The Categorization of the Factors and the Perception of

First, in the first phase of teaching-learning, the observer found some teachers directly come to the subject at the day lesson without providing the objective of learning on students. It means that in the real teaching situation, the teachers rarely provided the objective of lesson or the reason why a particular activity took place. Based on the interview, it happened because they thought that the students would realize the objective of learning through the activities and the tasks that the teachers gave. In line with this, the teachers concluded that as long as the students got good score, it could be said that the objective of the lesson had been reached. In contrast, the observer determined that the orientation stage was needed to recall the students with the previous material, calling students’ long-term memory, and making the students more interested in new material. Second, in observation class, a few English teachers did not review the previous material. Based on the interview with some teachers, they said that the teachers sometimes did not review material in each meeting, because they frequently reviewed all materials in the end of semester in order to help students comprehending all of the materials to face the mid test and the final test. In MTsN 3 for instance, the teachers made evaluation book for students to review all material before facing examination test. Based on the interview with some students, they agreed that the teachers sometimes review the material in each meeting. Whereas the students revealed that reviewing the material in each meeting was important activity to provide student’s long-term memory. Based on the explanation in the chapter II related to advantages of orientation, reviewing could also be used to check students ’ understanding related to the previous material. Instead of some improvement on this stage, there were some activities found by the observer at orientation stage that the observer found it interesting. The observer found only three out of twelve English teachers explained the objective of material. In this case, explaining the important of studying the lesson which understanding how to make something by observing the food seller at canteen. This activity was useful for students both to help them aware about the competence that they would do during the day lesson and to make the classroom learning more meaningful to students. Another interesting activity, other teacher could present the objective of learning material at the day lesson by inviting the students to think about the learning objective of material. The teacher asked students why they needed to study about descriptive text. The teachers pointed out one student to answer the teacher’s question, knowing no response from student, teacher moved to other students by rephrasing the question and providing the clue until the teacher found the answer. Here, teacher used information gathered to students whether the learning objective at the previous lesson could be reached or not by checking the students’ understanding in answering the teache r’s question. Meanwhile, other teacher gave question to students when the first time the teacher wanted to introduce the topic. The teachers attempted to engage students into the material by giving easy example that related to the daily lives. The teacher was giving brainstorming on what students know about “congratulating”, when, or where to say “congratulate” to other people. Here, teacher brought the context of students’ daily lives; the teacher gave example when students were in birthday party of a friend, what expression they would say to their friend. Then the teacher asked for students to give another event when they wanted to say congratulation. In this case, the process of asking and giving question appeared on this stage, and there was a good interaction between teacher and students. The teacher also explained why the students needed to learn about “congratulation”. Furthermore, other teacher built the students’ motivation on learning by advising students that they needed to study more in order to get the better score in other exam. Then, teacher reviewed about the previous lesson by giving greeting to all students after that the teacher asked students one by one to make students more confident to use English as students’ response to tea cher’s question.

2. Structuring

Based on the data from the teachers and the students about structuring, the categorization was average. In fact, based on the observer in the real teaching situation, most of the teachers rarely practiced the structuring stage. Therefore, the researcher stated that the teachers were not good in practicing this strategy. It was also shown by the score 1.9, the categorization was low. There were some reasons supporting this statement. The first reason was that even the teachers started the lesson by brainstorming new topic, but they seldom began the lesson with overviews of learning objectives. It is supported by observation class. After opening the lesson, teachers directly moved to modeling stage. However, many teachers always helped students to understand the activity series in the process of teaching and learning. Moreover, the teachers should make sure the students’ readiness to start the lesson. Based on the interview of teachers, some teachers realized that structuring stage was important for students but most of teachers skipped this activity, because the time allotment was only enough for teaching material and practicing time. It was supported by the observation class, the observer concluded that this activity was not easy for teacher. The teachers focused on finishing the material than making the students comprehend the material. The observer considered that the structuring stage was needed for the teaching process because through this stage, the students could follow the teaching and learning process easily. This stage could also avoid students’ ambiguity to the objective of the lesson and strengthen students’ memory. Unlike the teachers, the students stated that they needed to know the objectives of material to understand the material and to make the students clear about what was expected of lesson from the activities.