are native, but the teachers should be immersed abroad for certain period to get authentic language experience and to have English habit absorbing
culture, science, and other systems of language. Teachers teaching “SBI” should apply the reward and punishment
concept to their students. Further, Bruner 1966b: 40-41 emphasized that the teaching involve the nature and pacing of rewards and punishments in
the process of learning and teaching. In short, the “SBI” Program in MTs Assalaam Surakarta is not
fully implemented, because the English teaching and learning process formally happens only in the classroom in certain lessons and certain
period, but not outside. Next, the communicative interaction between teachers and students occurs only in the limited duration of time, and
teaching and learning process tends to be one way process, top-down, and teachers centered.
3. The Effectiveness of the “SBI” Program in MTs Assalaam Surakarta.
The teachers said that the students took part the lesson happily. The students said that “SBI” Program was interesting and challenging.
Their final achievement was good, proved by the score of state final examination “UAN” is as follows:
Indonesian English Math
Natural Science Total Average Score 8,09
8,55 8,32
8,18 8,29
The data above shows that there is an improvement of the foreign language acquisition from the average score of their input score improves
from seven to eight and a half 8,5. The implementation of “SBI” Program is effective, since it can
arouse students’ high motivation, have self confidence because of their selection passing, improve their competitive skills because of knowing a
lot of special terms of science, and have more duration of time of English practice.
On the other hand, teachers and students are doubtful to reach the goals successfully, since their English proficiency is very limited, say
poor. The teachers don’t get sufficient training to improve their English capability, and neither do the students.
The “SBI” Program of MTs Assalaam Surakarta is much more different with the international school program. In the international school
program, the teachers are all natives. They use the authentic sources of materials, having the best teaching philosophy, they are also able to create
a warm and caring atmosphere with discipline based on mutual respect of classmates and teachers, and the students are exposed to languages and
cultures, therefore, the students develop an innate appreciation for diversity in people and thought.
In this case, the teachers of the “SBI” Program need to be sent abroad to immerse the English and its culture for a certain period. By
doing so, the teachers have language proficiency based on genre to run on the good communication, and simultaneously after having experience
mentioned above, the teachers can transmit their knowledge and experience to their students.
In the theoretical point of view, it is not effective, since the implementation of “SBI” Program in MTs Assalaam Surakarta is not fully
implemented, and it is appropriately called “rintisan SBI” initial “SBI”, since students are not completely immersed in English, culture, and
situation. They are only immersed in certain period of time. 66
See the following description: Activities
Real “SBI” Implementation in
MTs Assalaam -
Learning language and culture
- Practicing English in
daily life -
Facilities -
Sources of materials -
Teachers -
English Proficiency -
Curriculum Boundary -
Language Atmosphere Totally immersed
Full time
Complete Authentic
Natives Having full standard
International Conducive
Partially Immersed
Certain Period
Insufficient Not Authentic
Not Natives PoorLimited
Local Central Java Not Conducive
However, it is effective in some extents, by means of: -
being good pre-effort for institution to improve the quality of education having international level
- being able to arouse the students’ and teachers’ motivation
- being able to achieve good score in the State Final Examination
- being able to attract students to enter this institution
- being able to make teachers and students realized their weaknesses and
try to overcome them by being autonomous English learners and self confidence.
Therefore, the more the institution and its component can overcome their obstacles above, the closer the goals and concept of the
real “SBI” will be achieved. It is effective, attractive, challenging, and it will be better prospect in the future.
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTIONS
The concluding chapter describes: conclusion which first, deals with the implementation of the “SBI” Program in MTs of Islamic Boarding School
Assalaam Surakarta and how effective it is. He also gives some suggestion for the government, policy maker, and stakeholders of the “SBI” Program. Next, he gives
suggestion for the teachers, especially who teach in this program. Finally, he states some points which are considered to be important for the students.
A. Conclusion
