i

INTERNSHIP REPORT

TEACHING THE 1 st AND 3rd GRADE TARSISIUS VIRETA

SENIOR HIGH SCHOOL STUDENTS

Made as a requirement to get a bachelor degree in education from Faculty of Education University of Pelita Harapan

Written by:

Nama: Jonatan Aditya Lorenz

NIM: 10120020005

English Department Faculty of Education

University of Pelita Harapan Karawaci

2006

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ORIGINALITY STATEMENT

OF THE INTERNSHIP REPORT I am a student majoring in English Department, Faculty of Education University of Pelita harapan, Name : Jonatan Aditya Lorenz NIM : 10120020005 Major : English Department Hereby stated that this internship report entitled “TEACHING THE 1 st AND 3rdGRADE TARSISIUS VIRETA SENIOR HIGH SCHOOL STUDENTS” is:

1. Made and finished by myself, by using theoretical grounds, field study, and reference books which are stated in my internship report references.

2. Not a duplication of a published paper or has been used in other universities to get a bachelor degree, except on parts of information that have been stated as references.

3. Not a translated book or journal as stated in my internship report references.

If it is proven that I do not fulfill what I have stated above, this internship report may be considered failed. Karawaci, 11th of August 2006 The one who stated, (Jonatan Aditya Lorenz)

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UNIVERSITY OF PELITA HARAPAN FACULTY OF EDUCATION

THE AGREEMENT OF INTERNSHIP REPORT SUPERVISOR

TEACHING THE 1 st AND 3rd GRADE

TARSISIUS VIRETA SENIOR HIGH SCHOOL STUDENTS

By:

Name : Jonatan Aditya Lorenz

NIM : 10120020005 Major : English Department

Has been checked and agreed to be proposed and presented in a comprehensive test in order to get a Bachelor Degree in Faculty of Education University of Pelita Harapan, Karawaci-Tangerang, Banten.

Karawaci, 11th of August 2006

Approved:

Internship Coordinator, 1st Internship Supervisor, 2nd Internship Supervisor, SMU Tarsisius Vireta Mr. Saverius Kaka, S.pd DR. I Made Markus Sri Suryanti Sugeng, M.A The Head of UPH English Department The Dean of Faculty of Education

Clara Evi Citraningtyas, Ph.D Ir. Nggandi Katu, Ph.D

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UNIVERSITY OF PELITA HARAPAN FACULTY OF EDUCATION

INTERNSHIP REPORT EXAMINER COMMITTEE

This internship report has been approved and presented in the examination on 11th of August, 2006, to accomplish the S1 degree of the Sarjana Pendidikan English Department, Faculty of Education University of Pelita Harapan

Name : Jonatan Aditya Lorenz NIM : 10120020005 Major : English Department

Examiner Committee : Name Status Signature 1. MB Rini Wahyuningsih, Ph.D Examiner 1/Head of the Examiner 2. Dr. I Made Markus Examiner 2/Supervisor 3. Saverius Kaka, S.Pd Examiner 3/Member

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ABSTRACT

Jonatan Aditya Lorenz (10120020005) TEACHING THE 1 st AND 3rdGRADE TARSISIUS VIRETA SENIOR HIGHSCHOOL (x + 43 pages; 6 Appendices)

Teaching is stimulating, exciting, and can be highly rewarding. It has often been described as both an art and a science which can be analysed not only in terms of the science involved in instruction and classroom management, but also in terms of the art involved in creating the environment. To have graduates that are highly experienced in teaching, English Department students are required to have micro teaching subjects and do an internship in schools.

This internship report will describe the implementation and results of teaching English for senior high school students in SMU Tarsisius Vireta. The goal of the teaching for the first and third grade students is a development in their English speaking skills starting with how to do a public speaking, power point presentations, and debating. Some aspects in the field of teaching such as classroom management, student’s motivation, and communicative approach are discussed in this report. Some solutions and suggestions will also be presented in this report.

In conclusion, English language teaching involves imparting skills, knowledge, attitudes, and values. Since speaking skills show an active production stage of English language mastery, implementing a communicative approach will enhance the student’s competence and performance in daily life.

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ABSTRAK

Jonatan Aditya Lorenz (10120020005) MENGAJAR MURID-MURID KELAS 1 DAN 3 DI SMU TARSISIUS VIRETA (x + 43 halaman + 6 lampiran)

Mengajar itu menggairahkan, menyenangkan, dan sangat berharga. Mengajar sering digambarkan baik sebagai sebuah seni maupun sebagai.sebuah ilmu yang mana dapat dianalisa tidak hanya dalam segi ilmu dalam pengaturan kelas tetapi juga dalam hal seni penciptaan lingkungannya. Untuk memiliki lulusan yang sangat berpengalaman dalam mengajar, mahasiswa/i dari jurusan Bahasa Inggris diharuskan untuk mengambil mata kuliah micro teaching dan praktek mengajar di sekolah-sekolah.

Laporan magang ini akan memaparkan penerapan dan hasil dari pengajaran bahasa Inggris pada murid-murid SMU Tarsisius Vireta. Tujuan pengajaran bagi murid kelas 1 dan 3 adalah pengembangan kemampuan berbicara bahasa Inggris yang dimulai dari bagaimana berpidato, memberikan presentasi menggunakan power point, dan berdebat. Beberapa apek dalam bidang mengajar seperti pengaturan kelas, motivasi murid, pendekatan komunikatif didiskusikan dalam laporan ini. Beberapa solusi dan saran juga akan disuguhkan dalam laporan ini.

Kesimpulannya, pengajaran bahasa inggris meliputi pengajaran keahlian, pengetahuan, sikap, dan nilai-nilai. Karena keahlian berbicara menunjukkan tahap penguasaan bahasa inggris, menerapkan pendekatan komunikatif akan meningkatkan kompetensi dan tindak tutur murid dalam berbahasa.

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ACKNOWLEDGMENTS

First of all, the writer would like to thank the Lord for His blessings in the

completion of this report. This report is accomplished as one of the Pelita Harapan

University English Department’s graduation requirements.

The writer would like to post abundance of gratitude to the following

honourable people who have given advices and contributions:

1) Ir. Nggandi Katu, Ph.D, as the Dean of English Department

2) Clara Evi Citraningyas, Ph.D, as the Head of English Department

3) Dr. I Made Markus, as the writer’s first supervisor

4) Suryanti Sugeng, M.A, as the writer’s second supervisor

5) Ir. Y. Gatot Suharto, as the Tarsisius Vireta’s school principal

6) Saverinus Kaka, S.Pd, as the Internship Program Coordinator

7) Salesius, S.S, as Tarsisius Vireta’s English Teacher

8) Bernardus Bengawan, S.S, as Tarsisius Vireta’s English Teacher

As a thankful expression, the writer would like to present this report to

both the advisors and the readers. All errors/mistakes in this report are fully under

the writer’s responsibility.

Karawaci, August 2006

The writer

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Table of Content

Cover…………………………………………………………………………….…i

Originality Statement of The Internship Report…………………..………………ii

The Agreement of Internship Report Supervisor…………………………………iii

Internship Report Examiner Committee……………..…………………...………iv Abstract…………………………………….………………………………...……v

Acknowledgements………………………………………………………………vii

Table of Content……………………………………………………………...…viii

List of Appendices………………………………………………………………...x

Chapter 1 Introduction

1.1 Background of the Internship………………………………………………….1

1.2 Purpose of the Internship……………………………………………...………2

1.3 Scope and Limitation……………………………………………………….…3

1.4 Location and Time of the Internship……………………………………..……3

1.5 Report Structure………………..………………………………………..…….4

Chapter 2 Theoretical Review

2.1 The Art of Teaching………………………………………………….……..…6

2.2 Teaching Speaking……………………………………………...……………..6

2.3 Approach, Method and Technique in Language Teaching……………………8

2.4 Student’s Motivation………….……………………………………………….9

2.5 Theories of Classroom Management………………………………………..10

2.6 Competency Based Curriculum……………………………………………...12

Chapter 3 General View of the School and Implementation of Internship

3.1 The School’s Descriptions…………………………………………..……….13

3.2 School Organizational Structure…………….……………...…………......…13

3.3 The Intern Position and Main Jobs…………………………………….…….15

3.4 Time of Internship Program………………………………………………….15

3.5 The Intern Daily Job………………………………………………….………15

Chapter 4 Analysis and Discussion

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4.1 A Description of Intern Duties.………………………………………………18

4.2 Administrative Scope..………………………………………………………19

4.3 School Expectation of the Internship …………………..…………….…..…19

4.4 Obstacles Analysis……………………………………………………..……20

4.4.1 Obstacles and Difficulties in Classroom Teaching………………...22

4.4.2 Obstacles and Difficulties in Helping the English Club…………...24

4.5 Steps to Overcome the Problems……….……………………………………24

4.5.1 Steps to Overcome Problems in Classroom Teaching……………..26

4.5.2 Steps to Overcome Problems in the English Club…………………30

4.6 Positive Things of Doing the Internship…...………………………………..32

4.7 The Comparison between the Theory and the Implementation……………...33

Chapter 5 Conclusion and Recommendation

5.1 Conclusion……………………………………………………………………36

5.2 Suggestions……………………………………………………………..……37

5.2.1 Suggestions for the Government and the School…..………………38

5.2.2 Suggestions for the English Club President…………………….….39

5.2.3 Suggestion for UPH English Department………………………….40

5.2.4 Suggestions for the Next Intern………………………………..…...41

References….…………………………………………………………………….43

Appendix A ……………………………………………………………………..44

Appendix B ……………………………………………………………………...45

Appendix C ……………………………………………………………………...50

Appendix D ……………………………………………………………………...56

Appendix E ……………………………………………………………………....63

Appendix F ………………………………………………………………………71

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APPENDICES Appendix A The School Organizational Structure

Appendix B The Teaching Materials

Appendix C The Lesson Plan and Test

Appendix D The English Club Activities

Appendix E The Competency Based Curriculum

Appendix F The Work Agreement

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CHAPTER I

INTRODUCTION

A proverb which says that education determines a nation shows that

education is really important. For a country, qualified human resource is a

vital thing for development and it is a fact that qualified human resource is

produced by qualified education. Developed countries have shown a major

concern in the field of education as those countries have realized that a strong

educational system will result in qualified human resource.

The writer divides this chapter into five parts. They are background of

the internship, purpose of internship, scope and limitation, location and time,

and the report structure.

1.1 Background of the Internship

The writer realized that the history of English language teaching in

Indonesia is as old as the Independence of Indonesia. In 1967, the Ministry of

Education elaborated that Teaching English as a Foreign Language (TEFL) was

intended to equip students to read textbooks and references in English, to

participate in classes and examinations that involved foreign lecturers and

students, and to introduce Indonesian culture in international arenas (Cahyono,

2004). This movement has continued in the high school curriculum guidelines of

1975, 1984, and 1994. Successful students in EFL contexts make use of out-of-

class exposure to English to maximize their chances in learning and practicing

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English. Nowadays, English language teaching has been implemented since

kindergarden level.

The writer chose to become a language teacher because it is a profession

that includes a fair share of challenges, growth, and joy. There are so many

challenges such as designing a suitable curriculum, facing slow learner students,

and motivating the students which eventually bring the teachers into a new

experience and enjoy it through a trial and error process. It is a fact that teaching

is an exciting and uncertain profession because the personal chemistry between

teacher-student and student-student means that no two classes will ever be the

same. To create a conducive classroom situation which leads to a better learning

process is definitely a challenging and exciting thing for teachers.

The writer thought that what the writer had from the total of seven

semesters during college would be greatly effective to be taught in senior high

level. The writer then decided to teach in the senior high level. The classroom the

writer is about to enter is SMU Tarsisius Vireta.

1.2 Purpose of internship

The purposes in this internship are mainly to apply what the writer has had

for seven semesters in terms of how to teach English using the theories and

materials received from seven semesters in the English Department. Here are the

main purposes:

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1. To apply the approaches in Language Teaching and classroom

management

2. To teach English as a foreign language for senior high school students

mainly on the field of speaking.

1.3 Scope and limitation

The scope of this internship will be on the English Language Teaching

(ELT) in Tarsisius Vireta high school. The writer decided to choose this school

since it was the writer’s former senior high school and also it is located around the

writer’s house. These reasons will result in an ease in collecting the data. The

writer becomes one of the English teachers who have a full authority to determine

the syllabus, the test, and the style of teaching. The senior high students will be

narrowed into the first grade students, 1A-1E, and the third grade, 3science1-

3science2 and 3social2-3social3. The ELT emphasized intermediate speaking

skills which started with public speaking, power point presentation, and debate in

English.

1.4 Location and Time

The writer has finished doing his internship in Tarsisius Vireta high school

which is located in Vila Regency 2 AE Block number 8-9 Tangerang. Based on

the requirement of an internship, the time of the internship was from January 11 to

April 30, 2006 (four months).

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1.5 Report Structure

Here is the general overview of the chapters:

CHAPTER 1 INTRODUCTION

This chapter discusses the background, the purpose of internship,

scope and limitation, location and time, and the report structure.

CHAPTER II THEORETICAL REVIEW

Chapter II will discuss about the selected profession and elaborate

the theories which were applied in the field of works.

CHAPTER III GENERAL VIEW OF THE SCHOOL AND

IMPLEMENTATION OF INTERNSHIP

This chapter describes the school, its organizational structure, the

position of the intern as well as main job in the school, time of

internship program, and a brief description about the tasks of the

intern.

CHAPTER IV ANALYSIS AND DISCUSSION

In this chapter, a description of the intern’s duties, administrative

scope, accomplished results, an analysis of the obstacle faced by

the intern, an analysis of the difference between the theory and the

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implementation in the field, and attachment of any project data will

be discussed.

CHAPTER V CONCLUSION AND RECCOMENDATION

In a nutshell, this chapter will conclude the analysis and give

recommendations either for the school or the next intern.

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CHAPTER II

THEORETICAL REVIEW

There are several theories discussed here that support this internship. They are:

a. The Art of Teaching

Teaching in today’s school is truly challenging and difficult. Each level

and the setting of the educational field have its own challenges. According to

Lefrancois (2000) in Spanish, the word ensenar means both to teach and to show.

Good teachers show students or help them discover for themselves by using any

media as a means to achieve the learning goals. Many teachers found out that the

theories that they had during college life can not be fully applied. That is why

more and more new methods and media appear nowadays to enhance the teaching

process such as CALL (Computer Assistance in Language Learning) and the use

of Internet as an information searching tool and E-Learning.

b. Teaching Speaking and Its Principles

Speaking is one of English skills which symbolizes a productive stage of

language acquisition. The 1980s curriculum design and pedagogy have stressed

the importance of teaching communicative strategies and the functional use of

language. Up to now it has been widely known that communicative approach

emphasizes speaking skill as the core of the English language teaching activity in

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the classroom. Conversation according to William (2003) can be defined as the

situation in which two socialized and co-present persons talk to one another as

they go about their everyday informal lives. Sentence meaning consists of

assertions, interrogatives, or imperatives. Participants’ meanings consist of the

actions that are accomplished by the production of sentences/utterances, basic

actions such as making invitation, asking for an apology, thanking people,

expressing anger, and giving compliments.

In teaching speaking, pair and group work can greatly increase the amount

of active speaking and listening undertaken by all students in the class. According

to Bailey (2005), pair work, as the name suggests, involves two students working

together to complete a task or exercise using the target language. The intern only

applied pair work in teaching basic speaking skills and it went well in terms of the

students have talked a lot and got feedback from their peers.

A major concern in teaching speaking is how to assess students’ speaking

abilities. The intern applied an indirect test of speaking which is where the test-

takers do not speak. For example, the students may be given a conversational

cloze test (Bailey, 2005). A cloze test is a written text about a paragraph in length

in which words have been deleted and replaced by blank lines. A conversational

cloze test is one where the original text is the transcript of an actual conversation.

The learners’ job is to fill in each blank with a word that would be appropriate in

the context of that conversation.

Though an indirect test of speaking can be very practical and reliable, the

intern realized that the students may feel that their speaking skills have not been

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adequately or fairly assessed. In addition, using the indirect procedures may send

the message to students that is not important for them to practice speaking in

English since they will not be evaluated on their speaking.

Bailey (2005) in her book “Practical English Language Teaching

Speaking” describes vividly the principles for teaching speaking to beginning

learners. These principles are:

1. To provide something for learners to talk about

2. To create opportunities for students to interact by using pairwork or

groupwork

3. To manipulate physical arrangements to promote speaking practice.

c. Approach, Method, and Technique in Teaching

A teacher’s profession is also an art. Therefore, a teacher should set

and apply the right approach and method during the teaching. An approach is a set

of assumptions dealing with the nature of language, learning, and teaching. His

concept of method is described as an overall plan for systematic presentation of

language based upon a selected approach. Technique is the specific activity

manifested in the classroom that was consistent with a method and therefore was

in harmony with an approach as well. (Brown, 2001)

In language teaching, there are many types of Approaches such as: Silent

Way, Communicative Language Teaching (CLT), Suggestopedia, Natural

Approach, Community Language Learning (CLL), Total Physical Response

(TPR), and Audiolingual Method (ALM). In the internship, the writer mainly

9

applied the Communicative Language Teaching and Natural Approach. The

characteristics of these two approaches will be in the field of fluency and

accuracy, which are seen as complementary principles underlying communicative

techniques, and also how the students are given tasks to use the language,

productively and receptively, in unrehearsed contexts outside the classroom. The

writer always gave the students meaningful tasks equipped with the skills

necessary for communication in those contexts. The tasks also focus on meaning

not form.

In reality, the students often felt reluctant to have English homework.

They yelled for a small number of questions and finally most of them did not

collect the homework. In facing this situation, the intern kept reminding them that

the main purpose of an assessment is simply not to burden the students, but is to

get the students do a review and further analysis at home.

d. Student’s Motivation

Every teacher in the senior high school has complained about student

motivation. It is a fact that it is the number one challenge for Tarsisius Vireta

senior high teachers to boost up the student’s motivation. For several decades,

research on motivation in the field of second language acquisition research has

been strongly influenced by the work of Robert Gardner and his associates

(Tilleston, 2004). From the 1972 study, an integrative orientation (desire to learn a

language stemming from a positive affect toward a community of its speakers)

was more strongly linked to success in learning a second language than an

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instrumental orientation (desire to learn a language in order to attain certain

career, educational, or financial goals).

There are two kinds of student’s motivation: Intrinsic and Extrinsic.

According to Tilleston (2004) intrinsic motivation is the drive that comes from

within; students do something for the sheer joy of doing it or because they want to

discover something, answer a question, or experience the feeling of self

accomplishment. Educators like Maria Montessori, Rudolf Steiner, and Carl

Rogers have also provided exemplary models of intrinsically motivated education.

They put the ground that schools should pay attention more on how to develop an

internalized thirst for knowledge and experience rather than pleasing teachers and

parents with student’s achievements.

On the other hand, extrinsic motivation is motivation that comes about

because of the promise of a tangible, marketable reward. Students want and like to

do something because of the promise of or hope for a tangible result.

2.5 Theories of Classroom Management

There are three major theories about classroom management. The

conceptualization of classroom management as three theoretical points on a

continuum, going from primarily student control to join student-teacher control to

primarily teacher control, as well as the names for the three theories, were taken

from Wolfgang and Glickman (1980). The first theory is non-interventionist. The

non-interventionist conception of classroom management is based on a

philosophical and psychological belief system that is commonly referred to as

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humanistic or student centered. It is believed by non-interventionist that students

are inherently capable of controlling their own behaviour and teachers should let

them do it by giving them a chance to do it.

Different from non-interventionist, an interactionalist theory is based on a

belief that control of student behaviour is a joint responsibility of student and

teacher. Jason (1996) describes that interactionalist believe that both outward

behaviour and inner thoughts and feelings are important in the classroom. An

interactionalist teacher promotes individual student control over behaviour when

possible but sometimes must subordinate this goal to the right of all students to

learn. Moreover, classroom rules and guidelines are generally developed jointly

by the teacher and students.

The third theory is called the interventionist theory. It mainly believes that

a teacher is the one who is responsible in controlling student behaviour.

Interventionists believe that students want the teacher to be in charge of the

classroom and expect the teacher to ensure that the students behave appropriately.

One of the characteristics is when classroom disruption occurs, interventionists

usually move quickly to stop them.

The intern was an interventionist during the internship which means that

the intern used verbal and nonverbal interventions to manage the classroom and

stop student’s misbehaviour. Some general guidelines to keep in mind such as

using the nonverbal intervention first whenever appropriate and making the verbal

intervention as brief as possible have been implemented by the intern. The verbal

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interventions are divided into three categories according to Levin (1996): hints,

questions, and request/demands.

The results were surprising. The intern mostly used verbal interventions in

classroom teaching by calling out a student’s name to stop him/her from talking to

each other. This step is a part of the first level in verbal intervention which is in

the level of hints. It seemed that by using verbal intervention, managing and

coping with students misbehaviour was more effective rather than doing

nonverbal intervention for example approaching the student’s seat or removing

seductive objects from students.

2.6 Competency Based Curriculum

Education nowadays is a realization of the 2003 National Education

System Act which is basically a process from potency to competency. Its chapter

three explains that education is determined to develop one’s potency so that it

becomes competency that can be used to develop one to be a faithful, healthy,

creative, independent, and responsible citizen. The Competency Based

Curriculum (KBK) has three purposes that have orientation in the field of

Methodological, Content, and Life skill.

Suderajat (2004) says that the KBK is similar to the 1994 curriculum.

KBK of English subject emphasizes the ability of reading, listening, speaking, and

writing. Its syllabus is a compilation of functional, situational, and structural.

Therefore the assessment is using integrated and communicative assessment, not

13

the mastery of language elements such as grammar. Examples of KBK for senior

high school are in appendix E.

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CHAPTER III

GENERAL VIEW OF THE SCHOOL AND IMPLEMENTATION

OF INTERNSHIP

3.1 The School Description

The school is a Catholic school which is located in Vila Regency 2 AE

Block number 8-9 Tangerang. It was established in 1996 under the supervision of

Yayasan Bunda Hati Kudus. At first it only had a kindergarden level with 132

students. Eventually elementary, junior, and senior level were established in the

same year. Since 1996 the school has been successfully graduating eight

generations. Facilities such as a language lab, swimming pool, and new building

have made the school become popular and gain lots of students.

The graduates have worked in the market place while some are students of

top universities, such as UI, UGM, BINUS, and UPH. This year all seats for

student’s intake are fully booked. The capacity is five classes with around 150

students attending the learning process in the first grade upcoming academic year.

The headmaster has been working for ten years in the school. He realizes that

education has become a necessary component of life particularly in an era of great

change and transformation. He keeps trying to find and implement new ways to

improve the school quality.

3.2 School Organizational Structure

(See appendix A)

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3.3 The Intern Position and Main Jobs

The position of the intern is as one of the English teachers who has full

authority to determine the syllabus, the style of teaching, and the evaluation test.

The intern was given a place together with other teachers in the teacher’s room.

Below are the intern’s three main jobs during the internship:

1. Teaching English for the first grade students. The total is five classes per

week with 2 X 45 minutes per meeting.

2. Teaching English for the third grade students. The total is four classes per

week with 2 X 45 minutes per meeting.

3. Helping the English Club to practice debate in English every Thursday at

2pm.

a. Time of Internship Program

The intern taught from Tuesday to Thursday. The intern came to school at

6.45 am and joined the Morning Prayer in the teacher’s room and at 7.05 am

started teaching. The intern usually left the school around 2 pm. On Thursday the

intern left the school at 3pm after guiding the English Club.

b. The Intern’s Daily Jobs

There are mainly five daily tasks during the internship:

1. Create speaking materials. This includes several topics such as dialogues,

power point presentation examples, and a debate theory.

16

2. Make the evaluation test. The test is about asking the students to make 30

lines of conversation and filling the missing sentences of a dialogue.

Usually the test was informed two weeks before it was due so that the

students could prepare it.

3. Do correction. The intern corrects the student’s homework and test. Doing

correction is time consuming especially when the test is making a

dialogue. A red marker was used to emphasize where an error happened

and what is the correct form of phrases or sentences that should be written

by the students. The intern also checked the student’s presentation that was

submitted in a form of cd.

4. Create new English activities. New activities should be made as the

students were bored and uninterested with English language. The intern

then created a prized email quiz, one day trip to Anyer, and two times

movie plays.

5. Submit the scores. Every two months the intern submits the student’s

scores to the English teachers. The first grade student’s score was

submitted to Mr. Salesius. The third grade science student’s score was

submitted to Mr. Saverius. The score of third grade social classes was

submitted to Mr. Bernard.

6. Teach English as a foreign language. The intern often use the AVA (Audio

Visual Aids) room due to the facility of LCD (Liquid Crystal Display)

where the intern could show some presentations using power point and

17

also the students demanded to have the learning process in the AVA room.

One example of the lesson plans may be seen in Appendix C.

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CHAPTER IV

ANALYSIS AND DISCUSSION

4.1 A Description of Intern Duties

Based on the work agreement, the intern, dressed like other teachers, had

to teach nine classes from Tuesday to Thursday. The headmaster allowed the

intern to come only in the teaching hours and excluded the teacher’s meeting. The

intern was also responsible to help assisting the English Club every Thursday at

2pm in The AVA room. One of the English teachers, Mr. Salesius, came to the

English Club regularly as he was the one who was responsible to guide the club.

The intern taught five classes of first grade students and four classes of

third grade students. The intern also prepared the materials and the test for the

students. The intern was allowed to use either the English textbooks or intern’s

material which emphasizes speaking skills. At first, the intern prepared a handout

about public speaking, which was only a half page long.

In addition to the materials, several examples of power point presentations

were compiled and presented to the students and eventually a handout about

debate in English was distributed and presented using power point slides in The

AVA room. The intern created two kinds of the test, making a dialogue and

completing several short dialogues. The school paid for question sheets photocopy

and the students paid for the answer sheets by using their class saving.

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4.2 Administrative Scope

As explained above, the intern only made three main materials and two

kinds of test (See Appendix B and C). In helping the English Club, the intern

created an idea of making an email prized quiz (See Appendix D) and also an

English Club trip to Anyer (See Appendix D). Basically, the intern is fully

responsible from the English teachers and also the internship coordinator Mr.

Saverius Kaka. A complete school’s organizational structure can be seen in

appendix A.

4.3 The School Expectation of the Internship

At first, the headmaster asked the intern not only to teach the first grade

students, but also to teach the third grade, especially helping them in listening as

they were going to face a national exam. Eventually it was decided that it did not

have to be the intern’s job to teach listening for the third grade. Two English

teachers often complained about the student’s motivation and described how most

of the students are slow learners in English learning process.

Number Expected Target by the School

Internship Results

1. Motivate the third grade students to prepare

their study hours in facing the national

exam.

The intern shared his

experience, the

importance of being

20

graduated by good score

and gave tips in doing

the English national

exam.

2. Improve the speaking skills of the first

grade students.

The intern created a

handout consists of

seven basic speaking

skills and became a

model in pronouncing

the phrases and

eventually taught them

how to deliver a

presentation and debate

in English

3. Help the English Club by encouraging the

committee and creating creative activities

to get more EC members.

The intern attended the

English Club regularly,

taught the mechanism of

debate, and created three

activities. The image of

the English club has

changed into a club

where this club

accommodates all

21

students with different

level in English mastery.

4. Increase the students motivation in learning

English language

The intern elaborated the

importance of English

and gave the students

praise and reward, such

as encouraging feedback

after the presentations

and a bonus point if they

could win two rounds of

debate.

5. Establish one or two English debate groups This was not

accomplished by the

intern since the students

had low motivation in it

and did not have time to

join the English Club.

Moreover, the student’s

ability in speaking was

still below average.

Fortunately, the theory

about debate and its

group was understood

22

by the students, mainly

1e and the third grade.

4.4 Obstacles Analysis

4.4.1 Obstacles and Difficulties in Classroom Teaching

During four months of the internship, the intern found lots of obstacles and

difficulties either in the field of classroom teaching or in the English Club. There

are three main obstacles in the classroom teaching. First of all is the student’s low

motivation. Every teacher complained how the students are being disrespectful

and passive toward the lesson. Some students are not paying attention by playing

their handphones and talking to their classmates, not doing their homework

without any reason, and even not attending the remedial session.

The intern realized that there was no teacher student’s agreement at the

beginning of internship. This agreement is usually called student’s contract which

is mainly about what the students can and can not do during the classroom

teaching. It is believed that this contract will create a better classroom situation

since both teacher and the students know exactly what their responsibilities are.

Secondly, there was a different student’s entry level among classes in

terms of language acquisition. This obstacle occurred mainly among first grade

students. The school had classified the classrooms based on the student’s third

grade junior high school rapport score. Class 1e was well known for its fast

learner students caused by the classification. More than a half class could speak

23

English fluently and comprehend grammar. The rest of students were mixed in

form 1a to 1d.

During the internship, 1b had the poorest performance in speaking and

grammar. Meanwhile 1a, c, and d had an average speaking and grammar

performance. The intern still taught them enthusiastically and kept motivating

them to improve.

Some teachers told the intern that it was easier for them to teach with

having the classification. Moreover, they believed that slow learners students

would have more opportunities to perform and be active in the classroom.

Unfortunately, there was a gap and it was becoming more and more serious

because of the different treatment done by some teachers. Some students felt

discouraged and unconfident since they knew that they were not quite qualified

compared to other classes.

The last but not least, the intern thinks that the number of subjects that the

students have is too many. In this academic year, the first grade students have 14

subjects which burden them. There were two and even three tests in a day, not

mentioning the homework and projects. The students were tired and do not get the

essence of the task and evaluation given by the teachers. Some students from 1e

expressed their feelings to the intern by saying that they were stressed and tired.

By having 14 subjects, the student’s concentration, time, and efforts in the

learning process were divided automatically into 14 and this resulted in student’s

stressful feelings and a lack of time and efforts to master an English subject.

24

Difficulties in classroom teaching would be in the field of student’s

textbook and teacher’s stamina. The school used Erlangga publisher English

textbooks which cost around 28,000 rupiahs per book. Some students did not buy

the book either because of economical or motivational reason. This thing had

caused the students to borrow the book from other classes which had English

lesson on the same day.

When the lesson was being discussed and finally the intern asked the

students to do the exercise, some students had already had the answers since they

borrowed the book previously used by other classes. They started talking, moving

around, and doing other subject’s task such as Math or Indonesian since they did

not have anything to do. Several times the intern took their textbook and asked

one student to copy the exercise page using the intern’s book.

The intern schedule on Tuesday was from 07.00am-1.45pm. The intern

taught four classes in a row. It is a fact that teaching speaking requires a teacher’s

performance in showing how to pronounce and say the phrases or sentences

clearly and correctly. Sometimes when it reached the last class, the intern felt tired

and had a sore throat. As a solution for this, the intern tried to drink vitamin and

more water during that day.

4.4.2 Obstacles and Difficulties in Helping the English Club

English Club is determined to be a community to practice and enhance

English skills. It is held every Thursday using The AVA room in the fourth floor.

It is supposed to be for students who want to develop and broaden their horizon of

25

English language. It does not simply say that this club is only for fluent students,

but it is actually meant for any student whether they are fluent or not.

Unfortunately, the image of Tarsisius Vireta’s English Club is viewed as a club

only for smart and fluent students of English.

One obstacle in helping the English Club in terms of gaining more

English Club participants was that the students did not have time to join the

English Club on Thursday since they have to attend a remedial class. As the intern

stated before that there are 14 subjects and the students could not cope with it,

these two things resulted in the student’s unavailability in attending so many

remedial classes from Monday through Friday. Some students were eager to join

the English Club but they had to attend the remedial classes which were held from

two to three o’clock. The students sometimes should attend two remedial classes

in a day. Even subjects such as Religion and Civics have remedial classes.

Additionally, the difficulty was on the content of the English Club

activities. The English Club president was a boy from class 1e and he was a

novice leader, so that he did not know what to plan for and do. The previous

leader of the club did not leave any guidance and program to him. Because of that,

the club did not have a set of program in a year and goals. No clear budget was

given to the club.

The club was usually just making a wall magazine for several weeks

which of course made the members or even the new members felt bored and

monotonous. Some of the members realized that not many students were

interested in reading a wall magazine, even reading the Indonesian version of a

26

wall magazine. This condition certainly did not attract students to join the club.

There were not any meaningful and exciting activities where the students may

implement their English.

4.5 Steps to Overcome the Problem

4.5.1 Steps to Overcome Problems in Classroom teaching

The intern came to see Dr. I Made Markus several times as he was the

internship supervisor for the content and discussed obstacles and difficulties

during the internship. The intern always got encouragement and some solutions.

Due to the first obstacle which is about student’s low motivation, the intern spent

one session, around 45 minutes, to explain the importance of performing well

during senior high school and then explain the importance of English.

The intern motivated the students by sharing the intern’s experience that

by having good grades and efforts, the intern finally got a scholarship from UPH

and got achievements either academically or organizationally such as good GPAs

during seven semesters and being involved in Himpunan Mahasiswa Jurusan

(HMJ) and Unit Kerohanian Kristen (UKK). The intern explained that God has

put a big and wonderful plan in their life. The students must keep searching and

develop what they already have.

This step significantly affected the third grade students. They paid

attention to every detail that the intern had explained to them. Some of them asked

questions about college life and what next after it is finished. The following days

27

some students told the intern how they wanted to struggle for their future and even

wanted to become an English teacher.

The second step in overcoming obstacle in classroom teaching was based

on the intern’s evaluation. The Intern evaluated the first month of each class

performance and decided to continue the teaching with suitable materials based on

the student’s entry level. After the intern finished the first part of the four-month

syllabus which was teaching public speaking, the intern found out that only 1e

who was able to perform well and moved on to the next material.

1e students created interesting presentations such as presentations about

psychology of colors, racing tournaments, agricultural plants. The intern was

really surprised by the third grade students since most of the topics were about

cartoons. Cartoons such as Naruto, Ragnarok, Narnia, and Japanese comics were

the content and being presented with music, pictures, and even motion clips. It is a

fact that games and cartoon contents are their daily features.

Meanwhile, 1a to 1d needed basic speaking skills. They did not know

how to respond and develop a good conversation because they lack of vocabulary

and basic speaking phrases. Mr. Markus suggested that the intern should not force

them to continue to the next material and design a new one which is suitable for

them.

The intern then made a handout of seven pages consisting basic speaking

skills such as greeting, making invitations, asking for an apology, thanking

people, expressing anger, and giving compliments. This handout was taken from

the intern’s speaking 1 subject which consists of contextual material and real

28

English speaking phrases. This handout matched with the Competency Based

Curriculum in the area of speaking.

The students ought to read the handout first at home and do one or two

filling the gap exercise. The exercise was being discussed in the classroom where

some students came forward to write their answers on the white board neatly. The

intern usually gave more chances to slow learner students to perform in front of

the class. Feedbacks were clearly given by the intern.

After the internship has finished, the intern then had a chance to compare

the materials that have been taught with the 2006 English curriculum. Most of the

parts are the same such as transactional conversation which involves the ability of

expressing agreement, thanking people, and giving compliments. The 2006

English curriculum also add some programs such as doing public speaking where

the students are asked to be a Master of Ceremony (MC) and debating for the

third grade. More details could be seen in Appendix E.

Unfortunately the intern did not apply the third principle in teaching

speaking for beginning learners which is manipulating physical arrangements to

promote speaking practice. In her book, Bailey (2005) gives three seating

arrangements. The first one is the inside-outside circle which allows the students

to repeat a conversation or interview with several new people, in order to build

fluency and confidence. It is done by forming two concentric circles of students

where people on the outside face inwards while the people on the inside face

outward.

29

The second is called tango seating. Tango seating is a simple seating

arrangement designed to force people to use oral communication during

information gap tasks that involve drawing pictures, following maps, or creating

designs from verbal descriptions. The students may speak to and hear one another,

but neither can see what is on the other student’s desk or lap.

Finally, the cocktail party technique is a quick way to get students talking

to new partners and to break up the routine of sitting during language lessons.

Firstly the teacher gives a simple speaking task and let the students talk to

someone new, as if they were in the social gathering. After they complete the task,

they sit down again.

In the last month of the internship, 1a, 1c, and 1d had shown positive

improvement in their speaking skills. They did some pairworks in discussing the

questions and practicing the dialogues. The students could do well in the written

exam and performed the use of those basic speaking skills well while doing their

exercise on the white board. One surprising result was 1b still could not do the

basic speaking materials well because of their lack of concentration, vocabulary,

and grammar.

The intern then decided to lower the syllabus again by teaching them only

from the textbook and grammar, mainly the ten tenses. Unfortunately the intern

did not consult this with the other English teacher and supervisor. There was only

three weeks left to apply this so there was no evaluation whether this was working

well or not. There were many holidays also due to the try out. The intern also

30

gave an explanation about their progress in mastering English language and kept

motivating them to put more effort in it.

To overcome the student’s stress and abundant burden due to the 14

subjects’ tasks and tests, the intern tried to consult this with the school counsellor

and other teachers. There was no solution found for this issue. The intern thought

at first that it would probably be a good idea to hold a parents conference where

the school may explain about the burden and challenge of having 14 subjects and

encourage the parents so that they can be more aware to their children studying

time at home or even send their children to attend courses. One day, the intern

told this idea to the headmaster and he responded well and said that it would be

done later on.

4.5.2 Steps to Overcome Problems in helping the English Club

The intern tried to create three interesting activities to promote and attract

English Club members. First, the intern created an email prize quiz which asked

the students to participate by sending email to jonatan_aditya@yahoo.com. They

had to answer the question using English and had the opportunity to win 30.000

rupiahs. It turned out that this did not work well. Only five students sent their

email with a little use of English. The winners were Sesaria and Hanna and the

prizes were given on the 14th of February in The AVA room. The quiz form may

be seen in appendix D.

Second, the intern held two movie plays. The first one was on 14th of

February 2006 at 2pm using the AVA room. The movie was Simon Birch with

31

duration of approximately two hours. The ticket price was 1000 rupiahs and

distributed by the English Club members. The result was great in terms of 46

students attended it and they got meaningful messages from the movie. The

English Club also promoted the English Club schedule and what they would do

for the following weeks.

The second play was held in the middle of March by playing two episodes

of Friends. The movie play publications were attached in the wall magazine and

also on the back door in all classes. There were 17 students and they also paid

1,000 rupiahs for the play. The decrease number of students was caused by the

students had a few remedial classes on that day and the third grade students had

an additional class for the national exam.

Based on the reality that the student’s interest in joining the English Club

is still low, the intern and the English Club committee decided to have a

refreshing on 8th of April, 2006. We went to Anyer beach for a day and did

activities in English. The proposal was agreed by the headmaster and the school

contributed by giving 250,000 rupiahs for this event. The English Club also tried

to sell breakfast to teachers and XL handphone cards for approximately one

month in order to raise fund. During the trip the committee also sold drinks using

a cooler box.

There were 30 students and three English teachers, including the intern,

attended the event. Letters for parents were distributed in order to inform the

parents about this activity and to get their permission. Finally, the students were

divided into groups and had lots of activities (See appendix D). It went well and

32

meaningful. A few days later the students asked about the next trip and suggested

some places.

In solving the difficulties of the English Club which mainly about its

content, the intern encouraged the English Club president to create a set of

programs and vary them so the students will not get bored. Unfortunately, the club

could not do it since there were so many school days off either because of

teacher’s meeting or the third grade try out exams. Moreover, it was decided that

it was better to focus on getting more members first by doing the prize quiz,

movie play, and Anyer trip.

4.6 Positive Things of Doing the Internship

Many people consider teaching in today’s school is challenging and

difficult. Based on the intern’s experience, it is absolutely true. According to

Lefrancois (2000) today’s teachers are highly stressful and burdened by student

diversity and special needs. Not surprisingly, beginning teachers typically

experience more problems than experienced teachers. As the intern has described

the obstacles and difficulties vividly above, the intern would also like to describe

the two positive things of doing the internship.

First of all, the students have experienced a new approach in English

language learning. Previously, they had lots of translation tasks and practiced the

four English skills based on their textbooks, but during the four months internship

the students were given chances to express their thoughts in speaking and

debating as the intern emphasized the communicative approach in classroom

33

teaching. They finally were able to master the basic speaking skills and moved to

a higher step which was public speaking.

Some new innovations in encouraging the students to talk such as

presenting a power point presentation and refreshing in Anyer beach where they

used their basic speaking skills have been proven to be effective and fun. In

making the power point presentation, the students put in their creativity and

thoughts. Meanwhile after having the Anyer trip, they kept asking the intern when

they would have those kinds of activities in the future. No evaluation on how this

activity directly enhances their English because it was already in the end of the

internship period.

Second, the intern experienced the rewards of teaching. The intrinsic

rewards were feelings of satisfaction, of accomplishment, of doing and making a

difference, meanwhile the extrinsic rewards were prestige and respect. The intern

found the reality of managing and teaching in the classroom. The intern felt the

sense of accomplishment by giving the students knowledge and skills which

empowered them for their future. Moreover, the intern eventually became well

known as a Tarsisius’s teacher and got lots of demands to teach as a private

teacher around the neighbourhood.

4.7 The Comparison between the Theory and the Reality

Hostile confrontation that is mentioned by Levin (1996) did not occur at

all while the intern mainly applied verbal interventions. The students were always

respectfully being quiet as soon as the implementation of verbal intervention

34

during classroom teaching. One day the intern slammed the table in class 1c and

shouted to the students. Shouting some names and asked them to do what was

appropriate successfully went well. It seemed that by using verbal intervention,

managing and coping with student’s misbehaviour was more effective rather than

doing nonverbal intervention.

Another comparison is in the field of the approach in teaching. The intern

used Communicative Approach and Natural Approach during teaching. Nunan

(1996) described how a foreign language could be taught without translation or

the use of learner’s native tongue if meaning was conveyed directly through

demonstration and action. The intern tried to avoid using the first language in the

classroom. The students were encouraged to operate in the target language from

the beginning.

Difficulties occurred in terms of the students kept asking the translation of

the instruction and even some high frequency vocabulary in making the dialogues

which eventually resulted in time consuming. Class 1 b and 1 c had the most

problem due to this issue. The intern tried to give the students enough time to

think and find for themselves the English or Indonesian word from what they

asked. The intern often gave the context of the word that being asked for example

the word “Admit”. The intern gave a sentence like “Telling a lie to your mother is

not right. You have to admit it to your mother. Tell her the truth” and asked the

students to guess it. This way worked.

The intern may conclude that beginning learners should still have a key

feature of Grammar Translation Approach where the students’ native language is

35

still employed as the medium of instruction, used to explain new items and to

draw comparisons between the foreign language and the student’s native

language. Moreover, the use of first language has been defended by some teaching

specialists. They thought that the use of it can greatly facilitate the management of

learning process, particularly where grammatical and lexical explanations are

concerned.

36

CHAPTER V

CONCLUSION AND RECOMMENDATION

5.1 Conclusion

A concept saying that “teaching is for the sake of teaching” is an essential

part in teachers’ life. Most teachers stop in the middle of the way or become

stressful and monotonous since there are new problems that occur in today’s

teaching life. This happened because Teaching English as a Foreign Language

(TEFL) nowadays has more and more responsibilities in terms of implementing

the Competency Based Curriculum and preparing the students to pass the English

national exam which has burdened the English teachers in senior high level.

The intern chose to conduct an internship in Tarsisius Vireta school in

January 2006. The school was located nearby the intern’s house and used to be the

intern’s former senior highschool. The intern was assigned to motivate and

enhance the student’s ability in speaking. The four months of internship is an

unforgettable moment and a meaningful part of the intern’s life.

The intern found out that teaching is truly a fair share of challenges,

growth, and joy. There are challenges in the intern’s self dedication, from the

student’s response, and also the environment of the school. As time went by, there

were many obstacles and difficulties faced by the intern as it has been discussed in

earlier chapters. Student’s low entry level and motivation were the causes why the

class did not perform well during the classroom teaching and learning process

37

Several solutions have been implemented in order to improve student’s

intrinsic and extrinsic motivation. The intern has improved not only the classroom

teaching by creating suitable materials and giving encouragement, but also guided

the English Club and created three interesting activities. However, those solutions

still have not succeeded to reach maximum results. Moreover, there were many

strategies that have not been implemented such as making a students contract and

gradual evaluations with the school’s supervisor.

Growth happened as the intern tried to solve obstacles and problems

encountered during teaching process. When the intern overcomes those challenges

and solves the problems which lead to improvement for the schools and the

students, joy is achieved. It was such an accomplishment seeing the students

improved their speaking ability and especially how the third grade students passed

their English national exam 100 percent.

All in all, the intern believes that improvement comes from a solid

and continuous collaboration among parents, teachers, and the students. They

have to realize that the recent curriculum is quite hard, challenging, and needs

student’s initiative to be independent. Hopefully, teachers may perceive

meaningful patterns and relationships in their teaching so that truly by education,

we may determine our nation in the future.

5.2 Suggestions

Below are the suggestions for the school, the English Club, UPH English

Department, and the next intern:

38

5.2.1 Suggestions for the Government and the School

The writer would like to give some suggestions for the school’s

improvement. First, due to the first grade students’ complaints about the fourteen

subjects which they have in a week, the writer thinks that the government should

reconsider the 2004 regulation and curriculum in terms of the total number of

subjects. The government should have socialized it more to the society so that the

society may understand today’s learning life. As the intern believes that

improvement comes from a solid and continuous collaboration among parents,

teachers, and the students, hopefully parents’ awareness of their children

performance in school will increase.

The school should reduce the number of the subjects so that they can have

better concentration and focus on English subject. Additionally, teachers should

not give too many remedial classes because that will impede the students’

activities outside the classroom such as English Club. Many students could not

join the club because they had to finish the remedial test first. Too many remedial

classes will make the students come home later, thus, reduce their self-study time

at home.

If the teacher wants to omit the remedial classes, the teacher may just

substitute it with making more exams during teaching hours and only choose the

best scores, for example take only three out of five scores. Another point is on

language lab. The language lab should be repaired immediately to equip the

39

students with sufficient listening skills in order to get good score in national final

examination.

Based on my conclusion above, it is clear that from the first grade

students, 1 a until 1 e, 1 b has the worst grammar comprehension. It would

probably be a good idea for the English teacher to compile a grammar book,

mainly about tenses and teach them grammar intensively. Meanwhile, for the third

grade, the writer recommends the teachers ask the students to make daily journals

and submit it in form of a book every month. Corrections made by the teacher on

their journal should be made properly to keep reminding the students of their

grammatical errors.

The teacher should also give clear corrections in the student’s homework

in order to prevent future errors. The third grade needs more listening practice.

The teacher may bring a tape to the class and give a listening practice for 20

minutes every week in order to prepare them for the national exam. A new facility

which is room speakers may help a lot in giving the students the listening part of

national exam.

5.2.2 Suggestions for the English Club President

This suggestion is proposed for the Head of Tarsisius Vireta English Club.

The English Club president should create a one-year program and the budget

estimation as well to promote English club’s programs and attract the students to

join in it. One-year program is also essential to keep the programs in line with the

students’ interest in order to avoid boredom and monotonous activities. Usually

40

during the period of MOS (Masa Orientasi Sekolah), the English Club will be

given a chance to perform something such as a debate exhibition or drama to get

new EC members.

It is better also if the English club is held only once week due to the

remedial classes and also so that the club may have a better preparation.

Preparation meetings are necessary for the committee in order to plan the content

and budget of the club.

i. Suggestion for UPH English Department

The writer thinks that ED should add more credit hours in Teaching

English as a Foreign Language (TEFL) subject. Previously, the writer only had 2

credit hours which was lacking of practical ways of teaching the four language

skills. It would be a good idea if the TEFL subject has four credit hours and it is

divided into two sessions, TEFL1 and TEFL2. TEFL1 may focus on teaching

reading and listening, meanwhile TEFL2 may focus on teaching listening and

writing. Classification on what level of TEFL is also needed. Is it emphasizing

elementary or secondary level? Is it applied in national school or national plus

school? Fortunately many new books in library nowadays can support the students

to get more knowledge in the field of classroom teaching.

Cooperation with this school may be agreed in the future so that ED

students may do their internship or do micro teaching practice. A real classroom

situation with 30 students will be really challenging for next interns and make the

micro teaching subject as a stepping stone for ED students in doing their

41

internship in the future. ED students will be well prepared since have a better

preparation and explore suitable materials.

ii. Suggestions for the Next Intern

The writer would like to encourage three things. First of all, the next intern

should study the English curriculum first so that he/she may get some insights and

basic description of competence that should be taught. Second, the next intern is

encouraged to apply new strategies, for instance dividing the students in small

groups, applying the seating arrangements in form of tango or cocktail party, and

creating speaking competitions such as story telling or speech competitions. Last

but not least, making a students contract and explain it in the first meeting of the

internship would be a great idea. The student’s contract will greatly communicate

the learning teaching process in terms of explaining the purpose of the subjects,

the student’s responsibilities, and the expected proper behaviour during classroom

teaching.

The next intern should also be more systematic in arranging his or her

internship report. The next intern is suggested to type the report as soon as he or

she gets home. The typing process takes a lot of time; therefore, it is better to do it

gradually when the details and sources about the teaching classroom activities are

still fresh in the intern’s mind. Consulting the progress of the report every two

weeks is a must.

The next intern should also maximize the use of Audio Visual Aids (AVA)

room and the language lab as these two facilities are able to enhance student’s

skills in listening and public speaking. Many other activities could be done by

42

using these facilities such as presentation, games, and drama performances. Do

not be afraid to make new changes for the sake of the teaching.

43

REFERENCES

Bailey, Kathleen M. Practical English Language Teaching Speaking. New York : McGraw-Hill, 2005. Brown, H. Douglas. Principles of Language Learning and Teaching. San Francisco : Longman, 2000. Brown, H. Douglas. Teaching by Principles. New York : Longman, 2001. Cahyono, Bambang Yudi., and Utami Widiati. The Tapestry of English Language Teaching and Learning in Indonesia. Indonesia : State University of Malang Press, 2004. Callahan, Joseph., Leonard Clark., and Richard Kellough. Teaching in the Middle and Secondary Schools. United States : Merill Prentice Hall, 2002. Lefrancois, Guy R. Psychology For Teaching. United States : Wadsworth, 2000. Levin, James, James F. Nolan. Principles of Classroom Management. United States: Allyyn & Bacon.1996 Nunan, David. The Self Directed Teacher. Cambridge :Cambridge University Press, 1996. Richards, Jack C., and Theodore S. Rodgers. Approaches and Methods in Language Teaching. United Kingdom : Cambridge University, 1986. Suderajat, Hari. Implementasi Kurikulum Berbasis Kompetensi. Bandung : Cipta Cekas Grafika, 2004. Tilleston, Donna Walker. What Every Teacher Should Know About Student Motivation. United States : Corwin Press, 2004. Tillit, Bruce., and Mary Newton Bruder. Speaking Naturally. Cambridge : Cambridge University Press, 1985. Wolfgang, C. and Glickman, C. Solving Discipline Problems: Strategies for Classroom Teachers. Boston: Allyn and Bacon, 1980.

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