap between what students are able to do
and what they need to be able to do, and 6) to collect information about a
particular problem learners are experiencing
40
To sum up, with need analysis we will be able to: describe differences in
learners‟ needs and styles, determine the appropriate materials suit to the learners
situations, and create syllabus or materials which meet the social context of the
situation. As it is stated above, need analysis is affected by various factors, such
as: the learners‟ background, the learners‟ purposes of learning, and the social
expectations towards the learners. Consequently, studying the factors that lies
behind need analysis is very necessary to ponder on before we conduct need
analysis in a certain learning context. Three important factors (Long 1996) in
performing needs analyses are as follows:
1. Sources. Major sources for needs analyses are a) previous needs analyses, which can
provide working examples as well as valuable insight into needs of students in similar
programs and with similar experiences, b) students themselves (with the caveat that
students are usually “pre-experienced”; that is, they do not know what they will need to
know), c) applied linguists (good sources for language requirements) and d) domain
experts, often referred to as “insiders” This may include business people as well as
“returnees”, or students who have previous experience in dealing with the target
situation.
2. Triangulation. Cross-checking of data provided by at least three of the above sources is
important, and adds to the validity of the needs analysis.
3. Multiple methods. A single method of gathering information may not provide a complete
picture: unstructured interviews used to supplement questionnaires, for example, may
add essential insights.
Basically, need analysis is a method to gather students‟ current knowledge
and target knowledge. With need analysis, it can give us two kinds of information.
The first is the learners‟ current possession (their current level in their field
knowledge in L1 and/or L2, motivation, methods of learning they have
experienced, etc.). The second represents learners‟ future goals (what the learners
want to achieve at the end of the program). There are several procedures of
conducting need analysis, such as: questionnaires, self-ratings, interviews,
meetings, observation, collecting learner language sample, task analysis, case
studies, and analysis of available information.
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c. Communication needs
Students come from different ethnic, linguistic, and educational
backgrounds. The development and the changing of professional and institutional
expectations of learners‟ competence in dealing with the socio and cultural
contexts of the language use in the global village have direct effect on the
importance of need analysis. A good example to see the communication needs can
be drawn from the work of Munby (1978). The central idea of Munby‟s formation
of his framework is the concept of the language user‟s competence and its relation
to knowledge and communication (Munby 1978:6). His approach uses need
analysis. To expose the communicative competence, Munby designs what is
known as Communicative Needs Processor (CNP). As Hutchinson and Waters
(1987: 54) say:
With the development of the CNP it seemed as if ESP had come of age. The
machinery for identifying the needs of any group of learners had been provided: all
the course designers had to do was to operate it.
42
Figure 2.5: Communicative Needs Processor (Munby, 1985)
In Munby‟s CNP, the target needs and target level performance are
established by investigating the target situation, and his overall model clearly
establishes the place of needs analysis as central to ESP, indeed the necessary
starting point in materials or course design (West, 1998). Munby‟s overall model
is made up of the following elements (Songhori, 2008):
1. Participants: information about the identity and language of the learners: age, sex,
nationality, present command of target language, other languages known and extent of
command;
2. Communication Needs Processor: investigates the particular communication needs
according to sociocultural and stylistic variables which interact to determine a profile of
such needs;
3. Profile of Needs: is established through the processing of data in the CNP;
4. In the Meaning Processor “parts of the socioculturally determined profile of
communication needs are converted into semantic subcategories of a predominantly
pragmatic kind, and marked with attitudinal tone” (Munby, 1978: 42);
5. The Language Skills Selector: identifies “the specific language skills that are required
to realize the events or activities that have been identified in the CNP” (Munby, 1978:
40);
6. The Linguistic Encoder: considers “the dimension of contextual appropriacy” (Munby,
1978: 49), one the encoding stage has been reached;
7. The Communicative Competence Specification: indicates the target communicative
competence of the participant and is the translated profile of needs.
From the above-mentioned elements of the Munby‟s model, the
predominant one or at least the one that has been referred to by other researchers
of need analysis is the Communication Needs Processor (CNP) which is the basis
of Munby‟s approach to need analysis and establishes the profile of needs through
the processing of eight parameters the processing of which gives us a detailed
description of particular communication needs (Munby, 1978). The parameters
specified by Munby (1987) are:
1. Purposive domain: this category establishes the type of ESP, and then the purpose which
the target language will be used for at the end of the course.
2. Setting: the physical setting specifying the spatial and temporal aspects of the situation
where English will be used, and the psychological setting specifying the different
environment in which English will be used.
3. Interaction: identifies the learner‟s interlocutors and predicts relationship between them.
4. Instrumentality: specifies the medium, i.e., whether the language to be used is written,
spoken, or both; mode, i.e., whether the language to be used is in the form of monologue,
43
dialogue or any other; and channel of communication, i.e., whether it is face to face,
radio, or any other.
5. Dialect: dialects learners will have to understand or produce in terms of their spatial,
temporal, or social aspect.
6. Communicative event: states what the participants will have to do productively or
receptively.
7. Communicative key: the manner in which the participants will have to do the activities
comprising an event, e.g. politely or impolitely.
8. Target level: level of linguistic proficiency at the end of the ESP course which might be
different for different skills.
CNP is very famous among teachers. Teachers of English, especially those
concerned with the teaching of English for Specific Purpose, highly utilize his
approach to the analysis of needs and they follow his model for specifying
communicative competence (Fatihi, 2003). However, if we discuss about
communication needs in a bilingual program, where academic context occurs, we
need to relate also communication needs to EAP. In addition, we cannot neglect
that EAP is the branch of ESP as Hutchinson and Waters propose.
Figure 2.6: Categories of ESP According to Hutcinson and Waters (1994).
44
Given the scope of this research is on communication need, it is necessary
to relates it with EAP (English for Academic Purpose) since (Shin, 2008) EAP is
mainly focused on learners‟ communicative purposes within a sociocultural
context. Hence, it is essential to decide what learners‟ needs are, and how they can
be identified and analyzed in the given context.
Since the early 1970s there have been major paradigm shifts in EAP
research and pedagogy from attention to the surface forms of language to a focus
on the direct needs of learners. As stated by Shin (2008) that an EAP approach
specializing in the communicative needs of students has been seen as a humane
activity, because it can incorporate a wide variety of needs related to students
themselves. This argument suits with the earlier statement from Dudley-Evans and
St. John (1998) who state that the aim (of needs analysis) is to know learners as
people, as language users and as language learners; to know how language
learning and skills learning can be maximized for a given learner group. EAP
researchers have hence been interested in “describing the types of tasks, skills and
behaviors required of learners” in the future target situations (Benesch, 2001, p 9).
Nevertheless, we have to remember that the skills that the learners should
accomplish will be changing from time to time according to the situation needs,
regardless what disciplinary and level that the learners have. To put it in simple
word, getting to know what the learners‟ need is a process. Hutchinson and
Waters (1987) best describe the changing of learners‟ need by saying that since
learning a language is not just a mental process but a process of negotiation
between individuals and society, the conclusions of needs analysis in EAP are
constantly checked and re-assessed according to individual and social changes.
45
Consequently, it is very important to identify learners‟ subjectively perceived
needs, so that the social relationship of language learners and their context is not
neglected. Hinkel (2006) has a similar opinion. He states that globalization has
made analyzing participants‟ perceived needs in EAP more essential than in the
previous era. That is, because of the expanding and changing social situations of
globalization, there is a considerable demand for EAP teachers to assess these
students‟ perceived needs in the contemporary context (Hinkel, 2006). Therefore,
developing appropriate tools for identifying learners‟ subjective communicative
needs within the global community and to translate them into coherent course
structures is very crucial.
Another important point to discuss is the language that is used in a special
context. The language that is used in EAP is rather unique. It is different with the
language that we use in daily basis. Cummins (1981, in Francis. J David and
Rivera, O Mabel, 2007) states that conversational language is frequently
perceived as the skills and vocabulary an individual retrieves and uses on a daily
basis, which becomes natural through practice and experience in a comfortable
environment. He differentiates Basic Interpersonal Communicative Skills (BICS)
that is acquired early and is more context embedded, making it easier for students
to draw on a variety of cues in order to understand the meaning of the language
(Cummins, 1981) and the Cognitive Academic Language Proficiency (CALP) that
is context reduced and provides only a limited amount of resources from which
students can derive meaning.
Scarcella (2003) proposes an alternative perspective of academic English
that includes the interaction of phonological, lexical, grammatical, sociolinguistic,
46
and discourse components. Scarcella (2003) defines academic English as a
variety, i.e., a register, of English that is used in professional books and
characterized by linguistic features that are associated with academic disciplines.
A register (Halliday, 1994 in Francis. J David and Rivera, O Mabel. 2007) is a
constellation of linguistic features that are used in specific situational contexts and
determined by three variables: field (the subject matter of the discourse), tenor
(the participants and their relationships) and mode (the channel of communication,
e.g., spoken or written).
According to Scarcella, the register of academic English use includes skills
such as reading abstracts, understanding key ideas from lectures, and writing
forms such as critiques, summaries, annotated bibliographies, reports, case
studies, research projects, and expository essays. furthermore, Scarcella proposes
that academic English includes sub-registers directly related to different
disciplines (i.e., science, economics, mathematics) that make academic English
impossible to understand with the use of conversational language only.
To conclude this topic, we may conclude that communication needs
incorporates various elements. With regards to this research, the researcher would
like to focus on the two types of needs; learners perceived needs (refer to the
students‟ opinion) and real needs (refer to the educational institutions‟ standard).
The learners‟ communicative tasks, skills, and behaviors will serve as the basis for
understanding and explaining the learners‟ communication need. Observing the
language that is used in the bilingual class is also considered very important to
differentiate and categorize the type of language that the students and the teacher
use; the conversational language or the academic language. It is necessary to
47
conduct it since we need to put the goals of bilingual class in Indonesia in Junior
High School in line with the language that is needed or wanted by the students
and the teacher.
Learners perceived need (what the learners want) is crucial since it will
serve us as the accountability, to fill in the gap between the subjectively learners
need and the social changes. The real need refers to two aspects; the learner‟s‟
necessities (what the learners have to know), and lack (what the learners have
already known). These perceived and real needs can be developed by reviewing
the communicative tasks that the learners have to perform, the skills that they
have to accomplished, and also the behavior that they are expected to do. In
additon, these needs can be collected by using many methods. This agrees to the
Grounded Theory Methodology which opens to any data collection techniques.
By collecting the students‟ opinions about the task, the skill, and the behavior that
they (should) perform in the bilingual class and by referring to the standard that
the educational institution set, it will serve us the real needs and the perveived
needs.
B. Bilingual education
In a bilingual education there will be two distinct languages are used for
general teaching. Bilingual program aims at easing the non-English or native
speaker into the English academic environment by teaching content classes in the
native language (Freeman, 1996). Richards also has the same opinion about
bilingual education where he states that bilingual education refers to “the use of a
48
second or foreign language in school for the teaching of content subjects”
(Richards et. al., 1992).
1. Types
Before we discuss further about the goals of bilingual education and relate
them to the situation in Indonesia, it is necessary to notice that bilingual education
takes many different forms which have its own goals and objectives. Colleen
Baker (1996) gives four models of bilingual education, namely: transitional
bilingual education, enrichment bilingual education, two-way bilingual education,
and language maintenance bilingual education.
According to Baker (1996), transitional bilingual education uses students‟
native languages in teaching subject areas and students use progressively more
English to transit into the mainstream education curriculum. Its primary goal is to
mainstream minority language students by weaning them from instruction in their
mother tongue to instruction in the dominant language (Wu and Bilash, 2005). In
other words, transitional bilingual education believes that the first language of the
students can be helpful in providing background knowledge, and literacy transfers
towards the target language. With this approach, students will encounter a
transitional period where they will use their native language so that they can
maintain and comprehend their subject matters before they use the target
language.
Baker also explains about the length of this program. He explains that
transitional program has various lengths in its program. For example, early exit
49
bilingual programs allow children a maximum of two years of instruction in their
mother tongue, whereas late exit programs allow up to 40% of instruction to take
place in the mother tongue until grade 6. We can see that this program provides
intensive English-language instruction since it may start at an early stage. In
addition, this program can be helpful to keep on for the students since the students
get some portion of their academic instruction in their native language. But this
gradually is changing since there will be less instruction in the target language
given as the students are well prepared. Therefore, students‟ gains in English are
slower at first, but ultimately students achieve better in all content areas.
The second model is the integrated-enrichment bilingual education. This
model has been applied to second language immersion programs for majority
language students, such as Canada‟s French immersion program for majority
Anglophone children and native language immersion programs for teaching
endangered minority languages to aboriginal students. The primary goal of the
latter programs is to preserve a minority language and culture (Wu and Bilash
2005). In contrast, the former foreign language immersion programs are additive
in nature and allow students from the dominant or majority group to learn more
languages (Wu and Bilash, 2005). Furthermore, they explain that the immersion
program for majority is seen as a way to elevate individual social status and
increase career potential without dealing with controversies of ethnicity.
Therefore, it can be concluded that the immersion program for the majority
students are well supported and highly regarded, whereas the immersion program
for the minority students is depreciated.
50
Another term for the two-way bilingual education is dual- language
education or two-way immersion. This model brings together students from two
language groups to learn a second language while achieving high academic
standards (Wu and Bilash, 2005). The example of application of this model was in
San Diego. The monolingual English-speaking children sit together in the same
classroom with native Spanish speaking children with limited English proficiency.
Spanish is used 90% of the time and English 10% of the time in kindergarten. By
grade 5, English and Spanish are each used for 50% of instructional time. Through
this program, the monolinguals are immersed in Spanish and learn it, the cultural
identity of the Spanish speaking ethnic minority is confirmed and both groups
learn to appreciate and respect one another‟s culture (Wu and Bilash, 2005).
According to Wu and Bilash (2005), the language maintenance bilingual
education model aims at further developing the home language of minority
students while gradually phasing in instruction in the dominant language. They
further explain that this model is both to develop both languages and to preserve
the culture of the minority group. As stated by Baker (cited in Wu and Bilash,
2005), the key features of this model are; (1) have most, but not necessarily all of
the children come from language minority homes, (2) give parents the choice of
sending their children to mainstream schools or to heritage language education
programs, (3) use the home language of the language minority students in half or
more of the curriculum time, (4) are usually heritage language programs in
elementary schools. They explain further that maintenance bilingual programs
vary in their structure and contents. Most of these programs have not been well
51
studied and many are almost unknown to the public and among researchers and
academics.
We can conclude that this program aims to preserve and build on the
students‟ native-language skills as they continue to acquire English as a second
language. Moreover, it seems that maintenance bilingual education programs have
the greatest long-term success because of the positive cognitive, social, and
emotional effects of fluency in English and the home language. Involving parents
is one of the examples.
The idea of educating bilingual children in formal instructions is both
fascinating and possible for more and more students these days. To have more
than one language certainly has its advantages in today‟s global village. However,
it is necessary to consider that educating children to be successful in more than
one language requires careful planning and learning about bilingual language
development.
The reasons for choosing the bilingual education programs are various
among the students. Even the phrase bilingual „education‟ has different meanings
not only for the students but also for educational practitioners. For some students
and educational practitioners, having the ability to listen in two languages but
speak in just one may constitute bilingualism, while others consider that to be
literate in both languages is the unchangeable target of bilingual education.
Whatever the goals for developing bilingualism, success appears to depend on
whether a „language plan‟ has been worked out in advance.
2. Content Based Instruction
52
Content Based Instruction is one of communicative approaches that
appeared on the general language teaching scene in the mid to late 1980s, and has
gained increasing popularity and wider applicability in recent years. Content-
Based Instruction has been considered and described as a new paradigm in
language education where focuses on student competence in a second or foreign
language while advancing in the knowledge of a subject matter. This approach has
been widely used in a large number of contexts and different educational settings
all over the world in a variety of models. According to Richard and Rodgers
(2001; 207), content based instruction is grounded on two central principles; (1)
people learn a second language more successfully when they use the language as a
means of acquiring information, rather as an end in itself; (2) content based
instruction better reflects learners‟ needs for learning a second language. The
rationale of content based instruction, therefore, is on the premise that students
can effectively obtain both language and subject matter knowledge by receiving
content input in the target language since the subject matter reflects the language
needs of the learners to carry out the roles that they will encounter in performing
specific roles, such as; as a nurse, technician, scientist, etc.
Richards and Rogers (2001: 204) states that CBI refers to an approach to
second language teaching in which teaching is organized around the content or
information that the students will acquire, rather than around a linguistic or other
types of syllabus. Content-based English as a Second Language (ESL) classes
differ from regular content classes in several important ways. There are specific
affective and academic factors present that ensure maximum opportunity for ESL
students to learn content while they are acquiring language. Content-based ESL is
53
yet another means of academic instruction in English. Krahnke (1987, in Richards
and Rodgers 2001) has similar statement by saying that content based instruction
is the teaching of content or information in the language being learned with little
or no direct or explicit effort to teach the language itself separately from the
content being taught.
Richards and Rodgers give an important statement which explains about the
role of target language in content based instruction. They state that classrooms
should focus on real communication and the exchange of information, an ideal
situation for second language learning would be one where the subject matter of
language teaching was not grammar or functions or some other language based
unit of organization, but content, that is, subject matter from outside the domain of
language. Indeed, Richards and Rodgers agree that teaching a target language
through the medium of subject matter is more beneficial since the learners will be
exposed to the real language not just language that is made for learning the form
of a language.
The role of content in other curriculum designs, especially in the immersion
education, also has been described by Richard and Rodgers (2001). They provide
students goal of an immersion program include: (1) developing a high level of
proficiency in the foreign language; (2) developing positive attitudes toward those
who speak the foreign language and toward their culture(s); (3) developing
English language skills commensurate with expectations for a student‟s age and
abilities; (4) gaining designated skills and knowledge in the content areas of the
curriculum.
54
With regard to the plurality of educational levels in which CBI can be used,
the paradigm has proved to be a valid approach for language teaching at all stages
of instruction, from primary school to university levels, both in second and
foreign language teaching situations (Duenas, 2005). In terms of content fields, a
wide number of courses and programs have been developed to advance language
learning while developing content knowledge in different academic areas, such as
in the fields of mathematics (Cantoni-Harvey, 1987), and references to courses in
psychology, economy, geography, political science, etc. have also been reported
(Dupuy, 2000).
To summarize the discussion above, it is important to know the rationale of
CBI. The rationale of CBI is to allow the learner to figure out the patterns of
language structure from the academic subjects themselves. CBI focuses on the
semantic angle/functional communication rather than on the form of language.
This rationale is challenging. Learners in bilingual classes might not have
sufficient vocabulary in a content taught; therefore it is difficult for them to
function socially in the classroom. Consequently, CBI should shift the emphasis
from the content of the academic subjects and focus more attention on the
functional and social needs of the learner.
3. Bilingual Education in Indonesia
With globalization that occurs now, competition in every single field has
become higher and higher. Many governments try to implement new approaches
or methods so that they can increase their human resources in order to meet the
requirements in this global village. Education as one of major fields has developed
55
fast by the invention of new approaches in teaching and learning. To welcome the
need in this global village, the Indonesian government establishes the SBI as one
of its ways. SBI is established in SD, SMP, SMA, and SMK level and it is hoped
that it can increase the quality, efficiency, and the relevancy of human resources
to welcome the globalization era.
SMP-SBI is a national junior high school that implements both the national
curriculum based on Standar Nasional Pendidikan (SNP) and the international
standardized curriculum (reference). The international standardized curriculum is
a curriculum prepared by Direktorat Pembinaan SMP Direktorat Jenderal
Manajemen Pendidikan to meet with the international requirements. Therefore,
the graduates will be able to compete in the international world in the global era of
science and technology (Soejono in Zaenuri, 2007).
There are seven basis of the establishment of SMP-SBI (Depdiknas, 2008-
translated); 1) UU No. 20 year 2003 Chapter XIV-Education Management-article
50 (2) and (3) which states that the government determines the national policy and
national standard education to guarantee the quality of national education. It also
stated that government and local governments organize at least a unit of education
at all levels of education, to be developed further as a unit having international
standards of education; 2) UU No. 17 year 2007 of the Planning of Long National
Development year 2005-2025 which mainly discussed about the importance of
long period development done in continual stages; 3) PP No. 19 year 2005 of the
SNP section 61 article 1 that refers to similar discussion UU No. 20 year 2003
Chapter XIV-Education Management-article 50 (3); 4) PP No. 38 year 2007; 5)
Strategic planning of Depdiknas year 2005-2009; 6) Depdiknas policy year 2007;
56
and 7) Perdiknas No. 22, 23, 24 year 2006 and No. 6 year 2007 No. 12, 13, 16,
18, 19, 20, and 24 year 2007.
In Indonesia, before a school can be appointed as SBI, it has to meet several
requirements. First, it is considered the best school in town (city) which has
already implemented national standardized school (SSN) or has already
implemented a bilingual program. Second, a school is successful in implementing
SSN program. It is shown by the students‟ achievement in a level of a town (city),
province, country, and international world. Furthermore, the students‟
achievement in the nationwide Test (UN) is considered important. To be selected,
the students‟ average score of UN should be at least 8.0 for English, Math, and
Bahasa Indonesia. The UN passing percentage of the students is also taken into
account. A school that has met the requirements will be given SK by Direktorat
Jenderal Manajemen Pendidikan Dasar Dan Menengah Departemen Pendidikan
Indonesia. The appointed school, however, will be accredited by Badan Akreditasi
Sekolah Nasional (BASN) and Badan Akreditasi Sekolah Internasional (BASI)
later (Kompas, 26th of April 2007).
Principally, bilingual education program in Indonesia can be said as the
stepping stone toward the establishment of SBI. The using of Bahasa Indonesia
and English to teach the subject content taught in SMP is hoped to be very
beneficial for both the students and the teachers. As we all know that the literacy
level at Junior High School level is at the functional level while the teaching of
English in subject content is at informational level. Therefore, bilingual education
program is established as a way to lessen the gap of the literacy competence level.
57
Another point is that there are very few teachers in Indonesia who master at two
different subjects, English and the subject content to be taught.
C. Junior High School
1. English in Junior High School
In Junior High School, English is one of the compulsory subjects learnt in
Junior High School. It is taught three hours a week over the period of three years
(Retmono, 1976). As far as the educational development is concerned, the
government has made evaluations to make the teaching and learning process of
English more efficient and more applicable. Thus, the government, based on the
curriculum of education, determines the English language syllabus at this level.
Meanwhile, the use of a particular set of materials complying with the official
English syllabus is not enforced.
Setting up English language in the curriculum cannot be avoided from the
necessity of globalization. Hence, it is no wonder that Indonesian government, in
this matter Department of Education, Social, and Culture, has developed the
curriculum of English. One of the policies made is UU No. 2 tahun 1989 and PP
No. 28 tahun 1990. This policy is set to enhance National Education by including
English in one of the courses taken by the students, especially in the elementary
level. The Indonesian government also has always tried to develop a
comprehensive and continuous English language teaching approach. And, the
58
recent curriculum in English language education in Indonesia also reflects the
necessity of globalization since the curriculum is based on the communicative
approach. The curriculum adopts the so-called communicative competence as its
model of competence (Depdiknas, 2003).
The goal of studying of English in SMP/MTs in Indonesia is basically to
make the students able to reach the fucntional literacy level. The functional
literacy level reflects the capability of communicating (orally and written) to solve
daily problems (survival skills). As it is stated by the government (Depdiknas,
2006), the goals of English in SMP/MTs are to make the students to have the
capability of; 1) developing communicative competence in written and oral to
reach the fucntional literacy level, 2) having the awarness of the essence and
importance of English to improve the national competition resources in the global
village, 3) developing the students‟ understanding of the correlation between
language and culture (Depdiknas, 2006-translated).
It is also stated in the curriculum that the scopes of English subject in
SMP/Mts are: 1) discourse competence, that is the capability to understand and/or
to produce spoken text and/or written text that is realized in four language skills;
listening, speaking, reading, and writing as a whole to reach the fucntional literacy
level, 2) the capability to understand and create several types of short functional
text and monolog as well as essay in the forms of; procedure, descriptive, recount,
narrative, and report. The gradation of teaching material is reflected in the use of
vocabulary, grammar, and rhetoric steps, 3) supporting competencies, which are,
linguistic competence (using grammar and vocabulary, sound structure, writing,
socio-cultural competence (using language expression and speech acts in various
59
communication contexts), strategic competence (solving problem occuring in
communication process to maintain the communication), and discourse
competence (using elemenets that build the discourse) (Depdiknas, 2006-
translated).
2. Junior High School Learners
Very important people who influence the ways of developmental
psychology and the points of view on children are Jean Piaget and Erik Errikson.
Both of them are well known for two theories, Jean Piaget with his theory of
cognitive development and Erik Eriksson with his psychosocial theory. Jean
Piaget, a Swiss psychologist, is best known for his pioneering work on the
development of intelligence in children. His studies have had a major impact on
the fields of psychology and education. He noticed that young children‟s answers
were qualitatively different from older children. His work on cognitive
development is the most complete theory available today. Piaget concluded that
there are four stages of development in child‟s life. With these stages, it will help
us to explain the way children think, retain knowledge, and adapt to the
environment.
Piaget‟s four stages in cognitive development (Přibilová, 2008):
1. Sensorimotor stage (up to two years of age) – Piaget states “this stage marks the
development of essential spatial abilities and understanding of the world” (“Theory of
cognitive development”). In this period intelligence is demonstrated through motor
activity without the use of symbols. Knowledge of the world is limited but developing
because it is based on physical interactions or experiences. Memory starts to be active at
the age of seven months. Physical development allows the child to begin developing new
intellectual abilities. Some language abilities are developed at the end of this stage.
2. Pre-operational stage (up to seven years of age) - in this period intelligence is
demonstrated through the use of symbols, language use matures, and memory and
imagination are developed. “One object can represent another, as when a broom is
60
turned into a “horsey” that can be ridden around the room, and a child‟s play expands to
include “pretend games” (“Cognitive development“). Thinking is done in a non-logical,
nonreversible manner. Thinking is still egocentric.
3. Concrete operational stage (up to eleven years of age) - in this stage intelligence is
demonstrated through logical and systematic manipulation of symbols related to concrete
objects. “Children can add, subtract, count, and measure, and they learn about the
conservation of length, mass, area, weight, time, and volume” (“Cognitive
development“).
4. Formal operational stage (eleven years and up) - in this stage, intelligence is
demonstrated through the logical use of symbols related to abstract concepts. Children
become concerned with the hypothetical, future and ideological problems. “They become
able to reason scientifically and speculate about philosophical issues. Abstract concepts
and moral values become as important as concrete objects” (“Cognitive development”).
According to Cameron (2001) Piaget‟s work is particularly tried to identify
how children can assimilate, (add new knowledge to support old knowledge
already established by them) and accommodate (change their present
understanding of something based on the new experience they‟ve had) and thus
they can develop understanding using both. Piaget believed these stages were
seemingly fixed in age and were in a particular sequential order. He believed that
children could only move onto the next stage when they had completed the stage
before and were ready to do so.
German-born American psychoanalyst Erik Erikson proposes a theory of
human development that stressed the interaction between psychological and social
forces. Erikson is aware that there is a massive influence of culture on behavior
and placed more emphasis on the external world. He is most famous for his work
in refining and expanding Freud‟s theory of stages. Development, he says,
functions by the epigenetic principle. This principle says that we develop through
a predetermined unfolding of our personalities in eight stages. Our progress
through each stage is in part determined by our success, or lack of success, in all
the previous stages (Boeree, 2006).
61
Table 2.1: Erik Erikson’s Identity and the Life Cycle (Chart adapted
from Erikson’s 1959 Identity and the Life Cycle (Psychological Issues vol.
1, #1, in Boeree 2006)
Psychosocial Significant Psychosocial Psychosocial Maladaptations
Stage (age)
crisis relations modalities virtues & malignancies
sensory
I (0-1)- trust vs to get, to give
mother hope, faith distortion-
infant mistrust in return
withdrawal
autonomy vs
II (2-3)- to hold on, to will, Impulsivity-
shame and parents
toddler let go determination compulsion
doubt
III (3-6)- initiative vs to go after, to purpose, ruthlessness -
family
preschooler guilt play courage inhibition
to complete,
IV (7-12 or Narrow
industry vs neighborhood to make
so)-school competence virtuosity -
inferiority and school things
age child inertia
together
V (12-18 or ego-identity to be oneself,
peer groups, fidelity, Fanaticism-
so)- vs role- to share
role models loyalty repudiation
adolescence confusion oneself
to lose and
VI (the
intimacy vs partners, find oneself Promiscuity-
20‟s) -- love
isolation friends in a exclusivity
young adult
another
VII (late
generativity
20‟s to household, to make be, to Overextension-
vs self- care
50‟s)- workmates take care of rejectivity
absorption
middle adult
VIII (50‟s to be, through
and integrity vs mankind or having been, Presumption-
wisdom
beyond)-old despair “my kind” to face not despair
adult being
The task in adolescence stage is basically to achieve ego identity and avoid
role confusion. Ego identity means that we know who we are and how we can fit
into the society. So, at this developmental stage, it mostly depends on what we do
62
to the society and what the society does to us. In other words, adolescence stage
is a stage where we are connecting directly with the society. In addition, that
interaction with the society will give the adolescence their identity.
We may conclude that Junior High School learners are in the stage of
finding oneself in the society. It means that the society will have great influence
toward them. It might be that they are success in playing their role in the society
or perhaps fail to interact with the society. By this argument, Junior High School
learners are surely will have rich information about their perceived needs. Their
interaction toward the society will make great impact toward their need. Surely,
communication will be also influenced by the learners‟ interaction with the
society. Succeeding with the interaction with society means that they will know
what actually the society needs are. This will make the learners realize that their
society requires them to know, to be able to perform, or to act several things,
including in the field of communication, particularly in English.
3. Curriculum
To improve the quality of education that can meet the changing of the real
world, the Indonesian government changes its educational curriculum several
times. As it is done by the Indonesian government now that the government
renovates the KBK-Kurikulum Berbasis Kompetensi (Competency Based
Curriculum) into Kurikulum Tingkat Satuan Pendidikan-KTSP. Basically, the
curriculum is determined by the teachers. The teachers are involved in designing
the curriculum and they sit as the committee in developing the curriculum or
giving input to the committee (Hamalik, 2005: 64). It can be said into a
63
conclusion that teachers play important role in developing and implementing the
KTSP since the teachers are given the authority to develop the curriculum.
Starting from 2006/2007, Depdiknas lunched the KTSP or as it well known
as the Kurikulum 2006. With this kind of curriculum, each educational institution
has the authority to develop their curriculum by noticing the potency of the
educational institution and the local area. On the Education National Standard
(Standar Nasional Pendidikan/SNP) SNP section 1 article 15 that KTSP is
operational curriculum that is arranged and implemented by each of educational
unit. This KTSP arrangement is done by educational unit by noticing the
competency standard and basic competency that is developed by the Badan
Standar Nasional Pendidikan (BSNP).
KTSP is arranged and developed based on the UU No. 20 year 2003 of the
National Education System section 36 article 1 and 2;
1. The development of the curriculum refers to the National Education Standard (SNP) to
achieve the National education goals.
2. Curriculum at all level and type of education is developed with the diversification
principle that conforms to the educational unit, local area potency, and students.
Generally speaking, KTSP gives a new orientation toward education in
Indonesia where it gives authority toward each unit of education. It also gives the
social context to play its role to develop the curriculum. The social context will
include all the stakeholders with each educational unit. Therefore, with KTSP,
each school has its own autonomy to manage its human resources, capital,
learning capability and availability, and the needs of the society.
4. Role of English in SMP-SBI
64
In SMP-SBI, English is used as the instructional language for the teaching
and learning of mathematics, natural science, and information and communication
technology (Zaenuri, 2007). In the bilingual classroom, as the „stepping stone to
become a SMP-SBI, ICT is used as a tool for learning and teaching. The
curriculum of SMP-SBI is called A Model of Kurikulum Sekolah Menengah
Pertama Bertaraf Internasional (SMP-SBI). The curriculum is prepared by
Departemen Pendidikan Nasional that was issued in May 2007. The government
hopes that the model is developed to meet the international curriculum.
The structure of SBI English curriculum is the English curriculum of
Standar Nasional Pendidikan (SNP) + X1, X2, X3, X4, and X5. X1 means that
English is used as a medium of instruction in the teaching of English, Math,
Natural Science, and ICT. X2 means that the teaching and learning of English
should cover the topics that have been discussed in Math, natural Science, and
ICT. X3 means that the teaching and learning of English is conducted by making
use of ICT. X4 means that the teaching and learning of English should include
cross-cultural understanding and X5 means that the teaching and learning of
English should support the development of the students‟ multiple intelligence
(Depdiknas, 2007 in Zaenuri, 2007). It is stated on the Depdiknas (2007) that
…some phrases are added to the competence standard of listening, speaking,
reading, and writing. The phrases are “…bersifat interaktif dan noninteraktif,
dalam situasi formal dan informal …dan/atau dalam konteks akademik”
(Depdiknas, 2007). In other words, in bilingual classes, students learn English
more than stated on the goal of competence standard, and English should not
65
become as a mere of language for academic purpose but also for social
interaction.
There are two ways that a school/madrasah can accomplish the
characteristics of SBI (Haryana, 2007). The first one is adaptasi (adaptation).
Adaptasi is the conformity of certain elements stated on the SNP that refer
(equal/the same) to the educational standard from one of OECD countries and/or
any other developed countries which have superiority in the field of education, are
believed to have quality insurance that internationally recognized, as well as have
graduate students with the capability of international competition. The second is
adopsi (adoption). Adopsi refers to the incensement or
enrichment/strengthens/widening of certain elements that stated on the SNP and
still refer to the educational standard of one of OECD countries.
Zaenuri (2007) gives differences and similarities of SBI-Program, Bilingual
Program and Regular Program. Below is the table that shows the differences
among them.
Table 2.2: The Differences and Similarities of SBI-Program, Bilingual

Program and Regular Program (Zaenuri, 2007)
No. SBI Program Bilingual Program Regular Program
1. Cur: SNP Plus (the Cur: SNP but can be added Cur: SNP (the 2006
plusses are international (by the school itself) with an content standard)
standardized curriculum international curriculum by
determined by adopting it from a
Depdiknas) international school such as
Cambridge School, Schools
of Singapore, or New
Zealand‟s schools
2. English is used as a English is used as a medium The medium of
medium of Math, of instruction of Math and instruction is Bahasa
Natural Science, and Natural Science Indonesia
ICT
66
3. The teaching and The teaching and learning The facilities are not
learning process is process is supported with the supposed to be as
supported with the use use of ICT facilities (VCD, complete as those of
of ICT facilities (VCD, TV, internet line, LCD SBI Program and
TV, internet line, LCD projector) Bilingual Program
projector)
4. The teaching and The materials of math and The teaching and
learning materials are natural science are learning materials are
prepared by Depdiknas developed by the school prepared by Depdiknas
or can be taken from any teachers or adopted from its or can be taken from
other sources that international school partner any sources that comply
comply with the SBI with SNP (the 2006
curriculum content standard)
Theoretical Framework
English as a Post-method era Fast
Lingua Franca Communication
Competition Bilingual Competition

Education at the
Junior High
School Level
The Characteristics
of Junior High Informational
School Learners Literacy Level
Learner Communication Needs
Learner‟s Perceived Need Learner‟s Real Need
different ethnic, linguistics, Institutional expectations (what

educational background, and learners have to know, what learner
purposes know already)
Listening Reading Writing Speaking
Communication Needs in
Academic Context
skills tasks behavior
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english curriculum in communicative tasks in bilingual class

SMP
 goal
discourse Language
skills Function  input
 activity
(procedure)
 role
 setting
Globalization that leads the use of English as a lingua franca in this twenty
first century encourages the educational practitioners to set up new teaching and
learning strategy. Towards globalization, the Indonesian government, through its
English Language Education, hopes that the young generation will be able to
compete in Indonesia and abroad. Therefore, several schools apply their own
method to be able to meet the needs of the global village.
One of the methods used is by applying bilingual education program. This
bilingual education program refers to the teaching of subject matter through target
language, which is English. In Indonesia, bilingual education program is held
before a school becomes SBI. Learners in Junior High School surely will
encounter new concepts and terms of learning English. This is because they are
only expected to be at the functional level of literacy competence. They are only
expected to learn English for the sake of survival skill, such as; buying and
selling, asking and giving permission and information, reading and writing simple
texts. Learners in Junior High School also have different perception and purpose
of taking the bilingual classes.
Based on this assumption, learner will have a specific communication needs
in the bilingual classes. The term of „needs‟ could refer to real need and perceived
68
need. The real communication need can be seen from the target situation. It is can
be seen from the curriculum and on the actual learning in the classroom. The
perceived need is rather different. It is rather subjective, and each learner has
different perceived communication need. This is because they have different
purpose, background, or even different linguistic.
The communication needs here mainly on verbal communication and it
refers to four basic English language skills; listening, reading, speaking, and
writing. However, we have to remember that bilingual education in Indonesia,
where it is the teaching of a certain subject/discipline using the target language
(English), can be said occurs in an academic context. Therefore, communication
needs can be explain by studying the type of tasks, skills, and the behaviors.
As it is stated by the Indonesian government, the skill that the students
should achieve in Junior high school is in functional literacy level where the focus
is on surviving skills. Creating and understanding text or discourse
(spoken/written) is the central focus of the English teaching. Therefore,
understanding the discourse skill/competence as the central of communicative
competence is necessary for the students. This discourse competence of course is
supported by the language expression in daily basis as it is used in bilingual
classes to transform the meaning. Thus, it is also necessary for the students to
understand the „language function‟ as another important element to support their
activities in the bilingual classes. The tasks and the behavior of the students
basically blend in the term „communicative tasks‟ where it also covers the
activities/behavior that the students have. Communicative tasks consist of goal,
input, activity, role, and setting.
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The discourse skills, language function (and notion-inserted in the
questionnaire), and communicative tasks will be the focus of developing the
communication needs of the students, whether it is the perceived needs or the real
needs. The perceived needs will give us a better understanding of what the
students need and want, while the real needs will give us a better understanding of
what the students need to become successfully engage in bilingual classes.
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CHAPTER III
RESEARCH METHODOLOGY
The objective of discussing methodology is to qualify the use of approach
and techniques and methods in response to the kinds of the research so that the
researcher can meet the goal of the study. It presents the appropriate steps of how
I came to the answer of the research questions systematically.
This chapter presents the research methodology and procedures that will be
employed in this research. The discussion will be organized into; (A) Research
Method, (B) Nature of Data, (C) Research Settings and Participants, (D) Research
Blueprint, (E) Data Collection Techniques, (F) Data Analysis, and (G) Validation.
A. Research Method
The researcher believes that thinking is not a thinking until we compare.
Therefore, he would like to compare qualitative and quantitative methods first
before he decides which one that he would like to adopt. By comparing the two
methods, we will get rich underlying concepts of the two methods and finally
choose which concept that serves the best for the research, especially the one that
suits with the problem of the research and the purpose of the research.
Basically, there are two sets of approach, one approach argues that there is a
reality out there, and the other aproach believes that there is no reality until we
create it. The first approach sees that the reality is somewhere out there waiting to
be discovered. It can be seen, heard, smelt, and measured. Therefore, it believes
that it can be generalized, or in other words, human behavior can be generalized.
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The second approach sees that there is no such thing as reality until we create it.
Therefore, it is the human with all their characters and needs who make the reality
exist. In other words, meaning is dependent upon different individuals.
The first belief is known as quantitative research. As it is stated empirically
by Schulze (2003; 8-20) that quantitative studies provides a „general‟ picture of a
situation. It produces results that are generalisable across contexts, although they
neglect the reality of situations. The second belief is known as the qualitative
research. Though many believe that it is not generalisable, it provides us with
more in depth knowledge. Schulze (2003; 8-20) explains qualitative research as
research that is more useful for exploring phenomena in specific contexts,
articulating participants‟ understandings and perceptions and generating tentative
concepts and theories that directly pertain to particular environments.
Bogdan and Biklen (1982) offer a useful summary of the characteristics of
qualitative research. Firstly, it involves a naturalistic setting where in the context
of activities is integral to the evaluation. Secondly, this does not ordinarily involve
the reduction of data into numbers. In this, the data are transcripts of interviews,
diaries, personal field notes, photographs and even tape recordings which help
convey meaning about the setting and places of study. Thirdly, it is conceived
with process as well as product. In short, qualitative evaluation tries to identify the
„hows‟ and „whys‟. Fourthly, qualitative approaches tend to involve inductive
rather than deductive reasoning…data collection is done first, only after the
investigator decides the relevant questions. And lastly, the investigator‟s keen
interest in understanding the people who are under study is the common thread.
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The focus of this research is on understanding the learners‟ communication
needs. From the conclusion of the literature review, it suggests that there are two
sets of needs, real need and perceived need. Real need is set by each educational
institution while the perceived need is set by the learners themselves. The
perceived need develops because there is a gap between the goals and purposes of
learning set by the institution and the social context that each learner deals with.
The social context has major impact in shaping, developing, or even changing the
learners‟ need. Since each learner has his/her own social context, he/she will have
different needs. For an instance, students have different purposes of enrolling in
RSBI (bilingual classes). Some of the students will see that RSBI is very beneficial
for those who want to get a job abroad, or some believe that RSBI is very
beneficial for those who want to continue their study abroad, or some who believe
that enrolling in RSBI is very beneficial for those who want to improve their
English language skills.
Because each student shares different interpretations or purposes on
enrolling RSBI, it will result in different needs, especially his/her communication
needs. Therefore, this research is qualitative in nature since we cannot neglect that
different learners have different interpretations or purposes which will result in
different needs. Therefore, it can be said that the ontology (the nature of reality)
of this research is relativism. Relativism, which is the ontological perspective of
this research, consists of multiple intangible realities that are mental constructions,
which are experientially and socially based. These realities are also local and
specific in nature and are dependent on the individuals or groups that hold these
constructions (Denzin & Lincoln, 1998, p. 206).
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From the ontological perspective, this research suggests that it applies the
relativism where realities are mentally, socially constructed and there are multiple
realities. The ontology and epistemology are linked together. As it is stated by
Crotty (1998) that both ontological and epistemological issues tend to merge
together and are thus inextricably linked. Epistemology is based on how reality
and images of the world are conceptualized (Denzin & Lincoln, 1998).
Constructionism is used in most theoretical perspective. The naturalistic,
phenomenological, and interpretive research paradigms are located within the
constructionism and usually utilize qualitative data. However, the paradigms
within the constructionism can include quantitative data. This research utilizes
construtionism whereby reality is created when an individual interacts with their
environment. It must be noted that the realities of a particular phenomenon or
experience are not carbon copies of each other as individuals are influenced and
guided by a number of different factors including culture, prior learning, creative
abilities, knowledge and experience (Crotty, 1998). This is true when we talk
about the perceived needs of the Junior High School learners since with their
cultural background, their knowledge, their experience, and with any elements
that exist in the society, they create their own meaning of communication needs
by having interaction with those elements.
The theoretical perspective or the philosophical attitude informing the
methodology for this research is symbolic interactionism (rooted in sociology).
Symbolic interactionism is a social-psychological theory that attempts to explain
human behavior. Its main focus is on human groups and human conduct (Patton,
2002). In symbolic interactionism, self is defined by the social roles ones are
74
involved in. It is these roles that enable individuals to experience and understand
their world. Social interaction and life is experienced by symbols and the
meanings attached to them (Bogdan and Biklen, 2003). Therefore, a student is not
just a student but also a son/daughter, a friend, a musician, an artist, an athlete, a
society member who will shape who they are and how they interact with the social
world.
ONTOLOGY
(the nature of reality)
Relativism
EPISTEMOLOGY
(the nature of knowledge)
Constructionism
THEORETICAL
PERSPECTIVE
Symbolic Interactionism
METHODOLOGY
Grounded Theory
METHODS
Observation, Interview,
Survey, and Documentation
Figure 3.1: Research Paradigm Used in This Research
The researcher conducts this research because he would like to explain two
important components, the people being studied and the topic. The people being
studied are the Junior High School learners in bilingual classes and the topic is the
75
learners‟ communication needs. Patton (2002: 40-41) suggests that the dimension
of narrative report focus of the grounded theory approach is on the description of
topic and people being studied. As it is the basic background of this research, the
researcher chose grounded theory as its approach. Furthermore, the researcher
would like to develop inductive theory that is „grounded‟ directly in the data. As it
is argued by Strauss and Corbin (1998) that a qualitative methodology such as
grounded theory should be a more effective methodology when the aim of a study
is to „build‟ theory. In addition, grounded theory embraces the interpretive
traditions of symbolic interactionism and also offers a systematic research
approach to investigate human behavior and social interaction. This is achieved by
utilizing the main elements of symbolic interactionism and its epistemological
underpinnings (Screiber and Stren, 2001).
Carson et al. (2001) suggest that three characteristics are required of a
research problem in order for grounded theory to be applicable. The first of these
is that the research should be interpretivist; the second is that the research should
be about complex social processes between people; and finally, there should be
virtually no existing theories about the phenomena or that existing theories are
demonstrably inadequate.
The first criterion is already „achieved‟ since this research is qualitative
research where it is contextualized and the students have their own interpretation
of what communication needs are. The second criterion is also „accomplished‟ in
a way that the bilingual education program in Indonesia is rather a complex
program. The goal of bilingual program as set by the Indonesian government, as it
is reviewed on the literature review, is to make the young learners to be ready to
76
compete with the students from abroad. However, we have to notice that in
Indonesia, English is seen as a foreign language and it is spoken mainly on
schools or certain institutions. Therefore the English competence of Indonesian
students is different from those of, for example, Singaporean students. In other
words, we still have low proficiency in English. Another point to consider is that
each school has its authority to adopt or adapt foreign curriculum. Of course, this
will create another problem since knowing what curriculum that suits with the
learners‟ needs, capability, and availability needs a long process. The third
criterion is also „accomplished‟ in a way that there is no existing theory related to
learners‟ communication needs in bilingual education program.
Grounded theory is an inductive qualitative approach to research that was
developed to study social phenomena from the perspective of symbolic
interactionism (Glaser, 2002; Glaser and Strauss, 1967). It is concerned with
human behavior and how people manage problematic situations in their lives.
Observational field notes and interviews are the main sources of data collection.
Other methods such as quantitative surveys, journals, books, videos, photographs,
and informal meetings with participants, have also been successfully integrated
(Screiber and Stern, 2001). Meanwhile, Bitsch (2005) states that grounded theory
is a methodology of developing inductive theories that are grounded in
systematically gathered and analyzed data. This methodology can be applied to
both qualitative as well as quantitative data (Glaser & Strauss, 1967). Bitsch goes
on by saying that data collection, analysis, interpretation, and theory development
proceed interdependent and iterative. The three basic elements of grounded theory
are concepts, categories and propositions (Pandit, 1996).
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Shortly, the phrase „grounded theory‟ refers to theory that is developed
inductively from a collection of data. If it is done well, this means that the
resulting theory at least fits one dataset perfectly. This contrasts with theory
derived deductively from grand theory, without the help of data, and which could
therefore turn out to fit no data at all. In other words, grounded theory is a
research method in which the theory is developed from the data, rather than the
other way around. Therefore, it tries to analyze specific things and move to the
general ones. The primary objective of grounded theory, then, is to explain a
phenomenon by identifying the key elements of that phenomenon, and then
categorize the relationships of those elements to the context and process of the
experiment.
The method of this study is essentially based on three elements: concepts,
categories, and propositions. However, concepts are the key elements of analysis
since the theory is developed from the conceptualization of data, rather than the
actual data. Concepts are the basic units of analysis since it is from
conceptualization of data, not the actual data per se, that theory is developed.
Corbin and Strauss (1990, p. 7) state:
Theories can't be built with actual incidents or activities as observed or reported; that is,
from "raw data." The incidents, events, happenings are taken as, or analysed as, potential
indicators of phenomena, which are thereby given conceptual labels. If a respondent says to
the researcher, "Each day I spread my activities over the morning, resting between shaving
and bathing," then the researcher might label this phenomenon as "pacing." As the
researcher encounters other incidents, and when after comparison to the first, they appear to
resemble the same phenomena, then these, too, can be labelled as "pacing." Only by
comparing incidents and naming like phenomena with the same term can the theorist
accumulate the basic units for theory.
The second element of grounded theory, category, is defined by Corbin and
Strauss (1990, p. 7) thus:
Categories are higher in level and more abstract than the concepts they represent. They are
generated through the same analytic process of making comparisons to highlight
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similarities and differences that is used to produce lower level concepts. Categories are the
"cornerstones" of developing theory. They provide the means by which the theory can be
integrated. We can show how the grouping of concepts forms categories by continuing with
the example presented above. In addition to the concept of "pacing," the analyst might
generate the concepts of "self-medicating," "resting," and "watching one's diet." While
coding, the analyst may note that, although these concepts are different in form, they seem
to represent activities directed toward a similar process: keeping an illness under control.
They could be grouped under a more abstract heading, the category: "Self Strategies for
Controlling Illness."
The third element of grounded theory is propositions which indicate
generalized relationships between a category and its concepts and between
discrete categories. This third element was originally termed „hypotheses‟ by
Glaser and Strauss (1967).
Strauss and Corbin (1998) describe developing theory as a complex activity
entailing not only conceiving or intuiting ideas but also formulating them into a
logical, systematic, and explanatory scheme. Glaser and Strauss (1967) earlier
consider that grounded theory should be based wholly on the data collected on the
research. However, in recent times Strauss and Corbin (1998) consider that the
researcher brings a considerable background in professional and disciplinary
knowledge to an inquiry. By this statement it can be inferred that our knowledge
schemata based on the literature review can be used as additional input to develop
theory. As it is stated by Straus and Corbin (1998) that; i) Concepts derived from
literature may provide a source for comparing data at a dimensional level. For
example, if a concept from the data proved similar or opposite from the literature,
comparisons can be made in terms of their properties and dimensions, ii)
Familiarity with relevant literature enables an enhanced sensitivity to subtle
nuances of data and increases the awareness of the researcher as to what to look
for, including which questions to ask respondents, iii) Before commencing a
project, the researcher is able to turn to the literature to formulate questions that
79
act as a starting point during initial observations and interviews, iv) The literature
can also be used to confirm findings and determine situations where the literature
may be incorrect, over simplistic and only partially explaining the phenomena
(Strauss and Corbin, 1998). To look at the differences between the two arguments
from the two proponents, the reseracher would like to display a table from Onions
(2008):
Table 3.1: Key Differences between Glaserian and Straussian in GT

Approach (Onions, 2006: 8-9)
‘Glaserian’ ‘Straussian’
 Beginning with general  Having a general idea of where to
wonderment (an empty mind) begin
 Emerging theory, with neutral  Forcing the theory, with structured
questions questions
 Development of a conceptual theory  Conceptual description (description
of situations)
 Theoretical sensivity (the ability to  Theoretical sensivity comes from
perceive variables and methods and tools
relationships) comes from the
immersion in the data
 The theory is grounded in the data  The theory is interpreted by an
observer
 The credibility of the theory, or  The credibility of the theory comes
verification, is derived from its from the rigor of the method
grounding in the data
 A basic social process should be  Basic social processes need not be
identified identified
 The researcher is passive, exhibiting  The researcher is active
disciplined restraint
 Data reveals the theory  Data is structured to reveal the
theory
 Coding is less rigorous, a constant  Coding is more rigorous and
comparison of incident to incident, defined by technique. The nature of
with neutral questions and making comparisons varies with the
categories and properties evolving. coding technique. Labels are
Take care not to „over- carefully crafted at the time. Codes
conceptualize‟, identify key points are derived from „micro-analysis
which consists of analysis data
word-by-word‟
 Two coding phrases or types,  Three types of coding,
simple (fracture the data then open(identifying, naming,
conceptually group it) and categorizing, and describing
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substantive (open or selective, to phenomena), axial (the process of

produce categories and properties) relating codes to each other) and
selective (choosing a core category
and relating other categories to that)
 Regarded by some as the only „true‟  Regarded by some as a form of
GT method qualitative data analysis (QDA)
Indeed, concept is the basic element in developing a „grounded‟ theory.
While on the earlier discussion about grounded theory, concepts are derived from
the data on the field, the recent trend of grounded theory shows that concepts from
literature could serve as input before conducting the data collection. Therefore, in
additional to the data on the field, concepts could be derived from the review of
literature, prior knowledge and experience of the researcher, to make useful a
preliminary conceptual model before moving on to the primary data collection
stage.
The process of building grounded theory consists of different phases, which
include deciding on a research problem, framing the research question, data
collection, data coding and analysis, and theory development (figure 8). A
grounded theory project typically does not begin with a theory from which
hypotheses are deducted, but with a field of study or a research question, and what
is relevant to this question is allowed (Bitsch, 2004).
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Decide on research
problem
Frame research Yes

question
Data collection, No Reframe research

theoretical sampling question?
No
Data coding, analysis

Yes Revise coding?
No
Theory development
Theoretical
Saturation?
Yes
Decide on research
problem
Figure 3.2: Grounded Theory Flow Chart (Bitsch, 2004)
We cannot neglect that there are two important elements when we conduct
grounded theory research; those are the theoretical sampling and the constant
comparative analysis. The key to ground theory is to generate enough in-depth
data that can illuminate patterns, concepts, categories, properties, and dimensions
of the given phenomena (Glaser & Strauss, 1967; Strauss & Corbin, 1998).
Therefore it is essential to get an appropriate sample size that will generate
82
enough data (Auerbach & Silverstein, 2003). What is the appropriate sample size?
That question is answered by „theoretical saturation‟ (Glaser & Strauss, 1967;
Strauss & Corbin, 1998). Theoretical saturation occurs when: (a) no new or
relevant data seem to emerge regarding a category, (b) the category is well
developed in terms of its properties and dimensions demonstrating variation, and
(c) the relationships among categories are well established and validated (Strauss
& Corbin, 1998, p. 212).
Hence, what we can conclude is that the research will keep moving by
expanding the sample size until the data from data collection technique reveals no
new data. An interesting point that Glaser & Strauss (1967) and Strauss & Corbin
(1998) mention further is about interview technique in a grounded theory
research. They state that in the case of interviews, there is no set number for when
theoretical saturation will occur. One of the aspects that sample size is dependent
upon the scope of the research question (Morse, 2000; Sobal, 2001).
Meanwhile, Morse (2000) discusses also another important element that can
affect the sample size. The ability, experience or knowledge of researcher will
also affect sample size (Morse, 2000). Researchers with more experience and
strong interviewing skills will require fewer participants as they can guide and
encourage the participant to reveal the data (Morse, 2000; Strauss & Corbin,
1998). Their skill, usually acquired through experience, puts the participant at
ease, creates a more conversational atmosphere that has the aura of trust (Strauss
and Corbin, 1998).
When conducting a grounded theory research, we will deal with abundant
data, if the researcher does not have much knowledge on the given area, the data
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will be overwhelming. Therefore, knowledge of the given area may provide the
researcher with insight that allows them to bypass unnecessary data and formulate
questions that guide the interview more efficiently. The researcher‟s knowledge
can come from two sources; a literature review, which maybe scant in the case of
new phenomena, or personal experience.
What we can conclude regarding the sample size is that the quality of data
can affect the sample size and this is why theoretical sampling is recommended
when using grounded theory. Theoretical sampling procedure dictates the
researcher chooses participants who have experienced or are experiencing the
phenomena under study. By doing so the researcher has chosen „experts‟ in the
phenomena and thus able to provide the best data available (Corbin & Strauss,
1998; Glaser & Strauss, 1967). However, the process of selecting participants is
also an evolving process based on the evolving patterns, categories, and
dimensions emerging from the data. Researchers seek out participants that may be
able to provide deeper insights into the emerging patterns, categories, and
dimensions.
The second important element is the constant comparative analysis. When
using the constant comparative method analysis, the data collection, coding, and
analysis occur simultaneously (Glaser and Strauss, 1967). It is a method that
allows the researcher to move back and forth within the data, to change focus and
pursue new leads as they are revealed in the ongoing data analysis (Glaser and
Strauss, 1967). They are four stages of constant comparative method; (1)
comparing incidents applicable to each category, (2) integrating categories and
their properties, (3) delimiting the theory, and (4) writing the theory. Therefore,
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during each phase of this research, new data, concepts, and propositions are
constantly compared within the data analysis.
Constant comparative analysis continues for the duration of the research. It
begins with the coding of incidents that in turn lead to the emergence of categories
and their properties, and finishes with the theoretical codes that connect the
categories with each other and the core category or BSP. This means that all the
data collected over the course of the research has been compared and analyzed
and that the theory that emerges is true reflection of not only the data that have
been collected but also of the participants involved in the study (Glaser, 1992).
This research will use the Grounded Theory Methodology developed by
Strauss and Corbin. Strauss and Corbin (1990) recommend using what they call
technical literature in the early stages of the research, while Glaser (1992) stresses
that non-related literature only should be used initially and later, when the
researcher is sure of the emergent categories, related literature can act as more
data. Therefore, the starting point of this research is a „problem‟ not an „area‟. In
addition, Strauss and Corbin (1990) introduce a new coding process with a strong
emphasis on conditions, context, action/interaction strategies and consequences.
Strauss and Corbin (1990) also introduce a third type of coding, axial coding, to
specify the dimensions of a category and link categories with sub-categories.
Although Strauss & Corbin (1998, pp. 65-68) recommend coding by
“microanalysis which consists of analyzing data word-by-word” and “coding the
meaning found in words or groups of words”, the researcher thinks that it will be
time consuming. Glaser states (1992, p. 40) that this micro-approach is as
producing an “over-conceptualization”. This encapsulated exactly what was being
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experienced and the analysis, from this point on, followed Glaser (1992). That is,
identifying key points (rather than individual words) and allowing concepts to
emerge. The selection of points key to addressing research questions is in line
with qualitative coding analysis (Miles & Huberman, 1984, in Allan, 2003) as a
protection against data overload. Furthermore, Glaser (2001, in Allan, 2003)
makes data analysis becomes something that should not become a burden or
something too become much ado with by stating that if a researcher was uncertain
about the process, just analyze the data in front of you and write what you see.
As Seidel and Kelle (1995: 58) stated, coding is heuristic devices for
discovery. It is the fundamental analytical process, which plays a vital role in
analyzing, organizing, and making sense of textual data (Basit, 2003). The
researcher then analyzed the transcripts following the dynamic and fluid coding
procedure: open coding; axial coding; and selective coding, suggested by Strauss
and Corbin (1998). This procedure is illustrated in Figure 8 (Adapted from
Warburton, 2005, which was adapted from Harwood, 2002: 76).
Figure 3.3: The Grounded Theory Analytic Process (Harwood, 2002)
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Strauss & Corbin (1998) and Charmaz (2006) state that open coding
involves the labeling and categorization of the phenomenon as indicated by the
data. Coding does not entail the mini descriptions of the different blocks of data
but it works in capturing the meanings of theirs instead. The end products are
concepts which are the building blocks that will help build up the grounded theory
or theories. By asking simple questions such as who, why, what, how, when,
where etc, every word, phrase or sentence in each line of data is analyzed.
Each analyzed line is then broken down microscopically into different
discrete events called codes. All codes are assigned individual incident labels.
Such line by line microscopic analysis serves to prevent researcher from making
biased analysis due to preconceived idea about the data or theory as it forces the
researcher to be exposed to the complete range of the data (Strauss & Corbin,
1998). It then progresses to the platform where the codes are compared and
similar codes expressing the same incidents are grouped together under the same
conceptual label. Each such group thus becomes a concept. These conceptual
labels are then contrasted again and further clustered into a higher and more
abstract level known as categories. After a category is formed, there is a need to
identify its properties and dimensions (Strauss & Corbin, 1998).
Writing memo is also considered in developing theory in this method.
Glaser (1978:83) defined memoing as “the theorizing write up of ideas about
codes and their relationships as they strike the analyst while coding”. Strauss &
Corbin (1998) introduced writing memos as a system for keeping track of the
categories, properties, hypotheses, and generative questions that evolve from the
analytical process. These memos are constantly engaged in the formulation and
87
revision of the theory during the research process. Memos thus help to raise the
data to conceptual level, develop its properties and connect the concepts together
to form the grounded theory ultimately. Memos, too allow the researcher to keep
track of his thought processes throughout the research proper. In other words,
memos enable the researcher to be clear and reflective about his/her thought
processes of what is happening to the data. Furthermore, in the triangulation of
data in the research process, the memos used can help to corroborate the data
collected.
As for axial coding, those assembled data are put back together in fresh
ways by making associations between a category and its subcategories. This is to
bring together the categories and subcategories in explaining the phenomenon that
is embedded in the data. The development of main categories and subcategories is
central to the process. There are four steps in axial coding (Strauss, 1987). The
first step is the identification of the properties and dimensions of each category or
subcategory. It is followed by the exploration of the relationships between them
and uncovering the conditions, actions, and consequences for the phenomenon
through these relationships. The fourth involves using a paradigm to represent and
link up the various relationships.
In axial coding, Strauss and Corbin (1998: 124) said „a category stands for a
phenomenon.‟ Moreover, they suggest that the researcher explain a phenomenon
by answering questions about the phenomenon such as when, where, why, who,
how and with what consequences. They (Strauss and Corbin, 1998) provide the
paradigm model as a device to help discover the relationships among categories
and the core category. The paradigm is nothing more than a perspective taken
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toward data, another analytic stance that helps to systematically gather and order
data in such a way that structure and process are integrated (Strauss and Corbin,
1998: 128). Largely, according to Strauss and Corbin‟s (1998) advice, the
researcher conducts the basic tasks in axial coding, including: (1) laying out the
properties of a category and their dimensions (2) identifying conditions, context,
actions, strategies and consequences associated with a phenomenon, and (3)
relating a category to its subcategories through statements denoting their
relationships.
In conclusion, axial coding is the process of relating codes (categories,
subcategories, or properties) to each other, with inductive and deductive thinking.
This process can be based on emphasizing causal relationships, and fit things into
a basic frame of generic relationships. According to Borgatti (2003), the frame
consists of the following elements:
Table 3.2: Elements of Axial Coding (Borgatti, 2003)

Element Description
This is what in schema theory might be called the name
of the schema or frame. It is the concept that holds the
Phenomenon
bits together. In grounded theory it is sometimes the
outcome of interest, or it can be the subject.
These are the events or variables that lead to the
Causal
occurrence or development of the phenomenon. It is a set
conditions
of causes and their properties.
Hard to distinguish from the causal conditions. It is the
specific locations (values) of background variables. A set
of conditions influencing the action/strategy. Researchers
often make a quaint distinction between active variables
Context
(causes) and background variables (context). It has more
to do with what the researcher finds interesting (causes)
and less interesting (context) than with distinctions out in
nature.
Similar to context. If we like, we can identify context
Intervening with moderating variables and intervening conditions
conditions with mediating variables. But it is not clear that grounded
theorists cleanly distinguish between these two.
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The purposeful, goal-oriented activities that agents

Action
perform in response to the phenomenon and intervening
strategies
conditions.
These are the consequences of the action strategies,
Consequences
intended and unintended.
During selective coding, as the researcher analyzes the data once again and
refers to the previous coding that has been carried out, one of the categories is
chosen as the main code for understanding the data. All others become
“subservient” to this code (Strauss, 1987). As a researcher develops a grounded
theory, she repeatedly returns to the data to ensure that it has been fully saturated
in the search for categories and their properties.
In developing the theory in the grounded theory research, there are several
ways. As it is stated by Senior (2006, p. 22) that there are three main ways in
which grounded theorist can use their imagination as their research tool; through
diagramming; through exploring the data through metaphors; and through creating
new words for overarching categories under which lesser categories can be
subsumed. The main proponents of grounded theory, Glaser and Strauss and
Corbin actually recommend using diagrams in the process of generating theory.
Strauss and Corbin (1990) include a section on memos and diagrams which is
recommended for use throughout the research process. Strauss (1987) suggests
that this strategy encourages theory building and a clearer understanding of data.
Diagrams, according to Strauss and Corbin (1990) can take the form of logic
diagrams which show the logical relationships between categories and their
subcategories and integrative diagrams which are used to try and show conceptual
linkages.
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The important that might occur with this research is what actually „theory‟
is. Jonathan Grix (2004) in his book „The Foundations of Research‟ gives a good
and comprehensible of what „theory‟ is. Some general points relating to theory
and its purpose are; 1). To give structure and direction to your endeavors by
pointing you to specific „variables‟ (be aware of the things that you are being
pointed away from), 2). Theory is a specific language with which to describe and
explain the social world we study, 3). Theory is an abstraction of reality, in which
concepts-with referents in the „real‟ world-are related to other concepts, offering
us tentative hypotheses or explanations, 4). Different uses of theory exist and
operate at different „levels‟, for example, „grand theory‟ and „middle-range
theory‟, 5). All research is underpinned by „metatheoretical‟ assumptions; even if
we do not believe in theory at all, we are still taking a „theoretical‟ stance on
research, 6). A multitude of specific theories operate within these metatheoretical
frameworks.
B. Nature of Data
Since grounded theory is more open toward any kinds of data and that the
communication needs can be seen from different data also, this research has
several types of data, namely: numerical (from questionnaire), field notes (from
observation), document (from lesson plan and bridging course material), and
interview transcripts (from interview).
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C. Research Settings and Respondents
Theoretical sampling is central to grounded theory methodology. This type
of sampling directs all data collection efforts towards gathering information that
will best support development of the emerging theory (Glaser & Strauss 1967).
Theoretical sampling procedure dictates the researcher chooses participants who
have experienced or are experiencing the phenomena under study. By doing so the
researcher has chosen „experts‟ in the phenomena and thus able to provide the best
data available (Corbin & Strauss, 1998; Glaser & Strauss, 1967).
The research was conducted at one of state Junior High Schools in
Yogyakarta-Indonesia. It implements the bilingual education program and the
location is near. There are two possibilities of choosing the respondents, students
from the ninth grade and students from the eight grade as they are the ones who
have the experience of bilingual education program before at their earlier class.
The students from the eighth grade were chosen because they were having regular
activities in the class at that moment. The ninth grade were having particular class
activities as they were preparing for the national exam. Therefore, choosing the
ninth grade would not be appropriate for the reseacrh.
The problem of qualitative research in term of sampling technique lies on
the quality and quantity of the samples. Morse (1991) states that the adequacy of
sampling technique is determined by the relevance, completeness, and amount of
data collected. Morse calls this as „saturation‟. Saturation is achieved when no
new data, ideas, or theories can be added to the research. Or as it is stated by Ezzy
(2002) as the point which collected data become redundant.
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D. Research Blueprint
Before the researcher goes into the setting, it is necessary for the researcher
to have a blueprint for each technique. This blueprint will help the researcher to
have pre-understanding of the study. This blueprint also will be helpful to develop
further research based on each techniques used in this research.
Table 3.3: Research Blueprint for Observation

No. Component Activity
1. Goal  Observing the establishment and maintenance
of interpersonal relationships communication
 Observing the acquirement of information from
more or less ‘public’ sources in the target
language
 Observing the listening, reading, enjoying and
responding to creative and imaginative uses of
the target language
2. Input  Observing the language students hear
 Observing the language students read
3. Activity  Observing the listening, speaking, writing, and
reading activities conducted to respond the
input.
4. Role  Observing the relationship among participants in
a task.
5. Setting  Observing the classroom arrangements entailed
in a task.
6. Language function  Observing the language function in the bilingual
classrooms; ideational meaning, modal, and
phatic meaning.
7. Discourse skills  Observing the discourse skills used in the
bilingual classroom; cohesion and reference,
operation on a text, and rhetorical organization
of a text
Table 3.4: Research Blueprint for Documentation

1. Goal  Documentating the goals stated on the
curriculum related to communication needs
(standard competence & basic competence)
2. Input  Documentating the reading material
3. Activity  Documentating the activities stated on the
reading material
4. Role  Documentating the relationship among
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participants in a task based on the reading

material.
5. Setting  Documentating the classroom arrangements
entailed in a task based on the reading material.
6. Language function  Documentating the language function in the
bilingual classrooms and future target; ideational
meaning, modal, and phatic meaning.
7. Discourse skills  Documentating the discourse skills used in the
bilingual classroom; cohesion and reference,
operation on a text, and rhetorical organization
of a text
Table 3.5: Research Blueprint for Interview

1. Goal  Interviewing the students’ perception of needs
of the establishment and maintenance of
interpersonal relationships communication
 Interviewing the students’ perception of needs
of the acquirement of information from more or
less ‘public’ sources in the target language
 Interviewing the students‟ perception of needs
of listening, reading, enjoying and responding
to creative and imaginative uses of the target
language skill
2. Input  Interviewing the students‟ perception of needs
of the language students hear
 Interviewing the students‟ perception of needs
of the language students read
3. Activity  Interviewing the students‟ perception of needs
of the listening, speaking, writing, and reading
activities conducted to respond the input.
4. Role  Interviewing the students‟ perception of needs
of the relationship among participants in a task.
5. Setting  Interviewing the students‟ perception of needs
of the classroom arrangements entailed in a task.
6. Language Function  Interviewing the students’ perception of
language function in the bilingual classrooms
and future target; ideational meaning, modal,
and phatic meaning.
7. Discourse skills  Interviewing the students‟ perception of the
discourse skills used in the bilingual classroom;
cohesion and reference, operation on a text, and
rhetorical organization of a text
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E. Data Collection Techniques
I would like to open this subtopic with Glaser and Strauss (1967, p.65)
statement in his book The Discovery of Grounded Theory that;
In theoretical sampling, no one kind of data on a category nor technique for data collection
is necessarily appropriate. Different kinds of data give the analyst different views or vantage
points from which to understand a category and to develop its properties; these different
views we have called slices of data. While the [researcher] may use one technique of data
collection primarily, theoretical sampling for saturation of a category allows a multifaceted
investigation, in which there are no limits to the techniques of data collection, the way they
are used, or the types of data acquired. (Emphasis in original.)
Based on above statement, it is recommended for the researcher to use
multiple kinds of data collection techniques. With regard to this research, the
researcher chose four different data collection techniques: observation, survey,
interview, and documentation. To support and to have better understanding of the
three main techniques, the researcher used also audio recording, video recording,
and field notes. During observation and interview, the researcher filmed the
classroom activities and interview and took down filed notes.
The writer conducted naturalistic observation where, as stated by Cohen
(2000) that the researcher stays with the participants for a substantial period of
time, recording what is happening, whilst taking role in that situation. The term
taking role here could mean as: in researcher takes particular activities, recording
impressions, and conversations, comments, behavior, events, activities, or shares
ideas. Staying in a situation for a long period will help the learners is to make the
researcher becomes more engage with the context or being immersed). As a result,
a thick description will be the result. To generate a thick description the researcher
will record speech acts, non verbal communications, and timing of events. All of
these can be achieved by careful and frequent recording of the time and timing of
events, commenting events and categorizing them, and writing up detailed
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contextual data. This observation is conducted to see how the classroom activities,
mainly the communicative tasks and communicative behaviors happen in the
classroom.
The second technique is a survey. The survey will consist of a questionnaire
and an interview. A questionnaire will be distributed to the respondents to
understand further about their communication needs. This questionnaire is self-
administered by the students. However, the researcher will play as an active role
as he will try to explain the questionnaire.
The following technique of the survey is an interview. There will be semi
structured interview, means that the topics and issues to be covered are specified
in advance, and then the researcher decides the sequence and working of questions
in the course of the interview. The use of interviews based on assumption that the
participants‟ perspectives are meaningful, knowable, and able to be made explicit,
and that their perspectives affect the success of the project. In other words, we
will be able to have an access to go into people‟s mind; we will also be able to
measure the knowledge or information of the people, what the perspectives,
beliefs, attitudes of the people. Therefore, this interview will give important
information about the students‟ belief on their communication needs in the
bilingual classes.
The third technique is documentation. This technique is conducted to see the
communicative skills needed in bilingual classes in the school under studied. This
documentation will be useful to see the gap between the real need of Junior High
School students and the perceived need that each student has.
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F. Data Analysis
Theory generation is not based on the raw data; it is based on concepts and
categories being developed out of the raw data. The data coding and analysis
phase of grounded theory studies builds on three analytic techniques: open coding,
axial coding, and selective coding (Strauss, 1987; Strauss and Corbin, 1990).
As we all know that the main aim of data analysis on qualitative data is to
discover the perceptions and experiences of the participants so that the researcher
can then extract themes. These themes are then grouped into categories that relate
to the phenomenon under investigation. This process of coding is called as open
coding. Vera Bitsch (2005) states that the open coding technique is a process of
discovering the properties and dimensions of the concepts contained in each of the
interviews. She further explains that the process of open coding allows the
researcher to expose the thoughts, ideas and meanings contained within the text of
interviews. In general, during the open coding process data is broken down into
discrete parts, closely examined and compared for similarities (or differences).
Strauss and Corbin (1998) state this process as identifying concepts or labeled
phenomena.
The second analytic technique is axial coding. Vera Bitsch (2005) explains
that axial coding focuses on the relationships between categories and
subcategories, including conditions, cause-and-effect relationships, and
interactions. During the axial coding phase, sampling strives for increasing
variance by including cases that seem to contradict the evolving theory.
The last analytic technique is selective coding. It is explained by Bitsch
(2005) that this analytic technique involves integrating categories and
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subcategories with a central concept and providing sufficient detail and density for
the evolving theory. Sampling during the selective coding phase becomes very
directed and deliberate to fill in additional detail, test for further variation, and
clarify final questions near the completion of the research project. In other words,
selective coding is the process of choosing one category to be the core category,
and relating all other categories to that category. This core category will serve as
the driver to move forward and relate to all categories.
G. Validation
The validation of the data was done through triangulation. This technique
was popularized by Elliott and Adelman during their work with the teaching
project (Hopkins, 1993: 152). Rice and Ezzy (1999) state that there are two
classifications of this method. First, with-in method triangulation. This method
involves using two or more similar methods of data collection in a study with the
view to measuring the same variable (Mateo & Kirchhoff, 1999). Second,
between or across method triangulation. This method involves the use of two or
more research methods in the one study (Boyd, 2000). This usually means that the
researcher has utilized a combination of qualitative and quantitative data
collection methods (Thurmond, 2001).
With regard to this research, it uses with-in and between or across methods.
The with-in method triangulation involves document, observation, interview, and
survey (questionnaire) to explore the real communication needs and survey and
interview to explore the perceived communication needs. The between or across
method triangulation involves qualitative data from interview, field notes from
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observation, document, and questionnaire (from the comment section). For the
quantitative data, it will involve data from the questionnaire.
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CHAPTER IV
ANALYSIS AND RESULTS
This chapter reports on the analysis of the data gathered during the
observation, questionnaire, interview, and the documentation. The analysis was
conducted in a systematic way and it is not done in a linear way since as it is
suggested that in Grounded Theory, researchers should conduct constant
comparative analysis.
As it is stated by Glaser and Strauss that when using constant comparative
method of analysis of data collection, coding and analysis occur simultaneously
(Glaser and Strauss, 1967). Though the data analysis is presented in what appears
in a linear way, in reality it is not. In analyzing the data, the writer compared new
data, concepts, propositions, and ideas to the previous data so that it could add the
accuracy and authenticity of the result presented. With constant comparative
analysis it will allow the researcher to move back and forth within the data, to
change focus and pursue new leads as they are revealed in the ongoing data
analysis (Glaser and Strauss, 1967). They are four stages of constant comparative
method; (1) comparing incidents applicable to each category, (2) integrating
categories and their properties, (3) delimiting the theory, and (4) writing the
theory. To assist the theory development, memos were written.
A. Open Coding
The first data analysis is open coding. It is done to label each phenomenon
on the data gathered. This open coding will seek for the meaning of each
phenomenon and it will yield concepts which are the building blocks that will
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help to build up the grounded theory. Although it appears that this research
presents the data analysis in a linear way, as a matter of fact the in coding the data,
the researcher compared one data to other data (one technique to other techniques
of data collection).
The concept of labelization will be followed by grouping the concepts
emerged. The concepts will be grouped based on their similarities and differences.
This level of data analysis yields categories. This category will be also
accompanied by writing code notes to help better understanding the properties and
dimension of the category and also to generate the theory itself.
1. Observation Data
The first data collection was done by observing the field. It was noticed by
the researcher that the school where this research was conducted was entering the
midterm. The supposed sampling in Grounded Theory recommends that we
should use the „experience‟ respondents. It can be concluded that for this research,
we have two possibilities, those are: using the ninth grade or eight grade as the
respondents. It was noticed by the researcher that using the eighth grade would be
more valid since the students in the ninth grade were only having a try-out classes
for the National Exam. For the class observed, it is believed that the more various
the class is the more valid or richer the data will be. Hence, the researcher
conducted the research in various classes.
Each of the observation was video and audio taped in order to get more
accurate data. After it is video and audio taped, the researcher will make a field
note based on the video and audio recording. Due to the reason of confidentiality,
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the name of respondents will be replaced by using a single letter of his/her first
name. The numbers of respondents in each class are around twenty students and a
teacher.
A memo in a form of field note was written during the observation. The
writer believes that data do not have to be gained from literally texts, they could
be gained from seeing the behavior from the observations such as interactions and
events in the bilingual classrooms.
Field Note (March 11‟2010)

I am surprised when I conducted my observation. I see that
among the students have very close relationships. Students are singing,
playing guitar, talking, and laughing about what they are talking. The
close relationships are also reflected between the teacher and the
students, meaning that students often express their feeling during the
class activities. Some students just come into the teacher and discuss
something. Several students are seen giving their comment about the
chore that they are going to perform. The discussion still continues after
the teacher greets the students. The students mainly talk about their
objection and ask about what they should do in the presentation. During
the classroom, the close relationships are also showed by the gesture
from the teacher and the students and jokes that the students and teacher
make. I fell glad to include Erik Errikson‟s developmental stage. (Memo
OBSV- 1103).
The data analysis starts by transcribing the classroom activities from the
observation. In addition, the important elements of communication during the
class activities are bolded or underlined. Once they are bolded and underlined, the
key points are coded. The key points here are underlined and/or bolded in italic.
The underlined ones are the non-verbal communication occured during the
observation took place. Meanwhile, the bolded and italic ones are the verbal
communication occured during the observation took place (see Appendix 1-
Viggnetes of the Observations).
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The following stage of the data analysis is performed by rerunning the audio
and video taped of the observation. As stated by Glaser (2002) that two most
important properties of conceptualization for generating GT are that concepts are
abstract of time, place, and people, and that concepts have enduring grab. He
further adds that in GT, behavior is a pattern that a person engages in, it is not the
person. Therefore, viewing the behavior of the students and the teachers on the
recording is considered to benecessary to code the transcribed data from the
observation. By looking at the audio and video recording, coding the key points of
observation transcription will be more accurate. A good and simple example is
provided below.
The teacher starts it with a smile and says, „what will you have?‟ (VC8-1st OBSV).
The above question is coded as „teasing‟ and is not as „information inquiry‟.
The concept „teasing‟ is considered to be more accurate since from the audio and
video transcription, it is seen that the students had already known what they would
be doing. Therefore, many of the students were whining.
The third stage is to crosscheck or to compare the observation data to the
other data gathered, which are from the documentation, questionnaire, and
interview. From the observation and comparison to other data, the writer tries to
make an open coding. It has to be noticed that conducting a micro analysis coding,
which is analyzing word by word would be very much time consuming and
besides later on it can create confusion to the result of the data analysis itself since
there will be to many things that can become the focus. It is easier and more focus
if it is analyzed by using key points (see appendix 2-Open Code Labeling). The
key points here will be coded (labeled phenomena) and be given identification
(ID) so that it will be easier to relate one concept (from the open coding result) to
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other concepts so that we can get similarities or differences. The „ID‟ will be
categorized into two: „NVC‟ for non verbal communication and „VC‟ for verbal
communication. An illustration of how to compare the data is provided below.
The source of the Identify the different parts

sound is… of an atom.
(VC240-3rd OBSV) (LP3.1; Appendix 3-
LP)
Identification inquiry
Figure 4.1: Data Comparison in Open Coding Stage
Though this thesis only focuses on the verbal communication, the writer
does not want to limit important data that can give support for theory development
since non verbal communication will give so much rich data about the relationship
that the students and the teacher have. This agrees to the concept of „theory‟ in
grounded research as it has been explained in chapter III. From comparing the
data, the data analysis of the observation generates ninety two (92) concepts.
Table 4.1: Concepts Generated from Observations

No Coding I.D.
1. Asking permission NVC1
2. Talking to friend VC1, 42, 48, 49, 66, 51, 101, 106, 112, 223,
233, 245, 252, 270, 278, 283, 330, 345, 393,
418, 421, 429
3. Expressing objection VC2, 3, 4, 87
5. Expressing greeting VC6, 43, 46, 67, 99, 103, 109
6. Responding greeting VC7, 110
7. Teasing friend VC8, 98-CN28
8. Whining VC9, 20, 60
9. Expressing identification VC10, 79, 115, 242, 243, 255, 310, 314,
336, 337, 339, 341, 349, 355, 357, 372, 381,
386, 399, 411
10. Expressing lack of VC11
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confidence
11. Expressing opinion VC12, 382, 383, 384
12. Expressing agreement VC13, 15, 59, 267, 269, 281
13. Expressing suggestion VC14, 18, 61, 89, 96, 364
14. Negotiating VC16, 17
15. Giving reminder VC19
16. Preparing presentation NVC2,13, 36, 42
17. Ice breaker VC21
18. Joking VC22, 82, 107, 221, 226, 227-NVC17, 18,
19, 20, 21, 24
19. Smiling and laughing NVC3, 7, 9, 30, 42, 52
20. Initiating a story telling VC23, 47, 81, 83
21. Surprise statement VC24, 74, 100, 224
22. Applauding NVC4
23. Persuading VC25, 36, 37, 38, 57, 76, 77
24. Expressing confirmation VC26, 69, 114, 264, 280, 285, 307, 311,
317, 320, 328, 359, 403
26. Expressing reason VC28, 29
27. Question inquiry VC 30
28. Analyzation inquiry VC31, 73, 228, 230, 231, 237, 248, 256,
265, 352, 362, 360, 363, 373, 416, 417
29. Stalling VC32, 70, 71, 85-NVC5, 10
30. Answering softly VC33, 56, 94, 300, 361
31. Confirmation inquiry VC34, 35, 44, 68, 93, 113, 118, 222, 241,
259, 263, 279, 306, 309, 316, 319, 325, 327,
358, 402
32. Giving permission VC39
33. Ending presentation VC40, 53, 72, 80, 90, 97, 102
34. Expressing order VC41, 111, 116, 275, 277, 282, 287, 288,
291, 294, 326, 332, 367, 375, 395, 413, 420,
422, 431
35. Looking for better seat NVC6, 12
36. Giving correction VC45
37. Hushing CVC50, 108, 394
38. Discussing VC52, 65, 105, 235, 308, 426, 427, 428
39. Asking question softly VC54
40. Identification inquiry VC55, 58, 78, 239, 240, 254, 272, 301, 313,
331, 334, 335, 348, 353, 354, 369, 398
41. Expressing farewells VC62, 329
42. Responding farewells VC63
43. Expressing relief VC64, 104
44. Smiling in relief NVC7
45. Singing NVC8
46. Expressing interruption VC75
47. Asking repetition VC84, 224
48. Asking pointers VC86, 88
49. Expressing pointers VC371, 424, 425
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50. Expressing disbelief VC91

51. Expressing disappointment VC92
52. Expressing understanding VC95
53. Ignoring NVCC11
55. Coming late VC14, 39
56. Making noise NVC15, 16
57. Expressing reprimand VC117
58. Expressing dissatisfaction VC119
59. Expressing disagreement VC220
60. Conducting experiment NVC22, 23, 25, 32, 34, 35, 36, 40, 41, 42,
46, 47, 48, 49, 50, 56
61. Expressing analyzation VC229, 249, 257, 374, 365
62. Conclusion inquiry VC247, 261, 271, 276, 295, 299, 303, 305
63. Expressing causal VC232, 236, 251, 347, 365, 366
description
64. Getting attention VC234, 246, 419, 430
65. Expressing conditional VC238, 251, 260, 356, 392, 396
description
66. Expressing description VC244, 338, 368, 376, 380, 388, 389, 390,
410, 415
67. Reasoning inquiry VC27, 250, 286, 299
68. Expressing conclusion VC258, 262, 273, 274, 296, 302, 304, 315,
318, 351, 407
69. Repeating question VC266,
70. Classifying inquiry VC268, 432
71. Watching/showing slide NVC26, 27, 44, 51, 53
72. Whistling NVC29, 31
73. Counting VC289
74. Expressing calculation VCC290
75. Expressing explanation VC292, 312, 365, 366, 374, 385, 387, 397,
401, 405, 406
76. Expressing gratitude VC293
77. Expressing satisfaction VC297, 298
78. Mimicking sound NVC33
79. Comparing inquiry VC322
80. Checking student NVC36
81. Introducing topic VC333,
82. Expressing example VC340, 350
83. Explanation inquiry VC342,
84. Definition inquiry VC343, 346
85. Reading text VC344
86. Expressing doubt VC370
87. Conditional description VC377, 378
inquiry
88. Expressing distinguishment VC379, 408, 412
89. Example inquiry VC391
90. Expressing classification VC414
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91. Coming to teacher desk NVC54

92. Description inquiry VC423
The fourth and the final step of the observation data analysis is to group the
concepts into categories. These categories are generated through an analytic
process of making comparisons to highlight similarities and differences that is
used to produce lower level concepts.
Category 1. JESTING
Mimicking sound
Making noise
Teasing friend
JESTING
Ice breaker
Joking
Smiling and laughing
Figure 4.2: Jesting Category Development (Observation Data)
At the initial moment where the researcher conducted the observation, it is
well noticed that among students, they have a close relationship. One main way to
express this relationship is by making fun of each other. During the observation,
students in many occasions were seen laughing. They were often laughing
because of mimicking funny sound, jokes, and teasing from their friends. To put
together these concepts, the word Jesting, meaning something that is done or said
in a playful joking manner, best represents the above mentioned concepts. Here
are few examples to illustrate the category.
Some students are taping the table. (NVC15-3rd OBSV)

The male students start to tap the table. (VC16-3rd OBSV)
The two examples of non-verbal communication happened during the third
observation. It was at the laboratory where the students had a physics class. They
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discussed „sound‟ as their topic. The teacher ordered the students to make a sound.
Suddenly, all of them were tapping the table and made a loud noise. They were
tapping the table and laughing about it. In so many words, these short „episodes‟
are best described as Jesting. Other further examples are provided below.
The teacher starts it with a smile and says, „What will you have?‟ (VC8-1st OBSV)
„Any question? To make it longer,‟ (VC22-1st OBSV).
The first incident (VC8) was triggered by the teacher‟s question which made
the students smile. It was noticed that the students had already known of the task
they would have to do, which was to tell a story in front of the class. Before the
class began some students had already given some objection of the task.
Nevertheless, the teacher started the task by saying, „What will you have?‟ This
made the student smile. The following incident is almost similar. Since the
students were talking to themselves practicing the story that they would tell, she
asked the researcher to introduce himself in front of the class to give a moment for
the students. After finished introducing, the teacher says, „Any question? To make
it longer.‟ Afterward, the students were laughing. These two samples of incidents,
therefore, are categorized as Jesting.
Principally, Jesting represents the students‟ and the teacher‟s amusing
behaviors. Whether the behaviors are verbal and non verbal, they have their
similarity which is bringing amusement to the students and the teacher. In
addition, Jesting occurs in many occasions during the observation. Thus, it makes
the researcher write a code note. This code note is very useful to write necessary
elements to be discussed further during the coding of the category. This code note
becomes „provender‟ for later development of the category and for connecting it
to other categories or as we know it as axial coding (see appendix 4-Code Note).
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Category 2. Academic Activities
Reading text
Conducting experiment
Discussing Academic Activities
Ending presentation
Watching/Showing slide
Preparing presentation
Figure 4.3: Academic Activities Category Development (Observation

Data)
The second category is named as Academic Activities. If we look back at the
structure of SBI English curriculum, we notice that the English curriculum of SBI
is Standar Nasional Pendidikan (SNP) + X1, X2, X3, X4, and X5. X1 means that
English is used as a medium of instruction in the teaching of English, Math,
Natural Science, and ICT. X2 means that the teaching and learning of English
should cover the topics that have been discussed in Math, natural Science, and
ICT. X3 means that the teaching and learning of English is conducted by making
use of ICT. X4 means that the teaching and learning of English should include
cross-cultural understanding and X5 means that the teaching and learning of
English should support the development of the students‟ multiple intelligence
(Depdiknas, 2007 in Zaenuri, 2007). This statement from the curriculum clearly
defines that there will be various activities in the bilingual classes.
Six activities above surely cannot represent all kind of activities that
actually happen in the bilingual classes. However, it is obvious that the activities
are conducted in an academic context. Conducting experiment is one effortless
example.
Conducting experiment (NVC 22, 23, 25, 32, 34, 35, 36, 40, 41, 42, 46, 47, 48, 49, 50, 56-
3rd & 4th OBSV)
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The experiment activities happened during the physics class. The students
experienced various kinds of experiments starting from the simple into the
complex ones in order to absorb the knowledge more easily. Although they used
simple tools as the material for the experiments, it was believed that they also
used the complicated ones since the school provided the laboratory with various
tools. If the laboratory did not provide ones, the teacher usually showed pictures
(Watching slides-NVC26, 27, 44, 51, and 53) that represent them. The simple
tools start from paper, spoon, flashlight, mirror, garputala, etc. At that time, the
teacher used the tools to explain „sound‟ and „light‟.
With regards to „Discussion‟, it happens not only between the students and
the students but also between student(s) and the teacher. When among the students
were having a discussion it was recognized that they were really into it.
Sometimes they forgot about everything else (laughing with their group) and the
teacher started to stop the discussion. VC308 followed by VC309 is a good
example. However, it cannot be generalized that the topic they discuss is not about
academic topic but about socio topic or the vice versa. Therefore, it needs to be
compared to other data and consequently code note is written to help in explaining
further about this category and to develop the axial coding (see appendix 4 for
code note 2).
It is stated on the Depdiknas (2007) that …some phrases are added to the
competence standard of listening, speaking, reading, and writing. The phrases are
“…bersifat interaktif dan noninteraktif, dalam situasi formal dan informal
…dan/atau dalam konteks akademik” (Depdiknas, 2007). In other words, in
bilingual classes, students learn English more than those stated on the goal of
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competence standard, and English should not just become a language for
academic purpose but also for social interaction. Thus, it needs to be discussed
further in the code note 2.
Category 3. Academic Knowledge Sharing

Description inquiry-Expressing description
Classification inquiry-Expressing classification
Example inquiry-Expressing example
Analyzation inquiry-Expressing analyzation
Explanation inquiry-Expressing explanation
Conclusion inquiry-Expressing conclusion
Identification inquiry-Expressing identification
Conditional description inquiry-Expressing conditional description
Reasoning inquiry-Expressing reason
Confirmation inquiry-Expressing confirmation
Asking pointers-Expressing pointers
Definition inquiry
Comparing inquiry
Expressing calculation
Expressing distinguishment
Expressing causal description
Expressing understanding
Expressing interruption
Giving correction
Question inquiry
Counting
Introducing a topic
Initiating a story telling
Repeating question
Asking repetition
Academic Knowledge Sharing
Figure 4.4: Academic Knowledge Sharing Category Development

(Observation Data)
Academic Knowledge Sharing is rather a complex category. It contains
various types of academic language that the teacher and the students have in the
bilingual classes. This category bounds to those of ideational meaning with no
socio language expression. Although the labelization of the concepts appears to be
similar, it is not. Key words or key points are used to label the concepts in
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addition to rerunning the audio video and comparing the observation data to the
other data. Here is the example.
„Why do you choose that story?‟ (Reasoning inquiry VC27-1st OBSV)

„Now, can you explain about light?‟ (Explanation inquiry VC342-4th OBSV)
Using key words or key points, as it is suggested in labeling in a grounded
theory approach, is the main idea of this open coding. From the example, the word
„why‟ at the first sentence and „explain‟ at the second one is the key word or key
point. As a result, the first sentence is named „Reasonal inquiry‟ while the second
is „Explanation inquiry‟. Another example is provided below.
„What happened to the water?‟ (Analyzation inquiry VC228-3rd OBSV)

„OK. D, what is your conclusion about the velocity?‟ (Conclusion inquiry VC295-3rd OBSV)
The first question occurred in a physics class. If we attempt to analyze it, the
question will create many unreliable concepts. It can happen because we leave out
the context where the question occurred. This consents to the one of underlying
concepts of grounded theory that it is the behavior that we need to account for.
Thus, rerunning the audio video recorded data is crucial to help the data analysis.
From the audio video recorded data, it was noticed that the students and the
teacher were conducting an experiment. The teacher put a garputala into a jar full
of water. Afterward, she hit the garputala and asked the students, „What happened
to the water?‟ From this background we can see that the teacher wants the
students to see the water and analyze what has happened to the water.
Consequently, the question is labeled as „Analyzation inquiry‟. The second
question is not as complicated as the first. From the second question, it is easily
notified that the teacher is asking for the students to make a certain conclusion. It
is easily notified from the key word „conclusion‟. In that case, „Conclusion
inquiry‟ best describes the question.
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In spite of this clear labeling, there are several things that need to be
discussed further. First, many of the expression are reciprocal. In other words,
there are inquiries and there are the answers toward the inquiries (expressions),
such as: Description inquiry-Expressing description, Classification inquiry-
Expressing classification, Example inquiry-Expressing example, Analyzation
inquiry-Expressing analyzation, Explanation inquiry-Expressing explanation,
Conclusion inquiry-Expressing conclusion, Identification inquiry-Expressing
identification, Conditional description inquiry-Expressing conditional
description, Reasoning inquiry-Expressing reason, Confirmation inquiry-
Expressing confirmation, and Asking pointers-Expressing pointers. If most of
incidents happen in reciprocal ways, it must mean something (see appendix 4 code
note 3 for further discussion).
In many occasions, this Academic Knowledge Sharing category happens
with several insertions of socio language or even Jesting incidents. Therefore, not
every knowledge sharing inquiry is responded through academic language. There
are many incidents indicate that. Here are some of them.
Nobody asks, and then Miss M asks the student, „what is the moral value of the story?‟
(VC31-1st OBSV).
The student smiles and whines, saying, „ah…‟ (VC32-1st OBSV).
Then, a student asks, „have you prepared your presentation? It seems that you didn‟t hafal?‟
(VC93-2nd OBSV).
She answers the question but only looks at the teacher while she is answering it (VC94-2nd
OBSV).
Both pairs of reciprocal statements indicate that the using of academic
language inquiry is being responded by conversational language. The student‟s
whining, smiling, and answering softly to the teacher shows that the student and
the teacher have a close relationship. In addition, Jesting incidents are also used
by the students. Here is the example.
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She begins her presentation by saying, „Hi guys. I want to ….,‟ (VC81-2nd OBSV).
A student interrupted her presentation, saying, „Hi guys or hi g**s,‟ (VC82-2nd OBSV).
What can be inferred from this is that we can see that during academic
activities, conversational language emerges often. This conversational language
particularly happens among students when they have their own conversation
during the lesson, and it is clear from the interview data that when the students
talking to each other they are talking about not only the lesson but also some
interesting things that happen to them (see appendix 4 code note 3 for further
discussion).
Category 4. Subjective Emotive Expressions

Expressing objection
Expressing lack of confidence
Expressing doubt
Expressing satisfaction
Expressing gratitude
Expressing disagreement
Expressing dissatisfaction
Expressing reprimand
Expressing disappointment
Expressing disbelief
Expressing relief
Expressing order
Expressing suggestion
Expressing agreement
Expressing opinion
Giving permission
Persuading
Surprise statement
Whining
Giving reminder
Ignoring
Negotiating
Asking permission
Getting attention
Answering softly
Smiling in relief
Subjective Emotive
Expressions
Figure 4.5: Subjective Emotive Expression Category Development
(Observation Data)
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From the data of the observation, it is clear that Junior High School
learners are expressive. They whine if they feel insecure, they negotiate with the
teacher freely if they want to get a better result, and even they ridicule their
friends if they feel something funny. All of these examples provide us with an
idea that expressing emotion is quite mundane for Junior High School learners
(teenagers) even in an academic context. Subjective Emotive Expression category,
then, becomes an interesting category to discuss.
All of the incidents of this category refer to the expressions that are related
to each individual (students or teachers) which are bounded in the emotion
feature. Contrary to the Academic Knowledge Sharing, the incidents in this
category are not related to academic language. Here are several illustrations of the
incidents from this category.
A student says, „I‟m not ready, Miss,‟ (VC3-1st OBSV).

A student says, „I didn‟t bring anything,‟ (VC4-1st OBSV).
Both incidents above are the example of expressions from the students in an
English class. Their expressions are closely related to their emotion. The writer
comes with a linear conclusion for this. It was recognized that the students were
about to tell a story, a task that had been given to each student, in front of the
class. The students felt that they were not ready to do it. That was why they began
to say the incidents above. Their expression is labeled as „Expressing objection‟
and, consequently, it is under Subjective Emotive Expression category. Another
example is provided below.
Suddenly the bell rings and several students say, „Horreee…Yesss…,‟ (VC104-2nd OBSV).
The above incident is very palpable. It happened during the second
observation in an English class. It was at the same activity where the students had
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to tell a story in front of the class. After about forty minutes the bell rang and it
was noticed that several students said as the incident above had stated. They felt
relief hearing the bell, which meant that they did not have to do the task for that
day. „Expressing relief‟, for sure, belongs to this category. However, not every
emotive expression comes from the students. The teacher seldom expresses their
feeling in the classroom as it is illustrated below.
Then, Miss A tries to get some attention by saying, „Hi, hello,‟ (VC246-3rd OBSV).
The above illustration happened in a physics class. It was at the point where
the teacher gave a lecture about „vibration‟. In whatever way, the students were
having their own conversation as it was described on the observation transcript
(check VC245). Somehow, the teacher realized that there were several students
who did not pay any attention to her. She began to say, „Hi‟ and „Hello‟ to get the
students attention back. This incident indicates that the teacher expresses her
emotion.
If we see that the students express their emotion clearly in no matter
situations they are in, it is important to seek for the underlying theory that
explains the behavior of Junior High School learners. Erik Eriksson, once again,
and Maslow‟s Hierarchy might be the best theories that describe it (see appendix 4
for code note 4).
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Category 5. Peer Socio-Interaction

Talking to friend
Singing
Looking for better seat Peer Socio-Interaction
Applauding
Phatic
Figure 4.6: Peer Socio-Interaction Category Development (Observation
Data)
Although it contains only four concepts, this category is not less important
than the others. As a matter of fact, the concept of „Talking to friend‟ has the most
incidents for the observation data open coding labeling. It is the same fact when
we conclude that the students do the incidents in this category most of the time
during the lesson.
Not like other categories, the Peer socio-interaction category limits its
language only from the students. The language that the students use is
conversational language. Non-verbal communication, which relates to maintaining
socio-relationships among the students, is also put in this category. If we do not
clearly describe this category, perhaps readers will find that this category overlaps
with other categories. It is related but it is not overlapping. Peer socio-interaction
is not the same with Academic Knowledge Sharing because the goal in Peer
socio-interaction is to maintain students‟ socio-relationships with other students
and it uses conversational language while for Academic Knowledge Sharing the
goal is to express or to inquire the knowledge from the teacher to the students,
from the students to the students to the teacher, and from the students to the
students and it uses academic language.
The Peer socio-interaction is also not the same as Subjective Emotive
Expression although they are related to each other. While Peer socio-interaction
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focuses on the socio-relationship among the students, the Subjective Emotive
Expression focuses on the emotion, which is expressed by conversational
language of each individual. In other words, Peer socio-interaction is about
students‟ socio-interaction with other students while Subjective Emotive
Expression is about individual‟s emotion. To make clear of this category, here are
several incidents that best illustrate.
Most of the students talks at the same time so it is hard to recognize what the students are
saying (CV1-1st OBSV).
Some students are having their own conversation (CV42-1st OBSV).
The two incidents above happened during the class. The two examples, out
of many examples, show us that Peer socio-interaction happens throughout the
lesson. The important question is what they discuss about when they talk to their
friends. Comparing to interview data will be the best solution (see appendix 4
code note 5). But then, Peer socio-interaction is not always being indicated by
„Talking to friend‟. Look at the example below.
There are also some students who are singing a song (NVC8-2nd OBSV).
„Singing‟ is seen as under the category of Peer socio-interaction as there are
several students who were singing together even the teacher had already entered
the class. „Singing‟, then, is just an instrument for the students to keep
maintaining their socio-relationship with their friends. In addition to „Singing‟, it
was spotted that several students moved to another seat and began their own
conversation with their friend next to him/her. See the exemplification below.
A student moves to another seat (NVC6-1st OBSV).
During the lesson, some students were moving to another seat. After they
found a seat, they began to talk to a friend next to him/her. This indicates that
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there is the need for teenagers (Junior High School learners) to share whatever
they want to share with their peers.
Category 6. Suspendibility
Coming late
Suspendibility
Stalling
Figure 4.7: Suspendibility Category Development (Observation Data)
The sixth category is labeled as Suspendibility. This category refers to
actions where the activities in the bilingual class have to stop for a short period.
The activities have to stop because of certain reasons. These reasons include
„Coming late‟ and „Stalling‟. Nonetheless, it is believed that there will be other
concepts besides „Coming late‟ and „Stalling‟ under Suspendibility category that
occur in a bilingual class. „Coming late‟ and „Stalling‟ are only concepts that
emerged during the observation took place. What needs to be conversed is how
the learners in the bilingual classes do Suspendibility. In this case, analyzing the
language expressions and the behavior to deliver the expressions will give us
much clearer data about their communication needs. However, illustrating the
concepts first under the category Suspendibility is a good approach to do it. Here
are the illustrations.
There are latecomers and directly sit at the empty seats. (NVC14-3rd OBSV)
The latecomers go in to the class and shake the teacher‟s hand. (NVC49-4th OBSV)
The first incident occured in the laboratory room. The teacher had already
been in the laboratory and prepared things for the presentation and experiment.
From the audio video record, it was noticed that there were several latecomers
walking into the laboratory. They were walking into the laboratory and it was also
noticed that the latecomers talked to each other and smiled. Then, they chose the
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seat that they wanted. However, they moved to another seat that they thought
would be better to be seated. The second incident is similar to the first one but
with no shake hand to the teacher.
What can be inferred from this is that the students have their own period
where they can maintain their socio-relationship with their peers while suspending
the activities that should happen in the class. If they use the „Coming late‟ concept
as to socialize with their friends, it means that the language they use is
conversational language. In other words, they use language as a means to socialize
with their peers (see appendix 4 code note 5 for further discussion about subjects
that the students often to discuss with their peers).
„Stalling‟ as a concept needs to be clearly identified. Like the illustration
above, „Stalling‟ can be related to communication needs if we analyze the students
behavior prior and after the incident under the „Stalling‟ concept. Here is the
illustration.
Nobody asks, and then Miss M asks the student, „What is the moral value of the story?‟
(VC31-1st OBSV).
The student smiles and whines, saying, „Ah…‟ (VC32-1st OBSV).
He responds the question and smiles (VC33-1st OBSV).
The writer provides readers with three simultaneous incidents in order to
give a clear imagination about what actually was going on. The incident started
when the teacher asked a student who performed a story telling. Afterward, the
student delayed the answer with hesitation. She began to smile. The next incident
is the important one when the student answered the question and smiled. The
student answered it in a soft voice and said it to the teacher only (It is the reason
that VC33 is labeled „Answering softly‟).
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From here we can deduce that the student feels insecure, not toward the
teacher but toward her peers. If it is so, we can say that she does not want to lose
her self esteem by having lack of knowledge (see appendix 4 code note 5 for
further discussion about self esteem). Another example is provided below.
In the middle of the presentation the students forgets the story, she says, „Emmm….mm,‟
(VC85-2nd OBSV).
Then, she comes to the teacher for some pointers (VC86-2nd OBSV).
The above incidents are also a good example where a student feels insecure
of losing self esteem. She stalled during her presentation and the safe way to
maintain her self esteem was to ask some pointers from the teacher.
2. Documentation Data
The documentation was conducted on Saturday, April 17, 2010.
Documentation is believed to be another comprehensive source to gather the
students‟ communication needs in the bilingual classes. In addition, as it is
explained on the literature review that the Indonesia government renovates the
KBK-Kurikulum Berbasis Kompetensi (Competency Based Curriculum) into
Kurikulum Tingkat Satuan Pendidikan-KTSP. Basically, the curriculum is
determined by the teachers. The teachers are involved in designing the curriculum
and they sit as the committee in developing the curriculum or giving input to the
committee (Hamalik, 2005: 64). It can be said into a conclusion that teachers play
an important role in developing and implementing the KTSP since teachers are
given the authority to develop the curriculum. Therefore, looking at the
curriculum of SMP is believed to be the basis of looking at the communication
needs of the students. However, this documentation is also supported by gathering
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the accessible lesson plan, syllabus, and other materials, such as materials used
during the bridging course.
Based on the curriculum of SMP RSBI SMP N H, it is said that the process
of learning will run effectively, efficiently, and innovatively if there is well
enough planning and implementation by fulfilling the following criteria:
1. The need of the society, Yogyakarta area, and global village.
2. Drawing up the students in facing the global competition with information
and technology as its basis.
3. As the provision to continue higher education and also to contribute to the
society.
There are goals and objectives of RSBI in SMP N H Yogyakarta. The goals
are: 1) to situate the basis of intelligence, knowledge, personality, nobility, and
skill to live independently and to continue to higher education, 2) to produce
Junior High School graduates with national and international level of competency.
It is also stated on the curriculum that SMP N H Yogyakarta has its specific goals,
which are to fulfill vision, mission, goal, and target with the orientation to
implement education based on the school based enhancement quality.
Other rich data can be gathered from the bridging course and the lesson
plan. Bridging course, as it is explained from the interview with the students, is a
three-day course to get to know better with what the students will deal with in the
bilingual class. There are three subjects taught for the students: mathematics,
science, and English. It is implemented in three days for an hour on each day. The
lesson plan in the bridging course indicates that each course consists of several
parts. First, the course is opened by greeting and introduction. Second, it includes
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a warm up session which is commonly reviewing/broadening the students‟
knowledge. This is commonly asking students with questions related to the topic
that they will discuss. Third, the teacher has a short lecture session to give further
understanding towards the students‟ knowledge. This short lecture session tries to
explain the topic they discuss. The last session is the reviewing. This session
commonly has games or exercises followed by a short discussion which talks
about either grammar focus or new vocabularies (see Appendix 5-Bridging
Course Material). An important note from the bridging course is the way the
teacher teaches the topic. Besides using interactive games, the teacher also
provides the students with interesting pictures in their lesson plan.
In addition to the bridging course, lesson plan in the bilingual classes is
believed to become abundant data which provide us with students‟
communication needs. The gathered data from this lesson plan is on science
subjects (see LP 3.2 appendix 3 for an example). The lesson plan consists of:
1. Standard and basic competence that the students should achieve,
2. The purpose of learning,
3. Teaching materials,
4. Learning approach and method,
5. Learning phases,
6. Learning resources, and
7. Assessment
The standard and basic competence is already stated in the national
curriculum. In the purpose of learning, basically it discusses of what the students
should be able to do in each meeting. There are many indicators samples that the
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students should achieve on the lesson plan. Many of the indicators are closely
related to the words, such as: to identify, determine, realize, explain, calculate,
find information through literate study, do experiments, measure, describe, write,
watch, distinguish, recognize, investigate, classify, show, give example, make,
draw, use and solve problem. The teaching materials commonly consist of:
pictures, charts, tables, and some instruments to conduct experiments. Meanwhile,
the learning approach and method are various.
Table 4.2: Learning Approach and Method Used in SMP N H Yogyakarta

Approach Method
Cooperative Learning Expository and Experiment
CTL Discuss, Direct Instruction
Problem Base Interaction Discussion Expository and Experiment
Basically, the phase of learning consists of three phases. The first phase is
the Opening. The Opening section comprises of introduction and motivation.
These two elements mainly refer to greeting and/or checking students‟ attendance
and/or saying pray, and questions related to the topic that they can review and
stimulate the students‟ knowledge toward the topic being discussed. The Opening
phase is followed by the Main phase. This phase is made up of two main
activities, teacher‟s lecture and students‟ various activities (conducting
experiments, discussion, group work, presentation, observation, and text reading),
and recalling students‟ knowledge of what they have learnt before. The last phase
is the Closure. This third and last phase is closely related to the testing of the
indicators stated at the beginning of the lesson plan. In other words, this Closure
phase denotes to various types of exercises that test the students‟ achievement
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toward the indicators. The exercises could be in the form of a post test, a
discussion, or an assignment.
Category 1. Academic Vocabulary Learning

Vocabulary journal / Glossary
Vocabulary exercises Academic Vocabulary
Learning
Classroom English
Figure 4.8: Academic Vocabulary Learning Category Development
Before students join the bilingual class, they have a short course which
helps them to prepare themselves for learning activities inside the class. This short
course is called as bridging course and it is held for three days for one hour each
day. In the bridging course lesson plan, it is seen that students are to learn new
vocabularies which constitute to the subjects that they learn.
Students are provided with list of vocabularies to learn at the end of the
lesson plan (see Appendix 5 Vocabulary Learning). The vocabulary list is called
as „Vocabulary Journal‟ in a certain subject and „Glossary‟ in the others. This list
of vocabulary is mostly a register. In other words, the words in the vocabulary list
are for a certain situation that is used with a set of people, which are the students
and the teacher. Here are short lists of „Glossary‟.
compare   = membandingkan
correspond to = bersesuaian dengan
corresponding angles = sudut-sudut yang bersesuaian
corresponding sides = sisi-sisi yang bersesuaian
equal = sama dengan
geometric figures = bangun geometris
(Mathematics „Glossary‟ of Bridging Course; Appendix 5.)
The above examples are just a part of a complete glossary lists from
Mathematics subject in the bridging course. As we can see that the above words
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constitute to a certain situation and are used by students and teacher, so, the words
are registers which mean that the words are used in academic context and used in
Mathematics subject. The way the teacher puts the glossary at the end of the
lesson plan with the translation indicates that he/she wants the students learn the
vocabularies by themselves. Therefore, „Glossary‟ is under Academic Vocabulary
Learning.
However, „Glossary‟ or „Vocabulary journal‟ is not the only method where
the students have the opportunity to learn new vocabularies that constitute to
certain subjects. Another method that is used in the bilingual class is through
„Vocabulary exercises.‟ While „Glossary‟ and „Vocabulary journal‟ are only used
in the bridging course, „Vocabulary exercises‟ are implemented not only in the
bridging course but also in the regular bilingual classes. There are many types of
exercises that constitute to the learning of new vocabularies (see appendix 5
Vocabulary Learning Exercises). Here are parts of the examples.
In Mathematics, we often have to read formulae, equations, equalities, or expressions. Can

you read the following equations?
a+b=c a plus b equals c

axb=e a times b equals e; a multiplied by b equals e
a–b=d a minus b equals d; b subtracted from a equals d
a:b=f a divided by b equals f
a
f a over b equals f; a divided by b equals f
b
(Mathematics Tasks 1 of Bridging Course; Appendix 5)
The simplest one is when the students learn the new vocabularies only by
reading them in the examples provided by the teacher. The example above
indicates that the students are provided by certain equations and how to read them.
Reading the equations and constituting them to the formulae means that the
students learn the new vocabularies. It can be said that the students will learn
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Mathematics register, such as: plus, equal, times, multiplied by, minus, and so on
from the above list. For that reason, the above exercise is under Academic
Vocabulary Learning category. Another example of types of „Vocabulary
exercises‟ is provided below.
Complete the following text with the words in the list.
Pak Karto‟s …………… rice field is 12 m by 8 m and his backyard is 6 cm by 4 cm. Are they
……………? Since all of the angles of the rectangles are …………… angles, the ……………
angles have the same size. The …………… of the …………… of the rice field to its ……………
12 m 6m
is and that of the backyard is .
8m 4m
corresponding rectangular
length right
lengths similar
properties symbol
ratio width
(Mathematics Task 5 of Bridging Course; Appendix 5)
The above example is another type of „Vocabulary exercises‟. The exercise
is different from the earlier examples where students only need to read the new
vocabularies and constitute them to the formulae. This example requires the
students to understand the passage and to guess the answer by selecting the correct
answer provided in the box. This type of exercise is more complicated than the
two above. In addition to understand the passage, the students have to know the
meaning of the answer provided in the box which all of them are not translated.
However, all of three types of the exercises have one in common, which is to learn
Mathematic registers.
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Category 2. Stated Learning Goals

Basic competence
Standard competence Stated Learning Goals
Purpose of learning
Curriculum SMP RSBI
Figure 4.9: Stated Learning Goals Category Development
In the lesson plan, students are given a list to accomplish. This list refers to
things that the students have to be able to know or to perform at the end of the
lesson. The lists give a clear view on what the students have to perform. From the
lesson plans, it is clearly seen that what the students have to know or perform is
stated on the basic competence, standard competence, purpose of learning,
indicator of achievement, and indicator of competence. However, we also can see
what students have to know or do from the Junior High School national
curriculum. For this similarity, category 2 is labeled as Stated Learning Goals.
We will see further illustration below.
Standard Compentence
Understanding the periodic system
Basic Competence
To write down the electron configuration of simple periodic system
(Lesson plan 3.1. grade IX-Physics; Appendix 3)
The standard competence and basic competence well define the tasks of the
students must accomplish in general. The goal stated in standard competence
usually takes several meetings to accomplish. Meanwhile, the basic competence
refers to more detail desciptions that explain in what part of the goal stated in the
standard competence should be accomplished. Thus, standard competence
basically refers to the topic while the basic competence refers to the subtopic.
Both of them have a similarity. The similarity refers to the word „Goal‟. Indeed,
the standard competence and the basic competence drive the students to go to the
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goal of their studying. It is therefore, the standard competence and the basic
competence are labeled under the category „Learning Goals‟.
The clearer sample that well describes category „Learning Goals‟ is „The
Purpose of Learning‟. In every lesson plan, „The purpose of Learning‟ is situated
under the standard competence and the basic competence. This „Purpose of
Learning‟ states the particular tasks that the students should achieve in a meeting.
Observe the example below.
The Purpose of Learning

Student will be able to:
1. Identify the different parts of an atom.
2. Determine the atomic number, atomic mass, & the number of protons, neutrons and
electrons for each atom.
3. Realize that electrons are not static, but always moving.
4. Write down the electron configuration
(Lesson plan 3.1. grade IX-Physics; Appendix 3)
The tasks stated in the „Purpose of Learning‟ above give us a clear note that
they state what the students should be able to do or to know to accomplish the
standard competence and the basic competence. The standard competence of the
above „Purpose of Learning‟ is „Understanding the periodic system‟ while the
basic competence that the students should achieve in that topic is „To write down
the electron configuration of simple periodic system.‟ The „Purpose of Learning‟
gives the students clearer ideas of what to be able to do or know in order to
accomplish the „job‟ stated as „To write down the electron configuration of simple
periodic system.‟ This „job‟ requires them to do several tasks, which are: to
identify, determine, realize, and finally write down the electron configuration.
If we look closely on the „Purpose of Learning, we can see that this
„Purpose of Learning‟ becomes the source of the Academic Knowledge Sharing
category. Then, we can state that the activities happen in the bilingual class verify
the lesson plan especially the „Purpose of Learning‟.
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Another concept that portrays the category „Learning Goals‟ is the
„Curriculum‟. The curriculum denotes to the Curriculum for SMP SBI. As we all
know that the Indonesian government renovates the KBK-Kurikulum Berbasis
Kompetensi (Competency Based Curriculum) into Kurikulum Tingkat Satuan
Pendidikan-KTSP. Basically, the curriculum is determined by teachers. The
teachers are involved in designing the curriculum and they sit as the committee in
developing the curriculum or giving input to the committee (Hamalik, 2005: 64).
With this kind of curriculum, each educational institution has the authority to
develop their curriculum by noticing the potency of the educational institution and
the local area. On the Education National Standard (Standar Nasional
Pendidikan/SNP) SNP section 1 article 15 that KTSP is operational curriculum
that is arranged and implemented by each of educational unit. This KTSP
arrangement is done by an educational unit by noticing the competency standard
and basic competency that is developed by the Badan Standar Nasional
Pendidikan (BSNP). Therefore, SMP N H has its full authority to sets up its own
curriculum for SMP SBI.
In its curriculum for SMP SBI, SMP N H states that in order to make the
process of learning and teaching become effective, efficient, and innovative, it has
to fulfill the below criteria:
1. Kebutuhan masyarakat,/lingkungan Yogyakarta, dan global;

(The need of the society, Yogyakarta area, and global village.)
2. Mempersiapkan peserta didik dalam menghadapi era kompetisi yang bersifat global
dengan dasar teknologi dan informasi;
(Preparing the students to face the global competition with information and technology
as its basis.)
3. Sebagai bekal untuk melanjutkan ke jenjang pendidikan lanjutan serta terjun ke tengah-
tengah masyarakat.
(As the provision to continue higher education and also to contribute to the society.)
(Curriculum SMP N H Yogyakarta; Appendix 6)
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The above criteria tell us that with the bilingual program in SMP N H
Yogyakarta, students are to prepare themselves to meet the needs from their socio
and global village. It indicates that the learning will focus to prepare the students
to deal not only with the local society but also with the globalization. Students,
therefore, are expected to interact with their surrounding and prepare themselves
for international competition.
Another important point that belongs to this category is the goals and
objectives of RSBI Program in SMP N H Yogyakarta. Notify below excerpt.
Tujuan SMP N H Yogyakarta Program RSBI

(The Goal of SMP N H Yogyakarta RSBI Program)
1. Meletakkan dasar kecerdasan, pengetahuan, kepribadian, akhlak mulia, serta
keterampilan untuk hidup mandiri dan mengikuti pendidikan lebih lanjut,
(To situate the basis of intelligence, knowledge, personality, nobility, and skill to live
independently and continue the higher education)
2. Untuk menghasilkan lulusan SMP yang memiliki kompetensi berkelas nasional dan
internasional sekaligus
(To produce junior high school graduates with national and international level of
competency)
(Curriculum SMP N H Yogyakarta; Appendix 6)
The excerpt above is similar to the criteria mentioned earlier. It focuses on
preparing the students on the socio life in their society and being ready for
international competition by developing not only their intelligence but also their
skills and personality. Again, developing the skills or knowledge is not the only
one that the students should achieve. Students should also know how to interact
within the society well based on their knowledge, skills, and manner.
Those two illustrations clearly express of what to be achieved by the
students required by the school. There are two important points that can be
summed up from the illustration, they are: the students should be able to interact
within their society, and be ready for international competition. For this matter,
they are under the category Stated Learning Goals.
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Learning phases Academic Activities
Figure 4.10: Academic Activities Category Development (Documentation

Data)
Academic Activities category development only includes one concept, which
is „Learning Phases‟. However, this „Learning Phases‟ (see appendix 5 Learning
Phases for the example) is just an umbrella or a term that hold many types of
activities that the students and the teacher do in the bilingual classroom. The
activities stated on the learning phases are similar to those in the observation data.
If on the observation data, there are many concepts under the Academic Activities
category, the Academic Activities on this documentation actually consist of many
concepts. However, due to abundance data of the lesson plan, it will cost so much
time to code all of them and of course it will be redundant. Thus, using the label
„Learning Phases‟ is considered to be the best solution that can represent the
abundance data of the activities stated on the learning phases.
Mainly, the „Learning Phases‟ is divided into three phases; opening, main,
and closure. In each phase, there are notes of what activities that the students and
the teacher perform during the lesson. These activities are stated in sentences.
Therefore, they need to be coded (see appendix 4 code note 6 for the samples).
Below are the illustrations.
Opening phase
Motivation:
To show for the students that pieces of paper, can be attracted of the ruler.
. ………………………………………………..
………………………………………………..
Pre activity:
Reading the work sheet.
……………………………………………….
……………………………………………….
Main phase:
Teacher explain that all matters in this universe are made up of very small atoms.
Students work in groups
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The students rubbing of a plastic ruler on their hair. Finally the plastic ruler become
negatively charged.
Closure phase:
Students discuss the static electricity of their groups facilitated by the teacher.
(Lesson plan 4.1 grade IX-Physics; Appendix 3)
The content described on the opening phase indicates that it is an activity, to
be exactly an academic activity. This academic activity involves the teacher where
he/she has to show something, which is showing that pieces of paper can be
attracted by ruler, to the students. In other words, it means that the teacher
conducts an experiment and students will observe the experiment. „Observing
observation‟ then becomes the concept underlying this statement. Meanwhile, on
the main phase we can see that the teacher will explain something to the students
and then he/she will ask the students to work in groups, and finally he/she will ask
the students to do something. These statements refer that the students will hear a
lecture, work in a group, and conduct an experiment. These three references can
be labeled as „hearing lecture‟, „discussing‟, and „conducting experiment‟. These
are, like those the concepts stated in academic activities from the observation data,
categorized as Academic Activities.
Category 4. Supporting Resources

Source
Teaching material Supporting Resources
Learning resource
Figure 4.11: Supporting Resources Category Development
The concepts of „Source‟, „Teaching material‟, and „Learning resource‟
actually denote the same one idea although they have different names as they are
stated on the lesson plan. This idea reflects to all the resources that can help the
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activities of teaching and learning in bilingual classroom become more effective
and efficient. These resources are in many forms, such as: books, pictures, graphs,
tables, internet, etc. Hence, the concepts of „Source‟, „Teaching material‟, and
„Learning resource‟ can be grouped under the same category. The well suited
category for these concepts is Supporting Resources. Discern the following
examples.
Teaching Material:
 Periodic Table of element
 Atomic shell
 Electron Configuration
 Period of periodic table
 Group of periodic Table
 Type of the element base on the period and group of PT
(Lesson plan 3.2 grade IX-Physics)
Sources:
 Student‟s Book Year VIII ,Chapter 3 page 100 – 113
 Periodic Table of an element
 Another references
Learning Resources:
 Student‟s book
 Student‟s work sheet
 Internet
 References
The lists of materials or resources as they are stated on the „Source‟, „Teaching
material‟, and „Learning resource‟ have explained us that they act as references to
support the teaching and learning activities. These references, therefore, can be
grouped under the same category.
3. Questionnaire Data
The third technique of data collection is done through questionnaire. The
theoretical framework has explained us that communication needs in an academic
context can be done by looking at the behavior, skill, and task of the students.
This becomes a guide for developing the questionnaire (see Appendix 8-
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Questionairre Result). Regarding to the analysis of the data, the writer analyzed
the data from the questionnaire in general and then make category from it.
The collected data were divided into two main parts: 1) the general
information about the subjects, and 2) the English needed by the students. Each
part was developed by its elements. In addition, the collected data were calculated
in percentage. Readers should also notice that to account the content of the
questionnaire, the researcher considers it necessary to test the questionnaire to
other students than that of the sampling. This preliminary testing is to see whether
the respond from the students reflects their communication needs or not and to get
much more different sampling. Therefore, the preliminary questionnaire is
distributed to students of RSBI in a different place. The selected place was
different from the statistical sampling, which was in a small city in Boyolali. This
is to get other rich data in addition from the statistical sampling which is in a big
city, Yogyakarta.
There were two students to be tested for the preliminary questionnaire.
Moreover, the students were interviewed to know whether they had difficulties to
fill in the questionnaire or not. The responds showed that they did not have any
difficulties in filling in the questionnaire. With regards to their answers, it is
noticed that it is similar to those from the statistical sampling (see Appendix 7 for
the result of preliminary questionnaire).
135
General Information
1. Gender
There are thirty students of bilingual classes from SMP N H Yogyakarta that
become the respondents. These respondents come from two different classes; 8
SBI-1 and 8 SBI-2.
Table 4.3.1: Percentage of Respondents’ Gender

Cumulative
Frequency Percent Valid Percent Percent
Valid Male 11 36.7 36.7 36.7
Female 19 63.3 63.3 100.0
Total 30 100.0 100.0
2. Age
There are three groups with regard to the age of the respondents: age 13, age
14, and age 17 years old. Age 14 possesses the highest percentage with 70.0 %.
Age 13 ranks the second highest with 26.7 % and the last one is age 17 where
there is one student with that age.
Table 4.3.2: Percentage of Respondents’ Age

Cumulative
Valid 13 8 26.7 26.7 26.7
14 21 70.0 70.0 96.7
17 1 3.3 3.3 100.0
Total 30 100.0 100.0
3. Daily Language
It is important to know also about the daily language of the students. It
becomes crucial for this research since the idea of bilingual education is the using
or learning of target language in teaching a certain subject accompanied by
another language. Another language here could be the mother tongue of a certain
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group in a class, depends on the type of the bilingual education. In Indonesia, the
target language is English and accompanied by Bahasa Indonesia. The result of
the questionnaire shows that all students using Bahasa Indonesia as their daily
language that they comprehend. And, it is only 6.6 % of students who uses
English as their daily language.
Table 4.3.3: Percentage of Respondents’ Daily Language

Cumulative
Valid Bahasa 19 63.3 63.3 63.3
Javanese 3 10.0 10.0 73.3
Bahasa & Javanese 6 20.0 20.0 93.3
Bahasa & English 1 3.3 3.3 96.7
Bahasa, Javanese, &
English 1 3.3 3.3 100.0
Total 30 100.0 100.0
4. Foreign Language
With regard to the foreign language that students comprehend, it is stated
that 76.7 % students comprehend English as their foreign language. In addition,
there are 20.0 % of students who do not comprehend any foreign language at all.
However, there is one student only who answers comprehending little English.
Table 4.3.4: Percentage of Respondents’ Foreign Language

Cumulative
Valid English 23 76.7 76.7 76.7
None 6 20.0 20.0 96.7
Little English 1 3.3 3.3 100.0
Total 30 100.0 100.0
So far, we can conclude that the students comprehend Bahasa Indonesia as
their mother tongue and most students comprehend English as their second
language. However, to what degree of comprehension that they have is not fully
explained. This idea of having Bahasa Indonesia as the mother tongue and
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English as the foreign language that most of the students comprehend fulfill the
idea of bilingual education. In other words, bilingual education program in
Indonesia is meant to improve the students‟ skills of English accompanied by
using Bahasa Indonesia as part of teaching and learning activities.
Communication Needs
5. Purpose
With regards to the purpose of taking bilingual classes, the questionnaire
provides the students with three possible answers, which are: general, education,
and others. In addition to it, the questionnaire also provides the students with
types of activities that require the use of English. The types of activities are
various as it is to supply with rich data. From the questionnaire, it is calculated
that the students choose for educational purpose for taking bilingual classes more
than for general purpose. For general purpose, there are 11 students or 36.7% of
students and for education purpose there are 63.3% of students or 19 students.
There is no student that chooses other purposes besides the general and education
purpose as the table and chart below show us the information.
138
Purpose
general
education
Figure 4.12: Purpose of Taking Bilingual Education Program
6. Activities Related to the Purpose Chosen
It is stated also on the questionnaire that the students have the opportunity to
select various activities that involve the using of English according to their
purpose of taking the bilingual classes. From the below table we can see that for
the „General‟ purpose many students choose „home entertainment‟ (listening to
radio, TV, etc.), „watching movie theater‟, „talking to friend‟, „reading book‟, and
„traveling‟ as their main activities that involve the use of English. Meanwhile, for
„Education‟ purpose, there are no fields that protrude. The result of the
questionnaire is provided below.
Table 4.3.5: Percentage of Respondents’ Chosen Activities Related to the

Purpose Taken
No. Purpose Activity Percentage
1. General home entertainment 72.7%
movie theater 81.8%
social activity (group meeting) 9.1%
talking to friend 72.7%
culture 18.2%
reading book 72.7%
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traveling 72.7%
others 27.3%
2. Education Mathematics 21.1%
Physics 26.3%
social sciences 15.8%
biology 31.6%
medicine 47.4%
education 31.6%
engineering 31.6%
others 36.8%
3. Others - -
7. Language that Students Want
Under the section of activities that require the use of English, it contains
also about the English language that they want to learn if they have the purpose of
taking bilingual classes as they have answered before. Based from the answers,
the writer codes them into five group: 1) English language that focuses on
speaking, listening, reading, grammar, vocabulary, and pronunciation, 2) English
language that is easy to understand/simple/fun/general, 3) English language for
daily life, 4) English language for interaction with people from abroad, 5) English
language that focuses on idiomatic expression/slang. Below is the percentage.
Table 4.3.6: Percentage of Respondents’ Kinds of Language that They

Want (General Purpose)
Cumulative
Valid focus on s, l, r, g, v, and p 4 36.4 36.4 36.4
easy to
understand/simple/fun/gen 1 9.1 9.1 45.5
eral
for daily life 2 18.2 18.2 63.6
for interaction with people
from abroad 3 27.3 27.3 90.9
focus on idiomatic
expression/slang 1 9.1 9.1 100.0
Total 11 100.0 100.0
For „Education‟ purpose, the answers are coded into six: 1) English
language that focuses speaking, listening, reading, grammar, vocabulary, and
140
pronunciation, 2) English language that is easy to understand/simple/fun/general,
3) English language for daily use, 4) English language for interaction with people
from abroad, 5) English language that focuses on idiomatic expression/slang, 6)
English language that focuses on the field chosen. Here is the percentage for
further information.
Table 4.3.7: Percentage of Respondents’ Kinds of Language that They

Want (Education Purpose)
Cumulative
easy to
eral
for daily use 1 5.3 5.3 52.6
from abroad 5 26.3 26.3 78.9
focus on idiomatic
focus on the field chosen 3 15.8 15.8 100.0
Total 19 100.0 100.0
What need to be further discussed is about the answer „focus on speaking,
listening, reading, grammar, vocabulary, and pronunciation‟ since it is too
difficult to be coded and analyzed. Since there is no protrude answer that occurs,
it is crucial to find the similar element in each answer. It is very useful to group
these answers into narrower groups which will make it easier to support the
development of the theory. Nevertheless, we are able to see that for „General‟
purpose, the highest score that expresses the kind of English language that
students want to learn is English language that focuses on the speaking, listening,
reading, vocabulary, and pronunciation. There are two other high scores, which
are: English language for „interaction with people from abroad‟ (27.3%), and
English language „daily life‟ (18.2%). As a result, the writer feels it necessary to
find further information about this blur area by discussing them in the interview.
141
For education purpose, English that is „easy to understand/simple/fun‟ and
„for interaction with people from abroad‟ score the highest (26.3% each). For
„improving their speaking, listening, reading, vocabulary, and pronunciation‟
score 21.1% and focus on the field chosen score for 15.8%. Once again, it is very
important to group these answers by finding the similarity through interviewing
the students.
8. Future Expected Instrument
On the questionnaire, the writer also puts the language instruments that the
students might face in the future after they take the bilingual program. All of
language instruments score high percentage and all of them are considered to be
wanted by the students. Here are the percentages; Listening 86.7%, Reading
86.7%, Writing: 83.3%, and Speaking: 90%. This indicates that all language
instruments are necessary to be dealt with after they take the bilingual program.
9. The Importance and the Usage of Language Elements in the Bilingual
Classroom
Since grounded theory welcomes both qualitative and quantitative data, the
writer believes that the richer the data, the easier it is to develop the theory. The
earlier statement makes the writer include English language elements that the
students feel necessary to learn in the bilingual classroom. By having this to be
discussed on the questionnaire there will be many data that serve the students
opinion about English language elements that they need in the bilingual
classroom. On the questionnaire there are seven language elements, which are:
speaking, listening, writing, reading, grammar, vocabulary, and pronunciation.
The task of the students is to indicate the degree of their importance in the
142
bilingual class, whether they are very important, important, somehow important,
and not important. Below are the results.
Table 4.3.8: Percentage of Respondents’ Opinion on the Degree of

Importance of Speaking
Cumulative
Valid important 3 10.0 10.0 10.0
very important 27 90.0 90.0 100.0
Total 30 100.0 100.0

Importance of Listening
Cumulative
very important 21 70.0 70.0 100.0
Total 30 100.0 100.0

Importance of Writing
Valid Cumulative
Frequency Percent Percent Percent
Valid somewhat important 3 10.0 10.0 10.0
important 20 66.7 66.7 76.7
very important 7 23.3 23.3 100.0
Total 30 100.0 100.0

Importance of Reading
Valid Cumulative
important 14 46.7 46.7 56.7
very important 13 43.3 43.3 100.0
Total 30 100.0 100.0

Importance of Grammar
Valid Cumulative
important 13 43.3 43.3 50.0
very important 15 50.0 50.0 100.0
Total 30 100.0 100.0
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Importance of Vocabulary
Cumulative
very important 21 70.0 70.0 100.0
Total 30 100.0 100.0

Importance of Pronunciation
Valid Cumulative
important 12 40.0 40.0 46.7
very important 16 53.3 53.3 100.0
Total 30 100.0 100.0
10. The Usage of Language Elements
Accompanying the importance of language elements in the bilingual
classroom is the usage of the elements themselves. By understanding the degree of
the usage and relating it to the importance of language elements, we will
understand whether certain elements are appropriately used (in the manner of their
period) in the bilingual classroom or not. Nevertheless, the writer excludes
grammar, vocabulary, and pronunciation on this section since it will be very
difficult for the students to analyze the usage of grammar, vocabulary, and
pronunciation in the bilingual classroom. Examine the tables below.
Table 4.3.15: Percentage of Respondents’ Opinion on the Degree of Usage

of Speaking
Cumulative
Valid rarely 3 10.0 10.0 10.0
sometimes 18 60.0 60.0 70.0
often 5 16.7 16.7 86.7
always 4 13.3 13.3 100.0
Total 30 100.0 100.0
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of Listening
Cumulative
Valid rarely 4 13.3 13.3 13.3
sometimes 16 53.3 53.3 66.7
often 7 23.3 23.3 90.0
always 3 10.0 10.0 100.0
Total 30 100.0 100.0

of Writing
Cumulative
Valid rarely 1 3.3 3.3 3.3
sometimes 4 13.3 13.3 16.7
often 18 60.0 60.0 76.7
always 7 23.3 23.3 100.0
Total 30 100.0 100.0

of Reading
Cumulative
Valid sometimes 5 16.7 16.7 16.7
often 23 76.7 76.7 93.3
always 2 6.7 6.7 100.0
Total 30 100.0 100.0
Speaking is considered to be „very important‟ for 90% of the respondents.
This needs to be further discussed in in-depth interview. Listening and vocabulary
are considered to be „very important‟ for 70% of the respondents. This needs to be
further discussed in in-depth interview also. Nonetheless, speaking is only
„sometimes‟ used in a bilingual classroom while they considered it very important
and so does listening. If the students feel that they do not talk much, what should
the teacher or the student do if they consider that speaking is very important?
What kind of language that they should use often to get successfully in a bilingual
classroom? Is there any kind of English language that is less exposed? These
questions will be discussed in the interview.
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11. Discourse Skills
In addition to behavior and task, looking at the skill of the learners will
serve as the element of the communication needs. Creating and understanding text
or discourse (spoken/written) is the central focus of the English teaching.
Therefore, understanding the discourse skill/competence as the central of
communicative competence is necessary for the students. Below are several tables
that explore the elements in the discourse competence.

Necessity of Understanding a Text through Lexical Cohesion Devices
Cumulative
Valid need 26 86.7 86.7 86.7
do not need 4 13.3 13.3 100.0
Total 30 100.0 100.0

Necessity of Understanding a Text through Grammatical Cohesion
Devices
Cumulative
Valid need 28 93.3 93.3 93.3
do not need 2 6.7 6.7 100.0
Total 30 100.0 100.0

Necessity of Recognizing and Using Discourse Markers to Signal
Relationships
Cumulative
Valid need 25 83.3 83.3 83.3
do not need 5 16.7 16.7 100.0
Total 30 100.0 100.0
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Necessity of Extracting Salient Points to Summarize
Cumulative
Valid need 26 86.7 86.7 86.7
do not need 4 13.3 13.3 100.0
Total 30 100.0 100.0

Necessity of Planning Information in Exposition Language
Cumulative
Valid need 26 86.7 86.7 86.7
do not need 4 13.3 13.3 100.0
Total 30 100.0 100.0

Necessity of Initiating in Discourse
Cumulative
Valid need 27 90.0 90.0 90.0
do not need 3 10.0 10.0 100.0
Total 30 100.0 100.0

Necessity of Maintaining the Discourse
Cumulative
Valid need 26 86.7 86.7 86.7
do not need 4 13.3 13.3 100.0
Total 30 100.0 100.0

Necessity of Terminating in Discourse
Cumulative
Valid need 24 80.0 80.0 80.0
do not need 6 20.0 20.0 100.0
Total 30 100.0 100.0
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Necessity of Indicating the Main Point or Important Information
Cumulative
Valid need 23 76.7 76.7 76.7
do not need 7 23.3 23.3 100.0
Total 30 100.0 100.0
To accompany the students‟ opinion on the necessity of discourse skills, it is
also crucial to explore the students‟ degree of confidentiality of discourse skills.
Below are the tables.

Confidentiality of Understanding a Text through Lexical Cohesion
Devices
Cumulative
Valid somewhat confident 8 26.7 26.7 26.7
confident 20 66.7 66.7 93.3
very confident 2 6.7 6.7 100.0
Total 30 100.0 100.0

Confidentiality of Understanding a Text through Grammatical Cohesion
Devices
Cumulative
confident 20 66.7 66.7 90.0
Total 30 100.0 100.0

Confidentiality of Recognizing and Using Discourse Markers to Signal
Relationships
Cumulative
confident 14 46.7 46.7 90.0
Total 30 100.0 100.0
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Confidentiality of Extracting Salient Points to Summarize
Cumulative
confident 14 46.7 46.7 90.0
Total 30 100.0 100.0

Confidentiality of Planning Information in Exposition Language
Cumulative
confident 14 46.7 46.7 93.3
Total 30 100.0 100.0

Confidentiality of Initiating in Discourse
Cumulative
confident 14 46.7 46.7 80.0
Total 30 100.0 100.0

Confidentiality of Maintaining the Discourse
Cumulative
confident 16 53.3 53.3 83.3
Total 30 100.0 100.0

Confidentiality of Terminating in Discourse
Cumulative
confident 18 60.0 60.0 83.3
Total 30 100.0 100.0
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Confidentiality of Indicating the Main Point or Important Information
Cumulative
Valid not confident 1 3.3 3.3 3.3
somewhat confident 9 30.0 30.0 33.3
confident 17 56.7 56.7 90.0
Total 30 100.0 100.0
When we take a look at the result of students‟ opinion on the degree of
necessity of discourse skills, we can see more than 80 % of the students feel
necessary or need to all element of the discourse skills. This indicates that
students have various kinds of activities in the classroom and as the consequences,
students need various types of English language that corresponds to the activities
that they have. Regarding to the students‟ opinion on the degree of confidentiality,
we can see that it is almost no protrude result which indicates that the students feel
very confident about it. These two issues will be discussed further in the axial
coding.
12. Activity in the Classroom
Looking at the kinds of activities that the students have in the classroom will
give us a ground base of what kind of English language that they need in the
classroom. The question is open-ended so that students can fill in whatever
activities that they have in the classroom. The result is as follow.
Table 4.3.37: Percentage of Respondents’ Chosen Activities in the

Bilingual Classroom
Frequency Percent
Valid presentation 28 87.1
discussion 15 50
story 8 26.6
report 4 13.3
drama 13 43.3
singing with friends 8 26.6
150
talking to friends 8 26.6

games 5 16.6
tasks 16 53.3
Total 30 100.0
13. English Needed in the Bilingual Classroom
At the last part of the questionnaire, the writer provides with an open ended
question for the students to answer what kind of English that they need that can
make them efficiently and effectively participate on the activities in the bilingual
classroom. Check the result below.
Table 4.3.38: Percentage of Respondents’ Opinion on the English Needed

in the Bilingual Classroom
Cumulative
Valid general/simple/fun 20 66.7 66.7 66.7
focus on l/s/w/r/p/g/v 6 20.0 20.0 86.7
no responds 4 13.3 13.3 100.0
Total 30 100.0 100.0

Presentation
Dicussion
Story Telling
Reporting
Academic Activities
Drama
Games
Task
Figure 4.13: Academic Activities Category Development (Questionnaire
Data)
On the part of the questionnaire, it is stated that students have to answer of
what kind of activities in bilingual classroom that involves the use of English.
There are 9 different answers stated by the students (refer to table 4.3.37), which
are: presentation, discussion, story telling, reporting, drama, singing, talking to
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friend, game, and task. Nonetheless, we cannot group all of these activities into
the same category. Some concepts, such as: singing and talking to friend, cannot
be put with other concepts. These two concepts are rather different from other
concepts since they do not involve the elements of „Academic‟, such as
conducting the activity for academic purpose. Hence, the concepts of „singing‟
and „talking to friend‟ are separated from the others. As a result, there are seven
concepts which have similarity, those are: presentation, discussion, story telling,
reporting, drama, game, and task. These concepts are grouped under the same
category, which is Academic Activities.
Presentation, discussion, story telling, reporting, drama, game, and task are
concepts which denote to the activities conducted in the bilingual classroom that
involve the using of English and they are for academic purpose. Similar to those
stated in other data collection techniques, this variety of academic activities is
because the structure of SBI English curriculum drives the activities in the
bilingual classroom to be various by using ICT, to be cross cultural, and support
the development of multiple intelligence. Without overlooking this category, what
need to be further discussed are the two concepts that left behind, singing and
talking to friend. Below category will discuss about them.

Talking to friend
Peer Socio-Interaction
Singing
Figure 4.14: Peer Socio-Interaction Category Development
Although the two concepts emerge with various academic activities above
and it is under question of „What activities in the bilingual classroom that involves
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the use of English?‟ (refer to table 4.3.37), „Talking to friend‟ and „Singing‟ are
considered to be on another lateral. Peer socio-interaction is considered to be the
category that best describes these two concepts. As it is explained earlier on
observation data analysis, Peer socio-interaction limits its language only from the
students with conversational language becomes its focus. Non-verbal
communication, which relates to maintaining socio relationships among the
students, is also put in this category.
The important thing to be considered further is that these two concepts
emerge under the question of „What kinds of activities in bilingual classroom that
involve the use of English?‟. Indeed, „Talking to friend‟ sometimes, though not
often, is conducted in English (see Field Note March 11‟2010). In addition, as it is
suggested on the code note 5 (see 8/12/10 Code Note 5-Peer Socio-Interaction)
that the talk to their friend almost about anything that they consider interesting.
The code note also suggests that students express their needs for both self-esteem
and for the esteem a person gets from others through talking to friend. The needs
to achieve, be competent, and gain approval and recognition from their friends are
crucial in the bilingual classes because we discuss about Junior High School
learners.
Category 3. Students Perception of English

Use of Language Element
Students Perception of English
Discourse skill
Figure 4.15: Students’ Perception of English Category Development
The first concept under this category is labeled as the „Use of Language
Elements‟. There are many excerpts of the result of the questionnaire that explain
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the concept of Language Elements. The first one is about the importance of
language elements in the bilingual class. Students sense that in bilingual
classroom Speaking is considered very important in the bilingual class. 90%
students sense that Speaking is very important for them in the bilingual classroom
(refer to table 4.3.8). The following language elements, Listening and Vocabulary
are considered to be very important for 70% of the respondents (refer to table
4.3.9 and 4.3.13). The other elements are considered to have less significant for
them. What needs to be deliberated further is that Speaking and Listening are only
sometimes used in the bilingual classroom. According to the result of the
questionnaire, 60% students say that Speaking is only sometimes used in the
bilingual class, 16.7% say often, 13.3% say always, and 10% say never (refer to
table 4.3.15). Listening also has similar case. 53.3% say that Listening is only
sometime use in the bilingual class, 23% say often, 10% say always, and 13.3 say
rarely (refer to table 4.3.16).
If the two elements are considered to be very important for them but they
are only used sometimes, it needs to be talked over. Therefore, this issue will be
cross checked to the students. We need to know why they think the both elements
are very important and there should be class activities that can increase the use of
the two language elements (to see further discussion about this issue see code note
7 Appendix 4).
The last concept under the Students‟ Perception of English is the concept of
„Discourse skill‟. „Discourse skill‟ is put under this category because the
„Discourse skill‟ gives us a good review on the students feel about communication
skills in the bilingual classroom and how importance the discourse skills are. The
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result of the questionnaire indicates that the students need the discourse skills in
the bilingual class significantly (refer to table 4.3.19 until 4.3.27). However, it is
only half of the students that feel confident about the discourse skills (refer to
table 4.3.28 until 4.3.36). It can be said that half of the students have their
difficulty in their communication skills in the bilingual classroom. Some of the
skills that half the students feel somewhat confident are: Recognizing and using
discourse markers to signal relationships, Extracting salient points to summarize,
and Planning information in exposition language.
Category 4. Students’ Aspiration of English

Purpose of Taking Bilingual Class
Expected English Activity Students’ Aspiration of English
English in Bilingual Classroom
Figure 4.16: Students’ Aspiration of English Category Development
Students join the bilingual program with many backgrounds and purposes.
63.3% students join the bilingual program for education purpose, while 36.7%
students join bilingual program for general purpose (refer to figure 4.12). For
general purpose, many students choose „home entertainment‟ (listening to radio,
TV, etc.), „watching movie theater‟, „talking to friends‟, „reading books‟, and
„traveling‟ as their main activities that involve the use of English (refer to table
4.3.5). While for education purpose, there are no fields that protrude (refer to table
4.3.5). By having these kinds of activities there will be a certain English language
that might help them to do the activities. Hence, the purpose reflects their future
expected English that they want to focus to learn. This is why the concept of
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„Purpose of Taking Bilingual Class‟ is under the Students‟ Aspiration of English
category.
The concept of „English in Bilingual Classroom‟ states the respond from the
students about English that they want in the bilingual classroom. From the answer
it is calculated that 66,7% of students want English that is general, simple, and
fun, 20% want English that focuses on listening, speaking, writing, reading,
pronunciation, grammar, and vocabulary, while 13% do not respond (refer to table
4.3.38). These two main groups are just students‟ opinion about what kind of
English that they want to make them become successful in following the bilingual
class. Consequently, this concept is under category of Students‟ Aspiration of
English.
Another concept that can be included into this category is the concept of
„Expected English Activity‟. Each purpose of taking bilingual class leads to
different activities. These activities refer to those activities that using English as
their medium. Because these activities refer to any action that uses English as
their medium of communication now and in the future, the concept of „Expected
English Activity‟ is under Students‟ Aspiration of English category.
4. Interview Data
The last technique of data gathering is interview. Participants were not
formally briefed first on the purpose of the interview. However, the participants
knew that there would be an interview about communication needs in the
bilingual classroom because during the questionnaire distribution occurred the
researcher told the students that there would be an interview and some students
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would be chosen. The participants were then informed that the interview would
be confidential and they were allowed to discontinue at any point of the interview
without giving any reason. These measures thus ensure the ethics of interview
research (informed consent, confidentiality and its consequences on the
participants) are adhered to (Kvale, 1996).
Two students were invited to take part in the interview and they were given
two days to decide and prepare. These two students were selected based on the
result of the questionnaire and considered to be active in the bilingual classroom
since the idea of grounded theory is to find the most experience participants.
Hence, a teacher was asked to discuss about which students who are considered to
be active in the classroom. The word „active‟ here refers to active in
communicating during classroom activities. The two students finally agreed to
participate in the interview.
The data from the interview questions are based on the theoretical
framework and earlier data that are already gathered. For this reason, the
questions are based on the communicative skill, behavior, and task. In addition,
earlier data from other techniques are considered to give additional question to get
further explanation to answer the research questions and they are needed to be
further discussed. A good example is from observation data, especially from Field
Note (March 11‟2010) where it is seen that among students they have a very close
relationship.
The interviews were conducted in a garden inside the school territory.
Throughout the interviews, the researcher conscientiously attempted to improve
interviewing skills by following the desirable qualities (knowledgeable,
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structuring, clear, gentle, sensitive, open, steering, critical, remembering and
interpreting) of an effective interviewer as suggested by Kvale (1996). A digital
voice recorder was used in recording for each interview. Each interview lasted
from 15 minutes to 20 minutes. All interviews were recorded, transcribed
verbatim and stored in a computer database (see Appendix 9-Interview
Transcripts).
The data analysis of the interview follows these steps: 1) interviews were
recorded and transcribed verbatim, 2) the communication elements in the bilingual
classroom were bolded, 3) interview data were compared to the other data
gathered, which were from the observation, documentation, and questionnaire
(from the observation and comparison to other data, the writer tries to make an
open coding), 4) the data were categorized. From the data analysis, there are six
categories emerge.
The teaching of a certain discipline using a target language as its medium
makes bilingual education program under the tree of English for academic
purpose. In academic context, of course there will be certain activities conducted
to achieve the academic purpose. However, it has to be noticed that this study
deals with Junior High School learners with their socio-interaction complexity.
Conducting academic activities for Junior High School learners in a bilingual
classroom and in Indonesia as its context needs further description about the
activities.
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The data from the interview suggests that there are several concepts that
lead to the development of Academic Activities. The answers from the two
respondents are very similar with regards to the academic activities that they do in
the bilingual classroom. Below are parts of the interview excerpts leading to the
development of this category.
......antara murid dengan guru biasanya yang kalian diskusikan apa?

(between the students and the teacher, what do you usually discuss?- Q.19)
Kalau yang biasanya kami diskusikan itu jelas tentang pelajaran dan hal-hal yang sudah
kita terima namun belum bisa kita cerna dengan baik itu biasanya kita konsultasikan lagi
dengan gurunya.
(Usually we discuss about the lesson that we have learnt but we do not able to comprehend it
well. This is usually what we discuss with the teacher. A.19)
(Q.19 & A.19-1st INTVW)
From above excerpts we can identify that the concept emerges is
‟discussion‟. This concept, therefore, goes to the category of Academic Activities.
The concept of ‟discussion‟ meets the requirements of Academic Activities
category since the discussion talks about the lesson that the students have learnt in
the bilingual classroom not just a small talk which does not confer academic
content. Other examples are provided below.
......Kalau presentasi itu anda melakukan apa saja?

(For presentation, what do you usually do? Q.36)
Presentasi itu ya kita menjelaskan, misalnya kita mau presentasi tentang hasil eksperimen,
nah itu kita menjelaskan eksperimen ini tujuannya apa, alat dan bahan apa, hasil yang
diperoleh apa, habis itu setelah selesai presentasi biasnya kita ditanyain itu loh, ini kok bisa
kaya‟ begini gimana.
(For the presentation, we usually give explanation, for example if we want to give
presentation on the result of an experiment, we explain about the purposes, instruments, and
results of the experiment. Then, after we give the presentation, there will be discussion.
A.36)
(Q.36 & A.36-2nd INTVW)
Kalau saat drama masih ingat?
(Do you still remember when you perform drama? Q.42-2nd INTVW)
Pas drama itu kan, jadi kita pas waktu itu dramanya itu dari cerita daerah tapi dibuat ke
dalam bahasa Inggris, jadi kita nyariw cerita-cerita daerah yang kadang ada dalam bahasa
Jawa, bahasa Indonesia, nah itu kita ubah ke bahasa Inggris. Setelah itu kita
mempresentasikan drama itu, apa itu.....ada yang cerita Malin Kundang, terus ada yang
Sangkuriang....
(When we perform drama, we select traditional story and then we make it into English, so we
look for traditional stories which sometimes in Javanese language, Indonesian language, and
we make it into English language. After that we perform the drama, what is its...there is the
story of Malin Kundang, and then Sangkuriang....A.42-2nd INTVW)
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‟Presentation‟ and ‟Drama‟ are other concepts of Academic Activity that
emerge in the data. From Q.36 and A.36 we could get detail information of the
concept of ‟Presentation‟. This concept explains what detail of activities that
students do when they do presentation. During presentation, it is stated that the
students explain about the purposes, instruments, results of the experiment, and
discuss it with the class. Meanwhile, the second excerpt provides us with
sufficient data about drama. The examples of discussion, presentation, and drama
are the representative of the academic activities in the bilingual classroom that the
students have.
Nonetheless, there are several issues that need to be further discussed. For
an instance, the researcher feels very cautious in labelling the concept of
‟discussion‟ since the excerpts seems to talk about concept of ‟discussion‟, but it
actually does not. Another issue that needs to get more detail of information is
what kind of English that the students need when they ‟perform‟ academic
activities (see appendix 4 for code note 8).
The category of Students‟ Aspiration of English, as it is explained
previously on the Questionairre data analysis, represents the students desire of
taking the bilingual program specifically in English communication area. With
different backgrounds and different purposes, students will come up with different
communication needs. The questionairre has provided us with crucial information
that there is one group of students who takes bilingual classes for education
purpose and another group who takes bilingual classes for general purpose. This
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interview data will go deeper to the students‟ desire of taking the bilingual
program.
.......Mengapa pilih tujuan pendidikan?

(Why do you choose ‟education‟ purpose? Q.24.-1st INTVW)
Yang pertama itu milih karena....
(The first reason is becausae...A.24.-1st INTVW)
Mungkin bisa dimulai dari latar belakangnya.
(Perhaps you can start it from the background. Q.25-1st INTVW)
Pilih tujuan pendidikan itu karena penasaran, kan belum pernah kan menemukan kelas SBI
sebelumnya terus akhirnya tertarik karena menurut saya itu adalah sesuatu yang berbeda
dari biasanya jadi saya tertarik untuk masuk ke dalam hal tersebut dan saya juga
berkeinginan untuk mencari wawasan yang lebih luas jadi saya memilih itu untuk tujuan
pendidikan.
(I choose the education purpose because I‟m curious since I haven‟t encounter this program
before. That makes me interested and to me it is something different from the common ones.
So, I‟m interested to go in that and I want to pursue a wider experience. Hence, I choose the
education purpose. A.25-1st INTVW)
The above interview excerpt gives us a further detail of the reason of taking
the bilingual program as the concept. The student explains that it is because of her
curiosity and knowledge development, she joins the bilingual program. This
excerpt of interview is just a preliminary of what actually the student‟s wants of
English. The below excerpt is the continuation of the above one and it gives a well
defined description of the kind of English that they pursue by taking the bilingual
eduction program.
Dan menurut jawaban yang saya baca Anda ingin mempelajari bahasa Inggris yang simpel
dan gampang dimengerti, bisa dijelaskan lebih lanjut mengenai jawaban Anda?
(And, according to the answer that I read, you want to study English that is simple and easy
to understand, can you explain it further? Q.29-1st INTVW)
E simpel dan gampang dimengerti biar e...apa...waktu untuk belajarnya itu tidak lama jadi
sehingga bisa memanfaatkan waktunya itu lebih bermanfaat untuk yang lainnya juga gitu.
Jadi, makanya kan kalau simpel itu mudah dimengerti jadinya bisa memakan waktunya lebih
cepat.
(Mmmm...simple and easy to understand so that...mmmm.... the time to study does not take
long so that we can use the time for other purposes. Therfore, it‟s simple becuase it‟s easy to
understand an it does not take much time. A.29-1st INTVW)
According to te answer stated the questionairre, the respondent writes that
she desires English which is simple and easy to understand for her educational
purpose. The writer feels that the answer needs further explanation. However, the
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explanation from her is only the meaning of simple and easy to understand
themselves. Hence, the writer asks the respondent following question and provide
options for her. Below is excerpt of the following questions and answers.
Trus fokusnya pada apa itu? Mungkin dalam bahasa-bahasa formal atau bahasa akademis
atau yang digunakan sehari hari saja?
(So, what will become the focus? Perhaps for formal language, or acadmic language, or daily
usage? Q.30-1st INTVW)
Mmmm...mungkin bisa ketiga tiganya, cuma lebih ke bahasa sehari-hari.
(Maybe, it can be the three of them, but the focus will be on daily usage. Q.30-1st INTVW)
Here, we can easily understand that besides academic language, the
respondent also aspires for conversational language. As a matter of fact, although
the respondent chooses taking bilingual program for educational purpose, she
prefers conversational language to be the focus and not academic language. The
two examples supply us with respondent‟s desire of what kind of English that she
desires for her educational purpose. The concept emerged from the two excerpts
above is ‟Future Expected English‟. For this reason, the two concepts, which are
‟Reason of Taking Bilingual Program‟ and ‟Future Expected English‟ are under
category Students‟ Aspiration of English. Other excerpts of interview which
bestow us with students‟ aspiration of English are as follow.
Kemudian di pertanyaan terakhir di bagian questionairre ada pertanyaan ‟bahasa Inggris

seperti apa yang Anda butuhkan agar anda bisa dengan baik mengikuti kelas bilingual‟ dan
anda menjawab ‟bahasa inggris yang menarik, mudah dimengerti, dan simpel, tidak
membosankan, dan disalurkan dengan berbagai cara‟. Oke, ada komentar?
(And then, on the last part of the questionairre there is a question ‟What kind of English that
you need so that you can follow the bingual class well?‟ and you answer ‟English that is
interesting, easy to understand, simple, not boring, and chanelled in many ways.‟ OK, do you
have any comment? Q.52-1st INTVW)
Ya, eee....maksud saya itu jadi kalau sesuatu yang menarik itu lebih gampang dicerna dan
disalurkan dengan berbagai cara itu jadi kan unik tidak selalu cara yang sama kan bisa
membuat jenuh seorang anak makanya disalurkan dengan cara berbeda itu biar lebih
menarik lebih bisa gampang dimengerti lebih gampang dicerna.
(I mean...if something is interesting, it will be easily absorbed and if chanelled in so many
ways, it will not make somebody becomes bored so it needs to be channelled in many ways
so that it becomes more interesting, easy to understand, and easy to absorb. A.52-1st
INTVW)
Terus pertanyaan terakhir di bagian qestionairre e...ada pertanyaan ‟bahasa Inggris seperti
apa yang anda butuhkan agar Anda bisa dengan baik mengikuti kelas bilingual‟. Anda
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menjawab ‟Bahasa Inggris yang umum dan mudah dimengerti yang bisa memudahkan kita
dalam berkomunikasi‟. Ada komentar nggak?
(And then on the last part of the questionairre, there is a question ‟What kind of English that
you need so that you can better paricipate in the bilingual classroom‟ and you said ‟English
that is general and easy to understand which can make us become easier in communicating.‟
Do you have any comment? Q.49-2nd INTVW)
Ya itu kan, kita kan...apa itu..untuk berinteraksi kan pakai bahasa Inggris jadi kita butuh
speaking yang bagus, terus pronunciation-nya yang bagus, grammar juga yang bagus, jadi
kita harus mengikuti pelajaran dengan benar.
(Yes, we....mmm...to interact we need to communicate in English so that we need good
speaking, pronunciation, and grammar so that we can participate in the class well. A. 49-2nd
INTVW).
A little bit different from the earlier, the above excerpt discusses the
student‟s desire of what kind of English that she wants in the bilingual classroom
and not the one that she wants for her educational purpose (future expected
English). However, the concept of the two remains similar about what kind of
English that they desire. She desires English that is simple, easy to understand,
and interesting like those for educational purpose. If this is the case, we need to
review the result from the questionairre again to seek for generalization of what
kind of English that the students desire (see code note 9-Students‟ Aspiration of
English).
The second respondent for the interview is a student who chooses taking
bilingual program for general purpose. Although, the respondent chooses for
general purpose, the answers from the interview are similar to the first respondent
of the interview. Regarding to this catgeory, below is the explanation of each
excerpt.
....Dari questionairre yang saya baca Anda mengikuti kelas bilingual ini untuk tujuan umum,
bisa dijelaskan lebih lanjut?
(....From the questionairre that I read, you participate in the bilingual class for general
purpose, could you explain it further? Q.17-2nd INTVW)
Kan kalau tujuan umum kan nanti itu bisa menambah wawasan kita misalnya kalau mau
sekolah di luar terus kita juga nanti bisa tahu pelajaran dari luar gimana meski kita nggak
perlu ke sana. Terus nanti itu kita bisa lebih tahu kenapa kita nggak kaya mereka, jadi kita
bisa memberi semacam....ee....semacam....
(Because if we choose general purpose we can increase our knowledge for example if we
want to go study abroad, and then we can also learn what kind of lesson from abroad though
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we don‟t have to go there. And then, we can undersatnd why we are not like them, so we can
give somekind of.......A.17-2nd INTVW)
Just as those in ealier discussion, the above excerpt is coded as ‟Reason of
Taking Bilingual Program‟ as a concept. This concept explains the reason of the
interviewee taking the bilingual program. The answer suggests that it is similar to
the answer from the first interviewee. This general description of the background
of taking bilingual education program is continoued by the specific desire of
English. Below are the questions and answers that discuss what kind of English
that the inetrviewee desires.
Oke, terus yang ingin anda pelajari itu apa? Dari jawaban yang saya baca anda itu ingin
mempelajari ‟bahasa Inggris yang sangat diperlukan dalam pelajaran yang berisi writing,
grammar, listening, vocab, speaking, reading, dan pronunciation. Itu umum ya?
(OK. So what do you want to learn. From the answer that I read you want to study English
that focuses on writing, grammar, listening, vocab, speaking, reading, dan pronunciation.
That‟s general, isn‟t it? Q.21-2nd INTVW)
Ya. Karena kalau kaya reading, writing itu kan kita harus bisa membaca dengan benar,
menulis dengan benar, terus grammar, vocab itu kan kata-kata kalau saat kita berbicara,
waktu speaking sama pronunciation itu kan kita harus bener cara berbicaranya dan cara
mengucapkan katanya harus bener juga. Dan itu kan kalau kita salah nanti jadi bisa beda
arti.
(Yes. For example reading and writing, it means that we have to be able to read and write
correctly, and then grammar and vocabulary means that when we talk the way we pronounce
should be correct. And, if we make mistake the meaning will be different. A.21-2nd
INTVW)
Menurut anda mana yang lebih penting? Mempelajari bahasa Inggris yang digunakan
sehari-hari atau dalam konteks akademik?
(According to you, which one is more important? Studying English for daily purpose or in an
academic context? Q.23-2nd INTVW)
Pertama ya sehari-hari dulu soalnya itu nanti kan kita perlu untuk sosialisasi dengan
masyarakat. Kalau nanti kalau kita misalnya mau sekolah ya yang misalnya di luar negeri
nanti kita bisa bahasa Inggris yang akademis jadi nanti kita bisa dong.
(The first one is the daily usage first because we need it to socialize with te society. If in the
future we want to study abroad, we can study the academic language. A.23-2nd INTVW)
The course of the interview above is almost similar to those from the fisrt
interviewee. The interviewee desires that he wants to study English in general.
The following course of the interview gives further detail of what kind of English
that he wants to study regarding to general purpose that he chooses. The answer
suggests that he want to study both academic language and conversational
language. However, just as those in the first interview, he desires to study English
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that is useful in the society. Therefore, she desires English for conversational
language first.
Discussing Junior High School learners means that we are discussing
adolescene with their special needs. If we read Erik Eriksson theory of human
development that stresses the interaction between psychological and social forces
it is stated that in adolescence “identity vs. role confusion” defines the teenager‟s
search for self-understanding, the interaction among the students in the bilingual
classroom could be the best representation. During the lesson, it can be seen from
the observation record that students often spent their time for discussing
something with their peers. Gaining more information regarding this matter
through interview is a good way to explore what exactly the students were
discussing about. Below is the course of the interview.
Terus antara murid dengan murid itu gimana itu. Pas pelajaran itu biasanya saya juga
melihat mereka sering ngobrol, terusan tertawa. Itu biasanya apa yang mereka omongkan?
(And then, between students and students. I saw that you were discussing something with
your friends during the lesson, and then laughing. What are you usually discussing about?
Q.21-1st INTVW)
Biasanya kalau di kelas saya terutama itu ee....hehee....tentang ini...pengalaman sehari-hari
mungkin kemarin ada pengalaman pribadi....barusan ngapain...ngapaian....biasanya mereka
sharing satu sama lain...
(Usually in the classroom, it‟s about.....daily experiences....perhaps we had personal
experiences the other day...what we were just doing.....usually we share with the others.
A.21-1st INTVW)
The result of the first interview provides us with a clear idea that during the
class activities, the students often spent their time talking about anything
associated with their daily activities with their friends. Hence, although they are in
an academic context and are in the course of academic activities, they keep
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maintaing their interaction with their peers talking about social life. Thus, the idea
of this concept is under Peer socio-interaction.
As it is explained earlier in the observation data analysis, regarding to the
language that the students use during their peer interaction, it is not only academic
language that they use but also conversational language, although conversational
language would be occur at the most of the time. Non-verbal communication,
which relates to maintaining socio-relationships among the students, such as the
concepts of: applauding, looking for a better seats, and singing that were occurred
during observation, is also put in this category. The second interview also
supports the conclusion for the first interview. Notice this course of the second
interview.
Terus saat observasi kan saya lihat kalian sering ngomong dengan guru terus kalian
ngomong sendiri dengan teman. Itu yang biasanya kalian bicarakan apa. Pertama untuk
yang dengan guru
(When I conducted the observation, I notice that you often discuss something with your
teacher and with your friends. What do you usuallty discuss about. First, with the teacher.
Q.10-2nd INTVW)
Kalau dengan guru ya membahas tentang pelajaran, tapi....
(If with the teacher we discuss about the lesson, but ............. ....(A.10-2nd INTVW)
Nggak bohong itu?

(Are you sure? Q.11-2nd-INTVW)
Ya, haha...Tapi kadang juga ada yang jelek-jelekin temen juga, ini nggak bisa kalau nanti
maju dan...
Yes, haha...but sometimes we ridicule our friends, this girl/boy will not be able when she/he
has to perform in the class and .........A.11-2nd INTVW.)
....Terus kalau antara murid dengan murid itu ngomongin apa itu?
(....And then, between students and students, what do you usually discuss about? Q.14-2nd
INTVW)
Ya kadang juga ngomongin pelajaran tapi seringnya ya ngobrol sendiri dengan kesibukan
masing-masing, kadang juga kasihan gurunya didiemin tapi yo entah kenapa aku juga
ngelakuin itu.
(Sometimes we discuss about the lesson, however we often have small talks with our friends,
sometimes I feel bad about the teacher because we ignore him/her. Nonetheless, I do not
know why I did it, too. A.14-2nd INTVW)
Ngobrolin apa itu? Ngobrolin sepakbola atau apa gitu...
(What do you usually discuss about? Q.15-2nd INTVW)
Ya banyaklah....
(Plenty....A.15-2nd INTVW)
Pacar gitu......
(Girlfriend....??? Q.16-2nd INTVW)
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Ya tergantung lagi ngomongin apa, haha....banyak topiknya

(It depends what we are discussig about, haha........there are plenty of topics. A.16-2nd
INTVW)
Just as it has been explained before, Peer socio-interaction comes in many
ways. The course of the interview above explains that among the students when
they talk to their friends often they ignore the teacher and plunge into the small
talk that they have. Building conversation among freinds with peer socio-topic as
its theme makes it as a part of Peer socio-interaction category.
Students‟ have their own opinion of kind of English that they encounter in
bilingual classes. Although each student has his/her own opinion, the result of the
questionairre has made it clear that there are several generalizations that can be
made. The interview serves as further details of the result of the questionairre.
Regarding to the importance and the usage of language elements in the bilingual
classroom, the students comment that Speaking is considered to be „very
important‟ for 90% of the respondents. Listening and Vocabulary is considered to
be „very important‟ for 70% of the respondents. However, the students feel that
Speaking is only „sometimes‟ used. The interview course below provides
supporting data for this categorization.
E...dari hasil statistik juga 90% siswa mengatakan bahwa speaking sangat penting. Namun,
dari hasil statistik juga mengatakan bahwa speaking hanya kadang-kadang saja digunakan,
begitu juga dengan listening. Ada komentar tentang hal ini?
(From the result of the statistics, it shows that 90% of the students said that Speaking is very
important. However, it is only sometimes used, so is litening. Do you have any comment on
this? Q.48-1st INTVW)
Ya memang speaking-kan sangat penting, karena e...kita dalam sehari-hari kan berbicara,
ya makanya speaking jadi sangat penting, cuma di dalam kelas itu jarang dipakai. Jadi, kita
berbicaranya itu lebih menggunakan bahasa Indonesia daripada bahasa Inggris.
(Yes, Speaking is very important, because we speak daily, therfore, speaking becomes very
important, but it is rarely used in the classroom. So, we speak more in Bahasa rather than in
English. A.48-1st INTVW).
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The excerpt from the course of the interview above defines the student‟s
opinion about certain language skill in the bilingual classroom. She explains with
deeper descriptions why Speaking becomes very important. We can say that the
ideas from the interview excerpt above is the concept of ‟Students‟ Perception of
English‟ since it explains the students opinion about English. What need to be
dicussed further is that in the students‟ mind, they agree that Speaking is not only
„Important‟, but they indicate Speaking as „Very Important‟ in the bilingual
classes (see code note 7 and 9 for further discussion). This thought from the
students is crucial because they feel that Speaking is rarely used in the bilingual
classes. This first interview is also supported by the second interview from the
second interviewee.
Terus dari hasil statistik, lebih dari 90% siswa itu mengatakan kalau speaking itu sangat
penting, namun hanya kadang-kadang saja digunakan. Ada komentar nggak?
(From the result of the statistics, it shows that more than 90% of the students said that
Speaking is very important but it is only sometimes usedDo you have any comment on this?
Q.45-2nd INTVW)
Ya, bener speaking itu penting. Soalnya kalau kita mau berinteraksi sama orang-orang kan
nggak mungkin kita nulis kata-kata gini terus kita tunjukin itu terus nanti orang jawab juga
nulis, kan kita nggak mungkin. Tetapi yang biasa di sekolah-sekolah itu speaking itu malah
nggak terlalu dipentingin, malah yang dipentingin itu nulis-nulisnya, grammar, vocab.
Speaking itu malah jarang digunakan hitungannya.
(Yes, Speaking is important. Because if we interact with the others we will not write certain
words like these and show them to a person and then the person will answer it by writing,
that is imposible. However, at schools usually Speaking is not considered that important,
infact writing, grammar, and vocabulary are considered to be more important. A.45-2nd
INTVW)
B. Axial Coding
As for axial coding, those assembled data are put back together in fresh
ways by making associations between a category and its subcategories. This is to
bring together the categories and subcategories in explaining the phenomenon that
is embedded in the data. The development of main categories and subcategories is
central to the process. There are four steps in axial coding (Strauss, 1987). The
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first step is the identification of the properties and dimensions of each category or
subcategory. It is followed by the exploration of the relationships between them
and uncovering the conditions, actions, and consequences for the phenomenon
through these relationships. The fourth involves using a paradigm to represent and
link up the various relationships.
In axial coding, Strauss and Corbin (1998: 124) say that a category stands
for a phenomenon. In addition, they suggest that the researchers explain a
phenomenon by answering questions about the phenomenon such as when, where,
why, who, how, and with what consequences. They (Strauss and Corbin, 1998)
provide the paradigm model as a device to help discover the relationships among
categories and the core category. The paradigm is nothing more than a perspective
taken toward data, another analytic stance that helps to systematically gather and
order data in such a way that structure and process are integrated (Strauss and
Corbin, 1998: 128). Largely, according to Strauss and Corbin‟s (1998) advice, the
researcher conduct the basic tasks in axial coding, including: (1) laying out the
properties of a category and their dimensions (2) identifying conditions, context,
actions, strategies, and consequences associated with a phenomenon, and (3)
relating a category to its subcategories through statement denoting their
relationships.
In conclusion, axial coding is the process of relating codes (categories,
subcategories, or properties) to each other with inductive and deductive thinking.
This process can be based on emphasizing causal relationships, and fit things into
a basic set of generic relationships. According to Borgatti (2003), the idea of axial
coding consists of the following elements:
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Table 4.4: Elements of Axial Coding (Borgatti, 2003)

Element Description
This is what in schema theory might be called the name
of the schema or frame. It is the concept that holds the
Phenomenon
bits together. In grounded theory it is sometimes the
outcome of interest, or it can be the subject.
These are the events or variables that lead to the
Causal
occurrence or development of the phenomenon. It is a set
conditions
of causes and their properties.
Hard to distinguish from the causal conditions. It is the
specific locations (values) of background variables. A set
of conditions influencing the action/strategy. Researchers
often make a quaint distinction between active variables
Context
(causes) and background variables (context). It has more
to do with what the researcher finds interesting (causes)
and less interesting (context) than with distinctions out in
nature.
Similar to context. If we like, we can identify context
Intervening with moderating variables and intervening conditions
conditions with mediating variables. But it is not clear that grounded
theorists cleanly distinguish between these two.
The purposeful, goal-oriented activities that agents
Action
perform in response to the phenomenon and intervening
strategies
conditions.
These are the consequences of the action strategies,
Consequences
intended and unintended.
Category 1. Jesting
The fisrt category that the reseracher would like to desribe further is Jesting.
This catgeory emerges on the observation data. Jesting consists of the following
concepts/subcategories: Mimicking sound, Making noise, Teasing friend, Ice
breaker, Joking, and Smiling and laughing. These subcategories or concepts or
ideas emerge during the lesson in the bilingual classes. As it has been explained
earlier, during the observation, students in many occasions are seen laughing.
They often laugh because of mimicking funny sound, jokes, and teasing from their
friends.
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The Code Note 1-Jesting has discussed that this category occurs in various
classes and in whatever activities that the students and the teacher have. If we
relate it to Maslow‟s hierarchy of needs, teenagers will be on the Needs for
Esteem. These involve needs for both self-esteem and for the esteem a person gets
from others. Humans have a need for a stable, firmly based, high level of self-
respect, and respect from others. When these needs are satisfied, the person feels
self-confident and valuable as a person in the world. When these needs are
frustrated, the person feels inferior, weak, helpless and worthless.
What can be inferred from here is that students in the bilingual classes have
a need or desire for a stable for self-respect, or self-esteem, and for the esteem of
others. These needs may therefore be classified into two subsidiary sets. The self
respect can be reflected from their desire to achieve or to master something or
even to compete with their peers. To gain respect from others, they may call the
desire for reputation or prestige (defining it as respect or esteem from other
people), status, fame and glory, dominance, recognition, attention, importance,
dignity, or appreciation.
Therefore, it is understandable that the students try to get attention,
recognition, or appreciation in many ways as they are showed in the category of
Jesting. In other words, the concepts of Mimicking sound, Making noise, Teasing
friend, Ice breaker, Joking, and Smiling and laughing are just another forms of
peer interaction where the students try to get attention, recognition, or
appreciation. The below figure explain the basic model of Jesting.
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Causal Conditions Context

- to get attention Academic
- to get recognition class
Phenomena Strategies
Satisfaction needs Fun peer interactions
Consequences
Needs of Peer socio-language
Figure 4.17: Jesting Axial Coding
The figure above explains to us that because the students have satisfaction
needs which are to get self respect/esteem and respect from others, they try to get
attention or to get recognition from or to their peers. The academic context
becomes the instrument where what so called as Mimicking sound, Making noise,
Teasing friend, Ice breaker, Joking, and Smiling and laughing happen during
presentation, story telling, discussion, conducting experiment, and any activities
that we encounter in the bilingual classes. This leads to the creation of „fun peer
interaction‟, which this category is about, for the students. Hence, it is undeniable
that Junior High School learners need socio language especially Peer socio-
language during whatever activities that they are conducting.
Dealing with a bilingual classroom means that we will encounter various
activities. In Indonesia context, the teaching and learning of English should
include cross-cultural understanding and it also supports the development of the
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students‟ multiple intelligence. From here, it is clear that learning English will not
only for academic purpose but also for social interaction. As a consequent, various
academic activities emerge. As it is stated on the data analysis that the researcher
notices several academic activities, which are: Reading text, Conducting
experiment, Discussion, Ending presentation, Watching/Showing slide, Preparing
presentation, Presentation, Story Telling, Reporting, Drama, Games, Task and so
on.
What need to be pondered on is that the examples of academic activities
above happen in an academic context in the bilingual classes. These activities
happen due to the stated goal from the government which allures the students and
the teacher to have various activities. In addition, these academic activities should
involve the using of not only academic English but also conversational language.
Therefore, even though that the activities happen in an academic context, the
activities are conducted in more various and fun ways.
The question is what are the consequences from this issue then? As it is
analyzed on the data analysis and code note 2, during the academic activities that
the students have, such as: Reading text, Conducting experiment, Discussion,
Ending presentation, Watching/Showing slide, Preparing presentation,
Presentation, Story Telling, Reporting, Drama, Games, Task and so on, the
teacher often uses academic language. However, the students are plunged into
their socio interaction. The data from lesson plan, interview, and questionnaire
suggest that students prefer using the conversational language. Hence, academic
activities are just a medium for the students to maintain their socio-relationship.
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- Stated goals Academic
class
Formal and Non Mix Academic Activities
Formal Activities
Consequences
Needs of Socio-academic
language
Figure 4.18: Academic Activities Axial Coding
To explain the flow chart of above Academic Activities axial coding, the
researcher would like to remind readers again about the role of English in SMP-
SBI. As it is stated by (Zaenuri, 2007), English is used as the instructional
language for the teaching and learning of mathematics, natural science, and
information and communication technology. In the bilingual classroom, as the
„stepping stone to become a SMP-SBI, ICT is used as a tool for learning and
teaching. Furthermore, It is stated on the Depdiknas (2007) that …some phrases
are added to the competence standard of listening, speaking, reading, and
writing. The phrases are “…bersifat interaktif dan noninteraktif, dalam situasi
formal dan informal …dan/atau dalam konteks akademik” (Depdiknas, 2007).
From two important points above, we can conclude that in the bilingual
classes students will learn English more than as academic language, they will
learn English as conversational language to keep their socio-interaction. Second,
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academic activities become more various due to the using of ICT and two foci on
the language stream. This results, as it is analyzed on the data analysis on
Academic Activities category, that academic activities accommodate
conversational language. As a matter of fact, the data from the questionnaire and
interview suggest that students desire to learn not only academic language but also
conversational language (with conversational language as its focus and without
neglecting the academic language). Hence, as the consequences, it is central to
keep in mind that the students have the needs to conduct academic activities in
more „societic‟ way where they will conduct academic activities without loosing
their opportunity to learn, deliver, or practice their conversational language.
Category 3. Academic Knowledge Sharing
To brush up our memory again, let me review what is meant by this
category. This category emerges during observation data analysis and it has been
discussed that this category is rather a complex category. It is explained that
Academic Knowledge Sharing contains various types of academic language that
the teacher and the students have in the bilingual classes. In addition, this category
bounds to those of ideational meaning with no socio-language expression.
This academic knowledge sharing occurs when they conduct whatever
academic activities that they have in the bilingual class. What makes this category
interesting is that when they use the language under the category of Academic
Knowledge Sharing, students insert socio-language or even Jesting incidents. As a
conclusion, not every knowledge sharing inquiry is responded through academic
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language. The students sometimes whine, smile, and answer softly to the teacher
and it shows that the students and the teacher have a close relationship.
From the observation data analysis, it suggests that during academic
activities, conversational language emerge often. Students are seen to have a
certain discussion on their own. The data from the interview suggest that when
they talk to their friends during the class (having a discussion), it is very often that
they discuss their personal experiences.
As it has been reviewed on Academic Activities Category observation data
analysis, Jesting Axial Coding Category, and code note 3, in Erik Eriksson‟s
theory of human development, it stresses that the interaction between
psychological and social forces in adolescence is “identity vs. role confusion”. To
support Eriksson‟s argument, Maslow‟s hierarchy of needs will be suitable. It says
that teenagers will be on the Needs for Esteem. These involve needs for both self-
esteem and for the esteem a person gets from others. As it has been discussed
earlier, students in bilingual classes have a need or desire for a stable for self-
respect, or self-esteem, and for the esteem of others. These needs may therefore be
classified into two subsidiary sets. The self respect can be reflected from their
desire to achieve or to master or even to compete with their peers. To gain respect
from others, they may call the desire for reputation or prestige (defining it as
respect or esteem from other people), status, fame and glory, dominance,
recognition, attention, importance, dignity, or appreciation.
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- to share ideas
Satisfaction needs Academic socio-sharing
Ideational meaning sharing
Consequences
language
Figure 4.19: Academic Knowledge Sharing Axial Coding
Junior High School learners need to gain respect from others, whether they
want to gain recognition, attention, or appreciation. Learning in the bilingual
classes need knowledge academic sharing. From these two ideas, we can see that
this leads to a unique strategy to deal with academic activities in bilingual classes.
Just as it has been mentioned in Academic Activities Axial Coding, this strategy
leads to the need of Socio-academic language. In other words, the consequence is
to provide students with enough socio-language when they conduct the academic
activities so that they can maintain their natural needs to get attention, recognition,
appreciation, or share ideas with their peers and teacher. However this socio-
language must be accompanied by academic language as the basis to do academic
activities.
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Category 4. Subjective Emotive Expressions
The nature of Subjective Emotive Expression agrees to the nature of Junior
High School learners. Junior High School learners are expressive and they express
their feeling imaginatively. For examples of this nature we can see it on
observation data, such as: they whine if they feel insecure, they negotiate with the
teacher freely if they want to get a better result, and even they ridicule their
friends if they feel something funny. These illustrations give us an idea that
expressing emotion is a usual thing that we will encounter in the bilingual classes
at the Junior High School level.
As it has been discussed earlier, all of the incidents of this category refer to
the expression that is related to each individual (students or teachers) which is
bounded in the emotion feature. This contradicts to the Academic Knowledge
Sharing. If the Academic Knowledge Sharing focuses on the academic language,
this Subjective Emotive Expression focuses on the emotion sharing, or on the
socio-language. Therefore, seeking the concept of the characteristic of Junior
High School learners (teenagers) is crucial.
It has been noticed and discussed in code note 4 that up to the stage 5,
adolescence is at a stage where their life is definitely getting more complex as
they attempt to find their own identity, and deal with the social interactions. The
attempt to find their identity and how they deal with the social interactions yields
in sharing what they feel. If they are succeed, they will fit in to the rest of society,
and if they fail, they will experience what Eriksson says as „role confusion‟ where
they will withdraw from responsibilities. A good example where the students
withdraw from their responsibilities is when they talk to friends during the lesson.
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However, we cannot make our own conclusion that the students always
withdraw from their responsibilities as students. What we can conclude is that the
students really need to express their feeling when they deal with whatever aspects
that they have in their life. And, sometimes they express in a positive way and in a
negative way. Another thing which is very important is that most of the time the
students share their emotion during the class. This means that they keep sharing
what they feel with their classmates and seldom with the teacher. This agrees to
the theory of Maslow‟s Hierarchy of Needs stage 4, which is Esteem; to achieve,
be competent, gain approval and recognition.

- to find self identity
Sharing emotion Diverse emotive sharing
Consequences
Needs of socio-emotive
language
Figure 4.20: Subjective Emotive Expression Axial Coding
With their characteristics of needing attention, recognition, or self identity,
Junior High School learners express their feeling variously, whinning, negotiating
with the teacher freely, or ridiculing their friends are good examples. This means
that sharing emotion for Junior High School learners is very common even in the
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bilingual classes, and the expression will be various or diverse as it has been
explained before. Therefore, Junior High School learners need Socio-emotive
language for this issue.
This category emerges in observation, questionnaire, and interview data
analysis. Although this category contains only small number of concepts, this
category is not less important than the others. As a matter of fact, when we take a
look at the concept of „Talking to friend‟, it has the most incidents for the
observation data open coding labeling. It is the same fact when we conclude that
students do the incidents in this category most of the time during the lesson.
Peer socio-interaction refers to the socio interaction among students in the
classroom during the lesson, and it includes verbal and non verbal
communications. It limits its language only from the students. When we talk about
why, we will end up in the same ground, which is the discussion about the
characteristics of Junior High School learners. As it is suggested on the code note
5 (see 8/12/10 Code Note 5-Peer Socio-Interaction) that when they talk to their
friend, they talk almost about anything that they consider interesting. The code
note also suggests that students express their needs for both self-esteem and for
the esteem a person gets from others through talking to friend. The needs to
achieve to be competent, gain approval, and recognition from their friends is
crucial in the bilingual classes because we discuss about Junior High School
learners. Another important thing as a reminder is that Peer socio-interaction
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comes in many ways. Sometimes the students have a small talk during the lesson,
sing during the lesson, or even look for a better seat during the lesson

Satisfaction needs Socio-peer interactions
Consequences
Needs of Peer socio-
language
Figure 4.21: Peer Socio-Interaction Axial Coding
Although they are in an academic context and are in the course of academic
activities, they keep maintaing their interaction with their peers talking about
social life. We can see that the students often spend their time to talk about
anything associated with their daily activities with their friends. This is natural
thing for Junior High School learners as their caharacteristics suggest so. Their
needs to get recognition, attention need to get fulfilled. Hence, Junior High School
learners need Peer socio-language to perform the above activities.
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Category 6. Suspendibility
During observation, the researcher notices that there are some moments
where the activities in the classroom stop. It means that the students and the
teacher are in the period of into the lesson or discussion or presentation or lecture
or any other academic classes. As it has been explained in the data analysis, this
category refers to Non-Verbal Communication only. The examples of the
activities in this category are when the students are coming late and they are seen
smiling and talking to each other, and when the students are stalling and asking
for pointers to the teacher when they conduct presentation.
The researcher does not identify the conditions, context, actions, strategies
and consequences associated with this phenomenon and relating the category and
its concepts to conduct the axial coding. This is because the focus of this research
is on the Verbal Communication. Nonetheless, Non-Verbal Communication is
still analyzed though it is not as profound as those on the Verbal Communication.
In other words, by conducting axial coding on Non Verbal Communication, it will
result in different stream that will beat the path of Verbal Communication as the
focus of this research.
What we can learn about this category is that the concepts of this category
show us two main points. First, the concept of coming late indicates that the
students have their own period where they can maintain their socio-relationship
with their peers while suspending the activities that should happen in the class. It
means that they use the „Coming late‟ concept to socialize with their friends.
Second, the concept of stalling indicates that students use this concept as a safe
way to maintain their self esteem. From the observation data analysis, we can see
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that when a student stalls during her/his presentation, she/he will ask some
pointers from the teacher as a way to maintain her self esteem. As for the
conclusion from this category is that, students use the concepts underlie in this
category to get attention, recognition, or to keep self esteem. Therefore, it agrees
to what we have discussed earlier on the other categories about the characteristic
of Junior High School learners.
Category 7. Academic Vocabulary Learning
Bilingual education means learning a subject through the target language. In
the context of Indonesian Bilingual Education, the target language is English.
Because it is the learning of a certain subject or discipline, there will a
circumstance where the students encounter terms related to the discipline
(register). Since it is for Junior High School learners, the learning English only
focuses on survival purposes (as it is suggested on their literacy skill), bilingual
education then allures the students to study certain registers for each individual
subject that they learn.
From the documentation data, the researcher groups the first category titled
as Academic Vocabulary Learning. There are several terms that is used on the
lesson plan which correspond to the academic vocabulary learning, among of
them are: „Vocabulary Journal‟ in a certain subject and „Glossary‟ in the others.
These two terms refer to a list of vocabulary of a certain subject.
„Glossary‟ or „Vocabulary journal‟ is not the only method of learning the
vocabulary. Another method that is used in the bilingual class is through
vocabulary exercises. While „Glossary‟ and „Vocabulary journal‟ are only used in
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the bridging course, vocabulary exercises are implemented not only in the
bridging course but also in the regular bilingual classes. There are many types of
exercises that constitute to the learning of new vocabularies.
The above background can be explained by reviewing the structure of
English curriculum of SBI in Indonesia. The structure of SBI English curriculum
is the English curriculum of Standar Nasional Pendidikan (SNP) + X1, X2, X3,
X4, and X5. Because of these conditions, academic activity learning should
become much more various and capture the characteristics of Junior High School
learners.

- Lower literacy Academic
competence class
- SBI English
Curriculum
-
-
Various forms of Fun Academic
Academic Learning Vocabulary Learning
Consequences
language
Figure 4.22: Academic Vocabulary Learning Axial Coding
With target only at the survival literacy competence, students at the Junior
High School level are facing one step higher of literacy competence, which is at
the informational level. The performative level refers to the capability to use a
language in science communication, especially is a certain discipline. It means
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that speakers are able to connect his or her educational background to the text so
that he or she could understand or respond the text-writer‟s intention. This level of
literacy is needed by people who study a language to learn a specific discipline.
With this target that students must achieve in bilingual education, academic
vocabulary learning becomes a crucial idea to ponder on. Therefore, learning
certain registers for Junior High School learners are done in various ways to meet
the stated terms on the SBI Curriculum for Junior High School learners.
The various ways of learning register can be done by making the activities
in more fun ways, such as giving students more forms of exercises to avoid them
of getting bored. Since the learning of English, as it is stated on the SBI
Curriculum, involves cross cultural understanding, teacher could insert
conversational language in this academic vocabulary learning in addition to giving
them more various forms of vocabulary exercises.
Category 8. Stated Learning Goals
Students are given certain lists to accomplish when they enter in education
or academic context. For example, in the documentation data analysis, especially
in the lesson plan, students are given a list to accomplish as they are stated in the
basic competence, standard competence, purpose of learning, indicator of
achievement, and indicator of competence. In addition, we can also see what the
students must accomplish those stated on the Junior High School National
curriculum. This is what is meant by Stated Learning Goals.
There are several things that we can learn from this category. First, if we
look closely on the „Purpose of learning‟, we can see that this „Purpose of
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learning‟ becomes the source of the Academic Knowledge Sharing category. It
means that the activities happen in the bilingual class verify the lesson plan
especially the „Purpose of learning‟. Second, another concept that portrays the
category Stated Learning Goals is the „Curriculum‟. The curriculum denotes to
the Curriculum for SMP SBI. As we all know that the Indonesian government
renovates the KBK-Kurikulum Berbasis Kompetensi (Competency Based
Curriculum) into Kurikulum Tingkat Satuan Pendidikan-KTSP. Basically, the
curriculum is determined by the teachers. Therefore, SMP N H has its full
authority to sets up its own curriculum for SMP SBI. Among the goals and
objectives of RSBI Program in SMP N H Yogyakarta are: to situate the basis of
intelligence, knowledge, personality, nobility, and skill to live independently and continue
the higher education, and to produce Junior High School graduates with national and
international level of competency. It can be concluded that the goals of RSBI
program focus on the preparing the students on the socio life in their society and
be ready for international competition by developing not only their intelligence
but also their skills and personality.
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- SBI English Academic
Curriculum class
National & Socio-Academic Learning
International
Competency
Consequences
language
Figure 4.23: Stated Learning Goals Axial Coding
Having bilingual education program in Indonesia means that Junior High
School students will be at the informational level, where language is learnt by
means of disciplines. This literacy competence is one level above the Junior High
School students‟ literacy competence. Hence, organizing the bilingual education
program first before this program is delivered to the students becomes very
important. Organizing the goals and objectives of this program, designing the
materials, media to support the classroom activities, and also the instruction used
in the classroom, whether 100% full target language, 50-50, etc. are just to name a
few.
For Junior High School, learning activities focus to prepare the students to
deal not only with the local society but also with the globalization. Students,
therefore, are expected to interact with their surrounding and prepare themselves
for international competition. Again, developing the skills or knowledge is not the
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only one that the students should achieve. Students should also know how to
interact within the society well based on their knowledge, skills, and manner.
Therefore, students are required to comprehend Socio-academic language.
Category 9. Supporting Resources
The following category to be learnt about its conditions, context, actions,
strategies and consequences associated with a phenomenon is Supporting
Resources. This category, once again, reflects to all the resources that can help the
activities of teaching and learning in the bilingual classroom become more
effective and efficient. These resources are in many forms, such as: books,
pictures, graphs, tables, internet, etc.
We shall take a look again at the examples of supporting resources that is
used in SMP N H Yogyakarta in the bilingual classroom.
Teaching Material:
 Periodic Table of element
 Atomic shell
 Electron Configuration
 Period of periodic table
 Group of periodic Table
 Type of the element base on the period and group of PT
Sources:
 Student‟s Book Year VIII ,Chapter 3 page 100 – 113
 Periodic Table of an element
 Another references
Learning Resources:
 Student‟s book
 Student‟s work sheet
 Internet
 References
The variety of the supporting resources for students‟ learning and teachers‟
teaching is in line with the structure of the SBI English curriculum. It is stated that
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the English curriculum of Standar Nasional Pendidikan is SNP + X1, X2, X3, X4,
and X5.
There are three main elements that become the key words, which are:
„Using ICT‟, „Cross-Cultural Understanding‟, and „Multiple intelligence‟. These
three elements have given us a clear background why students who are joining the
bilingual program encounter various types of learning resources. Notify below
figure to see the relationship of the conditions, context, strategies and
consequences associated with a phenomenon.

- SBI English Academic
Curriculum class
National & Multiple learning
International resources
Competency
Consequences
Needs of Global English
language
Figure 4.24: Supporting Resources Axial Coding
To prepare the students for international competition means that students
have to get familiar not only with the international language but also with
international medium to deliver the language. The international medium,
therefore, should reflect the international competition. International medium, then,
becomes the tools that can help the learning and teaching become more effective
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and efficient. In addition, the medium should be various and use the ICT as it is
suggested in the SBI curriculum. As the students will apply the various so called
‟international‟ medium, it requires them to learn not only register, or academic
English, or conversational language, but it requires them to learn ‟Global‟ English
since the medium that help their learning uses any kind of supporting material,
including internet. Furthermore, to meet the characteristics of becoming SBI, a
school/madrasah can achieve it in two ways (Haryana, 2007). The first one is
adaptasi (adaptation). Adaptasi is the conformity of certain elements stated on the
SNP that refer (equal/the same) to the educational standard from one of OECD
countries and/or any other developed countries which have superiority in the field
of education, are believed to have quality insurance that internationally
recognized, as well as have graduate students with the capability of international
competition. The second is adopsi (adoption). Adopsi refers to the incensement or
enrichment/strengthens/widening of certain elements that stated on the SNP and
still refer to the educational standard of one of OECD countries.
This category represents students‟ opinion of kind of English that they
encounter in the bilingual classes. For the data of this category we might take a
look at the data analysis from the questionairre and the interview. The
questionairre has made it clear that there are several generalization that can be
made. Regarding to the importance and the usage of language elements in the
bilingual classroom students comment that Speaking is considered to be „very
important‟ for 90% of the respondents. Listening and Vocabulary is considered to
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be „very important‟ for 70% of the respondents. However, the students feel that
Speaking is only „sometimes‟ used. The data from the questionnaire is supported
from the interview data. Both interviewees suggest that speaking becomes very
important.
Nonetheless, what need to be talked about is what kind of English that they
think will help them in the bilingual classroom and why they only use Speaking
occasionally in the bilingual classroom while they consider it very important. The
result of the interview indicates that whether the students choose for education or
general purpose as their reason of taking bilingual education program, they have
the same desire of English that they want to study, which is English for interaction
or daily usage or conversational language as the basic to learn the academic
language. Whether the student wants to study English that focuses on speaking,
listening, reading, grammar, vocabulary, and pronunciation or the one who wants
to study English that is fun and simple, the answer from interview suggests that
they desire English for interaction in daily usage.
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- Socio interaction Academic
class
Speaking becomes Socio-Academic Learning
very important
Consequences
language
Figure 4.25: Students’ Perception of English Axial Coding
The data from the interview suggest that Speaking becomes very important
because they need it for interaction. This phenomenon when we put in the
academic context, especially in the bilingual classroom, we will have what the
writer names it as Socio-academic learning. This type of learning will be able to
provoke the students to participate in the classroom activities without loosing out
their identity as teenagers. This type of learning will comprehend both
conversational and academic language with conversational language as its basis.
As the consequence, students will need Socio-academic language to participate in
the classroom activities.
This category represents the students desire of taking the bilingual program
specifically in English communication area. As we all know, each student in the
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bilingual classroom comes from different backgrounds and different purposes.
Hence, students come up with different communication needs. The questionairre
has provided us with crucial information that there are one group of students who
takes bilingual classes for education purpose and another group who takes
bilingual classes for general purpose. This category is different from Students‟
Perception of English. While Students‟ Perception of English represents students
opinion on what type of English that should they learn to make the learning in the
bilingual classroom becomes efficient, the Students‟ Aspiration of English
represents the students wants of what kind of English that will help them to
achieve the goal/purpose that they want (general/education/other).
The data from the interview indicates that whether the students choose for
education or general purpose as their reason of taking bilingual education
program, they have the same desire of English that they want to study, which is
English for interaction or daily usage or conversational language as the basis.
Whether the students want to study English that focuses on speaking, listening,
reading, grammar, vocabulary, and pronunciation or the one who wants to study
English that is fun and simple, the answer from the interview suggests that they
desire English for interaction in daily usage. As it has been stated on code note 9,
the result of the questionnaire can be grouped narrower (refer to table 4.3.6 and
4.3.7).
We can make a generalization that the group of students who desires
English that focuses on speaking, listening, reading, grammar, vocabulary, and
pronunciation, and then group of students who desires English that is easy to
understand, simple, fun, or general, followed by group of students who desires
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English for daily use, and then group of students who desires English that focuses
on idiomatic expression can be grouped into a single group. This group desires
English for interaction or conversational language or for daily usage as the focus.
However, the data from the interview also tells that the students want to learn
academic language as well.

- Socio interaction Academic
- class
Aspiration of Socio Socio-Academic Learning
and Academic
Language
Consequences
language
Figure 4.26: Students’ Aspiration of English Axial Coding
Although students come from different backgrounds and reasons of taking
bilingual program, they have the same desire of what kind of English that they
would like to study. The data indicate that although they have their own purposes
of taking bilingual program, they are all end up in desiring English for
conversational language (socio-language) and academic language. Nonetheless,
the data also express that conversational language should become the focus. As a
consequence, students in bilingual classes in Junior High School need Socio-
academic language no matter what purposes of taking the bilingual class is.
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C. Selective Coding
The first step of data analysis, open coding, has led us to dozens of concepts
emerged from the data. Observation as the first technique of data gathering
presents us with tremendous variations of concepts. The rich and abundant
concepts from the observation gives a better guide to the researcher to understand
deeper of all things that happen in the bilingual classes in Junior High School. In
addition, the „pictures‟ that the writer captures are not only the „formal‟ ones but
also rich data of „interesting‟ teenager activities inside the class. The researcher
does not only find regular activities inside the bilingual class but also is captured
by the „fun‟, „ignored‟, and even „silly‟ behaviors from the Junior High School
learners.
All „formal‟, „regular‟, or even „interesting‟ behavior of the students
captured from the observation recorded data has given the researcher ample data
as it is expressed in table 9. Dozens of concepts „born‟ from the observation data
analysis and these concepts reflect the communication needs of the Junior High
School students in the bilingual class. To put it in a simple argument, the data is
rich and it is perfectly related to the communication needs of the students that it
has not been explored before. Although it takes time to code the data from the
observation analysis, the result of the data analysis is well suited for the purpose
of this research.
After every sentence is coded, the observation data analysis is continued by
comparing each concept to get differences and similarity. Dozens of concepts,
then, are grouped into several categories according to their similarities. The
observation data analysis has provided us with six categories.
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Table 4.5: Emergent Categories from Observation Data

No. Concepts Category
1. Mimicking sound JESTING

Making noise
Teasing friend
Ice breaker
Joking
Smiling and laughing
2. Reading text ACADEMIC ACTIVITIES
Conducting experiment
Discussing
Ending presentation
Watching/Showing slide
Preparing presentation
3 Description inquiry-Expressing ACADEMIC KNOWLEDGE
description SHARING
Classification inquiry-Expressing
classification
Example inquiry-Expressing example
Analyzation inquiry-Expressing
analyzation
Explanation inquiry-Expressing
explanation
Conclusion inquiry-Expressing conclusion
Identification inquiry-Expressing
identification
Conditional description inquiry-
Expressing conditional description
Reasoning inquiry-Expressing reason
Confirmation inquiry-Expressing
confirmation
Asking pointers-Expressing pointers
Definition inquiry
Comparing inquiry
Expressing calculation
Expressing distinguishment
Expressing causal description
Expressing understanding
Expressing interruption
Giving correction
Question inquiry
Counting
Introducing a topic
Initiating a story telling
Repeating question
Asking repetition
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4. Expressing objection SUBJECTIVE EMOTIVE

Expressing lack of confidence EXPRESSIONS
Expressing doubt
Expressing satisfaction
Expressing gratitude
Expressing disagreement
Expressing dissatisfaction
Expressing reprimand
Expressing disappointment
Expressing disbelief
Expressing relief
Expressing order
Expressing suggestion
Expressing agreement
Expressing opinion
Giving permission
Persuading
Surprise statement
Whining
Giving reminder
Ignoring
Negotiating
Asking permission
Getting attention
Answering softly
Smiling in relief
5. Talking to friend PEER SOCIO INTERACTION
Singing
Looking for better seat
Applauding
Phatic
6. Coming late SUSPENDIBILITY
Stalling
Documentation as the second data technique collection provides the
researcher with more reflective learning and teaching that actually happen at the
bilingual classroom. This data support and account another data collection
technique, such as observation as its main complementary. The flexibility to get
the curriculum and lesson plan has made the data even become richer and more
supportive. From the curriculum and lesson plan as its main sources of this data
collection, the researcher is able to collect the goal and purposes of the bilingual
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program so that the researcher is able to see what actually that drives this
program. In addition, we can take a look at all supportive data that can help us to
generate the theory in this research, such as: the activities that stated in the
bilingual classroom, the material that is used, the phase of the learning, and so on.
After it is being crosschecked with other data from observation,
questionnaire, and interview, there are four main categories emerged.
Table 4.6: Emergent Categories from Documentation Data

1. Vocabulary journal / Glossary ACADEMIC VOCABULARY

Vocabulary exercises LEARNING
Classroom English
2. Basic competence STATED LEARNING GOALS
Standard competence
Purpose of learning
Curriculum SMP RSBI
3. Learning phases ACADEMIC ACTIVITIES
4. Source SUPPORTING RESOURCES
Teaching material
Learning resource
The two earlier data collection techniques help the researcher to manage the
questionnaire better. Questionnaire, as the third data collection technique, is build
under literature review and supported by the observation and documentation data.
With the help of questionnaire, the reseracher gets large quantity of data from
large amount of respondents. Totally, there are thirty students from two different
classes that become the respondents. The questions of the questionnaire cover
several things, such as: personal data, students‟ purpose of taking bilingual
program, students‟ opinion of the needs of English according to their purposive
statement, and students‟ opinion of English in bilingual classroom. The variety of
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respondents and questions has become the validity of the source of data. There are
four categories emerged from the questionnaire data analysis.
Table 4.7: Emergent Categories from Questionnaire Data

1. Presentation ACADEMIC ACTIVITIES

Dicussion
Story Telling
Reporting
Drama
Games
Task
2. Talking to friend PEER SOCIO-
Singing INTERACTION
3. Use of Language Element STUDENTS’ PERCEPTION
Discourse skill OF ENGLISH
4. Purpose of Taking Bilingual Class STUDENTS’ ASPIRATION
Expected English Activity OF ENGLISH
English in Bilingual Classroom
Last but not least, an interview is conducted to get deeper data. The
interview questions are arranged based on the theoretical framework and earlier
data from other data collection techniques that are already gathered. In general,
the questions are based on the communicative skill, behavior, and task. The earlier
data from other techniques are considered to give additional question to get
further explanation to answer the research question and they are needed to be
further discussed. A good example is from observation data, especially from Field
Note (March 11‟2010) where it is seen that among students they have a very close
relationship.
The interview is semi structured one where the researcher decides the
sequence and working of questions in the course of the interview. The researcher
believes that by conducting interviews, we will be able to gather the participants‟
perspectives that are meaningful, knowable, and able to be made explicit. In other
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words, we will be able to have an access to go into people‟s mind, we will also be
able to measure the knowledge or information of the people, what the
perspectives, beliefs, attitudes of the people. As the data analyzed and compared
to other data, there are four categories emerged from the interview data analysis.
Table 4.8: Emergent Categories from Interview Data

1. Presentation ACADEMIC ACTIVITIES

Dicussion
Drama
2. Talking to friend PEER SOCIO-INTERACTION
3. Use of Language Element STUDENTS’ PERCEPTION OF
ENGLISH
4. Reason of Taking Bilingual Program STUDENTS’ ASPIRATION OF
Future Expected English ENGLISH
All above categories from all of data analysis technique will become just as
a raw data. This raw data will not be able to explain about the phenomena of the
category itself. Particularly, the category itself will not be able to find the answer
of what, when, how, why, where, and the consequences of each category. With the
help of code notes, the way to explore each category to explain the phenomenon,
causal conditions, context, intervening conditions, action strategies, and
consequences of the category will become much easier. This process of explaining
what, when, how, why, where, and the consequences of each category is called as
axial coding. By conducting axial coding we will be able to relate of each
category and develop the core category.
The last step in this grounded theory is to develop the theory itself. Strauss
& Corbin (1998:146) stated that the core category “is a conceptual idea under
which all the other categories can be subsumed.” The core category is, in fact, the
conceptualization of the storyline about the central phenomenon of the research
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study. The core category is the main theme of the data such that it can explain the
whole phenomenon investigated. It is also important that the other categories must
be able to relate to the core category in the description or explanation of the whole
phenomenon. Therefore, the auxiliary categories may be linked to the core
category in complex and intertwining ways. There is a need to note that there may
be more than one core category that represents the phenomenon investigated. At
the same time, the data form each category must not be forced into forming a
relationship with the core category/categories. There are four methods to identify
a core category, namely writing a storyline, conceptualization, use of diagram and
review of memos (Strauss & Corbin, 1998). Within this research, the researcher
uses a storyline supplemented by a diagram.
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CHAPTER V
CONCLUSION
In this chapter there are three sections that will be presented, they are: (1)
summary of the analysis result which answers the research question, (2)
implications of the essential issues which arise with the research, (3)
recommendations which are intended to be suggestions to the relevant parties as a
follow-up of this research in order to improve the current study.
A. Conclusions
The central objective of this study was to generate a grounded theory of
Learners’ Communication Need of Bilingual Education in Junior High School.
The phenomenon of bilingual education in Indonesia had become the inspiration
for the writer to conduct the research. Moreover, different contexts that occured in
Indonesia would require unique and ‘special’ terms and conditions for bilingual
education program in Indonesia and not to mention about the main ‘character’ of
this phenomenon, the students. Being in bilingual education class meant that they
should be ready to reach a higher level of literacy competence. Hence, grounded
theory was chosen as it would be able to provide clearer description of what kind
of communication needs that they needed (or even wanted).
In this thesis, the researcher first presented the background of the research, a
boundary of the literature he reviewed, the methodology chosen, and the data
analysis. The background of the research had clearly defined the phenomenon of
bilingual education program globally into locally, including the issues that might
occur in setting up bilingual education program in Indonesia. The literature review
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principally became the guide for the researcher so that he would be able to decide
on what ideas, element, or concepts that needed to be gathered and which that did
not to. The unique characteristic about grounded research was that we could not
generate a preliminary answer from the literature review. The literature was only
as a guide for the researcher. The following chapter gave the reader complete and
detail descriptions of what actually grounded theory was and how this theory
would be applied on the study.
The research questions formulated in the previous part has been answered
through conducting the research and analyzing the data gathered. The research
question which was to seek for the learners’ communication needs in the bilingual
education classes at the Junior High School level is answered by the theory itself.
Within the theory developed, we could understand further of the core category and
the consequences of the core category itself.
The purpose of this grounded theory was to drawn something universal into
something local. In other words, this theory is applicable in Bilingual Classes in
Indonesia for Junior High School learners only. This theory will not be aplicabble
if we want to apply it on different contexts or toward different levels of learners.
Different contexts mean that we will have different types of bilingual education
program. Different bilingual education programs mean that each program has
different goals and purposes. Different levels of learners mean different
charactertictics of learners and different literacy of competences of the learners.
Hence, this theory is not accountable if it is applied in the bilingual education
program in the United States of America, take for example. In the United States,
the bilingual education program is commonly set up to maintain a native language
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and developing the target language. Meanwhile, in Indonesia it has a different
case. Here, the focus is to develop the skills of English (target language).
Although that students come from different mother tounge, they all speak Bahasa
Indonesia. Hence, the focus is not the develop Bahasa Indonesia or the native
language.
If we attempt to apply this theory to different groups, there will be an
immense possibility where this theory is not well applicable. The main rationale
to take this research was because the writer noticed that for Junior High School
learners, learning English was supposed to be at survival skills level (literacy
competence level for Junior High School learners). In a bilingual class, the Junior
High School learners will confront a different sets of level of literacy competence.
In a bilingual class, they will encounter informational literacy level, where they
utilize a certain discipline to understand and learn English. This gap of literacy
competence was very intriguing for the writer. This gap would result in a certain
communication needs for Junior High School learners. In addition, dealing with
Junior High School learners was challenging.
Coping Junior High School learners means we are dealing with special
characteristics of learners. Teenagers have different characteristics to adults or to
children. Thus, it makes them have different ways of expressing themselves.
Moreover, the literature review had suggested us that teenagers are in the level of
trying to get attention, recognition, or acceptance. This indication made the writer
aware that there would be various behaviors that the students performed in the
bilingual class. Although we are discussing about an academic context, yet we are
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dealing with teenagers with their strong socio-interaction. This second reason had
completed the rationale that this reserach was challenging to conduct.
Straus and Corbin (1998) explain that there are four methods to identify a
core category, namely writing a storyline, conceptualization, use of diagram and
review of memos (Strauss & Corbin, 1998). Within this research, the researcher
used a storyline as its base method. Diagram and review of memos were used as
parts of the storyline.
As this is the part of selective coding, the reseracher would like to provide
clear reasonal thinking of how a certain category turns into the core category.
Using Dey’s guidelines to select the core cateory was considered to be helpfull in
this process of coding. First, Dey (1999) argues that the category relates to many
other categories. Reading and reviewing the consequences of the axial coding had
made it clear that Socio-academic language was such a crucial element that
occured in the bilingual classes. It was explainable as we were dealing with
teenagers with their unique characteristics. This Socio-academic language
emerged because there was two main settings that shaped this consequence, those
are: Academic Context and Junior High School learners.
Conversing about Academic Context and Junior High School learners had
led us to very crucial and intriguing issues. Academic Context for an instance had
provided us a clear setting that there would be academic activities where academic
language would become the main medium in delivering a certain subject. These
academic activities also presented us ideas that the activities should be those that
we usually encountered in a classroom, such as: presentation, lecturing,
discussion, conducting experiment, etc. In addition, Academic Context also
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referred that the students would have certain roles and teachers should also has
certain roles.
Junior High School learners on the other hand had made a substantial and
the very base ’nutrition’ for the Academic Context. It is crucial to recollect that
Junior High School learners are teenagers, and teenagers are in the stage of
Esteem: to achieve, be competent, gain approval and recognition (Maslow’s
Hierarchy of Needs stage 4). Hence, we should become aware that teenagers come
up with various behaviors to ‘complete’ the stage. As the result, academic context
became a medium where the students made the effort to retain their interaction
with their friends kept on going. To put in simple words, maintaining socio-
relationship among students in bilingual classes was occuring no matter what
activities they were performing.
1. Peer Socio-Interaction Theory
Dey, I. in his book ’Grounding Grounded Theory: Guidelines for
Qualitative Inquiry’ elaborates the criteria for a core category as follow:
 It is central if it is related to many other categories and accounts for a large proportion of
variation in the data.
 It is stable if it can be seen as a recurrent pattern in the data
 It is sufficiently complex if it takes more time to saturate (indetify its properties) than other
categories.
 It is incisive if it has clear implications for more formal theory
 It is powerful if its explanatory power helps the analyst to ’carry through’ to a succesful
conclusion.
 It is highly variable if it is sensitive to variations in conditions in terms of degree, dimension,
and type (Dey 1999: 111).
The writer provided a preliminary section which explained why ‘Peer Socio-
Interaction’ became the core category by referring to Dey’s idea. This explanation
was in the form of story telling which would be supplemented by diagrams. After
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explaining the background of this core category, the writer would discuss further
of what actually Peer socio-interaction is afterwards.
a. Peer Socio-Interaction’s Correlation with Other Categories
On the observation data, we had noticed that students were often seen to
have their own conversation with their peers. The conversation that they had was
frequently about their daily experiences. In addition, this peer conversation
occured in whatever activities they performed, such as: conducting experiment,
story telling, hearing lecture, etc. In other words, academic activities that they had
were somehow ‘seasoned’ with peer socio interaction in an extensive degree.
Peer socio-interaction was closely related to Jesting. Junior High School
learners or teenagers had the desire to get attention or to get recognition from or to
their peers. The ways to express it came in many fun and interesting attitudes,
including: mimicking sound, making noise, teasing friend, or joking. These fun
and interesting activities happened during presentation, story telling, discussion,
conducting experiment, and any activities that the researcher encountered in the
bilingual classes. This lead us to a conclusion that mimicking sound, making
noise, teasing friend, or joking are just other examples of their way to maintain
their socio relationship. To put it in a simple argument, these activities are parts of
Peer socio-interaction. Hence, it is undeniable that Junior High School learners
need socio-language especially peer socio-language during whatever activities
they are conducting inside the classroom.
Academic knowledge sharing is also affected by peer socio-interaction. If
we scrutinize once more at appendix 4 code note 3, we are able to notice that
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during academic knowledge sharing activities, the students inserted these
activities with peer socio-conversation. This is natural as this is the base
characteristics of teenagers, which is to gain recognition, attention, or
appreciation. Moreover, the way to achieve it is by maintaining their socio-
interaction in the classroom. The consequence of this is that we have to provide
students with enough socio-language when they conduct the academic activities.
However this socio-language must be accompanied by academic language as the
basis to do academic activities.
Peer Socio-Interaction is also related to Subjective Emotive Expression.
This category is related to each individual who is bounded in the emotion feature
in the bilingual classes. Contrary to the ‘Academic Knowledge Sharing’, the
incidents in this category are not related to academic language. What can be
inferred from this category is that, the nature of Subjective Emotive Expression
agrees to the nature of Junior High School learners. Junior High School learners
are expressive and they express their feeling imaginatively, such as: they whine if
they feel insecure, they negotiate with the teacher freely if they want to get a
better result, and even they ridicule their friends if they feel something funny. As
for the consequence, the students need sufficient socio-language when they
conduct the academic activities so that they can maintain their natural needs to get
attention, recognition, appreciation, or share ideas with their peers and teacher.
However, this socio-language must be accompanied by academic language as the
basis to do academic activities.
Suspendibility as a category is also well related to Peer socio-interaction.
Suspendibility, where the students and the teacher were in the period of into the
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lesson or discussion or presentation or lecture or any other academic activities,
was just another way to express the peer socio-interaction that the students had.
When the students were coming late and they were seen smiling and talking to
each other were good examples that students keep maintaining their socio
interaction.
The following category that is related to Peer Socio-Interaction is Academic
Vocabulary Learning. When we returned this discussion by reviewing the
curriculum of SBI, we noticed that the teaching and learning of English should
include cross-cultural understanding and that the teaching and learning of English
should support the development of the students’ multiple intelligence. This means
two things. First, academic vocabulary learning should become much more
various and capture the characteristics of Junior High School learners. The
learning of register can be done by making the activities in more fun ways: such
as giving students more forms of exercises to avoid them of getting bored.
Second, academic vocabulary learning should insert conversational language in
this academic vocabulary learning in addition giving them more various forms of
vocabulary exercises. If we relate these two ideas it will allure us that we should
notice the characteristics of Junior High School learners. Therefore, fun and more
various ways of learning academic vocabulary is based on the main characteristics
of Junior High School learners which is that they keep maintaining their socio
interaction even in an academic context.
The main idea of how the writer was going to relate the Stated Learning
Goals category was that the goals and objectives of RSBI Program are; to situate
the basis of intelligence, knowledge, personality, nobility, and skill to live independently
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and continue the higher education, and to produce junior high school graduates with
national and international level of competency. In other words, the goals of RSBI
program focused on the preparing the students in the socio-life and made them
ready for international competition by developing not only their intelligence but
also their skills and personality. It can be said that the goals and objectives do not
take the characteristics of Junior High School learners for granted. As a matter of
fact, they want their students to have the skills and competence not only to
compete in international competition but also to interact within in their social life.
This shows that Peer socio-interaction is involved in this category.
The next category that is related to Peer Socio-Interaction is Students’
Perception of English. This category represents students’ opinion of kind of
English that they encounter in Bilingual classes. When we observed the data from
the questionairre and the interview we could see that Speaking was considered to
be ‘very important’ for 90% of the respondents. Furthermore, it was also
explained on the data analysis that Speaking became very important because they
needed it for interaction. This phenomenon, then, represented the idea of Peer
Socio-Interaction. However we must notice that the students wanted to study
academic language also. However, they assumed that it was better to comprehend
socio-language first then comprehended the academic language. Hence, students
needed what the writer called as ‘Socio-academic learning’. This type of learning
would be able to provoke the students to participate in the classroom activities
without loosing out their identity as teenagers. This type of learning will
comprehend both conversational and academic language with conversational
language as its basis.
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The last category that is connected to Peer Socio-Interaction is Students’
Aspiration of English. This category refers to the students’ wants of what kind of
English that will help them to achieve the goal/purpose that they want
(general/education/other). This is necessary to discuss as each student in the
bilingual classroom come from different backgrounds and different purposes.
Therefore, it is undeniable that students will come up with different
communication needs. The data from the interview had well explained that
whether the students chose for education or general purpose as their reason of
taking bilingual education program, they had the same desire of English that they
wanted to study, which was English for interaction or daily usage or
conversational language as the basis. Whether the student wanted to study English
that focused on speaking, listening, reading, grammar, vocabulary, and
pronunciation or the ones who wanted to study English that was fun and simple,
the answer from interview suggested that they desired English for interaction in
daily usage. In other words, although students came from different backgrounds
and reasons of taking bilingual program, they had the same desire of what kind of
English that they would like to study. They all desired English for conversational
language (socio-language) and academic language with conversational language
became the focus.
Peer socio-interaction became the central topic of this selective coding since
it came from the characteristics of the learners themselves. When we placed Peer
socio-interaction an in academic context, it would give us a new idea of what the
academic activities in the bilingual classes should be. Indeed, we could not
neglect that Junior High School learners are teenagers with their need to get
211
attention and recognition. This built their interaction even stronger no matter what
situation they might deal in.
b. Peer Socio-Interaction Repetitive and Streched Occurance
Another point why Peer Socio-Interaction category turned into the core
category was because it appeared repetitively. At the first observation, the writer
noticed something that would be interesting and could change the whole idea of
academic context (refer to Field note). On the field note the reseracher stated that
he saw a really close relationship among the students. Before and during the
teacher walked in the classroom, he saw students singing, playing guitar, talking,
and laughing about what they are talking. Even during the class activities, he saw
that the students are bounded socially with each other.
However, the writer believed that he shouldn’t focus only on the Peer socio-
interaction phenomenon only. The writer welcomed every new idea that might
emerge. The writer conducted the second observation in a class with the same
subject, English. The second observation was as much as interesting as the first
one as the writer noticed so many academic activities that were conducted in a
societic way.
The following observation was in a different subject, Physics. When the
reseracher conducted the observation in a laboratory room, the reseracher was
allured in the same idea, Peer socio-interaction. Whatever academic activity that
the reserarcher was observing in the laboratory was conducted in a societic way.
Students were joking when they were conducting experiments, mimicking sound
of a certain experiments, teasing their friends, and even talking to their friends
212
during the class activities. The reseracher, then, could not neglect that the emerged
data from the observation focused on one category, Peer socio-interaction.
Nonetheless, one data analysis from one data collection was not enough. Hence,
the researcher turned to other data with different techniques of data collections.
The second data collection technique is documentation. There were several
data accessible. The reseracher was provided with a series of lesson plan and
curriculum of RSBI. There were many activities stated on the lesson plan. The
various activities were accompanied by various sources as well. Once the
researcher crosschecked this with the curriculum of RSBI, the reseracher realized
that it could be connected with the goal and purposes of SMP RSBI. English in
SMP RSBI was not only for global competition but also for socio-interaction.
This idea of developing English for global interaction and for socio-interaction
was obtained with interesting methods, using ICT, and Multiple Intelligence.
Entirety was based on the characteristics of Junior High School learners. It
provided us an impression that the government realized that they were dealing
with teenagers who needed to get attention and recognition. Therefore, without
neglecting their socio interaction, the government set up the activities in a
bilingual class to become more fun and various. This idea, then, held the category
of Peer socio-interaction.
The data from two data collection techniques had allured the reseracher to
one idea, Peer socio-interaction. However, the researcher was certain that he
needed much more data for this kind of research. The reseracher realized that to
make the grounded theory accountable and had its validation, it needed large data.
Questionnaire was the kind of data that the writer turned into.
213
The questionnaire was developed based on the theoretical review and the
data from the observation and documentation. The result of the questionnaire had
made the reseracher become more certain that Peer socio-interaction was the core
category. In addition, the data from the interview also supported the Peer socio-
interaction as the core category. As it had been explained on code note 9-
Students’ Aspiration of English, it had been noted from the interview that whether
the students chose for education or general purpose as their reason of taking
bilingual education program, they had the same desire of English they wanted to
study, which was English for interaction or daily usage or conversational
language. Whether the student wanted to study English that focus on speaking,
listening, reading, grammar, vocabulary, and pronunciation or the ones who
wanted to study English that was fun and simple, the answer from interview
suggests that they desired English for interaction in daily usage. If this is the case,
the result of the questionnaire could be grouped narrower (refer to table 4.3.6 and
4.3.7).
It can be said that the group of students who desired English that focused on
speaking, listening, reading, grammar, vocabulary, and pronunciation, and then
the group of students who desired English that was easy to understand, simple,
fun, or general, followed by the group of students who desired English for daily
use, and then the group of students who desired English that focused on idiomatic
expression could be grouped into a single group. This group desired English for
interaction or conversational language or for daily usage.
214
c. Peer Socio-Interaction Major Implications
It is not necessary that when we refer to an academic context we would have
the same definition or explanation, especially when we deal with teenagers. The
idea of academic context with its academic activities and academic language had
somehow changed when we discussed about teenagers as the learners. Teenagers
with their interesting and complex characteristics had become the turning point
when we wished for discussing further of what actually their communication need
is. One important idea that we had to remember was that we could not treat a
student or a group of students to be the same.
When we referred to the characteristics of Junior High School learners we
referred to the characteristics of teenagers. Studying about the characteristics of
teenagers we could turn to Maslow’s hierarchy of needs. It says that teenagers are
on the Needs for Esteem. These involve needs for both self-esteem and for the
esteem a person gets from others. Hence, we could state that Junior High School
students in bilingual classes had the need or desire for a stable for self-respect, or
self-esteem, and for the esteem of others. The self respect could be reflected from
their desire to achieve or to master or even to compete with their peers. To gain
respect from others, they might call the desire for reputation or prestige (defining
it as respect or esteem from other people), status, fame and glory, dominance,
recognition, attention, importance, dignity, or appreciation.
These characteristics had become the turning point when we want to study
their communication needs in a bilingual class. Academic context which focused
on its academic activities and academic language was not entirely true on this
context. Everything was changing because we dealt with teenagers. We would no
215
longer see a very strict and formal class as we could imagine in a college or
university, and it was not that ‘free’ as we could see when we dealt with young
learners. Teenagers are special and unique and this is the key point.
With the characteristics stated above, Junior High School learners are filled
with the feeling that they should interact with their peers in order to get the self
esteem or esteem from the others. Hence, we noticed that Junior High School
learners in a bilingual program rendered the same idea, they kept maintaining their
Peer socio-interaction wherever and whenever. The idea of maintaining Peer
socio-interaction combined by academic context resulted in unique implications.
Students with their unique characteristics changed the idea of academic
context and their communication needs. No matter academic activities that the
students performed in a bilingual classroom, it was accompanied by Peer socio-
interaction (communication). When the reseracher entered the classroom during
observations, the reseracher observed that the students never left behind their
needs of getting socialize with their peers. Hence, students who were talking with
their peers while a teacher was giving a lecture, or students who were laughing
when a student was making a mistake during his/her presentation, or students who
were singing a song and clapping their hands, or even dancing when the teacher
was already entering the classroom was a routine activity during the class
activities. All of them became a mundane, an interesting mundane with interesting
consequences.
Before going further about the implication, we have to remember again
about the target of literacy competence for Junior High School learners and the
goals of SMP SBI itself. These two elements provide us a clear line to connect or
216
even make boundary for creating the communication needs of Junior High School
learners who are participating at the bilingual program.
These two main components, the target of literacy competence and the role
of English in SMP SBI, had delivered into a simple conclusion, that students in a
bilingual class learnt English more than that stated on the goal of competence
standard, and English should became not just a mere of language for academic
purpose but also for social interaction. Indeed, the researcher stated English for
socio-interaction although it was not being referred on the curriculum. This
logical conclusion occured based on the observation and data from theoretical
review. These connected elements led into one single idea that socio-interaction
was natural even in academic context during academic activities.
Surely, Peer Socio-Interaction has changed the idea of academic context.
This has led into one main implication, that students have different
communication needs. The communication needs are majorly generated from the
students’ characteristics itself. This idea can be validated by the students’
activities in the classroom. Communication needs are not only based on the
academic language but also on socio-language as it is seen on their behavior. We
shall take a review on below diagram.
217
Causal Causal
Conditions Conditions
- to get attention - Lit. competence
- to get - Curriculum
recognition
Uncontrolled Controlled
Phenomena Phenomena
Context
- Satisfaction needs - Stated goals
Academic Class
- Ideational meaning - Academic activities
sharing - Various forms of
- Emotion sharing academic learning
- Speaking becomes - National & Int.
very important competency
- Aspiration of socio Strategies
and academic Peer Socio-
language Interaction Academic
Learning
Consequences
Needs of Socio-
Academic Language
Figure 5.1: Peer Socio-Interaction Core Category Development
The diagram above has explained much about the existence of Peer socio-
interaction as its core category and its consequence. It is commenced with the idea
of teenagers’ characteristics as the first stepping stone. The idea of Junior High
School learners and together with the goals and purposes that they had to achieve
when they joined the bilingual program resulted in two different main phenomena,
the controlled phenomena and the uncontrolled phenomena. The controlled
phenomena represented the phenomena mentioned above on the diagram. These
controlled phenomena meant that we could set this one up or we could rearrange it
as we wanted it. For example, the government could change the literacy
competence that the Junior High School learners have to achieve into a higher
level or change the role of English in the bilingual class. On the other hand, the
218
uncontrolled phenomena represented the innate characteristics of each Junior High
School learner as an individual. Hence, there is nothing that we can do about it.
B. Implications
What we can do to accommodate the two kinds of phenomena above is to
have a good strategy of learning. This strategy should be capable of
accommodating the elements inside each phenomenon. In other words, this
strategy should cover the element not only in the uncontrolled phenomenon but
also on controlled phenomena. Therefore, when we referring to communication
need, we could not give the students with what that is already stated on the
curriculum or putting the students in a formal academic context to have formal
academic activities. We need the students to keep maintaining their socio-
interaction as it becomes their innate characteristics. We need them to learn what
those are already stated in the curriculum by using socio-language so that the
students could keep maintaining their peer interaction. As a result, the students
need what the reseracher refers it as Socio-academic language.
We have learnt from the theory above that the consequence of the theory is
that the students need what is called as Socio-academic language. This kind of
language is really important to bridge the students’ socio-needs in interaction with
their peers in the academic context. This particular kind of language guides the
students and the teachers of how to deal with the complexity of teenagers and to
achieve the goal of developing English skills.
On above we can see why Socio-academic language becomes very
important in a bilingual class especially in dealing with Junior High School
219
learners. Regarding to the communication needs in bilingual classes, the term
Socio-academic language possesses two important elements; Socio and Academic
Language. The researcher does not use the term Academic socio-language cause
both mean different. Socio-academic language is the language when the focus is
on improving conversational language by using academic activities in fun and
various ways. In this case, using academic activities means using certain academic
language. In other words, students learn academic language while they are using
conversational language at the same time. Or, it can be said that the students
conduct academic activities with academic language by using socio language as
its part of communication. Academic socio-language, in other way, creates
different meaning. Academic socio-language means the learning of Socio-
Language academically. Therefore, the reseracher prefers to use the term Socio-
academic language.
Socio-academic language is able to make the students to keep maintaining
their socio-contact without neglecting their academic areas. Hence, modificating
the academic activities so that conversational language is still occurring is the
main task. One way to solve it is by giving the contextual support; such as giving
characteristics of the task to become more familiar, e.g.: tasks based on prior
students’ experience, tasks based on students’ interests, tasks based on cultural
relevance, etc. With these strategies, students are learning not only academic
language but also socio-language. Moreover, students are be able to keep
maintaining their socio-interaction with their friends in academic ways.
220
C. Suggestions
It is well concluded that the context of learning, shaped by the
educational/cultural values of the society where individuals are studying a new
language, combined with language learners’ goals together determine the types of
communication needs of the students. The characteristics of the students also an
important element that shapes the communication needs of the students. From
above discussion, there are several suggestions that the writer proposes:
1. Accommodate students’ interaction in most of the tasks
In a language class where students are trying to develop basic interpersonal
communication skills in order to interact with speakers of the target language,
a social strategy is helpful. However, if students are preparing for an exam
that focuses on vocabulary and grammar, memorization strategies is the most
effective and efficient strategy. For this research, as the characteristics of the
students explain that it is natural to keep maintaining their socio interaction,
it is better that teachers apply learning strategies that accommodate the
interaction among the students. Using the students past experiences, daily
activities that they usually see, hear, and do, and various types of activities
run perfectly for the students.
2. Use supporting fun media to attract students’ attention.
It is clearly stated on the interview and the questionnaire that the students
want language learning that is fun. Hence, using various interactive media is
appropriate for bilingual education classes. This interactive media has
become a good medium of academic language learning as well as a catalyst
for the students to keep maintaining their peer socio-interaction.
221
3. Use both academic language and socio-language in class altogether.
Academic language is very helpful in academic knowledge sharing activities
and socio-language is very helpful in maintaining the interactions. Using both
types of language makes the goals of learning academic language as well as
the socio-language will be achieved.
222
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APPENDICES
APPENDIX 1
VIGNETTES OF THE OBSERVATIONS
Vignette on the first observation

March, 11, 2010
SMP N H Yogyakarta
Respondents: One class of students
Time: 08:20-09.00
Class: 8 International 2
08:20-08:35
The teacher, Miss M, enters the classroom and stands in the front of the classroom.
Several students approach her, kisses her hand, and leaves the classroom. Most of the students
talks at the same time so it is hard to recognize what the students are saying. However, it
becomes obvious that the students are having their objection of something. A student says, ‘I’m
not ready, Miss.’ (in bahasa). Another says, ‘I didn’t bring anything.’ (in bahasa). Another says,
‘Miss, I can’t do it’ (in bahasa). Finally, the teacher greets the class by saying, ‘Assalamualaikum
wr.wb.’ (an islamic greeting) and the students respond it by saying, ‘Waalaikum salam wr.wb.’
(an islamic respond of greeting).
The teacher starts it with a smile and says, ‘What will you have?’ and most of the
students respond it so that it is hard to recognize what actually they are saying. It is also hard to
recognize since the students give the respond whiningly. A student approaches the teacher and
says, ‘I will be…I will be…’ (in bahasa) and the sentence is not complete since there is a students
interrupt him by saying, ‘But, Miss, I’ll be different’ (in bahasa). The teacher responds it by
saying, ‘I think the way you perform doesn’t matter,’ and the student says, ‘Right’ (in bahasa).
Then, another student approaches the teacher and shows her note to Miss M and Miss M nods.
Then, the teacher says, ‘You have to be ready for it, you have to prepare it before,’ and several
students say, ‘Yes.’
The next thing, the teacher and the students try to negotiate what the students should
do. It is hard to record what actually they are saying since each student wants to have his/her own
bilateral transaction with the teacher. Afterwards, Miss M gives pointer of how to do the
presentation. She says ‘you should give the introduction’ and also ‘for the closing you should
talk about the moral value’. She adds ‘Remember, every question means a score for you’.
Teacher goes to her sit and the students start to whine by saying a common bahasa expression
such as ‘ah…..wuah….’
08:35-08:47
A student stands in front of the class and he is ready to do the presentation. However,
Miss M says that they have a guest and make me to introduce myself in front of the class. Miss
M asks the students if they have any question for me, she says ‘Any question? To make it
longer,” and the students start to smile with Miss M‟s joke.
The first student begins his presentation. He opens his presentation by saying ‘Hello,
friends. I’m going to tell a story about three little pigs.’ In the middle of presentation some
students give surprise expression by saying, ‘Ah…!!’ He ends his presentation and the students
give applause. Miss M opens the discussion, saying, ‘Any question please?’ A student raises her
hand. Miss M responds it, saying, ‘Yes, R.’ The student asks, ‘Why do you choose that story?’
The student answers it, ‘Because I like the story,’ and he also adds, ‘Because I have read this
before.’ The student says, ‘Any question, please?’ Nobody asks and then Miss M asks the student,
‘What is the moral value of the story?’ The student smiles and whines, saying, ‘Ah…’ He
responds the question and smiles. The teacher says, ‘A…you mean…,’ but the rest of her talk is
quiet hard to write down. After that, Miss M says, ‘Are there other questions?’ No one asks and
she adds, ‘Remember, a question means a score for you.’ No one asks and she says,
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‘Please…please your question’. No one asks. Miss M still tries to get a student to ask something,
saying, ‘A, do you want to say something?’ The student keeps silent and smile. Every student
keeps silent and Miss M says, ‘Thank you, you may end the presentation.’ The student ends his
presentation, saying, ‘Thank you for your attention. Bye.’ He then gets his paper from Miss M.
08:47-09:00
Miss M calls the next student to present the persentation, she says, ‘The next student
would be R.’ A student comes to the teacher and gives his paper. A student moves to another seat.
Some students are having their own conversation. The student stands in front of the class and says,
‘Good afternoon.’ Miss M responds, ‘Do you think it’s afternoon already?’ The student says,
‘Good morning.’ Other students answer it saying, ‘Morning.’ The student opens his presentation,
saying, ‘I will tell you a story about Gretel….(it is hard to catch what he is saying next). The
student speaks very softly. Some students are having their own conversation. A student moves to
anoter seat and starts a conversation to a student sitting in front of him. A student says,
‘Ssssshh….’ A student moves to another seat and starts a conversation with a student beside him.
Some students are having some sort of a discussion. Finally, the student ends his presentation and
the other students give applause. A student asks very softly and the student answers the question
very softly also. The teacher asks, ‘What do you think about the characteristics?’ The student
smile and then he answer it in a soft voice. Miss M says, ‘Other question, please?’ A student
asks, ‘Where do you get the story? The student answers it and they both nod. The student takes his
paper from Miss M and goes back to his seat. Some students start having their own conversation,
saying, ‘Five minute is not enough’ (in bahasa), ‘It’s not enough…not enough,’ (in bahasa), and
then a student tells Miss M, ‘Maybe continue after the break.’ Miss M smiles and stands up from
hear seat and says, ‘See you after the break.’ Some students answer it, ‘See you, Miss.’ Student
says ‘Yes…,’ some other students smile in relief.

Finished writing at 12: 23
Vignette on the second observation

March, 11, 2010
SMP N H Yogyakarta
Time: 09:20-10.00
09:20-09:30
The teacher enters the classroom and stands in the middle of it while having a
conversation with some students. There are also some students who sing a song. Several students
are also seen having a conversation with their friends.
09:30-09:40
A student stands in the middle of the class. She begins her presentation. She says,
‘Assalamualikum wr.wb. OK, friends. I am going to tell you about Snowhite.‟ There are two
students asking for confirmation, they say, ‘Eh…what?’ (in Bahasa). The student replies,
‘Snowhite’. In the middle of her presentation, the student stammers, she forgets the story and
says, ‘Sorry…sorry…sorry.’ Then, she stammers, smiles, and says ‘Sorry…sorry…sorry.’ She
ends her presentation and asks her friends if they have a question for her. She says, ‘Other
questions?’ A student says, ‘Moral value?’ The student says, ‘Ah…Yes!’ (in Bahasa). She
answers the question and at the same time she is smiling. While she is answering the question, a
student says something softly and the student looks at her and says ‘Hah?’ cause she doesn’t
catch what she is saying. Then the student continues, saying, ‘A…Do you want to ask
something?’ And, the teacher says, ‘Other question, please?’ A student asks, ‘How old is the
Snowhite when he kisses her?’ The student answers it, saying, ‘I think teenager.’ Finnaly, she
ends her presentation.
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09:40-09:48
A student comes to the teacher and shows her note. Afterwards, she begins her
presentation by saying, ‘Hi guys. I want to …..’ A student interrupted her presentation by making
a joke, saying, ‘Hi guys or hi g**s?’ Several students laugh. She continues her presetation,
saying, ‘I want to tell you a story about …..’ Many of the students cannot catch what she is
saying and they say ‘Ha?’ In the middle of the presentation the students forgets the story, she
says, ‘Emmm….mm…’ Then, she comes to the teacher for some pointers. A student says, ‘That
against the rules,’ (in Bahasa). She continues her presentation and then forgets the story again.
She looks at the teacher to look for some pointers again. The teacher says, ‘Just use your own
sentence.’ She stammers again and looks at the teacher again. At the end, she finishes her
presentation and says, ‘Do you have any question?’ A student says, ‘Finished?’ (in Bahasa).
Another student says to his friend beside him, ‘I don’t understand the story,’ (in Bahasa). Then, a
student asks, ‘Have you prepared your presentation? It seems that you didn’t hafal?’ She
answers the question but only looks at the teacher while she is answering it. Several students say,
‘Ohhh…..I see.’ Afterwards, she goes gets her note from the teacher and goes back to her seat. A
student says, ‘Why don’t you end your presentation?’ The student comes to in front of the class
again and says, ‘Thank you for your attention.’
09:48-10.00
A student comes to the teacher and gives his note. Several students yell his name giving
a support. The student just ignores his friends and smiles. Then, he begins his presentation by
saying, ‘Assalamualikum wr.wb.’ He tells his friends the title of his story and their friends give a
surprise respond, ‘Gee….,’ (in Bahasa). In the middle of the presentation there are two students
move to another chair. It is also noticed that several students are having their own conversation
softly. Finally, the student ends his presentation. There are two students asking about something
and it is hard to notice since there is a seminar for teacher certification in the next building. After
the student closes his presentation, another student comes forward. She gives her note to her
teacher and then she says, ‘Morning.’ Suddenly the bell rings and several students say,
‘Horreee…Yesss….‟ After that several students are having a conversation with their teacher
while the teacher is walking out of the classroom.

Vignette on the third observation

March, 11, 2010
SMP N H Yogyakarta
Time: 09:20-10.00
09:25-09:30
The teacher enters the laboratory and she sets her table for her laptop and a viewer. The
students are having their conversation with their friends and it can be seen that some of them are
smilling when they have the conversation. There are latecomers and directly sit at the empty
seats. Some students are taping the table. A student says, ‘Shhh…,’ because the room is very
noisy. Then, the teacher says, ‘Hello, morning,’ and the students reply, ‘Good morning.’
The teacher arranges the seat and asks for the boys to come seat at front, she says, ‘Go to
front,’ (in bahasa). In the laboratory room, there are two groups of students, the boys and the girls
and they sit separately. While the boys are moving forward, they are still having their own
conversation. The teacher gets a selfphone from her pocket and plays music. She says, ‘Do you
think this thing can produce a sound?’ Some students say, ‘Yeah.’ She continues saying, ‘This is
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the example of sound.’ Then, the teacher points to male students and says, ‘Ok, make a sound.’
Then, the male students start to tap the table and some of them are smiling and mimicing the sound
of the tapping.
09:30-09:40
Afterward, the teacher asks for the female students to make a sound and they start to tap
the table also and say, ‘Huuuu….’. The male students tap the table again. The teacher says,
‘Enough. Stop, OK?’ Afterwards, the teacher holds some tool and hit it so that it can make a
sound, she says, ‘Can you hear?’ A student says, ‘Not loud enough, Miss,’ (in Bahasa), and the
others say, ‘No.’ There is also a student says, ‘An earth quake,’ (in Bahasa). There is also a
student asking for confirmation about the tool that the teacher holds, she says, ‘A garputala, right,
Miss?’ There are some students who are having their conversation. There are also some students
who are still tapping the table. The teacher, then, holds another tool and some male students are
very intrested on the tool and stand up and move closer to see it. Miss A brings the tool to the
female group and hits the tool so that it can produce sound.
After that she goes to a desk and hits the tool again. She hits it and the tool produces a
sound. She hits it again and then directly put the tool in a jar filled with water. Some of the male
students say, ‘Wowww…,’ and smile. The teacher brings the jar and the tool to the boys‟ table and
let the students do the experiment. When the tool is being dipped in the water the boys say,
‘Wowww….,’ and say, ‘Again…again…’ (in Bahasa). Then, Miss A brings the tool and the jar to
the females‟ table. When she dipps the tool into the jar, a female student says, ‘Wow……,’ and
she laughes. Another student says, ‘Amazing.’ The female students finally give applause after
Miss A conducts the experiment. She continues by asking the students, she says, ‘What happaned
to the water?’ She approaches to the male students, they say, ‘Vibrate.’ Then, she approaches
the girls and says, ‘Girls?’ And, the female students say, ‘Vibrate.’ The teahcer asks the students
again, she says, ‘Why did the water vibrate?’ Most of students are answering at the same time.
And finally Miss A says, ‘Because when the tool vibrates and it is put in the water, the water
vibrates,’ (in Bahasa).
09:40-09:50
Some students are having their own conversation. Miss A says, ‘Hello’ to get the
students’ attention. Then she says, ‘So, what is your conclusion from the experiment?’ She
approaches to a female student and they both are having a dsicussion. Then, she moves to the
center of the laboratory and says, ‘At first, there is a sound because there is something that
vibrates.’ Afterwards, she moves to slide and asks a question, ‘How we can hear a sound?’ (in
Bahasa). Then, she says, ‘We can hear a sound if there is something that vibrates.’ This is the
example (while holding a garputala).‟ She goes on asking the students, saying, ‘So, what is the
source of the sound? The source of the sound is….’ Some of the students say, ‘Garputala,
right?’ Some of the students then say, ‘The vibrated garputala,’ (in Bahasa). Miss A confirms
their answer, saying, ‘The source of the sound is the vibrated garputala,’ (in Bahasa). She goes
on by saying, ‘To have a sound we should have a source of a sound. And, the source of sound is
something that vibrates,’ (in Bahasa).
The students are having their conversation. Then, Miss A tries to get some attention by
saying, ‘Hi, hello. That’s it for the conclusion?’ (in Bahasa). Some students do not answer the
question. She shows the students a slide with a picture of a moon and says, ‘Can we hear a
sound in the moon?’ (in Bahasa). Some students say, ‘No.’ Then she goes on saying, ‘Why?’ A
student says, ‘Because there is no medium.’ Miss A repeats the student answer and shows another
slide. While she tries to open some file, some students are having their own conversation. Miss A
tries to get the students’ attention by saying, ‘Hello. This is…..What is it?’ while she is showing
a slide. She says, ‘A bell inside a container.’ She goes on saying, ‘So, what will happen if inside
the container…ee…ee…the air is pumped in.’ Some students say, ‘The bell sounds.’ (in
Bahasa). The teacher tries to explain by saying, ‘So, if the air is pumped we will not be able to
hear a sound.’ A student interrupts saying, ‘pumped out?’ (in Bahasa). Miss A says, ‘Yes. If the
air is pumped out, we will not be able to hear a sound.’ (in Bahasa).
Afterwards, she asks for the students’ conclusion, saying, ‘So, what is your
conclusion?’ Some students are answering at the same time. Miss A confirms their answer,
saying, ‘Sound needs a medium. So, in order to hear a sound or to get the sound propagates, it
needs a medium.’ (in Bahasa). She goes on saying, ‘Is the medium only gas?’ (in Bahasa). Some
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students say, ‘No.’ Then, Miss A gives some example, saying, ‘Can you hear people talking in
the water?’ She says again, ‘Can you?’ (in Bahasa). Some students say, ‘Yes.’ Next, Miss A says,
‘So, the medium could be water, air, and….What about solid?’ Some students say, ‘Yes.’
09:50-10:05
The male students are conducting an experiment. Some students are tapping the desk
while the other male students put their ear on the desk. They smile and say, ‘Can you hear it?’
(in Javanese). Then, they start having their own conversation. Miss A says, ‘Hello. So, what is
your conclusion?’ She approaches the male students and says, ‘One, we can hear a sound?’ Both
the teacher and the male students are having a discusision.
Then, she moves to the center of the laboratory while she is saying, ‘So, one, sound is
produced by vibration. Then, a sound needs a medium.’ Then, she says, ‘Without a medium,
sound will not be able to propagate.’ (in Bahasa). She shows another slide and tells the student to
write down the words on the slides. She says, ‘Please, write down on your book.’ While the
students write down the words, Miss A says, ‘Which one do you think is faster, liquid, solid, or
gas? OK. We will see it later. Write down on your book first.’ While the students are writing
down the words, they make conversation with their friends and somehow they are smiling when
they are having the discussion.‟ Afterwards, Miss A distributes several garputala to the male
students group and female students group. The students start to make a sound from the garputala.
Miss A says, ‘Finish?’ A student says, ‘Not yet.’ Miss A continues her speaking, saying, ‘OK.’
Then, she shows another slide that shows the propagation velocity of gas, liquid, and air.
Miss A says, ‘Write down on your book.’ Some students are having their conversation and they
somehow are laughing. Miss A says, ‘OK. Does the temperature affect the propagation velocity?’
(in Bahasa). A student says, ‘Yes, it affects.’ (in Bahasa). Miss A says, ‘Why?’ They start having
a discussion. Then, Miss A aks for volunteer to conduct an experiment. There are four male and
three female students who are standing in the laboratory. While they are standing, some students
are laughing since both the male and female students are standing close each other. Some of
students are teasing them giving a whistle. The students who are standing aligned are laughing.
Then, Miss A gets a garputala and says, ‘Get this thing to the end of this line.’ (in Bahasa). She
also says, ‘Count the time.’ to the female students. She hands in the garputala to the first student
and the other starts counting the time, they say, ‘One…two…three…four….five….six,’ the
garputala reaches the female student standing at the corner. Miss A says, ‘OK. Within six seconds
the garputala already reaches the end.
‘Now, stand in wide apart,’ says the teacher (in Bahasa). The students begin standing in
a wider apart distance. While the students move they are laughing since the other students give a
whistle. Afterwards, Miss A hands in the garputala and the other students start counting. They
count until nine seconds. Miss A says, ‘It needs more time because the distance is wider apart.’
(in Bahasa). Next, she says, ‘Thank you. Go back to your seat.’ Then, Miss A says, ‘OK. D, what
is your conclusion about the velocity?’ The student says something and Miss A confirms it by
saying, ‘The denser the particle, the faster it propagates.’ (in Bahasa). Then, a student says,
‘Give applause!’ (in Bahasa). Miss A repiles, ‘OK. Give applause!’ The students start to appaluse.
Next, Miss A says, ‘Now, why the sound propagates faster in a hotter medium?’ A student says
something softly to the teacher. She cannot hear it and decides to move closer to the student.
The student says in a louder voice, she says, ‘If it is hotter, the particles become
denser.’ (in Bahasa). The teacher repeats the student‟s answer so that the whole students are able
to listen to it. She says, ‘If it is hotter, the particles become denser. Yes, but before that…eee,’ (in
Bahasa). She continues, ‘What about the relationship between the heat, the energy, and the
vibration?’ She explains, saying, ‘If the particle is hotter, the energy is higher, then it can
vibrate faster.’ (in Bahasa). Then, she says, ‘Now, I want you to make your conclusion based on
the table.’ A student says, ‘Conslusion, right?’ (in Bahasa). Miss M replies, ‘Yes, the
conclusion.’ Some students start to have their own conversation. Miss A says, ‘Hi. Hello. To be
able to hear a sound, do we need only medium, source of sound?. What do we need? The other
one?’ (in Bahasa). Some of the students say, ‘Listener,’ (in Bahasa). Miss A says, ‘Sense of
hearing,’ (in Bahasa).
Afterward, Miss A says, ‘We need an auditory receiver,’ (in Bahasa). Then, some
students are mimicing a sound of an aeroplane. Afterwards, the teacher says, ‘The auditory
receiver is….,’ (in Bahasa). Some students say, ‘Ears,’ (in Bahasa). Miss A shows another slide
and says, ‘So, we need earing to hear a sound,’ (in Bahasa). Then she picks a piece of paper and
tries to make the paper vibrate with her hand. She asks the students, ‘Can you hear a sound?’
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The students say, ‘No.’ Miss A explains it by saying, ‘The frequency is beyond your earing.’ The
bell rings. Then she asks the students by saying, ‘Any questions?’ Some students say, ‘No,’
while the others are having their own conversation. Miss A gives a notice, saying, ‘Hello. Before
you go back to your class, I want you to compare the sound from these two garputala. Come on
do it.’ Then the students begin their experiment. Miss A approaches to both groups to check.
Then, she says, ‘So, the sound is difference.’ She adds by saying, ‘They have different tone,’ (in
Bahasa). Then, a student says, ‘Finish, Mam?’ and Miss A says, ‘OK, next week please write
about the conclusion of your experiment.’ A student interrupts by saying, ‘Next two weeks, Bu.’
Miss A replies, ‘OK, next two weeks.’ Then, the teacher ends the class, she says, ‘Thank you.
Bye.’

Vignette on the fourth observation

March, 13, 2010 (lupa tanggal)
SMP N H Yogyakarta
Time: 09:20-10.00
09:20-09:30
Teacher enters the classroom. Some students are having their conversation. At first, she
prepares the slide. Afterward she approaches to a student and says, ‘Where’s your book? Open
your book?’ We will talk about light.’ A student says, ‘Page what?’ The teacher approaches to
the student and open a certain page. Then, Miss A gets her CD and she shows it to the students,
she says, ‘What can you see from the CD?’ A student replies, ‘Many colors,’ another says,
‘Rainbow.’ There are three latecomers. The latecomers go in to the class and shake the teacher‟s
hand. The next thing, Miss A gets her flashlight and lights the flashlight into the wall. Miss A says,
‘This is light. You can see the light on the wall.’ Then, she puts down the flashlight on the table.
She gets her CD again and shows it to the students. She says, ‘You can see the light on the CD.
This is one of the examples of light. You can see the light on the CD. Now, can you explain
about light?’ She goes on saying, ‘So, what is your definition of light?’ (in Bahasa).
Some students are reading their textbooks to the teacher. Some students are having their
conversation with their classmates. Some of them are seen smiling. Miss A goes to her seat and
prepares her slide. She stands up and moves to the center of the class and says, ‘So, what is the
definiton of light?’ She points to a certain picture and says, ‘So, the wave from the sun will
create different colors. That is usually what you call as….’(in Bahasa). Some of the students
reply by saying, ‘Rainbow.’ Miss A then says,. ‘This is the example of light. So, light can be seen
from the resolution of the ray,’(in Bahasa). Afterward, the teacher goes back to her seat and
checks her laptop. Then, she stands up and moves to the center and says, ‘So, how can you see
things around you?’ (in Bahasa). There are several students that are answering the question at
the same time.
09:30-09:55
Miss A takes in all the students‟ answers. Then, she says, ‘Do you think that it is only
reflecting the light or when it reflects, there is something else? Is there the thing that is there?’
(in Bahasa). The students say, ‘Yes, there is,’ (in Bahasa). Miss A says, ‘You can see everything
or nothing if you don’t have…,’ (in Bahasa). Then the students say, ‘light.’ Miss A continues by
saying, ‘Without light you can see nothing. But, does the object exist?’ The students reply, ‘Yes,’
(in Bahasa). The teacher then says, ‘So, what is the effect if there is light and there is no light?’
(in Bahasa). A student answers the question softly in bahasa. Then, miss points a student and
says, ‘M, why you cannot see anything without light in the class?’ The student keeps silent and
Miss A asks again, ‘Why can’t you see something without light?’ (in Bahasa). The student still
keeps silent. Then Miss A asks for other students to answer the question, she says, ‘Anyone who
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could help?’ (in Bahasa). A student says, ‘Because light comes in,’ (in Bahasa). Then, Miss A
says, ‘Because the light comes in. There is light comes into our eyes,’ (in Bahasa).
Miss A goes back to her seat and shows the students another slide. She says, ‘Please
open your book. Property of light.’ She, then, moves into the center and pointing the slide and
says, ‘Light travels starightly,’ (in Bahasa). Then, she gets a flashlight and a spoon, and moves to
the whiteboard. She flashes the flaslight onto the spoon. There is shadow on the whiteboard. She
says, ‘Look. What do you see?’ A student answers it, saying, light?’ (in Bahasa). Miss A replies,
‘Here, inside the light,’ (in Bahasa). Some students say, ‘Shadow.’ Then, Miss A asks again,
‘Why it produces a shadow?’ Several students answer it at the same time in Bahasa. Miss A says,
‘Because the ligyt can’t pass through the spoon. And in addition to that…look at number one
(in Bahasa while pointing to the slide).‟ She says, ‘Light travels in a straight line.’ After that, she
adds, ‘If it can veer, what will happen? What will happen if something that can ray can veer.
Water can spray to any direction. It is not like light. The current of water is not straight but
depends on gravity and the stream.’ (in Bahasa).
Then, Miss A backs to her slide. She reads, saying, ‘Number one; light travels in a
straight line. Two, light travels faster than sound. Thunder, you can…’ Then, a student says,
‘We can see light.’ There is also another, saying, ‘We can hear thunder after light.’ Miss A
confirms it, saying, ‘We can hear thunder after lightning.’ She adds, ‘You cannot hear and see
lightning at the same time. There is a periode between them. It is because light is faster.’ (in
Bahasa). Miss A points to the slide and says, ‘Light travels faster than sound. Light can reflect.’
She repeats the sentence again, ‘Light can reflect.’ (both in English and Bahasa). Afterwards,
she moves to a student’ table while saying, ‘What is the example?’ (in Bahasa). She gets a mirror
from a student and brings it to the front of the class. She says, ‘If you take a look at….’ Some
students are having their own conversation and a student says, ‘Ssshhh…’ Miss A continues
talking, saying, ‘Take a look at the mirror. If you look at it you will see the shadow behind the
mirror. That it the evidence that light can reflect and make a shadow.’ (in Bahasa). Miss A gets
a flashlight pointer and flashes it through a mirror to the wall.
09:45-09:55
A student can’t see the reflection and says, ‘Where is it?’ (in Javanese). Miss A replies,
‘That’s on the wall.’ (in Javanese) and most of the students are laughing. The teacher says, ‘Can
you see something? We can proof that light can reflect.’ Then, Miss A gets her flashlight and a
piece of paper. She flashes it through the paper onto the white board. She says, ‘Do we have a
shadow?’ (in Bahasa). Some students say, ‘Yes.’ And some others say, ‘No.’ (in Bahasa). Miss A
says, ‘There is no shadow because it can pass through the paper.’ (in Bahasa). Miss A quickly
gets her flaslight and spoon again. She flashes the spoon with her flaslight and says, ‘Light cannot
pass through the spoon.’ Then, she continues by saying, ‘So, it creates shadow. If earlier, the
light can pass through ’ (in Bahasa). Miss A goes back to her seat and shows another slide to the
students. She says, ‘This is the speed of light. Three hundred million km.’ Then, she asks the
students, saying, ‘What is the speed of sound?’. A student answers it softly. Miss A writes down
the answer and says, ‘So, this is the difference.’
She shows another slide to the students. She says, ‘Oke. You can take a look at the
difference between the speed of light and sound. There is a picture of a person seeing lightning
and a person hearing lightning. She says, ‘The events occur at the same time but we see it first
then we hear it.’ (in Bahasa). Then, suddenly the slide automatically moves to another slide.
Miss A goes back to her seat and says, ‘What wrong with it. Why it moves by itself?’ (in Bahasa).
Some students are laughing. She shows another slide. Some students are having their own
conversation. Miss A says, ‘Hello?! Please open your book on light reflection. While Miss A is
drawing something on the whiteboard a student comes to the teacher‟s seat and looks for
something on the teacher‟s laptop. The teacher explains her drawing. She explains her drawing,
however, it is hard to catch her explanation since some of the students are having their own
conversation.
Miss A continues the class, she says, ‘Open your book page 396.’ She asks, ‘What are
the characteristics of the surface of the reflector? Find the answer on the book.’ The students
begin to read their book. After a while the teacher gives a pointer by saying, ‘Make the
difference first, between regular and difuse reflection.’ A student answers it. However, he speaks
very softly in Bahasa. Then, Miss A and the students start having discussion. Miss A moves
around the class and talks to the students discussing about something. After around five minutes,
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Miss A goes back to her seat and shows the students another slide. The students are having their
own conversation and Miss A says, ‘Hello?!’. She gets several spoons and distributes them to the
students. She says, ‘Hold the spoon for those who have them.’ (in Bahasa). What is the
difference of the shadow from the front and the back side of the spoon?’ (in Bahasa). Several
students answer the question at the same time. Then, Miss A ends her class by closing the slide.
Yogyakarta, April 01, 2010
Finished writing at 00:00
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APPENDIX 2
OPEN CODING LABELLING
First Observation
ID Key Point Open Coding
NVC1  Several students approach her (the teacher), kiss her hand, asking permission
and leave the classroom (1st OBSV).
VC1  Most of the students talks at the same time so it is hard to talking to friends
recognize what the students are saying (1st OBSV).
VC2  The students are having their objection of something (1 st expressing objection
OBSV).
VC3  A student says, „I‟m not ready, Miss,‟ (1st OBSV). Expressing
objection
VC4  A student says, „I didn‟t bring anything,‟ (1 st OBSV). Expressing
objection
VC5  A student says, „Miss, I can‟t do it,‟ (1st OBSV). Expressing
incapability
VC6  The teacher greets the class by saying, ‘Sssalamualaikum Expressing greeting
wr.wb,’ (1st OBSV).
VC7  The students respond it, saying, ‘Waalaikum salam wr.wb,’ Responding greeting
(1st OBSV)
VC8  The teacher starts it with a smile and says, „What will you teasing
have?‟ (1st OBSV).
VC9  Most of the students respond it whiningly (1st OBSV). whinning
VC10  A student approaches the teacher and says, „I will be…I will Expressing
be…,‟ (1st OBSV). identification
VC11  A student interrupt him by saying, „But, Miss, I‟ll be expressing lack of
different,‟ (1st OBSV). confidence
VC12  The teacher responds it by saying, „I think the way you expressing opinion
perform doesn‟t matter,‟ (1st OBSV).
VC13  The student says, „Right!‟ (1st OBSV). Expressing
agreement
VC14  The teacher says, „You have to be ready for it, you have to Expressing
prepare it before,‟ (1st OBSV). suggestion
VC15  Several students say, „Yes,‟ (1 st OBSV). Expressing
agreement
VC16  The teacher and the students try to negotiate what the negoitiating
students should do (1st OBSV).
VC17  Each student wants to have his/her own bilateral transaction negoitiating
with the teacher (1st OBSV).
VC18  Miss M gives pointer of how to do the presentation by Expressing
saying, „You should give the introduction,‟ and also saying, suggestion
„For the closing you should talk about the moral value,‟ (1st
OBSV).
VC19  She adds, „Remember, every question means a score for giving reminder
you!‟ (1st OBSV).
VC20  The students start to whine by saying a common bahasa whinning
expression such as, „Ah…..Wuah….,‟ (1st OBSV).
NVC2  A student stands in front of the class and he is ready to do preparing
the presentation. (1st OBSV). presentation
VC21  Miss M says that they have a guest and make me to ice breaker
introduce myself in front of the class. (1st OBSV).
VC22  Miss M asks the students if they have any question for me, joking
she says, „Any question? To make it longer,‟ (1st OBSV).
NVC3  The students start to smile with Miss M‟s joke (1st OBSV). smiling
VC23  The first student begins his presentation and he opens his initiating a story
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presentation by saying, „Hello, friends. I‟m going to tell a telling

story about three little pigs,‟ (1st OBSV).
VC24  In the middle of presentation some students give surprise surprise statement
expression by saying, „Ah…!!‟ (1st OBSV).
NVC4  The students give applause (1st OBSV). applausing
VC25  Miss M opens the discussion, saying, „Any question please?‟ persuading
(1st OBSV).
VC26  Miss M responds it, saying, „Yes, R,‟ (1st OBSV). Expressing
confirmation
VC27  The student asks, „Why do you choose that story?‟ (1st Reasoning inquiry
OBSV).
VC28  The student answers it, „Because I like the story,‟ (1 st Expressing reason
OBSV).
VC29  He also adds, „Because I have read this before,‟ (1 st OBSV). Expressing reason
VC30  The student says, „Any question, please?‟ (1st OBSV). Question inquiry
VC31  Nobody asks, and then Miss M asks the student, „What is the Analyzation inquiry
moral value of the story?‟ (1st OBSV).
VC32  The student smiles and whines, saying, „Ah…‟.(1st OBSV). stalling
VC33  He responds the question and smiles (1st OBSV) answering softly
VC34  The teacher says, „A…you mean…,‟ (1st OBSV). Confirmation
inquiry
VC35  Miss M says, „Are there other questions?‟ (1st OBSV). Confirmation
inquiry
VC36  No one asks and she adds, „Remember, a question means a persuading
score for you,‟ (1st OBSV).
VC37  She says, „Please…please your question,‟ (1st OBSV) persuading
VC38  Miss M still tries to get a student to ask something, saying, persuading
„A, do you want to say something?‟ (1st OBSV).
NVC5  The student keeps silent and smiles (1st OBSV). stalling
VC39  Miss M says, „Thank you, you may end the presentation,‟ giving permission
(1st OBSV).
VC40  The student ends his presentation, saying, „Thank you for ending presentation
your attention. Bye,‟ (1st OBSV).
VC41  Miss M calls the next student to present the persentation, she expressing order
says, ‘The next student would be R,’ (1st OBSV).
CN6  A student moves to another seat (1st OBSV). looking for better
seat
CV42  Some students having their own conversation (1st OBSV) talking to friend
CV43  The student stands in front of the class and says, ‘Good greeting
afternoon,’ (1st OBSV).
VC44  Miss M responds, ‘Do you think it’s afternoon already?’ (1st confirmation inquiry
OBSV).
VC45  The student says, ‘Good morning,’ (1st OBSV). giving correction
VC46  Other students answer it saying, „Morning,‟ (1st OBSV). greeting
VC47  The student opens his presentation, saying, ‘I will tell you a initiating a story
story about Gretel,’ (1st OBSV). telling
VC48  Some students are having their own conversation (1 st talking to friend
OBSV).
VC49  A student moves to anoter seat and starts a conversation to a talking to friend
student sitting in front of him (1st OBSV).
VC50  A student says, ‘Ssssshh…,’ (1st OBSV). hushing
VC51  A student moves to another seat and starts a conversation talking to friend
with a student beside him (1st OBSV).
VC52  Some students are having some sort of a discussion (1st discussing
OBSV).
VC53  The student ends his presentation and the other students give ending presentation
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applause (1st OBSV).

VC54  A student asks very softly and the student answers the asking question
question very softly also (1st OBSV). softly
VC55  The teacher asks, ‘What do you think about the Identification
characteristics?’ (1st OBSV). inquiry
VC56  The student smile and then he answer it in a soft voice (1 st answering question
OBSV). softly
VC57  Miss M says, ‘Other question, please?’ (1st OBSV). persuading
VC58  A student asks, ‘Where do you get the story?’ (1st OBSV). Identification
inquiry
VC59  The student answers it and they both nod (1st OBSV). agreeing
VC60  Some students start having their own conversation, saying, whinning
‘Five minute is not enough, it’s not enough…not enough,’
(1st OBSV).
VC61  And then a student tells Miss M, ‘Maybe continue after the expressing
break,’ (1st OBSV). suggestion
VC62  Miss M smiles and stands up from her seat and says, ‘See expressing farewells
you after the break,’ (1st OBSV).
VC63  Some students answer it, ‘See you, Miss,’ (1st OBSV). responding farewells
VC64  Some student says ‘Yes…,’ (1st OBSV). expressing relief
NVC7  Some other students smile in relief (1st OBSV). smiling in relief
Second Observation
VC65  The teacher enters the classroom and stands in the middle discussing
of it while having a conversation with some students (2 nd
OBSV).
NVC8  There are also some students who sing a song (2nd singing
OBSV).
VC66  Several students are also seen having a conversation with talking to friend
their friends (2nd OBSV).
VC67  She says, „Assalamualikum wr.wb. OK, friends. I am Expressing greeting
going to tell you about Snowhite,‟ (2nd OBSV).
VC68  There are two students asking for confirmation, they say, Confirmation inquiry
„Eh…what?‟ (2nd OBSV).
VC69  The student says, „Snowhite,‟ (2nd OBSV). Expressing
confimation
VC70  In the middle of her presentation, the student stammers, stalling
she forgets the story and says, „Sorry…sorry…sorry,‟ (2 nd
OBSV).
VC71  Then, she stammers, smiles, and says, stalling
„Sorry…sorry…sorry,‟ (2nd OBSV).
VC72  She ends her presentation and asks her friends if they Ending presentation
have a question for her (2nd OBSV).
VC73  A student says, „Moral value?‟ (2nd OBSV). Analyzation inquiry
VC74  The student says, „Ah…Yes!‟ (2nd OBSV). expressing surprise
VC75  While she is answering the question, a student says Expressing
something softly and the student looks at her and says, interruption
„Hah?‟ (2nd OBSV).
VC76  Then the student continues, saying, „A…Do you want to persuading
ask something?‟ (2nd OBSV).
VC77  The teacher says, „Other question, please?‟ (2nd OBSV). persuading
VC78  A student asks, „How old is the Snowhite when he kisses Identification inquiry
her?‟ (2nd OBSV).
VC79  The student answers it, saying, „I think teenager,‟ (2nd Expressing
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OBSV). identification
VC80  She ends her presentation (2nd OBSV). ending presentation
VC81  She begins her presentation by saying, „Hi guys. I want to initiating a story
….,‟ (2nd OBSV). telling
VC82  A student interrupted her presentation, saying, „Hi guys or joking
hi g**s,‟ (2nd OBSV).
NVC9  Several students laugh (2nd OBSV). laughing
VC83  She continues her presetation, saying, „I want to tell you a initiating a story
story about …..,‟ (2nd OBSV).
VC84  Many of the students cannot catch what she is saying and asking repetition
they say, „Hah?‟ (2nd OBSV).
VC85  In the middle of the presentation the students forgets the stalling
story, she says, „Emmm….mm,‟ (2nd OBSV).
VC86  Then, she comes to the teacher for some pointers (2 nd asking pointers
OBSV).
VC87  A student says, „That against the rules,‟ (2nd OBSV). expressing objection
VC88  She looks at the teacher to look for some pointers again asking pointers
(2nd OBSV).
VC89  The teacher says, „Just use your own sentence,‟ (2 nd giving direction
OBSV).
NVC10  She stammers again and looks at the teacher again (2 nd stalling
OBSV).
VC90  At the end, she finishes her presentation and says, „Do ending presentation
you have any question?‟ (2nd OBSV).
VC91  A student says, „finished?‟ (2nd OBSV). expressing disbelief
VC92  Another student says to his friend beside him, „I don‟t expressing
understand the story,‟ (2nd OBSV). disappointment
VC93  Then, a student asks, „Have you prepared your Confirmation inquiry
presentation? It seems that you didn‟t hafal?‟ (2nd OBSV).
VC94  She answers the question but only looks at the teacher answering softly
while she is answering it (2nd OBSV).
VC95  Several students say, „Ohhh…..I see,‟ (2nd OBSV). expressing
understanding
VC96  A student says, „Why don‟t you end your presentation?‟ giving suggestion
(2nd OBSV).
VC97  The student comes to in front of the class again and says, ending presentation
„Thank you for your attention,‟ (2nd OBSV).
VC98  Several students yell a name giving a support (2nd teasing friend
OBSV).
NVC11  The student just ignores his friends and smiles (2 nd ignoring
OBSV).
VC99  Then, he begins his presentation by saying, Expressing greeting
„Assalamualikum wr.wb,‟ (2nd OBSV).
VC100  He tells his friends the title of his story and their friends expressing surprise
give a surprise respond, „Gee…,‟ (2nd OBSV).
NVC12  In the middle of the presentation there are two students looking for a better
move to another chair (2nd OBSV). seat
VC101  It is also noticed that several students are having their talking to friend
own conversation softly (2nd OBSV).
VC102  The student ends his presentation (2nd OBSV). ending presentation
VC103  She gives her note to her teacher and then she says, greeting
„Morning,‟ (2nd OBSV).
VC104  Suddenly the bell rings and several students say, expressing relief
„Horreee…Yesss…,‟ (2nd OBSV).
VC105  Several students are having a conversation with their discussing
teacher while the teacher is walking out of the classroom
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Third Observation
NVC13  The teacher enters the laboratory and she sets her table Preparing for
for her laptop and a viewer (3rd OBSV). presentation
VC106  The students are having their conversation with their Talking to friend
friends (3rd OBSV).
VC107  And it can be seen that some of them are smilling when Joking
they have the conversation (3rd OBSV).
NVC14  There are latecomers and directly sit at the empty seats. Coming late
VC15  Some students are taping the table making noise
VC108  A student says, „Shhh…,‟ because the room is very hushing
noisy
VC109  Then, the teacher says, „Hello. Morning,‟ expressing greeting
VC110  The students reply, „Good morning.‟ Responding greeting
VC111  The teacher arranges the seat and asks for the boys to giving
come seat at front, she says, „Go to front,‟ direction/expressing
order
VC112  While the boys are moving forward, they are still having Talking to friend
their own conversation.
VC113  She says, „Do you think this thing can produce a sound?‟ Confirmation inquiry
VC114  Some students say, „Yeah.‟ Expressing
confirmation
VC115  She continues saying, „This is the example of sound.‟ Expressing
identification
VC116  Then, the teacher points to male students and says, „Ok, Giving order
make a sound.‟
NVC16  Then, the male students start to tap the table Making noise
NVC17  and some of them are smiling joking
NVC18  and mimicing the sound of the tapping joking
NVC19  they start to tap the table also and say, „Huuuu….‟. joking
NVC20  The male students tap the table again. Joking
VC117  The teacher says, „Enough. Stop, OK?‟ expressing reprimand
VC118  Afterwards, the teacher holds some tool and hit it so that Confirmation inquiry
it can make a sound, she says, „Can you hear?‟
VC119  A student says, „Not loud enough, Miss,‟ (in Bahasa), Expressing
dissatisfaction
VC220  and the others say, „No.‟ Expressing
disagreement
VC221  There is also a student says, „An earth quake,‟ (in joking
Bahasa)
VC222  There is also a student asking for confirmation about the Confirmation inquiry
tool that the teacher holds, she says, „A garputala, right,
Miss?‟
CV223  There are some students who are having their talking to friends
conversation
NVC21  There are also some students who are still tapping the Joking
table.
VC22  The teacher, then, holds another tool and some male Conducting experiment
students are very intrested on the tool and stand up and
move closer to see it
NVC23  Miss A brings the tool to the female group and hits the Conducting experiment
tool so that it can produce sound
VC224  Some of the male students say, „Wowww…,‟ and smile. Expressing surprise
VC225  say, „Again…again…‟ (in Bahasa). Repitition inquiry
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VC226  When she dipps the tool into the jar, a female student joking
says, „Wow……,‟ and she laughes
VC227  Another student says, „Amazing.‟ Joking
NVC24  The female students finally give applause after Miss A Joking
conducts the experiment. (in Bahasa).
VC228  She continues by asking the students, she says, „What Analyzing inquiry
happaned to the water?‟
VC229  She approaches to the male students, they say, „Vibrate.‟ Expressing analyzation
VC230  Then, she approaches the girls and says, „Girls?‟ Analyzation inquiry
 And, the female students say, „Vibrate.‟ Expressing analyzation
VC231  The teahcer asks the students again, she says, „Why did analyzation inquiry
the water vibrate?‟
VC232  And finally Miss A says, „Because when the tool Expressing causal
vibrates and it is put in the water, the water vibrates,‟ description
VC233  Some students are having their own conversation. (in Talking to friend
Bahasa).
VC234  Miss A says, „Hello‟ to get the students‟ attention Getting attention
VC235  She approaches to a female student and they both are discussing
having a dsicussion
VC236  Then, she moves to the center of the laboratory and says, Expressing causal
„At first, there is a sound because there is something that description
vibrates.‟
VC237  Afterwards, she moves to slide and asks a question, Analyzation inquiry
„How we can hear a sound?‟
VC238  Then, she says, „We can hear a sound if there is Expressing conditional
something that vibrates.‟ description
CV239  She goes on asking the students, saying, „So, what is the Identification inquiry
source of the sound?
VC240  The source of the sound is….‟ Identification inquiry
VC241  Some of the students say, „Garputala, right?‟ Confirmation inquiry
VC242  Some of the students then say, „The vibrated garputala,‟ Expressing
(in Bahasa). identification
VC243  Miss A confirms their answer, saying, „The source of the Expressing
sound is the vibrated garputala,‟ (in Bahasa). identification
VC244  She goes on by saying, „To have a sound we should have Expressing description
a source of a sound. And, the source of sound is
something that vibrates,‟
VC245  The students are having their conversation. Talking to friends
VC246  Then, Miss A tries to get some attention by saying, „Hi, Getting attention
hello.
VC247  That‟s it for the conclusion?‟ (in Bahasa). Conclusion inquiry
VC248  She shows the students a slide with a picture of a moon Analyzation inquiry
and says, „Can we hear a sound in the moon?‟ (in
Bahasa).
VC249  Some students say, „No.‟ Expressing analyzation
VC250  Then she goes on saying, „Why?‟ Reasoning inquiry
VC251  A student says, „Because there is no medium.‟ Expressing causal
description
VC252  some students are having their own conversation. Talking to friend
VC253  Miss A tries to get the students‟ attention by saying, Getting attention
„Hello.‟
VC254  „This is…..What is it?‟ Identification inquiry
VC255  She says, „A bell inside a container.‟ Expressing
identification
VC256  She goes on saying, „So, what will happen if inside the Analyzation inquiry
container…ee…ee…the air is pumped in.‟
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VC257  Some students say, „The bell makes a sound.‟ (in Expressing analyzation
Bahasa).
VC258  The teacher tries to explain by saying, „So, if the air is Expressing conclusion
pumped we will not be able to hear a sound.‟
VC259  A student interrupts saying, „pumped out?‟ (in Bahasa). Confirmation inquiry
VC260  Miss A says, „Yes. If the air is pumped out, we will not Expressing conditional
be able to hear a sound.‟ (in Bahasa description
VC261  Afterwards, she asks for the students‟ conclusion, Conclusion inquiry
saying, „So, what is your conclusion?‟ (in Bahasa).
VC262  Miss A confirms their answer, saying, „Sound needs a Expressing conclusion
medium. So, in order to hear a sound or to get the sound
propagates, it needs a medium.‟
VC263  She goes on saying, „Is the medium only gas?‟ (in Confirmation inquiry
Bahasa).
VC264  Some students say, „No.‟ Expressing
confirmation
VC265  Then, Miss A gives some example, saying, „Can you analyzation inquiry
hear people talking in the water?‟
VC266  She says again, „Can you?‟ (in Bahasa). Repeating question
VC267  Some students say, „Yes.‟ Expressing agreement
VC268  Next, Miss A says, „So, the medium could be water, air, Classifying inquiry
and….What about solid?‟
VC269  Some students say, „Yes.‟ Expressing agreement
NVC25  The male students are conducting an experiment. Some Conducting experiment
students are tapping the desk while the other male
students put their ear on the desk
VC270  Then, they start having their own conversation. Talking to friend
VC271  Miss A says, „Hello. So, what is your conclusion?‟ conclusion inquiry
VC272  She approaches the male students and says, „One, we Identification inquiry
can hear a sound?‟
VC273  Then, she moves to the center of the laboratory while Expressing conclusion
she is saying, „So, one, sound is produced by vibration.
Then, a sound needs a medium.‟
VC274  Then, she says, „Without a medium, sound will not be Expressing conclusion
able to propagate.‟ (in Bahasa).
NVC26  She shows another slide and tells the student to write Watching slides
down the words on the slides.
VC275  She says, „Please, write down on your book.‟ Expressing order
VC276  While the students write down the words, Miss A says, Conclusion inquiry
„Which one do you think is faster, liquid, solid, or gas?
OK. We will see it later.
VC277  Write down on your book first.‟ Expressing order
VC278  While the students are writing down the words, they Talking to friend
make conversation with their friends and somehow they
are smiling when they are having the discussion.‟
VC279  Miss A says, „Finish?‟ Confirmation inquiry
VC280  A student says, „Not yet.‟ Expressing
Confirmation
VC281  Miss A continues her speaking, saying, „OK.‟ Expressing agreement
NVC27  Then, she shows another slide that shows the Watching slides
propagation velocity of gas, liquid, and air.
VC282  Miss A says, „Write down on your book.‟ Expressing order
VC283  Some students are having their conversation and they Talking to friend
somehow are laughing.
VC284  Miss A says, „OK. Does the temperature affect the Confirmation inquiry
propagation velocity?‟ (in Bahasa).
245
VC285  A student says, „Yes, it affects.‟ (in Bahasa). Expressing

confirmation
VC286  Miss A says, „Why?‟ reasoning inquiry
NVC28  While they are standing, some students are laughing Teasing
since both the male and female students are standing
close each other.
NVC29  Some of students are teasing them giving a whistle whistling
NVC30  The students who are standing aligned are laughing. Laughing
VC287  Then, Miss A gets a garputala and says, „Get this thing Expressing order
to the end of this line.‟ (in Bahasa).
VC288  She also says, „Count the time.‟ To the female students Expressing order
VC289  She hands in the garputala to the first student and the Counting
other starts counting the time, they say,
„One…two…three…four….five….six,‟
VC290  Miss A says, „OK. Within six seconds the garputala Expressing calculation
already reaches the end.
VC291  „Now, stand in wide apart,‟ says the teacher (in Bahasa. Expressing order
NVC31  While the students are moving, they are laughing since whistling
the other students give a whistle
NVC32  Afterwards, Miss A hands in the garputala and the other Conducting experiment
students start counting
VC292  Miss A says, „It needs more time because the distance is Expressing explanation
wide apart.‟ (in Bahasa).
VC293  Next, she says, „Thank you.‟ Expressing gratitude
VC294  Go back to your seat.‟ Expressing order
VC295  Then, Miss A says, „OK. D, what is your conclusion conclusion inquiry
about the velocity?‟
VC296  The student says something and Miss A confirms it by Expressing conclusion
saying, „the denser the particle, the faster it propagates.‟
(in Bahasa).
VC297  Then, a student says, „Give applause!‟ (in Bahasa). Expressing satisfaction
VC298  Miss A repiles, „OK. Give applause!‟ The students start Expressing satisfaction
to appaluse.
VC299  Next, Miss A says, „Now, why the sound propagates Reasoning inquiry
faster in a hotter medium?‟
VC300  A student says something softly to the teacher. Answering softly
VC301  What do we need? The other one?‟ (in Bahasa). Identification inquiry
VC302  The student says in a louder voice, she says, „If it is Expressing conclusion
hotter, the particles become denser.‟ (in Bahasa)
VC302  She says, „If it is hotter, the particles become denser. Information inquiry
Yes, but before that…eee,‟ (in Bahasa).
VC303  She continues, „What about the relationship between the conclusion inquiry
heat, the energy, and the vibration?‟
VC304  She explains, saying, „If the particle is hotter, the energy Expressing conclusion
is higher, then it can vibrate faster.‟ (in Bahasa).
VC305  Then, she says, „Now, I want you to make your Conclusion inquiry
conclusion based on the table.‟
VC306  A student says, „Conslusion, right?‟ (in Bahasa). Confirmation inquiry
VC307  Miss M replies, „Yes, the conclusion.‟ Expressing
confirmation
VC308  Some students start to have their own conversation. Discussing
VC309  Miss A says, „Hi. Hello. To be able to hear a sound, do Confirmation inquiry
we need only medium, source of sound?‟
VC310  Some of the students say, „Listener,‟ (in Bahasa). Expressing
identification
VC311  Miss A says, „Sense of hearing,‟ (in Bahasa). Expressing
246
confirmation
VC312  Afterward, Miss A says, „We need an auditory receiver,‟ Expressing explanation
(in Bahasa).
NVC33  Then, some student is mimicing a sound of an aeroplane. Mimicing sound
VC313  Afterwards, the teacher says, „The auditory receiver Identification inquiry
is….,‟ (in Bahasa).
VC314  Some students say, „Ears,‟ (in Bahasa). Expressing
identification
VC315  Miss A shows another slide and says, „So, we need Expressing conclusion
earing to hear a sound,‟ (in Bahasa).
NVC34  Then she picks a piece of paper and tries to make the Conducting experiment
paper vibrate with her hand.
VC316  She asks the students, „Can you hear a sound?‟ confirmation inquiry
VC317  The students say, „No.‟ Expressing
confirmation
VC318  Miss A explains it by saying, „The frequency is beyond Expressing conclusion
your earing.‟
VC319  The bell rings. Then she asks the students by saying, Confirmation inquiry
„Any questions?‟
VC320  Some students say, „No,‟ Expressing
Confirmation
VC321  while the others are having their own conversation. Talking to friend
VC322  Miss A gives a notice, saying, „Hello. Before you go Comparing inquiry
back to your class, I want you to compare the sound
from these two garputala. Come on do it.‟
NVC35  Then the students begin their experiment. Conducting experiment
NVC36  Miss A approaches to both groups to check. Checking student
VC323  Then, she says, „So, the sound is difference.‟ Expressing conclusion
VC324  She adds by saying, „They have different tone,‟ (in Expressing conclusion
Bahasa).
VC325  Then, a student says, „Finish, Mam?‟ Confirmation inquiry
VC326  and Miss A says, „OK, next week please write about the Expressing order
conclusion of your experiment.‟
VC327  A student interrupts by saying, „Next two weeks, Bu.‟ Confirmation inquiry
VC328  Miss A replies, „OK, next two weeks.‟ Expressing
confirmation
VC329  Then, the teacher ends the class, she says, „Thank you. Expressing farewell
Bye.‟
Fourth Observation
VC330  Some students are having their conversation...,... (4 th Talking to friend
OBSV)
NVC37  At first, she prepares the slide Preparing the
slide/presentation
VC331  Afterward she approaches to a student and says, „Where‟s identification inquiry
your book?
VC332  Open your book.‟ Expressing order
VC333  We will talk about light.‟ Introducing topic
VC334  A student says, „Page what?‟ Identification inquiry
NVC38  Then, Miss A gets her CD and she shows it to the Conducting
students experiment
VC335  she says, „What can you see from the CD?‟ Identification inquiry
VC336  A student replies, „Many colors,‟ Expressing
identification
247
VC337  another says, „Rainbow.‟ Expressing

identification
NVC39  The latecomers go in to the class and shake the teacher‟s Coming late
hand
NVC40  The next thing, Miss A gets her flashlight and lights the Conducting
flashlight into the wall experiment
VC338  Miss A says, „This is light. You can see the light on the Expressing
wall.‟ description
NVC41  Then, she puts down the flashlight on the table. She gets Conducting
her CD again and shows it to the students experiment
VC339  She says, „You can see the light on the CD. Expressing
identification
VC340  This is one of the examples of light. Expressing example
VC341  You can see the light on the CD. Expressing
identification
VC342  Now, can you explain about light?‟ Explanation inquiry
VC343  She goes on saying, „So, what is your definition of light?‟ Definition inquiry
(in Bahasa).
VC344  Some students are reading their textbooks to the teacher. Reading text
VC345  Some students are having their conversation with their Talking to friend
classmates.
NVC42  Some of them are seen smiling. smiling
NVC43  Miss A goes to her seat and prepares her slide. Preparing
slide/presentation
VC346  She stands up and moves to the center of the class and Definition inquiry
says, „So, what is the definiton of light?‟
VC347  She points to a certain picture and says, „So, the wave Expressing causal
from the sun will create different colors. description
VC348  That is usually what you call as….‟ (in Bahasa). Identification inquiry
VC349  Some of the students reply by saying, „Rainbow.‟ Expressing
identification
VC350  Miss A then says,. „This is the example of light. Expressing example
VC351  So, light can be seen from the resolution of the ray,‟(in Expressing conclusion
Bahasa).
VC352  Then, she stands up and moves to the center and says, Analyzation inquiry
„So, how can you see things around you?‟ (in Bahasa).
VC353  Is there the thing that is there?‟ (in Bahasa). Identification inquiry
VC354  Then, she says, „Do you think that it is only reflecting the identification inquiry
light or when it reflects, is there something else?
VC355  The students say, „Yes, there is,‟ (in Bahasa). Expressing
identification
VC356  Miss A says, „You can see everything or nothing if you Expressing
don‟t have…,‟ (in Bahasa). conditional
description
VC357  Then the students say, „light.‟ Expressing
identification
C358  Miss A continues by saying, „Without light you can see confirmation inquiry
nothing. But, does the object exist?‟
VC359  The students reply, „Yes,‟ (in Bahasa). Expressing
confirmation
VC360  The teacher then says, „So, what is the effect if there is Analyzation inquiry
light and there is no light?‟ (in Bahasa).
VC361  A student answers the question softly in bahasa. A Answering softly
student answers the question softly in bahasa.
VC362  Then, miss points a student and says, „M, why you cannot Analyzation inquiry
see anything without light in the class?‟
248
VC363  The student keeps silent and Miss A asks again, „Why Analyzation inquiry
can‟t you see something without light?‟ (in Bahasa).
VC364  Then Miss A asks for other students to answer the expressing suggestion
question, she says, „Anyone who could help?‟ (in
Bahasa).
VC365  A student says, „Because light comes in,‟ (in Bahasa). Expressing
analyzation
VC366  Then, Miss A says, „Because the light comes in. There is Expressing
light comes into our eyes,‟ (in Bahasa). explanation
NVC44  Miss A goes back to her seat and shows the students Showing slide
another slide.
VC367  She says, „Please open your book. Property of light.‟ Expressing order
VC368  She, then, moves into the center and pointing the slide Expressing
and says, „Light travels straightly,‟ (in Bahasa). description
NVC45  Then, she gets a flashlight and a spoon, and moves to the Conducting
whiteboard. She flashes the flaslight onto the spoon. experiment
VC369  She says, „Look. What do you see?‟ Identification inquiry
VC370  A student answers it, saying, light?‟ (in Bahasa). Expressing doubt
VC371  Miss A replies, „Here, inside the light,‟ (in Bahasa). Expressing pointers
VC372  Some students say, „Shadow.‟ Expressing
identification
VC373  Then, Miss A asks again, „Why it produces a shadow?‟ Aalyzation inquiry
VC374  Miss A says, „Because the light can‟t pass through the Expressing
spoon. analyzation
VC375  And in addition to that…look at number one (in Bahasa Expressing order
while pointing to the slide).‟
VC376  She says, „Light travels in a straight line.‟ Expressing
description
VC377  After that, she adds, „If it can veer, what will happen? Conditinal description
inquiry
VC378  What will happen if something that ray can veer. Conditional
description inquiry
VC379  Water can spray to any direction. It is not like light. Expressing
distinguishment
VC380  The current of water is not straight but it depends on Expressing
gravity and the stream.‟ (in Bahasa) description
VC381  She reads, saying, „Number one; light travels in a straight Expressing
line. Two, light travels faster than sound. identification
VC382  Then, a student says, „We can see light.‟ Expressing opinion
VC383  There is also another, saying, „We can hear thunder after Expressing opinion
light.‟
VC384  Miss A confirms it, saying, „We can hear thunder after Expressing opinion
lightning.‟
VC385  She adds, „You cannot hear and see lightning at the same Expressing
time. explanation
VC386  There is a periode between them. Expressing
identification
VC387  It is because light is faster.‟ (in Bahasa). Expressing
explanation
VC388  Miss A points to the slide and says, „Light travels faster Expressing
than sound. description
VC389  Thunder, you can…‟ Light can reflect.‟ Expressing
description
VC390  She repeats the sentence again, „Light can reflect.‟ (both Expressing
in English and Bahasa). description
VC391  Afterwards, she moves to a student‟s table while saying, Example inquiry
„What is the example?‟ (in Bahasa).
249
NVC46  She gets a mirror from a student and brings it to the front Conducting
of the class. experiment
VC392  She says, „If you take a look at….‟ Expressing
conditional
description
VC393  Some students are having their own conversation Talking to friend
VC394  and a student says, „Ssshhh…‟ hushing
VC395  Miss A continues talking, saying, „Take a look at the Expressing order
mirror.
VC396  If you look at it you will see the shadow behind the Expressing
mirror. conditional
description
VC397  That is the evidence that light can reflect and make a Expressing
shadow.‟ (in Bahasa). explanation
NVC47  Miss A gets a flashlight pointer and flashes it through a Conducting
mirror to the wall experiment
VC398  A student can‟t see the reflection and says, „Where is it?‟ Identification inquiry
(in Javanese)..
VC399  Miss A replies, „That‟s on the wall.‟ (in Javanese) and Expressing
most of the students are laughing. identification
VC400  The teacher says, „Can you see something? confirmation inquiry
NVC48  Then, Miss A gets her flashlight and a piece of paper. She Conducting
flashes it through the paper onto the white board. experiment
VC401  We can proof that light can reflect.‟ Expressing
explanation
VC402  She says, „Do we have a shadow?‟ (in Bahasa). confirmation inquiry
VC403  Some students say, „Yes.‟ Expressing
confirmation
VC404  And some others say, „No.‟ (in Bahasa). Expressing
confirmation
VC405  Miss A says, „There is no shadow because it can pass Expressing
through the paper.‟ (in Bahasa). explanation
NVC49  Miss A quickly gets her flaslight and spoon again. She Conducting
flashes the spoon with her flaslight experiment
VC406  and says, „Light cannot pass through the spoon.‟ Expressing
explanation
VC407  Then, she continues by saying, „So, it creates shadow. Expressing conclusion
VC408  If earlier, the light can pass through ‟ (in Bahasa). Expressing
distinguishment
NVC50  Miss A goes back to her seat and shows another slide to Conducting
the students. experiment
VC409  She says, „This is the speed of light. Expressing
description
VC410  Three hundred million km.‟ Expressing
description
VC411  Then, she asks the students, saying, „What is the speed of Expressing
sound?‟ identification
VC412  Miss A writes down the answer and says, „So, this is the Expressing
difference. distinguishment
NVC51  She shows another slide to the students. Showing slide
VC413  She says, „Oke. You can take a look at the difference Expressing order
between the speed of light and sound.
VC414  There is a picture of a person seeing lightning and a Expressing
person hearing lightning. classification
VC415  She says, „The events occur at the same time but we see it Expressing
first then we hear it.‟ (in Bahasa). description
VC416  Miss A goes back to her seat and says, „What is wrong Analyzation inquiry
250
with it.
VC417  Why it moves by itself?‟ (in Bahasa). Analyzation inquiry
NVC52  Some students are laughing. laughing
NVC53  She shows another slide. Showing slide
VC418  Some students are having their own conversation. Talking to friend
VC419  Miss A says, „Hello?! Getting attention
VC420  Please open your book on light reflection. Expressing order
NVC54  While Miss A is drawing something on the whiteboard a Coming to teacher
student comes to the teacher‟s seat and looks for desk
something on the teacher‟s laptop.
VC421  She explains her drawing, however, it is hard to catch her Talking to friend
explanation since some of the students are having their
own conversation
VC422  Miss A continues the class, she says, „Open your book Expressing order
page 396.‟
VC423  She asks, „What are the characteristics of the surface of Description inqury
the reflector?
VC424  Find the answer on the book.‟ Expressing pointer
VC425  After a while the teacher gives a pointer by saying, Expressing pointer
„Make the difference first, between regular and difuse
reflection.‟
VC426  However, he speaks very softly in Bahasa. discussing
VC427  Then, Miss A and the students start having discussion discussing
VC428  Miss A moves around the class and talks to the students discussing
discussing about something.
NVC55  After around five minutes, Miss A goes back to her seat Showing slide
and shows the students another slide.
VC429  The students are having their own conversation Talking to friend
VC430  .. and Miss A says, „Hello?!‟. Getting attention
NVC56  She gets several spoons and distributes them to the Conducting
students experiment
VC431  She says, „Hold the spoon for those who have them.‟ (in Expressing order
Bahasa).
VC432  What is the difference of the shadow from the front and Classification inquiry
the back side of the spoon?‟ (in Bahasa).
251
APPENDIX 3
LESSON PLAN
LESSON PLAN 3.1

Unit : SMP ……………….
Grade / Term : IX / 1st semester
Subject : SCIENCE-PYSICS
Chapter :3
Sub Chapter : Electron configuration of simple atom
Time : 4 X 40 minutes
A. Standard Compentence
B. Basic Competence
C. The Purpose of Learning

2. Determine the atomic number, atomic mass, & the number of protons,
neutrons and electrons for each atom.
4. write down the electron configuration
LESSON PLAN 3.2

Unit : SMP ……………….
Chapter :3
Sub Chapter : Periodic Table of the element
A. Standard Competence:
3. Understanding the periodic system.
B. Basic Competence:
3.2. To explain the arrange of periodic table base on electron configuration
C. The Purpose of Learning:

Students are able:
 To identify the naming of Periodic Table of the element
 To classifying the categories of the element
 To investigate the period of an element
 To investigate the group of an element
252
 To distinguish between metal and non metal of the element
D. Teaching Material:
 Periodic Table of element
 Atomic shell
 Electron Configuration
 Period of periodic table
 Group of periodic Table
 Type of the element base on the period and group of PT
E. Learning Approach And Method

 Method : Discuss, Direct instruction
 Approach : Cooperative Learning, CTL ,Problem Base Interaction
F. Teaching And Learning Process
 FIRST MEETING
Phases Activities
Opening a. Introduction
(15 minutes) Greeting, saying a prayer, checking students attendance
b. Motivation
Why Sodium (Na) and Potassium (K) have a same group
but different period?
Main a. Prerequisite:
(90 minutes) Remind the last topic “Atomic shell and electron
configuration”.
Recalling the students knowledge how to write them.
b. Students divided of five group
c. Base on the Periodic Table of element, the students can
1. Identify the naming of periodic table
2. Investigate the period of periodic table
3. Investigate the group of periodic table
d. Teacher gives time to all group for presentation
Closure a. Students discuss the results facilitated by the
(15 minutes) teacher.(elaboration)
b. Students make conclusions guided by the
teacher.(confirmation)
c. Ask some question for checking their understandings.
d. Give students task page 111-112 number1, 2 and 3 in
student‟s book
 SECOND MEETING
Phases Activities
Opening a. Introducing
(10 minutes) Greeting, saying a prayer, checking students attendance.
b. Motivation :
Why we find the actinide group and lanthanide group?
253
(90 minutes) Remind the last topic “Period and group of periodic table”.
1. Identifying the categories of element
2. Distinguish between metal and nonmetal of element
e. Teacher gives time to all group presentation

d. Give students task page 112 number 4-8 in student‟s book
G. Sources:
 Student‟s Book Year VIII ,Chapter 3 page 100 – 113
 Periodic Table of an element
 Another references
H. Assessment
Assessment
Indicator of
Example of
Competence Technique Instrument
Instrument
To identify the Perform product Observing and
naming of part discussing to identify
periodic table the naming part of PT
Characteristic of
To distinguish three Witten test MC element:
categories of the 1. Brittle
element 2. In group IIA
3. In group VIIA
4. Good conductor of
electricity
5. Poor conductor of
heat
Which are to show the
non metal…
a. 1 , 2, 3
b. 1 , 2 , 4
c. 1 , 3 , 5
d. 2 , 3 , 4
To identify the period Witten test Fill in the Where is the period of
of PT blank the element that has
atomic number 20? ( 3)
Identifying the Witten test Essay What is the group of
grouped of the Sulphur(S) that has
element base on the atomic number
atomic number 16?(VIA)
254
Making differences Witten test Essay Determine the atomic

between metal and number of following
non metal of he element located:
element a. Period 2 and group
IIA
b. Period 3 Group VA
c. Period 4 group IA
Where is the location
of:
a. Transition element
b. Lanthanide element
Acknowledged by Jakarta, July 2009

Principal Science Teacher
LESSON PLAN 4.1

Unit : SMP ……………….
Chapter :4
Sub Chapter : Electrostatic
A. Standard Competence
Understanding the concept of electricity and its application in everyday
life.
B. Basic Competence
To describe the work of element and electric current production and its
application in daily life.
C. The Purpose of Learning:

Students should be able to;
1. Explain the concept of electric charge and its interaction.
2. Explain that an object can be electrically charged by being rubbed
3. Calculate the interactional force between electric charges by using
Coulombs law.
4. Explain the concept of electric field.
D. Subject materials
1. Electric Charge
2. Coulomb‟s Law
3. Electric Field
E. Learning approach and method

1. Approach : Cooperative Learning
2. Method : Discussion expository and experiment
255
F. Learning Phases
Phases Aktivities
( 10 minutes ) Ask the students, to neaten
chlothes an electric iron is used,
to cook rice, a rice cooker is
used, and to do other task using
electric equipment.
b. Motivation
To show for the students that
pieces of paper, can be attracted
of the ruler.
c. Prerequisite
Students know electricity is
distungished into kinds, those are
static and dynamic electricity.
d. Pre activity
Reading the work sheet
Main a. Teacher explain that all matters
(50 minutes ) in this universe are made up of
very small atoms.
b. Students work in groups
c. The students rubbing of a plastic
ruler on their hair . Finally the
plastic ruler become negatively
charged.
d. Students rub a glass rod with silk.
Accordingly ,the glass rod
becomes positively charged.
e. Teacher explain the force
attraction or repulsion between
two electric charge is directly
proportional to their charges and
inversely proportional to the
square of distance between the
two charges.
f. The students observe that electric
field can be drawn by imaginary
lines called field lines facilitated
by the teacher.
Closure Students discuss the static electricity
( 20 minutes ) of their groups facilitatied by the
teacher.
256
APPENDIX 4
CODE NOTES
8/07/10 Code Note 1-Jesting

„Jesting‟, to the reseracher‟s point of view, really captures the idea of a
close socio-interaction between the students and the students and the students and
the teacher. During the observation, „Jesting‟ shows up in many occasions. In so
many words, „Jesting‟ occurs in various classes and in whatever activities that the
students and the teacher have. If „Jesting‟ becomes a common thing that happens
in bilingual classes, then it stimulates an important question for the researcher.
If we read Erik Eriksson theory of human development that stressed the
interaction between psychological and social forces, it is stated that in
adolescence, “identity vs. role confusion” defines the teenager‟s search for self-
understanding, perhaps the writer is correct mentioning that „Jesting‟ is another
form of socio-interaction in bilingual classes with students as the „key player‟ in
it. However, the writer also realizes that this psychoanalytic theory is difficult to
prove or disprove. This is way, it is essential to compare it to other data.
8/08/10 Code Note 2-Academic Activities

Scarcella (2003) defines academic English as a variety, i.e., a register, of
English that is used in professional books and characterized by linguistic features
that are associated with academic disciplines. According to Scarcella, the register
of academic English use includes skills such as reading abstracts, understanding
key ideas from lectures, and writing forms such as critiques, summaries, annotated
bibliographies, reports, case studies, research projects, and expository essays.
furthermore, Scarcella proposes that academic English includes sub- registers
directly related to different disciplines (i.e., science, economics, mathematics) that
make academic English impossible to understand with the use of conversational
language only.
With the discussion above from Scarcella, it is central to confirm that the
activties are conducted by using not only conversational language but also
academic language. It is obvious that the importance of using academic activities
goes along with the using of certain vocabulary related to the field, the
relationship among the participants, and the way the language is used, or as
Halliday called them as field, tenor, and mode.
From the observation, I understand that the teacher often uses the
academic language. Conducting presentation, experiment, and story telling are
just few examples of it. Nevertheless, the students seemed to be plunged into their
socio-interaction. The data from lesson plan, interview, and questionairre suggest
that students prefer using the conversational language. If it is so, academic
activities are just a „tool‟ for the students to maintain their socio-relationship.
Well, this is an interesting question that needs to be confirmed in the axial coding.
8/10/10 Code Note 3-Academic Knowledge sharing

Once again, Erik Eriksson‟s theory of human development is a good
reference to analyze the junior high school students‟ behavior. Although they are
in their academic context, it can be neglected that their need to socialize occurs.
No matter what academic activities that they have, there has always been social
257
interaction that is going on. This observation data analysis is supported from the
other data. The data from the interview suggest that when they talk to their friends
during the class, it is very often that they discuss their personal experiences. Here
are some extract from the interview.
Biasanya kalau di kelas saya terutama itu ee....hehee....tentang ini...pengalaman
sehari-hari mungkin kemarin ada pengalaman pribadi....barusan
ngapain...ngapaian....biasanya mereka sharing satu sama lain...(A.21-1st INTV)
(Usually, in our class it is about....ee....heheee...about...daily experiences, maybe
yesterday we had a personal experience....what has just happened....usually, they
share each other.)
Ya kadang juga ngomongin pelajaran tapi seringnya ya ngobrol sendiri dengan
kesibukan masing-masing... kadang juga kasihan gurunya didiemin tapi yo entah
kenapa aku juga ngelakuin itu (A.14-2nd INTV).
(Sometimes we discuss about the lesson but often we talk to each other, busy
with our thing...)
Both interview extractions directs me that no matter what they do, socio
interaction cannot be left out. ‟Academic Knowledge Sharing‟, then, could be just
an expansion of socio interaction. I suppose this is important thing to consider in
the theory development.
8/11/10 Code Note 4-Subjective Emotive Expression

Up to the stage 5, according to Erikson, development mostly depends upon
what is done to us. From here on out, development depends primarily upon what
we do. Therefore, adolescence is at a stage where their life is definitely getting
more complex as they attempt to find their own identity, and deal with the social
interactions. The attempt to find their identity and how they deal with the social
interactions yield in sharing what they feel. If they are succeed, they will fit in to
the rest of society, and if they fail, they will experience what Eriksson says as
„role confusion‟ where they will withdraw from responsibilities. A good example
where they withdraw from their responsibilities is when they talk to friends during
the lesson. It is supported by these excerpts from the interview data.
...kadang juga kasihan gurunya didiemin tapi yo entah kenapa aku juga
ngelakuin itu (A.14-2nd INTV).
(...sometimes, we have pity on our teacher because we ignore him/her. However,
I don‟t know why I did that.)
Ya, haha...Tapi kadang juga ada yang jelek-jelekin temen juga, ini nggak bisa
kalau nanti maju dan... (A. 11-2nd INTV).
(Yes, haha...But, sometimes there is someone who says bad things about his/her
friends that he/she cannot do the presentaion and.... (A. 11-2nd INTV).
However, it cannot be said that they always withdraw from their
responsibilities as students. What we can conclude is that the students really need
to express their feeling when they deal with whatever aspects that they have in
their life. And, sometimes they will express in a positive way and in a negative
way. Another thing which I thing this is very important is that most of the time the
students share their emotion during the class. This means that they keep sharing
what they feel with their classsmates and seldom with the teacher. If we relate this
258
to the theory of Maslow, we will have Maslow‟s Hierarchy of Needs stage 4,

which is Esteem; to achieve, be competent, gain approval and recognition.
8/12/10 Code Note 5-Peer Socio Interaction

I would like to start the discussion by referring to Maslow‟s Hierarchy of
Needs. Maslow (in Huitt, 2004) posited a hierarchy of human needs based on two
groupings: deficiency needs and growth needs. Within the deficiency needs, each
lower need must be met before moving to the next higher level. Once each of
these needs has been satisfied, if at some future time a deficiency is detected, the
individual will act to remove the deficiency. The first four levels are:
1) Physiological: hunger, thirst, bodily comforts, etc.;
2) Safety/security: out of danger;
3) Belongingness and Love: affiliate with others, be accepted; and
4) Esteem: to achieve, be competent, gain approval and recognition.
The esteem need involve needs for both self-esteem and for the esteem a
person gets from others. Humans have a need for a stable, firmly based, high level
of self-respect, and respect from others. When these needs are satisfied, the person
feels self-confident and valuable as a person in the world. When these needs are
frustrated, the person feels inferior, weak, helpless and worthless.
The question is in what way, in the bilingual classes, that the students
express their needs for both self-esteem and for the esteem a person gets from
others. From the interview data, it can be seen that when students are having their
own conversation during the lesson they talk about anything that they find it
interesting for peer conversation. This means that the needs to achieve, be
competent, gain approval and recognition from their friends is crucial in the
bilingual classes because we cannot neglect that we discuss adolescene here. Let
us take a look at the examples from the interview excerpt below.
Biasanya kalau di kelas saya terutama itu ee....hehee....tentang ini...pengalaman
ngapain...ngapaian....biasanya mereka sharing satu sama lain...(A.21-1st INTV)
(Usually, in our class it is about....ee....heheee...about...daily experiences, maybe
yesterday we had a personal experience....what has just happened....usually, they
share each other.)
Ya, curhat....hehe...bisa dibilang curhat (A. 22-1st INTV)
(Yup, sharing.....haha...it can be said sharing.)
kesibukan masing-masing...We discuss a lot of things. (A.14 & 15-2nd INTV).
(Sometimes we discuss about the lesson but often we talk to each other, busy
with our thing...Kami membicarakan banyak hal.)
8/25/10 Code Note 6-Academic Activities
Phases Activities
Opening Motivation : Why is lamp on?
(10 minutes) Why is a certain lamp brighter than the other ?
259
Phases Activities
Knowledge as prerequisite: electric energy and its power
Main a.Students work in groups of six.

(50 minutes) b.Students discuss the meaning of electrical energy
c.Students
(50 i are provided with student‟s worksheet
d.Studentsn discuss the topic in their groups.
e.Studentsu tell their resume to other groups.
f.Teachert concludes the activity of students
g.Studente submits two problem of their topic to teacher.
h.Teachers read the problem as reflection.
)
Closure a. Students discuss the experimental results of their groups
(20 minutes) facilitated by the teacher.
b. Students do the post-test for checking their understandings.
(Lesson Plan 4.4 grade IX-Pysics)

The above table indicates the example of „Learning Phases‟. The Learning
Phases provide the students and the teacher with various activities. For an
instance, the Opening Phase reflects a certain type of activity that is „Discussion‟.
Hence, we can code the activity on the Opening Phase as „Discussion‟. It applies
also to the Main Phase and the Closure Phase. These Learning Phases, hence,
reflect various types of academic activities. See below figure for further coding.
 Students work in groups of six.

 Students discuss the meaning of
electrical Discussion
 Students discuss the topic in
their groups
 Students tell their resume to Presentation

other groups.
 Teacher concludes the activity

of students Hearing lecture
 Teacher read the problem as
reflection
8/26/10 Code Note 7- Students Perception of English Communication
260
As it is stated on the result of the questionairre, students sense that in

bilingual classroom Speaking is considered very important in the bilingual class.
90% students sense that Speaking is very important for them in the bilingual
classroom. This issue needs to be crosschecked to the students. The result of the
interview indicates that whether the students choose for education or general
purpose as their reason of taking bilingual education program, they have the same
desire of English that they want to study, which is English for interaction or daily
usage or conversational language. Wheter the student wants to study English that
focus on speaking, listening, reading, grammar, vocabulary, and pronunciation or
the one sho wants to study English that is fun and simple, the answer from
interview suggests that they desire English for interaction in daily usage.
9/2/10 Code Note 8- Academic Activities

Our first discssion is in labelling the concept of discussion. The excerpt
from the interview, especially that discusses discussion, is being categorized into
different categories. For exxample is the data obtained from the excerpt below
which seems to discuss about discussion.
Terus saat observasi kan saya lihat kalian sering ngomong dengan guru terus kalian
ngomong sendiri dengan teman. Itu yang biasanya kalian bicarakan apa. Pertama
untuk yang dengan guru
(When I conducted the observation, I notice that you often discuss something with
your teacher and with your friends. What do you usuallty discuss about. First, with
the teacher. Q.10-2nd INTVW)
Kalau dengan guru ya membahas tentang pelajaran, tapi....
(If with the teacher we discuss about the lesson, but ............. ....(A.10-2nd INTVW)
Nggak bohong itu?
(Are you sure? Q.11-2nd-INTVW)
Ya, haha...Tapi kadang juga ada yang jelek-jelekin temen juga, ini nggak bisa kalau
nanti maju dan...
Yes, haha...but sometimes we ridicule our friends, this girl/boy will not be able when
she/he has to perform in the class and .........A.11-2nd INTVW.)
....Terus kalau antara murid dengan murid itu ngomongin apa itu?
(....And then, between students and students, what do you usually discuss about?
Q.14-2nd INTVW)
kesibukan masing-masing, kadang juga kasihan gurunya didiemin tapi yo entah
kenapa aku juga ngelakuin itu.
(Sometimes we discuss about the lesson, however we often have small talks with our
friends, sometimes I feel bad about the teacher because we ignore him/her.
Nonetheless, I do not know why I did it, too. A.14-2nd INTVW)
Ngobrolin apa itu? Ngobrolin sepakbola atau apa gitu...
(What do you usually discuss about? Q.15-2nd INTVW)
Ya banyaklah....
(Plenty....A.15-2nd INTVW)
Pacar gitu......
(Girlfriend....??? Q.16-2nd INTVW)
Ya tergantung lagi ngomongin apa, haha....banyak topiknya
(It depends what we are discussig about, haha........there are plenty of topics. A.16-
2nd INTVW)
261
Although the course of the interview exceprts above seems to be dicussing

about the concept of ‟discussion‟, it does not always. A.11-2nd INTVW provides
us with the fact that students do not always discuss about the lesson. Therefore, it
is not included in the category of ‟discussion‟. Another example is from A.14-2nd
INTVW where the concept emerges is not discussion but something else that
possibly being fit into category of ‟Peer Socio Interaction‟.
Another issue that needs to get more detail of information is what kind of
English that they students need when they ‟perform‟ academic activities. From the
code note 2 (Academic Activities), it is clear that to be termed as academic
activities the activties are conducted by using not only conversational language
but also academic language. We also have been given an important fact that
although the teacher provides abundant data of academic language the students
seemed to be plunged into their socio-interaction. The data from lesson plan,
interview, and questionairre suggest that students prefer using the conversational
language. This fact is supported from the excerpt of the interview above.
9/13/10 Code Note 9-Students’ Aspiration of English

It has been noted from the interview that whether the students choose for
education or general purpose as their reason of taking bilingual education
program, they have the same desire of English that they want to study, which is
English for interaction or daily usage or conversational language. Wheter the
student wants to study English that focus on speaking, listening, reading,
grammar, vocabulary, and pronunciation or the one sho wants to study English
that is fun and simple, the answer from interview suggests that they desire English
for interaction in daily usage. If this is the case, the result of the questionairre can
be grouped narrower. We shall look at the tables again below.
Cumulative
easy to
eral
for daily life 2 18.2 18.2 63.6
from abroad 3 27.3 27.3 90.9
focus on idiomatic
Total 11 100.0 100.0
Table 1. Kind of Language that Students Want-General Purpose
Cumulative
easy to
eral
for daily use 1 5.3 5.3 52.6
262

from abroad 5 26.3 26.3 78.9
focus on idiomatic
focus on the field chosen 3 15.8 15.8 100.0
Total 19 100.0 100.0
Table 2. Kind of Language that Students Want-Educational Purpose
It can be said that group of students who desires English that focuses on
speaking, listening, reading, grammar, vocabulary, and pronuniciation, and then
group of students who desires English that is easy to understand, simple, fun, or
general, followed by group of students who desires English for daily use, and then
group of students who desires English that focuses on idiomatic expression can be
grouped into a single group. This group desires English for interaction or
conversational language or for daily usage.
263
APPENDIX 5
BRIDGING COURSE MATERIAL
Vocabulary Learning
Vocabulary Journal
mushroom : jamur cricket : jangkrik

mouse : tikus crab : kepiting
leaves : daun bear : beruan
apple : apel rock : batu
juniper : semacam tumbuh – tumbuhan bark : kulit kayu
ant : semut palm : pohon palm
flower : bunga tree : pohon
eagle : elang toe : jari kaki
daffodil : bunga bakung/narsis sky : langit
Mathematics „Glossary‟ of Bridging Course.
GLOSSARY
compare   = membandingkan
correspond to = bersesuaian dengan
corresponding angles = sudut-sudut yang bersesuaian
corresponding sides = sisi-sisi yang bersesuaian
equal = sama dengan
geometric figures = bangun geometris
proportion = proporsi
proportional = proporsional, sebanding
quadrilatera = segi empat
ratio = rasio
shape = bentuk
similar = sebangun
size  = ukuran, besar
Vocabulary Learning Exercises
In Mathematics, we often have to read formulae, equations, equalities, or

expressions. Can you read the following equations?
a+b=c a plus b equals c

axb=e a times b equals e; a multiplied by b equals e
a–b=d a minus b equals d; b subtracted from a equals d
a:b=f a divided by b equals f
264
a
f a over b equals f; a divided by b equals f
b
Complete the following text with the words in the list.
Pak Karto‟s …………… rice field is 12 m by 8 m and his backyard is 6 cm by 4

cm. Are they ……………?
Since all of the angles of the rectangles are …………… angles, the ……………
angles have the same size.
12 m
The …………… of the …………… of the rice field to its …………… is
8m
6m
and that of the backyard is .
4m
Since the corresponding angles have the same size and the ratios of the lengths of
corresponding sides are equal, the two figures are similar.
Figures that are similar have two important ……………:

The corresponding angles have the same size.
The ratios of the …………… of corresponding sides are equal.
The …………… for is similar to is ~. For the trapeziums above, you can write
ABCD ~ EFGH.
corresponding rectangular
length right
lengths similar
properties symbol
ratio width
Learning Phases
Phases Activities
(15 minutes) Greeting, saying a prayer, checking students attendance
b. Motivation
Why Sodium (Na) and Potassium (K) have a same group
but different period?
(90 minutes) Remind the last topic “Atomic shell and electron
configuration”.
4. Identify the naming of periodic table
5. Investigate the period of periodic table
265
6. Investigate the group of periodic table

d. Teacher gives time to all group for presentation
d. Give students task page 111-112 number1, 2 and 3 in
student‟s book
A. Standard Compentence
B. Basic Competence
C. The Purpose of Learning

4. Determine the atomic number, atomic mass, & the number of protons,
neutrons and electrons for each atom.
6. write down the electron configuration
Indicator of Assessment
Achievement Technique Instrument Example of Instrument
1. explain Written and Multiple 1. I am a gas with 8 protons and 8
electron performance chioses, neutrons. Who am I?
configurati test essays, rating a. Hydrogen b. oxygen
ons scales c. Iodium d. Nitrogen
concept
2. I have 20 neutrons and am
2. To found in your teeth and bones.
recognize Who am I?
elements a. calcium b. oxygen
from their c. Sodium d. Nitrogen
electron
configurati 3. I am a gas with a mass number
on of 19 and 9 protons. How many
my neutrons?
a. 9 b. 19 c. 10 d. 28
266
APPENDIX 6
CURRICULUM OF SMP N H YOGYAKARTA
Kegiatan belajar di SMP N H Yogyakarta akan berkembang dengan baik

sesuai dengan pedoman, apabila mampu membentuk pola perilaku peserta didik
sesuai dengan tujuan pendidikan serta dapat dilakukan evaluasi berdasarkan tes
dan non tes sebagai alat pengukuran keberhasilan peserta didik Proses
pembelajaran akan berjalan secara efektif, efisien, dan inovatif apabila dilakukan
persiapan yang cukup dengan perencanaan dan pelaksanaan yang baik dengan
memenuhi kriteria sebagai berikut. :
1. Kebutuhan masyarakat,/lingkungan Yogyakarta, dan global;
2. Mempersiapkan peserta didik dalam menghadapi era kompetisi yang
bersifat global dengan dasar teknologi dan informasi;
3. Sebagai bekal untuk melanjutkan ke jenjang pendidikan lanjutan serta
terjun ke tengah-tengah masyarakat.
E. Tujuan SMP N H Yogyakarta Program RSBI

a. Tujuan Umum
1. Meletakkan dasar kecerdasan, pengetahuan, kepribadian, akhlak mulia,

serta keterampilan untuk hidup mandiri dan mengikuti pendidikan
lebih lanjut
2. Untuk menghasilkan lulusan SMP yang memiliki kompetensi berkelas

nasional dan internasional sekaligus
267
APPENDIX 7
QUESTIONAIRRE TRIAL TEST RESULT
General Information
1. Gender
Sex
Cumulative
Valid Male 2 100.0 100.0 100.0
2. Age
Age (years old)
Cumulative
Valid 13 1 50.0 50.0 50.0
14 1 50.0 50.0 100.0
Total 2 100.0 100.0
3. Daily Language
Daily Language
Cumulative
Valid Javanese 2 100.0 100.0 100.0
4. Foreign Language
Foreign Language
Cumulative
Valid English 2 100.0 100.0 100.0
Communication Needs
5. Purpose
purpose
Cumulativ e
Valid general 1 50.0 50.0 50.0
education 1 50.0 50.0 100.0
Total 2 100.0 100.0
6. Activities Related to the Purpose Chosen
No. Purpose Activity

1. General reading book
268
2. Education Mathematics
Physics
social sciences
biology
medicine
education
others: communication
3. Others -
7. Language that Students Want
a. education purpose: for interaction with people from abroad

b. general purpose: for daily life
8. Future Expected Instrument
listening
Cumulativ e
Valid list ening 2 100.0 100.0 100.0
reading
Cumulat iv e
Valid reading 1 50.0 100.0 100.0
Missing Sy stem 1 50.0
Total 2 100.0
writing
Cumulat iv e
Valid writing 2 100.0 100.0 100.0
speaking
Cumulat iv e
Valid speaking 1 50.0 100.0 100.0
Missing Sy stem 1 50.0
Total 2 100.0
9. The Importance and the Usage of Language Elements in the Bilingual

Classroom
269
speaking
Cumulative
Valid very important 2 100.0 100.0 100.0
listening
Cumulative
writing
Cumulative
reading
Cumulat iv e
Valid v ery important 2 100.0 100.0 100.0
grammar
Cumulat iv e
vocabulary
Cumulat iv e
Valid v ery important 1 50.0 50.0 50.0
important 1 50.0 50.0 100.0
Total 2 100.0 100.0
pronunciati on
Cumulat iv e
somewhat import ant 1 50.0 50.0 100.0
Total 2 100.0 100.0
10. The Usage of Language Elements
270
speakin g
Cumulat iv e
Valid alway s 1 50.0 50.0 50.0
sometimes 1 50.0 50.0 100.0
Total 2 100.0 100.0
listening
Cumulat iv e
Valid alway s 1 50.0 50.0 50.0
of t en 1 50.0 50.0 100.0
Total 2 100.0 100.0
writing
Cumulat iv e
Valid alway s 1 50.0 50.0 50.0
sometimes 1 50.0 50.0 100.0
Total 2 100.0 100.0
reading
Cumulat iv e
Valid alway s 1 50.0 50.0 50.0
sometimes 1 50.0 50.0 100.0
Total 2 100.0 100.0
11. Discourse Skill
Understanding a text through lexical cohesion devices
Cumulative
Valid need 2 100.0 100.0 100.0
Understanding a text through grammatical cohesion devices

Cumulative
Valid need 1 50.0 50.0 50.0
do not need 1 50.0 50.0 100.0
Total 2 100.0 100.0
Recognizing and using discourse markers to signal relationships
Cumulative
271
Valid need 2 100.0 100.0 100.0
Extracting salient points to summarize
Cumulative
Valid need 2 100.0 100.0 100.0
Planning information in exposition language

Cumulative
Valid need 2 100.0 100.0 100.0
Initiating in discourse
Cumulative
Valid need 1 50.0 50.0 50.0
do not need 1 50.0 50.0 100.0
Total 2 100.0 100.0
Maintaining the discourse

Cumulative
Valid need 1 50.0 50.0 50.0
do not need 1 50.0 50.0 100.0
Total 2 100.0 100.0
Terminating in discourse
Cumulative
Valid need 1 50.0 50.0 50.0
do not need 1 50.0 50.0 100.0
Total 2 100.0 100.0
Indicating the main point or important information

Cumulative
Valid need 1 50.0 50.0 50.0
do not need 1 50.0 50.0 100.0
Total 2 100.0 100.0
Understanding a text through lexical cohesion devices

Cumulative
Valid confident 2 100.0 100.0 100.0
272
Understanding a text through grammatical cohesion devices

Cumulative
Valid not confident 1 50.0 50.0 50.0
confident 1 50.0 50.0 100.0
Total 2 100.0 100.0
Recognizing and using discourse markers to signal relationships

Cumulative
Extracting salient points to summarize

Cumulative
Total 2 100.0 100.0
Planning information in exposition language

Cumulative
Total 2 100.0 100.0
Initiating in discourse
Cumulative
Maintaining the discourse

Cumulative
confident 1 50.0 50.0 100.0
Total 2 100.0 100.0
Terminating in discourse
Cumulative
Indicating the main point or important information
Cumulative
273
12. Activity in the Classroom
Frequency Percent
Valid discussion 1 50
Talking to friends 1 50
13. English Needed in the Bilingual Classroom
Cumulative
Valid general/simple/fun 2 100.0 100.0 100.0
274
APPENDIX 8
QUESTIONAIRRE RESULTS
(An Example of the Results)
Students’ Communication Needs Questionnaire
Identitas diri
Nama lengkap RL
Kelas 8 SBI 2
Umur 14 tahun
Jenis kelamin laki-laki
Bahasa
1. Bahasa yang digunakan sehari-hari di rumah Indonesia
2. Bahasa asing yang dikuasai Inggris
Keterampilan Bahasa Inggris
Sebutkan tujuan Anda dalam memelajari bahasa Inggris dengan mengikuti kelas bilingual dengan
memberi tanda () pada kotak yang telah tersedia.
 pendidikan (meneruskan sekolah dengan basis kelas internasional/ke luar negeri)
 umum
 lainnya: _______________________________________
Jika Anda memberi tanda di bagian pendidikan, isilah di bagian 3.a saja
Jika Anda memberi tanda di bagian umum, isilah di bagian 3.b saja
Jika Anda memberi tanda di bagian lainnya, isilah di bagian 3.c saja
3.b Tujuan Umum
Klasifikasi minat umum
Sebutkan jenis kegiatan-kegiatan yang melibatkan penggunaan bahasa Inggris dengan memberi
tanda () pada kotak yang telah tersedia (Anda boleh memberi tanda lebih dari satu kotak).
 hiburan di rumah (radio, TV, CD)
 hiburan di bioskop
 kegiatan sosial (pertemuan kelompok)
 berbicara dengan teman
 budaya
 membaca buku
 traveling
 lainnya: _________________________________________
Bahasa Inggris yang bagaimanakah yang ingin Anda pelajari jika Anda memelajari bahasa Inggris
untuk tujuan umum? Berikan komentar Anda!
Bahasa Inggris yang lebih mementingkan speaking, listening, reading, grammar, vocabulary, dan
pronunciation. Karena menurut saya untuk umum writing tidak terlalu penting.
Instrumen
4. Media
Sebutkan media penggunaan bahasa Inggris yang akan Anda temui setelah Anda mengambil kelas
bilingual dengan memberi tanda () pada kotak yang telah tersedia (Anda boleh memberi tanda
lebih dari satu kotak).
275
 listening
 reading
 writing
 speaking
Persepsi Bahasa
5. Persepsi keterampilan berbahasa Inggris di kelas bilingual
Berilah tanda () di masing-masing area bahasa Inggris di bawah ini sesuai dengan derajat
kepentingannya di kelas bilingual.
Sangat Penting Penting Agak Tidak

Penting Penting
Speaking 
Listening 
Writing 
Reading 
Grammar 
Vocabulary 
Pronunciation 
6. Persepsi tentang penggunaan bahasa Inggris di kelas bilingual

Berilah tanda () di masing-masing area bahasa Inggris di bawah ini sesuai dengan derajat
penggunaannya di kelas bilingual.
Selalu Sering Kadang- Jarang Tidak

Kadang Pernah
Speaking 
Listening 
Writing 
Reading 
Persepsi Keterampilan Berwacana (discourse skill)

Tulislah „ya‟ jika Anda membutuhkan dan „tidak‟ jika Anda tidak membutuhkan elemen-
elemen yang disebutkan di bawah ini di kelas bilingual. Dan, nyatakanlah dengan nomor
tentang derajat kepercayaan diri Anda terhadap elemen-elemen tersebut.
4= sangat percaya diri
3= percaya diri
2= agak percaya diri
1= tidak percaya diri sama sekali
Pernyataan/Elemen Ya/Tidak Tingkat

Kepercayaaan
Diri
7. Di saat Anda berkomunikasi (mendengarkan, membaca, ya 3
berbicara, ataupun menulis), apakah Anda membutuhkan
pengulangan kata, persamaan kata, atau pelengkap kata benda
(misalnya: The man, with red hat, is my son. ‘with red hat’
adalah pelengkap kata benda) agar komunikasi dapat berjalan
dengan baik?
8. Di saat Anda berkomunikasi, apakah Anda membutuhkan ya 3
pemahaman kata ganti benda (misalnya ‘it’, ‘they’, ‘he’, dll.),
276
penunjuk perbandingan (misalnya kata ‘than’) agar

komunikasi dapat berjalan dengan baik?
penanda kata untuk membuat sebuah sebuah daftar (misalnya
menggunakan; ‘first….second…’), untuk membuat sebuah
pernyataan persamaan (misalnya menggunakan; ‘similary’,
‘equally’), atau untuk membuat sebuah ilustrasi (misalnya
menggunakan; ‘for example’, ‘for instance’)?
penggunaan/penggabungan informasi/pengetahuan umum
yang Anda miliki untuk memahami sebuah pernyataan?
11. Di saat Anda menyampaikan sebuah presentasi/gagasan, ya 3
apakah Anda membutuhkan bagaimana cara untuk
menyimpulkan, mengelompokkan, atau menjelaskan sebuah
proses dari presentasi/gagasan tersebut?
12. Apakah Anda membutuhkan cara-cara untuk memulai ya 3
sebuah pembicaraan/diskusi/presentasi atau memperkenalkan
sebuah topik baru?
13. Apakah Anda membutuhkan cara-cara untuk menjaga ya 2
kelanjutan pembicaraan/diskusi/gagasan yang Anda
sampaikan? (misalnya dengan cara menjawab pertanyaan,
mengganti giliran berbicara, dll.)
14. Apakah Anda membutuhkan cara-cara untuk mengakhiri ya 2
sebuah pembicaraan/diskusi/presentasi?
15. Apakah Anda membutuhkan cara-cara untuk menandai ya 3
bagian-bagian mana yang penting saat Anda
bericara/melakukan presentasi/menyampaikan sebuah
gagasan?
Aktivitas di Dalam Kelas
16. Berikan komentar Anda mengenai gambaran umum tentang aktivitas-aktivitas yang Anda
lakukan di kelas bilingual yang melibatkan penggunaan bahasa Inggris.
Presentasi, drama, berceria
Pendapat Umum
17. Berikan komentar Anda secara umum mengenai bahasa Inggris seperti apa yang Anda
butuhkan agar Anda bisa dengan baik mengikuti kelas bilingual.
Bahasa Inggris yang umum dan mudah dimengerti yang bisa memudahkan kita dalam
berkomunikasi.
*TERIMAKASIH*
277
APPENDIX 9
INTERVIEW TRANSCRIPTS
Student 1, Interview 1
Interviewee : Z.Z.
Day/Date : Tuesday/ July 20, 2010
Time : 12.00:12.15
Location : SMP N H, Yogyakarta
This interview was conducted after the observation, documentation, and questionairre. The
theoretical framework and the data gathered are used as the base of the interview.
Q.1. Tadi pas lagi pelajaran apa?

A.1. Pelajaran Bahasa Jawa.
Q.2. Hmmmm....Makasih ya untuk waktunya.
A.2. Ya, Mas.
Q.3. Masih ingat saya toh?
A.3. Masih.
Q.4. Kali ini saya akan mewancarai Anda.
A.4. Interviewee menganggukkan kepala
Q.5. Bisa sebutkan nama dan kelasnya.
A.5. Nama saya Z.Z. dari kelas sembilan SBI-2.
Q.6. Oke, ya. Eeee.... Menurut informasi, siswa-siswa yang akan ikut kelas bilingual ini
mendapat bridging course, benar atau tidak?
A.6. Ya, benar.
Q.7. Bisa diceritakan lebih lanjut tentang bridging course itu?
A.7 Bridging course itu kalau pada waktu tahun saya itu dilaksanakan selama tiga hari. Nah,
dalam tiga hari itu, satu hari diajarkan satu pelajaran. Jadi bridging course itu diberikan
untuk membantu siswa baru yang masuk ke kelas bilingual agar tidak kaget dengan
pelajaran yang biasanya kita pel.ajari dengan bahasa Indonesia dan sekarang
dipelajari dengan bahasa inggris
Q.8. Subjek apa saja?
A.8. Matematika, IPA, dan Bahasa Inggris tentunya
Q.9. Oke, eee.... trus yang anda pelajari ketika bridging course yang ada hubungannya dengan
bahasa Inggris dalam bridging course apa saja?
A.9. Mmmm....
Q.10. Masih ingat atau nggak?
A.10. Udah lumayan lupa, hehe...Apa ya?
Q.11. Mungkin tentang vocabulary yang agak rumit atau ada apa saja, grammar-grammar
atau.....?
A.11. Saat bridging course itu kebanyakan diberi grammar terus vocab-vocab baru yang
belum pernah saya temui terus akhirnya diberitahu dan jadi bertambah wawasan.
Q.12. Terus kalau kegiatan-kegiatannya di kelas bridging course ada aktivitas-aktivitas apa
saja?
A.12. E...aktivitas-aktivitas sih biasa seperti pelajaran biasa.
Q.13. O gitu?
A.13. Seperti pelajaran biasa nanti diberi print-out, trus print-outnya itu berisikan tentang
pelajaran bridging course itu.
Q.14. Trus menurutmu membantu nggak kelas bridging course itu?
A.14. Membantu.
Q.15. Dalam hal apa?
278
A.15. Dalam hal e.....dalam hal mempelajari...apa...pelajaran yang sebelumnya diajarkan dalam
bahasa Indonesia menjadi bahasa Inggris jadi lebih terbantu.
Q.16. Sebenarnya saya punya lesson plan-nya, tentang bridging course itu. Terus saya juga
membaca tentang vocabulary-vocabulary tertentu. Kemudian apakah vocab-vocab itu
digunakan di kelas bilingual atau tidak menurut anda?
A.16. Udah lumayan lupa, hehe...tapi kebanyakan dipakai.
Q.17. E...Apakah gurunya sering menggunakan vocab-vocab yg agak rumit itu atau nggak?
A.17. Pada awal-awal sih nggak, kan untuk menyesuaikan dengan siswanya, cuma karena
lama-lama juga bertambah vocab ya jadi memakai vocab-vocab yang bisa dibilang
susah.
Q.18. Oke, apakah guru juga sering menterjemahkan vocab-vocab tesebut atau nggak?
A.18. Ya.
Q.19. Saya masih ingat ketika observasi yang dulu, ketika saya masuk ke kelas apa itu ya? Saya
agak lupa. Saya melihat ada hubungan yang dekat antara murid dengan murid, antara
murid dan guru. Terusan, mungkin itu pas ada latihan drumband itu ada anak-anak yang
maju ke depan terus meminta ijin dan ngobrol dengan gurunya. Itu biasanya yang kalian
diskusikan itu apa. Untuk yang pertama antara murid dengan guru biasanya yang kalian
diskusikan apa?
A.19. Kalau yang biasanya kami diskusikan itu jelas tentang pelajaran dan hal-hal yang
sudah kita terima namun belum bisa kita cerna dengan baik itu biasanya kita
konsultasikan lagi dengan gurunya.
Q.20. Dan setiap siswa biasanya merasa apa ya, merasa dekat dengan gurunya dan bebas
menyakannya kepada gurunya.
A.20. Iya.
Q.21. Terus antara murid dengan murid itu gimana itu. Pas pelajaran itu biasanya saya juga
melihat mereka sering ngobrol, terusan tertawa. Itu biasanya apa yang mereka
omongkan?
A.21. Biasanya kalau di kelas saya terutama itu ee....hehee....tentang ini...pengalaman
ngapain...ngapaian....biasanya mereka sharing satu sama lain...
Q.22. Curhat?
A.22. Ya, curhat....hehe...bisa dibilang curhat.
Q.23. Oke, hehe...Kemudian dari questionairre yang saya baca, eee.. Anda mengikuti kelas
bilingual ini untuk tujuan pendidikan, betul ngggak?
A.23. Betul.
Q.24. Kemudian, e...bisa dijelaskan lebih lanjut? Mengapa pilih tujuan pendidikan?
A.24. Yang pertama itu milih karena....
Q.25. Mungkin bisa dimulai dari latar belakangnya.
A.25. Pilih tujuan pendidikan itu karena penasaran, kan belum pernah kan menemukan
kelas SBI sebelumnya terus akhirnya tertarik karena menurut saya itu adalah sesuatu
yang berbeda dari biasanya jadi saya tertarik untuk masuk ke dalam hal tersebut dan
saya juga berkeinginan untuk mencari wawasan yang lebih luas jadi saya memilih itu
untuk tujuan pendidikan.
Q.26. Oke, jadi tidak ada hubungannya dengan ikut-ikut temen atau apa?
A.26. Nggak.
Q.27. Serius?
A.27. Iya
Q.28. Oya, Oke, hehe...Kemudian, e...apakah boleh saya katakan jika Anda mengikuti kelas
bilingual itu adalah untuk menambah skill umum anda di dalam berbahasa Inggris?
A.28. Ya, boleh.
Q.29. Dan menurut jawaban yang saya baca Anda ingin mempelajari bahasa inggris yang
simpel dan gampang dimengerti, bisa dijelaskan lebih lanjut mengenai jawaban Anda?
A.29. E simpel dan gampang dimengerti biar e...apa...waktu untuk belajarnya itu tidak lama
jadi sehingga bisa memanfaatkan waktunya itu lebih bermanfaat untuk yang lainnya
juga gitu. Jadi, makanya kan kalau simpel itu mudah dimengerti jadinya bisa
memakan waktunya lebih cepat.
Q.30. Trus fokusnya pada apa itu? Mungkin dalam bahasa-bahasa formal atau bahasa akademis
atau yang digunakan sehari hari saja
279
A.30. Mmmm...mungkin bisa ketiga tiganya, cuma lebih ke bahasa sehari-hari.

Q.31. Mungkin saat ini Anda membutuhkan untuk kebutuhan sehari-hari terlebih dahulu.
A.31. Z.Z. menganggukkan kepala.
Q.32. Mmmm, sebentar...e....kemudian dengan kegiatan-kegiatan yang Anda lakukan di kelas
bilingual. Dari hasil statistiknya lebih dari 90% menjawab ‟presentasi‟. Terus Anda
menjawab ‟presentasi‟, ‟diskusi‟, ‟ngobrol dengan teman‟, ‟bermain‟, dan ‟mengerjakan
soal‟.
A.32. Ya.
Q.33. Terus saat Anda presentasi itu biasanya Anda melakukan apa saja? Coba pikirkan saat di
kelas fisika, matematika.
A.33. Pada saat presentasi ya maju ke depan dan mempresentasikan apa yang...apa
yang...kami buat sebelumnya di dalam peresentasi itu dan berusaha
mempresentasikannya dengan baik agar teman-teman yang menjadi audiens itu juga
bisa menerima hal-hal dari presentasi kami.
Q.34. Dulu presentasi apa?
A.34. Dulu banyak sih, Mas. Hehe....
Q.35. Pilih satu yang menarik.
A.36. Di pelajaran apa?
Q.37. Mungkin yang exact.
A.37. Kalau exact biasanya fisika, fisika itu...tentang....hasil eksperimen. Eksperimen...apa sih
kemarin itu...ee...aduh lupa, hehehe.....soalnya itu bener2 fisika...
Q.38. Kalau bahasa Inggris?
A.38. Bahasa Inggris biasanya tentang masalah narative text, ee.... cerita, bikin sinopsis.
Q.39. Oke, trus biasanya menggunakan bahasa yang rumit saat presentasi ya atau nggak?
A.39. Kadang-kadang.
Q.40. Trus grammar-nya gimana, harus sempurna apa nggak? Harus tepat atau nggak?
A.40. Kalau harus sih ya dituntut harus, cuma karena kami kan belum apa...e....terlalu
paham dengan grammar yang sempurna, yang baik, jadi menggunakan grammar yang
seadanya, setahunya nanti setelah dipresentasikan gurunya yang mengoreksi.
Q.41. Kemudian saat...e...apa lagi ya...e...drama...dulu dramanya drama apa ini?
A.41. Jadi dalam pelajaran bahasa Inggris itu pernah ada pelajaran drama, jadi tiap
kelompok itu disuruh membuat naskah trus nanti didramakan, tapi menggunakan
bahasa Inggris.
Q.42. Dramanya, biasanya drama dari luar atau?
A.42. Dari dalam, jadi tradisional.
Q.42. Masih ingat judulnya?
A.42. E....O, ya, Ande-Ande Lumut.
Q.43. Jadi mungkin menngunakan bahasa Inggris yang sehari-hari dulu ya, kalau....
A.43. Ya.
Q.44. Kemudian, saat diskusi itu antara siapa dengan siapa? Ini saya baca di hasil statistik
‟kegiatan2 di kelas bilingual‟ itu yang banyak juga adalah diskusi. Itu gimana itu?
A.44. E...paling sering diskusi antar teman.
Q.45. O, gitu.
A.45. Ya.
Q.46. Apa yang kalian bicarakan masih curhat-curhatan?
A.46. Ya, curhat. Trus, ya kalau dalam pelajaran ya diskusi tentang pelajaran. Karenakan
kalau antar teman kan lebih bisa mengerti dan apa...kloplah, lebih gampang
dimengerti.
Q.47. Ya, remaja....remaja....
A.47. Ya.
Q.48. Kemudian dari...ini kok agak panas ya? E...dari hasil statistik juga 90% siswa
mengatakan bahwa speaking sangat penting. Namun, dari hasil statistik juga mengatakan
bahwa speaking hanya kadang-kadang saja digunakan, begitu juga dengan listening. Ada
komentar tentang hal ini?
A.48. Ya memang speaking-kan sangat penting, karena e...kita dalam sehari-hari kan
berbicara, ya makanya speaking jadi sangat penting, cuma di dalam kelas itu jarang
dipakai. Jadi, kita berbicaranya itu lebih menggunakan bahasa Indonesia daripada
bahasa Inggris.
280
Q.49. Mmmm, gitu. Kemudian Menurut Anda kegiatan apa yang bisa dilakukan untuk
meningkatkan kemampuan speaking dan listening itu?
A.49. E...kalau speaking mungkin dalam seperti tadi drama, itu kan bisa melatih
apa...speaking juga. Trus kalau listening eee..ini...ee....teman bercerita, jadi kaya
presentasi dan pernah ada pelajaran story tellling, nah itu juga bisa melatih kita untuk
listening.
Q.50. Jadi mungkin kalau ada interaksi dengan teman itu menyenangkan ya?
A.50. Ya, menyenangkan.
Q.51. Kemudian dari hasil statistik juga reading dan writing adalah dua hal yang sering
digunakan. Biasanya kegiatan apa aja itu kalau reading dan writing?
A.51. Reading...eee...reading dan writing? E.......Biasanya nanti ada sebuah cerita nanti kita
itu disuruh membaca setelah membaca kita menuliskan kesimpulannya lalu setelah itu
bakalan ada pertanyaan-pertanyaan yang bersangkutan dengan cerita tersebut.
Q.52. Kemudian di pertanyaan terakhir di bagian questionairre ada pertanyaan ‟bahasa Inggris
seperti apa yang Anda butuhkan agar anda bisa dengan baik mengikuti kelas bilingual‟
dan anda menjawab ‟bahasa inggris yang menarik, mudah dimengerti, dan simpel, tidak
membosankan, dan disalurkan dengan berbagai cara‟. Oke, ada komentar?
A.52. Ya, eee....maksud saya itu jadi kalau sesuatu yang menarik itu lebih gampang dicerna
dan disalurkan dengan berbagai cara itu jadi kan unik tidak selalu cara yang sama
kan bisa membuat jenuh seorang anak makanya disalurkan dengan cara berbeda itu
biar lebih menarik lebih bisa gampang dimengerti lebih gampang dicerna.
Q.53. Jadi mungkin mempelajari bahasa-bahasa yang apa ya...yang sering anda jumpai sehari-
hari dulu trus dilanjutkan dengan mempelajari bahasa2 yang lebih rumit.
A.53. Ya.
Q.54. Terus ada hal-hal lain yang ingin Anda sampaikan atau nggak mengenai kebutuhan
komunikasi Anda di kelas bilingual?
A.54. Mmmmm.....Nggak.
Q.55. Bebas.
A.55. Nggak, udah kok.... udah cukup.
Q.56. Kalau begitu terimakasih, dan saya akan berganti giliran dengan mas eee.. Mas. R.L.
Terimakasih.
A.56. Ya.
Student 2, Interview 2
Interviewee : R.L.
Day/Date : Tuesday/ July 20, 2010
Time : 12.16:12.32
Location : SMP N H, Yogyakarta
This interview was conducted after the observation, documentation, and questionairre. The
theoretical framework and the data gathered are used as the base of the interview.
Q.1. Oke, bisa disebutkan nama dan kelasnya?
A.1. Nama saya R.L. dari kelas sembilan SBI-2.
Q.2. Pertanyaan pertama, tentang bridging course. Coba ceritakan tentang bridging course
tersebut?
A.2 Jadi dulu bridging course-nya itu tiga hari dan apa itu, tiap mata pelajaran itu satu harinya
itu satu mata pelajaran dan mata pelajarannya itu yang mata pelajaran dikhususkan
untuk SBI, jadi matematika, IPA, sama bahasa Inggris.
Q.3. Ada...eee...sampai berapa jam?
A.3. Itu satu hari pelajaran biasa itu diganti dengan bridging course.
Q.4. O gitu, terus ada kesan-kesan tersendiri tentang bridging course atau nggak?
A.4. Ya, pas waktu itu bridging course-nya itu kan masih murid baru jadi masih baru kenal
pelajaran SMP itu kaya gini udah gitu pakai bahasa Inggris jadi terkesannya agak
kaget dikit gitu. Ya mungkin, terus agak beda jadi ya, kalau SD dulu masih santai-
santai banget gampang dapet nilai bagus dan sebagainya.
Q.5. Oke. Terus bisa disimpulkan kalau bridging course itu sangat membantu Anda tentunya.
281
A.5. Terhitung membantu karena kita jadi tahu lebih dulu apa itu sebelum mulai pelajaran
yang asli kan kita kan dah lebih siap dikit daripada yang nggak ikut bridging course
itu.
Q.6. Ada masukkan tentang bridging course atau nggak?
A.6. Ya, cuman gurunya pas kemarin bridging course itu sebenarnya kurang siap untuk
pelajaran SBI.
Q.7. Maksudnya kurang siap gimana?
A.7. Ya misalnya bahasa Inggrisnya masih kurang bagus kecuali untuk pelajaran bahasa
Inggris
Q.8. O gitu. Terus tentang bridging course itu diajarkan dengan vocab-vocab yang rumit kan?
E, apa kosa kata itu digunakan di dalam kelas atau nggak?
A.8. Ya sekarang digunakan dan sekarang juga tambah banyak lagi dengan vocab-vocab
yang baru.
Q.9. Masih bingung atau nggak?
A.9. Udah nggak.
Q.10. Udah nggak, baguslah. Terus saat observasi kan saya lihat kalian sering ngomong dengan
guru terus kalian ngomong sendiri dengan teman. Itu yang biasanya kalian bicarakan apa.
Pertama untuk yang dengan guru.
A.10. Kalau dengan guru ya membahas tentang pelajaran, tapi....
Q.11. Nggak bohong itu?
A.11. Ya, haha...Tapi kadang juga ada yang jelek-jelekin temen juga, ini nggak bisa kalau
nanti maju dan...
Q.12. Itu siapa itu? Haha...
A.12. Jangan sebut merk, nggak bagus itu...haha...
Q.13. Tapi bukan Anda toh?
A.13. InsyaAllah saya pernah.
Q.14. Waduh, InsyaAllah saya pernah, hahaha....Terus kalau antara murid dengan murid itu
ngomongin apa itu?
A.14. Ya kadang juga ngomongin pelajaran tapi seringnya ya ngobrol sendiri dengan
kesibukan masing-masing, kadang juga kasihan gurunya didiemin tapi yo entah
kenapa aku juga ngelakuin itu.
Q.15. Ngobrolin apa itu? Ngobrolin sepakbola atau apa gitu...
A.15. Ya banyaklah....
Q.16. Pacar gitu....
A.16. Ya tergantung lagi ngomongin apa, haha....banyak topiknya.
Q.17. Terus eee....dari questionairre yang saya baca Anda mengikuti kelas bilingual ini untuk
tujuan umum, bisa dijelaskan lebih lanjut?
A.17. Kan kalau tujuan umum kan nanti itu bisa menambah wawasan kita misalnya kalau
mau sekolah di luar terus kita juga nanti bisa tahu pelajaran dari luar gimana meski
kita nggak perlu ke sana. Terus nanti itu kita bisa lebih tahu kenapa kita nggak kaya
mereka, jadi kita bisa memberi semacam....ee....semacam....
Q.18. Memberi apa?
A.18. Bisa memberikan masukan untuk orang-orang sini.
Q.19. Oke....Oke...Jadi anda itu tidak sekedar ikut-ikutan teman karena teman masuk SBI saya
juga pengen masuk SBI gitu.
A.19. Nggak, kalau dulu saya masuk ikut tes SBI itu ya kalau ke terima itu ya Alhamdulillah
kalau nggak ya nggak apa-apa. Tapi kok ya keterima.
Q.20. Jadi tujuan sebenarnya apa itu, haha...?
A.20. Gambling Mas, saya SBI, haha.....
Q.21. Oke, terus yang ingin anda pelajari itu apa? Dari jawaban yang saya baca anda itu ingin
mempelajari ‟bahasa Inggris yang sangat diperlukan dalam pelajaran yang berisi writing,
grammar, listening, vocab, speaking, reading, dan pronunciation. Itu umum ya?
A.21. Ya. Karena kalau kaya reading, writing itu kan kita harus bisa membaca dengan
benar, menulis dengan benar, terus grammar, vocab itu kan kata-kata kalau saat kita
berbicara, waktu speaking sama pronunciation itu kan kita harus bener cara
berbicaranya dan cara mengucapkan katanya harus bener juga. Dan itu kan kalau kita
salah nanti jadi bisa beda arti.
282
Q.22. Terus, e......Anda ingin mempelajari itu yang rumit-rumit atau yg mudah-mudah terlebih
dahulu, menurut anda?
A.22. Ya kalau belajar kan dari yang gampang dulu nanti baru yang ke rumit, lambat laun nanti
kan bisa.
Q.23. Menurut anda mana yang lebih penting? Mempelajari bahasa Inggris yang digunakan
sehari-hari atau dalam konteks akademik?
A.23. Pertama ya sehari-hari dulu soalnya itu nanti kan kita perlu untuk sosialisasi dengan
masyarakat. Kalau nanti kalau kita misalnya mau sekolah ya yang misalnya di luar
negeri nanti kita bisa bahasa Inggris yang akademis jadi nanti kita bisa dong.
Q.24. Oke, kemudian, eee...dari jawaban questionairre anda memilih kegiatan ‟hiburan di
bioskop, hiburan di rumah, membaca buku, berbicara dengan teman, dan travelling‟.
Kebetulan juga kegiatan-kegiatan ini banyak dipilih juga oleh teman anda. E...mulai dari
hiburan di bioskop, bisa diceritakan itu bahasa Inggris yang mungkin anda temui, atau
anda gunakan itu saat hiburan di bioskop itu apa?
A.24. Ya kalau hiburan di bioskop itu kan film-film itu dan film-film yang biasa sekarang
yang banyak di bioskop itu kan film luar yang pakai bahasa Inggris dan bahasa
Inggrisnya itu bahasa Inggris sehari-hari. Ntar jadi bisa tahu orang sana itu kalau
ngomong itu kaya gimana, kan kalau kita kan waton dari indonesia translate ke
Inggris. Sebenarnya kan orang sana kan nggak kaya gitu ngomongnya, kan ada seni
yang lain.
Q.25. Anda membaca teksnya atau nggak?
A.25. Teks yang.....
Q.26. Teks kalau lagi nonton di bioskop?
A.26. O...subtitlenya itu. Ya ndegerin sambil baca.
Q.27. Terus kalau hiburan di rumah itu biasanya ngapain saja kegiatannya?
A.27. Hiburan di rumah itu misalnya kaya’ game yang perlu pake bahasa Inggris. Kadang
ada kata-kata yang nggak kita tahu misalnya ada misi apa kita harus gini, tapi kalau
kita tahu artinya kan nanti terus cari tahu nyari di kamus terus jadi nambah lagi vocab
ini.
Q.28. Game-game adventure ya berarti?
A.28. Ya.
Q.29. Oke. Terus kalau membaca buku, buku-buku apa saja?
A.29. Ya misalnya, dulu kan saya pernah tinggal di Amerika dan punya beberapa buku pas beli
di sana itu, kan sampai sekarang masih bisa dibuat baca-baca.
Q.30. Buku akademis atau novel atau apa itu?
A.30. Ada buku yang bersifat ensiklopedi, terus ada yang komik, tapi banyakan komik.
Q.31. Jadi masih bahasa Inggris yang sehari-hari ya?
A.31. Ya.
Q.32. Oke, terus berbicara dengan teman, itu yang menarik, itu apa itu?
A.32. Kalau berbicara dengan teman itu, kalau di sini kan kita biasanya di Jogja itu kan
pake bahasa Indonesia campur-campur bahasa jawa. Kalau kita di sana itu kan nggak
mungkin pake bahasa Indonesia, kita kan belajar dari hiburan di bioskop, hiburan di
rumah, dari buku-buku, kita kan jadi tahu mereka orang sana itu kalau berbicara
dengan teman itu kaya gimana, terus kita jadi berbicara dengan teman.
Q.33. Mungkin menggunakan slang gitu ya?
A.33. Ya.
Q.34. Terus kalau traveling, kegiatan apa saja yang melibatkan dengan penggunaan bahasa
Inggris saat travelling?
A.34. Kalau travelling itu kan biasanya ada papan penjelasan, misalnya kita lagi pergi ke
mana itu terusa ada papan penjelasan ini, apa itu tentang tempat yang kita tuju, yang
sedang kita lihat itu apa penjelasannya itu dan kebanyakan itu pake bahasa Inggris,
terus jadi kita kalau pake bahasa Inggris itu kan bisa dong, kalau nggak kan bisa repot
harus bawa penerjemah, ini itu, butuh biaya lebih.
Q.35. Oke, Anda juga apakah ingin berinteraksi dengan orang asing saat travelling atau nggak?
A.35. Ya pasti kita makhluk sosial kan butuh orang lain jadi mesti harus berinteraksi.
Q.36. Oke, bagus. Terus, dengan kegiatan-kegiatan yang Anda lakukan di kelas bilingual anda
menjawab ‟presentasi, story telling, dan drama‟. Kalau presentasi itu anda melakukan apa
saja?
283
A.36. Presentasi itu ya kita menjelaskan, misalnya kita mau presentasi tentang hasil
eksperimen, nah itu kita menjelaskan eksperimen ini tujuannya apa, alat dan bahan
apa, hasil yang diperoleh apa, habis itu setelah selesai presentasi biasnya kita
ditanyain itu loh, ini kok bisa kaya’ begini gimana.
Q.37. Jadi ada diskusi ya?
A.37. Ya, ada.
Q.38. Terus, itu ada petunjuk-petunjuk saat presentasi guru memberikan atau tidak atau
dibebaskan kepada muridnya?
A.38. Biasanya dibebaskan kepada muridnya, selama dua tahun ini dibebaskan.
Q.39. Jadi ketepatan grammar itu bukan menjadi fokus yang penting, yang penting konten dari
presentasinya.
A.39. Kalau pelajaran yang selain bahasa Inggris, grammar nggak terlalu dipentingkan.
Tapi, kalau bahasa Inggris itu ada dicek gramatical mistake-nya.
Q.40. Kemudian tentang pemilihan katanya, apakah memilih kata-kata yang sukar nggak saat
presentasi?
A.40. Ya, karena kadang kita pakai kamus kan kamus kata-katanya kadang ada yang sulit
kadanag ada yang gampang jadi kalau pas pakai kamus itu bisa keluar yang sulit bisa
keluar yang gampang. Tapi kalau yang misalnya kita memang sudah tahu ini harus
diubah jadi kaya gimana itu kita biasanya bahasa Inggrisnya yang gampang karena
kita nggak pakai kamus.
Q.41. Kemudian kegiatan-kegiatan yang juga banyak dipilih oleh teman Anda adalah
‟mengerjakan tugas‟, diskusi‟, dan ‟drama‟. Kalau mengerjakan tugas itu tugas apa itu?
A.41. Biasanya ya dapat tugas, kan kita kelas bilingual jadi dapat tugasnya dalam bahasa
Inggris, misalnya matematika, kata-katanya kan juga dalam bahasa Inggris jadi kita
juga harus tahu ini artinya apa, ini artinya apa, nah kita biasanya diskusi gitu untuk
ngerjainnya.
Q.42. Kalau saat drama masih ingat? Dulu pas drama.
A.42. Pas drama itu kan, jadi kita pas waktu itu dramanya itu dari cerita daerah tapi dibuat
ke dalam bahasa Inggris, jadi kita nyariw cerita-cerita daerah yang kadang ada dalam
bahasa Jawa, bahasa Indonesia, nah itu kita ubah ke bahasa Inggris. Setelah itu kita
mempresentasikan drama itu, apa itu.....ada yang cerita Malin Kundang, terus ada
yang Sangkuriang....
Q.43. Superman? Haha.....
A.43. Hehe...Cerita daerah, Superman kan cerita....
Q.44. Terus banyak dialog kalau begitu?
A.44. Dramanya kebanyakan dialog, narator ada juga.
Q.45. Terus dari hasil statistik, lebih dari 90% siswa itu mengatakan kalau speaking itu sangat
penting, namun hanya kadang-kadang saja digunakan. Ada komentar nggak?
A.45. Ya, bener speaking itu penting. Soalnya kalau kita mau berinteraksi sama orang-orang
kan nggak mungkin kita nulis kata-kata gini terus kita tunjukin itu terus nanti orang
jawab juga nulis, kan kita nggak mungkin. Tetapi yang biasa di sekolah-sekolah itu
speaking itu malah nggak terlalu dipentingin, malah yang dipentingin itu nulis-
nulisnya, grammar, vocab. Speaking itu malah jarang digunakan hitungannya.
Q.46. Ada masukan nggak untuk memperbanyak kegiatan speaking?
A.46. Kita ya apa itu.. sementara ini manut saja dulu tapi kalau mau ditambah-tambah ya
misalnya pas lagi ada kegiatan presentasi itu speakingnya harus lebih dibanyakin
daripada baca teksnya itu, teks yang ada di power point-nya gitu.
Q.47. Jadi biar terus ada interaksinya gitu?
A.47. Ya.
Q.48. Terus dari hasil statistik juga reading dan writing adalah dua hal yang sering digunakan.
Biasanya kegiatan apa saja itu?
A.48. Ya, membaca, misalnya membaca teks, semacam teks baca; narative, exsposition. Nah
terus biasanya kita disuruh membaca terus menyimpulkan dari teks di atas itu apa,
terus biasanya apa itu....ada pesan moralnya, terus ada apa lagi....terus biasanya juga
kita dikasih soal-soal yang berkaitan dengan bacaan tadi itu.
Q.49. Terus pertanyaan terakhir di bagian qestionairre e...ada pertanyaan ‟bahasa Inggris
seperti apa yang anda butuhkan agar Anda bisa dengan baik mengikuti kelas bilingual‟.
284
Anda menjawab ‟Bahasa Inggris yang umum dan mudah dimengerti yang bisa
memudahkan kita dalam berkomunikasi‟. Ada komentar nggak?
A.49. Ya itu kan, kita kan...apa itu..untuk berinteraksi kan pakai bahasa Inggris jadi kita
butuh speaking yang bagus, terus pronunciation-nya yang bagus, grammar juga yang
bagus, jadi kita harus mengikuti pelajaran dengan benar.
Q.50. Ada hal-hal lain yang ingin Anda sampaikan tentang kebutuhan komunikasi bahasa
Inggris di kelas bilingual.
A.50. Ya, Mungkin harus lebih ditingkatkan lagi penggunaan bahasa Inggrisnya di dalam
kelas selama pelajaran.
Q.51. Jadi untuk interaksi ya?
A.51. Ya.
Q.52. Oke, terimakasih.
A.52. Ya.
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

LEARNERS’ COMMUNICATION NEED IN BILINGUAL EDUCATION

Presented as a Partial Fulfillment of the Requirements

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES

Yogyakarta, March 10, 2011

LEMBAR PERNYATAAN PERSETUJUAN

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

LEARNERS’ COMMUNICATION NEED IN BILINGUAL EDUCATION

Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Pada tanggal : 10 Maret 2011

Allhamdulillah Hirobbil Alamin. Thank God the Almighty for blessing me

me a kind of insight and inspiration.

inspired and guided me to the recent trend in English Language Education.

have shared to us.

thanks go to Bunga and Mbak Lelly who always assist me.

introducing me to Allah. To my lovely Mom who is the greatest hero on this

May Allah bless us all.

Yogyakarta, March 10, 2011

TITLE PAGE ................................................................................................................ i

CHAPTER I. INTRODUCTION ............................................................................... 1

CHAPTER II. LITERATURE REVIEW .................................................................... 11

2. Junior High School Learners ............................................................................ 60

CHAPTER III. RESEARCH METHODOLOGY ........................................................ 71

CHAPTER IV. ANALYSIS AND RESULTS ............................................................. 100

CHAPTER V. CONCLUSION .................................................................................... 202

REFERENCES ............................................................................................................. 223

APPENDICES .............................................................................................................. 231

Table 4.3.17 : Percentage of Respondents’ Opinion on the Degree of Usage of 145

Table 4.3.37 : Percentage of Respondents’ Chosen Activities in the Bilingual 150

Figure 2.1 : Schematic Representation of Communicative Competence 23

Figure 4.20 : Subjective Emotive Expression Axial Coding 179

Appendix 1 : Vignettes of the Observations 226

Bilingual Education receives a phenomenal place in Indonesia. It becomes a new

Pendidikan Bilingual mendapat sebuah tempat yang fenomenal di Indonesia. Pendidikan

This chapter consists of background of the study, problem identification,

problem limitation, problem formulation, research objectives, and research

A. Background of the Study

We cannot neglect that information and communication technology has

developed with fast progress. As a result, the spreading of knowledge and

information becomes abundant in this globalization era. This abundant

Thus, as stated by Punthumasen (2007), an ever increasing number of developed

as a lingua franca or global language; therefore, it is used in many countries,

institutions, and individuals.

skills. Therefore, government in developed and developing countries tries to set

In addition to those policies above, teaching approaches or methods also

native language applied grammar translation method in teaching English

listening and speaking skills. Subsequently students had negative attitudes

towards learning English.

Bilingual education, i.e., using a foreign language in addition to the

students‟ first language in teaching non-language subjects has become

increasingly popular during the last two or so decades in Europe. As a part of

communicative teaching approach, bilingual education is seen to be very effective

in developing the students‟ communicative skills.

Another form of bilingual education, known as Content and Language

Integrated Learning or CLIL, is gaining importance and becoming established

research, it is argued that language learning in bilingual education could be

improved by intensified explicit language teaching, such as more explicit focus on

form, extended and challenging oral production, more collaborative focus-on-

form tasks, and focused use of L1 in class (Jarvinen, 2008)

Bilingual education generally refers to the education where two distinct

language programs are created to develop native like proficiency in a second

language while maintaining fluency in the first language.