1. The school and classroom background

SMP Negeri 11 is one of the seven government schools in Kebayoran Baru District. It is located on Jl. Kerinci VII, Blok E, Kebayoran Baru, South Jakarta. The school has three stories. The first floor consists of eight classrooms, an administration room, a principle’s room, a library, a guidance counselling room, a red cross room, a teacher’s room, an audiovisual room, a students’ union room and toilets for teachers. There are also a kitchen and toilets for students. The second floor consists of eleven classrooms, a computer room, a Biology laboratory, a Physics laboratory, and an English laboratory. The third floor consists of eleven classrooms and toilets for students. The school has large yard for the flag ceremony, basket ball court and futsal court. Besides the main building, the school has a mosque, parking place for teachers, canteens, and a security post. SMP Negeri 11 was established in 1949 and it was the first government school in Kebayoran Baru district. Now the school has 1072 students and divided into 27 regular classes, 2 acceleration classes, and 1 bilingual class. The first class has 353 students, the second class has 345 students and the third class has 374 students. The school begins at 7.00 a.m and ends at 13.30 p.m. On Friday, the school ends at 11.05 a.m. The school has 47 permanent teachers and 13 part time teachers. All of them have different educational background, namely from Diploma (D.3) to master (S.2) degrees, 6 office workers, 7 school attendants and 2 drivers.

The class understudy was class IX.2. The classroom was located on the first floor between class IX.1 and IX.3. There were two white boards, a teacher’s desk and a chair, 40 tables and 40 chairs for students, pictures of president and vice president, Pancasila and other beautiful pictures. the classroom was quite clean and has 2 fans and good ventilation so the students feel comfortable to study in the classroom. Class IX.2 had 40 students consists of 18 boys and 22 girls. The students studied on the first and second period on Friday.

B. Objective

The English teaching in Sekolah Menengah Pertama (Junior High School) has objectives to equip the students with a means in order that they are able to:

1. Improve communication competence both in written and spoken to reach the

functional literacy level.

2. Own awareness about the essence and the importance of English to improve

national fighting spirit in the global society.

3. Improve the students’ understanding about the relationship between nation and

culture.

Based on the SMP 2006 curriculum concerning the English language, there are four main skills that should be covered in learning and teaching English. The four skills are listening, speaking, reading and writing. The graduates of SMP are expected to have certain competence of the four skills related to the standard of the competence and the basic competence stipulated in the curriculum. One of the four skills that the students have to master is the speaking skill. Speaking is the most interested skill for the students and hence they are interested in learning the skill. One of the topic is “Expressing politeness”. By teaching and learning the topic, the students are able to to the expressions in their daily life.

C. The teaching process

Based on the 2006 curriculum concerning the teaching of English l, the standard competence teaching speaking to the third year students of Sekolah Pertama (Junior High School) in the second semester is expressing the meaning of interpersonal and transactional text and simple short monolog in the form of narrative and report to interact in the daily life context. The basic competence is expressing the meaning of transactional (to get things done) and simple short functional text using the variety of spoken language accurately, fluently and meaningfully to interact in the daily life context using the expressing of politeness.

In this observation, Mr. Syamsul and Mr. Caswani have carried out the teaching and learning process well. During the teaching and learning activity on the speaking skill with the topic “Expressing politeness”, they have already applied the teaching technique using four principles, namely:

1. Building Knowledge of the Field (BKOF)

In this stage, the teacher opened the activities by saying greeting, did the setting up by showing some pictures to the students and then he asked them some questions related to the topic. He introduced the teaching material, explained it to the students and responded to the students’ questions.

2. Modeling of Text (MOT)

In this stage, the teacher showed some models of dialog using expressions of politeness. The teacher read the dialog and the students repeated it after him. Then the teacher asked some pairs of the students to read the dialog. After reading the dialog, the students answered the questions given by the teacher based on the dialog the have learned. Then the teacher and the students discussed the answers together.

3. Joint Construction of Text (JCOT)

In this stage, the teacher asked the students to do exercises. Each student was given an utterances and they had to find the suitable pair of theirs by asking to the other student who had the suitable pair with correct utterances. In the last activity of this stage, the teacher asked the students to construct dialog in pairs using the expressions of politeness.

4. Independent Construction of Text (ICOT)

In this stage as the last of teaching and learning activity, the teacher asked the students to perform their dialog in front of the classroom. The teacher assessed the students competence by using the certain grading system of the assessment.

D. The analysis of the teaching practice

The strength of teaching and learning process conducted by our group presented by Mr. Syamsul and Mr. Caswani, I can conclude that both of them have done a good preparation before doing teaching practice, e.g. making lesson plan, preparing some media or teaching aids and choosing the appropriate materials for the topic. They prepared some teaching aids and used them to help the students the lesson more easily. they used them to raise the students motivation to learn the lesson. Some written materials in the form of dialog have been selected as the modeling of text was really native and authentic. the way how the teacher open the lesson can raise the students’ interest. When the students have some difficulties in understanding the lesson, the teacher used the variety of types of questions so that the students can respond the questions easily. The situation and condition of the class created by the teacher was really active.

The weaknesses of the teaching and learning process conducted by Mr. Syamsul and Mr. Caswani were both of the teachers can not manage the time allocated well. Most of the time is used in the Building of the field stage. It spent 30 minutes for the first teacher to open the lesson. the teacher still explained the even though most of the students have understood the it. The second teacher only spent 25 minutes for the joint construction of text and the joint construction of text stages. As the result, the teacher can not explore the students’ ability to create and practice dialog in pairs. The teacher’s voice was soft so the students at the back side couldn’t hear his voice clearly. so they they gave little attention to the lesson and even some of the did not the assignment. some of the were getting bored with the classes and disturb their partner. The teacher focused more on the clever students.

E. Summary and recomendation

Based on the teaching and learning practice conducted by Mr. Syamsul and Mr. Caswani in class IX.2, I concluded that as one of the language skills, speaking is clearly one of the very important thing in the English teaching and learning process. The teachers should be creative in preparing the teaching materials so that the students are motivated to learn the lesson. the students should be provided by challenging activities so that the teacher can explore the students ability in speaking. The class management is very important for the teacher to control the activities during the teaching and learning process. Time management is also one of the most important thing that the teacher should consider so that the teacher can perform each stage of the teaching and learning well and the teacher will get good result.

        The first compact disc ready material is “Easy to Sing“. It is a good material especially for children of 5-11 years old or for Kindergarten students to Elementary School students. It is suitable for practice in listening and singing ( pronunciation ). It can also be used for Junior High School students for  different activities, for example listening and writing. It can be used for practicing in singing while having breaktime after feeling tired of studying grammar, for instance. The perfomance of the material is good for the presentation both in the layout of the screen, the colour and the ilustration. The Compact disc is easy to operate or navigate.

        The second compact disc is “Learn English“. This compact disc consists of four main part with different themes. Those are word practice, speaking practice, easy game, and hard game. this material can be use  for practicing listening and speaking (  expecially in pronunciation ). It is also able to used for playing game to improve vocabularies. This material is suitable for Kindergarten to Elementary School students. The phrases game can be used for Junior High School students. All the bottons of the instruction are easy to navigate or operate. The performance of the materials are beautiful and interesting.

        The third compact disc is “Issues in English “. This compact disc consists of more complicated buttons of instruction with different functions, so it needs carefull with to navigate them. The materials mainly consist of getting started, listening, vocabulary, grammar, speaking, and writing  from level I to IV for each. This material of English  is suitable for students of Elementary School to Senior High School. The performance of the illustration is excellent.       

        The fourth compact disc is “Speak More“. This disc mostly consist of material for listening and speaking with different themes from the simple I ( Alphabet ) to more complicated one ( Bussiness ). The materials are suitable for students of Kindergarten to University ( from children to adults ). They are prepared to make listening and speaking activities more interesting with modern performance. The buttons of instruction are quite clear to navigate.   

        In conclusion, after analyzing the four compact disc ready made material of Assisted Language Learning. I found that the materials have met the five principles. Those are interactivity, usability, content appropriateness, effectiveness, and performance. Finally, I would like to thank to Mr Hartoyo, M.A, Ph.D, as the ICT lecturer for providing the  material to the students and we believed that it will give more circumtances and atmospheres in our English teaching from Kindergaten to University in Indonesia.

        Language has the central role in the development of the students’ intelegency, social, and emotion. It is also as the successful aid in learning all subjects. The language learning is hoped to help the students to know themselves, their culture and other people’s culture. In addition to, the language learning also helps the students to propose the idea and feeling, to take  part in the society, and even to find and use their analitic and imaginative ability in their ownselves.

        English as a means  of communication  both in spoken and writen. Communication  is understanding and  expressing   information, thinking, feeling  and develop the science,  technology  and culture. The communication  skill  in complete meaning is discourse competence, that is the ability  in understanding and/or producing spoken or written text in four language skills, namely listening, speaking, reading and writing. Those four skills are used to respon and create a discourse in the living society. Therefore, English teaching and learning is pointed at improving those skills in order to make the graduated students are able to communicate and create discourse in the certain literacy level.

        The literacy level covers the performative, functional, imformational, and epistemic. In the perfomative level, the people are able to read, write, listen and speak using the certain symbols. In the  functional level, the people are able to use the language to meet their daily life, such as reading newspaper, manual or instruction. In the informative level, the people are able to acces the knowledge with their language skills, and in the epistemic level, the people are able to express their knowledge to get the target language.

        The goal of English teaching and learning at Junior high school are the students have the capability in improving the communication competence both in spoken and written to get   functional level, the students have awareness of the essence and importance of English to enhance the national competition power in the global society and improving the students in understanding the connection between the                      language and culture.

        Based on the Competence Based Curriculum, the Basic  Standard Competence of teaching writing in grade 9 of Junior high school is the students are able to express the meaning in functional written text and simple short essay in the form of procedure and report to make interaction in the daily life context. Meanwhile, the Basic Competence are the students are able express the meaning of written short functional text by using the varieted language accurately, smoothly and meaningfully to interact in the daily life context, and the students are able to express the meaning and retorical step  in the form of a simple short essay accurately, smoothly and meaningfully in the daily context in the form of procedure and report.

        The teacher’s duty is to meet the Basic Competence of the curriculum but in the teaching and learningf process, the teacher faced the problem of the  condition of the class which are still conventionally and tradionally both in the number of students in one class and the teaching methodology. In addition to, the students have different backgrounds in intellegency, motivation, interest, attitude, language aptitude and previous knowledge of English that make the teacher and the students difficult to get mastery learning. In  order to solve the problems, the teacher use different methods in teaching writing, namely Computer-Assisted Language Learning method in teaching writing.

The Purpose of the Study

        The purpose of  the study is to find the answer that teaching writing by using Computer -Assisted Language Learning Method make the students more interested in learning writing and meet  the students need of  which having individual differences in mastery learning.

Review of Related Literature

       Most students begin writing a foreign language by doing exercises to develop form, structure, and vocabulary. These mechanics of writing respon well to computerized lessons because answers can be proccessed in some detail and compared to a single correct form, as described earlier. Beyond that, when writing involves free expression, particularly beyond the sentence level, there is very little the computer can do the correct errors. There are still a number of uses for the computer as an aid in the teaching of writing, however. As soon as the computer can no longer take part in correction, the teacher simply takes over the function. As long as forms are processed for correction, exercises remain primarily gramatical. Students can become inhibited in their writing if their mayor concern is forming correct sentences rather than expressing themselves. The  most important activity in learning how to write well is writing itself. Having errors corrected is probably not nearly as crucial as having and keeping the motivation to write. With well-planed, imaginative uses of a text editor, computer allow and can  even encourage the production of significant amount of writing, both guided or free.

       Sentences the students types line by line, transforming a model, can later be assembled by  the program into a paragraph and presented either on the screen or on paper. If the tranformations are  simple and involve single correct responses, the correct version can be shown next to the student’s version. Students can then  make their corrections. letting the students perform the task of answer processing themselves can be important step in developing the skill of copyreading. At least we know that an inteligence higher than the computer’s is guiding the work.

Analysis

       By  writing out responses to series of prompts,  suggestions, directions, or queries, students can be guided to construct whole paragraphs on any number of topics. Without depending on answer processing, the range of questions is infinite. Thios type of exercise could just as easily be done on paper by the students. The computer, however, produces a neat, uniform text from every students for the teacher to grade, mark, or just read. Students  can easily enter teacher’s corrections into their texts to improve their writing. Some teachers prefer not to make  explicit corrections but to respond to student writing with questions whose aim is ti encourage the students develop  their own text further: “Is that the way you always  spend your holiday?” “Tell me where lake Toba is.” “Who are Tommy and Lisa?”  “When did this happen?” With student paragraps on the computer, the teachwer should be able to enter comments quickly and easily, helping all students expand and clarify their own writing and thinking. Useful programs to  manage these activitiea can be expected in the near future. 

        What students produce need not remain on the screen, of course. When a printer is available, the teacher can read typed texts of high quality. Neat pages with an attractive format may add to students’s pride in their work. Copy  produced in this way should make  it easier for students to read each  other’s  writing. Students  should  find their  peers’ texts easy and interesting to read  since  the structure and topic  of each paragrap could be identical to texts they have produced themselves. Dialogues between the teacher and the writers can supplemented by dialog among writers. By concentrating on what people write rather than on how they write, the class can begin  to explore real communicative functions in writing.

      Beside responding in writing to direct promting, students can also be asked to write using a more complex stimulus. The computer can present a telegram, love letter, or other  message to be anwered. It can display visual  material- static or moving- on part of the screen. these may be simple pictures or the more  elaborate representations of data characteristic  of some simulation. one typical simulation represents events associated with French.trappers in the North Woods. Players choose the furs to collect  and  the trading fort where they want to sell them. Each variable is associated  with  risk  and  profit  potential: one fort is hard to reach and the player may lose everything to a raging river, but furs bring more money there. A multiple- choice format allow students to make  decisions; chance plays some part in the outcome.

       As  student s follow  the  course of the simulation, they can be asked to write out in French the sorth narrative that simulation develops. At each stage process, they answer questions to indicate what is happening. The students’ writingf will not influence the events; it simply recounts them.

      With other simulations, students can analyze data  from the graph or discuss the situation of their leaking  boat, weighing the decisions necessary to save it. In this way, some ofthe interesting features of computer are used to suply basic information that the students develops further inwriting. The business letter, for example, can become more  meaningful if it is written to account for  events that are being simulated in a dynamic model of profit and loss.

       Beyond the sentence level, whenthe students are writing texts that  are  not  closely  related to specific cues, it may be easier to have them compose on paper and transfer theircompositions, by means of a text editor, to the computer. The text editors are powerful tools and  very easy to use, but they may not  always lend  themselves to free  composition. One   advantage   of using  them for teaching  composition is  that the students can be encourage to   compose a “final” version. From this they can print good, corectable copy that can be easily distributed, altered, and expanded, as discussed above.

 Summary

       In  term of  writing, Computer-Assisted Language Learning will help the students in doing correction of grammatical mistake and give some suggestion for certain expression. In  stimulating students to write, Computer-Assisted Language Learning can present them a telegram, love letter, or message to be answered. It can  display  visual  material-static or motion-on part of screen including the simulation. The students can develop a simple essay through simulations provided by computer.

Recommendation

       Teaching  writing using    Coputer-Assisted language Learning  method is more interesting than the convention way and  meet the students need of which having the individual differences to get the mastery learning.

References

Departemen Pendidikan Nasional.(2006). Kurikulum Tingkat Satuan Pendidikan: Jakarta

Geoffrey R. Hope, Heimy F. Taylor and James P. Pusack. (1994). Using Computers in Teaching Foreign Language. New Jersey: Prentice-Hall, Inc.

Hartoyo, M.A, Ph. D. (2006). Individual differences in Computer-Assisted Language Learning. Semarang:  Universitas Negeri Semarang Press. 

          The strengths of the computer as medium for teaching and learning English are the ability of the computer to interact with the students. Books and recording can tell a student what the rules are and what the right solutions are, but they can not analyse the specific mistakes the students have made and react in a manner which leads them not only correct solution. In a particular case, the computer may act as a teacher or tutor, providing material, guiding a student how to learn it, and giving more information and explanations. Another significant benefit obtained from the computer is that it can be a very affective and efficient reference book. Or it can be used to generate examples, to illustrate certain operation, or stimulate conversation. It may communicate with the students visually by displaying text, graphics (diagrams, graph, line drawing) or video images on a screen; it may also present sound, in the form of speech, music or other audio output.

          The computer is plexible in a number of significant ways. It often happens that students can not attend a class because of illness, timetable clashes, and other problems. This presents no difficulty for the computer. Provided a computer is available, the students can come at any time, and spend as long as is needed to gain full benefit from the material. It can accomodate different speeds of learning, or alternatively, limits can be imposed on the time available for answering questions which is valuable when it is used for testing purposes. Students may participate at any time of the day or night that they have the time and the inclination. Opportunities for feedback from the instructor and interaction with other students are not limited to a few fixed time per week.

          Another feature underlying the assumption that computer-based language instruction is better than any other non-computer-mediated language instruction methods is its ability to interact with learners; well-designed computer-mediated language instruction allows an extensive interaction between students and computers. It has also been assumed that the more powerfull the technology becomes, the more”human” functions machine is able to take on; if a computer is combined with other media (multimedia) such as audio or video, it may become even more interactive. It may possible to generate learner interactions and stimulate conversation among pairs or groups of learner which perhaps will enhance learning achievement. In addition, it has also been assumed that, more so than other media. Computers can encourage students in learning a language.

          Another  feature which is often cited is that computers may also give individual attention to the students. Good program can offer, in this way, indivualized attention and can allow students to work at their own pace. Students can work in privacy without fear of reprisal or ridicule regardless of how slow they might be or how often they give incorrect answers. Immedite diagnosis saves time and frustration and helps students weed out their errors. Computers posses the quality of infinite patience. They treat each student in the same way without favouritism. They also very consisted in their responses, regardless of how many hours they have been working. Even the best teachers can not show the same level of enthusiasm, interest, and energy, day in and day out.

          The computer (possibly) offers many advantages for individual instruction: it has infinite patience and often an attractive’personality’ ….it can diagnose, test and retest a pupil’s weaknesses; it allows branching to deal with individual errors, which the tape recorder can not do;it gives the pupil a sense of being in control without needing to feel embarresed at his own weaknesses. With computer- assisted learning programs, students learn actively, respon to questions, complete interactive task, and enter a personal dialogue with their electronic tutor. Students can also asses themselves without the fear of lossing face. In contrast to human behavior, tutorial feedback in well designed computer-assisted learning program remains constantly supportive an patient. ….computer-assisted learning tutorials can encourage self-driven inquiry by students.

         Other advantages, such as time saving for students as well as teachers, cost effectiveness, the presentation of realistic problems requiring interactive hypothetical-deductive reasoning, immediate feedback and self-evaluation, opportunities for collaborative learning in small group, and ease of teacher monitoring and control are equally valid measure of any instructional program. Well-designed programs delivered by a computer can provide all of these benefits and, in addition, seem to be enjoyed by learner as shown by their positive attitudes and higher expectations about computer-assisted instruction. It seems that computer technology now an integral part of our pedagogy provided we take care to produce good quality instructional software which facilitates independent learning.

          The weaknesses of using computer for language learning are the application of computer-assisted language learning does not seem to exert a common influence or learner performance. On one hand, various students examining the effectiveness of computer-assisted language learning programs have revealed that there are significant differences in favour of computer between the language learning achievement attained by students from computer-asssisted language learning groups and non computer ones. However, there is also evidence that the effect is not identical for all learners. It has also found that in computer-mediated instruction students did not produce many well-formed and complete sentences, and did not their spoken English. Students tended to try out a number of guesses rather than discuss alternative with their partner.

          The application on Hyper text/multimedia system in the creation of Computer Assisted Language Learning tutorial package accounts for some advantages both for the user (student) and designer (teacher). The advantages are:

• As far as reading habits are concerned, CALL encourages users (students) to develop a non sequential reading habbit, which it is hoped will carry over to reading tasks with tradional, printed material. It allows user to make their own decisions to develop a selective and critical reading habbit which enables them to scan a large amount of information (topic) of their interest.

• CALL offers freedom for user to choose any topic of information available with in the package. The table of content denotes all topics available which can be selected by simply clicking on the box labelled for a particular topic.

• Since the CALL tutorial package can also be used in pairs, it spurs the user (student) to be able to collaborate very usefully in problem solving which in itself is considered to be good skill to acquire, as it can be implemented in a wide range of different contexts.

• CALL’s flexibility of time allows the students to determine what particular topics and how long he wants to learn. Hence, students who miss the class because of some reasons, for instance illness, still have opportunity to learn the particular topic taught in the classroom as far as the topic is available in the CALL program. Further more, CALL provides an individual interactive learning program, so both the ‘fast’ and the ‘slow’  learners can take benefit from it.

          The disadvantages using a computer as a medium of teaching and learning are:

• Compared with “traditional” books, the ‘electronic’ book- the CAL program – is consideres to be much less handy. It is much different from tradional books that are small enough to be carried around and studied whatever and whenever students wish, on the train, at home, in the middle of the night, or in the dentist’s waiting room . Moreover, at the present time most students do not possess their own computers at home. Hence, they usually can only used computers available in their schools in which the opening hours are very restricted.

• In general, reading a text, especially the long ones, on the screen is slower, more difficult and tiring. It may, sometimes, account for the eye irritation and pain. Therefore, those who are concerned with the design and programming of CAL should take into account the use of high resolution screen, and should refer to the Display Screen Equipment regulation.

• Viewing from the financial point, CAL is costly enough for the programmer or teacher, let alone for students. A lot of funds have to be provided to purchase eguipment, design programs, and for the maintenance.

          In short, based on Computer Assisted Language Learning, there are some strengths and weaknesses and also there are some advantages and disadvantages of using computer as a medium of teaching and learning English. Although it has weaknesses and disadvantages, using computer as a medium of teaching and learning has more strenghts and advantages. 

          The first stage is Building Knowledge of the Field. This stage is stage is a stage of introducing te material learned by the students in the spoken cylle. The teacher introduces the expressions used in the text, the vocabularies, and the grammar used to support the text. For example, when the teacher teaches the expressions of “asking for certainty and giving certainty”, the first thing that the teacher do is reading one of the model dialogs to the students. For example,

Ratih:Dad, do you mind if i um… borrow your recorder?

Mr. Indra: What for, dear?

Ratih: Well, I have to interview someone. It’s for my school project. So will it be O.K, Dad?

Mr. Indra:O.K No problem.

Ratih:Thanks, Dad.

Mr. Indra: But, promise me to use it well. Take good care of it.

Ratih: I will. Thanks, Dad!

Mr. Indra: Anytime.

          Then, the teacher asks the students about the content of the dialog. For example,

1. How many persons are there  in the dialog?
2. Who are they?
3. Where does the dialog take place?
4. Ratih asks “Dad, do you mind if I um…borrow your recorder? what does Ratih mean by asking that question?
5. Mr. Indra said “O.K. No problem”. What does the expression mean?

          Afterthat, the teacher rereads the text of dialog and the repeat after the teacher. Finally, the teacher gives the other expressions of asking for certainty and giving certainty and expains them to the students. For example

Expression of asking for certainty:

a. What if we buy a new tape recorder?

b. Will it be O.K if we take a bus?

c. How about this one? It’s cheaper than that one.

d. Would you mind if I sell this old mobile phone?

e. Do you mind if I change the channel/

f. Really?

g. Are you sure?

h. Is it confirm?

i. Do you? Will you? Can you?

Expressions of giving certainty:

a. That sounds good/perfect.

b. O.K No problem.

c. Fine. Go ahead.

d. No, you can’t. I’m sorry.

e. I’m afraid you can.

f. I’m definetly sure.

g. I’m absuletely certain.

h. Sure. I’m certain.

i. I’m positive.

j. Without a doubt/no doubt about it.

k. Yes. It’s confirmed

           The second stage is Modeling of Text. In this stage, the students listen, see’ pay attention to the teacher, and repeat the examples of words and sentences read or modeled by the teacher. The students also conduct the the dialiog together with his friends or teacher. In short, the students still imitate. In the process of teaching and learning, first the teacher gives another example of the dialog text (more than one dialog text). For example,

Dialog 1:

Via’s walking through the living room. There, she finds her father sitting on the sofa holding something.

Ratih: Hi, dad.

Mr. Indra: Hi, sweetie. whwere have you been?

Ratih: Well, I went to Listy’s house to studt together. And hmm…

            What’s in your hand, Dad? Is that your new mobile phone?

Mr. Indra: Yes, it is.

Ratih: Can I have a look? Hmm, it’s a good stuff. Dad, do you mind if I use it to send an SMS?

Mr. Indra: No problem.

Ratih: Really, Dad?

Dialog 2:

Lisa and Tiwi are on the phone. They talk about a plan to visit who is sick.

Lisa: Hello. Can I talk to Tiwi?

Tiwi: Yes, Tiwi is speaking here. Who’s this?

Lisa: It’s me Lisa.

Tiwi: Hi,Lis. What’s up?

Lisa: Well, I want to confirm our appointment to visit Adi. Can you make it this

          afternoon?

Tiwi:Sure, I can. What about yourself?

Lisa: I have no problem with the time. We will go at 3 o’cloc, right?

Tiwi: Yes, It’s confirmed.

Lisa: Then, I’ll pic up at two forty-five.

Tiwi: Fine.

Lisa: O.K. See you this afternoon. Bye.

Tiwi: Bye-bye…

          Then, the teacher asks the students to identify the expressions of being learned in the text. Finally, the teacher asks the students to read the dialog in pairs.

          The third stage is Joint Construction of text. After imitating, the students are ready to work together with their pairs or groups. Briefly, in this stage, the students work together with their friends, or helped by the teacher to practice applying the knowledge that they learned in the previous stage. In the teaching and learning process, the teacher asks the students to work in pairs to produce a kind of transactional text by using the expresssions being learned with the theme elected. For example,

Ratih: Hi. Listy

Listy: Oh, hi, Ratih. Where are you going?

Ratih: Well, I’m going to the internet cafe.

Listy: Sounds great. Hmm…, Ratih, do you mind if I go with you?

Ratih: Not at all. But, I’ll be there a while. Is that alright?

Listy: No, problem.

Ratih: O.K. Let’s go.

          After that, the teacher looks into the text made by the students and gives some correction if it is needed.

          The last stage is Independent Construction of Text. In this stage, the students start to apply their knowledge and their learning experience they got to work to work independently. They make a dialog independently, and then they perform their dialog in front of the class. For example,

Doni and leo are walking together. They’re going to the new book store on foot. It’s quite far from dini’s house.

Doni: Leo, are you tired?

Leo: No, I’m fine.

Doni: Are you sure? I’m worried that your feet will get hurt.

Lisa: Don’t worry. I’m fine. I’m used to walking a long distance. It’s not big problem.

Doni: All right if you so.

Leo: By the way, is it true that we will get cheaper books in the new bookstore?

Doni: No doubt. I’ve probed it.

         The teacher gives the assessment to the students. during the activity in the spoken cycle, the students will and must speak more. Although the students write and read, but their activity in writing and reading is merely as the early stage to speak. All the students do is for the sake of speaking.

          In short, based on the Competence Based Curriculum, there are four stages of teaching transactionantext that must be followed by the teacher in the spoken cycle. The four stages are Building Knowledge of the Field, Modeling of Text, Joint Construction of Text, and Independen Construction of Text. If the teachers and follow the model of teaching cronologilly, they will be able to teach the transactional text more effectively.