Objective of the Study Significance of the Study
Brown 2000:7 states that teaching cannot be defined apart from learning. Teaching is guiding and facilitating learning, enabling the learner to learn and setting
the conditions for learning. Teaching is showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with
knowledge, causing to know or understand. Here are some further detail explanations about learning definition from Brown which can be listed as followed.
- Learning is an acquisition or “getting”
- Learning is retention of information or skill.
- Retention implies storage system, memory and cognitive organization.
- Learning involves active, conscious focus on and acting upon events outside
or inside the organism. -
Learning is relatively permanent but subject to forgetting -
Learning involves some form of practice, perhaps reinforced practice. -
Learning is a change in behaviour. Meanwhile Vygotsky in Feez, 2002: 26, adds that learning is collaboration
between teacher and students with the teacher taking on an authoritative role similar to that of an expert supporting an apprentice. Teaching is making students able to
learn, giving the instruction to do the task, or setting the teaching learning process to make the students get to learn.
In line with Vygotsky, Krashen 1997: 39 asserts four issues in foreign language education. Those are the lack opportunities for using the language outside
the classroom, the imperfect model of teachers, the low reason to become part of another culture, and the limited time of foreign language instruction. However, the
condition does not make English educators stop finding the best way in helping
learners acquire English speaking skills. So the teaching and learning process must be slightly put together in appropriate way.
From those statements above, the terms teaching and learning are clearly interconnected each other. The teacher can encourage the learner by guiding and
giving motivation so that the learner can perceive the goal of learning, getting knowledge.
Based on the SKKD for SMA, English is a tool in communication both in spoken and written forms. According to the Kurikulum SMA Mata Pelajaran Bahasa
Inggris by Departemen Pendidikan Nasional 2006, the goals of teaching English at senior high school are to make the learners have these abilities.
1 to improve communicative competence in written and oral form to reach the
informational literacy level, 2
to have awareness that English is important to improve nation competitive ability in global community, and
3 to develop understanding feedback of the learners between language and
culture. To communicate is to understand and to express the information, the mind,
the feeling, and the development of science and technology, and culture by using that language. The communication ability in a whole understanding is called as discourse
ability. Discourse ability is the ability used to understand and to produce oral or written texts, which are divided into four language skills: listening, speaking, reading,
and writing. Those are four language skills, which are used to gain or to produce a discourse in society.
The initial goal of learning English in senior high school is mostly to direct and to develop the skill of communicating in English both in oral or written form.
The students are expected to gain communication comprehension after graduating from school so that they can make useful discourses in real setting within various
contexts. Thus, the language model must require communicative teaching and learning activities that puts language in a context of culture as well as a context of
situation in creating meaningful and purposeful interaction.