10
CHAPTER II REVIEW OF RELATED LITERATURE
In this chapter, the researcher describes the theories related to the study. It is employed as the base of the research conducted. It describes into theoretical
description and theoretical framework. The theoretical description covers the theories related to the research. It includes theories of English language learning,
theories the school – based curriculum, theories of teaching adolescence, theories
of active learning, and theories of students‟ participation. In theoretical framework, the researcher describes how the theories are employed in the
research.
A. Theoretical Description
In this section, the researcher reviews the theories related to the study. The theories are about English language learning, how to teach Senior High School
Students, students‟ participation, and active learning.
1. English Language Learning
Since English is important nowadays, students in Senior High School are being prepared and equipped well. Before knowing further about English
language learning in this study, it is essential to know the purpose of English language learning for Senior High School students in order to lead the teacher in
teaching English to the students.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
Language has a central role to learners‟ development of intellectuality, social, and emotion; and language is the media of achieving success in all subjects
being studied. The study of language is expected to help learners to know themselves, to know their and others‟ cultures, to express their opinion, to
participate in a society using a certain language, and to apply their analytical and imaginative abilities Puskur, 2006.
Based on the statement made by the government on school based curriculum, learning a language is important for the students, especially for Senior
High School students. It is not only about how students can master the language, but also about students‟ development. Students‟ abilities in a language can affect
students‟ development in some aspects. However, many students are learning English because they only need to learn English to pass the examination. This is
suitable with Cross Carney‟s statement, “The aim of the study was to pass an examination, not to live a life,” 1946: 22. Students do not realize that learning
English is important for their future. Therefore, many students do not study English seriously.
“Developing the ability to really communicate in English is the main goal of an En
glish language course,” Davies Pearse, 2000: 71. According to Scrivener, “The purpose of learning a language is usually to enable you to take
part in exchanges of information,” 1994: 22. At the end of the course, the students should be able to communicate effectively in English outside the
classroom whether it is for study, work, or leisure. That is why, in learning English in class, students should be able to develop their skills. Related to English
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
language skills, Davies Pearse added, “In language teaching, communication is
usually divided into four main skills. They are listening, speaking, reading, and writing,” 2000: 74. Listening and reading skills are considered as receptive
skills, while speaking and writing are productive skills. However, English should be considered as a unified course, not as a series of separate lessons in such
branches as spelling, grammar, and reading Cross Carney, 1946: 27. Since English is a unified course, the students should get the integrated English lesson.
They should learn English in context in order to develop language skills. “We are trying to teach, primarily, not knowledge but skills; the many different skills
required for good listening – speaking – reading – writing.” Bright McGregor,
1970: 4. It is clear that in teaching a language, including English, the teacher does not teach the students all theories about English language. By learning English,
students are preparing themselves for other subjects they are studying in Senior High School or even for their future when they are studying in University. “They
are going to continue their study to the next level, and being able in using English is helpful,” Brooks, 1964: 25.
In this case, English teachers have important role. It is strengthened by Bright and Mc. Gregor‟s statement that English language teacher has an important
role. “The teacher of English has the responsibility of equipping his pupils with the skills that they need to pursue their studies in all other subjects either
immediately or in the future,” 1970: 5. Teaching English is not an easy thing. “Teaching is guiding and facilitating learning, enabling the learner to learn, setting
the conditions for learning,” Larsen Freeman, 2000: 7. The task of English
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
teacher is to guide and facilitate the students to enable the students to learn well. Besides, the teacher should set a good condition for learning. However, Cross and
Carney stated that there are as many teachers of English who are unprepared to teach English, 1946: 23. The fact is that for a successful language teaching and
learning are other, less tangible, conditions, for example, plenty of opportunities for learners to participate in class and an atmosphere in which they feel motivated
to learn, Davies Pearse, 2000: 12. Since the students are required to be able to use English in their life, they need to master the skill. It is supported by J. A.
Bright and Gregor. They stated that “The skills can be acquired only through practice, which is something teacher cannot do for the students” 1970. Practicing
is very important for students‟ language skills, and they should practice themselves.
Due to the importance of practice in English language learning, it would be unsatisfactory if the teacher dominates the lesson to the exclusion of
participation from as many learners as possible. Sometimes, traditional teaching methods have seemed to emphasize the learning of language system as a goal in
its own right and failed to give learners an opportunity to gain realistic experience in actually using the language gained, Scrivener, 1994: 22. In fact, the survey
shows, that much time is given to the teaching of form, grammar drills, and punctuation, and not enough to thoughtful observation, and communication of
ideas to others, Cross Carney, 1946: 27. Besides, “it is not enough for a teacher to go into a classroom and effectively „give a lecture‟ while students make
notes,” Riddell, 2003: 13.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
It is clear that the students in English class should be given opportunities to practice their English language skills. It is very useful for them to develop their
abilities so the purpose of English language learning could be achieved.
2. School - Based Curriculum
Kategori