THE UNEFFECTIVE OF ENGLISH USAGE IN SBI SCHOOLS

Discussion on the theories and practices of teaching content by using English have

been centered around what to teach and how to teach the foreign language in

content materials, but unfortunately they have been done with minimum knowledge

and skills to critically think of making rationales behind the practices. Seeing the

situation, most of the Junior High School (SMP) and Senior High School (SMA) in

Indonesia have been categorized RSBI (Rintisan Sekolah Bertaraf Internasional) or

SBI (Sekolah Bertaraf Internasional). In RSBI the teaching learning process should

have implemented English as the introduction language and the means of

communication. Even though, the implementation of English is not totally 100% done

but the English atmosphere can be felt.

In fact, there are still SBI schools that use Indonesia only in their daily teaching

learning process, but they apply English in their question of examination because of

their RSBI status. The effect is most of the students get difficulties in comprehending

the question and writing the answer because the materials never explained in

English. Of course, every SBI school wants to create English atmosphere in its

teaching learning though it still uses Indonesia.

International Conference about ‘Language, Education, and Millennium Development

Goals (MDGs) on 11 November 2010 in Bangkok, Thailand concluded that the used

of foreign language in Indonesia school which focused in SBI is not effective.

Because there is not certain teaching standard so every teacher in its school gives

different material with different teaching method.

The study stated also that ineffective of foreign language teaching caused of

teacher’s low ability in mastering English. There are only 10% of teachers who

capable in English both understanding and explaining the material in English. The

rest is content teacher who has just learnt English from course. In serious condition,

such of those teachers are pointed to teach in international classroom (SBI

classroom). Consequently, the students will lose out in two aspects, i.e., (1)

substantially the students do not understand what the teacher explained because of

the used of English as introduction language that in Indonesia still get difficulties in

comprehending the material, and (2) the students get inappropriate English role

model, beginning from grammatical aspect, vocabulary, writing, pronunciation, etc.

Furthermore, this teaching role model is contrast with Undang-Undang No. 14, 2005

about teacher and lecturer that teacher should be competent in 4 aspects, i.e.,

professional, pedagogically, personality, and social. Moreover, based on

professional competent the teacher has to teach appropriate subject suitable with

her/his discipline science.

English as an international language does not mean English to be introduction

language in teaching learning process. It has to attention the education system,

curriculum, standard, and international quality. Therefore, it is very inappropriate if

English to be the only one language as measurement of SBI implementation.

Resulting the competitive students is not always through international schools.

Qualified teacher will result qualified students, otherwise unqualified teacher will

result unqualified students though the institution is international school (SBI).

National Minister of Education (Kemendiknas) will revise the used of implementing

English as introduction language in SBI School. The objective of those revised is not

only on the foreign language capability but also on the qualified curriculum. In
addition, Chief of Language Construction and Development of Kemendiknas Agus

Dharma state that ‘Indonesia has to be introduction language in schools in spite of

international schools (SBI).’