In other word, the goals of “SBI” Program can be one of the most interesting factors influencing those who want to have the better prospect
of English and position in the future. The students are attracted not because of the teaching and learning process, since it has a lot of
obstacles, but they are attracted because of the grand perception on the concept of the “SBI” Program.
2. The Implementation and Barriers of the “SBI” Program in MTs
Assalaam Surakarta
The data are taken from the teachers, Headmaster, and students. Before teaching, all the teachers make the lesson plans. The
Headmaster said “it is a must”. The teachers said that by making lesson plan before, they would be well prepared to teach. In general, the lesson
plan contents are opening, lesson delivery, and closing. Teacher AR stated that there were two handbooks, English and
Indonesian for both teachers and students. The teachers also made compilation books which materials were taken from many sources such as
internet, magazines, newspaper, and books. Teacher SU said that he encouraged the students to seek other sources of materials from anywhere.
In the teaching and learning process, the teachers present the lesson in English and sometimes in Indonesian. They act as facilitators and
motivators. They hope the students are active and creative. They also make outline of the lesson, to make the students understand the lesson
easily. In implementing the “SBI” Program, teachers try hard to make the
students active and autonomous. Creating autonomous learners is emphasized on the students in the CBI concept. Language is not taught
separately but it is taught inclusively, because language is acquired most effectively when it is learned in meaningful situation. The students can
learn the language better when it is taught in meaningful situation. Also, 63
the students can be brave to speak with native speakers, because this school is often visited by the English native speakers.
Though the teachers try hard to motivate the students to be active, some students are passive, because they are lacking of self confidence,
their vocabulary is very limited, and they are ashamed to practice English with others. Therefore, the teachers are necessary to combine CBI
Content Based Instruction with CLT Communicative Language Teaching as the students’ goals are mastering both materials and English
proficiency. The students’ participation will be better if teachers teach
communicatively, because communication is more than just messages being transmitted from a speaker to a listener. The speaker is at the same
time, both subject and object of his own message. Besides, teachers should use the right approach in the right situation to create the teaching and
learning process interestingly and communicatively. Littlewood 1981: 6 in Nunan 1989: 13 considers that CLT
should have the following skills: the learner must attain as high a degree as possible of linguistic competence. That is he must develop skill in
manipulating the linguistic system, to the point where he can use it spontaneously and flexibly in order to express his intended message. Next,
the learner must develop skills and strategies for using language to communicate meanings as effectively as possible in concrete situations.
He must learn to use feedback to judge his success, and if necessary, remedy failure by using different language.
Here, language competence and functional communication must be understood intensively for the students and teachers, in order to encourage
the students to speak and participate the lesson actively. On the other hand, if the teachers don’t master those factors above, the students are
automatically passive, since language is system of arbitrary, culture, and conventionalized signs. Therefore, the “SBI” Program needs to be
reconstructed into “Transplanted Teaching” by means of not all teachers 64
are native, but the teachers should be immersed abroad for certain period to get authentic language experience and to have English habit absorbing
culture, science, and other systems of language. Teachers teaching “SBI” should apply the reward and punishment
concept to their students. Further, Bruner 1966b: 40-41 emphasized that the teaching involve the nature and pacing of rewards and punishments in
the process of learning and teaching. In short, the “SBI” Program in MTs Assalaam Surakarta is not
fully implemented, because the English teaching and learning process formally happens only in the classroom in certain lessons and certain
period, but not outside. Next, the communicative interaction between teachers and students occurs only in the limited duration of time, and
teaching and learning process tends to be one way process, top-down, and teachers centered.
3. The Effectiveness of the “SBI” Program in MTs Assalaam Surakarta.
