Pattiradjawane, Adele Micheline (2009) The implementation of bilingual education at Klabat University and its outcomes in terms of students' English proficiency and their achievement in subject-matter / Adele Micheline Pattiradjawane. Doctoral thesis, Universitas Negeri Malang.
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ABSTRACT Pattiradjawane Micheline Adele. 2009. The Implementation of Bilingual Education at Klabat University and Its Outcomes as Seen in Students English Proficiency and their Achievement in Subject-matter. Dissertation English Education Program Post Graduate Program State University of Malang. Advisors (I) Prof. Dr.H. M. F. Baradja M.A. (II) Prof. Drs. Bambang Yudi Cahyono M.Pd M.A. Ph.D. and (III) Prof. Dr. Siusana Kweldju M.Pd Key words implementation bilingual education English proficiency achievement in bilingual subject-matter An important change taking place in the educational system of Indonesia is the use of English as medium of instruction for a number of content courses while Bahasa Indonesia is still maintained as medium of instruction. This phenomenon has aroused attention of educational authorities. The two foci of the study are the implementation of the bilingual program and its outcomes as seen in students English proficiency and their achievement in subject-matter. With reference to the first focus the objective of this study is to describe the implementation of bilingual education at Klabat University (KU). The second objective is to describe the outcomes of bilingual education in terms of students English proficiency and their achievement in subject-matter. The investigation into the implementation of bilingual education focused on practices that promoted and impeded the implementation how English was cultivated in the bilingual program and how bilingual courses were conducted. The investigation on students outcomes focused on their English proficiency their achievement in three bilingual courses and the relationships between English proficiency and achievement in subject-matter. In order to achieve the objectives above the research methods were qualitative and quantitative. Being dominantly a qualitative study the design adopted in this study was an emergent design. In order to describe the implementation of the bilingual program the qualitative method was used. In order to describe the outcomes of bilingual education the quantitative method was used. In order to describe the relationships between students English proficiency and their achievement in subject-matter the qualitative method was employed. Three sampling procedures were used in the study (1) snowballing sampling for respondents for the interview on the policies in implementation of bilingual education (2) purposive sampling for six respondents to the questionnaire on policies and cultivation of English and (3) proportional purposive sampling for subjects on their English proficiency and achievement in subject-matter. The subjects were students attending bilingual courses at KU. Each subject represented a level of proficiency. Their levels of proficiency were based on their scores on the placement test administered by the KU when they were accepted into the university. The four different levels of proficiencies were beginning English level lower elementary level upper elementary level and intermediate level. Three methods were used to obtain data on the implementation of bilingual education (1) interviewing respondents who were involved in the implementation of bilingual education (2) distributing a questionnaire on the implementation of bilingual education to six lecturers from the School of Economics and (3) observing the implementation of three bilingual courses Intermediate Accounting II Business Finance II and Controllership. Data collection on the outcomes of bilingual education used five methods administering the English Placement Test to the sample (N 44) administering the Test of English as a Foreign Language to the sample (N 32) obtaining the list of test scores on achievement in subject-matter from the lecturers who conducted the bilingual courses distributing a questionnaire on students self perception of their achievement and interviewing lecturers on their perception of students achievement. Data on the implementation of bilingual education were analyzed by crafting a profile. The quantitative data on students scores were analyzed by using descriptive statistics with using the t-test. The perception questionnaire was analyzed by data reduction coding and categorizing. The findings show that the implementation of bilingual education at KU followed a natural course of events and was dominated by good practices such as complying with the procedures outlined in the university s constitution taking creative actions with no dependency on government s fundings imposing no pressure on students and teachers to use English thus allowing a comfortable sociolinguistic situation to emerge in which three languages coexists. The cultivation of English was extensive English was used in academic and non-academic activities. However the conducting of bilingual courses lacked in aspects of technology. Findings on the outcomes of bilingual education show that in terms of English proficiency there was no significant difference between students scores on entry in the university and students second scores on the placement test. However on analyzes by each level of proficiency beginning English and lower elementary level students made significant gain in their English proficiency. Students at the upper elementary level gained in proficiency but not significantly but intermediate students showed no gain in proficiency. It is concluded that students English proficiency is adequate for studies at KU. Findings on achievement in subject-matter are students achievement was satisfactory. Students achievement in subject-matter indicate students employ language knowledge and pragmatic strategies to work on the test tasks in the TLU domain. Achievement in IA II showed that the class is heterogeneous with 963 22.36 and variance of 499.99. Achievement in BF II showed that the class was homogenous with 963 4.42 and variance 19.5. Achievement in the CTR class showed a heterogeneous class with 963 9.37 and variance 87.97. It is concluded that students achievement is satisfactory due to an interplay of students computation skills students strategies students reading proficiency and students academic performance as attributed to having high GPA s. In addition there is no relationship between students English proficiency and their achievement. The conclusions drawn are that the implementation of bilingual education had practices that promoted the program. This study recommends the continuation of the bilingual education program at KU while working toward students graduating with dual certificates.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S3 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 17 Sep 2009 04:29 |
| Last Modified: | 09 Sep 2009 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/64393 |
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