The English Teachers’ Method in terms of CBC Implementation.

23

CHAPTER IV DATA ANALYSIS AND FINDINGS

This chapter presents detailed information about the results of the data gathered in this study. The data were obtained from observations, interview with the English teachers and 25 questionnaires distributed to the students of the second grade of SMK Leonardo Klaten.

A. The English Teachers’ Method in terms of CBC Implementation.

In order to find out the teachers’ method, the writer conducted observation and interview. The observation was done five times in five different classes. Moreover, the intervie w was done with two English teachers. However, it helped the writer to get some information about the method used by the teachers and about the existence of CBC characteristics. Below are the data analysis and findings about the condition of English teaching learning activities as general overview of teaching learning activities in this school. a. Data Analysis To answer the first problem of the study, the writer conducted an observation and interview. The results are presented below: There were several points of CBC characteristics in the observation checklist. It was aimed to find out the existence of CBC implementation in the class. From five classes where the writer conducted observations, the result of CBC implementation was positive. It was shown from the checklist, which were: 24 1. The use of English was more frequent than the use of Indonesian. The teacher often used English as the medium of instructions in the class. Sometimes, she used Indonesian only if the students did not understand what the teacher meant to say. 2. The teacher used supporting teaching aids. In the class, the teacher only used reference – book from the school. She did not use other additional materials which could develop the teaching materials. As a matter of fact, the teacher could have been more creative by making handouts related to the topics. For example, the reference – book discussed only about reading comprehension and writing material. From this, the teacher could have developed the material by giving other skills, such as speaking or listening. 3. The teacher gave probing questions about the topic given. In order to attract students’ attention to the topic, the teacher always gave probing questions about the topic that were going to be given. This could increase the students’ interest to learn about the lesson. For example, when the topic was about “Telephoning”, the teacher asked a question so that they could guess what topic they would learn. The question was “Do you know how to contact your long-distant friend?” Therefore, the students would know that the topic was about “Telephoning”. 4. The teacher played the role as a facilitator and motivator. In the class, the teacher played the role as a facilitator who only helped the students when they were facing difficulties about English and the topic discussed. Moreover, the teacher also played as a motivator, who motivated the students to be brave to speak actively in class. The teacher gave more opportunities to the 25 students to express their opinions, their minds and also their feelings about the lesson. 5. The teacher gave leading statements to the students when they were facing some problems. Since the teacher played the role as a facilitator, therefore she only helped the students when they were facing difficulties. In this case, the teacher gave leading statements when the students asked some problems. She did not directly answer the problems. For example, a student asked about vocabulary items. The teacher did not give the translation in Indonesian, but she gave several synonyms of the word so that the student could guess the word meaning. For example, the teacher asked the students to re-read the passage and then asked some of them to re-tell the passage using their own words. Some of the students did not understand the word “re-tell” and “re-read”. Then, the teacher explained that prefix “re-“ has the same meaning with “again”. Therefore, “re-read” means to read again and “re- tell” means to tell the story again. 6. The students played as the main actor in the class. First, the students were ready to follow the lesson and they enjoyed it. Second, they paid attention to the teacher’s instructions. Moreover, they were giving responses to their teacher about the topic. In the class, the students participated actively during the lesson. For example, when the students did not know the teacher’s instruction, they would ask her. 7. The teacher had direct interaction with the students. The direct interaction between teacher and the students was shown when the teacher observed the class thoroughly. She approached the students and asked 26 about their difficulties. Furthermore, the teacher also had the interaction with the students in some classes, such as in discussion or group work activities. The result of CBC implementation was positive since several points of CBC characteristics above appeared in the class. From CBC characteristics and the teaching – learning activities that were applied, the teacher used the commonly used method in CBC implementation, which is Communicative Language Teaching Method. In some classes, several CBC characteristics did not exist. For example, the students looked bored and did not really enjoy the lesson, they did not feel enthusiastic to follow the lesson and did not have the preparation for the lesson; therefore, the English teaching – learning activities did not work well. Furthermore, dealing with the classrooms activities, the teacher gave more opportunities for the students to speak and express their ideas. They often asked the students to make simple conversation, to re-tell the passage about the topic then presented it in front of the class. These activities could motivate the students to learn more to communicate in English. Moreover, the writer conducted an interview about the implementation of CBC. It was used in order to find out the method used by the teachers in implementing it. It was done with two English teachers of SMK Leonardo. The results of the interview were shown below: 1. The CBC implementation in English lesson In the class, some of the students were still facing difficulties to communicate in English. However, the teachers tried to use English by using daily 27 – used terms then applied the English daily terms with the topic. Sometimes, the students were asked to tell their activities in school. 2. The method used in teaching English in terms of CBC implementation In teaching English, the method used was that the teachers always motivated the students to be active to communicate. The teachers led the English activities by using short, simple questions and instructions. They discussed the materials, asked their students to think and then give their opinion by using English. 3. Methods or approaches that were used in CBC implementation In CBC implementation, the teachers used Communicative Language Teaching Method, which is to develop the students’ communicative competence in English. In the class, teachers used English as the medium of instruction and explanation. They considered their students had more important roles in teaching – learning activities; therefore, they gave more opportunities to the students to express their ideas. When the students were facing difficulties in understanding the instruction, teachers often used simple explanation so that students would understand. In addition, teachers used some approaches to motivate the students using English actively, for example, they used gestures to negotiate meaning and also probing and guiding to make their students able to follow the lesson. 4. The students’ responses about English lesson The students’ responses were positive. They enjoyed the activities in the class. The students followed the lesson enthusiastically. They wanted to be able to speak English actively so that they started to be brave to express their ideas. In 28 every activity dealt with the communication process, the students would be active to participate. In their opinion, they thought that by participating in using English to communicate, they could be able to learn to communicate in English. 5. The teachers’ roles in teaching in the class in terms of CBC implementation In CBC implementation, the roles of teachers are to be facilitators and motivators for the students. In class, teachers encouraged the students to be brave to use English to communicate. Teachers did not blame them when the students made some mistakes. However, teachers accepted their mistakes because they needed to motivate their students. Giving appreciations, compliments and sometimes, rewards did it; therefore, the students would be motivated rather than felt depressed. Therefore, in CBC, teachers played first as a motivator, then second as a facilitator because students needed to be motivated in order to make them brave to use English communicatively. The result of the interview showed that the teachers used CLT method and also several strategies which were the using of gestures in order to negotiate meaning and also probing and guiding questions. b. Findings From the result of the observation checklist, it was found that the CBC implementation in the second grade of SMK Leonardo existed. It could be seen from the teaching – learning activities in the class. Teachers were using English as the medium of instructions and explanations; they pla yed the roles as a motivator and facilitator; they also had direct interaction with the students. Moreover, the students were playing as the main actors in the class. They were given more 29 opportunities to speak up their minds and feelings; they gave responses to the questions given by the teacher; moreover, they participate actively during the lesson. Furthermore, the teachers used CLT and gestures to negotiate meaning, probing and also guiding questions. In addition, the teachers played their roles as a motivator and facilitator so that the students would be brave and able to communicate actively. Moreover, the students had positive responses to practice in English communication. They followed the lesson enthusiastically and they could particip ate actively during the lesson. Based on CBC, the objectives of English lesson are to develop communicative competence and to use English to communicate. The English teachers needed not only to focus their teaching to the English materials but also to concern their teaching to achieve those objectives. To increase the students’ abilities in using English to communicate, the teachers’ suitable method and creativity were needed. Otherwise, the CBC implementation in teaching English would not be achieved. From the intervie ws and several observations conducted, it was found that the teachers used Communicative Language Teaching method which dealt with the communicative competence. The teachers gave their students the opportunity to express and share their opinions and ideas of what they had in mind. In the classroom, teachers played their part only as a motivator and facilitator. They always motivated their students to be active in using English and facilitated them with other source of materials. As a result, the answer to the first problem is that teachers of English in 30 the second grade of SMK Leonardo used Communicative Language Teaching method CLT.

B. The Relevance between the Method Used by the Teachers and the CBC