THE IMPLEMENTATION OF BILINGUAL EDUCATION PROGRAM IN INDONESIA: AS THE REVIEW OF THE LITERATURE

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THE IMPLEMENTATION OF BILINGUAL EDUCATION PROGRAM IN INDONESIA: AS THE REVIEW OF THE LITERATURE

Siprianus Wara,M.Pd

English Education Department, Faculty of Languages and Art

Post Graduate Program

Ganesha University of Education

ABSTRACT

In Indonesia is the implementation of bilingual education which is implemented through of International school standard. The schools are called Rintisan Sekolah Berstandar International (RSBI) and became an International School based standard or Sekolah Berstandar Internasional (SBI). Since 2011 the bilingual education program have been criticized  which argued that such a program has discriminated the poor from the rich as those international standardized school are mostly enjoyed by the rich rather than the poor. The new paradigm of bilingual school, English is used as the instruction language in bilingual school. The Indonesian government has a role of English as international language and the language of technology in the global era, so Indonesian government makes some effort to maximize and acquire English as the target language. The bilingual education in Indonesia had been started at secondary level since 2004 and it gained polarity 2007 until 2012 achieving 1.300 schools of international standard schools ( Kedaulatan Rakyat, 14 Januari 2013) It is evident that bilingual education program requires some professional bilingual teachers who are competent in the first language ( Indonesia) and the target language (English) to use the two languages as a means of classroom communication  of selected subjects. On 8^th of January 2013, the constitutional court dissolved the international school standardized as the impact judicial review of the acts of the Indonesian Republic Number 20 Year 2003 article 50 verses 30 about the establishment of international school standard. The implementation of bilingual school program is as contradiction to the constitutional of Indonesia 1945. There are the discrimination for the school and the students. In 2013, the data of the international school standardized were 1.397 Rintisan Sekolah Berstandar Internasional (RSBI) which are divided in elementary schools were 293 the secondary schools were 351 the senior high schools were 363 and vocational schools were 390 (Source; Data of Department of National Education in Tempo 21^st  of  January 2013).

Keywords: Implementation, Bilingual Education Program, Review, the Literature

Introduction

The implementation of the bilingual education in Indonesia started in 2004 and gained its popularity to the national school standardized to the international school standardized.  Since 2011 the bilingual education program been criticized  which argued that such a program has discriminated the poor from the rich as those international standardized school are mostly enjoyed by the rich rather than the poor. The new paradigm of bilingual school, English is used as the instruction language in bilingual school. The Indonesian government has a role of English as international language and the language of technology in the global era, so Indonesian government makes some effort to maximize and acquire English as the target language. One of the innovative efforts to deal with the above issue the government established bilingual school program which are advocated to be implemented in elementary school and secondary school levels such as Junior high school, senior high school and vocational school.

The predominant view found in existing literature and research is that cognitive development is facilitated by instruction in the students’ first language. It is also accepted widely that students develop more positive attitudes toward school as a result of the use of the native language and that instruction in the native language actually increases acquisition in the second language. This instruction begins when the students can communicate in that language and are not at an academic disadvantage due to insufficient knowledge of the language. It is essential to spell out, as James Craw­ford, 2004: 20).Bilingual schools are expected to get the three essential goals for bilingual learners (Brisk, 2006): 1)Language proficiency to academic grade level. 2)Socio cultural integration to their ethnic community and the society at large. 3). Academic achievement as defined by school for all students.

These goals address the outcomes by which a program is viewed as successful. In addition, schools can set as a goal support for the whole family as well as community education and well-being.

It seems obvi­ous to argue that any and all education movement or reforms should be intended to benefit every student in every school. With that approach in mind, politicians, principals, school administrators, teachers, parents, and the community at large should have access to empirical findings that point to strategies that improve not only stu­dents’ English proficiency but also their chances of developing their academic potential to the fullest. It is essential to spell out, as James Crawford (2004: xv) asserts, “there is no contradiction be­tween promoting fluent bilingualism and promoting academic achievement in English; indeed, these goals are mu­tually supporting”.

THEORETICAL CONSIDERATION

The Nurture of Bilingual Education program

The term of bilingual education refers to the use of two languages as a means of classroom instructions. (Anderson and Boyer in Romaine, 1995) as cited by Margana (2013).The two languages include minor language and major language. More clearly, May et al. (2004) advocated that bilingual education utilities two language; first language and the second language as the device of classroom instruction of some selected subjects that exist in a curriculum of any school level. Baker and Pry-Jones (1998: 466) add that bilingual education program refers to a policy of the use of the first language and the target language as a means of classroom instruction of some subjects which include natural sciences, social sciences, mathematics, and humanities. In supports of this, May et al. (2004) three main issues to further explain the bilingual education which include (1) philosophy, (2) model, and (3) program.

1.   Philosophy of Bilingual

§  Addictive

Addictive bilingualism is meant the gaining of competence in a second language while the first language is maintained Luckett (1993), in the addictive bilingual model is a simply one which adds languages to a children’s repertoire, instead of subtracting them. In an addictive model therefore, children’s home language are fully acknowledged and utilize throughout education.

§  Subtractive

Subtractive in the context of bilingual/multilingual is language as a monolithic. When subtractive bilingualism occurs, a second language is learned at the expense of the first language which it gradually replaces. This occurs when the social conditions devalue the child’s first language and its associated  culture.

b.   Bilingualism Model

a.    Transitional Model or Early Exit Bilingual Education

This model  is as primary language is used as the medium instruction until such time as students sufficiently master English, focus on English proficiency.

This model tolerates the use of the firs language or local language as a means of classroom communication when learners have insufficiency of the target language.

·      Early-Exit offers initial instruction in primary language, usually limited to initial reading instruction and used as support for clarification of English. All other instruction is in English.

·      Late-Exit offer a minimum of 40 percent of their instructional time in primary language and 60 percent of English instruction students.

b.   Maintenance or Late Exit Bilingual Education

The model offers three languages, namely mother tongue, first language and target language. But they have to use the mother tongue and first language in order to always marinating those types of languages. This program offered to support and encourage learning in two languages and to develop proficiency in both languages.

c.    Enrichment or Two-Way Bilingual Education

The main point of this model; the learners learn the other language as well as their own language. And the learners also achieve academically trough and both language. They also appreciate each other languages and cultures.

d.   Submersion Model

The model accentuates the exclusive use of the target language in teaching and learning process. This implies the bilingual teachers have utilized the target language in classroom communication. The use of the first language is forbidden because it only retards the mastery of the subject.

e.    Immersion Model

This immersion model gives an emphasis on enrichment which is targeted to deal with establishing bilingualism and bi-literacy on the part learners. This model consists of the use of L2 in the classroom interaction beside L1. This model is also dual language instruction that promote bi-literacy by immersing second language learners.

f.    Benefits of bilingual education

 In relation to the bilingual program, many countries succeed in implemented the bilingual education program which is becoming popular in many countries.  According to Clegg (2011) explained that the ability of L2 and pedagogical skills to foremost in teach, so the students can easily understand about what the instructions given by the teacher. Although the implementation of Bilingual education program in Indonesia is still in the early stage, it has provided progress toward improving the quality of the students, improving quality of teachers in L2 cognitive skills. Bax (2013) the implementation of bilingual education program in Indonesia, there are still many barriers. The issue is related to the lack of the teacher competence in English.

METHOD

The method in this research is by using review the literature. The study of this article is to try to find out the problems and the implementation of bilingual education program in Indonesia. The writer used a review the literatures as basic method in conducted this research. The theory is conducted in bilingual school or the bilingual education program. The writer tried to know the effects of affective the bilingual education program. The other hand to criticize the implementation the bilingual education program in Indonesia is from the history of bilingual education program to the Judicial -review in Indonesia constitutional court. To obtain the data, the writer review the theory was used by the other researchers to prove the influenced in students learning in bilingual schools and also has the implication for the teacher in teaching in bilingual schools program.

            In the study of the article the writer use 5 article as the supporting to conduct on the article which related to the topic is discussed. The article are about the implementation the bilingual education program in Indonesia and also the other country in Asian or south east Asia and America.

1.      Margana (2013). Theoretical justification of bilingual education program in Indonesia. Board of Educational Linguistic Journal.

2.      Sultan, S. (2012) English Medium of Instruction in Indonesia Public Junior Secondary School, Students language use attitude/motivation and foreign language outcomes. Herley Borland and Bill Eckersly. Victoria University. Melbourne Australia.

3.      British Council Teaching English East Asia (2010), Learning through English; policies, challenges and prospect insight from East Asia.

4.      Riggal, A. (2014).Bilingual Education In Brunei; The Evolution of the Brunei approach to bilingual education and the role of CfBT in promoting education change. University of Oxford.

5.      Ovand, C. (2003). Bilingual Education in United States Historical and Current Issues. Arizona State University.

DISCUSSION

Some points are the result of the research from some countries about the implementation of Bilingual Education program.

1.   Margana (2013). Theoretical justification of bilingual education program in Indonesia.

The article which is conducted by Margana, (2013) described that implementation of bilingual education in Indonesia started 2004. The bilingual school program has gained the popularity are about 8 years and establishing 1300 schools in 2012. Margana said the bilingual school in Indonesia got some criticized from some parties and argued the schools discriminated between the poor and the rich students.The implementation of bilingual school program is as contradiction to the constitutional of Indonesia 1945.

2.   Sultan, S. (2012) English Medium of Instruction in Indonesia Public Junior Secondary School, Students language use attitude/motivation and foreign language outcomes.

This article discussed most of the previous study that bilingual education can improved the foreign language outcomes. On the other hand that bilingual education in English as The Medium of Instruction in study in Indonesia (EMI) however teacher has limited proficiency in English. In the research the researcher conducted in 3 junior secondary bilingual schools in south Sulawesi and English Medium Instruction in math science. The findings of the research showed that most of the students improve in their English. The students English improve because they have more extra time to develop their skills outside of the school.

3.   British Council Teaching English East Asia (2010), Learning through English; policies, challenges and prospect insight from East Asia.

The British Council showed  that the implementation of bilingual education are in Indonesia, Vietnam, Thailand and South Korea have a good result. There are many schools conducted and using English as the medium of instruction. And most the countries using English for some subjects. It means not for all using English. There are some subjects like math and science.

4.   Riggal, A. (2014).Bilingual Education In Brunei; The Evolution of the Brunei approach to bilingual education and the role of CfBT in promoting education change.

5.   Ovand, C. (2003). Bilingual Education in United States Historical and Current Issues. Arizona State University.

The article discussed about bilingual education in USA has been contested and reformulate within in varying  historical, politic, social and economic context. All are of the contexts which challenge the bilingual education system. In USA the contexts of bilingual education are reformulated into politics and the ideology of the USA itself.

From the articles above has reviewed that there are a number of ways to demonstrate genuine respect for languages. Allowing students to use their home language anywhere in the school, offering courses in that language (including advanced courses at the high school level), providing tests in both languages, and featuring students’ languages in signs, projects, and other written work all enhance respect.

Bilingual teachers should feel free to use the bilingual students’ home language outside instruction and, ideally, bilingual school staff should use their language with each other. Tests and students’ products in the home language should be given as much importance as those in English. Good results in either language should be equally celebrated. Featuring the language around the school does not mean translating everything. A better policy is to have some things posted in English and some things posted in the native language of the students. Balancing the status of both the home language and English in the whole school-rather than just the bilingual classroom-greatly influences the development of language proficiency among bilingual students.

THE BACKGROUND OF BALINGUAL EDUCATION IN INDONESIA

Some numbers of recent reports on bilingual education in Indonesia, In particular Clegg, (2007) and Coleman (2009) and also by meeting with important stakeholders in Indonesia education who offered useful information on the background to bilingual education projects around the country. In 2004 the Indonesian authorities asked Professor in Slamet of the State University of Yogyakarta to prepare a policy on the use of English in science and Math, and as part of his research as like used in Malaysian experience to investigate of bilingual programs in teaching content subjects. At that time 30 secondary schools were established as pilot school.

 it was stressed the minister that the aim the project is still to raise the standards of education generally through the development of schools of “International standard”, and that in fact the bilingual/English dimension is secondary, or rather is meant to serve that higher aim. In the term of how schools come to obtain SBI status, in principle the local education authorities are supposed to nominate a school for SBI status and then the central authorities are supposed to make visit so as to evaluate its suitability according to the strict set criteria. Coleman (2009 p 18) in Bax, (2013).

CRITISISM OF THE IMPLEMENTATION OF BILINGUAL EDUCATION IN INDONESIA

The bilingual education in Indonesia had been started at secondary level since 2004 and it gained polarity 2007 until 2012 achieving 1.300 schools of international standard schools ( Kedaulatan Rakyat, 14 Januari 2013) It is evident that bilingual education program requires some professional bilingual teachers who are competent in the first language ( Indonesia) and the target language (English) to use the two languages as a means of classroom communication  of selected subjects.

The implementation of bilingual program above refers to the acts of the Indonesian Republic Number 20 Year 2003 article 3 which advocates that the Indonesian government and local government have to organize a least a unit having standards of education. On 8^th of January 2013, the constitutional court dissolved the international school standardized as the impact judicial review of the acts of the Indonesian Republic Number 20 Year 2003 article 50 verses 30 about the establishment of international school standard. The implementation of bilingual school program is as contradiction to the constitutional of Indonesia 1945. There are the discrimination for the school and the students. In 2013, the data of the international school standardized were 1.397 Rintisan Sekolah Berstandar Internasional (RSBI) which are divided in elementary schools were 293 the secondary schools were 351 the senior high schools were 363 and vocational schools were 390 (Source; Data of Department of National Education in Tempo 21^st  of  January 2013).

Concerning with bilingual students’ first intense encounter with the English language and with Indonesian culture and society, schools must overcome social attitudes opposed to the social and academic development of bilingual learners. Successful schools create a productive academic environment and an accepting community. Although schools cannot change the social reality, they can create a different society within their walls. Getting to know the students and their families as well as welcoming their languages and cultures can build a coherent community where the bilingual program becomes an integral part of the school. Successful schools create “a nurturing, family atmosphere with high expectations for learning and personal development” (Senesac, 2002) in Bax, (2013).

  

CONCLUSION

The Indonesian government has a role of English as international language and the language of technology in the global era, so Indonesian government makes some effort to maximize and acquire English as the target language. The bilingual education in Indonesia had been started at secondary level since 2004 and it gained polarity 2007 until 2012 achieving 1.300 schools of international standard schools ( Kedaulatan Rakyat, 14 Januari 2013) It is evident that bilingual education program requires some professional bilingual teachers who are competent in the first language ( Indonesia) and the target language (English) to use the two languages as a means of classroom communication  of selected subjects.

In Indonesia is the implementation of bilingual education which is implemented through of International school standard. The schools are called Rintisan Sekolah Berstandar International (RSBI) and became an International School based standard or Sekolah Berstandar Internasional (SBI).

On 8^th of January 2013, the constitutional court dissolved the international school standardized as the impact judicial review of the acts of the Indonesian Republic Number 20 Year 2003 article 50 verses 30 about the establishment of international school standard. The implementation of bilingual school program is as contradiction to the constitutional of Indonesia 1945. There are the discrimination for the school and the students.

REFERENCES

Bax, S. (2010). Researching English Bilingual Education in Thailand, Indonesia, South Korea. British Council Teaching English 29 – 51.

British Council Teaching English East Asia (2010), Learning through English; policies, challenges and prospect insight from East Asia.

Clegg. J.(2011).Education Through of medium of a second language in country- wide contexts, Language in Education system, part two 130-135

Faltis and Hudelson, (1998) Bilingual Education In Elementary and Secondary School Communities. Viacom Company. United States.

Hallet, E.E.(2005) Most Indonesian schools struggling with bilingual education issue. retrivied 20 January 2016 from Http:// the Jakarta post.com/news/2005/07/23/most Indonesia schools struggling-bilingual-education-issue.html

Margana (2013). Theoretical justification of bilingual education program in Indoensia. Board of Educational Linguistic Jurnal.

Ovand, C. (2003). Bilingual Education in United States Historical and Current Issues. Arizona State University.

Riggal, A. (2014).Bilingual Education In Brunei; The Evolution of the Brunei approach to bilingual education and the role of CfBT in promoting education change. University of Oxford.

Sultan, S. (2012) English Medium of Instruction in Indonesia Public Junior Secondary School, Students language use attitude/motivation and foreign language outcomes. Herley Borland and Bill Eckersly. Victoria University. Melbourne Australia.