47 she taught her students. She gave a chance for the students to experience how to combine
sentences. Besides, the teacher who preferred to use English in almost all the time argued
that “this is a good way to make them getting familiar with the use of the target language.” Although their students did not really understand what their teacher was
talking about but through giving additional sign or gesture, the students would catch the message easier. Therefore, the teachers tended to use English in almost all the time they
taught.
2. The Way Teacher Delivered English Teaching Materials in SMA STELLA
DUCE BANTUL
The similar condition also found in the private school’s class atmosphere. There were three classes that were taught by one teacher there. These three classes had their
own characteristics in learning English. Based on his opinion, in general students of this educational institution had average level of ability that influenced their motivation in
studying every subject of learning including English. He stated there were about 70 of students who wanted to really study and the rest were in low motivation to study. The
students who had low motivation to study usually did not have any preparation before the class like they did not know the material that would be discussed, they did not do their
homework, lazy and sleepy in the class. Therefore, the teacher tried to adjust the way he taught his students so that every student could accept the material optimally.
The first class that was observed by the researcher was XI IPS class. In this class the teacher delivered the material using Indonesian language in most of the time. The
48 frequency of using English to explain the materials to the class was lower than using
Bahasa Indonesia although based on his perception “the students needed more chances to practice their skill of speaking so that they would be familiar using the language.” Based
on this condition it was seen that teacher did not really facilitate students to be familiar in using English to communicate in their daily activities. It conversely happened toward his
perception. The teacher argued that why he chose not to use totally English in his teaching was because the students who were lack of vocabulary would find more
difficulties in understanding the materials. However, the students of this class were not very active. They just listened to the teacher’s explanations then did what their teacher
asked them to do. A different condition happened in XI IPA class. It was the second class that was
observed by the researcher. In this class the teacher delivered the materials and communicated using English. It was very different with what happened in the previous
class observation. Here the students were more active and braver in asking something they need to know and expressing their idea. They gave good respond for the teachers’
explanation so that there was a feedback for the teachers. The teacher did not use any media to deliver the materials but a textbook that was Look Ahead.
The last class that was observed was the X class. The students were active and enthusiastic in learning English. Based on the sixth teacher’s perception, Text-based
syllabus could help the students to have more chances in experiencing the use of the language. The teacher
stated Text-based syllabus did not demand the students to be really good in grammar but to be able to communicate using English. Therefore, the teacher
gave the students chance to speak up without worrying about their grammar accuracy. In
49 this class, the teacher used English to communicate but sometimes when it was needed
the teacher re-explained his explanation. He also did not use media to deliver the materials so that one of the students stated that he was bored to study English.
b. Students’ Involvement in the Learning Process
