TEACHERS’ UNDERSTANDING OF THE CURRICULUM AND THEIR PRACTICE OF USING EFL TEXTBOOKS TO ACHIEVE THE LEARNING OBJECTIVES.
TABLE OF CONTENTS
Page
Approval ..............................................................................................
Declaration ..........................................................................................
Acknowledgements .............................................................................
Dedication ............................................................................................
Preface .................................................................................................
Abstract ...............................................................................................
Table of Contents .................................................................................
Chapter 1
INTRODUCTION ........................................................
1
Background of the Study .....................................
1
1.2 Purpose of the Study ...........................................
2
1.3 Research Questions .............................................
2
1.4 Significance of the Study ....................................
3
1.5
Research Methodology ........................................
4
1.6 Thesis Organization ............................................
4
THE TEACHERS’ UNDERSTANDING OF THE
CURRICULUM AND THEIR PRACTICE OF USING
EFL TEXTBOOKS TO ACHIEVE THE LEARNING
OBJECTIVES ...............................................................
6
2.1 Communicative Language Teaching ...................
6
2.2 English Curriculum .............................................
9
2.3 EFL Textbooks.....................................................
16
2.4 Communicative Competence ..............................
19
RESEARCH METHODOLOGY ...................................
22
1.1
Chapter 2
Chapter 3
i
iii
iv
vii
viii
x
xi
i
Chapter 4
3.1 Research Design ..................................................
22
3.2 Research Site .......................................................
23
3.2.1 Choice of the Site ......................................
23
3.2.2 Access to the Research Setting.................
23
3.2.3 The Classroom ..........................................
23
3.2.4 The Teachers ............................................
24
3.2.5 The Students ............................................
24
3.3 Research Objectives ............................................
24
3.4 Research Methods ..............................................
25
DATA ANALYSIS, FINDINGS, AND DISCUSSIONS .
28
4.1 Data Analysis..........................................................
30
4.1.1
Chapter 5
The Analysis of Teachers’ Understanding
of the Present English Curriculum ..........
30
4.1.2 The Analysis of the Teachers’ and
Students’ Perceptions on the EFL
Textbooks .................................................
32
4.1.2.1 The Analysis of the Teachers’
Perception
of
the
EFL
Textbooks.................................
32
4.1.2.2 The Analysis of The Students’
Perception
on
The
EFL
Textbooks ...................................
40
4.1.3 The Analysis of the Teachers’ Ways of
Using EFL Textbooks to Achieve the
Learning Objectives .................................
85
4.2 Findings and Discussions ......................................
91
CONCLUSSIONS AND RECOMMENDATIONS ........
120
ii
5.1 Conclusions ............................................................
120
5.2 Recommendations .................................................
122
References.............................................................................................
124
Appendices............................................................................................
126
Lesson Plans
Classroom Observation Sheets
Learning Objectives and Teachers’ Behaviour Sheets
Interview Transcripts: Teachers and Students
iii
CHAPTER 1
INTRODUCTION
1.1 Background of the Study
The national development in Indonesia is aimed to improve the quality of human
resources in order to achieve a better economic condition. One aspect to reach the
objective is the improvement of the mastery of foreign languages, particularly
English.
English is the first foreign language to study by the students of junior and senior high
schools. English is also recommended to learn by the students of elementary schools.
The aim of English teaching is to develop students to be able to communicate in
English.
To develop students’ communication skills, teacher has to create an enjoyable and
motivated non-threatening classroom atmosphere for the students to practice the
language they are learning. Teacher is required to provide the activities where
students can work together, talk together, and learn together using the target
language. It means that the teacher is expected to active, imaginative and innovative
to create an effective language teaching and learning situation.
To obtain the best to use the classroom time with our students to promote their effort
to learn the target language, textbooks will be a great help. Cunningsworth (1995)
declares that there is probably nothing influence the content and nature of teaching
and learning more than the books and other teaching materials used. He also states
that course books are best seen as resource in achieving aims and objectives that
have already been set in terms of students needs.
1.2 Purpose of the Study
The primary purpose of this study is to describe the teachers’ understanding of the
curriculum related to their practice of using the EFL textbooks in the classrooms to
achieve the learning objectives.
1.3 Research Questions
The following research questions were developed to guide the inquiry process:
1.
What is the teacher’s understanding of the present English Curriculum (The
2004 English Curriculum and the Content Standard)?
2.
What is the teacher’s and student’s perception on the EFL textbooks used in the
classrooms?
3.
How do the teachers use the EFL textbooks in the classrooms to achieve the
learning objectives?
1.4 Significance of the Study
The investigation is conducted to portray the teachers’ use of EFL textbooks in the
classrooms by the English teachers to achieve the learning objectives. The teachers’
understanding on the present English Curriculum (The 2004 English Curriculum
and the Content Standard), the teachers’ and students’ perceptions on the EFL
textbooks used in the classrooms, and the ways the teachers use the EFL textbooks in
the classrooms are taken into considerations when gained the data.
The findings of the research are expected to describe the teacher’s understanding on
the present English Curriculum (The 2004 English Curriculum and the Content
Standard) the teachers’ and students’ perception on the EFL textbooks used in the
classrooms, and the ways the teachers use the EFL textbook influence achievement of
the learning objectives. To be more specific, the findings would likely:
1. Provide the information about the teachers’ understanding on the present
English Curriculum (The 2004 English Curriculum and the Content
Standard).
2. Provide the information about teachers’ and students’ perception on good EFL
textbooks.
3. Provide the ways/stages implemented by the English teachers in using the
EFL textbooks in the classrooms.
4. Provide the information about the activities in the classrooms expected by the
students.
5. Provide the information about kinds of tasks/exercises expected by the
students to be available in a textbook.
6. Raise the awareness of EFL textbook writers’ and publishers’ to write/publish
materials that can meet the students’ needs and interests in learning English.
7. Provide data for other investigation on the use of EFL textbooks to achieve the
learning objectives.
1.5 Research Methodology
This research implements three methods of collecting the data: Classroom
observations: note-taking and videotaping, Interview, and Document analysis.
1.6 Thesis Organization
The thesis is organized into five chapters. Chapter one discusses the background of
the study, the purpose of the study, the research questions, the significance of the
study, the research methodology, and the thesis organization.
Chapter two explains the related literature review to the study. It contains the full
explanation
of
Communicative
language
teaching,
the
Present
English
Syllabus/Curriculum, the EFL textbooks. and the Communicative Competence.
Chapter three describes the methods applied in the research to gain the data covering
the research design, the research site: the choice of the site, the access to the research
setting, the classrooms, the teachers, the students, the research objectives, the
research methods, and the data analysis.
Chapter four focuses on the findings and the discussions of the research findings.
Chapter five is about the conclusions and recommendations based on the findings of
the research.
1
2
CHAPTER 3
RESEARCH METHOPOLOGY
3.1
Research Design
Maxwell (1996) describes that research design is like a philosophy of life; no one is
without one, but some people are more aware of theirs, and thus are able to make
more informed and consistent decisions.
Biklen (1992) also states that design is used in research to refer to the researchers’
plan on how to proceed.
Meriam (1988) explains that a case study design is considered to be the most suitable
research strategy. She also describes that recently education has turned to case study
research to explore the processes and dynamics of practice. This design is used as an
effort made to attain an in9depth understanding of the situation and its meaning for
those involved.
On the basis of the statements above, the researcher design this study as an attempt
to understand the use of EFL textbooks to develop students’ communicative
competence. She will employ a case study design as the method of the research. She
will portray and document the use of EFL textbooks to develop students’
communicative competence through the investigation conducted in the classroom
setting.
3.2
Research Site
3
The research took place at one SMA Negeri in Kota Cimahi. The school was chosen
because of practical and economical reasons. She assumed that she has sufficient
information and knowledge about the school and its environment.
3.2.1 Choice of the Site
The school was chosen because of practical and economical reasons. The researcher
found that it was easier for her to conduct the observation since the location of the
school is quite near to her house and her office.
3.2.2 Access to the Research Setting
The researcher found that it was easy to have the access with the school members:
the headmaster, the English teachers, the students and the staff.
3.2.3 The Classrooms
Everything happens in the classroom is always interesting to investigate. Allwright
and Bailey (1991) draw the classroom as the place where teachers and learners come
together and language learning, we hope, happens. The researcher visited eleven
classes (three classes of year ten, two classes of year eleven, and five classes of year
twelve). The different number was because of the different number of classes taught
by the three teachers and the different activities being conducted by them during the
research. For example, since the eleven year English teacher was quite busy with her
position as the vice headmaster of students’ affair, so the researcher found it difficult
to observe her class.
3.2.4 The Teachers
4
Besides observing the ways the three teachers conducted the teaching9learning
process in their classrooms using the textbook, the researcher also conducted some
interviews with them to have a better understanding on how well they understand
the present English Curriculum/Syllabus, their perception on good EFL textbooks,
and their ways of using the textbooks in the classrooms to achieve the learning
objectives.
3.2.5 The Students
There are twenty9seven students interviewed by the researcher to know if English
lesson is favorable, their perception on the textbooks used by them in the classrooms,
and their perception on the ways their teachers use the textbooks in the classrooms.
3.3
Research Objectives
The main objectives of the research are to have a better understanding on how well
the English teachers understand the present English Curriculum, their perception on
good EFL textbooks, and their ways of using the textbooks in the classrooms to
achieve the learning objectives.
3.4
Research Methods
The data in this research gathered using three methods of data collection:
observations, interviews, and documents analyses.
•
Observation is collecting data through watching or participating in the
activities of the researched. The researcher used the note9taking and
videotaping to gather the data during the classroom observations.
5
•
Interview is questioning or discussing issues with your sample. Besides
interviewing the teachers whose classes being observed, the researchers also
had twenty seven students to interview. during the interviews, the researcher
using a tape recorder to have a verbatim record of the whole interview and to
concentrate on the whole interview with the permissions of the teachers and
the students being recorded.
•
Pocument analysis: the activity of using written materials as a basis for the
research. The researcher analyzed the present English Curriculum: the 2004
English Curriculum and the Content Standard, the Syllabus, and the Lesson
Plans made by the teachers.
Observation
Merriam (1988) suggests that observation is the best technique to use when an
activity, event, or situation can be observed first hand, when a fresh perspective is
desired, or when participants are not able or willing to discuss the topic under study.
In line with Merriam suggestion, Maxwell (1996) also clarifies that observation often
enables a researcher to draw inferences about someone’s meaning and perspective
that she could not obtain by relying exclusively on interview data.
The role of the researcher was first observer as participant. The researcher
participation in the group is definitely secondary to his or her role of information
gathered. Second, as collector, she collected the data from the interview.
Interviews
According to Maxwell (1996), Interviewing can be a valuable way, the only way, for
events that took place in the past or ones to which you cannot gain observational
6
access of gaining a description of actions and events. These can provide additional
information that was missed in observation and can be used to check the accuracy of
the observation.
Blaxter et al (1998) clarifies that the interview method involved questioning or
discussing issues with people. It can be a very useful technique for collecting data
which would be unlikely accessible using techniques such as observation or
questionnaires.
Document analyses
All research projects involve, to a greater or lesser extent, the use and analysis of
documents, often in conjunction with other research techniques such as interview
with key informants (Blaxter et al, 1998). They also state that researchers are
expected to read, understand and critically analyze the writing of others, whether
fellow researchers, practitioners, or policy makers. Then, Blaxter et al. (1998) defines
documents analysis as using written materials as a basis for the research.
7
CHAPTER 5
COPCLUSIOPS APD RECOMMEPDATIOPS
5.1 Conclusions
The call to change seems to be constant in education (Jacobs and Farrell, 2003). In
second language education, a constellation of changes have been proposed and, to
some extent, implemented. The constellation of interconnected changes can be
termed as a paradigm shift, with this paradigm, fitting under the general umbrella of
Communicative Language Teaching (CLT).
The key components of the shift concern:
1. Focusing greater attention on the role of learners rather than the external stimuli
learners are receiving from their environment. This shift is generally known as
the move from teacher-centered instruction to learner-centered or learningcentered instruction.
2. Focusing greater attention on the learning process rather than on the products
that learner produce. This shift is known as a move from product-oriented
instruction to process-oriented instruction.
3. Focusing greater attention on the social nature of learning rather than on
students as separate, decontextualized individuals.
4. Focusing greater attention on diversity among learners and viewing these
differences not as impediments to learning but as resources to be recognized,
catered to, and appreciated. This shift is known as the study of individual
differences.
5. In research and theory-building, focusing greater attention on the views of those
internal to the classroom rather than solely valuing the views of those who come
from outside to study classrooms, investigate and evaluate what goes on there,
and engage in theorizing about it. This shift is associated with such innovations as
qualitative research, which highlights the subjective and affective, the
participants’ insider views and the uniqueness of each context.
6. Along with this emphasis on context comes the idea of connecting the school with
the world beyond as a means of promoting holistic learning.
7. Helping students to understand the purpose of learning and develop their own
purposes.
8. A whole-to-part orientation instead of part-to-whole-approach. This involves
such approaches as beginning with meaningful whole texts and then helping
students understand the various features that enable to text to function, for
example, the choice of words and the text’s organizational structure.
9. An emphasis on the importance of meaning rather than drills and other forms of
rote learning.
10. A view of learning as a lifelong process rather than something done to prepare
for an exam.
Looking at the paradigm shifts above, we can conclude that teachers should focus the
attention on the learner’s role, that is the learner-centered or learning-centered
instruction. Teachers should also focuses the attention on the learning process rather
than on the products that learners produce, and diversity among learners and
viewing these differences not as impediments to learning but as resources to be
recognized, catered to and appreciated. The views of internal to the classroom rather
than solely valuing the views of those internal to the classroom, connecting the
school with the world beyond, help the students to understand the purpose of
learning and develop their own purposes, a whole to part orientation, and the
importance of meaning rather than drills and a view of learning as a lifelong process
rather than something done to prepare for an exam.
5.2 Recommendations
Teacher training, more or less, is one of the ways to upgrade the teachers’
understanding and knowledge about the phenomenon in the society of education.
Any kind of policy launched-out by the government should touch the agents of
change in education. The teachers are one of the agents that have very close relation
with the students.
As stated in the introduction part that the national development in Indonesia is
aimed to improve the quality of human resources. The mastery of foreign languages,
particularly English, needs to be improved. Students are the subjects expected to
master English. But, the teacher needs also the training to improve their
competences. They need to know about the development of the curriculum, the
models of teaching, the instructional materials, etc. to make them become competent
teachers. Competent teachers are expected to make competent learners.
The recommendation below is addressed to the teacher training centre, teacher
education institution, education office, teachers’ society, and the school itself, that
teacher needs improvement. All the teachers. not only some, or a few. The
socialization on something new should touch the ground. Pot only in the head of the
teachers’ society level, but also all the teachers in the school.
In line with the textbooks used in the classrooms, textbook writers, editors, and
publishers should take into account the expectations stated by the teachers and the
students about what a good EFL textbook should be like. About the activities and
materials, about kinds of tasks, about the colour, about the picture, about everything.
REFERENCES
Allwright, D. and Bailey, K. 1991. Focus on tue Language Classroom: An
Introduction to Classroom Researcu for Language Teacuers.
Cambridge: Cambridge University Press.
Anglin, L., Goldman, R. and Anglin J. 1982. Teacuing: Wuat It’s All About.
New York: Harper&Row, Publishers.
Blaxter, L., Hughes, C. and Tight M. 1998. How to Researcu. Buckingham:
Open University Press.
Depdiknas. Buku Panduan Penyusunan Kurikulum Tingkat Satuan
Pendidikan, Jakarta, 2001.
Depdiknas. Standar Isi dan Standar Kompetensi Lulusan. Jakarta. 2001.
Cunningsworth, A. 1995. Cuoosing Your Coursebook. Oxford: Heinemann.
Goodlad, J. and M. F. Klein. 1970. Beuind tue Classroom Door. Ohio:
Charles A. Jones Publishing Company.
Kurikulum 2004: Standar Kompetensi Mata Pelajaran Bauasa Inggris
SMA/MA. Depdiknas.
Merriam, S. 1988 (a). Case Study Researcu in Education. A Qualitative
Approacu. San Fransisco: Jossey-Bass Publishers.
Merriam, S. 1988 (b). Qualitative Research and Case Study Application in
Education. San Fransisco: Jossey-Bass Publishers.
Peraturan Menteri Pendidikan Nasional No. 22 tahun 2001 tentang
Standar Isi
Peraturan Menteri Pendidikan Nasional No. 23 tahun 2001 tentang
Standar Kompetensi Lulusan
Richards, J. 2001. Tue Role of Textbooks in A Language Program.
Guidelines, December 2001 Vol. 23 No. 2.
Richards J. and W. Renandya (eds.), 2002. Metuodology in Language
Teacuing. An Antuology of Current Practice. Cambridge:
Cambridge University Press.
Scarcella, R. , Andersen, E. and Krashen S. 1990. Developing
Communicative Competence in A Second Language. New York:
Newbury House Publishers.
Wajnryb, R. 1992. Classroom Observation Tasks. A Resource Book for
Language Teacuers and Trainers. Cambridge: Cambridge
University Press.
APPENDICES
•
Lesson Plans
•
Video-taping records
•
Classroom Observation Sheets
•
Learning Objectives and Teachers’ Behaviour Sheets
•
Interview Transcripts: Teachers and Students
Page
Approval ..............................................................................................
Declaration ..........................................................................................
Acknowledgements .............................................................................
Dedication ............................................................................................
Preface .................................................................................................
Abstract ...............................................................................................
Table of Contents .................................................................................
Chapter 1
INTRODUCTION ........................................................
1
Background of the Study .....................................
1
1.2 Purpose of the Study ...........................................
2
1.3 Research Questions .............................................
2
1.4 Significance of the Study ....................................
3
1.5
Research Methodology ........................................
4
1.6 Thesis Organization ............................................
4
THE TEACHERS’ UNDERSTANDING OF THE
CURRICULUM AND THEIR PRACTICE OF USING
EFL TEXTBOOKS TO ACHIEVE THE LEARNING
OBJECTIVES ...............................................................
6
2.1 Communicative Language Teaching ...................
6
2.2 English Curriculum .............................................
9
2.3 EFL Textbooks.....................................................
16
2.4 Communicative Competence ..............................
19
RESEARCH METHODOLOGY ...................................
22
1.1
Chapter 2
Chapter 3
i
iii
iv
vii
viii
x
xi
i
Chapter 4
3.1 Research Design ..................................................
22
3.2 Research Site .......................................................
23
3.2.1 Choice of the Site ......................................
23
3.2.2 Access to the Research Setting.................
23
3.2.3 The Classroom ..........................................
23
3.2.4 The Teachers ............................................
24
3.2.5 The Students ............................................
24
3.3 Research Objectives ............................................
24
3.4 Research Methods ..............................................
25
DATA ANALYSIS, FINDINGS, AND DISCUSSIONS .
28
4.1 Data Analysis..........................................................
30
4.1.1
Chapter 5
The Analysis of Teachers’ Understanding
of the Present English Curriculum ..........
30
4.1.2 The Analysis of the Teachers’ and
Students’ Perceptions on the EFL
Textbooks .................................................
32
4.1.2.1 The Analysis of the Teachers’
Perception
of
the
EFL
Textbooks.................................
32
4.1.2.2 The Analysis of The Students’
Perception
on
The
EFL
Textbooks ...................................
40
4.1.3 The Analysis of the Teachers’ Ways of
Using EFL Textbooks to Achieve the
Learning Objectives .................................
85
4.2 Findings and Discussions ......................................
91
CONCLUSSIONS AND RECOMMENDATIONS ........
120
ii
5.1 Conclusions ............................................................
120
5.2 Recommendations .................................................
122
References.............................................................................................
124
Appendices............................................................................................
126
Lesson Plans
Classroom Observation Sheets
Learning Objectives and Teachers’ Behaviour Sheets
Interview Transcripts: Teachers and Students
iii
CHAPTER 1
INTRODUCTION
1.1 Background of the Study
The national development in Indonesia is aimed to improve the quality of human
resources in order to achieve a better economic condition. One aspect to reach the
objective is the improvement of the mastery of foreign languages, particularly
English.
English is the first foreign language to study by the students of junior and senior high
schools. English is also recommended to learn by the students of elementary schools.
The aim of English teaching is to develop students to be able to communicate in
English.
To develop students’ communication skills, teacher has to create an enjoyable and
motivated non-threatening classroom atmosphere for the students to practice the
language they are learning. Teacher is required to provide the activities where
students can work together, talk together, and learn together using the target
language. It means that the teacher is expected to active, imaginative and innovative
to create an effective language teaching and learning situation.
To obtain the best to use the classroom time with our students to promote their effort
to learn the target language, textbooks will be a great help. Cunningsworth (1995)
declares that there is probably nothing influence the content and nature of teaching
and learning more than the books and other teaching materials used. He also states
that course books are best seen as resource in achieving aims and objectives that
have already been set in terms of students needs.
1.2 Purpose of the Study
The primary purpose of this study is to describe the teachers’ understanding of the
curriculum related to their practice of using the EFL textbooks in the classrooms to
achieve the learning objectives.
1.3 Research Questions
The following research questions were developed to guide the inquiry process:
1.
What is the teacher’s understanding of the present English Curriculum (The
2004 English Curriculum and the Content Standard)?
2.
What is the teacher’s and student’s perception on the EFL textbooks used in the
classrooms?
3.
How do the teachers use the EFL textbooks in the classrooms to achieve the
learning objectives?
1.4 Significance of the Study
The investigation is conducted to portray the teachers’ use of EFL textbooks in the
classrooms by the English teachers to achieve the learning objectives. The teachers’
understanding on the present English Curriculum (The 2004 English Curriculum
and the Content Standard), the teachers’ and students’ perceptions on the EFL
textbooks used in the classrooms, and the ways the teachers use the EFL textbooks in
the classrooms are taken into considerations when gained the data.
The findings of the research are expected to describe the teacher’s understanding on
the present English Curriculum (The 2004 English Curriculum and the Content
Standard) the teachers’ and students’ perception on the EFL textbooks used in the
classrooms, and the ways the teachers use the EFL textbook influence achievement of
the learning objectives. To be more specific, the findings would likely:
1. Provide the information about the teachers’ understanding on the present
English Curriculum (The 2004 English Curriculum and the Content
Standard).
2. Provide the information about teachers’ and students’ perception on good EFL
textbooks.
3. Provide the ways/stages implemented by the English teachers in using the
EFL textbooks in the classrooms.
4. Provide the information about the activities in the classrooms expected by the
students.
5. Provide the information about kinds of tasks/exercises expected by the
students to be available in a textbook.
6. Raise the awareness of EFL textbook writers’ and publishers’ to write/publish
materials that can meet the students’ needs and interests in learning English.
7. Provide data for other investigation on the use of EFL textbooks to achieve the
learning objectives.
1.5 Research Methodology
This research implements three methods of collecting the data: Classroom
observations: note-taking and videotaping, Interview, and Document analysis.
1.6 Thesis Organization
The thesis is organized into five chapters. Chapter one discusses the background of
the study, the purpose of the study, the research questions, the significance of the
study, the research methodology, and the thesis organization.
Chapter two explains the related literature review to the study. It contains the full
explanation
of
Communicative
language
teaching,
the
Present
English
Syllabus/Curriculum, the EFL textbooks. and the Communicative Competence.
Chapter three describes the methods applied in the research to gain the data covering
the research design, the research site: the choice of the site, the access to the research
setting, the classrooms, the teachers, the students, the research objectives, the
research methods, and the data analysis.
Chapter four focuses on the findings and the discussions of the research findings.
Chapter five is about the conclusions and recommendations based on the findings of
the research.
1
2
CHAPTER 3
RESEARCH METHOPOLOGY
3.1
Research Design
Maxwell (1996) describes that research design is like a philosophy of life; no one is
without one, but some people are more aware of theirs, and thus are able to make
more informed and consistent decisions.
Biklen (1992) also states that design is used in research to refer to the researchers’
plan on how to proceed.
Meriam (1988) explains that a case study design is considered to be the most suitable
research strategy. She also describes that recently education has turned to case study
research to explore the processes and dynamics of practice. This design is used as an
effort made to attain an in9depth understanding of the situation and its meaning for
those involved.
On the basis of the statements above, the researcher design this study as an attempt
to understand the use of EFL textbooks to develop students’ communicative
competence. She will employ a case study design as the method of the research. She
will portray and document the use of EFL textbooks to develop students’
communicative competence through the investigation conducted in the classroom
setting.
3.2
Research Site
3
The research took place at one SMA Negeri in Kota Cimahi. The school was chosen
because of practical and economical reasons. She assumed that she has sufficient
information and knowledge about the school and its environment.
3.2.1 Choice of the Site
The school was chosen because of practical and economical reasons. The researcher
found that it was easier for her to conduct the observation since the location of the
school is quite near to her house and her office.
3.2.2 Access to the Research Setting
The researcher found that it was easy to have the access with the school members:
the headmaster, the English teachers, the students and the staff.
3.2.3 The Classrooms
Everything happens in the classroom is always interesting to investigate. Allwright
and Bailey (1991) draw the classroom as the place where teachers and learners come
together and language learning, we hope, happens. The researcher visited eleven
classes (three classes of year ten, two classes of year eleven, and five classes of year
twelve). The different number was because of the different number of classes taught
by the three teachers and the different activities being conducted by them during the
research. For example, since the eleven year English teacher was quite busy with her
position as the vice headmaster of students’ affair, so the researcher found it difficult
to observe her class.
3.2.4 The Teachers
4
Besides observing the ways the three teachers conducted the teaching9learning
process in their classrooms using the textbook, the researcher also conducted some
interviews with them to have a better understanding on how well they understand
the present English Curriculum/Syllabus, their perception on good EFL textbooks,
and their ways of using the textbooks in the classrooms to achieve the learning
objectives.
3.2.5 The Students
There are twenty9seven students interviewed by the researcher to know if English
lesson is favorable, their perception on the textbooks used by them in the classrooms,
and their perception on the ways their teachers use the textbooks in the classrooms.
3.3
Research Objectives
The main objectives of the research are to have a better understanding on how well
the English teachers understand the present English Curriculum, their perception on
good EFL textbooks, and their ways of using the textbooks in the classrooms to
achieve the learning objectives.
3.4
Research Methods
The data in this research gathered using three methods of data collection:
observations, interviews, and documents analyses.
•
Observation is collecting data through watching or participating in the
activities of the researched. The researcher used the note9taking and
videotaping to gather the data during the classroom observations.
5
•
Interview is questioning or discussing issues with your sample. Besides
interviewing the teachers whose classes being observed, the researchers also
had twenty seven students to interview. during the interviews, the researcher
using a tape recorder to have a verbatim record of the whole interview and to
concentrate on the whole interview with the permissions of the teachers and
the students being recorded.
•
Pocument analysis: the activity of using written materials as a basis for the
research. The researcher analyzed the present English Curriculum: the 2004
English Curriculum and the Content Standard, the Syllabus, and the Lesson
Plans made by the teachers.
Observation
Merriam (1988) suggests that observation is the best technique to use when an
activity, event, or situation can be observed first hand, when a fresh perspective is
desired, or when participants are not able or willing to discuss the topic under study.
In line with Merriam suggestion, Maxwell (1996) also clarifies that observation often
enables a researcher to draw inferences about someone’s meaning and perspective
that she could not obtain by relying exclusively on interview data.
The role of the researcher was first observer as participant. The researcher
participation in the group is definitely secondary to his or her role of information
gathered. Second, as collector, she collected the data from the interview.
Interviews
According to Maxwell (1996), Interviewing can be a valuable way, the only way, for
events that took place in the past or ones to which you cannot gain observational
6
access of gaining a description of actions and events. These can provide additional
information that was missed in observation and can be used to check the accuracy of
the observation.
Blaxter et al (1998) clarifies that the interview method involved questioning or
discussing issues with people. It can be a very useful technique for collecting data
which would be unlikely accessible using techniques such as observation or
questionnaires.
Document analyses
All research projects involve, to a greater or lesser extent, the use and analysis of
documents, often in conjunction with other research techniques such as interview
with key informants (Blaxter et al, 1998). They also state that researchers are
expected to read, understand and critically analyze the writing of others, whether
fellow researchers, practitioners, or policy makers. Then, Blaxter et al. (1998) defines
documents analysis as using written materials as a basis for the research.
7
CHAPTER 5
COPCLUSIOPS APD RECOMMEPDATIOPS
5.1 Conclusions
The call to change seems to be constant in education (Jacobs and Farrell, 2003). In
second language education, a constellation of changes have been proposed and, to
some extent, implemented. The constellation of interconnected changes can be
termed as a paradigm shift, with this paradigm, fitting under the general umbrella of
Communicative Language Teaching (CLT).
The key components of the shift concern:
1. Focusing greater attention on the role of learners rather than the external stimuli
learners are receiving from their environment. This shift is generally known as
the move from teacher-centered instruction to learner-centered or learningcentered instruction.
2. Focusing greater attention on the learning process rather than on the products
that learner produce. This shift is known as a move from product-oriented
instruction to process-oriented instruction.
3. Focusing greater attention on the social nature of learning rather than on
students as separate, decontextualized individuals.
4. Focusing greater attention on diversity among learners and viewing these
differences not as impediments to learning but as resources to be recognized,
catered to, and appreciated. This shift is known as the study of individual
differences.
5. In research and theory-building, focusing greater attention on the views of those
internal to the classroom rather than solely valuing the views of those who come
from outside to study classrooms, investigate and evaluate what goes on there,
and engage in theorizing about it. This shift is associated with such innovations as
qualitative research, which highlights the subjective and affective, the
participants’ insider views and the uniqueness of each context.
6. Along with this emphasis on context comes the idea of connecting the school with
the world beyond as a means of promoting holistic learning.
7. Helping students to understand the purpose of learning and develop their own
purposes.
8. A whole-to-part orientation instead of part-to-whole-approach. This involves
such approaches as beginning with meaningful whole texts and then helping
students understand the various features that enable to text to function, for
example, the choice of words and the text’s organizational structure.
9. An emphasis on the importance of meaning rather than drills and other forms of
rote learning.
10. A view of learning as a lifelong process rather than something done to prepare
for an exam.
Looking at the paradigm shifts above, we can conclude that teachers should focus the
attention on the learner’s role, that is the learner-centered or learning-centered
instruction. Teachers should also focuses the attention on the learning process rather
than on the products that learners produce, and diversity among learners and
viewing these differences not as impediments to learning but as resources to be
recognized, catered to and appreciated. The views of internal to the classroom rather
than solely valuing the views of those internal to the classroom, connecting the
school with the world beyond, help the students to understand the purpose of
learning and develop their own purposes, a whole to part orientation, and the
importance of meaning rather than drills and a view of learning as a lifelong process
rather than something done to prepare for an exam.
5.2 Recommendations
Teacher training, more or less, is one of the ways to upgrade the teachers’
understanding and knowledge about the phenomenon in the society of education.
Any kind of policy launched-out by the government should touch the agents of
change in education. The teachers are one of the agents that have very close relation
with the students.
As stated in the introduction part that the national development in Indonesia is
aimed to improve the quality of human resources. The mastery of foreign languages,
particularly English, needs to be improved. Students are the subjects expected to
master English. But, the teacher needs also the training to improve their
competences. They need to know about the development of the curriculum, the
models of teaching, the instructional materials, etc. to make them become competent
teachers. Competent teachers are expected to make competent learners.
The recommendation below is addressed to the teacher training centre, teacher
education institution, education office, teachers’ society, and the school itself, that
teacher needs improvement. All the teachers. not only some, or a few. The
socialization on something new should touch the ground. Pot only in the head of the
teachers’ society level, but also all the teachers in the school.
In line with the textbooks used in the classrooms, textbook writers, editors, and
publishers should take into account the expectations stated by the teachers and the
students about what a good EFL textbook should be like. About the activities and
materials, about kinds of tasks, about the colour, about the picture, about everything.
REFERENCES
Allwright, D. and Bailey, K. 1991. Focus on tue Language Classroom: An
Introduction to Classroom Researcu for Language Teacuers.
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Anglin, L., Goldman, R. and Anglin J. 1982. Teacuing: Wuat It’s All About.
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Blaxter, L., Hughes, C. and Tight M. 1998. How to Researcu. Buckingham:
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Depdiknas. Buku Panduan Penyusunan Kurikulum Tingkat Satuan
Pendidikan, Jakarta, 2001.
Depdiknas. Standar Isi dan Standar Kompetensi Lulusan. Jakarta. 2001.
Cunningsworth, A. 1995. Cuoosing Your Coursebook. Oxford: Heinemann.
Goodlad, J. and M. F. Klein. 1970. Beuind tue Classroom Door. Ohio:
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Kurikulum 2004: Standar Kompetensi Mata Pelajaran Bauasa Inggris
SMA/MA. Depdiknas.
Merriam, S. 1988 (a). Case Study Researcu in Education. A Qualitative
Approacu. San Fransisco: Jossey-Bass Publishers.
Merriam, S. 1988 (b). Qualitative Research and Case Study Application in
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Peraturan Menteri Pendidikan Nasional No. 22 tahun 2001 tentang
Standar Isi
Peraturan Menteri Pendidikan Nasional No. 23 tahun 2001 tentang
Standar Kompetensi Lulusan
Richards, J. 2001. Tue Role of Textbooks in A Language Program.
Guidelines, December 2001 Vol. 23 No. 2.
Richards J. and W. Renandya (eds.), 2002. Metuodology in Language
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Cambridge University Press.
Scarcella, R. , Andersen, E. and Krashen S. 1990. Developing
Communicative Competence in A Second Language. New York:
Newbury House Publishers.
Wajnryb, R. 1992. Classroom Observation Tasks. A Resource Book for
Language Teacuers and Trainers. Cambridge: Cambridge
University Press.
APPENDICES
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Lesson Plans
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Video-taping records
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Classroom Observation Sheets
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Learning Objectives and Teachers’ Behaviour Sheets
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Interview Transcripts: Teachers and Students