12 much as they could and they switched to their first language whenever they got
stuck. Therefore the production of their speaking English was very minimal. In step 3, during the collecting information, the students often referred to the same
sources. What happened then was that they just copy-pasted the materials regardless the materials were also taken by the other groups. This resulted in the
absence of the information gap. Therefore they did not ask anything in the question and answer section which meant
that students’ interaction between groups was very low. The last, conducting presentation in such way all the time
seemed to narrowing the meaning of the presentation step itself. In this activity, presenting was depicted merely by showing power point slides and read the
materials to the other students. In fact, there are abundant varieties for presenting activity.
These activities in fact have not fulfilled the standard required by Government Regulation Number 32 Year 2013. It says that the learning activities in the
classroom should be interactive, inspiring, fun, challenging, motivating the learners to actively participate, as well as giving the students ample opportunities
to develop their ideas, sense of creativity, and sense of autonomy based on their aptitude, interest and physical and psychological developments. Therefore, certain
selected stimulating learning activities should be tailored to promote the students active learning to. Besides, the time allocation should be neatly managed because
the students have the chance to learn English in two ELT hours each contained of 40 minutes per week only.
4. The learning materials
13 The materials taught to the students are based on the standard of content in
Permendikbud
Number 64 year 2016. As the resources, the teacher used the book from the government entitled
Bahasa Inggris
and a workbook or often regarded as
Lembar Kerja Siswa LKS
with the same title. More than that, the students also contributed to the materials used in the classroom
—the result the collecting information step. Mostly, the students were to do the exercises in their workbook.
The exercises varied such as vocabulary exercises, grammar exercises, and multiple and essay questions.
Regarding the speaking activities, the materials given had not prepared the students to perform their skills. It emphasized on the aspect of knowledge of the
students instead. The materials used and the text inputs available were mainly from Indonesia
’s contexts. It did not match with the principle of English language teaching which says, for the input texts, the sources should be from the native
setting. Meanwhile for the output, the students create texts based on their experience Nation and Macalister, 2010. In short, to enable the students to
perform the productive skills, the materials given should prepare them to perform the intended goal.
5. The learning media
The school provided sufficient media to support the ELT process. The classrooms were equipped with the technical and non-technical media such as
white boards, LCD projectors, and the room speakers. The teacher often used additional media such as a laptop and the portable speakers for the ELT processes.
Actually the school had a language laboratory. However it lacked of facilities. It
14 had the computers, the room loudspeakers, and LCD projectors. In fact the
individual loudspeakers heap phones were needed when the teacher wants to conduct listening activity. Because the
laboratory’s facilities almost resembled the classroom facilities, the teacher preferred to use the classroom. It could save time
because they did not need to move and the movement took their time . The students themselves bring their laptops to the classroom. They also have their
smartphones with them. Besides, the school provides the wi-fi for the students; although the signal was sometimes poor so that the students could not use it to
access the English materials through the internet. For the solution, they bring their own modem. They usually also tethered network from their smartphones.
In solving the existing problems, the chain effect was expected. It could be gained by selecting the most basic and urgent problems that when they were
solved, they would give positive effect in solving the other problems.
C. Limitation of the Problem
