| dc.description.abstract | Communicative competence is the goal of a language classroom (Brown,
2007). The success in learning English is sometimes indicated by the students'
communication skill. Success is measured in term of the ability to carry out
conversation in the target language. Furthermore, one of the objectives in foreign
language teaching in Indonesia is to enhance speaking skill fluently and
accurately.
Basic Interpersonal Ccommunicative Skill (BICS) is a basic skill to
communicate English with other people such as conversational and transactional
activities. Thus, the implementation of BICS in the classroom is in line with the
objective of foreign language teaching in Indonesia and the main goal of English
learning in junior high school in which targets the students' ability at functional
level so that the students will be fluent in English communication.
The objective of this qualitative case study is to describe the implementation
of BICS in in the classroom and Boarding School and the outputs of the
implementation of BICS at SMP Unggulan Bilingual Boarding School (BBS)
Zainul Hasan Genggong Probolinggo.
To reach such an aim, the researcher collected the data by direct
observation, in-depth interviewing and document review. In addition, the
researcher analyzed the collected data by using three major phases of the data
analysis: data reduction, data display, then drawing conclusion and verification.
From the data analysis the researcher found some conclussion on the
implementation of BICS is affected by some aspects. The first is classroom
environment and dormitory which have been set to an English-speaking area and
supported with some facilities such as smart TV, internet, and laptop. This gives
opportunities to the students to their English exposure and use English as lingua
franca. In addition, the implementation of BICS in this school is incorporated with
every school element such the founder, the headmaster, the teachers, the students,
the staffs and parents.
It is impossible for the school to run the whole ideas relying on a single
element of the school. And the last, the immersion program and sheltered mode
method applied in this school. The immersion method has been conditioned in the
form of sheltered mode which is the students absorb the EFL in conditioned
environment and forced them into additive bilingualism that is the students with
their own native language are able to communicate with high proficiency in EFL
mode, but in some cases, by the students on the lesser language proficiency found
that: subtractive bilingualism, Semilingualism and Monolingualism (Lambert,
1974). | en_US |
