The implementation of bilingual class in speaking skills of seventh-grade students

Karimatun Nisak, Zitni (2025) The implementation of bilingual class in speaking skills of seventh-grade students. Undergraduate thesis, UIN KH. Achmad Siddiq.

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Abstract

Keywords: Teaching speaking Skill, English Vocabulary, bilingual class
program, MTs N 10 Jember, implementation
In general, English has been taught at all levels of Indonesian education. It
is also a tool for international communication and academic purposes, especially
for EFL learners in English classes. In addition, speaking fluent English leads to a
very good record in EFL education. Schneider found that speaking skill was
ranked as the most important skill a student should have. Students at MTs N 10
Jember need to be fluent as most of their subjects are taught in English.
The research focus of this study are: 1) how is plan of bilingual class in
speaking skill of seventh-grade students at MTs N 10 Jember? 2) How is the
implement of bilingual class in speaking skill of seventh-grade students at MTs N
10 Jember? 3) How is the evaluate of bilingual class in speaking skill of seventh-
grade students at MTsN 10 Jember?
This study used qualitative approach and the research design was
descriptive qualitative. The research subjects were the principal, bilingual teacher
and students at MTs N 10 . Data collection was conducted through several stages
such as asking for permission, drafting interview question, interviewing, and
ensuring the incredible of the data that had been taken. After that, data analysis
procedure. For data trustworthiness, researcher used source triangulation and
technique triangulation.
The research Findings showed that: 1) The bilingual strategy made
students more confident to try speaking English, though some still struggled with
vocabulary and sentence structure. Visual aids, games, and peer collaboration
were used to support understanding and participation. 2) During the
implementation, the teacher used both English and Indonesian to deliver
instructions, explanations, and classroom interactions. Teachers encouraged
students to respond in English, especially during speaking activities such as
dialogues, presentations, and Q&A sessions. 3) The evaluation stage was
conducted to determine the extent to which the implementation of bilingual class
had an impact on students' speaking skills. Based on the documentation of
assessment results and interviews with teachers, it was found that the evaluation
was carried out through formative and summative assessments that focused on
students' speaking skills. Teachers also provided reflections on the obstacles faced
by students, such as a lack of vocabulary and grammar, pronounciation in
speaking English.

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