English mastery by looking for the materials in the internet, newspapers, magazines, etc. as authentic materials. Besides, they also invited private
teachers. Moreover, students and teachers tried hard to improve their language abilities.
The data in questionnaire described the reason for entering the “SBI” Program are know nothing 28 students: 43,7, parents’
encouragement 12 students: 17,2, own will 20 students: 31,25, and following friends 15 students: 7,8. The questionnaire also showed that
the students often fall asleep or sleepy when they take part in the teaching learning process are highly agree 9 students: 14,1, agree 36 students:
56,1, disagree 9 students: 14,1, and highly disagree 10 students: 15,7. See the questionnaire in the appendix.
Based on the questionnaire, we know that the students’ motivation is not so good that they fall asleep or sleepy when they take part on the
teaching learning process. Besides, their motivation to enter the “SBI” Program mostly from outside which is not from their inner selves.
However, they could reach their targets of the lesson well, it may be caused by the students’ input is better.
Therefore, they learn English autonomously by reading some references to support the textbooks used in the teaching and learning.
Those showed us one of their extrinsic motivations in trying to increase their English mastery.
b. The Effectiveness of “SBI” Program
Concerning with the effectiveness of “SBI”, the researcher found that the teachers teaching in the “SBI” classroom enjoyed and satisfied
because the students’ achievement or scores are better than those in the regular classroom.
They said, “
anak-anak SBI bila diajar lebih perhatian, mudah dan hasil akhirnya lebih bagus disbanding dengan kelas regular, mungkin
karena mereka inputnya terseleksi, artinya anak-anaknya sudah pintar-
pintar duluan
” the students of “SBI” Program if taught, they got more concentrated, more easily and got better achievement than those were in
the regular classes. It might be from the selected smart students input, so that they were better than the rest.
The teacher AR emphasized that because of having a better input, the achievement became better. However, it depended on the students’
capability. The more seriously and diligently they studied, the better achievement they got.
He also said that there were three factors influencing the students capability:
1. they were selected inputs by having higher score 2. they were provided with the books in English
3. they got additional times for exact lesson MaPhyBi
The effectiveness of the students was relative. If the students couldn’t understand the lesson in English, of course, they were not
effective, but if they could understand the lesson in English so well, they were effective. On the other way around, the effectiveness depended much
on the students efforts to study. Each student had his own way to face the lesson, so that the teachers should be creative.
From the data taken from the questionnaire, the students declared that the implementation of the “SBI” program in MTs Assalaam is very
effective: highly agree 7,8; agree 53,1; disagree 35,9; completely disagree 3,2.
Next, in learning in the “SBI” program, students felt satisfied and enjoyed: highly agree 7,8; agree 65,6; disagree 29,7;
completely disagree 1,5. However, the students expressed their opinions dealing with the expense of the school fee is more expensive than
the service given to the students: highly agree 53,2; agree 39; disagree 7,8; completely disagree 0. See the questionnaire in the
appendix. 54
Finally, they enjoyed to take part in the teaching and learning process.
c. Students’ Expectation of “SBI” Program
