PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI - core.ac.uk · yang siswanya menggunakan bahasa Inggris sebagai bahasa kedua mereka. Namun, bahasa Inggris bukanlah bahasa kedua dari siswa

i

THE IMPLEMENTATION OF CONTENT-BASED INSTRUCTION

IN PGSD ENGLISH CLUB OF SANATA DHARMA UNIVERSITY

A SARJANA PENDIDIKAN FINAL PAPER

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Dewi Agustina

Student Number: 091214089

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2013

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ii


iii


iv

LEMBAR PERNYATAAN PERSETUJUAN

PUBIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Dewi Agustina

Nomor Mahasiswa : 091214089

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:

THE IMPLEMENTATION OF CONTENT-BASED INSTRUCTION IN PGSD

ENGLISH CLUB OF SANATA DHARMA UNIVERSITY

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 royalti kepada saya

selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 15 Agustus 2013

Yang menyatakan

Dewi Agustina


v

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this paper, which I have written, does not contain the work

or parts of the work of other people, except those cited in the quotations and the

references, as a scientific paper should.

Yogyakarta, 15th

August 2013

The Writer

Dewi Agustina

091214089


vi

ABSTRACT

Agustina, Dewi. (2013). The Implementation of Content-Based Instruction in

PGSD English Club of Sanata Dharma University. Yogyakarta: Sanata Dharma

University.

Primary School Teacher Education or Pendidikan Guru Sekolah Dasar

(PGSD) of Sanata Dharma University provides English Club every Saturday to

help the students to increase their speaking skill. Considering the existence of

international schools today, there is a new policy in English Club PGSD. It is

“Learning Subjects Using English”. Here, the students will learn Math, History,

Science, Civics, and Geography using English and this approach is called as

Content-Based Instruction. CBI is usually applied in a classroom where students

use English as their second language. Unfortunately, English is not the second

language of the students of PGSD of Sanata Dharma University. Therefore, it is

worthy of note to find the implementation of CBI in English Club classes.

There were two research questions in this paper: (1) How is Content-Based

Instruction implemented in PGSD English Club? and (2) What are the benefits of

the implementation of Content-Based Instruction in PGSD English Club?

This research was included in quantitative research and conducted through

a survey. The instruments that were used in gathering the data were a

questionnaire and an observation checklist. The questionnaire was used to collect

the data of the implementation of CBI in PGSD English Club and the benefits of

CBI implementation in PGSD English Club. The observation checklist was used

to support the data of the questionnaire on how Content-Based Instruction applied

in PGSD English Club.

The findings showed that the tutors often switched the language from

English to Bahasa Indonesia in the implementation of CBI in PGSD Club

English. The implementation of CBI in PGSD Club was also incorporated with

cooperative learning. The findings also showed that the implementation of CBI in

PGSD English Club had some benefits. The students were successful in

developing their language skills through the content. Most of the students had

progress in speaking, listening, reading, and also writing. The students also

increased their motivation to learn English.

Keywords: English Club, Content-Based Instruction, Primary School Teacher

Education Study Program


vii

ABSTRAK

Agustina, Dewi. (2013). The Implementation of Content-Based Instruction in

PGSD English Club of Sanata Dharma University. Yogyakarta: Universitas

Sanata Dharma.

Pendidikan Guru Sekolah Dasar (PGSD) di Universitas Sanata Dharma

menyediakan English Club yang diselenggarakan setiap hari Sabtu untuk

meningkatkan kemampuan berbicara siswa dalam berbahasa Inggris. Menyadari

banyaknya keberadaan sekolah internasional pada saat ini, menimbulkan adanya

kebijakan baru di English Club yaitu, “Mempelajari Peajaran Menggunakan

Bahasa Inggris”. Di sini siswa akan mempelajari Matematika, Sejarah, IPA,

Kewarganegaraan, dan Geografi menggunakan bahasa Inggris dan pendekatan ini

desebut dengan Content-Based Instruction. CBI biasanya diterapkan pada kelas

yang siswanya menggunakan bahasa Inggris sebagai bahasa kedua mereka.

Namun, bahasa Inggris bukanlah bahasa kedua dari siswa PGSD Sanata Dharma.

Oleh karena itu, penulis ingin meneliti bagaimanakah penerapan CBI di kelas

English Club PGSD.

Ada 2 rumusan masalah dalam penelitian ini: (1) Bagaimana penerapan

Content-Based Instruction di kelas English Club PGSD? dan (2) Apa saja manfaat

yang diperoleh dari penerapan Content-Based Instruction di English Club PGSD?

Penelitian ini merupakan penelitian kuantitatif yang dillakukan melalui

survey. Instrumen yang digunakan berupa kuisioner dan lembar observasi.

Kuisioner digunakan untuk mengmpulkan data dari implementasi CBI di English

Club PGSD serta manfaat dari penerapan CBI di English Club PGSD. Lembar

observasi digunakan untuk mendukung data dari kuisioner mengenai bagaimana

penerapan CBI di English Club PGSD.

Hasil menunjukkan bahwa para tutor sering mengubah penggunaan bahasa

Inggris menjadi bahasa Indonesia pada penerapan CBI di English Club PGSD.

Penerapan CBI di English Club PGSD juga digabungkan dengan pembelajaran

kooperatif. Hasil juga menunjukkan bahwa penerapan CBI di English Club PGSD

memiliki beberapa manfaat. Para siswa tetap berhasil meningkatkan kemampuan

berbahasa Inggris mereka. Sebagian besar siswa memiliki kemajuan dalam

berbicara, mendengarkan, membaca, dan juga menulis. Motivasi untuk belajar

bahasa Inggris para siswa juga meningkat.

Kata kunci: English Club, Content-Based Instruction, Primary School Teacher

Education Study Program


viii

ACKNOWLEDGEMENTS

Apart from the efforts of me, the success of any project depends largely on

the encouragement and guidance of many others. I take this opportunity to express

my gratitude to the people who have been instrumental in the successful

completion of this final paper.

The greatest gratitude goes to my God, who always blesses me and makes

me able to finish this paper. I would also like to express my sincere gratitude to

my advisor Made Frida Yulia, S.Pd, M.Pd. for the continuous support to my

study, for her patience, motivation, enthusiasm, and immense knowledge. Her

guidance helped me in all the time of research and writing this final paper. I

would also like to acknowledge with much appreciation the crucial role of the

staff of PGSD English Club. Also, I like to thank the participants in my survey,

who have willingly shared their precious time.

Furthermore, I would like to thank Vincensius Anggit Wicaksono for his

willingness to be my proofreader, for his improving suggestions, and for his

strengthening motivation. Also, I would like to thank F. Tri Wardani and F. Galih

Permatasari, my very best friends, for supporting me throughout the entire

process. My special gratitude goes to Nanda Suryawan, who is always beside me,

helps me, and supports me to go through all the smiles and tears.

Last but not least, my overwhelming thanks are for my parents, Bapak

Agus R. and Ibu M. Dewi for the love and care since the first time I breathed, the

prayer in every single tiring day and night, and the trust in everything I do.


ix

TABLE OF CONTENTS

Page

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

APPROVAL PAGES ..................................................................................... ii

PERNYATAAN PERSETUJUAN PUBLIKASI ............................................... iv

ABSTRACT ................................................................................................... v

ABSTRAK ....................................................................................................... vi

STATEMENT OF WORK’S ORIGINALITY .............................................. vii

ACKNOWLEDGEMENTS ........................................................................... viii

TABLE OF CONTENTS ............................................................................... ix

LIST OF FIGURES ....................................................................................... x

LIST OF APPENDICES ............................................................................... xi

CHAPTER I INTRODUCTION

1.1 Research Background ............................................ 1

1.2. Research Method ................................................... 4

CHAPTER II DISCUSSION

2.1 The Implementation of Content-Based Instruction

in PGSD English Club ........................................... 6

2.2 The Benefits of Content-Based Instruction in

PGSD English Club ............................................... 14

CHAPTER III CONCLUSIONS .......................................................... 20

REFERENCES .............................................................................................. 22


x

LIST OF FIGURES

Figure Page

1.1 The Learning Material(s) in PGSD English Club ................................... 9

1.2 The Language(s) Used in PGSD English Club ....................................... 10

1.3 The Media Used in PGSD English Club ................................................. 11

1.4 The Activities Provided by the Tutors ..................................................... 12

1.5 The Form(s) of the Tests in PGSD English Club ................................... 13

2.1 The Students’ Progress in Learning ........................................................ 15

2.2 The Difficulties Faced by the Students ................................................... 17

2.3 The Solution(s) from the Students .......................................................... 18


xi

LIST OF APPENDICES

Appendix Page

A. The Questionnaire ................................................................................... 24

B. The Observation Checklist ...................................................................... 26

C. The Syllabus of PGSD English Club ...................................................... 28

D. Sample of the Completed Questionnaire ................................................. 31

E. Raw Data of the Questionnaire ............................................................... 34

F. Raw Data of the Observation ................................................................. 36


1

CHAPTER I

INTRODUCTION

In this part, the writer explains the background and the research method of

this paper. The background provides the general information of the English usage

in an education field, the writer’s reasons for choosing this topic, the research

problems, and the benefits of this research. The research method, on the other

hand, provides the description of samples, materials, and procedures.

1.1 Research Background

English is not something new in Indonesia. Many people are familiar with

English and even children are familiar with it. English is not something that can

be avoided. Everyone should learn English today because it is one of the subjects

which should be learnt at school. English education has entered elementary school

since 2003/2004. Nowadays, the usage of English is more developed. It is proved

by the existence of international schools.

Most of the international schools have higher quality standards of teachers

than the national schools do. The teachers have to be good in English because they

will use English to teach the students. It is proved by some requirements set by the

international schools when they start to recruit new teachers. The teachers must

have the minimum score of Test of English as a Foreign Language (TOEFL) set

by the international schools. They also set the job interview in English regardless

of the subject that the new teachers will teach.


2

Realizing the existence of international schools, many teachers have to be

ready to compete with others. If they cannot use English well, they will not be

able to survive in this education field. This makes a concern for some universities

to pay more attention to the English usage. The universities try to find a new

strategy to develop their students’ ability to speak English. One of the universities

which pay more attention to it is Sanata Dharma University.

Sanata Dharma University emphasizes English language proficiency for

all students from English and non-English majors. One form of the English

language test requirement for students in non-English majors is the spoken

English competency test or Tes lisan Kemampuan Bahasa Inggris (TKBI). The

students have to pass this test before they graduate from Sanata Dharma

University.

In order to make the students ready for the TKBI, one of the study

programs in Sanata Dharma University, Primary School Teacher Education Study

Program or Pendidikan Guru Sekolah Dasar (PGSD), has an extracurricular

activity named English Club (EC). Even though it is an extracurricular activity,

this program is a compulsory activity for the students of PGSD of Sanata Dharma

University in the first semester up to the fourth semester. They have to attend

English Club once a week every Saturday morning.

The English Club’s main goal was to prepare the students for the TKBI,

but it has another goal today. The English Club wants to prepare the students to be

ready to teach children in an international school. Therefore, there is a new policy

applied in English Club; it is “Learning Subjects Using English.” The students


3

will learn Math, History, Science, Civics, and Geography using English. It is an

approach which integrates content and language learning. According to Brinton,

Snow & Wesche (1989), this approach is called Content-Based Instruction (CBI).

CBI has connection with second language acquisition. One central

principle which supports the theory of second language acquisition is that “people

learn a second language more successfully when they use the language as a means

of acquiring information, rather than as an end in itself” (Richards & Rogers,

2005, p. 207). CBI is also usually applied in a classroom whose students use

English as their second language and it is supported by Brinton et al. (1989, p. 2),

“CBI is the concurrent teaching of subject matter and second language skills.”

Unfortunately, English is not the second language of the students of PGSD

of Sanata Dharma University. Therefore, the writer is going to find the

implementation of CBI in each English Club class. It is expected that the writer

will find some information about the CBI implementation in a classroom whose

students do not use English as their second language. Also, the writer wants to

know the benefits of CBI applied in PGSD English Club. It is expected that the

findings can be a reference to evaluate CBI that has been implemented. These are

the formulated problems;

1. How is Content-Based Instruction implemented in PGSD English

Club?

2. What are the benefits of the implementation of Content-Based

Instruction in PGSD English Club?


4

The writer hopes that this research will be beneficial for some parties. First

is for the Primary School Teacher Education Study Program of Sanata Dharma

University. It is expected that the findings can motivate the PGSD English Club

committee to develop and evaluate the method that has been implemented. Second

is for English Education, especially for English teachers who want to apply CBI in

their classroom although the students do not use English as their second language.

It is expected that the English teachers can use the findings to choose the best

strategy to use in their class.

1.2. Research Method

This research was a survey. Survey is “the systematic gathering of

information from (a sample of) respondents for the purpose of understanding

and/or predicting some aspects of the behavior of the population of interest” in

certain topic of problem (Tull & Albaum, 1973, p. 3). The writer used a

questionnaire and an observation checklist as the instruments. The questionnaire

was used to examine the implementation of in PGSD English Club and the

benefits of the implementation of Content-Based Instruction in PGSD English

Club. The class observation was conducted to support the data from the

questionnaire about the implementation of Content-Based Instruction in PGSD

English Club. In conducting the class observation, the writer used an observation

checklist to examine how Content-Based Instruction was applied in PGSD

English Club.

The questionnaire was distributed to fifty students who joined PGSD

English Club every Saturday. All of the students were in the first semester. There


5

were twelve classes and each class had around seventeen students in PGSD

English Club. The writer chose five classes randomly. The writer gave the

questionaire to five tutors. Each tutor got ten quetionaires and he gave it to his

students randomly.

There were three main steps in conducting this study. The first step was

distributing the questionnaire. The questionnaire was distributed by the tutor to

the students after the class. The questionnaire only took ten to fifteen minutes to

be completed. The questionnaire was used to collect the data of the

implementation and the benefits of CBI in PGSD English Club. The second step

was observing eight classes in PGSD English Club. While observing the class, the

writer used the observation checklist to support the data of the questionnaire on

how Content-Based Instruction was applied in PGSD English Club. The third step

was analyzing and interpreting the data. The data obtained from two previous

steps were analyzed and interpreted then stated as a conclusion.


6

CHAPTER II

DISCUSSION

This part contains review of related literature and findings as well as the

interpretation of the findings. Review of related literature provides the relevant

theories of this research paper. It is followed by the results and the interpretation

of the data.

2.1 The Implementation of Content-Based Instruction in PGSD English

Club

The term Content-Based Instruction, which was implemented in PGSD

English Club, refers to an approach to integrating content and language learning

(Brinton, Snow & Wesche, 1989). In PGSD English Club, the tutors integrated the

subject matters and English. Here, the tutors had to teach subject matters using

English.

The focus for students is on aquiring information via the target language and

developing their academic language skills in the process. Ultimately, the goal is to

enable students to transfer these skills to other academic courses given in the

target language. Thus, both in its overall purpose and its implementation, Content-

Based Instruction aims at “eliminating the artificial separation between language

instruction and subject matter classes which exists in most educational settings”

Brinton et al. (1989, p. 2).

In a Content-Based approach, the activities of the language class are specific

to the subject matter being taught to stimulate students to think and learn through


7

the use of the target language. It is supported by Leaver & Stryker (1989) who

agree that Content-Based Instruction suggestions are bound to meet four basic

characteristics:

(1) subject matters core —the fundamental organization of the curriculum

should be derived from the subject matters, rather than from forms,

functions or situations; (2) use of authentic texts —the core materials (texts,

video tapes, audio recordings, visual aids, etc.) should be selected primarily

(though not exclusively) from those produced for native speakers of the

language; (3) learning of new information —students should use the

second/foreign language to learn new information and to evaluate that

information, based on knowledge of their own culture (C1) and their own

emerging cultural literacy in the second culture (C2), and (4) appropriate to

the specific needs of students —the topics, content, materials, and learning

activities should correspond to the cognitive and affective needs of the

students and should be appropriate to the proficiency level of the class

(p. 271).

The previous four characteristics agreed by Leaver & Stryker (1989) were

found in PGSD English Club. The curriculum was based on content and it was the

subject matter. It could be seen from the syllabus which had topics and sub-topics

related to the subject matters. The topics were Math, History, Science, Civics, and

Geography. The sub-topics were number and currency, national history, life

cycle, parts of human body, life value, and governmental hierarchy. Some of the

learning media such as video, film, and song which were performed by the native

speaker of English were used to learn the new information. The students had to

use English to learn the new information and they had to comprehend the

materials given. Since PGSD students were prepared to be an elementary school

teacher, the materials used in PGSD Engish Club were related to the materials that

they would teach to the students in elementary school.


8

Content-Based Instruction is supported by the second language acquisition

research. One central principle which supports the theory of second language

acquisition is that “people learn a second language more successfully when they

use the language as a means of acquiring information, rather than as an end in

itself” (Richards & Rogers, 2005, p. 207). Based on Met (1991), natural language

acquisition occurs in the context, which is never learnt divorced from meaning,

and Content-Based Instruction provides a context for meaningful communication

to occur. It involves the teaching of academic subject matters and second language

skills. The students, thus, receive curricular information and do their academic

tasks in the target language and at the same time acquire the target language in a

very natural way, that is “eliminating the separation between curricular

development and the study of the L2 or TL” (Madrid, 2001, p. 115).

Unfortunately, though the students learnt English and subject matters at the

same time, the students still received the subject matters both in the target

language and their native language. It was because English was not students’

second language but it was their foreign language. English was taught as a school

subject, but it was not used as a means of instruction nor as a language of

communication in the community. This was an important factor that made the

implementation of Content-Based Instruction in PGSD English Club being

different. The tutors and the students still used their native language in the

teaching and learning processes.

In order to find the implementation of Content-Based Instruction in PGSD

English Club, the writer used a questionaire and then an observation checklist to


9

obtain the data. In order to assure that PGSD English Club was really using

Content-Based Instruction as the approach, the writer asked a fundamental

question about what the students learnt in PGSD English Club.

Figure 1.1 The Learning Material(s) in PGSD English Club

Figure 1.1 shows that trhere were forty-two out of fifty participants (84%)

who answered that they learnt English and subject matters in PGSD English Club.

It was in line with the observation result which showed that the students learnt

both English and subject matters in PGSD English Club. The content of the

handouts given to the students were Math, History, Science, Civics, and

Geography and the handouts were in English. This kind of handout made some

problems in class. The students often did not understand it because it was in

English. The tutor, thus, used Indonesian to explain it.

In order to know the details of the Content-Based Instruction

implementation in PGSD English Club, the writer provided a question in the

questionnaire. It was what language the tutors used to explain the materials. Since

the course used CBI, the students were supposed to receive the information in the

16%

84%

English

English and

Subject matters


10

target language (Madrid, 2001). It means that the tutors are supposed to use

English to deliver the materials just like what Leaver & Stryker (1989) point out

that “students should use the second/foreign language to learn the new

information” (p. 271).

Figure 1.2 The Language(s) Used in PGSD English Club

However, in PGSD English Club, most of the tutors used both English and

Indonesian while explaining the materials to the students. It can be seen in Figure

1.2 that there were forty-four out of fifty participants (88%) who said that the

tutors used both English and Indonesian to explain the materials. There were only

six out of fifty participants (12%) who said that the tutors only used English to

explain the materials. The result of the observation was in line with the result of

the questionnaire. It showed that most of the tutors not only used English and

Indonesian to explain the materials but most of them sometimes also used

Indonesian to communicate with the students.

Adoption of Content-Based Instruction allows language educators to

incorporate language functions, skills, vocabulary, and grammar into language

12%

88%

English

English-Bahasa

Indonesia


11

classes. Content-Based Instruction is often linked with project work, which

“involves multi-skill activities focusing on a theme of interest rather than specific

language tasks” (Haines, 1989, p. 7). It is emphasized that different types of

projects have the same common features: students' interaction, collaboration,

involvement, and responsibility. Project work implies cooperative learning and

task-based activities, and it is viewed as "an approach to learning which

compliments mainstream methods and which can be used with almost all levels,

ages and abilities of students" (Haines, 1989, p. 8).

Figure 1.3 The Media Used in PGSD English Club

In PGSD English Club, the tutors also linked Content-Based Instruction

with project work through the media. Figure 1.3 showed that there were thirty

eight out of fifty participants (76%) who said that the tutors used both non-

conventional and conventional media. The tutors used pictures, handouts, films,

videos, songs, and PowerPoints as the learning media. On the other hand, twelve

out of fifty participants (24%) said that the tutors only used the conventional

24%

76%

Non-Conventional

Conventional and Non-

conventional


12

media. Nevertheless, it means that all of the tutors have used media to teach

subjects in PGSD English Club.

In order to know more about the activities done in the class, the writer asked

the participants about the activities provided by the tutor in class. Figure 1.4

shows the result of the questionnaire.

Figure 1.4 The Activities Provided by the Tutors

Figure 1.4 shows that there were thirty out of fifty participants (60%) who

said that the tutors provided some kinds of activities. They were listening to the

tutor, doing the group discussion, and doing the presentation. There were also

twelve out of fifty participants (24%) who said that the tutors provided two kinds

of activities. They were listening to the tutor and doing some group discussions.

Here, the tutors incorporated CBI with cooperative learning. The students were

not only listening to the tutor’s explanation but they also interacted with their

friends in a group discussion. They could learn from their friends. The source was

not only the tutor but also their friends. By having this kind of activity, they also

16%

24%60%

Listening to the tutor

Listening to the tutor and

Group Discussion

Listening to the tutor, Group

Discussion, and Presentation


13

created a warm environment in the class. They tried to respect others’ opinions

and tried to solve problems together.

Nonetheless, there were eight of fifty participants (16%) who said that the

tutors only provided an activity. The students were only listening to the tutor and

had no other activities. It is not in line with what Leaver & Stryker (1989) point

out that the learning activities should accord with the affective needs of the

students.

Besides some activities done in PGSD English Club to learn the materials,

there were also some tests. They were a progress test and a final test. In this study,

the writer asked the students what the forms of the tests were in their PGSD

English Club.

Figure 1.5 The Form(s) of the Tests in PGSD English Club

According to Figure 1.5, thirty-eight out of fifty participants (76%) said that

the forms of the tests were written and spoken. Twelve out of fifty participants

(24%) said that the form of the tests was only spoken. Spoken test is a good form

of a test because the students will use the language as a communication tool and

people learn a language more successfully when they use the language as a means

24%

76%

Spoken

Spoken and

Written


14

of acquiring information (Richards & Rogers, 2005, p. 207). The combination of

spoken and written tests will be better to learn a language. The students can

practice using the language in speaking and also know how to use it in the written

form.

2.2 The Benefits of Content-Based Instruction in PGSD English Club

Based on the previous discussion about the implementation of Content-

Based Instruction in PGSD English Club, the tutors not only integrated the

language and the content but they also incorporated Content-Based Instruction

with cooperative learning which would lead the students to receive more benefits.

The students could learn from their friends, the source was not only from the tutor

but also from their friends. The students also created a warm environment in the

class by having a group discussion. The students learnt to respect others’ opinions

and tried to solve the problems together. Having a group discussion also helped

the students to develop their speaking skill because they were forced to be able to

speak.

Evidences from some studies demonstrate the multiple benefits of

cooperative learning. Findings from 25 different studies (Slavin, 1980) show that

cooperative learning techniques are more effective than traditional ones for

student achievement. The studies show that the aspects of structure, individual

accountability and group rewards increase lower level learning outcomes, and that

higher level learning outcomes are also improved by the components of autonomy

and group decision-making. In addition to cognitive improvements, the studies


15

also reveal affective benefits. Cooperative learning results in students’ feeling

greater mutual concern for each other and an overall greater liking of school, as

compared to students who receive traditional teaching techniques. Cooperative

learning also improves race relations and individual student self-esteem. Higher

achievement in students who learn through cooperative learning is found across

ability levels, grade levels and subject areas, including second language learning

(Slavin, 1986).

The result of the study of the Content-Based Instruction implementation in

PGSD English Club showed that the students had improved their English skills.

Figure 2.1 shows the result of the students’ progress in learning subject matters

using English.

Figure 2.1 The Students’ Progress in Learning

Figure 2.1 shows that there were thirty-two out of fifty participants (64%)

who said that they made progress in speaking, listening, reading, and also writing.

With the Content-Based Instruction, the students were encouraged to think and

learn through the use of English by integrating the four traditional language skills

14%

6%

16%

64%

Speaking

Reading

Reading & Writing

Reading, Listening, Writing, and Speaking


16

(listening, speaking, reading and writing). The students practised authentic

reading, listened to the tutor's comments and spoke about the content. Finally,

they wrote certain tasks to consolidate what they had previously listened to. In

addition to that, the students interpreted and evaluated the information provided,

studied and learnt facts, and developed a variety of receptive and productive

procedures which prepared them for the range of academic demands they would

have to face with.

There were eight out of fifty participants (16%) who said that they made

progress in reading and writing. There were seven out of fifty participants (14%)

who said that they made progress only in speaking while three out of fifty

participants (6%) said that they made progress only in reading. Nevertheless, it

showed that the students succeeded in developing their language skill through the

content.

As extensive reading is an integral part of Content-Based Instruction, some

findings in extensive reading research have also claimed the benefits of this

methodological approach. Studies in the area provide evidence that reading of

coherent extended materials promotes language development and content

learning. Elley (1991) has supplied sound evidence that second and foreign

language learners who practice extensive reading across a variety of topics

increase their language abilities in the four basic skills, expand their vocabulary,

and acquire greater content knowledge and higher motivation. In CBI classes,

students engage in reading copious amounts of materials related to the content

selected; moreover, on most occasions the materials offered are not limited to


17

conventional textbook content, but make use of a wide variety of viable texts

from different sources, thus promoting student autonomy and empowerment.

Despite making progress in their English skils, the students of PGSD

English Club also faced some difficulties while learning subject matters using

English. The writer used the questionnaire to find out the difficulties faced by the

students in PGSD English Club.

Figure 2.2 The Difficulties Faced by the Students

Figure 2.2 shows that twelve out of fifty participants (24%) said that they

had a problem with the vocabularies. There were twenty out of fifty participants

(36%) who said that they had difficulties in vocabulary and grammar. There were

eighteen out of fifty participants (40%) had difficulties in vocabulary, grammar,

and speaking. There were a lot of vocabularies that the students did not know. The

students also did not have good grammar and it made some problems when the

students were doing the writen or spoken tasks. Since the course used Content-

Based Instruction, the students did not learn the language explicitly and it became

a problem because most of the students did not have good basic grammar. This

24%

40%

36%

Vocabulary

Vocabulary and

Grammar

Vocabulary, Grammar,

and Speaking


18

two problems could lead to another problem. The students was afraid to speak

English and this was the biggest problem in PGSD English Club.

There is a saying that people learn from problems. It means that some

problems faced by the students are not bad things. It can create students’

motivation to learn English. In order to prove it, the writer asked how the

participants handled the difficulties. By trying to handle the difficulties, it means

that the students have motivation to solve them.

Figure 2.3 Problems Solution(s) from the Students

Based on the result, there were eight out of fifty participants (16%) who

handled the difficulties by checking the dictionary and there were twenty-four out

of fifty participants (48%) who handled the difficulties by checking the dictionary

and also asking to the tutor. The other eighteen participants (36%) also did that,

but they added a way to handle the problems by practicing English with their

friends inside and outside the class. Here, the students had their own motivation to

do it. It is in line with Grabe and Stoller (1997) who point out that in Content-

16%

48%

36%

Using Dictionary

Using Dictionary and Asking the Tutor

Using Dictionary, Asking the Tutor and Practicing English


19

Based Instruction, “students are exposed to complex information and are involved

in demanding activities which can lead to intrinsic motivation” (p. 19).

Moreover, motivation and interest research has found out that “motivation

and interest come, in part, from the recognition that (1) one is actually learning

and that (2) one is learning something valuable and challenging that justifies the

effort” (Dupuy, 2000, p. 207). In line with this, Content-Based Instruction

attempts to respond to the needs and interests of learners by focusing either on

subject matters that are related to their own pedagogical or academic needs, or on

content spheres which are associated with the students’ cognitive and affective

preferences. Furthermore, students with high level of motivation make more

sophisticated elaborations with learning materials, increase connections among

content information, and are able to recall information more easily and better.


20

CHAPTER III

CONCLUSIONS

In this chapter, the researcher is going to summarize the major findings of

this study. Based on the findings, PGSD English Club uses Content-Based

Instruction as the approach. The target language is English and the content is the

subject matter such as Math, History, Science, Civics, and Geography.

In the implementation of CBI in PGSD English Club, the tutors often switch

the language from English to Indonesian in the teaching and learning process to

make the students understand. It is because English is not students’ second

language but English is students’ foreign language. In this case, the students need

to learn more about English and increase their English skill first. The students

need enough base of English so that the tutors of PGSD English Club can

implement CBI using the target language only.

CBI is incorporated with cooperative learning in PGSD English Club. The

students are not just listening to the tutor’s explanation but they can interact with

their friends in a group discussion. By having the group discussion, the students

can learn from their friends. The source is not only from the tutor but also from

their friends. They also create a warm environment in the class by having this

activity. They learn to respect others’ opinion and try to solve the problem

together.

Applying CBI, the students are successful in developing their language

skills through the content. Most of the students make progress in speaking,


21

listening, reading, and also writing. One of the aspects is related to the media used

by the tutor. The tutors not only use conventional media but also non-

conventional media. Having conventional media such as handout, the students can

develop their reading and writing skill. By providing non-conventional media, the

students can develop their English skills more. By watching films, listening songs,

listening to the tutor, the students develop their listening skill. Here, the tutors not

only vary the media but also vary the activities for example, by having a group

discussion. Having group discussion can help the students to develop their

speaking skill because they are forced to be able to speak.

The form of the test also helps the students to increase their speaking and

writing skill. By having a written test, the students are motivated to have a good

writing skill and by having an oral test, the students are motivated to have a good

speaking skill.


22

REFERENCES

Ary, D., Jacob, L., & Razavieh, A. (2002). Introduction to research in education.

Belmont, CA: Wadsworth Thompson Learning.

Ballman, L. (1997). Enhancing beginning language courses through content-

enriched instruction. Foreign Language Annals, 30(2), 173-186.

Brinton, D., Snow M., & Wesche, M. (1989). Content-based second language

instruction. New York: Newbury House.

Crawford, M. (2001). Making language meaningful: A content-based approach for

teaching general English courses. Journal of Hokkaido University of

Education, 52(1), 53-63.

Duenas, M. (2005). The whats, whys, hows and whos of content-based instruction

in second/foreign language education. International Journal of English

Studies, 4 (1), 73-96.

Dupuy, B. (2000). Content-based instruction: Can it help ease the transition from

beginning to advanced foreign language classes? Foreign Language Annals,

33(2), 205-222.

Echevarria, J., & Graves, A. (2003). Sheltered content instruction: Teaching

English-language learners with diverse abilities. Boston: Allyn & Bacon.

Grabe, W., & Stoller, F. & (1997). A six T’s approach to content-based

instruction. New York: Addison Wesley-Longman.

Greenfield, K., & Sagliano, M. (1998). A collaborative model of content-based

EFL instruction in the liberal arts. TESOL Journal 7(3), 23-28.

Haines, S. (1989). Projects for the EFL classroom: Resource material for

teachers. Walton-on-Thames Surrey: Nelson.

Leaver, B. & Stryker, S. (1989). Content-based instruction for foreign language

classrooms. Foreign Language Annals, 22(3), 269-275.

Lonon-Blanton, L. (1992). A holistic approach to college ESL: Integrating

language and content. ELT Journal, 46, 285-293.

Madrid, D. (2001). Content-based second language teaching. Almeria:

Universidad de Almería.


23

Met, M. (1991). Learning language through content: Learning content through

language. Foreign Language Annals, 24, 281-295.

Met, M., Genesee, F., & Snow, M. (1989). A conceptual framework for the

integration of language and content in second/foreign language instruction.

TESOL Quarterly, 23, 201-217.

Moser, J., & Raphan, C. (1994). Linking language and content: ESL and art

history. TESOL Journal, 3(2), 17-21.

Richards, J., & Rogers, T. (2005). Approaches and methods in language teaching.

New York: Cambridge University Press.

Rivers, M. (1992). Communicating naturally in a second language, theory and

practice in language teaching. New York: Cambridge University Press.

Short, D. (1991). Integrating language and content instruction: Strategies and

techniques. NCBE Program Information Guide Series, 7, 1-23.

Slavin, E. (1980). Cooperative learning. Review of Educational Research, 50(2),

315-342.

Snow, M. (1998). Trends and issues in content-based instruction. Annual Review

of Applied Linguistics, 1, 243-267.

Spanos, G. (1987). On the integration of language and content instruction. Annual

Review of Applied Linguistics, 10, 227-240.

Stoller, F. (1997). Project work: A means to promote language content. English

Teaching Forum, 35(4), 2-9.

Tull, S., &, Albaum S. (1973). Survey research: A decisional approach. New

York: Intext Educational Publisher.


24

Appendix A

QUESTIONNAIRE


25

KUISIONER

Jawablah pertanyaan di bawah ini dengan jawaban yang menurut Anda

paling sesuai. Berikan tanda (√) pada yang tersedia. Anda dapat

memberikan lebih dari satu tanda (√) pada setiap nomor.

Pertanyaan Jawaban

1. Apa yang anda pelajari di

English Club?

a. Bahasa

(grammar, pronunciation, dll.)

b. Mata Pelajaran

(Matematika, IPA, IPS, dll.)

2. Bahasa apa yang digunakan tutor

ketika menjelaskan materi?

a. Inggris

b. Indonesia

3. Apa saja media yang digunakan

untuk menjelaskan materi di

kelas?

a. Konvensional (gambar, handout, dll.)

b. Non-konvensional (film, video, Power

Point, dll.)

4. Apa saja kegiatan yang

diberikan oleh tutor untuk

membantu para siswa

memahami materi di kelas?

a. Mendengarkan penjelasan tutor

b. Diskusi kelompok

c. Presentasi

d. Lain-lain __________________________

5. Apa saja bentuk tes yang Anda

kerjakan di English Club?

a. Tes tertulis

b. Tes lisan

c. Lain-lain___________________________

6. Kemampuan berbahasa Inggris

Anda yang manakah yang

memiliki kemajuan setelah

mempelajari mata pelajaran lain

menggunakan Bahasa Inggris?

a. Berbicara

b. Menulis

c. Membaca

d. Mendengar

e. Tidak ada

7. Apa saja kesulitan Anda dalam



a. Banyak kosa kata yang tidak paham

b. Tidak paham struktur Bahasa Inggris

c. Takut berbicara menggunakan Bahasa

Inggris

d. Lain-lain__________________________

_________________________________

8. Bagaimana cara Anda mengatasi

masalah-masalah tersebut?

a. Membuka kamus

b. Bertanya pada tutor

c. Berlatih berbicara menggunakan

Bahasa Ingris dengan teman

d. Lain-lain__________________________

_________________________________


26

Appendix B

OBSERVATION CHECKLIST


27

OBSERVATION CHECKLIST

Day/date : _________________________________

Class/meeting : _________________________________

Put a tick (√) in the Observed / Unobserved columns to represent your evaluation

on the items.

Description Observed Unobserved Note

1. The students learn

subject matters.

2. English are learnt

implicitly.

3. The tutor always

uses English to

explain the

materials.

4. The tutor always

uses English to

communicate with

the students.

5. The tutor uses

conventional

media.

6. The tutor uses non-

conventional

media.

7. The tutor varies the

activities done in

class.


28

Appendix C

SYLLABUS OF PGSD


29

English Club of PGSD

Sanata Dharma University

Time Allocation : 2 x 50 minutes class meeting

Competence Standard Students are able to deliver short speech in form of storytelling related to the main subjects taught in PGSD. Basic Competence Students are able to:

Identify basic vocabularies related to Math

Formulate and then deliver simple speech in form of storytelling related to Math

Identify common vocabularies related to Social Science

Formulate and then deliver simple speech in form of storytelling related to Social Science

Identify basic vocabularies related to Science

Formulate and then deliver simple speech in form of storytelling related to Science

Identify basic vocabularies related to Civics

Formulate and then deliver simple speech in form of storytelling related to Civics

Schedule and Learning Activities

Saturday Meeting Topics Sub-Topics

25 Feb 1 Intro : new concept of EC Math

Number and Currency

3

Mar

2 Number and Currency

10 3 Social Science : History

National History

17 4 National History

24 5 Science

Life Cycle

31 6 Life Cycle

7 Apr 7 Civics

Life Values

14 8 Life Values

21 9 Math

Shape

28 10 Shape

5 May 11 Social Science : Geography

Governmental hierarchy

12 12 Governmental hierarchy

19 13 Science

Part of Human Body

26 14 Part of Human Body

2 June 15 Final Test

9 16

*schedule and learning activities are subject to change


30

Learning Strategies:

Teaching-learning activities are mostly dealing with speaking exercises, vocabulary drilling, question and answer, and discussion. Each student is required to bring dictionary(s). Rules of Conduct:

During the class cell phones must be deactivated or at least switched into silent mode.

No texting during the class.

Don’t be late (max. 10 minutes).

Students must present during all the class activities. Should the students be absent, it will be no more than 3 times (for sickness and other reasons).

Students must participate in all class activities actively.

The penalty for the late submission of the assignments is 10-point-reduction from the total score one deserves.

Grading Policy:

Grade Evaluation

A : 80 – 100 Quiz : 20% B : 70 – 79 Assignment : 20% C : 60 – 69 Part. &

Attend. : 15%

D : 50 – 59 Game : 15% E : < 49 Final Test : 30%

Total 100%


31

Appendix D

SAMPLE OF QUESTIONNAIRE


32

KUISIONER




Pertanyaan Jawaban


English Club?

a. Bahasa


b. Mata Pelajaran




a. Inggris

b. Indonesia



kelas?

a. Konvensional (gambar, handout, dll.)

b. Non-konvensional (film, video, Power

Point, dll.)



membantu para siswa


a. Mendengarkan penjelasan tutor

b. Diskusi kelompok

c. Presentasi

d. Lain-lain __________________________

5. Apa saja bentuk tes yang Anda

kerjakan di English Club?

a. Tes tertulis

b. Tes lisan

c. Lain-lain___________________________






a. Berbicara

b. Menulis

c. Membaca

d. Mendengar

e. Tidak ada

7. Apa saja kesulitan Anda dalam



a. Banyak kosa kata yang tidak paham

b. Tidak paham struktur Bahasa Inggris

c. Takut berbicara menggunakan Bahasa

Inggris

d. Lain-lain__________________________

_________________________________

8. Bagaimana cara Anda mengatasi

masalah-masalah tersebut?

a. Membuka kamus




d. Lain-lain__________________________

_________________________________


33

KUISIONER




Pertanyaan Jawaban


English Club?

c. Bahasa


d. Mata Pelajaran




c. Inggris

d. Indonesia



kelas?

c. Konvensional (gambar, handout, dll.)

d. Non-konvensional (film, video, Power

Point, dll.)



membantu para siswa


e. Mendengarkan penjelasan tutor

f. Diskusi kelompok

g. Presentasi

h. Lain-lain __________________________

10. Apa saja bentuk tes yang

Anda kerjakan di English Club?

d. Tes tertulis

e. Tes lisan

f. Lain-lain___________________________






f. Berbicara

g. Menulis

h. Membaca

i. Mendengar

j. Tidak ada

10. Apa saja kesulitan Anda

dalam mempelajari mata

pelajaran lain menggunakan

Bahasa Inggris?

e. Banyak kosa kata yang tidak paham

f. Tidak paham struktur Bahasa Inggris

g. Takut berbicara menggunakan Bahasa

Inggris

h. Lain-lain__________________________

_________________________________

11. Bagaimana cara Anda

mengatasi masalah-masalah

tersebut?

a. Membuka kamus




d. Lain-lain__________________________

_________________________________


34

Appendix

E

RAW DATA

OF QUESTIONNAIRE


35

RAW DATA OF QUESTIONNAIRE

Question Answer Respondents

1. What do you learn in English Club? Language 12

Language and Subject Matters 26

2. What language does the tutor use to

explain the material?

English-Indonesian 32

English 6

3. What are the media used by the tutor

to explain the material in the class?

Conventional and Non-

conventional 30

Non-conventional 8

4. What are the activities provided by

the tutor in order to help the students

to understand the material in the

class?

Listening to the tutor

8

Listening to the tutor , Group

discussion, and Presentation 30

5. What are the forms of your tests in

English Club?

Written test 4

Oral test 7

Written and Oral test 28

6. In which English skill do you make

progress after learning subject matter

using English?

Speaking 3

Speaking, Listening, Reading,

and Writing 35

7. What are your difficulties in learning

subject matters using English?

Vocabularies and Grammar 20

Vocabularies, Grammar, and

Speaking 18

8. How do you handle the difficulties?

Using dictionary and asking

tutor 19

Using dictionary, asking tutor

and practicing English 19


36

Appendix

E

RAW DATA

OF OBSERVATION


37

RAW DATA OF OBSERVATION

Description Note

1. The students learn

subject matters. The students learn history.

2. English is learnt

implicitly.

Most of the tutors don’t explain the Engish grammar,

but the tutors often translate the words from English

into Indonesian.

3. The tutor always uses

English to explain the

materials.

Most of the tutors use both English and Indonesian to

explain the material. The tutors often translate some

words from English into Indonesian.

4. The tutor always uses

English to

communicate with

the students.

The tutors use English to communicate with the

students, but when the students look confused, the

tutors switch the language from English into

Indonesian.

5. The tutor uses

conventional media.

All of the tutors use handout and the handout is in

English. Some of the tutors also use pictures.

6. The tutor uses non-

conventional media. Most of the tutors use video and PowerPoint.

7. The tutor varies the

activities done in

class.

Most of the tutors ask the students to do some

exercises from the handout after the tutors explain the

materials. Some of the tutors also provide a group

discussion after the students finish the tasks.


Documents

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI - core.ac.uk · yang siswanya menggunakan bahasa Inggris sebagai bahasa kedua mereka. Namun, bahasa Inggris bukanlah bahasa kedua dari siswa