By doing so, the students felt closer and friendlier, enjoyed, and more satisfied to take part in the teaching and learning process.
6. The Effectiveness of “SBI” Program based on the Student’s and Teachers’ View.
a. Motivation of the Students b. The Effectiveness of “SBI” Program
c. Students’ Expectation of “SBI” Program d. Barriers from students’ and teachers’ view
a. Motivation of the students
The researcher took the students’ motivation from interviews both teachers and students. The data were also taken from questionnaire to
make the triangulation of data validity. From the interview, the students told that they were proud to pass
the selection test and the number of students passed was limited
kami merasa bangga bisa lolos seleksi untuk diterima di SBI dan jumlah
muridnya terbatas
. The natural science teacher also agreed that the “SBI” students’
motivation was good by saying that the “SBI” students’ motivation was good because they came from the selected ones and they belonged to the
clever category
rata-rata anak di SBI itu bagus, karena input mereka terseleksi, sehingga mereka masuk dalam kategori input anak yang
relative pandai dan bagus
. Based on the interview, the students’ participation was good. They
considered this program very useful to improve the students’ ability to learn English integratively. Simultaneously, it motivated the teachers to
improve their abilities to master English related to their subject. They felt their English mastery was not good enough, although they had been
trained for 6 months. As a result, they continuously tried to improve their 52
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
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