43 motivation in learning English, the students’ speaking fluency, and the students’
understanding of English reading texts. The discussion below would be based on the way the teachers taught their
students so that it would bring different output for the students’. Therefore, the researcher categorized the findings into three parts consisting of the way teachers delivered English
teaching materials, students’ involvement in the learning process and the students’ understanding about the materials.
a. The Way Teachers Delivered English Teaching Materials
1. The Way Teachers Delivered English Teaching Materials in SMA NEGERI I BANTUL
There were six teachers who were taken as the participants from this educational institution. Those were teachers who taught students at tenth until twelve level. The class
development was based on the four skills. They were listening, speaking, reading, and writing. SMA NEGERI I Bantul also had an additional subject, which concerned on the
grammar with the aim of facilitating students to be better in understanding English’s grammar. However, from five teachers who participated in giving their opinions about
the implementation of Text-based syllabus, there were only three of them whose classes could be observed. It was because the other two taught the twelve level classes, which
were no longer discussed about new materials but only did some trial tests. Therefore, the researcher could not do any observation in their classes.
The first teacher mostly used English in teaching her students but sometimes she used Indonesia language to make sure that her students understand what she explained.
44 She perceived that “the students would be bored if the teaching learning process was
conducted based on text only without any other activities that could motivate the learners to study. It needs teachers’ creativity to make the class active.” Through observing her
class the researcher could see that her perception was enacted in her teaching. She used media to facilitate students to practice the listening skill. However, she did not have a
good preparation for it so that when the tape recording got a problem she did not have another plan to do. Therefore, she wasted too much time to play the recording.
Besides using tape recording as the teaching media, she also asked the students to work in group to make a drama that should be performed in the next two meeting. This
strategy was used in order to make the students able to understand text-based material with genre folktales. The students looked very enthusiastic to do their job. They were
busy discussed their project with their friends. It was seen that the teacher allowed the students to do free conversation with the aim of giving a comfort area for the students to
speak. On the other hand, some of the students were busy chatting in their group and did not make any progress.
School-based curriculum development is one of curricula that was used in our educational system in these present days. “Teachers are given responsibility for
curriculum development, and even allowed to develop their own school curriculum within centrally determines guideline” Brady, L. 1992: 5. The theory served as a basis
for developing the teaching-learning process. Therefore, teachers could vary the materials by taking teaching material texts not only from the textbook but also from many other
sources such as Internet, English magazine, radio or news paper with considering the students’ level of ability.
45 The second teacher who taught reading used English all the time in the class.
Her class was so silent, as the students looked confused and nervous to express their opinion. Based in the gathered data, she usually created the class to be fun by having
some group works, which result could be performed. For example: students were asked to be newscasters and practice the way they read the news in order to understand news item
material or reporting the condition of their environment in order to learn a report text. This activity could help the students understand the materials better. It related to her
statement that “every class activity should support the learning process.” However, whenever the researcher conducted the observation in her class, she did not create her
class as that creative that could support the learning process. Although the teaching-learning process was conducted without using any
teaching media, the students had motivation to learn. They always tried to think hard to be able to answer some questions given by the teacher in English. Therefore, the class
moved slowly because the students were lack of vocabulary. The same teacher argued that a different condition would be found when she
was teaching in another class. In her opinion, another class with the same level of study had different characteristics. The students tended to be more active and better in
understanding the materials that was given by their teacher. Therefore, the class would be fun. In this class teacher just needed to give a little stimulus then the students would give
good responds for that. The third teacher emphasized her teaching on grammar. She delivered the
material mostly in English but whenever her students looked confused about her explanation she would re-explain it in Indonesian language. She stated that “Text-based
46 trained students to be accustomed to use the target language as fluent as they use their
first language.” It was used in order to make the students understand the real use of English and be able to use it in their daily life. Therefore, teachers also had to give a good
example in using English so that the students would become familiar with the target language.
Based on the observation data, it was seen that the students really enjoyed her class. Although in this class students learnt more about grammar, they could follow the
class with full of enjoyment. Hence, the material could be grasped by the students easily so that they could answer some questions given by the teacher related to the grammar
functions and could make a good sentence. In order to make sure the understanding of her students about the teaching
material the teacher asked students to combine a sentence directly one by one. This was one of the students’ answers. The teacher stated:
First sentence : “call the dentist office”.
Second sentence : “I make an appointment”.
The student’s answer : “Yesterday, I called the dentist office in order to make an appointment.”
The student who had the turn should combine the sentences into one sentence and change the tense into past. The students were allowed to add an adverbial of time for
the sentence. The third teacher believed that the process of understanding a new vocabulary
or a new material that was experienced by themselves could keep their long term memory. Therefore, the researcher
could see that her perception was applied in the way
47 she taught her students. She gave a chance for the students to experience how to combine
sentences. Besides, the teacher who preferred to use English in almost all the time argued
that “this is a good way to make them getting familiar with the use of the target language.” Although their students did not really understand what their teacher was
talking about but through giving additional sign or gesture, the students would catch the message easier. Therefore, the teachers tended to use English in almost all the time they
taught.
2. The Way Teacher Delivered English Teaching Materials in SMA STELLA
