10The Students' Attitudes Toward the Instructor's Code Switching in EFL Classroom Yesi Sehiling S1 Sastra Inggris, Fakultas Bahasa dan Seni Universitas Negeri Surabaya, Indonesia yesisehiling@gmail.com Abstract English has a big influence in the world. It can be seen that almost all of the country around the world put English as one of the foreign language which is taught in any level of the institutions. In Indonesia, English is taught from kindergarten until university level which is called as English as Foreign language. It is because the awareness that almost information around the world is provided in English, which is the key to make the generation moves forward following modern era.Because English is a foreign language, it may be hard to be learned to Indonesian society. So, to make it interesting, English should be delivered as enjoyable as possible and in the right way so that the learner can get the English learning well. Teaching English in Indonesia is usually delivered in English. But, there are some instructors sometimes use Indonesian to switch the code from English when teaching in the classroom. This study focuses on the use of code switching by the instructor and the students' attitudes toward the teacher's code switching in EFL clasroom. In fact, the researcher would like to know whether the language choice in teaching EFL classroom may influences the students' attitudes toward the language or not. This study used qualitative approach. The instruments which are used are some notes, video recorder and the researcher itself. To collect the data, this study uses observation, interview and questionnaire. The Objects of the study are in EFL classrooms (senior high school, English department and Indonesian department). The subjects of the study are the English teacher and the students. The findings of the study show that the use of code switching may be as simply talks and within any reason and perpose. The further findings indicate that the students' attitudes toward code switching by the instructor are largely influenced by the students' English proficiency. The less proficient students preferred the instructor to use both language which English should be minimized and Indonesian more explored. The more proficient students preferred the instructor to minimize the use of code switching if it is not needed enough and more explore English. Keywords: code switching, attitude, language attitude, EFL. Introduction Language is the most important thing for human life. By using language, the people can express their thought and sense to others (Humaidah, 2009: 2). But the most main function of language (Whatmough, 1957 :12) is to communicate each other. Communication is a kind of interaction which uses code that must be dealt by the speaker and the listener. If between the deliverer and the interlocutor does not know their code each other, their communication means nothing. Even though what they deliver consist some information, they will not be able to get what information is. In global world, people are obligated to be bilingual or multilingual which international language is included. It aims to make the people are able to interact with all the people around the world. Besides, all the world information must be provided in International language. By being able to understand International language, the people can access the information. English is an international language. It has a big influence. Almost all the countries in the world learn English. Indonesia does too. English is an important subject of school in Indonesia. It is taught in any level of school started from kindergarten, elementary school, junior high school, senior high school and university. It is hoped that the availability of English language as the subject of their school can contribute to the students' English language competence, which is the key to access information in the world. Besides, learning English aims that they are able to communicate using international language and have relation in international world considering international relationship is very important for life. In Indonesia, English is most taught as foreign language in formal setting. They are put in the classroom where the learning takes place. In this situation, the classroom is called as EFL (English as Foreign Language) classroom considering that Indonesia is non-English speaking country. According to Yletyinen (2004: 4), in EFL classroom, the learner learns English in an environment where there is only a little natural use of the language. Furthermore, the foreign language is treated equally to the other subjects with its homework and test. In EFL classroom in Indonesia, the teacher teaches the students English in order to make the students understand English by listening, reading, doing written and oral activities. The language of teaching is usually English. However, there are teachers sometimes change from English to Indonesian and vice versa in delivering the subject. This phenomenon is called as code switching. Code switching is very common in bilingual and multilingual societies. Wardhaugh (2006: 101) says that code switching is changing of codes from one code to another code or to mix the code in the same conversation. In the other words, code switching is the use of two or more languages in the same conversation. The code switching usage (Uys, 2000: 2) by the teacher in the class may have any reason or purpose such as the teacher uses code switching as strategy (Yletyinen, 2004: 53; Uys, 2000: 11) to explain in order to make the students understand what she/he has told or may be because she/he has less competence (Yletyinen, 2004: 72) in speaking English so she/he uses much Indonesian. This problem is very interesting topic to be discussed in this study especially related to student's attitude toward this phenomenon. Attitude is something that is got by the people through interaction with an object or accident. Attitude is not brought since baby but it is created through learning process in environment. There are factors that can change someone's attitude that are feeling, knowledge, experience and motive. Language is also related to attitude. Attitude toward language is called as language attitude. Language attitude is someone's attitude in choosing and deciding which language to be used. Language attitude is quite influenced by background and something happen in the environment. The students of Senior High School are in the high level of learning in school world under university students. They are expected to have good English skill after they graduate. In this case, the way of teaching them must also different from the previous grade. The capacity of using English rather than Indonesian of the teacher must influence the student's ability of English especially in speaking. In simply, using code switching by the teacher whether it is favored or disfavored by the students is focused in this study. There are earlier studies related to this paper done by Yletyinen (2004) which is titled the function of code switching in EFL Classrom. Then, Arrifin and Husin (2011) which is titled Code Switching and Code Mixing of English and Bahasa Malaysia in Content-Based Classroom and Alenezi (2010) which is titled Students' Language attitude Towards Using Code Switching as a Medium of Instruction in the College of Health Sciences: An Exploratory Study. Both of the studies analyze the language attitude towards code switching as a medium of instruction. The present study focused on the situation of code switching which is used by the teacher in the classroom and the student's attitude toward code switching by the instructor too. Research Question This research is guided by the following questions: Under what situation does the teacher use code switching in the classroom? How do the students take attitudes toward the teacher's code switching in the classroom? Purpose of the Study Related to the background of the study and the research question, the purposes of the study are: Describe the situation of the instructor's code switching in the classroom. Describe the students' attitudes toward the instructor's code switching. Significance of The Study The result of the study is hoped that can give contribution to sociolinguistics especially in the term of code switching and the attitudes toward code switching. But the most contribution may be for the teacher who teach EFL classroom in guiding the class to optimize positive attitude of the students toward English to get the better result of students' competence. Moreover, this study can give description to the people who will have research as this present study. Method Research method is the most important part of a research because it shows how the study is organized. This study uses qualitative method. Qualitative method is research procedure that produces descriptive data in the form of written words from the people or attitude that can be researched. This chapter consists of research design, subject, object, and the location, sources of the data, data collection techniques, instruments and data analysis. Research Design This study uses descriptive qualitative and quantitative data. According to Bodgan and Taylor on Margana's Disertasi (2012), descriptive qualitative uses data in the form of word, phrase, or clause whether written or spoken which is used to give overview of a certain description of phenomena about code switching. The quantitative data (Litosseliti, 2010: 52) enabless the the researcher to compare relatively large numbers of the students' attitudes in EFL classroom of the research which is as the main focus of the present study. Objects, subjects and location The objects of the study were classrooms of Senior High School, Indonesian department and English department that Senior High School was the main object and the others were to compare the result of the data. However, not all classrooms of the departments were researched but only one class of each department which was chosen randomly by the instructor. The objects were taken to compare the result considering their different level. Why should those objects be compared? Firstly, Senior High School is the highest level of obligated education program by Indonesian government. After graduating from this level, they were not obligated to continue their education in university. So that's why, they have to be given good skill in order to be able to get good enough job. It is quite related with their English skill because people who have good English competence and performance will get good/higher position than low English competence one of a company. Secondly, Indonesian department are the higher level of Senior High School. The perception is that the students of Indonesian have higher competence than Senior High School. But they may favor Indonesian rather than English considering their choice to choose Indonesian department rather than English department. Thirdly, English department is the department which the society use most English in their communication in the context of learning. All the students may have good English ability considering their ability to interact each other using English in the class. This object was used to compare and to get more varied data considering the different level and the English competence. The subjects of the study were all the societies in each classroom including the English teacher and the students. In this case, the teachers followed to answer Question 1 and the students followed to answer Question 2. Talking about the location, all of them are in East Java. Senior High School took place in SMA 1 Wonoayu. It is located in Pagerngumbuk village, Wonoayu, Sidoarjo. And, Indonesian department and English department took place in Universitas Negeri Surabaya which is located in Lidah Wetan village, Lakarsantri, Surabaya. Most societies of the institutions are multilingual (Javanese, Indonesian, and English). But, the language which is most used in classroom is Indonesian considering Indonesian is the formal language in Indonesia. However, it is the exception of English subject which English is most used. Moreover, the location takes place around the researcher's environment that could help the researcher to get the data easier. Data and Sources of Data This present study classifies the data into two types. They are linguistics and information data. The linguistics data is the situation of code switching by the teacher and the students' attitudes toward the code switching. The information data is obtained when the researcher conducted interview of the instructors about the reason of the use of code switching in the classroom and the interview and questionnaire of the students about the acceptability of the code switching by the instructor. The questions of the interview of the teacher was not listed but developed by each situation in each classroom. In the other hand, the interview of the students were listed which can be seen in Appendix 4 and the questionnaire which is adopted from the Likert scale (Arrifin and Husin, 2011) which was drawn below. No. Statement Strongly Agree Agree Disagree Strongly Disagree There were three kinds of source of data in the present study. They were people, place, and papers. The people were the instructors and the students of the institutions. The place was in the classroom. The papers were from the related theories which were gotten from the books, previous studies and internet. Research Instrument The instrument is used to facilitate and get the data. In this study, the data were collected by direct observation, questionnaire and interview. In doing the research, some tools were used to save the data by using some notes and video recorder. The gotten data is analyzed and related to the theories/previous studies. Question 1 : Under what situation does the instructor use code switching in the classroom? In order to answer question 1, direct observation and interview were used. Interview was used for the teacher to get more information about the reason of using code switching. In the interview activity, it was not made interview sheet because the interview was done directly based on the situation of code switching in each classroom. See Appendix 1,2 and 3 to get more details information. Question 2: How do the students take attitudes toward the teacher's code switching in the classroom? In order to answer question 2, questionnaire, interview and direct observation were used for the students. Questionnaire sheet was used to answer the Question. The interview and direct observation were also used to strengthen the data. The tools were video recorder. The data from the instrument was analyzed which also needed some theories relating to the study in analyzing the data. However, the researcher was the key instrument to answer those two questions. The researcher as the instrument means that the researcher became the determiner in collecting data. She paid attention, followed, took a note and analyzed the data. Data Collection Technique Data collection technique of this study was done by doing observation, interviewing, and giving questionnaire. Observation Direct observation was used to get the data. It was done to see the phenomenon of code switching by the instructor directly and how the students take attitudes toward the use of code switching by the instructor and to take a note the whole learning activity in the classroom. The direct observation was also video recorded. Interview This study uses spoken interview to collect the data. Both teacher and the students were interviewed. The tool was video recorder. Interview for the teacher (see Appendix 1,2,3) was done after the observation. In contrast, interview for the students (see Appendix 4) was done before the observation. The students who were interviewed was chosen randomly based on their English competence, higher competence and lower competence. The categorization of their English Competence was based on their score. Each instructor has their characteristic of giving score and categorizing the students whether they are less competence or more competence. The teacher of senior high school had requirement that the students who have score under 80, they are categorized as less competence and upper 80 as more competence. The lecturer of English department did say so. Whereas the lecturer of Indonesian department gave score under 70 for less competence and upper 70 for more competent students. Questionnaire Questionnaire was used for the students. There were 8 statements of the questionnaire. The questionnaire was given to all students in the classroom according to their presence when the research was done. Data Analysis In analyzing the data, there are some steps below: The data were classified according to the situation or specific time of the use of code switching by the instructor and the students' attitudes toward the use of code switching. However, the data collections of the interview were transcribed. The data were then analyzed based on the theories and previous studies. The data were interpreted and made conclusion about the result of the study and also provided some suggestion for the future study by the researcher. Results and Discussion The use of code switching The data reveal a clear pattern of instructor's language use in the classroom. All of the institutes above showed the use of code switching English-Indonesian or Indonesian-English by the instructor was common practice phenomenon. The characteristics of each institute also influence the frequent of the use code switching or the languages whether the more frequent was English or Indonesian. Senior high school institute used code switching balance whether English-Indonesian or Indonesian-English. It was different with Indonesian department that the institute used more frequent in Indonesian and unaware in using English. On the other side, the lecturer of English department used English more frequent in the classroom and Indonesian was just used in simply talks or just to give more explanation and example. Eventhough the institutes had their own characteristics, here the results of the code switching use in each institute were summerized into one. Those, code switching by the instructors in the classroom happened under situation below: Code switching happened in explaining the material which was used to make the explanation clearer to be understood by the students. According to Yletyinen (2004: 53), there are different strategies for explaining the material being taught by mentioning repetition, reformulation, clarification and exemplification. In the present data, code switching in explaining material is common which was happened in all the institutions whether in senior high school, Indonesian department and English department of university. This result supports Yletyinen's thesis (2004: 53) and Uys (2000: 44) which they found that the teacher has to clarify his/her message by code switching to the students' mother tongue and thus making the students more understand the material and do what the teacher asks to do. However, the code switching was most used in the senior high school. Code switching was used as the student's requirement. This reason of code switching is the same result with Youkhana (2010: 15) that the students tend to ask the teacher to change the code into mother tongue because they discomfort to the English used because it makes them confused to understand the instructor's speech. Code switching was used in joking. According to Weng, this function of code switching is called as poetic function that the speaker inserted some jokes, stories, some poetic quotation in the conversation. Joking (Uys, 2000: 44) in mother tongue is more understandable and felt rather that in foreign language because mother tongue has stronger role to catch the meaning. This finding is supported by Wardhaugh (2006: 112). He said that code switching can be used for humorous effect. In other words, code switching has purpose of joking. Code switching happened in simply talks which were with unawareness. This phenomenon is often happened. It was found in the three institutes in the research. The code switching was spoken accidentally, since it was not required. According to Yletyinen (2004: 95), this code switching is called lapse. Lapse was most frequent happened in Indonesian department which the instructor delivered her speech most in Indonesian and slipped English words sometimes. It is different with senior high school and English department which are commonly slipped Indonesian words. Code switching was used when the instructor was disappointed with the students. This code switching (Yletyinen: 2004: 89) is called as teacher admonition. She said that the mother tongue sometimes has more power in the foreign language classroom. This is also called as expressive function of code switching (Weng's article: 4) that the teacher uses code switching to express the emotion and mother tongue is often inserted to express the true feelings. This strategy by the instructor will make the students more alert, they response better to their mother tongue. Furthermore, they know that they do not have an excuse by appealing not to understand the teacher. In this case, code switching used when reprimanding students is the effective strategy. Code switching happened to get the students' attention. This is named directive function (Weng's article: 4). In the direct observation, the teacher asked "How many groups that have finished the assignment?" Almost of the students just kept silent. Then, the teacher asked again "berapa banyak group yang sudah menyelesaikan tugasnya?" The students answered the question by raising hands. Implicitly, The use of mother tongue had a purpose that was to get the students attention the teacher's speech. According to Yletyinen's thesis (2004: 70), code switching can be used in helping the less competent students to answer a question that the teacher asks. Yletyinen's statement supports the idea above that the teacher changed the code into Indonesian to help the students who most of them were less competent to understand the teacher's question and answer it. The use of Indonesian here was also aimed to help the students understand the question so that the students could answer the teacher's question. Not only that, code switching (Wardhaugh, 2006: 112) that is by choosing the preferred language of the students, the message will be easier to catch. The students' attitude This study shows that code switching of English and Indonesian is a common communicative behavior in the classrooms. However, this study is aimed to explore students' attitude towards the language of teaching in English class and the effects of the instructors' code switching to the students' English performance. The findings of this study indicate that the students' attitude toward code switching in the English class was largely influenced by the students' English language competence. Although in fact, The classrooms had each characteristics which senior high school class was the neutral one which was not in Indonesian department class or English department class. It is because the students commonly more favor the language they took as their majure than another one. The students of Indonesian department showed their favor to Indonesian much and the students of English department showed their favor to English. It was proved by their decision of taking those majure. So, eventhough they were in English subject classroom, they tended to consider their own majure. In the other hand, the students of senior high school take attitudes about code switching that were purely influenced by the students' English competence. The results show that the students with less proficiency prefer their teacher to use both English and Indonesian in the same capacity or larger use Indonesian. Alenezi (2010: 7) said that the students more desirable and believe that code switching of the teacher makes the course easy to understand. They would get difficulties to catch the meaning of the speech if the instructor used English a lot. Meanwhile the students with higher proficiency prefer their teacher to use more English. The findings are supported by the Arrifin's and Hussin's (2011: 237) study that the students with less English proficiency were more tolerant to the instructors' code switching compared to the more proficient group. The students with higher proficiency might believe that the use of English by the teacher could improve their language competence specifically in vocabulary. Weng's article also found that it can help the students to understand new vocabulary. The results are rather different in the English department which shows that the students were sometimes confused about the use of code switching by their lecturer that did not add their vocabulary. They believed that for adding vocabulary, it depends on their desire and their effort by reading English books, watching movie and listening the musics. They further argued that the use of code switching should be minimized. The argument was also founded in David's article (2008: 78) that it should be minimized because it is bad for the learner. It assumed that if the teacher often used that, it can make the bad behavior to the next generation and will be more difficult to avoid. However, all the students agreed that the use of code switching can increase their comprehension toward the lesson. Riegelhaupth (2000: 210) argued that bilinguals use the language that the people they speak to know best. In this case, the use of code switching has function to repeat the speech for better comprehension. The results also showed that code switching by the teacher had each effect to their psychology aspect. The lower proficient students were not confidence to speak English to the teacher who was using code switching. They tended to use Indonesian because they were afraid of making mistakes or troubles to their speaking if they use English. They thought that they had poor vocabulary and poor understanding of grammar. But if the teacher spoke in English, they would try speaking English too then use Indonesian to the words which they did not know the meaning. Different with the lower proficient students, the higher proficient students were still confidence to speak in English to the teacher who was using code switching even though in a simple sentence. However, sometimes, they tended to use Indonesian or code switching because they did not want to be seen showing off their English competence. Again and again, the students of English department had different results. The lecturer's code switching did not influence their confidence. Whatever language the lecturer used, they were still confident to speak English but sometimes they followed the language the lelcturer used just to respect him. It is supported by Spolsky (1998: 49) that one tends to respect people who are socially superior to one self. Conclusion and Suggestion Conclusion This chapter is summary of the findings in order to make the reader get a better understanding through reading the findings of this thesis. Actually, the main objective of this present study is to investigate the students' attitude toward the instructor's code switching behavior in EFL classroom. After doing the research, the results are: The first finding is the situation of code switching phenomena by the instructor which is about the reason or the purpose of using code switching in the classroom that is drawn commonly below: Code switching happened in explaining the material which was used to make the explanation clearer to be understood by the students' code switching was used as the student's requirement Code switching was used in joking Code switching happened in simply talks which were with unawareness. Code switching was used as admonition which is used when the instructor was disappointed with the students. Code switching happened to get the students' attention. There are also additional findings that the instructors' frequency of using English or the Indonesian is largely influenced by the characteristic of the classroom. Senior high school institute used code switching balance as a mean the same frequency whether English-Indonesian or Indonesian-English. It was different with Indonesian department that the institute used more frequent in Indonesian and unaware in using English. It is influenced by the students' favor toward Indonesian. On the other side, the lecturer of English department used English more frequent in the classroom and Indonesian was just used in simply talks or just to give more explanation and example. The second finding is the students' attitude toward the instructor's code switching in the classroom. The findings of this study indicate that the students' attitude toward code switching in the English class was largely influenced by the students' English language competence. Although in fact, The classrooms had each characteristics which senior high school class was the neutral one which was not in Indonesian department class or English department class. It is because the students commonly more favor the language they took as their majure than another one. The students of Indonesian department showed their favor to Indonesian much and the students of English department showed their favor to English. It was proved by their decision of taking those majure. So, eventhough they were in English subject classroom, they tended to consider their own majure. In the other hand, the students of senior high school take attitudes about code switching that were purely influenced by the students' English competence. The results show that the students with less proficiency prefer their teacher to use both English and Indonesian in the same capacity or larger use Indonesian. They would get difficulties to catch the meaning of the speech if the instructor used English a lot. Meanwhile the students with higher proficiency prefer their teacher to use more English. The students with higher proficiency might believe that the use of English by the teacher could improve their language competence specifically in vocabulary. The results are rather different in the English department which shows that the students were sometimes confused about the use of code switching by their lecturer that did not add their vocabulary. They believed that for adding vocabulary, it depends on their desire and their effort by reading English books, watching movie and listening the musics. The findings also showed that code switching by the teacher had each effect to their psychology aspect. The lower proficient students were not confidence to speak English to the teacher who was using code switching. They tended to use Indonesian because they were afraid of making mistakes or troubles to their speaking if they use English. They thought that they had poor vocabulary and poor understanding of grammar. But if the teacher spoke in English, they would try speaking English too then use Indonesian to the words which they did not know the meaning. Different with the lower proficient students, the higher proficient students were still confidence to speak in English to the teacher who was using code switching even though in a simple sentence. However, sometimes, they tended to use Indonesian or code switching because they did not want to be seen showing off their English competence. Again and again, the students of English department had different results. The lecturer's code switching did not influence their confidence. Whatever language the lecturer used, they were still confident to speak English but sometimes they followed the language the lelcturer used just to respect him. Suggestion The instructor in EFL classroom should know the students' attitude toward the language used well so that she/he can use the right way in teaching English in EFL classroom in order to get the best result of the students' English competence. This study may be far from being perfect. It is hoped that there will be further researchers who conduct the research on the phenomenon of code switching by the instructor in the classroom and the students' attitude toward it for more detail data/explanation and from many points of view. References Alenezi, Abdullah. (2010). Students' Language Attitude Towards Using Code-Switching as a Medium of Instruction in the College of Health Sciences: An Exploratory Study, vol.7, 1-22 Arrifin, Kamisah and Husin, MisyanaSusanti. (2011). "Code Switching and Code Mixing of English and Bahasa Malaysia in Content Based Classrooms: Frequency and Attitudes".The Linguistics Journal.Vol 5 issue 1 David. (Desember, 2008).Understanding Mixed Code and Classroom Code-Switching: Myths and Realities. Ongkong Institute of Education.Hongkong.Vol 56, No.3 Faris, NurulElfatul. 2012. Alih Kode Dalam Proses Belajar-MengajarKelas VII Mts "AL-KAutsar" Srono Banyuwangi.UniversitasJember, Jember. Gardner-Chloros, Penelope. 2009. Code Switching. UK: Cambridge University Press. Litosseteliti, Lia. 2010. Research Methods in Linguistics. New York: Continuum. Riegelhaupth, Florencia. 2000. Code Switching and Language Use in the Classroom. Research on Spanish in the U.S., ed. Ana Roca, 204-217. Somerville,MA: Cascadilla Press. Spolsky, Bernard. 1998. Sociolinguistics. UK: Oxford University Press. Uys, David. 2010. The functions of teachers' code switching in multilingual and multicultural high school classrooms in the Siyanda District of the Northern Cape Province: Stellenbosch University. Wardahugh, Ronald. 2006. An Introduction to Sociolinguistics. UK: Blackwell Publishing. Wardani, Devi. (2013), Skapbahasasiswaterhadapbahasa Indonesia: studikasus di SMA Negeri 1 Singaraja. E-Journal Program Pascasarjana Universitas Pendidikan Ganesha, Vol. 2 Weng, Pei-shi. Code Switching as a Strategy Use in an EFL Classroom in Taiwan.Tamkang University, Taiwan. Whatmough, Joshua. 1957. Language: A Modern Synthesis. New York: St. Martin's Press. Yletyinen, Hanna. 2004. The functions of code switching in EFL classroom. University of Jvyoskyl: Finland. Youkhana, Sana. 2010. Code Switching in the Foreign Language Classroom. Ogskolan: Jonkoping.
THE IMPLEMENTATION OF ENGLISH LANGUAGE AS THE MEDIUM IN TEACHING SCIENCE TO THE EIGHT GRADERS OF "KELAS UNGGULAN" AT MTSN KEDIRI II Ana Khoirun Nikmah English Education Department, Language and Arts Faculty, Surabaya State University. Email: nikmeh08@gmail.com Rahayu Kuswardani, S.Pd, M.Appl English Education Department, Language and Arts Faculty, Surabaya State University. Abstrak Sesuai dengan program kelas unggulan, kelas yang semula hanya menerapkan proses kegiatan belajar mengajar dengan menggunakan Bahasa Indonesia sekarang diharapkan bisa menggunakan Bahasa Inggris dalam kegiatan belajar mereka, baik itu dalam hal mengajar maupun dalam pengajaran sesui materi pelajaran. Ini merupakan tantangan bagi seorang guru dalam menghadapi system pembelajaran seperti itu. Kompetensi dan keahlian guru yang baik sangat dibutuhkan dan juga dalam keseluruhan standar pengurangan Bahasa Inggris. Selain itu, system pembelajarn ini juga tidak semudah yang kita pikir. Mereka diharuskan belajar ilmu pengetahuan menggunakan Bahasa Inggris sebagai media proses belajar mengajar padahal mereka juga masih belajar Bahasa Inggris. Oleh karena itu, dalam penelitian ini, penelti melakukan penelitian yang bertujuan untuk memahami masalah diantara keahlian guru Bahasa Inggris dalam menguasai Bahasa Inggris ketika mengajar ilmu pengetahuan dan masalah siswa dalam memahami ilmu pengetahuan yang menggunakan Bahasa Inggris. Dari latar belakang yang sudah disebutkan tersebut, peneliti tertarik untuk melakukan penelitian berdasarkan situasi yand terjadi dengan judul "The Implementation of English Language as the Medium in Teaching Science to the Eight Graders of "Kelas Unggulan" at MTsN Kediri II". Obyek penelitian dala penelitian ini adalah kompetensi gur ilmu pengetahuan dalam mengajar ilmu pengetahuan dengan menggunakan media Bahasa Inggris dan penerapannya dalam kegiatan belajar mengajar, masalah yang dihadapi guru ilmu pengetahuan selama kegiatan belajar mengajar di kelas delapan pada kelas unggulan MTsN Kediri II. Penelitian ini menggunakan penelitian deskripif kualitatif. Sedangkan subjek penelitian ini adalah kelas delapan pada kelas unggulan MTsN Kediri II. Dalam pengumpulan data, peneliti menggunakan dua instrument, yaitu catatan observasi dan wawancara. Catatan observasi dilakukan untuk mengetahui kompetensi guru dalam mengembangkan kemampuan Bahasa Inggrisnya dalam proses belajar mengajar. Sedangkan wawancara dilakukan untuk mengetahui usaha-usaha guru yang telah dilakukan mengembangkan dan mengatasi masalah dalam penggunaan Bahasa Inggris sebagai media pembelajaran. Berdasarkan observasi yang telah dilakukan, peneliti menyimpulkan bahwa kompetensi guru dalam berbahasa inggris harus dikembangkan, terutama kosakata dan strukturnya. Sedangkan dari hasil wawancara, peneliti mengetahui bahwa guru ilmu pengetahuan kelas delapan pada kelas unggulan MTsN Kediri II selalu mengembangkan kompetensinya untuk mengatasi masalah dalam kegiatan belajar mengajar dengan cara mengikuti kursus Bahasa Inggris dan bekerjasama dengan sebuah tempat kursus Bahasa Inggris di Kampung Inggris, Pare. Karena masalah utama di dalam kelas adalah penggunaan Bahasa Inggris pada guru dan pemahaman para murid, maka materi ilmu pengetahuan diberikan dengan tetap menggunakan Bahasa Inggris sebagai medianya. Keyword: kemampuan guru ilmu pengetahuan dalam berbahasa inggris pada "kelas unggulan" Abstract The term of "kelas unggulan", which has been using teaching and learning in bahasa Indonesia is expected to perform effectively in English, to teach and acquire subject specific knowledge. It is one of challenges of teacher to face this reality. Good teacher's competency and proficiency are needed and also overall declining standard of English. In the other hand it is not as simple as everyone think. They have to learn science using English as the medium of teaching and learning process whereas they also still learning English. Therefore, to understand the problem between the English teacher's proficiency in mastery English language to teach science and the problem with the students understanding science in English. From the background above the researcher is interested in conducting research related to the situation, entitled "The Implementation of English Language as the Medium in Teaching Science to the Eight Graders of "Kelas Unggulan" at MTsN Kediri II".The objective researches of this study are the science teacher competency in explaining science using English as the medium and the implementation of it, the problem faced by science teacher during teaching and learning process at Eight Graders in "kelas unggulan" at MTsN Kediri II. This research use descriptive qualitative research while the subject is Eight Graders in "kelas unggulan" at MTsN Kediri II. In collecting data the researcher use two instruments, they are observation field note and interview. The observation field note is used to know the teacher competency in improving her English while teaching and learning process. And the interview is used to know the effort of the teacher in improving and also facing the problem in using English as the medium of instruction. Based on the observation, the researcher concludes that the teacher's competency in English needs to be improved, especially in vocabularies and structure. Then, from the interview the researcher knows that the science teacher of Eight Graders in "kelas unggulan" at MTsN Kediri II always improve her competency just to overcome the problem in teaching and learning process by taking English course and doing cooperation with one of big English course in kampong English, Pare. Because the main problems in the class are the English teacher and the students understanding the science material given using English as the medium. Keyword: Science Teacher's competency in English in "kelas unggulan" INTRODUCTION In the current era of globalization, English language plays an important role in international communication. All of the aspects on live, like technology, economic, politic, art, education etc. use English Language to communicate. For example, in technology, we all know that Yamaha product is made in Japan. But when we read the direction note of Yamaha product, we will find some technical term used is English Language. We also can find this case in economic aspect. In a free market, if there are two seller were not come from English doing transaction, they will decide to use English Language to talk each other. So that is not surprising that English Language is known as the international language. In fact some countries in this world use English language to be their national language, like Singapore. And the other countries use English language as their second language besides their own national language. But in our country, Indonesia is still included in a country that used English as the foreign language. So that way is aware of along with the globalization, the need for an English language skill is increasingly apparent. Therefore, it is not surprising that experts who are involved in education feel the need to provide intensive English lessons and continuing English education to the students in middle school even since the children were still sitting in elementary school. Secondary school level has a lot of junior and senior high school who offer to pioneer international standard school and has a lot of schools that obtain international school status. The schools, which obtain international status, prepare their students for the future so that they can compete globally. Recognizing the importance of quality in education and a desire to catch up education set back with other countries, governments are encouraged to perform a major breakthrough in the field of education by designing international school. The government wants to promote educational programs in the country by turning national schools into international standard schools. Schools must make an effort to improve the quality of teaching and teachers' so that teachers' quality will not be left behind. One of the schools that used international standard is MTsN Kediri II. MTsN Kediri II is a junior high school located in Kediri, East Java. It is included one of the favorite school in Kediri because almost of their students are smart enough and often be the winner in Olympiad. Since some years ago besides use national curriculum, this school also use international standard in their education. Because of that, they divided their class into some kinds of class. That is regular and kelas unggulan. Regular class is a class that use national curriculum in their teaching learning process. In other hand, the kelas unggulan is a class based on international standard. In kelas unggulan, some subjects such as Mathematics, Physics, Chemistry, Biology and Economics should be conducted in English or in a bilingual classroom learning environment. Bilingual education involves teaching academic content in two languages that is, in a native and secondary language with varying amounts of each language used in accordance with the program model. It is an educational approach that not only allows students to master academic content material, but also become proficient in two languages. It is an increasingly valuable skill in the early twenty-first century. It is the program which is intended to help children to keep up with their peers in subject such as math, science and social studies while they study English (Maria. 2001). The purpose of bilingual instruction is to increase academic achievement by using the student's home language as the main communication medium. Bilingual instruction involves the use of two languages for instructions for part or all of the activities within the classroom. One language is English and the other language is the student's home language that is the language spoken in the home. English is taught as a second language (James. 1988). Whether teaching a transitional class, a maintenance class, or a two ways bilingual class, the main difference from a monolingual class is the balance in using of the two languages. A second variable which affects the process of classroom organization is who teaches: a team, a teacher and an aide or one teacher alone. The third variable comes from the structure of the program model. There are the three major variations in classroom design which effect use of the two languages in a bilingual classroom. The first is The concurrent approach. In this approach A teacher using concurrent approach may use both languages interchangeable in a teaching content are or two teachers may team teach one lesson, each modeling a different language. The second is Pre-view-pre-view. It involves three steps in a team teaching situation: an introduction to the lesson is first given by one instructor in one language. The lesson is then presented in the other language by the second instructor. Review and reinforcement of the lesson takes place with the whole class using the two languages interchangeably in a concurrent approach, or the class is divided into dominant- language groups, led by each teacher separately. The last approach is Alternate language approach. Clearly structures a separation between the two languages. But for student is so limited proficiency in one of the language instruction, the language chosen for content area instruction can involve complex decision. In early stages, student should receive science lesson in their first language, but as they develop increasing proficiency in a second language, they may introduced to an increasing amount of science instruction in their second language. In the school that uses bilingual classroom system, the teacher must have two levels of language skills sufficient to be able to teach bilingual classes. But here, Sheelagh and Cristine (2007:6) divided two different types of teachers who have very different needs-the expertise of the language may not be shared by the content and vice versa. The first is Teacher of English who now has to teach another subject through English, rather than just teaching the language. And the other is subject teacher who now have to teach their subject through English. In this research, the researcher study about the second type of CLIL, that is subject teacher who now have to teach their subject through English, exactly science teacher. As Henderson and Wellington (2001:23) said that whilst research shows that one of major difficulties in learning science is learning the language of science, to experience the teaching and learning process would suggest that science teachers often consider the use of English in Biology lesson to be of marginal relevance to the learning of science (Henderson & Wellington. 2001:23) . They further add that in general, teachers who teach content do not recognize languages learning opportunities. If there is any effort at all in incorporating language development, they just concentrate on vocabulary development. John (1997:17) also said that some science teachers hope that the vocabulary of science will be recognized by the students as a key to its comprehension and appreciation. The teacher also must make avert efforts to interpret the nature of Biology lesson and the habits of learning Biology through its language or vocabulary. So we can conclude that science teacher must be competence in the both od the biology subject and English Language. The problem that we find in the reality is one cannot confirm that the subject teachers are able to become a bilingual who is ready to teach in two languages, Indonesian and English. How long does it take for a teacher to be ready to teach bilingual? In addition, the level of bilingual skills to a certain level is needed or that must be achieved by a teacher to be able to teach bilingual classes. Those subject teachers mostly of are not graduates of English Education, so maybe they will find difficulty in explaining their material in English. Therefore, the researcher wanted to conduct a research which intends to describe this phenomenon, the implementation of English language as the medium in teaching scdience at eight grade in "kelas Unggulan" at MTsN Kediri II. By conducting this study, the researcher has purpose to find out the implementation of English language in teaching science for eight graders and the teacher's problems faced during classroom teaching and learning. By knowing the fact or the result of the study, the researcher hoped it will give meaningful contribution for The teacher who uses English, especially science teacher in "kelas unggulan" at MTsN Kediri II, can improve their ability in English and the quality of teaching and learning process, and also the result is expected to contribute development of teaching science by using English in "kelas unggulan" at MTsN Kediri. It is also expected to give meaningful contribution for Indonesian government. It is hoped that the government can consider about the programs to make Indonesia to become international level in education by using English in the process of teaching and learning process. According to the government it can make the education in Indonesia becomes better than before to the international level, people argue that it does not make better education in Indonesia, but it can make the education. Worse, since the students face more problems in their study due to their English ability is still poor. This phenomenon makes the researcher puts her interest to conduct research about it. The researcher questions: (1) how is the implementation of English language in teaching science for eight grader? (2) What problems do the teachers face during classroom teaching and learning? METHOD Based on the research question and the objective of the study, the researcher used descriptive qualitative. Gay (1992) explained that Descriptive research involves collecting data in order to answer questions concerning the current statues of the subject of the study). In this study, the researcher described the implementation of English language as the medium in teaching scdience at eight grade in "kelas Unggulan" at MTsN Kediri II. She concentrated on the biology class activity and the biology teacher herself. In this research, the researcher chose descriptive qualitative as the research design based on two reasons, which are the objective of this study is to describe the implementation of English language as the medium in teaching scdience at eight grade in "kelas Unggulan" at MTsN Kediri II and there is no treatment in this study. The subject of this study was the biology teacher of "kelas unggulan" in the 8th at MTsN Kediri II. The researcher chose the biology teacher because three reason. For the first, there are many students who favor Biology lesson. They like biology subject because biology is the easiest among Physic, Chemistry and Biology. The second reason is Biology lesson has a few things to be discussed about numerical, but it has many explanations. To give explanation a material in the Biology, teachers have to explain more. It means the teacher should make long sentences and more languages especially English. And the las reason is there is another language that is in Biology discussion, that is Latin language. Every plant or animals has Latin name, so students have to understand which Latin language is and which is English. This study is taken place in the 8th "kelas unggulan" and the teacher's office. For the first day, the researcher observes the condition of the school and the Biology teacher's when she was teaching in the classroom. The researcher recorded the teaching and learning process using vidio camera and tape recorder. And on the next day, the researcher came to the teacher office, actually on the biology teacher's room to interview her. The interview was used to find the data form the Biology teacher. The purpose of this interview was also to find out the information about teacher's efforts in developing the English language competency and to find out what the problems she usually faced during teaching and learning Biology by using English language. After knowing the problem, researcher could infer reasonable solution to solve the problems that were faced by the teacher. The data of this study is the condition of the biology class on 8th "kelas unggulan" in MTsN Kediri II. It included the teacher's competence in giving oral instruction by using English language in her Biology science class, for example asking question in English, giving opinion, giving explanation in English and the students' expression and utterance during teaching leraning activity. The other data is teachers' answer in the form of utterances and expressions given by the teachers during interview sessions which are transcribed into written form. Besides the result of the researcher's observation, the source of the data is the biology teacher herself. In this research, all of the data were collected by using observation field note and interview, were analyzed inductively in order to answer research questions stated in chapter one. The first step was accumulating the data recorded from the result of class observation and the answer of biology teachers through interview given. After all of data accumulated, the researcher studied the data well, she described them by classifying into the finding based on the research question. In addition, all the data were collected thoroughly as happened in the reality. RESULT AND DISCUSSION This chapter presents the result and discussion of the study as the answers for the research questions: (1) how is the implementation of English language in teaching science for eight grades? (2) What problems do the teachers face during classroom teaching and learning? Result Here, the researcher explained about the first and second day observation done by the researcher. On the first day observation, the researcher observed the condition on 8th kelas unggulan of MTsN Kediri II. In the first observation, the researcher noticed some facts happened in their teaching learning activities. Those are: (a) when the teacher explains the material by using English, her explanation is difficult to be understood by her students. (b) The science teacher of "kelas unggulan" in MTsN Kediri II does not always use English in explaining science material. (c) When the teacher wanted to explain about the material, she was consuming too much time to find the proper words makes the students waiting for long time, and also makes them getting bored. (d) the teacher often feels nervous and automatically, she cannot control her speaking, especially in pronunciation and vocabulary. In term of pronunciations, the researcher finds some words mispronounced words form, it was pronounced this word as like forem. In the word size, it is pronounced with sez. (e) The teacher thinks that the use of translation method make the students understands the material well. So that, in the most of the time she explains the material by using mother tongue then translate in to the English. (f) Because the teacher is fully aware that she is not teaching language at all but teaching science. So, she thinks that it's not to importance to make her English perfect. It is better to teach real science rather than just focusing on the students' English skills. (g) There are three languages used in the class there are (Indonesia, Javanese and English). But the biggest portion, about eighty percent used Indonesian. On the second day of this research, the researcher done interview the biology teacher of 8th "kelas unggulan" in MTsN Kediri II. From the interview which was done on May 23th 2013, the researcher tried to analyzes the teacher efforts in improving her skills in English language. There was one teacher who was interviewed by the researcher. Mrs Zahra', she is science teacher in the eighth graders of MTsN Kediri II. Science Teacher stated that, actually, she has already tried her best effort in improving English skills. It was done by practicing the speaking skill with her daughter and son at home. Her children convinced their mother that if she always does not speak English continuously and regularly as her daily habit, it will really improve her English. Besides the effort or practice she does at home, she also joins the English course which is hosted by the school in cooperation with one of good English course in Pare. These are proves that both school wants to improve the English ability so that she teaches science by using English confidently. Besides that, the school also held TOEFL and TOEIC test to know whether the competency of the teacher has improved or not. The Teacher's Competency in using English as the Medium of Teaching Science Teacher ability plays important role in delivering new knowledge and skills to students. If the teacher wants to be regarded as excellent and competent teachers by parents based of the excellent academic achievement of the student the teacher have to works hard to get it. In the implementation of the teaching Science in English in kelas unggulan, teacher's competency in teaching the subject is really needed, it include in the way the teacher teaching, teaching strategy, etc. This is so because many of our teachers today have had very little exposure to the subjects in English. In this research, the researcher explained about science teachers' competency which contains the ability to ask question in English, the ability to use oral instruction in English and the ability to give opinion in English. The Teacher's Ability in Questioning Student In the teaching and learning process in teaching science by using English as the language medium, the science teacher of Kelas unggulan at MTsN Kediri II is expected to be able to ask question to their students about the material that she had explained by using English. If it runs well, of course, it will make the students motivated during question and answer session. However, the teacher which is expected to be a model that has perfect examples how to ask thing in English did not do so. So that way, their students also answer the question in mixed language. Based on the observation done by the researcher, the researcher conclude that the science teachers in Kelas unggulan of eight graders of MTsN Kediri II still use translation method, that she use both English and Indonesia in asking question. This condition happened because both of the teacher and student do not master English well. To her observation, both the kelas unggulan students and the teacher are have not ready to use English one hundred percent yet in the class. Even though the researcher had to agreed that the use of English one hundred percent is too difficult for students, simply because the science language is different from the English that the students are studying during English class, the teacher as the important point should push herself to use English as close as possible at least they have to reach 75% during the teaching and learning process especially in asking question. Of course, the English foreign learners or English second learners will get some difficulties to express science term in English, but they have to work hard if they really want to make the bilingual runs well. The Teacher's Ability in Giving Oral Instruction by Using English In the process of teaching and learning science using English as the language medium, the science teachers of MTsN Kediri II always tried to give oral instruction to her students beside the written instruction. These two important are things which cannot be separated one by one. It is important to oral instruction during the teaching learning process, because without oral instruction the communication in the class between teacher and students cannot runs well. In this case, as a science teacher does oral instruction to help her students to understand the task easily. However, the simple interaction only done in Indonesian language, not in English because, the teacher still has difficulty to make simple interaction by using English. Based on the result of observation, the researcher concluded that the science teacher of MTsN Kediri II tried to maximize her ability in using oral instruction in English even though it is not grammatically correct. She tried and sometimes she mixed it with Indonesian. The problem is of mixing the language because, she still uses Indonesian quite a lot when giving her oral instruction. Based on the researcher observation, the science teacher of Kelas unggulan should master the art of giving oral instruction in English to communicate with their students if she wants to make the class become the real bilingual or international standard class. The Teacher's Ability in Giving Opinion to the Students Teaching through another language for some subjects may have cause a language problem. It happens in this class also when the teacher expresses her opinion in English; she mixed it with Indonesian language. Seems that she still find difficulties. It can be frustrated for the teacher to teach subject that have different language vocabularies, especially science subject. The language for science is different from the English language which students use in English class activities. Vocabulary in Science class has special syntactic structures. Making inferences in science subject meaning give all contribute to the difficulties of many other subject subjects which use English so. The selected teacher who teaches science by using English as the language medium of interaction for Eight graders in MTsN Kediri 2 has tried to maximize her ability in using English. During classroom activities the science teacher sometimes mixed the language when she was giving her opinion to the students. The Teacher's Efforts in Improving her English Teaching Skills From the observation and the interview that has been conducted, the researcher finds some mistakes of the science teacher in expressing sentences and words in spite of her mistakes. The mistakes include the teacher still tries her best effort to use English in explaining all the science materials. In the contrary to the teacher's effort, most of the mispronouncing the words and mixing the languages between English and Indonesian, students are still difficult to handle the maximum usage of English. They have to understand the science material in English is a big challenge to them. Therefore, to maximize her students' difficulty and to overcome the challenge, teacher uses Indonesian in some of explanations. Based on the result of observation, it can be concluded that sometimes the science teacher mixed the language or does not use English at all when she was not sure with the English Especially, if the teacher who does not have a good competency with her English language. The requirements to use English can be serious problem. From the interview that has been done the researcher find some facts that: First, the science teacher doesn't have good ability in speaking English or explain the science term correctly in English. Based on that, she gets difficulties in delivering the content to the students. Second, seems that science teacher is not too familiar with the terminologies and science terms in the English language due to her minimal exposure for learning and teaching science in the English language. Since the school supports the Implementation English in science class. The teachers' competency in teaching subject needs to be improved immediately. It is so because many of science teachers in that school have had very little experience in exposure English as the language medium in the classroom especially for the class that is chosen as kelas unggulan. The Problems Faced by the Teacher During Teaching and Learning Process There were some problems faced by science teacher of Kelas unggulan in MTsN Kediri II during teaching and learning Science by using English. The main problem of successful in using English in kelas unggulan is from the students' ability to understand the material which is presented in English. This fact is also confirmed by the science teacher, Mrs. Zahra' who is the teacher of science in "kelas unggulan" of MTsN Kediri II for class said that her problem during classroom explanation when she was teaching science refer to the language competency of their students in order to understand the science language in English. She stated if the students did not understand the language, it shows that they also would not be able to do the science task correctly. The solution of this problem according to her is giving some vocabularies continuously to the students who have the difficulties in understanding the science language. One more thing that in MTsN Kediri II there are some teams which is have quite good members who has cooperation with an English course in Pare. It was had been for about 3 months. So, it means the groups still in the process of improvement. The science teacher who has a team teaching in the process of teaching science for the class of Kelas unggulan have the different problem. She said that the problem which is occurred in the process of teaching science not only the language problem but also less motivation and participation of the students to follow the class activities. The solution according to her is using different kind of teaching strategies and giving motivation to their students in every meeting. From the statement above, it can be known that every science teachers who teach using English have their own problems, and they also have their own solution to improve the skill of their students in science, besides the using various kind of learning strategies which will make the teaching learning process enjoy full. CONCLUSION AND SUGGESTION Conclusion Based on the finding of data analysis and discussion in previous chapter, the researcher drew a conclusion: First, from the result of the research analysis, it is proved that the students' understanding of science's class taught by using English as the medium of teaching and learning science process still have no improvements, and based on the result of research question by using interview, shows that using of English as medium of teaching and learning process is not quite effective for of MTsN Kediri II. It's not because of just the teacher's ability, but also the students' English especially in understanding the words or vocabulary influence the result of learning, and in this school there are still some reasons that make the school has not been ready in applying English in teaching science, seen from the teacher's English ability and also the lack of the students' vocabulary on the lesson. Second, the use of English as the medium of teaching and learning science process in the science class makes the students are unable to enjoy their learning activities as well as the technique of the teacher use is not quite attracting them, and they can not understand the English teacher's explaination well. It seems that the teacher's technique cannot help them reduce the students' anxiety of learning. In addition, it cannot make them feel comfortable in learning to lead them to be better in learning. Meanwhile the goal of applying English in teaching science is that the students have to be brave to say or to express their idea in English, and the teacher's motivation is to make them confident to share the ideas. Third, the use of English as the medium of teaching and learning science process to the eight graders of MTsN Kediri II cannot seem to change the atmosphere of the classroom and is also unable to broaden their knowledges. Actually, it offers much wider range of language opportunities but what has happened there, the students have more difficulties in expressing the ideas, the correct vocabulary and sentences. Fourth, the use of English as the medium of teaching and learning science has made the class less active. The students do not have great willingness to participate without being forced by the teacher and they are still afraid of making mistakes in expressing the ideas. Fifth, the use of English as the medium of teaching and learning science makes the students less motivated in learning and are easier to grasp the lesson. Based on the observation has been done by the researcher there are just few students who have a bravery to express their ideas. Sixth, the other problems the students face are mostly in expressing ideas in English and lack of confidence and vocabulary. Suggestions The success in teaching not only depends on the lesson program, but also what is more important is how the teacher presents the lesson and uses various techniques to manage the class more lively and enjoyable. Regarding to the teaching science by using English as the medium of teaching and learning process, the writer gives some suggestion for the teacher. The science teacher should choose the materials that are appropriate and not too difficult for the students, the teacher should make sure that the students have fully understanding and enough information they need before assigning English as the medium of teaching science to the students, the teacher should keep controlling the student activities, the teacher should present the language in an enjoyable, relaxed and understandable way in order to make the students are attracted and enjoyed the science materials in English. Besides, the researcher suggests to the students. 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