A study on teaching-learning activities at a designated international standard school (a descriptive qualitative study at a designated international standard school, SMP negeri I Sukoharjo in the 2008/2009 academic year)

Oleh :
Rina Harsuciningsih - K2205039 - Fak. KIP

ABSTRACT The objectives of the study are to describe the use of English in teaching-learning activities at Designated International Standard School, to describe whether the use of English in teaching-learning activities in this school can make the teachers and students communicate well, and to describe the strengths and the weaknesses of the use of English in teaching-learning activities in this school. The study of the teaching-learning activities especially in using English covers the objective of the use of English in teaching-learning activities, the syllabus models, the roles of instructional materials, the model of teaching and learning activities, the communication in teaching-learning activities, the teacher’s roles, the learners’ roles and also the strengths and the weaknesses. The research used descriptive qualitative method. The research was conducted in the second grade of Designated International Standard School, SMP N I Sukoharjo. The sources of the data covered events, informants, and written documents. The data were collected through naturalistic observation, interview, and document analysis. In analyzing the data, the researcher used interactive model analysis including reducing the data, presenting the data, and drawing conclusion. The result of the research shows some facts dealing with the objectives of this study. The first, the use of English in Designated International Standard School is not optimal. It is not appropriate with the vision and the mission of the program. The teachers focused more on the concept being taught rather than on the language the teachers and the students used. The second, there were still miscommunications in conducting communication through English. The communication was conducted both by using English and Indonesian language. The students still had difficulty in understanding the materials taught in English. When the teachers found that the students didn’t understand the materials taught in English, the teachers used Indonesian language in explaining the materials. The syllabus used in this school was the same as the regular class. The difference is that the syllabus in this school is written in English. The materials they used were also written in English. The teachers played roles as a facilitator and motivator. The teachers motivated students to improve learning by giving appreciation, feedback and reinforcement. The third, there were some strengths and weaknesses in using English as the instructional language in teaching-learning activities in this school. The first strength, during the teaching-learning process, the materials were delivered by using English. The second, the materials used in teaching-learning process were written in English. The third, the techniques the teachers used were interesting and could motivate students to improve learning. Beside strengths, there were some weaknesses in using English as instructional language in teaching-learning activities in this school. The first, the teachers didn’t use English optimally. Secondly, the teachers didn’t pay attention to the language the teachers and students used. After analyzing the data and making conclusion, the researcher has some suggestions for both teachers and students. To the teachers, the teachers should increase the use of English in teaching-learning activities. They should improve their English mastery and fluency especially in vocabulary and pronunciation. To the students, they should be more active in teaching-learning activities in order to develop their language and to enhance understanding dealing with the materials.