32
As a result, the answer of the second problem of the study is that the method used by the English teachers; which was CLT, was relevant with the CBC
characteristics, as seen from the both underlying principles.
C. The Students’ Responses toward the Implementation of CBC in English
Lesson.
The target of this study was to find out the existence of CBC implementation toward the English lesson in SMK Leonardo. In this case, the
students’ responses toward English lesson were important. In order to find out students’ responses toward the implementation of CBC in English lesson, the
writer distributed questionnaires to 25 students of the second grade of SMK Leonardo. In the questionnaire, the students’ responses were about the existence
of CBC characteristics in class. Below are the results of the questionnaire analysis that were discussed per
item. The results of the questionnaire could be seen in Appendix C. a.
Data Analysis In order to answer the second problem of the study, the writer distributed
twenty – five questionnaires to five students in five classes. The results are presented below:
In table 4.1., there are some abbreviations. SA means that that the respondents strongly agree with the statement. Moreover, A means that the
respondents agree with the statement. D refers to doubtful, while, DA means that the respondents disagree with the statement.
33
Table 4.1. Questionnaire Result Part 1
Percentage No.
The students’ responses toward English lesson in terms of CBC implementation
SA A
D DA
1. In my opinion, English subject is fun and interesting.
44 44 8
4 2.
In my opinion, English is an easy subject to learn. 8
56 12
24 3.
I am always active to ask if I face some difficulties in understanding the subject material.
4 28
56 12
4. I think I already have enough ability to communicate in
English. 4
12 52
32 5.
In my opinion, English conversation is compulsory to be taught in an English class.
44 56 -
-
Item 1. Menurut Saya, Bahasa Inggris merupakan mata pelajaran yang
menarik dan menyenangkan. In my opinion, English subject is fun and
interesting. The effectiveness of English lesson could be seen from the situation and
condition of the classroom. In Chapter 2, sociolinguistic competence refers to the social context. In order to make the social situation and condition effective, the
students had to be attracted and enjoy to the lesson. The respondents had positive responses since most of them thought that
English was a fun and interesting subject. It was proved by the result of the questionnaires. From twenty – five respondents, there were eleven respondents or
44 who strongly agreed and for the respondents who agreed had the same numbers and percentage. Meanwhile, there were two respondents or 8 who felt
doubtful with the statement above and one respondent or 4, disagreed that English lesson was fun and interesting.
34
This was a good thing for the students since they thought that English lesson was fun and interesting. They would make themselves feel comfortable
when they followed the lesson, because they would not be bored with the lesson and the activities given. As the component of communicative competence, the
social context influenced teaching – learning activities. When the students enjoyed and felt interested in English lesson, they would be motivated to learn
English, especially in communication.
Item 2. Saya merasa Bahasa Inggris merupakan mata pelajaran yang mudah
untuk dipelajari. In my opinion, English is an easy subject to learn.
As stated in chapter 2, achievement refers to be successful in accomplishing something when the students eager to learn something. In this case,
it dealt with the English lesson. In this study, the respondents showed that English was an easy subject to
be learned. It was proved by the data gathered from the questionnaires, that more than half of the respondents agreed that English was an easy subject to be learned.
There were two respondents or 8 who strongly agreed with the statement. In addition, fourteen respondents or 56 agreed. Moreover, there were three
respondents or 12 who felt doubtful and six respondents or 24 who disagreed with the statement above.
The result showed that most of the students thought that English was easy to be learned. It would lead to their achievement in learning English. This was a
good point for the students; however, they would find themselves interested and also motivated to learn English.
35
Item 3. Saya selalu aktif bertanya apabila ada kesulitan dalam memahami
materi pelajaran. I am always active to ask if I face some difficulties in
understanding the subject material. As stated in chapter 2, the students’ roles in CBC are to be independent
and active to express their ideas, knowledge and opinion in the classroom. It also happened when the students were facing difficulties in the subject, they were
expected to be aware of knowing their difficulties and tried to overcome those difficulties by being active to ask about them.
The result of this study showed that most of the respondents were still not sure if they considered themselves being active in the English classroom. There
were only one respondent or 4 who strongly agreed and seven respondents or 28 who agreed with the statement above. Meanwhile, there were fourteen
respondents or 56 who felt doubtful with the statement and three respondents or 12 who disagreed.
From the result, it could be seen that the students really needed to be encouraged and motivated in order to make them felt brave to state their minds
and feelings, especially in using English to communicate. Therefore, they would be able to overcome their difficulties.
Item 4. Saya merasa kemampuan Saya berkomunikasi dalam Bahasa Inggris
sudah cukup baik. I think I already have enough ability to communicate in
English. The students’ self – confidence, in this case, had a very important role in
realizing their own ability. Their awareness of their ability motivated them to
36
learn more about the English knowledge. Therefore, the teachers really had an important role to motivate their students. If the students already felt that they had
the ability to communicate in English, they would make themselves felt easier to learn more about English. Moreover, the teachers needed to concern more in
maintaining the students’ confidence in it. The result of the questionnaires showed that most of the students still felt
doubtful about their ability to communicate in English. There was only one respondent or 4 who strongly agreed that their ability in English communication
was well enough. Moreover, there were three respondents or 12 who agreed. Meanwhile, there were thirteen respondents or 52 who felt doubtful with the
statement above and eight respondents or 32 who disagreed about their own ability.
Item 5. Saya merasa English Conversation merupakan suatu hal yang wajib
diajarkan di kelas Bahasa Inggris. In my opinion, English conversation is
compulsory to be taught in an English class. Based on Depdiknas, as cited by Deskripsi Kurikulum SMK 2004, one of
the objectives of English lesson for vocational school is to use English to communicate, for example listening, self – expressing, giving opinions and giving
information. Therefore, English conversation held the essential part in English subject. The students needed to be able to use English to communicate actively.
The respondents of this study completely agreed that English conversation is a compulsory to be taught in an English class. There were eleven respondents or
44 who strongly agreed and fourteen respondents or 54 who agreed with the
37
statement above. It showed that they had a big interest in learning English conversation.
Therefore, the teacher of English had to be aware of its importance. The concept of English is the ability to function in a face – to – face situations adequately and
to use English appropriately in a conversational context Harley et al., 1990: 7.
Table 4.2. Questionnaire Result Part 2
Percentage No.
The students’ responses toward English lesson in terms of CBC implementation
SA A
D DA
6. I am interested to learn English because it makes me
able to communicate speak in English. 40 56
4 -
7. In my opinion, every English Skill Listening,
Speaking, Reading, Writing has to be taught to the students.
64 36 -
- 8.
In every English lesson, the teachers use English to communicate more frequent in explaining the material.
4 64
12 20
9. In every English lesson, teachers always ask the
students to be active in using English to communicate in the classroom.
32 56 8
4 10.
The teachers are more active in playing the role as facilitator helping the students in every English
lesson. 56
40 -
4
Item 6. Saya tertarik belajar Bahasa Inggris karena membuat Saya
mempunyai kemampuan berkomunikasi berbicara menggunakan Bahasa Inggris.
I am interested to learn English because it makes me able to communicate speak in English.
In this study, the respondents had a positive response that they learned English because it could enable them to communicate in English. Based on
38
chapter 2, one of the objectives of English in CBC is to make the students have the English competency especia lly in communication. The students’ interest in
learning English communication was a very good point for both teachers and students. Therefore, this could make it easier for the teachers to motivate their
students. From the questionnaires distributed, the result showed that the students
really had the interest to learn English to communicate. There were ten respondents or 40 who strongly agreed and fourteen respondents or 56 who
agreed with the statement above. Meanwhile, there was only one respondent or 4 who felt doubtful the statement.
Item 7. Menurut Saya, setiap English Skill Listening, Speaking, Reading,
Writing wajib diajarkan bagi para siswa. In my opinion, every English Skill
Listening, Speaking, Reading, Writing has to be taught to the students.
Based on chapter 2, the scope of English lesson includes Listening, Speaking, Reading and Writing. Though the objective of English lesson is to
make the students having the competency to communicate, the four skills also hold the same importance to be learned. This intended to make the students
understand the language functions of English. From the questionnaires distributed, it was shown that all of the
respondents were agreed with the statement above. There were sixteen respondents or 64 who strongly agreed and nine respondents or 36 who
agreed that all English skills had to be taught in English class. This was a good point since all the respondents had the same interest in learning each English skill.
39
Item 8. Dalam setiap pelajaran Bahasa Inggris, guru lebih sering
berkomunikasi dalam Bahasa Inggris ketika menjelaskan materi. In every
English lesson, the teachers use English to communicate more frequent in explaining the material.
As stated in chapter 2, one of the objectives of English lesson for vocational school is to use English to communicate, for example listening, self –
expressing, giving opinions and giving information. In this case, the teacher was expected to be active using to communicate with the students.
The result from the questionnaires distributed showed that there were one respondent or 4 who strongly agreed and sixteen respondents or 64 who
agreed with the statement that the teacher used English to communicate more frequent in explaining the materials. Meanwhile, there were three respondents or
12 who felt doubtful and five respondents or 20 who disagreed with the statement above. The students felt doubt and disagreed with the statement could
be caused by the condition of the classroom itself which could make the teacher sometimes used bilingual language, not only English but also Indonesian. This
aimed to overcome the classroom condition if not all of the students could understand English utterances completely.
Item 9. Dalam setiap pelajaran Bahasa Inggris, guru selalu mengajak para
siswa untuk lebih aktif menggunakan Bahasa Inggris dalam berkomunikasi di kelas.
In every English lesson, teachers always ask the students to be active in using English to communicate in the classroom.
As stated in chapter 2, one of the teacher roles is as a motivator. Meaning
40
that teacher had to be able to increase the students’ motivation to learn English, especially to communicate. In an English class, the students were expected to be
brave to state their opinion; therefore, the teacher really needed to motivate them. From the questionnaires distributed, there were eight respondents or 32
who strongly agreed that in every English lesson, the teacher always asked them to be active to communicate in English. Moreover, there were fourteen
respondents or 56 who agreed with the statement above. But there were still two respondents or 8 who felt doubtful and one respondent or 4 who disagreed
with the statement above.
Item 10. Guru lebih berperan aktif sebagai fasilitator membantu murid
dalam setiap pelajaran Bahasa Inggris. The teachers are more active in
playing the role as facilitator helping the students in every English lesson. In CBC, the teachers’ roles are as motivator, facilitator and mediator
Mulyasa, 2000. As a facilitator, teacher of English facilitated the students with possible sources to study. In this case, the teacher had to be aware of their roles in
an English class. Meanwhile, the students also had to understand their teachers’ roles in the classroom.
Based on the questionnaire result, it was seen from the students’ point of view; in this case the respondents, that the teacher was active as a facilitator in
every English lesson. Most of the respondents agreed with the statement above. There were fourteen respondents or 56 who strongly agreed and ten respondents
or 40 who agreed. Moreover, there was one respondent or 4 who disagreed with the statement above.
41
This was a good point since the students were aware that their teacher only helped them and not played as the main source in the class. Therefore, the
students needed to be active and independent to look for the knowledge that they needed in an English classroom.
b. Findings
Based on the questionnaires distributed, the CBC implementation was seen from the students’ responses toward English lesson. From the questionnaires, the
students showed positive responses toward English lesson in CBC implementation. It could be seen that they could be active in learning the lesson.
They were attracted and interested to learn English, especially in English communication. They thought that English conversation was a compulsory subject
to be taught. Moreover, it could also be seen from their motivation to learn English and also from their behavior of being active in English communication.
Moreover, the responses of the students toward English lesson were really good, mostly because they really enjoyed the English classroom activities. Based
on the questionnaires distributed, the students showed their interest to learn English especially in communication. It was proved from the statement that they
thought English conversation was a necessary thing to be taught in class. Meanwhile, the teachers of English did not give a special English conversation
class. However, the English teachers also had to focus on the English materials that had to be accomplished in that period of academic year.
Therefore, the answer of the third problem of this study is that there were some positive responses toward the implementation of CBC in English lesson.
42
The responses were that they could really follow and enjoy the lesson, they also had self – confidence of their ability in English communication; therefore, they
were brave to express their ideas and feelings. Some solutions were needed in order to apply CBC in teaching English.
The English teachers needed to develop the source of materials, not only from the reference – book in the school but also from other text – book materials related.
Moreover, the teachers needed to develop their teaching method dealt with CBC implementation. They needed to understand the objectives of CBC and how it
could be implemented in the school. Moreover, the teachers also had to concern about the students’ needs and responses. In other words, the students needed to be
motivated to be active in learning English. In this case, both teachers and students had to be aware of their roles in CBC implementation. If these proposed solutions
were done in the target school, it was expected that the CBC implementation especially in teaching English could be achieved.
43
CHAPTER V CONCLUSIONS AND SUGGESTIONS
