THE TEACHING OF ENGLISH AS A FOREIGN LANGUAGE AT IGS

(IGNATIUS GLOBAL SCHOOL) SECONDARY SCHOOL PALEMBANG: A

CASE STUDY AT A NEW SCHOOL IN PALEMBANG
Wahyu Asikin
2012 601 2031
English Language Education Program of Graduate School
University of PGRI Palembang
Abstract
The objectives of the research were to find out (a) to get a general picture on the
program of teaching and learning English as a foreign language (TEFL) IGS
(Ignatius Global School) Secondary School Palembang; (b) to identify problems
faced by the teachers of English and the students of IGS (Ignatius Global
School) Secondary School Palembang; (c) to find out the students attitudes
toward the English program at IGS (Ignatius Global School) Secondary School
Palembang; and (d) to find out the attitudes and involvement of students parents
toward the English program at IGS (Ignatius Global School) Secondary School
Palembang. The research was conducted by a case study method. The subjects of
this study are the headmaster, the English teacher, the students and the students
parents of IGS (Ignatius Global School) Secondary School in the academic year
2013/ 2014.The data were collected by using observation, questionnaires,
interviews and documentation. Based on research finding, the main teaching
objective at that school was to help the students to be able to communicate in
English in the circumstance of daily conversation. The other objectives were to
spread the global spirit and friendship, to educate the students to have good
attitude, and better self-confidence. In making the syllabus for teaching and
learning activities, the English teacher just made them based on the topic
presented in the English textbook. Dealing with the problems faced by the
students, they had some difficulties in learning English such as pronunciation,
translation, arranging the words, memorizing the words, answering the
questions. They were also afraid when they were asked to practice English in
learning activities. Meanwhile, the English teachers got the difficulty in selecting
the appropriate methods and techniques to make the students focus or pay
attention with the teachers explanation and in understanding the learning
strategies in order to help the students reach the objectives in the most efficient
and effective way. Dealing with the students attitude toward the English
program, they had positive attitude toward the English program. Meanwhile, it
was found that students parents had positive responses toward teaching English
at that school. Moreover, in helping their children learn English, they provided
facilities which were needed by children learning English, for example,
dictionaries, English videos, English textbooks, English pictures, etc.
Keywords: Teaching English as a Foreign Language (TEFL), IGS (Ignatius Global
School) Secondary School.

I. Introduction
In Indonesia, English is used as the third language or foreign language. The first
language is the local language, such as Javanese, Sundanese, and Sumatranese. The
second language is Bahasa Indonesia. However, in the field of education English has
been taught from elementary school up to the university level. English becomes one of
the important subjects in education. Nowadays, it becomes international language, for
example it is used in the language of business, economy, thought, and technology (Nur,
2004:20)
English has been being taught in Indonesia for many years. Unfortunately, up to
the present time, it has not given satisfactory result. Murdibjono (1990: 18) identified
the factors of the failure of the teaching of English as a foreign language in Indonesia.
They are: (1) the size of the class; (2) the environment; (3) the quality of the teachers;
(4) the time allotment for English; and (5) the students motivation. Those factors above
constitute the weaknesses of teaching and learning English in Indonesia.
In Indonesia, English at secondary level is offered as compulsory subject. A
compulsory subject means that the school should be ready, particularly with the teacher
resources, learning resources and curriculum. The major motivating rationales
underlying the decision to teach English to young learners are the status of English
language and Indonesians political and economic commitment to keeps up its relations
with foreign countries using English. Besides political reasons, parents demand also
forces the school to provide English education. Parents are concerned that their children
achieve high levels of English language proficiency and they are aware of that learning
English in earlier age support their children for better learning process in the higher
level. There are also some studies suggesting about the teaching of English at earlier
age. A study carried out in Korea relates to ELT at secondary school revealed that there
is positive effects of early English in Korea and Japan. It was also found that the early
English education helps to enhance studentsinterest toward English and facilities
learning motivation toward English after entering junior high school (Kutsuyama,
Nishigaki, and Wang 2008).

Related to the problems of teaching English, Kasbolah (1993:49) says that the
school and community also influence the teaching and learning of English. In this
regard, a language environment will significantly arouse the interest of the students to
learn English more enthusiastically. In other words, the teaching of English needs to be
linked to the language community in which the language users can communicate it one
another. Based on the research findings conducted by Efendi in 1987 about the students
English proficiency at Pondok Pesantren Gontor, it showed that the teaching and
learning of English in that pesantren becomes successful because of three factors.
Firstly, English is used regularly as a means of communication. Secondly, all of the
members in that pesantren speak English in their daily routines. The process of teaching
and learning English uses method and strategy which are effective and efficient.
Consequently in formal or informal meeting, the students need vitality and enthusiasm
to carry on the necessary oral work, from at the beginning, day after day, week after
week, they must use English as their medium of communication.
This research was done at IGS (Ignatius Global School) Secondary School
Palembang as a case study. It is located in Veteran Street No.F-3 Kelurahan 9 Ilir
Kecamatan Ilir Timur II Palembang. There are 5 classes in that school (3 classes of 7th
grade and 2 classes of 8th grade). Each class of 7th grade consists of 19 students and
each class of 8th grade consists of 18 and 28 students. English is taught as a compulsory
subject at IGS (Ignatius Global School) Secondary School Palembang. It means English
should be learnt at IGS (Ignatius Global School) Secondary School Palembang
specifically. IGS (Ignatius Global School) Secondary School Palembang has some
distinctive features such as it tries to develop the students in science, technology, and
cultural art by learning the subject from other countries through studying their books
which have not been translated into Indonesian. Moreover, it tries to create a good
learning environment that is especially dealing with language mastery. The students
learn English more intensively and use English as their compulsory language in their
daily communication. Besides studying English in the classroom, they must follow
some training to improve the students English proficiency such as English speech
training, English debate training, TOEFL Preparation class and English speaking class.
On Monday and Wednesday, the students of IGS (Ignatius Global School) Secondary
School Palembang have speaking class. This strategy gives the students more

opportunities to practice their English after regular schedule. Besides, each student has
to use English in his or her daily communication during the school time. The students
will be punished if they do not follow the rule. Usually the punishment is that they have
to look for some vocabulary items, memorize them, and put them into sentences. On the
other hand, the teachers have to apply reward (external incentives such as giving
dictionaries and point) in order to get the students involve in learning English.
Another distinctive activity, on morning briefing, the students have to perform
short speech based on the schedule they have got. They can take the material from the
scientific texts such as Biology, Chemistry, Physics, and Mathematics on other
information such as sport and travelling. Even though it is classified as a new school in
Palembang, the success of the teaching of English at this school can be proved through
the fact that many students of IGS (Ignatius Global School) Secondary School
Palembang had won some English competitions such as English Speech Competition,
English Debate Contest, Spelling Bee Contest, etc.
That was the main reason researcher to investigate the teaching and learning of
English as a foreign language at IGS (Ignatius Global School) Secondary School
Palembang. Therefore, the objectives of this study are; 1) to find out how the teaching
of English in terms of planning, implementing, and evaluating system was carried out at
IGS (Ignatius Global School) Secondary School Palembang, b) to figure out the
problems were commonly found by the teacher(s) and by the students of English in
terms of managerial and instructional problems at IGS (Ignatius Global School)
Secondary School Palembang, d) to find out what the students attitudes toward the
English program, and d) to find out the attitudes and involvement of students parents
toward the English program.

II. Literature Review

A. Aspects of Teaching Foreign Language
The aspect of teaching and learning consists of reviews about curriculum and
syllabus, teaching methods, instructional media, and evaluation system.
a. Curriculum and Syllabus
There are varieties of definitions of curriculum. One of them is as stated by
Robertson in Yalden (1987:18) namely: "The curriculum includes the goals, objectives,
content, processes, resources, and means of evaluation of all the learning experiences
planned for pupils both in and out of school and community through classroom
instruction and related program."
A syllabus is an element of curriculum. Similar to curriculum, a syllabus also
covers all of the components of curriculum, those are: teaching objective, material,
activities and evaluation. A syllabus is the framework for a course of study listing the
contents of that course (Harmer, 1985:19). Once a syllabus exists materials can be
written and teachers can decide how long they need to spend on various parts of the
syllabus and how long they will need in class to complete it. The syllabus is clearly
important since it says what will be taught based on the needs, situation, and students
existed.
b. Teaching Objectives
Teaching objectives are the main factor that should be considered in developing
a curriculum or a syllabus since it determines the learning experiences or activities
which have to be done by the students (Tjokrosujoso, 1996). Mackey (1981:323) says
that the most usual objectives included in the syllabus are understanding, speaking,
reading, writing, grammar, translation, and mental discipline. He also says that the
ultimate aim of a language-teaching course is to teach the learner to use the language
accurately, fluently and independently.

c. Material and Activities

According to Gebhard (2000:89) materials used in EFL/ESL classrooms are
created by four groups of people, those are publishing companies, government agencies,
curriculum development teams at the school level, and classroom teachers. In a private
language schools, commercial materials used are EFL/ESL texts, audiotapes with
accompanying workbooks, videotapes with worksheets for students, and computer
programs. A public school used materials produced or selected by a government
education agency or committee.
Furthermore, Forsyth (1995:82) defines learning materials as those things the
learners learn from and include self instructional print material, computer -based
programs, interactive video-disks and audio tapes. He also categorized learning
materials into three kinds: (1) print material, i.e. handouts, self-instructional booklets,
assignments, and books, (2) audio visual material, i.e. tape and text, and (3) computer
material i.e. multimedia interactive systems, computer-based training programs, CD
ROM programs, and interactive video disks.
d. Teaching Methods
Patel & Jain (2008: 71) define method as the process of planning, selection and
grading language materials and items, techniques of teaching, etc.
Moreover, according to Mackey in Patel & Jain (2008: 72-73), A Method must
include four things viz., Selection of Linguistic Material, and Gradation of Linguistic
Material, Techniques of presentation, and Practice by people. In line with this, Richards
and Rodgers (1986: 1-2) state that a method consists of three components, those are
approach, design, and procedure.
e. Instructional Media
Instructional media play a key role in the design and use of systematic
instruction (Gerlach, 1980:241). A medium, broadly conceived, is any person, material,
or event that establishes conditions which enable the learner to acquire knowledge,
skills, and attitudes. In this sense the teacher, the textbook, and the school environment
are media. Moreover, he (1980:247) classified media into some types that are still

picture, audio recording, motion picture, television, real things, simulations, and
models, programmed and computer-assisted instruction.
f. Evaluation Systems
Ornstein (1990:111) says that evaluation is a process in which we put a value or
assign worth to something. Another definition of evaluation is uttered by Coombe and
Hubley (2007:12),
It is a process where in the parts, processes, or outcome of a
progress are examined to see whether they are satisfactory
particularly with reference to the program's stated objectives,
our own expectations, or our own standards of excellent. The
assessment of a program's outcome or results is facilitated by
measurement.
B. Factors in Teaching and Learning Process
The review of factors in teaching and learning process consists of the review
about teachers and students.
a. Teacher
Teacher is the most powerful person in the classroom (Gebhard, 2000: 9). He
has the authority to influence the kind of interaction that goes in the class. Each teacher
has his own teaching style, but they should be based on teaching principles. Mercer
(1989:12) states that teaching styles are developed individually, but they should not be
based on whims, biases, or personal opinions. Teachers have the responsibility of
examining the research and applying the findings as they develop teacher practices. One
of teaching principle drove the teacher to enjoy teaching, since good teaching is a
difficult job. It requires a lot of physical and mental energy.
b. Student
In order to teach effectively, the teachers need to learn about their students, since
some of the procedures will vary depending upon the students in their classes.

C. Parents Involvement and Attitude in Learning English at Secondary Schools

(Junior High Schools)
To provide the learners with the experiences that can support the development of
their language. It is needed to create some learning conditions. One of the learning
conditions that support young learners is involving parents in the learning process
(Cloud 2008:7). Parents should be given chances to contribute input into their childrens
education.
Parents should come to know and realize that they are important not only as
parents for their children, but as part of reform efforts in their childrens and other
childrens schools (Anderson 2000:15).
D. Problems of English Language Teaching (ELT) in Indonesia
Since English was first taught, there have been problems in the teaching of
English as a foreign language in Indonesia and the learning of English has been
considered less of success in this country. Most Indonesian experts agree on five
common problems such as big class sizes, teachers with low level of English
proficiency, the low salary of government English teachers which encourage or even
force many to moonlight, the lack of sufficient preparation to teach the new curriculum
and the culture barriers for teachers to leave the role of master and to accept or to adopt
the new role of facilitator. They also claims that the large class sizes and unqualified
English teachers are two obvious factors that contribute to the ongoing problems in ELT
in Indonesia.
E. Recent Development of English Language Teaching (ELT) in Indonesia
Despite the problems of ELT practice in Indonesia, English continues to be the
most popular foreign language in Indonesia schools. Since 1994, ELT has been
introduced from grade four of elementary level in public schools. With a reorientation
objective in 1994 (which is regarded to be important in ELT in Indonesia in the last few
years), the focus has been on listening and speaking skills in elementary schools and on
speaking and reading skills in secondary schools.

Moreover, the purposes and goals of secondary English teaching according to

the Ministry of Education are 1) to enhance students basic abilities of English
communication skills in school contexts, 2) to motivate students interest in English
language learning, and 3) to broaden students perspective toward the importance of
learning English to improve their competitive power in global society. The area of
learning covers all aspects of English skills such as listening, speaking, reading and
writing to reinforce English oral communication ability. The writing and reading skills
are directed to support the `speaking skill. English education is spreading
overwhelmingly as the response toward the role of English as an international language.
Introducing the study of foreign language at such an early stage is justified as a strategy
to provide children with an additional learning material; a strategy to enhance their
cognitive advancement and their understanding of other people and culture as well
(Lapriore, 2006).
F. Generalization of ELT in Indonesia (some trends and issues)
It can be seen through the previous discussion that the general situation of
formal ELT in Indonesia is rather discouraging. Practitioners, language experts and
policy makers agree that teaching of English in Indonesia has not been a success over
the past few decades (Dardjowidjojo, 1996b cited in Nur, 2004). This condition is also
stated in some scholars finding in their journal article of ELT in Indonesia such as
Dardjowidjojo (2000), Musthafa (2001), Nur (2004), Kirkpatrick (2007) and Kam
(2004).
However, the problems concerning ELT in Indonesia seem to be a complex
matter. As Nur (2004) states that it is not easy to identify the real cause of ELTs lack of
success. It seems that the policy and practice of ELT in Indonesia is not likely to change
much. As Nur (2004) suggests that although change is inevitable in todays fast changing
world, no dramatic changes are expected in Indonesia. Thus, she argues that the practice
of English instruction will continue as it has been always the case. There is less can be
done to improve the teaching of English in Indonesian schools as there are other more
pressing priorities such as political and economic problems. Unlike Nur, Dardjowidjojo
(2000) sees the failure in teaching English in Indonesia as common phenomena in EFL
countries. Thus, there is no need to be pessimistic.

III. Research Procedures

a) Method of Study
To achieve the objectives of the study, this study employed one of qualitative
styles the case study as it aims at examining a case in a particular context by describing
aspects or situation concerning the case. In the book entitled Qualitative Research
Methods for the Social Sciences, Berg (2000: 225) states that case study methods
involve systematically gathering enough information about a particular person, social
setting, event, or group to permit the researcher to effectively understand how it
operates or functions.
b) Technique of Data Collection
In collecting the data, the writer used four instruments; they were observation,
questionnaire, interview, and documentation. However, the main instrument that was
used in obtaining the data is observation because the writer wanted to focus on what
was happening at IGS (Ignatius Global School) Secondary School Palembang.
Therefore, the data that were obtained from observation were as main data and for those
which were obtained from other instruments were as secondary data.
c) Validity and Reliability of Instruments
In order to maintain validity and avoid biases in collecting and analyzing the
data, the researcher used triangulation technique. Guion (2002:3) states that
triangulation is a method used by qualitative researchers to check and establish validity
in their studies by analyzing a research question from multiple perspectives.).
IV. Finding and Interpretations
a) The Results of Classroom Observation
The researcher observed the teaching and learning process at SMP IGS
Palembang from April to June. He observed all classes (5 classes). For all classes he
observed three times. The time needed for one observation was two teaching hours (one
teaching hour is 40 minutes).

The teaching and learning process were conducted using pre-activities, whilst
activities, and post activities.
Pre-activities
In the lesson plan, the pre-activities were allocated 10 minutes, but in fact the
teacher sometimes takes more than 10 minutes to make the students ready to study.
In pre-activities, the teacher began the lesson by greeting the students, e.g. good
morning students, how are you today? Then, the teacher asked students some questions.
Before the teacher told the students about the topic of the lesson, sometimes the
teacher did a review. The teacher thinks that it is necessary to review the previous topic
of the lesson in order to keep students memory on the previous topic of the lesson.
This short activity was aimed to rehearse topics or things they had studied effectively, to
check their understanding of previous topic of the lesson, to wake them up and to
stimulate them. Moreover, the review activities also linked the previous topic of the
lesson to the topic that the students would discuss on that day.
After that, the teacher told the students about the topic of the lesson, for
example, ok class, today we gonna have a very interesting topic. Our topic today is
Sport. Then the teacher gave the apperception sport, for example by asking the students
some questions.
Generally, the students responded positively to the teachers apperception. It
could be seen from students enthusiasm in answering teachers questions.
Then, the teacher asked the students to open their textbook. (Sometimes the
teacher showed some pictures to link to the topic of the lesson or played a video.
Whilst-activities
In whilst-activities, the teacher asked the students to open their book and
explained the topic/material in the book. During the teaching and learning process, the
teacher provided the four language skills; listening, speaking, reading, and writing. The
teacher also created English atmosphere by making students speak English and involve

in the teaching and learning process through whole class, small group, and individual
activities based on the activities and the objectives of the activities.
Besides doing exercises and the tasks on the book, the students were also asked
to answer the questions directly. Sometimes they were asked to write their answer on
the whiteboard, for example answering the questions of the reading text, arranging
jumbled sentences, filling in the table, etc.
In presenting the materials, the teacher tried to make the students fully
understand the material. The teacher motivated the students to study by asking the
questions to almost all students in the class. The teacher gave instruction in English. If
the students did not understand, the teacher would use gesture or gave tactile clues
along with verbal instruction and then the teacher it into Bahasa Indonesia.
In getting students attention, the teacher firmly named the students, who were
still talking during the teaching hour, for example, Rafli, be quiet please! or the
teacher sometimes asks those students some questions.
Post-activities
In post activities, the teacher asked the students some questions which were
related to the lesson to make sure whether the students understood or not. Next, the
teacher concluded the topic of the lesson, then the teacher sometimes gave homework.
However, for some classes, the teaching and learning process could not be
exactly based on the lesson plan. The teacher sometimes did improvisation in order to
match to the real situation during the class hour, for example because when the students
were too tired because of having too many daily exams on that day.
b) The Results of Outside Activities Observation
Dealing with the use of English during the break time, some students were
consistently using English while chatting with their friends, and others were using
Bahasa Indonesia combining with English, for example Kelvin, lets go to the canteen,
I want traktir you. However, the students were always trying to use English when they

greeted the teachers and other staff and the students also showed their enthusiasm to
speak English with the teachers even though they did some mistakes
c) The Results of Questionnaire for the Students
The responses from the students revealed that the materials were 70.58%
interesting, 20% boring, and 9.41% neutral. Those who said that the materials were
interesting gave the reason that they like their teachers who were friendly, patient and
often made jokes; the class was relaxed, and the materials were not very difficult.
Moreover, according to the students, the teaching techniques commonly used by the
teachers were explaining and giving grammar exercises (45.88%), listening to CD or
audio (17.64%), translating English text into Indonesian (20%), comprehending the text
without translating English text into Indonesian (12.94%), and other techniques
(17.64%). The other techniques mentioned by the students were story retelling, singing,
discussion, memorization, and games. In short, the teacher used varied techniques in
teaching.
The students' opinion and perception toward the opportunity given by the
teachers to be active during teaching and learning process were that 61.17% said that
the teachers always gave the opportunity, 27.05% said that the teachers said sometimes,
and 11.76% said that the teachers said often. This finding showed that the teachers were
supportive and able to create a good atmosphere with their students.
According to the students, their teachers did not always give homework every
day. The students' responses stated that the teachers never gave homework to the
students (7.05%), sometimes (43.52%), often (36.47%), and always (12.94%). When the
teachers gave homework, they always checked and discussed it. Besides English, the
languages used by the teacher in teaching and learning process were 83.52% English
combining Indonesian and 16.47% Indonesian.
The students' opinion and perception toward the frequency of the teachers in
using the media showed that 41.17% of them always used media, 34.11% sometimes,
21.17% often, and 3.52% never. According to the students, the kind of media often used
by the teacher was whiteboard (51.76%), laptop and LCD projector (30.58%), and
pictures (17.64%).

The students said that they got a test every week (42.35%), every chapter
(34.11%), everyday (14.11%), and anytime whenever it was needed (9.41%). The forms
of the test given were oral test (67.05%), written test (22.35%), and multiple choices
(10.58%). The languages used in the test were English (100%).
Most of the students said that English was partly difficult (14.11%). The rest
said that it was difficult (20%), and not difficult (65.88%). The problems faced by the
students are listening (20%), grammar (22.35%), speaking (30.58%), vocabulary
(17.64%), reading comprehension (5.88%), and writing (3.52%).
d) The Results of Questionnaire for the Teachers
The questionnaire for teachers consisted of 15 questions. The questionnaire was
in the form of open questions. The questionnaire included the objective of teaching, the
syllabus, the material, the teaching technique, the media, the evaluation system, and the
teacher's problem they faced in teaching of English.
e) The Results of Questionnaire for Parents
Parents involvement and attitude questionnaire consisted of 24 items. The
scores were determined by adapting the Likert system of five scales from 1 to 5. The
answer to the choice Strongly Agree (SA) got score 5, score 4 was given to the choice
Agree (A), score 3 was given to the choice Hesitantly (H), score 2 was given to the
choice Disagree (D) and score 1 was given to the choice Strongly Disagree (SD).
The scores for an item in a question were multiplied by the number of the
respondents who attempted to answer the item, and then the scores were totaled and
divided by the number of those respondents who answered the item. After all, the
average scores were totaled and divided by the number of items.
The scores of the answers to the items for parents involvement and attitude
questionnaire were given in table 2. The total scores of the items were 100.7 and its
average score was 4.19. It means that parents involvement in learning English was very
high

Furthermore, the total scores of the items were 60.7 and its average score was
4.04. It means that the parents attitude toward to the teaching of English to teenagers
could be classified as very high
f) Results of the Interview with the Teachers
Basically the English teacher felt that her students liked to learn English even
though the students did not always pay full attention on the lessons. There were some
students did not like being given exercise or homework but all of them did it well. In
addition, the students liked if they worked in a group rather than individual.
Moreover, the teachers told that most of the students liked listening English song
and do exercise by filling the missing words or phrases of the song lyrics. The students
thought that they felt happy and really enjoyed when they were learning new words by
listening their favorite songs.
g) Results of the Interview with the Students
Based on the result of interview, most of the students liked if the teacher used
English when communicate to them. However, the students still felt nervous and afraid
when they had to talk or answer questions in English. Some of them still felt difficult to
practice English out of the class for example with their friends, their teachers and other
staff. This was because they were afraid of making mistakes.
The students had some difficulties in learning English such as pronunciation,
translation, arranging the words, memorizing the words, answering the questions. They
were also afraid when they were asked to practice English in learning activities. They
were afraid to make mistakes in pronunciation and grammar. In addition, the researcher
asked the students who didnt pay attention to the teachers explanation and didnt
involve in teaching and learning process. Those students said that they were not
interested in the topic of the lesson, they were tired, the were getting bored, and they
didnt like English.

h) Results of the Interview with the Students Parents

It was found that students parents had positive responses toward teaching
English at that school. By learning English at young age, the parents hoped that their
children could obtain a job easier in the future, have higher intelligence by being able to
use English, and could broad their knowledge because their children could get more
information if they mastered a foreign language. In helping their children learn English,
they provided facilities which were needed by children learning English. The parents
also tried to ask their Children to use at home by involving their children mentioning
some things at home using English and asking their children to practice English in daily
life.
i) The Result of Documentation
SMP Ignatius Global School used the School-based Curriculum (KTSP) and
combined with international curriculum. The teachers didnt design the syllabus, but
they just made English lesson plans. In making the lesson plans for teaching and
learning process, the teacher made the lesson plans on the themes on the textbook. SMP
Ignatius Global School used English textbook published by Mentari. The title of this
book is English in Mind.
V. Conclusions
Based on the findings in the previous chapter, it was concluded that first, the
main objective of the teaching of English IGS (Ignatius Global School) Secondary
School Palembang is to help students to be able to communicate with foreigners in the
circumstance of daily conversation. Another objective is to spread global spirit and
friendship, which is considered as its uniqueness. The teaching material used at IGS
(Ignatius Global School) Secondary School Palembang focused on grammar and
vocabulary, while all the activities done are aimed to make them speak English.
Furthermore, the teachers employed various techniques to activate students to speak
English. In order to facilitate the students and teachers, the facilities and media are
available and very complete. In terms of the way to evaluate the students' achievement,
an oral test is administered when the subject topic has been finished, whereas the

written test is only given when it is needed. At the end of each semester, the students get
an oral and a written examination.
Second, during the teaching and learning process, both students and teacher had
some problems. For the teacher, the problem is the students' variety in intelligence. To
make the students understand easier in their teaching and become, they use their own
creativity to make simple media. Moreover, the teacher sometimes got difficulties in
getting students attention while the teaching and learning process. For the students,
they still felt nervous and afraid when they had to talk or answer questions in English.
Some of them still felt difficult to practice English out of the class for example with
their friends, their teachers and other staff. This was because they were afraid of making
mistakes.
Third, dealing with the students attitude toward the English program, they had
positive attitude toward the English program. It could be seen from their response to
their teacher while the teaching and learning process. Moreover, some students were
consistently using English while chatting with their friends, and others were using
Bahasa Indonesia combining with English.
Fourth, dealing with the attitude and involvement of students parents toward the
English program, it was found that students parents had positive responses toward
teaching English at that school. By learning English at young age, the parents hoped that
their children could obtain a job easier in the future, have higher intelligence by being
able to use English, and could broad their knowledge because their children could get
more information if they mastered a foreign language. Moreover, in helping their
children learn English, they provided facilities which were needed by children learning
English, for example, dictionaries, English videos, English textbooks, English pictures,
etc. They also bought their children some programs in helping their children learning
English with fun and enjoyable ways in form of DVD, CD, and other software. The
parents also tried to ask their children to use at home by involving their children
mentioning some things at home using English and asking their children to practice
English in daily life.

Furthermore, some parents sent their children to English private courses. The reasons
why they took their children at the English private courses because their English were
not good and they hoped that their children could get some benefits and advantages at
English private course. They also hoped that their children were able to gain a better
mark for English subject at school, follow the English at school easier, and develop and
have courage to speak English.

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