A DESCRIPTION ON THE USE OF ENGLISH AS A MEDIUM OF INSTRUCTION USED BY THE TEACHER USING CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) AT STIKES DR. SOEBANDI JEMBER IN THE 2012/2013 ACADEMIC YEAR

Abstract

Different subjects need different language use. The use of English for midwifery students needs specific English for future work or studies. Dealing with the use of English taught in different course subjects in which English is not used, Content and Language Integrated Learning (CLIL) provides a chance to use English a medium of instruction. CLIL is an approach where English is used for medium of instruction. This research focuses on the use of language used by the English teacher at Sekolah Tinggi Ilmu Kesehatan (STIKES) dr. Soebandi Jember especially in explaining materials, asking questions, and giving instruction to the class. There was a team of English teacher consisting of three English teachers. All of them teach English in English class which refers to English Specific Purpose (ESP). Therefore, there is a need to know the English use in the classroom as the medium of instruction. The research objectives were to know the extent to which the teacher used English as a medium of instruction, to know the purposes of using English for classroom instruction, and to know how effective the use of English used by the teacher is. The result of a case study was expected to be an evaluative study for the teacher for inspiringly better teaching style in using English as the medium of instruction. The research belongs to qualitative research intended to portray the use of English as a medium of instruction done by the English teacher which was conducted continually through observation and fieldnotes, and to know the purpose the teacher used English, the interview was chosen purposively as the data collection method. viii

The data from the observation were written up as the summary of the raw data and later were coded based on the research problems. In this present study, the observation was conducted four times for the purpose of collecting data. Based on the results of the discussions, the extent to which the teacher used English for classroom communication was the teacher used English to translate the English words, used simple English to the students, and repeated the English expressions. It was recorded in the first observation that the teacher spoke English only when he got English words, but the explanation was mostly done in Indonesian. Based on the theory, the teacher should have emphasized on English rather than Indonesian to get the students highly motivated. The results of the second, third, and fourth observation were almost similar to the previous one. The purpose of the English use was already matched with the one suggested in CLIL. Based on the interview results, he used English for the sake of motivating students to use English for communication. In fact, he teacher used Indonesian very much that made the English use was not effective. In explaining and giving instruction, the use of English was not effective, but it was effective in questioning. It was because the teacher did not optimize the English in communicating with the students. The four times observation has already shown the results of the research problems. The finding would be an evaluative finding for teacher, and he was highly suggested to use English more than Indonesian inside and outside classroom.