Content-Subject Teachers’ Use Of English Classroom Language In Pioneering International Standard Senior High School  

Oleh:

Fitriati, Sri Wuli

Jenis: Article from Proceeding
Dalam koleksi: 57th TEFLIN International Conference: Revitaziling professionalis in ELT as a response to the globlazed world, Bandung, 1-3 November 2010
Topik: Curriculum; Syllabus; and Material Development; RSBI/SBI; content-subject teachers; English classroom language; descriptive qualitative study
Fulltext: Sri Wuli Fitriati.pdf (112.97KB)

Isi artikel

Research on RSBI/SBI program may have been plenty and various, but a study on RSBI/SBI teachers competencies in using English in classroom may still be very limited. Therefore, this descriptive qualitative research with a specific focus on content-subject teachers’ use of English classroom language is considered necessary to be done to give significant information for the Government, for the RSBI school and teachers under study, and for English language teachers/lecturers/trainers in general to take follow-up actions, since it certainly concerns with the teaching of English as a foreign language in Indonesia. Problem statements of this study are : 1) how do the content-subject teachers (i.e. teachers who teach subjects other than English subject) use English classroom language; 2) What are mistakes produced by the teachers in using classroom language? and 3) What are difficulties experienced by the teachers in using classroom language? Based on the research questions above, this study has the objectives to 1) describe the use of English classroom language by the content-subject teachers; 2) to find out the teachers’ mistakes in using classroom language; and 3) to discover difficulties experienced by the teachers in using classroom language. In order to gather the data, observations, field notes, interviews, questionnaires, recordings were used. Then, to analyse the classroom language used by the teachers, the Practical Classroom English mentioned by Hughes and Moate (2007) was applied. Some mistakes on pronunciation, grammar, and vocabulary were produced by the teachers, and their opinions/perspectives on the use of English when teaching are able to be discovered by interpreting the results of interviews and questionnaires. This study shows that the use of Englih by content-subject teachers were influenced with at least three aspects: sociocultural, historical, and instrumental motivation aspects. Therefore, it is a big challenge for English teachers/lecturers/trainers to take a part and contribute to the Government’ s RSBI/SBI program and improve content-subject teachers’ skills in using English in the classroom.

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