HARINDA RARASATI, 2201406057 MATHEMATICS TEACHERS PROBLEMS IN USING MATHEMATICAL TERMINOLOGY AT THE CLASSES OF INTERNATIONAL LEVEL SCHOOL (SBI)&amp;amp;amp;lt;

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HARINDA RARASATI, MATHEMATICS TEACHERS PROBLEMS IN USING MATHEMATICAL TERMINOLOGY AT THE CLASSES OF INTERNATIONAL LEVEL SCHOOL (SBI)&amp;amp;amp;lt; br /&amp;amp;amp;gt; (a Case of Mathematics Teachers of SMA Negeri 3 Semarang)

Identitas Mahasiswa - NAMA : HARINDA RARASATI - NIM : PRODI : Pendidikan Bahasa Inggris - JURUSAN : BAHASA & SASTRA INGGRIS - FAKULTAS : Bahasa dan Seni - yaa2z_1002 pada domain yahoo.co.id - PEMBIMBING 1 : Drs. Suprapto, M. Hum - PEMBIMBING 2 : Drs. Hartoyo, M. A., Ph. D - TGL UJIAN :

Judul MATHEMATICS TEACHERS PROBLEMS IN USING MATHEMATICAL TERMINOLOGY AT THE CLASSES OF INTERNATIONAL LEVEL SCHOOL (SBI)&amp;amp;amp;lt;br /&amp;amp;amp;gt; (a Case of Mathematics Teachers of SMA Negeri 3 Semarang)

Abstrak International Level School or Sekolah Bertaraf Internasional (SBI) is a new program implemented in education world in Indonesia. The main characteristic of SBI is the use of English as a medium of instruction in teaching and learning process. Almost all subjects of teaching are conducted in English; therefore, teachers of SBI should use English in their classes. This final project was conducted to find out mathematics teachers’ problems in using mathematical terminology. In this study, the researcher used qualitative method. This study was conducted in SMA Negeri 3 Semarang. There were two mathematics teachers observed in this study. They were experienced in teaching their object in English for about 4-6 years. In this research, the researcher conducted observation and interview to the observed teachers to gather the data. It was revealed that the teachers still had problems in using English, especially the mathematical terminologies. There were some mathematical formulas they could not read properly and some mathematical terminologies they could not pronounce well. Besides, they sometimes made errors in using grammar and had misconception in using mathematical terminologies. Moreover, they had some difficulties in finding the correct terminologies related to their subject. It was also shown that the teachers used bilingual instruction (English- Indonesia) in teaching-learning process. Teacher A mostly used Indonesian in his teaching process (approximately up to 70%) while teacher B mostly used English in his teaching process (approximately up to 60%). In fact, according to Depdiknas, they should use full English in teaching-learning process because the school has conducted SBI program for more than three years. Referring to the data, the researcher would like to propose some suggestions for the teachers and government. Firstly, the teachers should improve their proficiency of English by joining some trainings or practicing by themselves. They should also pay more attention to their use of English in the class. Besides, the government should carry out more training of English for the teachers of SBI and help the teachers by selecting and providing supplementary books which are appropriate the curriculum for SBI.

Kata Kunci Teachers’ problems, Mathematical terminology, International Level School

Referensi Arikunto, S Prosedur Penelitian. Jakarta: PT Rineka Cipta. Cresswell, J. W Research Design Qualitative and Quantitative Approaches. London: Sage Publications. Depdiknas Panduan Pelaksanaan Pembinaan Rintisan Sekolah Menengah Pertama Bertaraf Internasional. Hoyle, E The Role of the Teacher. London. Finocchiaro, M The Foreign Language Learner. New York: Regent Publishing Company. Gay, G Culturally Responsive Teaching: Theory, Research, & Practice. New York: Teachers College Press. Hornby, A. S Oxford Advanced Learner’s Dictionary. Oxford: Oxford University Press. Johnson, R. K., and M. Swain Immersion Education: International Perspectives. Cambridge: Cambridge University Press. Kurnianingsih, Sri, Sulistiyono, and Kuntarti Mathematics 1A for Senior High School Grade X Semester 1. Jakarta: PT. Penerbit Erlangga. Littlewood, W Communicative Language Teaching. Cambridge: Cambridge University Press. Lubis, Y Developing Communicate Proficiency in the English as a English as Foreign Language (EFL) Class. Jakarta: Departemen Pendidikan dan Kebudayaan Press. Mackey, W. F Language Teaching Analysis. Hongkong: Wilture Enterprises (International). Moore, K. D Classroom Teaching Skills. Boston: Mc Graw Hill. Nunan, D Research Methods in Language Learning. Cambridge: Cambridge University Press. Tickoo, M. L Language Across the Curriculum. Singapore: SEAMEO Regional Language Centre. quo-vadiz/ accessed on 6 August 2010

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