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English DepartmentLanguage and Art Faculty
University of PGRI BanyuwangiChapter I
INTRODUCTION
1.1 Background
Education is an important thing in supporting human life perpetuity. This is
written in Garis – Garis Besar Haluan Negara (GBHN) 1983 “ to increase standard
of living, intelligence, and health of all Indonesia civilization that fair and reach all
of population and give principles that become stronger to continue the development”.
Education is as an aspect that has main function in establishing the next
University of PGRI Banyuwangi held a KKL program to know how the real teaching
snd learning process in the other school. Thus, the education will be able to produce
human resources who have wide knowledge that always is in human life
development.
KKL (field trip program) is a program the University student. As a warming
up for them in teaching process, so when they have graduated and become real
teacher they would be a professional teacher.
KKL (Field Trip Program) is a must for all students of language Education
and Art Faculty of PGRI Banyuwangi as a way for getting profession experiences
that could be relied on. In KKL (Field Trip Program), the students have to apply all
of the preparation they got in University especially in team working because it needs
a division job in order to get information as good as well.
KKL (Field Trip Program) of University of PGRI Banyuwangi, the students
were localized in some schools in Bali, one of them is SMAN 2 DENPASAR which
is forced as one of model school in Indonesia.
1.2 The Scope of Problem
1.2.1 How is the process of teaching and learning in SMAN 2 DENPASAR?
1.2.2 How are the facilities of SMAN 2 DENPASAR support successful teaching
and learning process?
The Teaching and Learning Process and the Facilities | 1
English DepartmentLanguage and Art Faculty
University of PGRI Banyuwangi1.3 Purpose of the Study
1.3.1 To know teaching and learning process in SMAN 2 DENPASAR.
1.3.2 To know the facilities of SMAN 2 DENPASAR to support its successful
teaching and learning process.
The Teaching and Learning Process and the Facilities | 2
English DepartmentLanguage and Art Faculty
University of PGRI BanyuwangiChapter II
DISCUSSION
2.1 Theoritical Review
This chapter will present some factors which support a successful teaching
and learning process. They are the motivation of students and the role of the teachers
in improving the process of teaching and learning. This chapter will show the result
of our observation in SMAN 2 DENPASAR.
2.1.1 What Is Student Motivation?
Student motivation naturally has to do with students' desire to participate in
the learning process. But it also concerns the reasons or goals that underlie their
involvement or noninvolvement in academic activities. Although students may be
equally motivated to perform a task, the sources of their motivation may differ.
A student who is intrinsically motivated undertakes an activity "for its own sake, for
the enjoyment it provides, the learning it permits, or the feelings of accomplishment
it evokes" (Mark Lepper 1988). An extrinsically motivated student performs" in
order to obtain some reward or avoid some punishment external to the activity
itself," such as grades, stickers, or teacher approval (Lepper).
According to Jere Brophy (1987), motivation to learn is a competence acquired
"through general experience but stimulated most directly through modeling,
communication of expectations, and direct instruction or socialization by significant
others (especially parents and teachers)."
file:///F:/Student_Motivatation.html)
2.1.2 Kinds of Motivation
Student motivation is often divided into two categories:
a. Extrinsic motivation:
A student can be described as extrinsically motivated when he or she engages
in learning "purely for the sake of attaining a reward or for avoiding some
punishment" (Dev, 1997). School practices that seek to motivate students
The Teaching and Learning Process and the Facilities | 3
English DepartmentLanguage and Art Faculty
University of PGRI Banyuwangiextrinsically include publicly recognizing students for academic achievements;
giving out stickers, candy, and other rewards; and taking away privileges, such as
recess, on the basis of students' academic performance.
b. Intrinsic motivation:
A student can be described as intrinsically motivated when he or she is
motivated from within: Intrinsically motivated students actively keep themselves in
learning out of curiosity, interest, or enjoyment, or in order to achieve their own
intellectual and personal goals. According to Dev, 1997, "A student who is
intrinsically motivated will not need any type of reward or incentive to initiate or
complete a task. This type of student is more likely to complete the chosen task and
be excited by the challenging nature of an activity.
http://rudi-stain-krc.blogspot.com/2008/09/increasing-student motivation-in.html
Motivation is very important to support the students in learning. It means
students who have a high motivation will have a higher willing to learn then those
who done.
2.1.3 External Sources of Students’ Motivation.
According to Harmer (The title of his book is “The Practice of Language Teaching,
Fourth Edition)
The motivation that brings students to the task of learning english can be
effected and influenced why the attitude of a number of people. It is worth
considering what and who these are since they from part of the environment from
which the student engages with the learning process.
The goal: one of the strongest outside sources of motivation is the goal which
students perceive themselves to be learning for. Frequently this is provided by a
forthcoming exam, and in this respect it is no surprise to note that teaches often
find their exam classes more commited than other groups who do not have
something devinite to work towards. However, students may have other less
well – devinite goals, too, such as general desire to be able to converse in
The Teaching and Learning Process and the Facilities | 4
English DepartmentLanguage and Art Faculty
University of PGRI Banyuwangienglish, to be able to use english to get a better job or to understand english
language websites, etc.
The society we live: Outside any classroom there are attitudes to language
learning and the english language in particular. Language learning will affect the
students attitude to the language being studied, and the nature and strength of
this attitude will, and its turn have a profount effect on the degree of motivation
the student bring to class and wheter or not motivation continues. Even where
adult students have made their own decision to come to a class to study english,
they will bring with them attitude from the society they live in, developed over
years, wheter attitude are thoroughly positive or some what negative.
The people around us: In addition to the culture of the world them students’
attitude to language learning will be greatly influenced by the people who are
close to them. The attitude of parents and older sibnings will be crocial. Do they
approve of language learning, for example, or do think that maths and reading
are what count, and clearly show that they are more concerned with those
subjects than with the student’s success in english.
Curiosity: We should not underestimate a student’s natural curiosity. At the
begining of a term or semester most students have at least mild interest in who
their new teacher is and what it will be like to be in his/her lesson. When the
students start english for the first time most are interested (to some extent) to see
what it is like. This initial motivation is precious. Without it, getting a class of
the ground and building report will be that much more difficult.
External Sources of Students’ Motivation consist of: society who support students
motivation, suggestions from the other friends, the teacher, interesting methods of
learning.
2.1.4 The rules of teacher
Many commentators use the term facilitator to discribe a particuler, and one
who fosters learner aotonomy though the use of groupwork and pairwork and by
acting as more of a resource then a transmitter of knowledge. However, since we can
say that the aim of all committed teacher is to facilitate learnig, however they go
abaut it, it make more sense to discribe defferent teacher rules in more detail and say
The Teaching and Learning Process and the Facilities | 5
English DepartmentLanguage and Art Faculty
University of PGRI Banyuwangiwhat they are useful for, rather than make value judgements about their effectiveness
in terms of their ‘facilitator’ credentials.
Controller: when teachers act as controllers, the are in charge of the class and
of the activity taking place and are often ‘leading from the front‘. Controllers
take the regyster, tell students things, organise drills, read aloud and in
farious other ways exemplify the qualities of a teacher-fronted classroom.
Prompter: sometime, when they are involved in rule-play activity for
example, students lose the thread of what is going on, or they are ‘lose for
words’ (i.e. they may still have the thread but be unable to proceed
productively for lackof vocabulary). They may not be quite sure how to
proceed. What sould teacher do in these circumstances? Hold back and lat
them work things out for themselves or, instead, ’nudge’ them forwart in a
discreet an supportive way? If we opt for the latter , we are adopting some
kind of a ‘propting’ rule.
Participant: The traditional ticture of teacher during student discussions, rule-
plays or group decision-making activities, is of people who, ‘stand back’
from the activity, letting the learners get on with it and only intervening later
to offer feed back and/or correct mistakes. However, there are also times
when we might want to join in an activity not (only) as a teacher, but also as
a participant in our own right.
Resource: in some activities it is inappropriate for us to take on any of the
rules we have suggested so far. Suppose that the students are involved in
piece of group writing, or that they are preparing for a presentation they are
to make to the class. In such situation, having the teacher take part, or try to
control them, or even turn up to prompt them might be entirely unwelcome.
However, the student may still have need of their teacher as resource. They
migt need to ask how to say or write someting or ask what a word or phrase
means. They might want to know information in the middle of an activity
abaut that activity or they might want information about where to look
something-a book or awebsite, for example. This is where we can be want of
the most important resources they have.
Tutor: When student are working on longer projects, such as process writing
or preparation for a talk or a debate, we can work individuals or small groups
The Teaching and Learning Process and the Facilities | 6
English DepartmentLanguage and Art Faculty
University of PGRI Banyuwangipointing them in directions they have not yet tought of taking. In such
situations, We are combining the roles of prompter and resource –in other
words acting as a tutor.
The teachers are aspect who have important role in teaching and
learning process, because the teachers determine the successful in teaching
and learning process. So, the teachers expected to have a good personality
because the teachers will be a model to students. Not only as a model but also
the teachers must have high dedication towards education so that the teachers
have totality to deliver the material of learning. Teacher is a guide and
facilitator to motivate students in teaching and learning process.
2.1.5 The facilities to support successful teaching and learning process.
It is very important having language laboratory in successful teaching
and learning process because in language laboratory the teachers can expose
the students into the target language by listening to the native speaker speak
trough recorded material. It is also stated in Harmer (306. 2007): “In a
language laboratory all students can listen to material (do exercises or watch
film clips). All students can work with the same recorded material, but because
they have control of their own individual machines, they can pause rewind and
fast forward in order to listen at their own speed.”
It is important having link to the internet, It is also stated in Harmer
(190. 2007): “This is partly because searching is a skill which students and
teachers need to acquire. For example: both teachers and students can find
almost anything they want on the internet. They can go to online dictionary,
newspaper or broadcasting association, they can find song lyric or access
history sites and also they can find film guides and jokes sites.
The Teaching and Learning Process and the Facilities | 7
English DepartmentLanguage and Art Faculty
University of PGRI Banyuwangi2.2 Observation Result
2.2.1 School Profile
1. Name of School : SMAN 2 DENPASAR
2. Status of the school : State
3. School address : General Sudirman Street Denpasar - Bali
4. Learning time : 07.00 – 14.00 WITA
5. Curriculum used : KTSP
6. Amount of teacher : 83 persons
7. Motto:
School Motto: Vidyaya Prajnam Prapnumahe, It means: "With our science
achieve policy". This sentence is taken from the Book of Bhagavad Gita, by a
former Hindu Religious Guru Drs. I Made With Corals that the basic idea that
not all the smart people are always wise, wise person otherwise the future.
8. School Vision:
Vision SMAN 2 Denpasar is "The Concept of Quality Excellence Culture”
9. School Mission:
Produce quality teaching supported by input students, curriculum, personnel
education, school management, facilities and infrastructure and environment.
Carry out enrichment and remedial programs structural
Establish clubs seeded field of study to deal with various competitions, such
as the Olympic Regional, National and International.
Develop optimal culture possessed potential students to support local
government programs as well as efforts to control the emotional level
students.
Carry out regular extracurricular activities and intensive and focused.
Improving all the components of school discipline.
Provide basic leadership training for students.
The Teaching and Learning Process and the Facilities | 8
English DepartmentLanguage and Art Faculty
University of PGRI Banyuwangi Carry out regular worship activities.
Improving the quality of human resources in the procurement of and use of
science laboratory equipment and language.
Streamline the implementation of guidance and consoling so that learners
find identity optimally.
10. Extracurricular
SMAN 2 DENPASAR has many kind of extra curricular such as: Football,
athletics, swimming, badminton, table tennis, silat, basketball, chess, dance, tabuh,
painting, Literature & Theater, Computers, English, Japanese Language, Scout,
Paskibraka, PMR, making banten and cream cymbal for praying ceremony,
especially on Saraswati Anniversary. Some of them there are got a champion such
as:
The first champion, Bali International school Annual Invitational Basketball
tournament.
The first champion, National painting.
National Chess Champion.
The first champion, Bali Wyatamandala.
2.2.2 School Administration
1. MANNER BRINGS OF STUDENTS ADMINISTRATION
There were three test for the student candidates whose will come in
SMAN 2 Denpasar. They are:
1. Essay academic potency
2. Achievement test
3. NEM test
2. MANNER BRINGS OF INVENTORIES ADMINISTRATION
As a Model School, SMA N 2 Denpasar has complete facilities in each
classroom such as laptop and internet network, LCD Projector, and computer.
The Teaching and Learning Process and the Facilities | 9
English DepartmentLanguage and Art Faculty
University of PGRI Banyuwangi2.2.3 Facilities of SMAN 2 DENPASAR
SMA N 2 Denpasar has 30 classroom with 960 students in academic year of
2010 – 2011 and divided into Language Class, Science Classe, and Social Class,
with 32 students in each class. As a Model School, SMA N 2 Denpasar has
completed by facilities. They are :
1. Space Theory / Classroom
There are 22 teory classroom, the large is 22 meter square every class, 6 class
has completed by LCD Projector, screen and had permanent AC and completed by
TV. 2 classes are respectively the acceleration of 1 unit computer. First grade comes
tape wireless 1 unit and 1 unit DVD, 1 classroom still use the space skills with laptop
and internet network, LCD Projector, and computer.
2. Laboratory:
a. Science Laboratory
It has a large around 170 meter square completed by Air Conditioner, LCD, 2
units computers and 1 printer.
b. Language Laboratory
It has a large 85 meter square and completed by 46 Booth, it was built in
2000 equipment was planned to be replaced with a digital manual and completed by
Air Conditioner.
c. Chemistry Laboratory
This area completed by 1 Laptop, 1 projector, a deep glass.
d. Computer laboratory
Spacious room 63 meter square and equipped with 35 computer units and 1
unit server P.4. Air-conditioned.
e. Biology Laboratory
There are stethoscope, microscope, and framework.
The Teaching and Learning Process and the Facilities | 10
English DepartmentLanguage and Art Faculty
University of PGRI Banyuwangi3. Balai Bengong
There are 3 Balai Bengong, 2 near the canteen and 1 in front of the yard.
This area has a function for Teaching and Learning Source, discussion, and so on.
4. Head Master Office.
It has a large 25 meter square. This area completed by Laptop, Internet,
TV, LCD, and Air – conditioned
5. Space Administration
It is located on the second floor with an area of 80 meter square, air-
conditioned, with 7 units of computer and 6 units of printer.
6. Skills Room
Still used for classroom.
7. Teachers Office
It is 174 meter square. It is located on the front, already air-conditioned,
equipped with 9 units of computers to ETA(English Teachers Association).
8. Library
This room completed by computer. This library has many kind of books
such as:
1. Literature books
- Neraka Dunia by M. St. Iskandar
- Layar terkembang by M. St. Iskandar and Ali syahbona.
2. Geography
- Ilmu pengetahuan Bumi dan Antariksa by Drs. Kuswanto
- Program Ilmu – Ilmu Sosial dan Pengetahuan Budaya by Gunawan Hidayat.
The Teaching and Learning Process and the Facilities | 11
English DepartmentLanguage and Art Faculty
University of PGRI Banyuwangi9. Temple
It is located in the middle of yard. On given day, especially at full moon the
students obligate wearing custom cloth to pray together over there.
10. Launch PAD
This tool has a function to access all of information about school, to know
the program of school and so on.
11. Canteen
There are two canteens in SMAN 2 DENPASAR. The students used to
gather and get something to eat over there. In this school there is ‘The honesty
Canteen’ (kantin kejujuran) it means they are able to choose and buy what they want
with exact change.
2.2.4 Bilingual Classroom Observation
a. Interview to bilingual students
We got any information from the students about their experiences during
study in SMAN 2 DENPASAR. One of them is Surya, he is one of clever student
there. When we interviewed Surya about motivation why did he learn bilingual, he
said that “English is very important for him because he wants to get more skill about
English. He wants be able to practice with foreign tourist because sometimes there
were foreign tourist came to his house had a business with his father. So, why is his
parent must look for a guide if he could do it by himself. He thought, it was
advantages for him. Not only got more skill about English but also he got some
money from his experience to be a guide.
He also learns the other language such as French and Japanese. He have
community in his school, the name of Surya’s community is ESS (English Student
Society). This activity has a rule. So, student must speak english during this activity
happens. It has punishment for students who have made a mistake whenever he/she
speaks indonesia. The punishment is he/she has to simulate comedian’s artist style
on highway pavement, such as: Budi Anduk, Tukul Arwana, and so on.
The Teaching and Learning Process and the Facilities | 12
English DepartmentLanguage and Art Faculty
University of PGRI Banyuwangib. Classroom Observation
when we did abservation in the bilingual classroom, we got information
about how to bilingual students study in the class. As we know, The school has
Hotspot which has a function for searching information about their lesson or the
other information. the students are able to connect the internet for supporting their
learning process in the class. So, The students not only study in the class but also can
learn many kind of lessons that they found from internet.
c. Interview to bilingual teachers
Bilingual classroom is a common program that favored class of a school.
Usually this class is always given more attention. The facilities and infrastructure
that supports in the process of learning and teaching is always sought is the best of
the school. Because there is no doubt that this is what becomes the icons of the
school, thus becoming a major attraction for prospective students.
In addition to the facilities and infrastructure that supports, there is also an
aspect that is not less important and should be special attention, that is the bilingual
teacher. So was the case in SMAN 2 Denpasar. In addition to the facilities and
infrastructure in a bilingual class such as laptops, the Internet, and others, the
teachers who teach in these classes also are the teachers who really qualified.
But it was no doubt that the problem is something that can be instantly
appear in the classroom. Because in SMAN 2 Denpasar itself is not applied the
classification of students who have comprehension with a slow speed, the bilingual
teachers must have special preparation in managing the class. According to Mrs.
Niluh Gede, the English teacher once the head deputy of public relation in SMAN 2
Denpasar, "In teaching process there should be personal preparations. Starting from
the preparation of administration, preparation of teaching materials, mental
preparation, the methods of teaching, up to the classroom management to
performance thing. Which in this case a teacher must know ETA(English Teachers
Association). That is a forum organized by the subject teachers to share mutual
experiences in the classroom management. "
The Teaching and Learning Process and the Facilities | 13
English DepartmentLanguage and Art Faculty
University of PGRI BanyuwangiThrough the discussion forum among teachers of subjects that are conducted
intensively, the teacher will know and understand the condition of students, for
example about their interests against the relevant subjects, about the methods to
deliver the materials and course the material can be accepted by all students in
bilingual classes, also as well as motivations that can be given by the teachers to the
students. For example, the teachers motivate students to actively learn English by
showing them the benefits they will get if they have mastered English.
In the interview, Mrs. Niluh Gede also gave some advices for grade
bilingual teacher candidates. That to become a bilingual teacher need special
preparations, them are :
1. A bilingual classroom teacher candidates should early familiarize themselves to
English.
2. Expand to get experience from outside.
3. Learn the material well in order to have the material to be conveyed in the
classroom.
4. Convey only materials that is controlled, and
5. Cover the mistakes with a good improvisation.
2.3 Relationship between Theoritical Review with Observation Result
Apparently, SMAN 2 DENPASAR have measured as International
Standart School. from observation result group 6, teaching and learning process in
SMAN 2 DENPASAR completed by many kinds of facilities, such as hotspot which
gets essential role in teaching and learning processes of bilingual student, Lab
listening that really is equal to, even there is one of student mastered trilingual:
English, Japanese, and French.
It doesn't take down from teachers’ roles that used to give motivation to the
students as deep as Jeremy Harmer's book (The Practice Of English Language
Teaching). The teacher as a conselor: when teachers act as controllers, the are in
charge of the class and of the activity taking place and are often ‘leading from the
front‘. The teacher as a prompter: sometime, when they are involved in rule-play
The Teaching and Learning Process and the Facilities | 14
English DepartmentLanguage and Art Faculty
University of PGRI Banyuwangiactivity for example, students lose the thread of what is going on, or they are ‘lose
for words’ (i.e. they may still have the thread but be unable to proceed productively
for lack of vocabulary). The teacher as a participant: The traditional ticture of teacher
during student discussions, rule-plays or group decision-making activities, is of
people who, ‘stand back’ from the activity, letting the learners get on with it and
only intervening later to offer feed back and/or correct mistakes.
The teacher as a resource: in some activities it is inappropriate for us to take
on any of the rules we have sagested so far. The last, teacher as a tutor: When
student are working on longer projects, such as process writing or preparation for a
talk or a debate, we can work individuals or small groups pointing them in directions
they have not yet tought of taking. In such situations, We are combining the roles of
prompter and resource –in other words acting as a tutor.
The Teaching and Learning Process and the Facilities | 15
English DepartmentLanguage and Art Faculty
University of PGRI BanyuwangiChapter III
CLOSING
3.1 Conclusion
Motivation is very important to support the students in learning. It
means students who have a high motivation will have a higher willing to learn
then those who done.
The teachers are aspect who have important role in teaching and
learning process, because the teachers determine the successful in teaching and
learning process. So, the teachers expected to have a good personality because
the teachers will be a model to students. Not only as a model but also the
teachers must have high dedication towards education so that the teachers have
totality to deliver the material of learning. Teacher is a guide and facilitator to
motivate students in teaching and learning process.
It is very important having language laboratory in successful teaching
and learning process because in language laboratory the teachers can expose the
students into the target language by listening to the native speaker speak trough
recorded material.
It is important having link to the internet, because it can increase the
students chance to be exposed to the target language.
All of the factor above are available in SMAN 2 Denpasar. So it is
choosen as the SKM (Sekolah Kategori Mandri), PBKL (Program Berbasis
Keunggulan Lokal), and as the PSB (Pusat Sumber Belajar)
3.2 Suggestion
1. The bilingual students must have motivations to increase their English skill.
2. The English teachers must master the material and able to conduct the computer
assisted learning.
The Teaching and Learning Process and the Facilities | 16
English DepartmentLanguage and Art Faculty
University of PGRI BanyuwangiRefferences
file:///F:/Student_Motivatation.html
(accessed on 1st February 2011)
http://rudi-stain-krc.blogspot.com/2008/09/increasing-student motivation-in.html
(accessed on 1st February 2011)
Harmer Jeremy. “The Practice of Language Teaching, Fourth Edition
accessed on 1st February 2011)
The Teaching and Learning Process and the Facilities | 17
English DepartmentLanguage and Art Faculty
University of PGRI BanyuwangiFILE ATTACHMENT
The Teaching and Learning Process and the Facilities | 18
Activity in theory class Activity in science lab
Administration Room
Teacher Room Activity in Computer Lab
Language Laboratory
English DepartmentLanguage and Art Faculty
University of PGRI Banyuwangi
The Teaching and Learning Process and the Facilities | 19
Head Master Office
School Library
English DepartmentLanguage and Art Faculty
University of PGRI Banyuwangi
The Teaching and Learning Process and the Facilities | 20