Current practices and issues of teaching and learning Biology using English at Pilot International Standard Schools in Indonesia
This study aimed at examining the current practices and issues of Biology teaching and learningusing English at seven Pilot International Standard School (PISS) in South SumatraProvince, Indonesia. The study also focus on language and learning resources, teachersproblems, students perceptions on lea...
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| Format: | thesis |
| Language: | eng |
| Published: |
2019
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=6739 |
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| Summary: | This study aimed at examining the current practices and issues of Biology teaching and learningusing English at seven Pilot International Standard School (PISS) in South SumatraProvince, Indonesia. The study also focus on language and learning resources, teachersproblems, students perceptions on learning of Biology using English, and application ofeffective Content Language Integrated Learning (CLIL) pedagogy using the Second LanguageAcquisition (SLA) penta-pie tool. This study employed qualitative approach in the formof naturalistic inquiry supported by qualitative and quantitative data. The qualitative datawere obtained from individual and focus group interviews among seven teachers, 21 groups of fivestudents, seven headmasters, and six program coordinators who were selected purposively. Data werecollected from classroom observations on 21 Biology lessons and documents used duringteaching and learning. Interview data on problems of teaching and learning of Biology using Englishwere analyzed using thematic analysis. Quantitative data were collected using the Views ofTeaching Biology Through English (VoTBE) questionnaire administered to 633 students selected by purposive sampling. Questionnaire data were analyzed descriptivelyusing SPSS 16.0.version. The findings showed the average percentage of teachers and studentstalk using English during teaching and learning was 21.7 % and 10.9 % respectively.Additionally, most teachers used Power Point slides followed by videos as learning resources. Thelack of English proficiency and governments support on teachers professionaldevelopment were found as the main problems faced by teachers in implementing the PISS program. Thestudents view that joining English courses, using various teaching strategies and learningresources and also support from parents were strongly needed to learn Biology using English.The teachers were mainly focused on the meaning focused-processing category of the SLApenta-pie. They barely applied the other categories of the SLA penta-pie whenconducting lessons, and hence did not implement an effective CLIL pedagogy. In conclusion,teachers had not fulfilled the requirements specified in the PISS program guideline especiallyEnglish competency and proficiency, as well as the use of Information and CommunicationTechnology (ICT)-based teaching and learning resources. The implication of this study suggests thateffective practice of teaching and learning of Bi logy using English must bethrough continuous teachers professional development. |
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