The Analysis of Bilingualism Use in Teaching English at the Eighth Graders of SMP Negeri 2 Manderehe Barat

Abstract

Bilingualism is commonly used in English language teaching to facilitate students’ understanding of instructional materials and classroom communication. In English learning, the use of English and Indonesian may help teachers accommodate students with different levels of English proficiency. This study aimed to analyze the types of bilingualism used in teaching English to eighth-grade students at SMP Negeri 2 Mandrehe Barat. This research employed a qualitative descriptive design. The participants were one English teacher and 18 eighth-grade students. Data were collected through non-participant classroom observation, semi-structured interviews, and documentation. The data were analyzed through data reduction, data presentation, and conclusion drawing and verification. The findings showed that three types of bilingualism were found in English teaching: coordinate bilingualism, subordinate bilingualism, and compound bilingualism. Coordinate bilingualism occurred most frequently at 34.9%, followed by subordinate bilingualism at 33.3% and compound bilingualism at 31.7%. The teacher used bilingualism to help students understand learning materials, classroom instructions, vocabulary, grammar, and speaking activities. Students also responded positively because bilingual use helped them understand explanations, participate in classroom activities, and feel more confident. The study concludes that bilingualism was consistently used as part of English classroom instruction at the research site. The study contributes a description of bilingual practices in an Indonesian junior high school context and provides a basis for further research involving broader participants and other aspects of language learning.