BILINGUAL PROGRAM:MODEL AND STUDENTS' OPINION(A Case study of bilingual class of an RSBI school in Bandung)
International standard school is one of Indonesian governments' efforts to make the quality of education better. Bilingual program, then, is applied within the school. Since it is a new program in this country, how it is run and implemented is still in question. This paper examines the model of...
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2011-06-28.
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| Summary: | International standard school is one of Indonesian governments' efforts to make the quality of education better. Bilingual program, then, is applied within the school. Since it is a new program in this country, how it is run and implemented is still in question. This paper examines the model of bilingual program and students' perception towards the program. This study employed case study as its method and descriptive as its approach. The data was collected through interview, observations, and questionnaire. The participants of this study were three teachers and three classes of the first, second, and the third grades in a public senior high school. The findings showed that based on the goal, the bilingual program model was additive bilingualism. The factors contributed the finding were because the goal of the program was to add language repertoire, to maintain the students' native language, and to achieve bilingualism in English and Indonesian language. To achieve bilingualism in English and Indonesian language the school applied dual language program model. The final purpose is to reach 50/50 ratio in each language. However, the model of the school was included into 90/10 stage of dual language program model which the portion of English was only around 20%. Apart from the model, some of the teachers used English for interacting socialize, lecturing, instructing, drilling, eliciting response information, asking question, providing information, encouraging the students' self-direction and giving presentation. Some of the teachers also articulated and enunciated clearly, slowed down and simplified language, and rephrased and repeated message in a variety of ways. It is recommended that to achieve a 50/50 ratio in the end of the program better for the teachers are given more training so that they can optimize the use of English as language of instruction and the principle also should keep giving supervises to the teachers when the teachers teach in the bilingual class. |
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| Item Description: | http://repository.upi.edu/101412/1/s_ing_0606901_table_of_content.pdf http://repository.upi.edu/101412/2/s_ing_0606901_chapter1.pdf http://repository.upi.edu/101412/3/s_ing_0606901_chapter2.pdf http://repository.upi.edu/101412/4/s_ing_0606901_chapter3.pdf http://repository.upi.edu/101412/5/s_ing_0606901_chapter4.pdf http://repository.upi.edu/101412/6/s_ing_0606901_chapter5.pdf http://repository.upi.edu/101412/7/s_ing_0606901_bibliography.pdf |