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is, computer-assisted instruction CAI. Computer-assisted instruction CAI refers to the use of computers to present programmed instruction or to otherwise assist
learners with specific learning tasks. Many different kinds of CAI programs are available, and most require learners to engage in lots of drill and practice.
It can be concluded that in teaching activities, the teacher provided interesting activities that made the students interested in joining the teaching-
learning process. In teaching, the teachers not only explained the materials all the times, but also asked the students to have their own presentation so the students
not only learned by listening their teachers but also learned by themeselves.
e. The communication in teaching-learning activities
Communication is very crucial in teaching-learning activities. Communication activities are types of learning activities that engage learners in
authentic communication. Teacher and students both act as sender and receiver. When the teacher was explaining or presenting the materials, the teachers act as
the sender of information to transmit the message to the students and the students act as the receiver who accept and interpret the message. They sent and
receive message back both on two sides. Teachers and students changed roles as well. They could be senders that formulate messages, encode messages, and
transmit the messages, and also as the receivers that decode and interpret the messages.
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Using English to communicate during the lesson was not an easy thing for the teacher. It was because of the limited mastery of language by the teacher.
They usually combine the English language and Indonesian language to teach or delivering materials. They concerned more on the mastery of the concept of the
materials and ignored the use of English. The main teaching-learning process was usually done using English as in the opening, giving materials, and closing. But if
there were some students still have not understood yet about the materials, the teachers then explained it using Indonesian language. In answering questions,
teachers still also used Indonesian language in order that the question can be answered well.
“…jika siswa mengalami kesulitan mengenai ulasan yang saya berikan, maka akan saya tekankan dengan menggunakan
bahasa Indoneisa” Interview with teacher Hy, on Wednesday February 18
th
2009
As what teacher Hy said, teacher CS stated that in conducting communication during the lesson, the teachers and the students used both English
and Indonesian language. Teacher CS was anxious if he taught by using English all the time, the students couldn’t accept the concept of the materials correctly, or
even the students would miss the concept of the materials. Here, the teachers used Indonesian language to emphasized the concept of the materials.
“Komunikasi itu terjalin tidak hanya dengan bahasa Inggris. Sekiraya kita memakai bahasa Inggris tapi maksud belum bisa
dipahami atau tidak tersampaikan, ya kita gunakan bahasa Indonesia.”
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Interview with teacher CS, on Thursday, March 5
th
2009
In students’ perception, the communication during the teaching- learning activities was still hard to do especially by using English. Students
assumed that the teachers have not communicated the concept of the materials yet. Even, sometimes there was miscommunication among them. What the
teachers’ thought about the materials by using English was not the same as students’ perception.
P : Apakah siswa sudah merasa berkomunikasi dengan
baik menggunakan bahasa Inggris dengan guru? RN : Belum
P : Misalnya guru menerangkan dengan bahasa
Inggris, apakah siswa sudah bisa langsung paham? RN : Kadang sudah paham, kadang juga belum paham
P : Terus siswa tanya kepada guru tentang apa yang
belum dipahami? Dengan bahasa Inggris atau bahasa Indonesia?
RN : Biasanya siswa tanya dengan bahasa Inggris terus guru
menerangkan materi
lagi dengan
menggunakan bahasa Indoneisa. P
: Menurut siswa, apakah guru sudah dianggap mampu mengkomunikasikan konsep materi kepada
siswa dengan menggunakan bahasa Inggris? RN :
Belum sepenuhnya
karena kadang
guru menyampaikan
materi dengan
menggunakan bahasa Indonesia.
P : Menurut siswa, apakah guru itu sudah dianggap
mampu mengkomunikasikan konsep dengan bahasa Inggris atau belum?
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RN : Belum mbak. P
: Menurut
siswa apakah
sering terjadi
misscommunication dengan guru? Dalam hal apa? RN : Iya mbak, kadang. Misalnya dalam Biologi, guru
maksudnya bagini, tapi siswa menanggapinya lain, padahal menurut siswa yang benar adalah yang
ssiswa maksud. Terus di power pointnya kata- katanya begini, tapi guru menanggapinya lain.
Interview with student RN, on Monday, March 16
th
2009
It can be concluded that the communication made during the teaching-learning activities, the teachers and students both act as active
participants. In fact the teachers and the students combined the English language and Indonesian language in teaching-learning activities. The communication
during the teaching-learning activities was still hard to do especially by using English. Students assumed that the teachers have not communicated the concept
of the materials yet.
f. The teacher’s roles
