THE CONTRIBUTION OF THE ENGLISH MATERIALS OF ENGLISH LANGUAGE TRAINING INTERNATIONAL YOGYAKARTA BRANCH TO THE ENGLISH LEARNING ACHIEVEMENTS OF SECOND-YEAR STUDENTS OF JUNIOR HIGH SCHOOLS IN YOGYAKARTA A THESIS

  

THE CONTRIBUTION OF THE ENGLISH MATERIALS

OF ENGLISH LANGUAGE TRAINING INTERNATIONAL

YOGYAKARTA BRANCH TO THE ENGLISH LEARNING

ACHIEVEMENTS OF SECOND-YEAR STUDENTS OF JUNIOR

HIGH SCHOOLS IN YOGYAKARTA

  

A THESIS

Presented as Partial Fulfillment of the Requirements

To Obtain the Sarjana Pendidikan Degree in

  

English Language Education

By:

GEORGE YUDONO HIDAYAT

  Student Number : 961214083 Student Reg. Number : 960051120402120080

ENGLISH EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

  

2003

  

ACKNOWLEDGEMENT

  First of all, I would like to thank God for His blessing so that I could accomplish this thesis successfully. I would like also to thank all of those who have supported me in finishing this thesis, especially to Mr. P. Kuswandono, S.Pd., M.Ed., my first sponsor, and Ms. Ch. Lhaksmita Anandari, S.Pd., my second sponsor because they have spent a lot of time accompanying me in doing this thesis. Then, I also thank all of the PBI’s lectures who have taught me in the previous semesters.

  I would also like to thank all the respondents who have helped me. They answered the questionnaire and gave it back to me on time so that I could write this thesis successfully.

  On this occasion, I would like to thank my father who had encouraged me a lot to finish my study before he passed away and my mother who also supported me spiritually and financially. “Father and Mother, finally I can make it.” Also, I would like to thank all of those whom I cannot mention here by names.

  I also thank to all of my classmates who encouraged me to finish this thesis. They have supported me to finish my study.

  At last, I would like to thank all my friends in ELTI who have encouraged me to finish this thesis and the Branch Manager and Academic Manager of ELTI, who have given me permission to conduct this research in their institution.

  TABLE OF CONTENT

  PAGE OF TITLE……………………………………………………………… i PAGE OF APPROVAL……………………………………………………….. ii PAGE OF STATEMENTS OF WORK ORIGINALITY……………………… iii ACKNOWLEDGEMENTS……………………………………………………. iv TABLE OF CONTENT………………………………………………………… v LIST OF TABLES……………………………………………………………… ix ABSTRACT…………………………………………………………………….. x ABSTRAK………………………………………………………………………. xi

  CHAPTER 1 INTRODUCTION………………………………………................... 1

  1.1 Background of the Problem………………………………………. 1

  1.2 Identification of the Problem………………………………………4

  1.3 Limitation of the Problem………………………………………… 5

  1.4 Problem Formulation……………………………………………… 6

  1.5 Objectives of the Study……………………………………………. 7

  1.6 Operational Definition of Important Terms……………………….. 7

  CHAPTER 2 REVIEW OF RELATED LITERATURE……………………………9

  2.1 Review of Related Literature………………………………………..9

  2.1.1 English Learning Achievement…………………………...10

  2.1.2 Theories of Learning……………………………………...12

  a. Mental Discipline………………………………………13

  b. Conditioning Theory…………………………………..15

  c. Gestat-field Psychology………………………………..15

  2.1.3 The second-year students of Junior High Schools………..15

  2.1.4 English Teaching at Junior High School………………….16

  a. Reading……………………………………………… 17

  b. Listening……………………………………………….17

  c. Speaking……………………………………………….17

  d. Writing…………………………………………………17

  2.1.5 The 1994 English Curriculum for Junior High Schools Students……………………………………………………........18

  2.1.6. English Course……………………………………………18

  a. General English Course………………………………...19

  b. English for Active Communication…………………….20

  c. TOEFL Preparation Course…………………………….21

  d. English for Specific Purposes…………………………..21

  e. English Training for Job Seekers……………………….21

  f. English for Kids and SLTP……………………………..21

  2.1.7 English Teaching for Junior High School Students at ELTI.22

  2.1.8 Language Testing…………………………………………23

  2.1.9 The English Materials for Junior High Schools…………25

  2.1.9.1 The Materials for the First Grade……………….25

  2.1.9.2 The Materials for the Second Grade…………….26

  2.1.9.3 The Materials for the Third Grade………………27

  2.1.9.4 Examples of the Functional Skills Taught at School…………………………………………..32

  2.1.10 English Materials for SLTP Students at ELTI………….34

  2.2 Theoretical Framework……………………………………………….. 38

  2.3 Hypothesis…………………………………………………………….39

CHAPTER 3 RESEARCH METHOD……………………………………………….41

3.1 Kind of Research……………………………………………………….41

  3.4 Research Instrument……………………………………………………44

  4.4.1 The English Learning Achievement of Student Who Took an English Course for More Than One Year ……………..……………. 56

  3.2 Population of Sample Research………………………………………...42

  BIBLIOGRAPHY……………………………………………………………………. 64

  5.2 Suggestion…………………………………………………………..62

  5.1 Conclusion…………………………………………………………..61

  CHAPTER 5 CONCLUSION AND SUGGESTION………………………………..60

  4.4.3 The Difference Between the English Learning Achievement of Student Who Took an English Course for More Than One Year and Those Who Took an English Course for Less Than One Year………58

  4.4.2 The English Learning Achievement of Students Who Took an English Course for Less Than One Year …………………………….58

  4.4 The Discussion of the Research Findings…………………………… 56

  3.4.1 Questionnaire…………………………………………………….44

  4.3 The Difference Between the English Learning Achievement of Student Who Took an English Course for More Than One Year and Those Who Took an English Course for Less Than One Year………………………. 55

  4.2 The English Learning Achievement of Students Who Took an English Course for Less Than One Year ………………………………………….53

  4.1 The English Learning Achievement of Student Who Took an English Course for More Than One Year………………………………………….52

  CHAPTER 4 RESEARCH FINDINGS………………………………………………50

  3.3 Research Design………………………………………………………..43

  3.5 Research Procedures…………………………………………………. 45

  3.4.2 English Score Data……………………………………………….44

  3.6 Technique of Data Analysis…………………………………………...46

  APPENDICES

  Appendix 1 Data of the English Learning Achievement of Student Who Took an English Course for More Than One Year……………67

  Appendix 2 Data of the English Learning Achievement of Student Who Took an English Course for Less Than One Year……………..68

  Appendix 3 The Computation of the Ideal Mean and Standard Deviation of English Learning Achievement of Student Who Took an English Course for More Than One Year…………………...69

  Appendix 4 The Computation of the Ideal Mean and Standard Deviation of English Learning Achievement of Student Who Took an English Course for Less Than One Year…………………….70

  Appendix 5 The Calculation of the t-test for the Significance of the Difference Between Means and Both Independent Variables…..71

  Appendix

  6 Questionnaire……………………………………………………72

  

LIST OF TABLES

  1. The English Learning Achievement of Second Year Students of Junior High Schools in Yogyakarta in Academic Year 2001/2002 who Took An English Course at ELTI-Yogyakarta Branch for more than one year…………49

  2. The English Learning Achievement of Second Year Students of Junior High Schools in Yogyakarta who Took An English Course at ELTI for more than one year by Mean and Standard Deviation………………………………50

  3. Distribution of Scores of Students who Took An English Course for More Than One Year by Scale, Frequency, and Percentage………………………...50

  4. The English Learning Achievement of Second Year Students of Junior High Schools in Yogyakarta who Took An English Course at ELTI for less than one year…………… …………………………………………. 51

  5. The English Learning Achievement of Second Year Students of Junior High Schools who Took An English Course at ELTI for less than one year by Mean and Standard Deviation………………………………………………52

  6. Distribution of Scores of Students who Took An English Course for Less Than One Year by Scale, Frequency, and Percentage…………………………52

  7. The Results of the Analysis of Both Means of the Research by t-obtained And t-table………………………………………………………………………… 54

  8. The Standard Criteria of Scale Ten by Score, Interval and Category……..…………55

  

ABSTRACT

George Yudono Hidayat (2003). The Contribution of the English Materials of English Language Training International Yogyakarta Branch to the English Learning Achievement of Second Year Students of Junior High Schools in Yogyakarta.

  Yogyakarta : Faculty of Teachers Training and Education, Department of Language and Arts Education, English Education Study Program. English is a foreign language which is a very important language to learn because a lot of scientific books are written in English.due to the importance of English

  ,it becomes a subject which must be taught at school starting from junior high schools. Because English is an important subject, there are a lot of institutions which after English lessons .one of them is English Language Training international Which is located at Sabirin street number 6 Kotabaru Yogyakarta This institution offers English for any levels, they are English for kids and junior high school students ,general English course for senior high school, English for active communication for university student and employees who need English to support their English mastery which is needed at their places of work.

  In relation to this research paper, English for junior high school students was presented .this study tried to see the contribution of English courses towards the achievements of the student at school, especially the second year students who took an English course at ELTI. in this study ,two kinds of research methods were employed. They were library research and survey research .library research was done to obtain any necessary data related to this study.

  This study dealt whit the difference between the English learning achievements of second-year junior high school students who took an English course at ELTI for more than one year and those for less than one year. In order to see the difference ,score data of both groups of second-year students who took an English course for more and less than one year at ELTI were gathered .after gathering the data ,calculation using t-test was conducted to see the whether the difference of both achievements were significant ,or in doubt.

  The result of the calculation of the means of both group indicated that there was a difference .the means of the student who took an English course at ELTI for more than one year .to see whether the mean of the students who took an English course at ELTI for less than one year. To see whether the mean of the student who took an English course at ELTI for more than one year was significantly higher, t-test was conducted.

  The result of the t-test showed that the t-obtained (3.49) is higher than the T-table at the level of significance of 01 (2.704). from this computation, it can be concluded that the students who took an English course at ELTI for more than one year performed significantly –higher achievement than those for less than one year.

  ABSTRAK George Yudono Hidayat ( 2003) The Contribution of the English Materials of

  

English Language Training International Yogyakarta Branch to the English

Learning Achievement of Second Year Students of Senior High Schools in Yogyakarta .

  Yogyakarta :Fakultas keguruan dan ilmu keguruan jurusan pendidikan Bahasa dan seni ,program studi Pendidikan bahasa inggris Bahasa inggris merupakan bahasa yang sangat penting untuk dipelajari sebab banyak buku ilmiah ditulis dalam bahasa inggris mengigat pentingnya Bahasa Inggris

  ,Bahasa inggris menjadi mata pelejaran yang harus diajarkan di sekolah-sekolah mulai dari sekolah tingkat lanjutan pertama.karena Bahasa Inggris merupakan mata pelajaran yang penting maka banyak institusi yang menawarkan Pelajaran Bahasa Inggris.salah satunya adalah English Language Training International (ELTI)yang terletak di jalan Sabirin 6 kotabaru Yogyakarta.ELTI menawarkan Pelajaran Bahasa Inggris Untuk semua kelas yaitu Bahasa Inggris untuk Sekolah Dasar dan Sekolah Menengah Tingkat Pertama,General English Course untuk sekolah menengah atas,English for activeCommunication untuk pera maha siswa dan para karyawan yang membutuhkan Bahasa Inggris untuk mendukung penguasaan Bahasa Inggris Yang diperlukan di tempat mereka bekerja

  Sehubungan dengan skripsi ini, Bahas Inggris untuk siswa-siswa Sekolah lanjutan menengah tingkat pertama dibahas.studi ini mencoba melihat kontribusi lembaga bahasa inggris terhadap nilai yang diperoleh siswa disekolah,terutama sekolah menengah lanjutan pertama kelas dua. Dalam studi ini,dua macam metode penelitian yang dipakai yaitu studi pustaka dan surfei. Study pustaka dimaksudkan untuk mendapat informasi yang penting berkenaan dengan skripsi ini.sedangkan surfei dimaksudkan unuk memperoleh data data penting yang berhubungan dengan studi ini

  Studi ini membahas perbedaan tentang antara kemampuan bahasa inggris siswa sekolah lanjutan tingkat pertama kelas Dua yang telah belajar di ELTI selama lebih dari Satu tahun dan yang kurang dari satu tahun.untuk melihat perbedaan tersebut,data nilai di ambil dari dua kelompok tersebut di atas.setelah memperoleh data penghitungan menggunakan t-test dilakukan untuk melihat apakah perbedaan antara keduanya itu signifikan,tidak signifikan atau meragukan.

  Hasil perhitungan nilai rata-rata dari kedua kelompok menunjukan adanya perbedaan.nilai rata-rata dari siswa yang belajar di ELTI lebih dari satu tahun ternyata lebih tinggi dari pada nilai rata-rata siswa yang belajar kurang dari satu tahun.untuk melihat apakah nilai rata-rata siswa yang balajar di ELTI secare signifikanlebih tinggi atau tidak, t-test dilakukan.

  Hasil dari t-test menunjukkan bahwa nilai t yang di capai ( 3.49) lebih tinggi dari pada table t(2.704)pada nilai signifikan.01. Dari perhitungan ini,dapat disimpulkan bahwasiswa yang belajar di ELTI lebih dari satu tahun memperoleh nilai yang secara signifikan lebih tinggi dari pada yang hanya belajar kurang dari satu tahun.

  

CHAPTER 1

INTRODUCTION

1.1. Background of the problem

  English is an important language because English is an international language and it is the most-widely-use language (Quirk,1985:3).People in the world use English not only as a mans to communicate and interact with one another but also as a man to follow the development of science and technology since most science books are written in English.

  In Indonesia, English is formally taught at junior high schools. in conjunction with the development of science and technology, there are many elementary schools which provide English as their subjects. Muslich (1994:62 ) says that English teaching at elementary high school is known as a local content ( muatan lokal ).this is an additional subject which school provide in order to give certain knowledge or skills to their students. at junior high school and senior high schools, English is a compulsory subject which must be taught .at the university level ,English is also taught to students to support their English mastery.

  At school, English learning may have limited time of meetings so many students find it difficult to learn English . To over come this situation, many people or institutions develop English courses in order to help students to increase their English skills and ability .By the development of English institutions, there is a question on whether English courses can help students to increase their English skills or ability.

  Learning English can be carried out on many ways. People can learn in a formal education or in a non-formal education. Husain (1995:19)says that the realization of education uses two ways, they are formal education and non-formal education. A formal education is one which is managed at school through teaching learning activities which are not done continuously and gradually. The types of a formal education are elementary schools, junior high schools, and vocational schools. The types of a non-formal education are courses, private courses, study groups, workshops, seminar, and so on.

  Recently, there are many kinds of a non-formal education. One of them is English institution. Those institutions offer programs to increase the English ability of learners, for example, English for children, English for job interview, English for banking, English for businesswomen, English for secretaries and so on.

  In teaching learning processes, a lot of students still have difficult to speak, to write, to pronounce, of to understand words and sentences so they sometimes receive low marks on their English subject .this fact can be seen in their English scores which they receive from their insertive tests. Due to this fact many students take English course to overcome their weaknesses in English because the allocated time for English lesson at school is limited. Thus, they need more time to study English outside school. Event some students, who are already good at English, also take English courses because they wont to improve their English mastery and they also realize that English will be useful for their future education and life.

  Baradja (1990:61) adds that the failure of teaching foreign languages may be caused by some factors which are not suitable with the principles of teaching foreign languages. He also explains that the principles of successful foreign languages teaching are small classes, professional and experienced teachers, high frequency of meetings, suitable learning resources, environmental support, and students’ motivation

  From the explanation above, there are two questions which motivate the researcher to write this thesis. First, can English courses support the English learning achievement of students? Second, how do English learning achievements of the students who took English course for more than one year differ from those who only took English course for lees than one year?

  Starting from those two question, the researcher writes this thesis which is related to the contribution of English language training international Yogyakarta Branch towards the English learning achievement of second-year students of junior high schools in Yogyakarta in the academic year 2001/2002 who took an English courses at English Language Training International (ELTI) Yogyakarta Branch

1.2. Identification of the Problem

  According to educational Basic Course Outline (Depdikbud 1994 :1) English is the first foreign language which is taught at school. It is important for the development of the science, technology, art and culture and the development of the relationship with order nations. It develops students’ understanding in science technology, art and culture, so students will grow and develop into educated and skillful citizens and be ready to participate in the national building.

  At the junior high schools, English covers reading, writing, speaking and listening skills. Those skills are presented integratively although the emphasis is on reading skill. Language elements, such as structure, vocabulary, pronunciation, and spelling are taught to support the development of the four language skills state above.

  Language skills are presented in a scope which is called the theme in educational Basic course outline.

  There are some factors which influence teaching learning processes. Slameto (1995:54) states that there are two general factors which influence teaching learning processes and learning achievement. They are internal and external factors. The internal factors consist of physiological and psychological factor includes IQ (intelligence), attention, interest, aptitude, motivation, readiness,and maturity.

  The external factors consist of family, school and society ones . the family factors consist of parents education, relationship between members of family, family situation, Family‘s finances ,parents’ cultural background the school factors consist of methods ,curriculum, relationship between teachers and students, relation ship among students, school discipline, lesson instruments school schedule, home assignments and building of the school. the society factors include students’ activities in the society, such as taking course joining group discussions, making use of mass media available in the society, the educational background of the society, and the condition of the society.

1.3. Limitation of the Problem

  From the identification of the problem above, the researcher will limit to one of the students’ activities in the society as one of the external factors which influence teaching learning processes and learning achievement, that is, talking an English course. The reason for the limitation is that the students’ activities in the society take longer time than their activities in the society are assumed to have greater effect on their learning achievement. Slameto (1995: 70) writes that students’ activities in their society can support their personal development and their learning. For example, an English course they take can support their English mastery.

  Starting from the statement above, junior high school students who took an English course both for more than one year are and less than one year are treated as independent variables of the study. This independent variable is supposed to have an effect to the dependent variable, that is the students’ English learning achievement at junior high schools. Student who took an English course for less than one year are treated as a control group and students who took an English course for more than one year are treated as an experimental group

  The phrase “English learning achievement” here refers to the English learning achievement of second-year students of junior high schools in Yogyakarta in the academic year 2001/2002. The reason for choosing second year students of junior high schools is that they are assumed to have learned English at their schools for at least one year and they have adapted themselves to the schools for at least one year do not have any psychological burden in their learning processes which might affect their learning achievements.

1.4. Problem formulation

  To make the study more operational, three problems are stated below

  1. What grades are achieved by second-year students of junior high schools who took an English course at ELTI for more than one-year?

  2. What grades are achieved by second –year students of junior high schools who took an English course at ELTI for less than one-year?

  3. How do the English learning achievements of the second-year students of junior high school who took an English course at ELTI more than year differ from those who took an English course at ELTI for less than one year? 1.5.

   Objectives of the Study

  Three objectives are proposed. These there objectives are related to the first ,the second and the third problems stated above in the formulation of the problems .those there objectives of the study are stated below.

  1. To describe the English learning achievement of the second-year study of junior high schools who took an English course at ELTI for more than one-year

  2. To describe the English learning achievement of the second-year study of junior high schools who took an English course at ELTI for less than one-year

  3. To fine out the difference between the English learning achievement of second- year students of junior high schools who took an English course at ELTI for more than one-year and those who took an English course at ELTI for less than one year

1.6. Operational Definition of Important Terms

  In order to have the same frame of reference of terms used in this thesis, it is necessary that the same understanding of the terms be established. in this thesis, there are seven important terms, namely courses, English courses, learning achievement, English learning achievement, and English Language Training International .

  1. A course is a kind of non-formal education which is managed by people or institutions and which offer a certain subject in order to help learners to develop their ability (Husain, 1995:155).

  2. English courses are the types of non-formal education which are managed by people or institutions and offer English program as their subject (Husain,1995:155).

  3. Learning is the change of behavior as a result of experience and practice.

  4. Achievement is the progress a learner makes in learning, often measured by either standardized or teacher-made tests (Atkinson, 1964:870). In this study, achievement is the result of learning of the students which is measured with a test.

  5. Learning achievement is the progress of learners’ behavior of how much learners have learned as a result of experience and practice (Atkinson, 1964:871). In this study , learning achievement is the progress of students’ learning which the score represents.

  6. English learning achievement is the score of the progress of learners’ behavior of how well and how much learners have learned English by experience and practice.

  7. English language training international Yogyakarta Branch is one of the institution in Yogyakarta which offers English training for its customers. It is located at Jalan Sabirin 6 Kotabaru ,Yogyakarta .In the following chapters, English Language Training International Yogyakarta Branch will be abbreviated as ELTI.

CHAPTER 2 REVIEW OF RELATED LITERATURE In this chapter, two topical issues will be discussed. The first topic is the review

  of related literature which consists of theorist of learning achievement, the second year students of junior high school, the 1994 English teaching at junior high schools, English courses, language testing , the English materials taught in ELTI ’s contribution to junior high school students, and theories of learning . The second topic is theoretical frame work to note the difference between English learning achievement of second-year students of junior high schools who took an English course at ELTI for more than one year and those who took an English course at ELTI for less one year .At the end this chapter ,hypothesis will be formulated.

2.1. Review of related literature

  In this section, the researcher presents the theorist of learning ,achievement, the English learning achievement , learning theorist, the second year student of junior high schools, English teaching at junior high schools, the English curriculum for junior high school students, English course, English teaching at ELTI for junior high school students, the English materials for junior high schools, and materials for junior high school students at ELTI.

2.1.1 English learning achievement

  The world ‘learning’ has some definitions. According to Silverman (in Masyhuri, 1990:130 ), learning is a process in which past experiences or results of practice change the individual repertory of response. Similarly, Suryabrata (1983: 181) defines that learning is shown by a change in behavior as a result of experience. In edition, Travers (1977: 28) states that learning involves a relatively permanent change in behavior as result of exposure to conditions in the environment. Wood worth ( 1955:491) adds that ’a learned act is something newly added to the individual and reappears in his or her activities.

  Cronbach, ( 1957:47) defines that if a person makes a different response this month from the one he or she made a month ago, it is said that he or she has learned some thing. Or more precisely, learning is shown by a change in behavior as a result of experience. In other words, Mouly (1968:298) defines that “learning” is the improvement in behavior in the sense that a person becomes more proficient at whatever he or she is learning”.

  While Chaplin ( 1995: 89) states that “learning is acquisition of any relatively permanent change in behavior as a result of practice and experience” while Hinzman (1995:89) defines that “learning is a change in organizing due to experience which can affect organism’s behavior”. Reber (1995:90) adds that “ learning is a permanently change is response which occurs as a result of reinforced practice”

  Page and Thomas ( 1977:203) Devine that “learning is a relatively permanent change in behavior , that is the result of past experience, either produced incidentally of trough institutional learning like teaching“. Similarly good (1945:237) explains that “learning is a change in responses or behavior (such as innovation , elimination, or modification or response which involve some degree of permanence caused partly or wholly by experience”.)

  From those theories above, it can be concluded that the meaning of the word “learning” is a change of behavior which is caused by experience and practice and it is an act to add the individuals repertory. This means that there is a different response a letter made in the past and a letter makes today.

  The following section includes some definition of the world “achievement is Performance in schools or collages in a standardized series of educational tests”. The term is used more generally to describe one performance in the subjects of the curriculum. They also say that an achievement test is a test designed to measure the effects of specific teaching or training in the area curriculum.

  From the definition of learning and achievement can be explained and achievement can be explained as the progress of learner’s behavior of how well and how much learners have learned English which are caused by experience and practice.

2.1.2 Theories of Learning

  According to Fraenkel ( 1980:107) a learning theory is a carefully worked out set of interrelated prepositions that attempt to explain how people learn. He describes the learning process based on some theories of learning as follows:

  a. Mental Discipline This theory believes that individual’s mind contains a number of basic capacities such as imagining, reasoning, and remembering which grow and remembering which grow and develop in a learning process, those capacities a stated above are developed trough knowledge acquisition. The more difficult the knowledge is to acquire, the better, because the mind will be trained more effectively. Thus, practice and drill are the appropriate ways which will develop someone mind.

  b. Conditioning Theory This theory sees learning as a change in behavior. The easiest way to explain the change in behavior is by seeing the connection between stimuli and responses

  ( Bohannon and Leubecker, 1965: 177). Meanwhile, the Russian psychologist, Ivan Pavlov, says that a learning process consist of the information of association between stimuli and reflexive responses. These associations can be viewed from the ideas or things which are associated in someone’s minds because they were related in some ways when he or she first experienced them. c. Gestalt – field Psychology It views learning as the discovery of meaning or insight within a given situation.

  Some theorists assume that insight, intelligence, and other cognitive process are the fundamental characteristics which are involved in the responses of human beings to know the connection. For instance, the connection between two things on how they work and how they are related to each other. Thus, a person will come to a certain action, that is to understand or get knowledge by himself or herself and not by being told by someone else. In this case, he or she discovers meaning or knowledge.

  Skinner ( 1957: 87) and Richards and Rodgers ( 1986: 50 ) explain another way of learning process, that is , behaviorism or usually known as stimulus-response (S-R) theory. In this learning theory, he describes the relations among stimulus, organism, response/ behavior and also reinforcement.

  The stimulus is used to elicit behavior, whereas the human beings are the organism. The response is elicited from the stimulus, and the reinforcement used to mark the response as being appropriate or inappropriate and to encourage repetition of the responses in the future. The relationship between the stimulus and the response above is connected by reinforcement.

  According to Skinner (1957: 87), if a particular response is reinforced, it will become a habit. Therefore, teachers must select stimuli and the responses until they get the desired behavior from the students which is called a habit. After becoming the habit, the human being, as the organism generally maintain that response.

  In ELTI, teaching learning processes are conducted in such a way that students will maintain the response as expected by teachers. For example, a student must answer the teacher’s question with a complete sentence and not merely with a single word or some words only. When a teacher asks “What time do you get up?”, the expected answer from the student is “I get up at 5 o’clock” and not merely “At 5 o’clock”. If a student answer with only a single word or some words only as the example above, the teacher should reinforce him/her to answer in a complete sentence become a habit.

  Thus, the theory of behaviorism is controlled by reinforcement. If the reinforcement are rewarding (positive reinforcements), the behavior may be maintained or even increased. Yet, if the reinforcements are punishments, mockery, and any other negative reinforcements or if there is lack of reinforcements, the habit may be weakened or even disappeared.

  At school, mental discipline and behaviorism learning theories are applied. The students, according to mental discipline, need a lot of practices in order to face semester tests and national final examination when they are in the third grade. In the learning process, the students are motivated to get good marks in doing exercises or tests. As a result, they are accustomed to doing exercise or test with great efforts in order to achieve their best. In behaviorism learning theory, the students, as the organism, are given the stimulus. The student’s reaction toward the stimulus is called response, in which they regularly practice many exercises and answer question in order to get accustomed, especially, in doing tests. A lot of practices will relatively make them better.

  2.1.3 The Second -Year Students of Junior High School

  Educational system in Indonesia includes three stages or levels. There are three levels of education in Indonesia. The first is primary education which involves elementary schools (Sekolah Dasar or SD). The second is secondary education which involves junior high schools (Sekolah Menengah Lanjutan Tingkat Pertama or SLTP) and senior high schools (Sekolah Menengah Umum). The third is tertiary education which involves universities, academies and other tertiary educational institutes (Tanlain, 1995).

  The second- year students of junior high schools belong to students of secondary education. They are at the ages of twelve until fourteen years old. Junior High School students receive four sessions of English teaching a week over a period of three years with the duration of 45 minutes in each meeting. Thus. The total number of teaching sessions which students get in each grade is 136 sessions. (GBPP 1994: 10)

  2.1.4 English Teaching at Junior High School

  As stated in the previous sub-unit, the allocation time of English subject is one hundred and thirty six teaching hours with forty five minutes each teaching hour during the second-year study. Within that time the students are expected to be able to master English with about two hundred and fifty new words at the level of about one thousand words or vocabulary and structure which is suitable with themes and certain subjects.

  The purpose if English teaching are describe as follows (GBPP 1994 : 10): a. Reading Students are able to read text in narration, description and conversation such as in leaflets, personal letters of about two hundred words in order to find certain information, to get general description of the content of the texts, to find the main ideas, to find the hidden messages, to find detailed information, to get the implied information, to interpret the meaning of words, phrases, sentences of the texts and to get pleasure from reading.

  b. Listening Students are able to answer oral question, to ask for information from texts presented orally (conversation, narration, description) which are suitable with themes and topics, to get information, to complete forms, diagrams or maps and to find implied information of simple and short conversations.

  c. Speaking Students are able to ask and answer questions, to make short conversations, to give information and explanation of things, people, places or events, to express simple feelings, ideas and opinion.

  d. Writing Students are able to arrange random sentences into a good paragraph, to complete short and simple conversations, to write short paragraph ( with maximum eight sentences) in narration and description of simpler topics and to write message and simple letters.

2.1.5 The1994 English Curriculum for Junior High School Students

  English is the first foreign language which is taught formally as a subject in junior high schools. English is considered a very important language because it used for understanding and developing knowledge, arts, technology, and relationship with other countries. Based on this consideration, English lesson is a compulsory subject which must be given to every junior high school student as the first foreign language.

  The curriculum used in Indonesia have experienced four successive changes, beginning from the 1968 curriculum, the 1975 curriculum, the 1984 curriculum, and newest one, which is used up to now, the 1994 curriculum. A.M. Shaw (1977) in Yalden (1971:569) quotes Robertson that