CHAPTER IV. FINDING AND DISCUSSION
B. Discussion
2. The English Teacher’s Development of Instructional
Instructional material is one of several components in the process of teaching and learning. Instructional materials in foreign language teaching can refer to a variety of things. They can be defined as any tool that teachers use to assist their students in adequately learning the target language; means used to increase students’ access to that language; every instrument that contributes greatly to students’ progress; anything which is used by teachers and learners to facilitate the learning; and the keys to have influence on what goes on in the classroom, just to list a few (Crawford, 2002; Jones, 2009;
Littlejohn, 2012; McDonough, Shaw & Mashura, 2013; Richards, 2010;
Tomlinson, 2008).
Learning materials are often the most substantial and observable component of pedagogy. They determine the quality of language input and the language practice during the learning process in the classroom. Richards (2003) states that materials in language teaching have roles as a resource for presentation of materials either spoken or written, as a source of activities for learners’ practice and communicative interaction, as a reference source for learners on grammar, vocabulary, pronunciation and so forth, and as a source of stimulation and ideas for classroom activities.
Another factor that may determine the quality of teaching and learning process is the uses of contextual materials. Contextual materials help students connect the content they are learning to the life contexts in which the content can be used. Students then find meaning in the learning process. As they strive to attain learning objectives, they draw upon their previous experiences and build upon existing knowledge. By learning the subjects in an integrated, multidisciplinary manner and in appropriate contexts, they are able to use the acquired knowledge and skills in applicable contexts (Berns and Erickson, 2001). This theory was proved when the English teacher taught English based on Contextual Teaching and Learning (CTL). Based on the interview (Appendix 1. Interview CH. TB6), it was found that the English teacher synchronized the material with the context of students in Islamic boarding school. The English teacher did not only fill the topic with the Islamic substance, but also with the newest things happened around them. For instance, in playing monopoly, the board of it used the Islamic boarding school characters and cultures such as kind, strong, and sturdy. The complex in this game was usually in form of countries, but the form made by them based on the Daarut Tauhiid characters. Having said that, the English teacher develop the material through the context as the Islamic boarding school students and supplied by the update things in order to achieve the objectives of subject.
In addition, he added that the material adapted with the aim of Islamic boarding school is the ideal material where tauhid and BAKU character were the foundation in it (Appendix 1. Interview CH. TB6). He asserted that the school tried to ask the teacher to make their own book based on the students’ condition, and school condition as the solution for solving the inappropriate book provided by other publisher. This was carried out by the English teacher in order to achieve the first school’s mission, where the values of tauhid was the basic and foundation of the process of teaching and learning. For instance, he has made the English book, entitled “English in Islamic Boarding School” for the third grade of junior high school students in that school based on their condition and school’s characters (Appendix 1.
Interview CH. IM4). In accordance with this finding, Tomlinson (2003) stated that the use of materials from the text books will not make the teachers or lecturers creative and its contents tend not to be relevant to the learners’
needs because the publishers obviously aim to produce the text books which will satisfy the wants and the needs of their users. To sum up, to be more creative and innovative, he did not only use the materials form the provided text book, but also from his own made book which was matched and relevant with the students’ context as the students in Islamic boarding school.
The other issue that should be focused on regarding the use of course- books in English language teaching (ELT) is its role in raising learner’s
motivation. In Indonesia itself, basically using a text book is a must for every school to support the learning process. As stated in the regulations of the Minister of Education no. 11 of 2005 Article 8, that teachers can recommend students who are able to have textbooks. This means that the government is clearly called for each learner has a textbook in order to achieve the learning process. Further explained that education unit shall provide at least 10 (ten) copies of textbooks for every subject at every grader to be used as library collection. This indicates that every school should strive to provide textbooks at least 10 copies in the library. Thus, students who could not afford to buy the textbook can borrow at the library to understand the material being taught as well as those who own them.
The textbook is a book used as a standard source of information for formal study of a subject and an instrument for teaching and learning (Graves 2000, p. 175). It should be regarded as one of the many sources teachers can draw upon in creating an effective lesson and may offer a framework of guidance and orientation. Additionally, textbook is a book written by experienced and well-qualified people and the material contained in textbook is usually carefully tested in pilot studies in actual teaching situations before publication. EFL textbooks aim at providing learners with necessary knowledge, language skills and information about English speaking countries and preparing them for interaction with people from foreign countries and of different cultural backgrounds. Textbooks usually combine contemporary and traditional approaches to language teaching.
They incorporate concepts such as ‘learner development’, a ‘task-based methodology’, and ‘cross-curricular themes’ while providing a grammar framework and a thorough practice of vocabulary, grammatical structures and functions (Hutchinson & Gault, 2009, p. 4). They have been primary teaching instruments for most students since the 19th century.
The use of textbook in teaching-learning has both advantages and disadvantages depending on how they are used and the context for their use (Richard, 2001). Moreover, Graves (2000, p. 175) explains that what one teacher considers an advantage in a textbook, another teacher may consider a disadvantage. The following list contains the most frequently stated advantages of using textbooks (Graves, 2000, p. 175; Basturkmen, 2010, p.
149):
a. It provides a syllabus for the course because the authors of the syllabus have made decisions about what will be learned and in what order.
b. It provides security for the students because they have a kind of a road map of the course: they know what to expect and they know what is expected from them.
c. It provides a set of visuals, activities, readings, etc., and so saves the teacher time in finding or developing such materials.
d. It provides teachers with a basis for assessing students’ learning.
Some textbooks include tests or evaluation tools.
e. It may include supporting materials (teacher’s guide, cd, worksheets, and video.)
f. It provides consistency within a program across a given level, if all teachers use the same textbook.
g. If textbooks follow a sequence, as within a series, it provides consistency between levels.
Textbooks also have limitations, which can lead to teachers’ and learners’ dissatisfaction with the course. The following list contains the most frequently stated disadvantages of using only ready-made textbooks (Graves, 2000, p. 175; Basturkmen, 2010, p. 149):
a. The content or examples may not be relevant or appropriate to the group and they may not reflect the students’ needs since textbooks are often written for global markets and often do not reflect the interests and needs of students.
b. They may contain inauthentic language, since texts, dialogs and other aspects of content tend to be specially written to incorporate teaching points and are often not representative of real language use.
c. The content may not be at the right level.
In accordance with the advantages and disadvantages of the use of English textbook, tt was found that in teaching English, the student’s book is provided by the school. In SMK Daarut Tauhiid, the English book were provided by the institution (Appendix 1. Interview CH. IM1), but it is not suitable with the condition of students in that school (Appendix 1. Interview CH. IM2). Thus, the English teacher just used it as the supporting material, not as the main book (Appendix 1. Interview CH. IM3). This finding is in line with Richards and Renandya (2002) who claim that many of the course- books as preplanned teaching materials have some possible following disadvantages (as cited in Kayapınar, 2009): (a) They fail to present appropriate and realistic language models; (b) They propose subordinate learner roles; (c) They fail to contextualize language activities; (d) They foster inadequate cultural understanding; (e) They fail to teach idioms. In consistent with this claim, Tsiplakides (2011) believes that among the main negative effects of the use of course-books is that they may contain inauthentic language, may distort content, may not satisfy students’ needs, and may be expensive to buy. Educationally speaking, course-books are not a magical tool, and they have both advantages and disadvantages for EFL learners and teachers. By contrast, Rahimi and Hassani (2012) conducted a study on Iranian foreign language learners. The result revealed that there was
a positive relationship between Iranian students’ positive attitudes towards EFL course-books and their attitudes towards learning English as a foreign language.
In term of form of materials sources, the English teacher just used the English book provided by the school as the supporting material. He combined and added the material taken from the internet (Appendix 1.
Interview CH. IM6). He just took the important material or sentences from Google randomly and if the sentence or material was not suitable with Islamic boarding school, he would change them (Appendix 1. Interview CH.
IM7 and IM8). He tended to use internet as the additional material and references rather than using the book. He used the internet because it is more effective in choosing and selecting the material (Appendix 1. Interview CH.
TB7). He also emphasized that the most website he visited was English Cambridge (Appendix 1. Interview CH. IM10). In line with these, Noytim (2006) found that the Internet is a powerful repository of information for language teaching. In accordance with the use of internet as the instructional materials resources randomly, Martin, et al. (2011) discovered that the development of the Internet has enabled the emergence of new digital tools for pedagogical applications, and an indefinite number of resources and materials in a variety of formats are available on the World Wide Web (WWW) for language teaching and learning. Thus, the existence of many sources of instructional materials such google, youtube, Cambridge, and so on really help the teacher to develop the instructional materials to be more creative and innovative so that the students will be more interesting in joining the process of teaching and learning.
3. The English Teacher’s Strategies in Implementing Contextual