The Teaching of English to the Second Graders of ICP and Bilingual Classes at Laboratory Primary School of UM

ABSTRACT Marita, Intan. 2011. The Teaching of English to the Second Graders of ICP and Bilingual Classes at Laboratory Primary School of UM. Thesis, English Department, Faculty of Letters, State University of Malang. Advisor: Harits Masduqi, S.Pd., M.Pd., M.Ed. Key words: the teaching of English, ICP (International Class Program), bilingual class, primary school Based on the Government Regulation No.19/2005 on Standard of National Education article 7 verse 7, English is a local content subject in primary school. It is not a compulsory subject. However, many schools have already taught English starting from the first grade of primary school. To improve the quality of the national education, the government gives chances to schools to develop into International Standardized School and implement international curriculum besides the national curriculum starting in 2006. ICP was the first international class program held at Laboratory Primary School of UM, and bilingual classes were new international program held at this school starting two years ago. Both ICP and bilingual classes use the same curriculum in the teaching of English. Due to the fact that Laboratory Primary School of UM is one of the schools which implement international curriculum, it is interesting to investigate the teaching of English at this school. This research is intended to describe the teaching of English to the second graders of ICP and bilingual classes at Laboratory Primary School of UM in terms of (1) the curriculum, the syllabus, and the lesson plan used for the teaching of English in ICP and bilingual classes, (2) the instructional media used for the teaching of English in ICP and bilingual classes, (3) the instructional material used for the teaching of English in ICP and bilingual classes, (4) the teaching technique used for the teaching of English in ICP and bilingual classes, and (5) the assessments used for the teaching of English in ICP and bilingual classes at Laboratory Primary School of UM. This study employed a descriptive qualitative design. The subjects of this study were the English teachers of the second grade of ICP and bilingual classes, 31 students of ICP, and 33 students of bilingual class. The instruments used to collect the data were observation sheet, field note, interview guide, questionnaire, and documentation. All the data gained from all the instruments were analyzed qualitatively and presented descriptively. The findings of this study were as follows. First, the curriculum used for the teaching of English to the second graders of ICP and bilingual classes was full Cambridge curriculum. Though the other subjects, Math and Science, used integrated curriculum, there was no integration of national curriculum in the curriculum used for the teaching of English for the second grade. Then, the syllabus used for the teaching of English for the second graders of ICP and bilingual classes was developed by the English teacher of ICP class. Unfortunately, the syllabus missed two components, which were the instructional media and the learning resource. For the lesson plans, the teachers did not make any lesson plan as recommended by the government. The teachers simply followed the syllabus for their teaching activity. Second, the instructional mediaused for the teaching of English in ICP and bilingual classes was mainly the workbook. The other instructional media used for the teaching of English in ICP and bilingual classes was not optimal yet. Third, the instructional material used for the teaching of English in ICP and bilingual classes was developed by the English teacher of ICP. Besides, for the enrichment the teachers used the other books such as In Step in ICP and Fun with English in bilingual class. Fourth, the teaching technique used for the teaching of English in ICP and bilingual classes were almost the same, which were reading aloud, reading comprehension, classroom language, dictation, listening to stories and free writing. The last, the assessments used for the teaching of English in ICP and bilingual classes were test and non-test. Based on the results of the study, teachers are suggested to always discuss and share information of the curriculum, work together in mapping and developing the syllabus, make use the media available and try on the other instructional media for the teaching of English, evaluate and revise the instructional materials, use more varied teaching techniques, and give more attention to portfolio assessment.