49 this class, the teacher used English to communicate but sometimes when it was needed
the teacher re-explained his explanation. He also did not use media to deliver the materials so that one of the students stated that he was bored to study English.
b. Students’ Involvement in the Learning Process
I the first teacher’s class most of the students were motivated to learn English. It appeared when they seriously listened to the teacher’ explanation and did the exercises
that were given. They were very active also in responding what their teacher said using English. They dared to show their English ability by expressing their idea or asking
something they did not understand using English. They could communicate fluently with the target language. Based on the observation data, it could be seen that the students of
this class were highly motivated to learn English. However, the students looked confused and did not really dare to express their
idea in English when the second teacher taught them. The students could not understand quickly what their teacher saying was. It was because they were lack of vocabulary. It
was different with the teaching-learning process that was conducted by the third and the first teachers. Hence, students gave little respond to the class’ activity. The reality of the
teaching learning process was very different with what was perceived by the second teacher. Based on her perception, she stated that Text-based syllabus could motivate
students to learn English. In fact it could not motivate students because the material chosen was too high.
When the third teacher taught the class, students looked enjoyed and they wanted to do and listened to their teacher explanation about the material that was given in
50 that day. It was because the way she taught the class was flexible enough. The teacher
used English to communicate in the class but it did not mean that everything should be explained in English. Therefore, the students looked comfortable joining her class. Hence
the students were active in doing the class activities. The third teacher also used drilling method to teach grammar. They taught the
students to combine two sentences into one and change its tense into past. The use of drilling method made the students had to be ready to get their turn in answering the
teacher’s question. However, the students looked comfortable in studying the materials, they could grasp it. It could be seen from their answers of the questions that given by the
teacher. Although the third teacher perceived that the students’ grammatical ability was bad but most of them were able to combine sentences into one correctly.
Besides, the conditions of teaching-learning process in SMA STELLA DUCE Bantul were similar with what happened in SMA NEGERI I Bantul. The students of this
educational institution had high motivation to learn English especially those who were students of XI IPA and X classes. They were enthusiastic in learning this subject study.
They were very active to participate in the class’ activities even some students always wanted to ask or express their idea when they were learning English. They tried to
improve their knowledge although sometimes they did not know how to ask their curiosity. For example, a student of XI IPA class asked his teacher Sir, the correct
pengucapan for fish is? This expression showed that the student had a big desire to know and learn the language. He had the courage to ask although he could not create a good
interrogative sentence even the grammar was also incorrect. Although most of the students were active in giving respond in their English class, some other students had low
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
