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RN : Belum mbak. P
: Menurut
siswa apakah
sering terjadi
misscommunication dengan guru? Dalam hal apa? RN : Iya mbak, kadang. Misalnya dalam Biologi, guru
maksudnya bagini, tapi siswa menanggapinya lain, padahal menurut siswa yang benar adalah yang
ssiswa maksud. Terus di power pointnya kata- katanya begini, tapi guru menanggapinya lain.
Interview with student RN, on Monday, March 16
th
2009
It can be concluded that the communication made during the teaching-learning activities, the teachers and students both act as active
participants. In fact the teachers and the students combined the English language and Indonesian language in teaching-learning activities. The communication
during the teaching-learning activities was still hard to do especially by using English. Students assumed that the teachers have not communicated the concept
of the materials yet.
f. The teacher’s roles
The teacher presented the material from the subject matter being taught while the students listened to the explanation. In the teaching-learning
process, the teacher acted as the facilitator and motivator. Teacher Ht stated that as a teacher, he acted as a facilitator. He facilitated what the students’ need.
Based on the observation in teaching-learning process, teacher Ht facilitated his teaching by the media in order that the students can reach understanding well. He
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assisted the student to learn and to comprehend understanding about the materials.
Ya kalau guru itu kan sekarang istilahnya sebagai fasilitator jadi ya kalau anak ingin belajar suatu konsep, ya kita fasilitasi. Ya
jadi anak harus belajar sendiri. Kan sekarang itu guru tidak boleh menjadi segala-galanya
Interview with teacher Ht, on Wednesday, February 18
th
2009
Teacher CS, stated that as a teacher, he should be a motivator. He tried to motivate students to actively learn during teaching-learning process.
Kalau sekarang tidak seperti jaman dulu dimana guru itu adalah sumber dari segala ilmu. Tapi lebih kepada motivator, jadi guru
memotivasi anak agar anak itu lebih aktif Interview with teacher CS, on Thursday, March 5
th
2009
As a motivator, teachers tried to motivated students by giving chance for them to ask question during the teaching-learning process. Teachers also
applied reward and punishment. Punishment was given to the students who did not do the task or homework, and reward was given to those who succeeded in
answering question, doing the task, and presenting the materials. Those were the feedback and reinforcement for the students to improve their learning. It is in line
with the behavioral theory in operant conditioning that refers to learning facilitated through reinforcement. It is also in accordance with the theory of
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effective teaching proposed by Cole and Chan. They stated that in effective teaching there should be motivation and reinforcement.
In motivating the students, teacher Ht and CS used asking and answering technique to find out students’ understanding. They tried to make
reinforcement and feedback for the asking and answering technique. Itu biasanya saya selipi. Jadi sekiranya ada yang kurang paham,
saya tanyakan materi yang saya ajarkan. Kalau mereka tidak bisa menjawab, berarti mereka belum paham, kemudian konsep
itu akan lebih saya tekankan dengan menggunakan bahasa Indonesia.
Interview with teacher Ht, on Wednesday, February 18
th
2009
Ya kita pancing saja dengan pertanyaan. Kalau pertanyaan itu tidak bisa dijawab, artinya konsep pokok belum bisa terjawab
kita beri motivasi lebih kepada anak untuk memahami konsep dengan bahasa Indonesia.
Interview with teacher CS, on Thursday, March 5
th
2009
It can be concluded that the teachers acted as facilitator and motivator. As the facilitator, the teachers facilitated what the students’ need.
Teachers facilitated his teaching by the media in order that the students can reach understanding well. As motivator, the teachers tried to motivate students by
giving chance for them to ask question during the teaching-learning process. Teachers also applied reward, punishment, and feedback to increase students’
motivation.
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g. The learners’ roles
