CHAPTER III THE PROFILE OF THE SCHOOL
The school where the writer would do the research is SMA TRIGUNA UTAMA which is built on 1984. It is stated on Jl. Ir. H. Juanda Km.2 Ciputat and has 9
classrooms. Facing the globalization, the headmaster of this school wished to make an English area at the school. In order to achieve this aim, he really intended in English
subject to improve students’ English. So, the English teacher of this school takes an important role in applying the
headmaster’s objective. Unfortunately, because the teacher doesn’t only teach at this school but also at several other schools, heshe doesn’t have much time to supervise
students’ active speaking intensively. The more complicated problem is that according to the structure of school
organization, Rectorate of UIN became the supervisor of this school but lately Rectorate of UIN didn’t give any advice for the development of this school concretely. The
delegation from UIN only came once or twice for the last two years, only for saying hello to the staff of the school.
Moreover the help from government didn’t come to the independent school Swasta but little. This made the problem more complicated, because according to the
students background which most of them came from the suffering family to get some food, it’s more difficult for the school to recruit more money from the students either
for the text book, moreover, for the construction of the school building. The most pity condition that the students didn’t have the text book but LKS for the limited cost they
had while some were still having an owe for the LKS.
C. English Subject
4. English Teachers
There are two English teachers at this school, Mrs. Burdah Darlina and Mr. Ase Komaruddin. But the writer would only describe one of them because
she would only do a research at 2
nd
year class which is taught by Mrs. Burdah Darlina. She was graduated as an English bachelor at IAIN Syarif Hidayatullah
Jakarta on 1986, then took an undergraduate program of English Department S1 at UIN Syarif Hidayatullah and graduated on 2004. And now she is taking a
graduate program of English Program S2 at UHAMKA. She is teaching
English at several schools: SMIP, SMK Muhammadiyah and SMA TRIGUNA UTAMA. While, she has been teaching for fourteen years.
5. Text Books
Because the teacher needs to collect much knowledge to be correlated to the curriculum and contextually suitable for the students, she should use several
books, magazines, newspapers and others as the sources. Although the headmaster stated KTSP as the school English curriculum,
the teacher used several text books such as: • Mastering English 2 for SMA Students of Science and Social Studies
Eleventh Grade Based on 2004 Competency Based Curriculum, whose the authors are Hardy Tjandraatmaja et.al. Bekasi: PT. Galaxy Puspa Mega,
2005 • Informational English for the SMA Program IPA IPS, whose the authors
are Bambang Kaswanti Tony Rogers. Jakarta: PT.Widya Utama, 2005 • Dimensi Bahasa Inggris XI SMA SEMESTER GENAP. Jakarta: Penerbit
Swadaya Murni, 2006 Because the more the teacher got the sources, the more the students got different
knowledge.
6. Method of Teaching
In teaching and learning activities, the teacher used several method:
• Presentation method ceramah The teacher talked about the material for several minutes, of course, in
English, explained the text which would be given to the students. But some times the teacher translated what she explained for the different background
condition of the students, more over for the class of social program, the teacher explained the lesson in Indonesian because the students wouldn’t
understand well if she explained it in full English. • Active learning
The teacher gave students chances to talk answer andor ask questions while others gave responses and some times she chose several couple
students to practice the dialogue using the suitable choreography. But again, the problem is the limited time the class had so the students couldn’t show
their performance completely. And the teacher couldn’t test all of the students but some of them.
• Task-based learning To ensure that students acquire the lesson, the teacher gave some activities to
be done by the students, usually at home as home assignments, but some times those were given at class. The problem the teacher faced on this
method is that not all the students did the home assignment by themselves, some were cheating to whom had done the work and some hadn’t done the
task at all. • Translation Method
Because the main objective in learning English is that the students feel fun when learning it, the teacher would help the students when they felt difficult
in acquiring the material in target language by translating it into the students’ first language. This often happened when the students didn’t know or
actually forgot the meaning of many vocabularies. The teacher realized that this was not the best way to educate students to be self sufficient, but the
different background of the students which the majority came from the middle to the lower life stage, insisted the teacher to do this way.
In applying these methods, the teacher didn’t use one method in one session, but she mixed the methods. It’s up to the objectives she would get in each session whether
she would emphasis on listening, speaking, reading or writing. But on most of the session she spent, its objective is to make students understand the text. Because students
understanding on the essays would be really implied on students final test UAS.
D. Objectives of the four skills of the language
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