The roles of instructional materials

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c. The roles of instructional materials

In the teaching-learning process, the teacher explained the materials through the presentation of topics or tasks from subject matter being taught. During the teaching-learning process, the teacher also applied some activities showing hisher creativity. They used texts, pictures diagram and figure, and visual aids animation film, power point which were dealt with the topic being learned. Beside to attract the students’ attention, those provided activities were helping the students and also teachers in comprehending and delivering the material. The activities below are the example of teaching the materials: “Teacher taught about reflection sound. After he explained about what is meant by reflection sound, he showed about the law of reflection sound. He showed it in power point media. The power point showed that: “Sound reflection follows the law of reflection which states that: 1. The incident sound, normal line and reflected sound are in one plane 2. The incident angle is the same as the reflected angle” Teacher showed the law of reflection completing by the picture showing the way reflection is done.” Observation on the classroom on Tuesday, February 24 th 2009, with teacher Ht After observing the activity, the researcher found that there were diagrams and explanation provided by the teacher in power point media. Teacher explained diagram and asked question to the students in English dealing with the lxxxi materials. Text and diagram shown in power point media that provided by the teacher helped the students in comprehending the teacher’s explanation. The materials are selected based on the topic from the subject matter being taught. All of the materials used in the Designated International Standard School are written in English. The main source of the material is from the “Direktorat Jenderal Pendidikan Dasar dan Menengah” and as the supplement teachers selected the materials from other countries written in English and appropriate with the materials in syllabus. “Materi yang dipakai adalah buku paketwajib dari Ditjend, selain itu kita tambah dari buku-buku dari luar negeri, itu sebagai tambahan. Jadi itu buku-buku berbahasa Inggris yang dari luar sebagai contoh buku dari Longman” Interview with teacher KT, on Monday February 16 th 2009 The main source of the materials is from “Ditjend” and there are many others supplement from another countries. Teacher Ht and CS stated that in choosing the supplement materials there are some point to be consider, that is, the material in which it is appropriate with the students’ need and the language used is easy to understand by the students. “Materinya itu ya materi yang dari Ditjend. Itu wajib. Ada juga materi suplemen. Kalau yang buku-buku dari luar negeri ya tentu pakai bahasa Inggris, materi yang dari Dirjend pun juga dalam bahasa Inggris. Jadi selain materi dari Ditjend, ada juga materi yang dari luar negeri, dari Longman kemudian dari Australia, dari Cambridge juga ada. lxxxii ….Kita pilih buku yang bahasanya mudah dimengerti. Kan ada juga buku yang bahasanya sulit dipahami padahal intinya itu juga sama saja. Makanya kita mengadopsi buku dari luar negeri yang kita sesuaikan dengan materinya.” Interview with teacher Ht, on Wednesday February 18 th 2009 “Buku itu kita pilih sesuai dengan kebutuhan. Misalnya buku yang dari Cambridge itu, sudah sesuai atau cocok dengan materi yang diajarkan. Kemudian ada buku yang memang untuk kelas reguler tapi ada versi billingualnya, ya kita pakai” Interview with teacher CS, on Thursday, March 5 th 2009 The teachers selected the materials and applied in such a way to motivate the students. In this case, the instructional materials roles as something stimulating the students’ motivation, and assisting the students’ comprehension in learning on the content being taught in English. According to the observation in the classroom, the interview, and the document analysis, the materials given by the teachers were interesting for the students. It can be seen from the students’ enthusiasm in joining the teaching-learning process. The teachers combined the materials being taught using text, diagram, and figure shown in power point media to stimulate the students’ motivation. It can be concluded that the materials used in teaching-learning activities in the Designated International Standard School were written in English. The books were from Ditjend and other countries. The books from other countries were chosen based on the students’ understanding and based on the materials discussed in the teaching-learning activities. The books were chosen in such way lxxxiii to motivate students. The materials play an important role in conducting teaching-learning activities. The materials which are written in English can increase students’ learning and also stimulate students’ understanding in mastering English more.

d. The model of teaching and learning activities