produce the half baked pupils while the qualified ones will be able to produce learners with true vision about life. For example, we do not expect a teacher to be
lazy, an alcoholic, a thief, brutal, harsh and a dictator. In terms of decision making the person demonstrating the above named manners does not qualify to be called a
teacher because shehe will do nothing other than producing dictators and robbers in the society. Always pupils tend to emulate what the teacher does rather than
what is said in the class
3. Teaching English
The last concept the researcher clarifies is teaching English. In this subchapter, the clarification is based on the current curriculum in Indonesia,
cycles and stages and PPP concept. English is the world‟s lingua franca used by more than half of people in
the world. It also used in the language of science, technology and art. In social relation, it is widely used in the world trade, social and cultural relation, education
and so on. The English language mastery is a significant requirement for one‟s and people of Indonesia‟s success in facing global challenges. Learning in school
is the main way for most Indonesian people in acquiring knowledge and skill in English. English, as a school subject, has different characteristics from science or
social subjects. The difference is that English functions as a mean of communication. It indicates that learning English only deals with learning its
grammar but the mastery also deals with the daily communication usage. A learner cannot be stated to have mastered English if heshe cannot use it for communication
although having satisfactory grammar mastery. On the other way around, a learner cannot be said to be able to communicate well unless heshe master adequate
vocabulary level. Therefore, vocabulary mastery is still a significant factor in learning English.
The English teaching in Indonesia is based on the Education System Act No. 202003. It states that education is a conscious and planned effort to create
learning atmosphere and process so that learners actively develop the potentials to possess
religious spiritual
power, self
control, personality, competence,
conscience and skill heshe, the community, country and nation need. To achieve the goal, national education standard is set, consisting of: standard of competence,
standard of content, standard of process, standard of facility, standard of educators and administrators, standard of management, standard of funding and standard of
assessment Ditjen Pendidikan Menengah Depdiknas, 2014. a.
Cycles and Stages Cycles and stages is suggested by Hammond et al 1992. Figure 2 below
illustrates it.
Figure 2: Cycles and Stages of Learning Hammond et al. 1992:17 Helena 2006 suggests that in planning lessons in foreign language
education context, the teacher needs to go over cycles twice. The first cycle involves four stages. The first stage is Building Knowledge of the Field BKOF.
In this step, both teacher and students build cultural context, share experiences, discuss vocabulary, language features, etc.
The second stage is Modeling of Text. This is when students are exposed to functional text, conversations and monologues. This is all done through
listening. Communicative purpose becomes the basis of the content. It means that if students are expected to produce a procedure text, then, the functional text,
conversation and monologues are developed with one main communicative purpose i.e. giving instruction
Third, students are in the stage of Joint Construction of Text JCT. At this stage, they exercise, mainly, their oral competence. With the help of the teacher,
they write different announcements, monologues or conversations on how to do something. They then can perform their speaking ability.
The last stage is called Independent Construction of Text ICT. Students are expected to be able to speak spontaneously about how to do things. Thus, the
first cycle integrates students‟ speaking and listening skills.
The second cycle is related to the developing of the ability to use written language. The teacher and students go through all the stages once again. This
time, in Modeling of Text, students are exposed to written text. They develop their reading skill. Then, they continue with joint construction in writing texts and
finally they write their own text independently. b.
Presentation Practice and Production Harmer 2007 formulates procedures to conduct presentation, practice and
production. They are: 1 Presentation; it is the process of exposure by presenting the lesson. The purpose of this step is to introduce students to new lesson material.
In presentation a teacher can use teaching aids such as clip art, flash card or even video. 2 Practice; this step is focused on the cooperation of students and teacher
to put the new lesson into practices. It can be in form of question and answer, worksheet exercise, game, mechanical and meaningful drill, etc.
3 Production; it focuses on the students‟ demonstration of ability to
implement what they have learned. For example, a teacher can ask student to create some sentences based on the material that the students have learned.
B. Framework of Pre-understanding
Some teachers have started to apply blended learning in teaching English. Before applying it, they must have some belief about learning. Learning a foreign
language presents different challenges for different people in different contexts. The reasons for learning a foreign language are as diverse as the ways different
individuals approach the task of learning new vocabulary, figuring out new grammar rules, listening, reading, and speaking in a language other than their
native language. A range of methods and approaches are often used to introduce new language, and a variety of classroom management techniques are employed
to maximize practice opportunities. In short, there is no one way to learn a language, just as there is no one way to teach it.
Language teachers, although they may not have been aware of the term, have always used a “blend” of teaching approaches in order to provide as rich a
learning environment as possible for our learners. Blended learning is therefore not a new concept. What is new is the range of different learning opportunities
