Increasing the participation of class XF students of SMA Bopkri I Yogyakarta in English class through active learning method - USD Repository

  INCREASING THE PARTICIPATION OF CLASS XF STUDENTS OF SMA BOPKRI I YOGYAKARTA IN ENGLISH CLASS THROUGH ACTIVE LEARNING METHOD A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education By Ria Hapsari Student Number: 071214075 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2011

  A Thesis on

  INCREASING THE PARTICIPATION OF CLASS XF STUDENTS OF SMA BOPKRI I YOGYAKARTA IN ENGLISH CLASS THROUGH ACTIVE LEARNING METHOD By Ria Hapsari

  Student Number: 071214075 Approved by Sponsor th

  

Christina Kristiyani, S.Pd., M.Pd. June, 9 2011

  “… berdirilah teguh, jangan goyah, dan giatlah selalu dalam pekerjaan Tuhan.

  Sebab kamu tahu, bahwa dalam persekutuan dengan Tuhan jerih payahmu tidak sia – sia.”

  ( 1 K orintus 15: 58)

  

ABSTRACT

Hapsari, Ria. 2011. Increasing the Participation of Class XF Students of SMA Bopkri I

Yogyakarta in English Class through Active Learning Method . Yogyakarta: Sanata

Dharma University.

  Learning English needed process. In order to be able to master English,

students needed practice. Therefore, the English teacher needed to implement the

appropriate learning method which gave students opportunities to practice English

in class. Based on preliminary observation, the problem occurred in English

learning process of XF was the low students’ participation. The cause was the

learning method which was applied to the students of class XF of SMA Bopkri I

Yogyakarta did not give the students opportunities to practice English. Active

learning was a method which enabled the students to participate because of its

learning activities. The researcher implemented active learning method in this

classroom action research. This would answer question: How does active learning

method increase the participation of class XF students of SMA Bopkri I

Yogyakarta in English class?

  This was a Classroom Action Research (CAR). The implementation was th th st rd

carried out on October 9 , 14 , 21 , and 23 , 2010. The instruments employed in

gathering the data were observation sheet, field notes, questionnaire, and interview

guide. In analyzing the data, the researcher employed triangulation technique.

  In the implementation, the researcher implemented learning activities such

as group discussion, class discussion, games, quiz, and individual work. Based on

the data analysis, active learning could increase students’ participation. By

implementing this method, the students could fulfill four aspects of students’

participation based on the theory of Bonwell and Eison (1991). The aspects were

students were involved in more than listening, less emphasis was placed on

transmitting information and more emphasis was placed on developing students’

skills, students were involved in higher order thinking, and students were involved

in activities. Students’ participation increased since active learning also increased

students’ interest and attention which encouraged the students to use English and

participate more actively during the learning process. It was proved by the

questionnaire result which stated that all students liked this learning method.

  Keywords: participation, active learning, XF students

  

ABSTRAK

Hapsari, Ria. 2011. Meningkatkan Partisipasi Siswa Kelas XF SMA Bopkri I Yogyakarta

dalam Pelajaran Bahasa Inggris melalui Metode Belajar Aktif . Yogyakarta: Universitas

Sanata Dharma.

  Mempelajari Bahasa Inggris membutuhkan proses. Agar dapat menguasai

Bahasa Inggris, siswa perlu praktik. Oleh sebab itu, guru Bahasa Inggris harus

mengimplementasikan metode pembelajaran yang sesuai yang memberikan

kesempatan kepada siswa untuk praktik menggunakan Bahasa Inggris di kelas.

Berdasarkan hasil pengamatan, masalah yang terjadi dalam proses pembelajaran

Bahasa Inggris di kelas XF adalah rendahnya partisipasi siswa. Hal ini

dikarenakan metode pembelajaran Bahasa Inggris yang digunakan di kelas XF

SMA Bopkri I Yogyakarta tidak memberikan kesempatan yang cukup bagi siswa

untuk berlatih dan berpatisipasi. Metode belajar aktif adalah metode belajar yang

mampu membuat siswa berpartisipasi karena aktivitas-aktivitas belajarnya

melibatkan siswa. Peneliti mengimplementasikan metode belajar aktif dalam

melakukan penelitian tindakan kelas. Ini akan menjawab pertanyaan: Bagaimana

metode belajar aktif meningkatkan partisipasi siswa kelas XF SMA Bopkri I

Yogyakarta dalam pelajaran Bahasa Inggris?

  Penelitian ini adalah penelitian tindakan kelas. Proses penerapan metode

belajar aktif dilakukan pada tanggal 9, 14, 21, dan 23 Oktober 2010. Peneliti

mengumpulkan data melalui lembar observasi, catatan lapangan, kuesioner, dan

panduan wawancara. Dalam menganalisa data, peneliti menggunakan teknik

triangulasi.

  Dalam penerapannya, peneliti menggunakan aktivitas belajar seperti

diskusi kelompok, diskusi kelas, permainan, kuis, dan belajar mandiri.

Berdasarkan hasil analisa data, metode belajar aktif dapat meningkatkan

partisipasi siswa. Dengan menerapkan metode ini, siswa memenuhi empat aspek

partisipasi menurut teori Bonwell dan Eison (1991) yaitu siswa terlibat lebih dari

sekedar mendengarkan, pengembangan keterampilan siswa lebih diutamakan

dibanding penyampaian informasi, siswa terlibat dalam tingkat pemikiran yang

lebih tinggi, dan siswa terlibat dalam aktivitas – aktivitas belajar. Partisipasi siswa

meningkat karena metode belajar aktif juga meningkatkan minat dan perhatian

siswa yang mampu mendorong siswa agar lebih aktif dalam menggunakan bahasa

Inggris dan berpartisipasi lebih aktif selama proses belajar berlangsung. Hal ini

dibuktikan dengan hasil kuesioner yang menunjukkan bahwa semua siswa

menyukai metode belajar ini.

  Kata kunci: partisipasi, belajar aktif, siswa kelas XF

  

ACKNOWLEDGEMENTS

Foremost, the researcher would like to bestow her deepest gratitude to Jesus

Christ for His guidance and blessing, so that the researcher could finish the thesis

entitled Increasing the Participation of Class XF Students of SMA Bopkri I

Yogyakarta in English Class through Active Learning Method . This is a classroom

action research which was conducted to overcome the problem which occurred in

class XF related to students’ participation in English class. This thesis was

arranged as one of the requirements to obtain Sarjana Pendidikan degree of

English Language Education Study Program, Department of Language and Arts

Education, Faculty of Teachers’ Training and Education, Sanata Dharma

University.

  The researcher realizes that during the process of arranging the thesis, the

researcher was supported by many people. Especially, the researcher would like to

thank to the following people.

  

1. Drs. T. Sarkim, M.Ed., Ph.D., the Dean of the Faculty of Teachers’ Training

and Education.

  

2. Caecilia Tutyandari, S.Pd., M.Pd., the Chair Person of English Language

Education Study Program for the support and suggestions.

  

3. Christina Kristiyani, S.Pd., M.Pd., the sponsor who has supported and guided

the researcher.

  4. Drs. A. Herujiyanto, M.A., Ph.D., for the suggestions.

  

5. Drs. J. B. Gunawan, M.A., and all lecturers of English Language Education,

who have shared all knowledge and supported the researcher.

  

6. Drs. Priyanto, the Headmaster of SMA Bopkri I Yogyakarta who has given the

opportunity for the researcher to teach and conduct the research.

  

7. Drs. Y. F. R. Purwantara, the English teacher who has supported and guided the

researcher during the process of the research.

  

8. All students of class XF SMA Bopkri I Yogyakarta, for being nice and

cooperative during the research.

  

9. My beloved parents, St. Herni Nugroho and Asih Rumanti, for all their love,

prayer, and support.

  

10. My sisters and brothers Penta Karuni Hapsari, Asta Nugraheni Hapsari, Narima

Hapsari, Pandu Hapsara, Leo Agung Rupiyono, and Yongky Novianto Suryana who always supported the researcher.

  11. Agnes and Dwi for nice sharing and support.

  

12. Eli, Febri, Mba’ Septi, Dheni, Aya, Mba’ Endang, Yani, and Rista for

supporting.

  The researcher realized that the result of the research is still not perfect.

Therefore, the researcher receives suggestions needed to make this research better.

The researcher hopes that the research can be useful for everyone who reads. th

  Yogyakarta, June 9 2011 Ria Hapsari

  TABLE OF CONTENT Page

  COVER PAGE ......................................................................................... i APPROVAL PAGES ................................................................................ ii STATEMENT OF WORK’S ORIGINALITY .......................................... iv MOTTO .................................................................................................... v ABSTRACT ............................................................................................. vi

  

ABSTRAK ................................................................................................. vii

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH

UNTUK KEPENTINGAN AKADEMIS ...................................................... viii

  ACKNOWLEDGEMENTS ...................................................................... ix TABLE OF CONTENTS .......................................................................... xi LIST OF FIGURE .................................................................................... xv LIST OF APPENDICES ........................................................................... xvi

  CHAPTER I. INTRODUCTION A. Research Background .............................................................. 1 B. Problem Formulation ............................................................... 6 C. Problem Limitation .................................................................. 6 D. Research Objectives ................................................................ 7 E. Research Benefits .................................................................... 7 F. Definition of Terms ................................................................. 8

  CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ............................................................ 10 1. English Language Learning ............................................... 10 2. School – Based Curriculum ................................................ 14 3. Teaching Adolescence ....................................................... 17 4. Students’ Participation ....................................................... 19 5. Active Learning Method .................................................... 24 B. Theoretical Framework ............................................................ 29 CHAPTER III. METHODOLOGY A. Research Method ..................................................................... 32 B. Research Participants ............................................................... 34 C. Research Instruments ............................................................... 35 D. Data Gathering Technique ....................................................... 38 E. Data Analysis Technique ......................................................... 39 F. Research Procedure ................................................................. 42 CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. Description of the Implementation of Active Learning ............. 44 1. Cycle One .......................................................................... 47 a. Planning Meeting One and Meeting Two ..................... 48 b. Implementing Meeting One .......................................... 49

  d.

  Reflecting Cycle One ................................................... 54 2. Cycle Two ......................................................................... 64 a.

  Planning Meeting One and Meeting Two ..................... 64 b. Implementing Meeting One .......................................... 65 c. Implementing Meeting Two ......................................... 69 d. Reflecting Cycle Two .................................................. 72 3. Questionnaire Result .......................................................... 80 4. Interview Result ................................................................. 81 B. Discussion ............................................................................... 82

  CHAPTER V. CONCLUSION AND SUGGESTIONS A. Conclusion .............................................................................. 89 B. Suggestions ............................................................................. 91 REFERENCES ......................................................................................... 95

  LIST OF TABLES

  Table Page

  4.1 Teaching Schedule .............................................................................. 46

  4.2 Observation Checklist of Meeting 1 of Cycle 1 ................................... 54

  4.3 Observation Checklist of Meeting 2 of Cycle 1 ................................... 58

  4.4 Observation Checklist of Meeting 1 of Cycle 2 ................................... 72

  4.5 Observation Checklist of Meeting 2 of Cycle 2 ................................... 76

  LIST OF FIGURE

  Figure Page

  3.1 Carr and Kemmis’ Action Research Model ......................................... 33

  LIST OF APPENDICES

  Appendix Page A.

  Permission Letter .......................................................................... 98 B. Blueprints ...................................................................................... 100 1.

  Blueprints of Observation Checklist ......................................... 101 2. Blueprints of Questionnaires .................................................... 102 3. Blueprints of Interview Guide .................................................. 104 C. Research Instruments ..................................................................... 106 1.

  Observation Sheet .................................................................... 107 2. Questionnaires ......................................................................... 108 3. Interview Guides ..................................................................... 110 D. Learning Materials ........................................................................ 111 E. Raw Data ...................................................................................... 130 1.

  First Cycle Observation Checklists .......................................... 131 2. Second Cycle Observation Checklists ...................................... 133 3. First Cycle Field Notes ............................................................ 135 4. Second Cycle Field Notes ........................................................ 139 5. Questionnaire Results .............................................................. 142 6. Interview Result ...................................................................... 152

CHAPTER I INTRODUCTION In this chapter, the researcher presents some important aspects of the

  research. They are research background, problem formulation, problem limitation, research objectives, the benefits of the research, and some definitions of terms related to the research.

A. Research Background

  Language is an important part of human life. “Language, like sleep, is not a substance but a process; in practice it is known to everyone, ” (Brooks, 1964: 1).

  Language is not something happens in sudden. Everything dealing with language needs process. Therefore, process is an important thing in language learning.

  Facing globalization era, English becomes one of the languages in the world which are very important. Much information is given in English. That is why, in order to be able to use English well, many people are now studying English. English is also taught in many schools. English teacher has an important role. According to Bright and Mc. Gregor, the teacher of English has the responsibility of equipping his pupils with the skills that they need to pursue their studies in all other subjects either immediately or in the future (1970: 5). English is also important to be mastered in order to support the students in other subjects and other fields they are going to face in the future.

  In SMA Bopkri I Yogyakarta, all students of the tenth grade are supposed to use English during the learning process, not only in English class but also in other classes. Students of class X are the students who have just graduated from their junior high school. The students are about fourteen to sixteen years old. They are considered as adolescence

  (Harmer, 2007: 14). Students’ characteristics are sometimes still affected by their custom in the past. Thus they should adapt to their new environment. They tend to be dependent on others. Besides, based on the preliminary study conducted by the researcher, some of the students are ignorant. They force others to respect them, while they are not willing to respect others. Moreover, they are high-classed-people, so they can obtain almost anything they want, including some expensive stuff to support their study. As Senior High School students, they have enough facilities to support their study.

  However, some of the students do not use them properly. They do not use the facilities they have to support their study. They use the facilities for fun.

  Therefore, it is hard to attract their attention and interest since they have their own interest related to the facilities they have.

  Based on the result of the observation in the preliminary study which was conducted three times to observe teacher’s activities in class, the researcher was able to conclude some important things related to teacher’s learning method. The conclusion was that the teacher did not give the students enough opportunities to practice their English, and the teacher talked too much while students should listen to the explanation

  . These facts about teacher’s way of delivering the conducted to observe students’ activities during the learning process, the researcher found important things such as students did not pay attention to the teacher and even did other things such as playing games, disturbing others, using cell phone, and even falling asleep. While the teacher was explaining, students did not get involved actively in the learning process, and the students took a very long time in taking notes on important information given and written by the teacher.

  From the interview conducted to the teacher in the preliminary study, the researcher found teacher’s opinion about the learning process in English class.

  According to the teacher, the problem in class was that the students did not pay attention. The students did not seem interested in the learning process. Therefore, the teacher suggested that it might be the learning method which should be changed. According to the teacher, the learning method was not interesting and could not grab students’ attention. Besides, the students never practiced their English. The learning method which was suitable might be the learning method which can involve students more so that the students could participate more. This was the reason why the researcher then distributed the questionnaire to the students in order to know students’ opinion on the English learning process and students’ needs. From the data gathered from the questionnaire result, the researcher could find out some important points related to students’ participation in English class. Researcher found that most of the students liked English actually. According to the students, the learning method was less interesting because it was boring and it did not allow students to participate in English class. It was proved the teacher. Based on the theory, “Enjoyment ought to be one of the foremost aims and effects of education, particularly in schools, ” (Bright & Mc. Gregor,

  1970: 5). What students enjoyed, they felt inclined to go on with, and what they disliked, they dropped as they could. Students needed and wanted an English class in which they could actively participate and use their English.

  The researcher tried to find out the cause of stude nts’ low participation in English class. Based on the result of preliminary study, it was clear that the problem was caused by teacher’s way of teaching. Most of the time, the teacher came into the class and explained the materials. Then he asked the students to do the exercise. Teacher did not let the students get involved more actively in learning process. He explained what he needed to explain, without paying attention to students’ interest. In fact, many students were bored. Therefore, the students tended to do other things. They enjoyed doing other interesting things rather than listening to the teacher and getting involved in English learning process more actively.

  Since the students did not participate in English class, they did not practice their English as well. Bright and Mc. Gregor said “Practice is vital and the pupils have got to do it,

  ” (1970: 4). It is true that practice is very important. What happened in English class of XF was the teacher did not give the students enough opportunities to participate and practice. Therefore, the students never practiced their English. It will affect students’ English abilities. This is the significance of students’ participation because by participating the students are practicing the This problem needs to be solved and it cannot be ignored because it can affect students’ achievement in English. Teacher should be able to find the learning method which is interesting, so that the students can enjoy the class. Therefore, the researcher is willing to find the solution of this problem. Researcher is going to help the English teacher to overcome the problem and to find the learning method which is appropriate and which meets stu dents’ need and characteristics in order to increase students’ motivation in learning English. “One of teacher’s main aims should be to help students to sustain their motivation,” (Harmer, 2007: 20).

  Active learning method is one of the learning methods known by some teachers. “The use of active learning is not a new idea,” (Bonwell and Eison, 1991: 3). Using active learning method is common in learning process. Moreover, Bonwell and Eison added, the role of the teacher is to lecture less and instead directs the students in direction that will allow students to discover the material as they work with other students to understand the lesson (1991). Here, the role of the English teacher is no more explaining and speaking too much about the materials and no more giving assignment to the students without paying attention to students’ need and understanding. In active learning method, teacher is a facilitator who directs the students, controls and manages the class situation while the students are studying and developing themselves. This is the thing which does not exist in English learning process in class XF of SMA Bopkri 1 Yogyakarta.

  According to Silberman, “Active learning is fast-paced, fun, supportive, get involved more actively during the learning process. Therefore, active learning method requires students’ participation. By participating, students will practice.

  By practicing, of course students will develop their abilities in English. By implementing active learning in English class of XF, it is expected that the students will be able to participate well. As the impact, the students will be able to use English well.

B. Problem Formulation

  The problem which is going to be answered in the paper is “How does active learning method increase the participation of class XF students of SMA Bopkri 1 Yogyakarta in English class?

  ” C.

   Problem Limitation

  The researcher conducts the research only to the class XF of SMA Bopkri

  I Yogyakarta, whose students do not participate well in English class. The learning method which is used is active learning, which covers some learning activities requiring students’ participation, such as collaborative learning, games, and presentation. Those activities will be applied during the learning process.

  Students’ participation will be observed. The students are participating when they are doing what they should do and they give response to the teacher’s questions or ask question to the teacher.

  Besides, the researcher did not give limitation on a certain skill of English. including all skills.

  The researcher observe how active learning affects students’ participation in English class including listening class, speaking class, and writing class.

  D. Research Objectives

  By conducting the research, researcher will be able to identify how active learning method increases students of class XF of SMA Bopkri I Yogyakarta’s participation in English class.

  E. Research Benefits

  The research is beneficial for some people who directly get involved in English learning process. They are as follows.

1. English teacher of Class XF SMA Bopkri I Yogyakarta

  The research is beneficial for English teacher, especially the English teacher of class XF SMA Bopkri I Yogyakarta. The teacher will be able to find that active learning method can be implemented in English learning process. The teacher will get the idea of teaching English in interesting ways. It will be easier for the teacher to grab students’ attention. Besides, the teacher will get the students participate more actively in English learning process, so that the students will practice their English well.

  2. Students of Class XF SMA Bopkri I Yogyakarta

  The research is also beneficial for the students, especially the students of class XF of SMA Bopkri I Yogyakarta. While the teacher is applying active learning, the students will be more active and they will get more opportunities to practice their English to develop their abilities in English.

  3. Future Researchers

  The research will be beneficial for the next researchers who are interested in conducting the similar classroom action research. The research report is useful to be used as reference for those who want to conduct classroom action research in their own classes.

F. Definition of Terms 1. Students participation

  Students’ participation is involvement of students in learning activities in class (Davies & Pearse, 2000: 9). According to Bonwell and Eison (1991), students’ participation includes at least four points. The points of students’ participation are as follows.

  a.

  Students are involved in more than listening.

  b.

  Less emphasis is placed on transmitting information and more on developing student's skills.

  c.

  Students are involved in higher-order thinking (analysis, synthesis, evaluation).

  Those four points are employed by the researcher in this research to identify students’ participation in English class. However, Bonwell and Eison said “the greater emphasis is placed on the exploration of student values and attitudes” (1991). Therefore, it is expected that by actively participating in class, the students can reflect what they have done in class and make use of it in their social lives.

  2. Active learning

  Silberman (1996) defined active learning as a method of educating students that allows them to participate in class. In this study, active learning is a learning method which is going to be applied in class XF. Active learning covers some ways such as games, group discussion, presentation, teacher driven questioning, and role

• – playing. The active learning method which is conducted by the researcher covers some activities such as class or group discussion, collaborative learning, quiz, games, and students’ presentation.

  3. Class XF students of SMA Bopkri I Yogyakarta

  XF is a class for the tenth grader out of ten classes in SMA Bopkri I Yogyakarta. Class XF students of SMA Bopkri I Yogyakarta are the students who are studying in SMA Bopkri I in the first grade. They are new students in Senior High School. There are 25 students in this class. The students vary. Some students have good abilities in English, and there are some students who still need improvement. The participation of the students during English class is low. The researcher is going to conduct the research in this class, and see whether they can be more active in participating in English class.

CHAPTER II REVIEW OF RELATED LITERATURE In this chapter, the researcher describes the theories related to the study. It

  is employed as the base of the research conducted. It describes into theoretical description and theoretical framework. The theoretical description covers the theories related to the research. It includes theories of English language learning, theories the school

• – based curriculum, theories of teaching adolescence, theories of active learning, and theories of students‟ participation. In theoretical framework, the researcher describes how the theories are employed in the research.

A. Theoretical Description

  In this section, the researcher reviews the theories related to the study. The theories are about English language learning, how to teach Senior High School Students, students‟ participation, and active learning.

1. English Language Learning

  Since English is important nowadays, students in Senior High School are being prepared and equipped well. Before knowing further about English language learning in this study, it is essential to know the purpose of English language learning for Senior High School students in order to lead the teacher in teaching English to the students.

  Language has a central role to learners‟ development of intellectuality, social, and emotion; and language is the media of achieving success in all subjects being studied. The study of language is expected to help learners to know themselves, to know their and others‟ cultures, to express their opinion, to participate in a society using a certain language, and to apply their analytical and imaginative abilities (Puskur, 2006).

  Based on the statement made by the government on school based curriculum, learning a language is important for the students, especially for Senior High School students. It is not only about how students can master the language, but also about students‟ development. Students‟ abilities in a language can affect students‟ development in some aspects. However, many students are learning English because they only need to learn English to pass the examination. This is suitable with Cross & Carney‟s statement, “The aim of the study was to pass an examination, not to live a life,” (1946: 22). Students do not realize that learning English is important for their future. Therefore, many students do not study English seriously.

  “Developing the ability to really communicate in English is the main goal of an En glish language course,” (Davies & Pearse, 2000: 71). According to

  Scrivener, “The purpose of learning a language is usually to enable you to take

  part in exchanges of information,” (1994: 22). At the end of the course, the students should be able to communicate effectively in English outside the classroom whether it is for study, work, or leisure. That is why, in learning language skills, Davies & Pearse added, “In language teaching, communication is usually divided into four main skills. They are listening, speaking, reading, and writing,” (2000: 74). Listening and reading skills are considered as receptive skills, while speaking and writing are productive skills. However, English should be considered as a unified course, not as a series of separate lessons in such branches as spelling, grammar, and reading (Cross & Carney, 1946: 27). Since English is a unified course, the students should get the integrated English lesson.

  They should learn English in context in order to develop language skills. “We are trying to teach, primarily, not knowledge but skills; the many different skills required for good listening

• – speaking – reading – writing.” (Bright & McGregor, 1970: 4). It is clear that in teaching a language, including English, the teacher does not teach the students all theories about English language. By learning English, students are preparing themselves for other subjects they are studying in Senior High School or even for their future when they are studying in University. “They are going to continue their study to the next level, and being able in using English is helpful,” (Brooks, 1964: 25).

  In this case, English teachers have important role. It is strengthened by Bright and Mc. Gregor‟s statement that English language teacher has an important role. “The teacher of English has the responsibility of equipping his pupils with the skills that they need to pursue their studies in all other subjects either immediately or in the future,” (1970: 5). Teaching English is not an easy thing.

  “Teaching is guiding and facilitating learning, enabling the learner to learn, setting teacher is to guide and facilitate the students to enable the students to learn well. Besides, the teacher should set a good condition for learning. However, Cross and Carney stated that there are as many teachers of English who are unprepared to teach English, (1946: 23). The fact is that for a successful language teaching and learning are other, less tangible, conditions, for example, plenty of opportunities for learners to participate in class and an atmosphere in which they feel motivated to learn, (Davies & Pearse, 2000: 12). Since the students are required to be able to use English in their life, they need to master the skill. It is supported by J. A.

  Bright and Gregor. They stated that “The skills can be acquired only through practice, which is something teacher cannot do for the students” (1970). Practicing is very important for students‟ language skills, and they should practice themselves.

  Due to the importance of practice in English language learning, it would be unsatisfactory if the teacher dominates the lesson to the exclusion of participation from as many learners as possible. Sometimes, traditional teaching methods have seemed to emphasize the learning of language system as a goal in its own right and failed to give learners an opportunity to gain realistic experience in actually using the language gained, (Scrivener, 1994: 22). In fact, the survey shows, that much time is given to the teaching of form, grammar drills, and punctuation, and not enough to thoughtful observation, and communication of ideas to others, (Cross & Carney, 1946: 27). Besides, “it is not enough for a teacher to go into a classroom and effectively „give a lecture‟ while students make

  It is clear that the students in English class should be given opportunities to practice their English language skills. It is very useful for them to develop their abilities so the purpose of English language learning could be achieved.

2. School - Based Curriculum

  The curriculum employed by SMA Bopkri I Yogyakarta is school

• – based curriculum. BNSP stated that English learning emphasizes on language skills aspect including spoken and written skill, whether it is receptive or productive (2007). Based on school
• – based curriculum, Senior High School students are expected to reach informational level since they are taught and prepared to continue to the university. The purpose of English language learning for Senior High School students based on school – based curriculum are as follows.

  Developing spoken and written communication competence to reach informational literacy level.

  Having awareness about the essence and the importance of English to increas e nation‟s competitive competence in global

  Developing students‟ understanding about the relation between language and culture.

• – There are three scopes of English language learning covered by school based curriculum. The first scope is discourse ability. It means the ability to understand and produce integrated spoken and/ or written text presented in four language skills which are listening, speaking, reading, and writing to reach informational literacy level. The second scope is the ability to understand and

produce short functional text and monologue and essay in a form of procedure, descriptive, recount, narrative, recount, and news item. The gradation of teaching material is shown in the use of vocabularies, language structures, and rhetorical steps. The third scope is supporting competence which are linguistics competence (use language structure and vocabularies, the structure of sounds and written), socio cultural competence (use expression and language action acceptably in various context), strategy competence (overcome the problem appeared in communication process in any ways so that the communication runs), and discourse – produced competence (use discourse producer tools).

  Based on school

• – based curriculum, there are some characteristics of English learning for senior high school students.

  a.

  The aspects of English, which are language structure, vocabularies, spelling, and pronunciation, are presented in a language and situation scope. Thus the intended meaning is clear. The situation scope should include target culture scope and students‟ culture scope.

  b.

  The study of the language aspects is intended to support the mastery and development of four language skills including listening, speaking, reading, and writing, and not for the mastery of the language aspects itself.

  c.

  In the learning process, the language aspects which the students feel difficult to learn can be presented separated systematically, according to the context which is discussed. d.

  In teaching and learning process, these four language skills cannot be separated essentially. Therefore, the language skills should be developed in an integrated way.

  e.

  The students should be involved in all meaningful learning activities, which help the students to develop themselves in aspect of science, technology and culture, encourage the students to grow and develop as the Indonesian citizens and explore their social abilities.

  Competence standard and basic competence for Senior High School students grade X based on school

• – based curriculum are as follows. Listening Understanding the meaning of transactional and interpersonal speech in
• daily context.
• form of recount, narrative, procedure, descriptive, and news item.

  Understanding the meaning of short functional text and monologue in a

  Speaking Expressing the meaning of transactional and interpersonal speech in daily

• context.
• of recount, narrative, procedure, descriptive, and news item.

  Expressing the meaning of short functional text and monologue in a form

  Reading Understanding the meaning of short functional text and simple essay in a

• form of recount, narrative, procedure, descriptive, and news item.

  Writing Expressing the meaning of short functional text and simple essay in a form

• of recount, narrative, procedure, descriptive, and news item.

3. Teaching Adolescence

  Teaching Senior High School students is not a simple thing. “An English teacher in a Junior or Senior High School is confronted with much more than a single task,” (Cross & Carney, 1946: 1). Students of Senior High School grade X are considered as teenagers. They are from the ages of about 12

• – 17. Jeremy Harmer in his book How to Teach English described those students as adolescents. They are young adults. “Their intellects are kicking in, and they can talk about more abstract ideas, teasing out concepts in a way that younger children find difficult,” (Harmer, 2007: 15). Students in this age start understanding more about many things. Their curiosity increases and their ways of thinking start developing.

  “Our students usually have different favored learning styles, influenced by their previous learning experiences,” (Riddell, 2003: 10). This is what teacher faces. Senior High School students of class X are those who have graduated from different Junior High Schools. Therefore, some teachers may find difficulties in making the students get accustomed to their new way of learning situation and method. Moreover, “every learner is unique,” (Lewis & Hill, 2001: 13). The teacher of English maybe faced with the problem of leading boys and girls into an prose narrative such as the short story, and many more. (Cross & Carney, 1946: 1). Many English teachers may agree that teenagers are difficult to control.