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sort of learning subjects are Religious education, Mathematics bilingual, Indonesian language, Natural science Bilingual, Social science, Civics, Physical
education, Cultures and arts, Information and Communication Technology, Java language, Batik, Mandarin Chinese, and English.
The subjects of study above are believed could boost the students‟ knowledge and skills to face the global era.
c. The English Day Program
English Day program is the program run by the school where all the students should use English in their oral or written communication during the
school time. It runs every Saturday as indoor outdoor learning and training program. This extra program purposes to be as a trigger to encourage students to
improve their English speaking ability. They could express their idea or opinion, ask questions, and give comments, exchange opinions or even telling jokes using
the target language during the activities. The activities are various; for indoor activities, teacher usually uses games,
role play, or doing handcrafts. The students were active and noisier in the sense that they volunteered to give contributions in the activities. They looked happy
and enjoy what they did. The teacher was also quite happy to accept whatever contributions they made. The students were much more confident and outspoken.
Thus, the outdoor activities, students are brought to the real life situation where they can learn and practice their oral skill based on the situational context.
According to Terrel, explanation and practice with linguistic forms should be done outside of class for the most part. He states that, „this outside work must be
carefully planned...Terrel 1977, cited in Ommagio, 1986:76 ‟. Outdoor
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activities provide many opportunities for learning and development Henniger, 2009. With careful planning and preparation of the activities, children have rich
and memorable experience there. Through the outdoor activities, students can use real communication and
spontaneous speech; one of the examplesis going to the Perjuangan museum. The spoken language in this activity was all around the history of Indonesian heroes,
how they were struggling for freedom. In line with this, students could learn history integrated with speaking and listening. They listened to the teacher‟s
explanation about the history and discussed the tasks given in their groups. In this case, teacher controls the topic but not the activity; it occurs when the teacher
gave them tasks to be discussed in groups. They didn‟t discuss it by sitting in a circle like formal discussion; instead they could go all around the museum to find
the answer of the questions. The students looked relax and enjoy the activities during the indoor and
outdoor program. They did not have to sit down nicely in the classroom while listening
to the teacher‟s lecturing, and they did not have to write and memorize any formulaic tenses of language structures in the monotonous classroom
atmosphere. Yet, they practiced the language in the situational context. They experienced the language in use. They were communicating rather than practicing
language. Here, the teacher had a role as a model and as the source of language
exposure. Beside teacher, they also learnt from other friends since they were required to communicate in English.
