51 motivation in learning. Therefore, the teacher made different approach to teach them
English that was by using bilingual language. Based on the gathered data the teacher perceived that his students were active students. Through the observation, the researcher
could see that what the teacher’s perception had relationship with the real condition of the class.
c. The Students’ Understanding about the Materials
Based on the gathered data, the students’ understanding about the materials given influenced by the way the teachers delivered the materials, the condition of the
teaching learning process and the students’ motivation in learning the subject of study. The first teacher implemented Text-based syllabus with a genre of folktales with a help of
teaching media. As it was a listening class, media that was used was tape recording. The teaching material was about “Situ Bagendit Lake”, which was taken from Look Ahead 2
by Erlangga as the source book. As it was the listening class, then the students were asked to listen to the
recording and filled in the blank words. Afterward, the teacher discussed the listening part and taught the students about the characteristics of folktales. The students
understood about the materials given that could be seen from the ways they started their group work. They were asked to choose folktale to be performed in the next two
meetings. In this case, the story could be modernized based on their imagination. The
numbers of the group’s members were based on the number of the characters that were needed in their story. Then, they started to make their own story based on their creativity.
52 Then the class activities were focused on the group-work. The students actively work in
their own group to decide the title and the plot of their story. They made mistakes in constructing sentences for example:
“She wants tomorrow go to the market” “Her mother was dead and her father marriage”
These were the grammatical mistakes that were found in the students’ work. The data that was gathered through the observation verified and showed the relationship
between the teachers’ perceptions and the real condition of the teaching-learning process. Text-based syllabus could not cover the students’ need of understanding in grammar. It
was because the Text-based syllabus did not focus on the grammar development. In this case, through using Text-based syllabus, the teacher could only explain the characteristic
of folktales text and the expression that could be used in the folktales text. On the other hands, through understanding the characteristics of folktales, which was based on text,
the students were expected to be able to identify other kinds of folktales that could be found in their daily life.
The second teacher implemented Text-based syllabus without any help of teaching media. The teacher taught the class based on textbook and discussed it with the
students. The teacher tried to build a communicative class but the fact was the students could not give a good respond of the teacher’s saying. They looked nervous to speak up
in English. However, they tried hard to open their book to help them understanding the material.
In the other classes it was seen that the students’ understanding about the teaching materials given from the ways they answered the third teacher’s questions. In
53 her class, students were taught about grammar so that they did not study the materials
based on the text but grammar book. In her teaching she drilled the students with grammar exercises. Therefore, the students were able to understand the grammar better.
This class aimed for balancing the students’ knowledge of English so that they would not only understand English in context but also understand the rules of the language. Based
on the teachers’ perception, the grammar class would also help the students to prepare themselves in the examination for attending the university or what so-called as UMPTN.
The sixth teacher implemented the Text-based syllabus without using teaching media. He facilitated the students understanding the material through giving explanation
based on the textbook. The students’ responses were good. They wanted to cooperate together with their teacher. They also wanted to ask about difficulties they found. Based
on the observation data there were three classes that were taught by the sixth teacher. Every class had their own characteristic so that teacher had to adjust the way he taught
his students. Based on the observation data, students of the X class looked understand the
material that were given by the teacher. It could be seen when they could give positive response to the teacher, when the teacher asked them some questions. Besides, they could
understand the message from the text discussed. This condition also happened in the XI IPS and XI IPA classes. In the XI IPA class, the teaching learning process successfully
conducted by the teacher. The students of this class were very active in responding the class’ activities and finishing their job. The students had high curiosity toward the
materials taught. They tended to ask everything they wanted to know. As a result, they
54 could understand the materials as it was seen from the result of their assignment. They
could do their job well. Conversely, it did not happen in class XI IPS. Here, the students looked passive.
They did not have as high motivation as the other classes’. The teacher did not get good responses in this class. The students tended to be silent. It might because they could not
understand the materials or they could not express their idea. However, they wanted to do what the teacher asked them to do. Here the students understanding could not be seen
clearly. Based on the data gathered, the teacher perceived that Text-based syllabus could
help the teacher delivering teaching materials easier. Compared to the observation data collected, it was seen that there were two possibilities that could happen as the result of
the implementation of Text-based syllabus. In the active classes the teacher’s perception was truly enacted but it did not happen in the passive class.
B. Discussion
1. Teachers’ Perception on the Implementation of Text-Based Syllabus
a. Teachers Who Agreed with the Use of Text-based Syllabus Design
Five of six participants agreed that the use of Text-based syllabus design was appropriate for English teaching in Indonesia. Based on their perceptions, there were four
basic reasons that influenced their perceptions toward the use of Text-based syllabus. They were first; Text-based syllabus design was able to facilitate the teachers to deliver
the teaching materials easier especially for explaining about expressions that were used in our daily activities. Second, Text-based syllabus was helpful to facilitate the students to
