35 teacher, the fourth teacher, the fifth teacher, and the sixth teacher. They taught students
from the tenth grades until the twelfth grade of senior high school. Based on the teachers’ perceptions, the researcher categorised the following
discussion into two parts. The first discussion was based on the teachers’ perceptions who agreed with the use of Text-based syllabus in English teaching and learning process.
Then, the second discussion would be based on the perceptions of teachers who did not agree with the implementation of Text-based syllabus design.
a. Teachers Who Agreed with the Use of Text-based Syllabus Design
Stein 1982 cited in Ponty, M. 1962: 7 stated that “…. The series stimulus – impression – perception is a sequent event at the end of which perception begins”. It
meant that perception did not suddenly arise but it needed a process and took time. In this process past experiences were really influence the perceiver to perceive a target. There
were many kinds of syllabus designs had ever been implemented in English teaching. Based on their past experiences, the teachers led themselves to have perceptions toward
the use of Text-based syllabus in English teaching. English teachers of SMA NEGERI I Bantul and SMA STELLA DUCE Bantul
also had experiences in teaching using several syllabus designs. Based on their past experiences and their experiences in implementing Text-based syllabus, the teachers
perceived that the Text-based syllabus could facilitate teachers to deliver materials easier. The students also enjoyed the class when teachers taught them by using Text-based
syllabus. As the syllabus emphasized on the development of the communicative skill, it could motivate students to be able to speak up. Besides,
through giving materials in the
36 form of text, students were trained to understand the language in the real use. These
impressions directed the teachers to have perceptions on the implementation of Text- based syllabus design. Therefore, five of six participants perceived that the
implementation of the syllabus was appropriate for English teaching in Indonesia, while the other participant did not agree about it.
The second teacher stated that “Text-Based syllabus is suitable for English teaching in Indonesian Educational Institution because the text gives students language
context and mind mapping.” For example; the ducks were so funny; her duck was appeared. The meanings of these two words were different. In the first example the ducks
were so funny the word duck meant gees or kinds of birds. While in the second sentence her duck was appeared the word duck meant bow. These differences caused by the
language context. It implied that a text could be more flexible to teach a language for foreigners. It
could facilitate the students to understand the use and the implementation of the language itself in the real use or in the daily life. Through reading a text, the students could have
many examples about how to use the language so that they could easily learn and imitate the example to create their own text. On the other hands, a text gave a frame-work for the
students, which stimulated them to think and predict the meaning of new vocabulary that were found in the text. This activity could give a good effect for their long term memory
because they had struggled to understand the meaning of the words by themselves. In learning English, not only the understanding of the theory of language itself
that was needed by the students but also the time to practice what they had learned. It
37 showed that practicing the students’ skill of language had a high relationship with the
fluency of using the language itself.
Based on the teachers’ experiences in teaching English, by using Text-based syllabus, the students would have more chance to practice their skill of speaking. As it
was possible for teachers to choose media for teaching, so variations in the teaching- learning process could be obtained. This condition might motivate the students to practice
using the language. In this case, teachers from the two different educational institutions used some sources such as entitled “Look A Head”, which was published by Erlangga
and “Linked to The WORLD”, which was published by Yudhistira. However they did not always use the source books when they were teaching.
Instead using the text books, they sometimes combined the materials with their creativity to make the class alive. Therefore some additional sources like English newspaper,
articles from the Internet, English magazine, clipping, English songs, cassette-recordings and films were used by the teachers to develop their teaching.
The purpose of using so many kinds of teaching medias was to facilitate the students in getting familiar with the function of the language usage and to stimulate the
students to be able to express themselves. Besides, the teachers inquired the students to have more practice rather than to listen to a long explanation. It aimed to check their
students’ understanding directly when they were doing the practice. A different condition happened when Text-based syllabus had not been used.
There was a time, English teaching-learning process emphasized on the grammar and the sentence pattern. The result was that students became the passive receiver of learning.
They did not have any confidence to practice using the language. They were not trained
38 to use it in their daily life. The teachers believed that, by using Text-based syllabus
design, the students would have more confidence to speak up in their area or in public. The syllabus development does not pay attention on the accuracy of their speaking but
their fluency in expressing their idea stated the third teacher. Therefore, most of the students were able to use the language actively. Although their speaking was not accurate
but, at least, they dared to use it. Some of the teachers stated this condition implied that the students’ ability to use the language had increased, as they had learned about how the
language was used in the daily context. The teachers believed that Text-based syllabus was the most useful one
compared to the previous syllabus designs like structural syllabus. According to the teachers, there were many advantages could be earned from the use of Text-based
syllabus design in the teaching-learning process, such as; enjoyment, chances to use the language, students’ confidence, the real implementation of the language, sharpening
students’ soft skill and improving teachers’ creativity. Although grammar was no longer the focus of the syllabus design, it was useful to make the students familiar with the
target language. The sixth teacher stated that most of the students enjoyed joining the English
class as they did not need to really focus on the grammar. They just needed to try to be familiar with the target language by practicing to use it actively. One of the English
teachers from SMA NEGERI I Bantul stated that Text-based syllabus made students feel easier in learning English. As the materials given in the form of text, so students did not
realize that there were many kinds of important points such as grammar, vocabulary, and
39 expressions, which were including in the text. Therefore, they could learn English more
relaxing. Most of the teachers agreed that the basic problem in implementing the syllabus
design was in teacheres’ creativity. It was a basic problem, as it influenced the students’ motivation to learn the material and to follow the class. The teachers’ creativity was
really important to make their class alive. It was because the material was always in the form of text that could bring boredom to the class if it was monotonous. Therefore, the
teachers had to make the materials appropriately and adjust with the condition of the class. The fourth teacher stated that “I’m happy to use Text-based syllabus design
because I can vary the class activities like what I want.” I usually ask them to sing, do a speech and debate.” These kinds of activities could help them understand the text and the
expression within the text in a different experience. However, the teachers had almost the same opinion about the Text-based
syllabus that could not facilitate students to really understand the grammar. Based on the teachers’ opinion the students could not yet identify and use the right grammar to express
what was in their mind. Hence, “teachers should clearly explain as long as needed” stated the third teacher. It was because grammar was no longer the focus of the syllabus design.
It emphasized more on the students’ fluency in using English. Therefore, the teachers had to work hard also to understand their students’ weaknesses in understanding the grammar
so that the teachers could help them preparing TOEIC Test and tests for attending the universities or what so-called as UMPTN. In these tests grammar is one of the most
important points that are considered.
40
b. Teacher Who Did Not Agree with the Implementation of Text-based Syllabus
