- 21 - Yudha/ ADRI International Journal of Social Science Education 1 (2017) 21-31

ADRI International Journal of Social Science Education 1 (2017) 21-31

The Use of National Education Network (Jardiknas) in Teaching

Speaking by The English Teachers of Multimedia Class in
SMKN 6 Pontianak
ISSN : 2477-4878 (online)
ISSN : 2477-5924 (print)

Rahmat Putra Yudha1)

1)
University Of Wollongong Australia
email:director@yudhaenglishgallery.com

Abstract. The purpose of this research is to describe the implementation of national education network (Jardiknas) by the English
teachers in the classroom and how well the national education network to be applied by the teachers in teaching speaking.
The research was conducted in order to show whether national education network (Jardiknas) was implemented by the teachers
in the classroom. In this research, the findings were only focused in seven aspects; the aspects using computer, certain software,
browsing the site, downloading the material, making own material, using other equipment, making animation. The technique of
data collecting used in this research was observation. The samples of this research are three teachers who teach for SMK Negeri
6 Pontianak. The form of this research is descriptive method. The English teachers in Multimedia class of SMKN 6 Pontianak
were the sample of this research that consisted of 3 teachers. The tool of data collecting is observation checklist, which consists
of 7 items to be checklist. The result of data analysis shows that the implementation of national education network (Jardiknas) by
the teachers in SMK Negeri 6 Pontianak in teaching speaking was good with achievement score of 71,42. The highest percentage
of the aspects being investigated among them is identifying the detail information. Furthermore, the choice of the aspects in
teaching English in the classroom changed the situation and the condition of the class. Generally, the situation of teaching speaking
process in multimedia class is so unique than other class. Nevertheless, there are still some aspects that are not still implemented
by the teachers in the classroom. Because in each class consists of heterogeneous students’ characteristics of learning, different
condition of the class, and various ways so that the teachers can choose any options for their teaching. Finally, the research is
hopefully useful for various ways to teach speaking in the classroom. And the teachers can improve their teaching by using
national education network (jardiknas) as technology in education scale. There are so many options for the teacher to use the
technology which is simple and easy to apply.

Keywords: Teaching Speaking, Jardiknas, Technology, Teachers, Networks

Communication in English is enjoyable for

I. INTRODUCTION
In communication, people need to share
meaning of the words and messages. Speaking skill
is considered one of the most important factors in
doing communication for such a meaning. In
communication people cannot avoid speaking
activities. The problem appears when we concern
with the reality that not all the people including the
students can speak when communication takes place.
students who have mastered the speaking ability but
not for those who have not mastered the language,
they even consider the speaking ability as a hard skill
to be mastered. However, there are also some
students who have mastered English but hesitate to
speak.
Speaking is one of the language skills that
students must master. When teaching English, a
teacher often finds the students do not understand the

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speaking lesson. It is because the teacher does not
present the lesson in an interesting way. To be able
to make the students interested in teaching learning
process especially in teaching speaking, the teacher
needs to know how to draw the students’ attention In
order to make the students understand the material
easily. The teacher may use tools to facilitate the
students in learning English.
An effective speaking activity involves an
active student to take part and create the real life
situation in teaching and learning process. However,
it still seems to be a main problem in every English
class to encourage the students to speak in the
classroom. It is mostly found that in teaching
learning process the teacher is only a model, to give
the students exercises. They are rarely given
opportunities to apply the language in the real life
communication.
As for speaking in teaching-learning activities
usually sets up the activities that the students find
themselves involved in speaking to the materials or
lessons of certain topics especially to comprehend.
To facilitate this, the teacher will aid teaching
strategies, with media to make the teaching
interesting and meaningful.
In 2006, the government attempted to apply
for Information and Communication Technologies
(ICT) into the schools in Indonesia. ICT of Indonesia
built national education network (Jejaring
Pendidikan Nasional) or we called Jardiknas for
education that can help Students, Teachers and staffs
Work Online.
Jardiknas is a wide area network of education
on national scale. The government and Ministry of
education present the program. Based on the
Indonesian law about national education system No.
20 in the year 2003 and government’s rule No. 19 in
the year 2005 that all schools in Indonesia has to join
this program. All school around Indonesia must join
in this program. And make all schools on-line in
learning.
According to the Minister of National
Education, Bambang Sudibyo, in the opening
ceremony, National Education network will arrange
education management. This program assists the
government to conduct direct communications with
schools and education offices. Applying system with
technology communication and information (ICT)
will be able to extend and improve the access of
education. The quality of education in Indonesia has
not been accessed. Yet now it can be accessed.
There are four functions of using this
program. First, Jardiknas for students and teacher is
to access information and E-learning. Second,
Jardiknas for University are to research and to
develop science. Third, Jardiknas for school are to
access information and E-learning. Fourth, Jardiknas
for Institusion/diknas. As a result, all students can be
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easy to access the materials. And teachers can access
the materials form around the world.
We know that, for this time being our
learning environment is desperate. Most of the
schools in our country still use traditional teaching
method. Actually, in global situation they need more
creative method. We need some changes in teaching
learning process. The researcher thinks that it will be
more useful if the Jardiknas program can be used to
teach English Because the Internet connection is free,
also in learning process, we can get some resources
concern to the materials. There are so many pictures,
animations, and texts provided.
The teachers’ success in teaching English
will certainly contribute to the success of our
national education. This program is intended for the
teachers of English as a foreign language in
Indonesia. They may be well aware of their duties,
of which one is to improve themselves
professionally for purposes of improving the quality
of the teaching. Teaching English by using national
education network (Jardiknas) is easy to be applied
by teacher. It avoids them from resorting to
translation or to lengthy explanation meaning.
As we know, most of the schools in
Pontianak start to know about how to operate the
Internet and starting to apply Internet service in the
school. The schools, the staffs, the students, and
teachers will get the same level material By Using
Interconnected and network (Internet).
The other reason why the researcher
chooses SMK N 6 Pontianak because the school was
the first school in this province that is applied
National Education network (Jardiknas) and also the
Information and Communication Technologies (ICT)
of Pontianak was built there.
In this research, the researcher chooses
SMK N 6 Pontianak especially in a second year
students in multimedia class, because the school
trained the students to be professional in using
multimedia.
A. RESEARCH PROBLEM
In order to obtain the clarity focusing on the research,
the researcher focuses on the one problem. It is
important to state the problem into specific question
as follow:
1. How is the national education network
(jardiknas) implemented in teaching
speaking by the English teachers of
SMK N 6 Pontianak ?
2. How well is the national education
network (jardiknas) applied in teaching
speaking by the English teachers of
SMK N 6 Pontianak ?”
B. RESEARCH PURPOSE
1. To investigate how the national
education network (jardiknas) is
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implemented in teaching speaking by
the English teachers of SMK N 6
Pontianak
2. To investigate how well is the national
education network (jardiknas) applied
in teaching speaking by the English
teachers of SMK N 6 Pontianak ”
II. LITERATURE PREVIEW
A. THE NATURE OF NATIONAL EDUCATION NETWORK
(JARDIKNAS)
JARDIKNAS is a wide area network of
education on national scale. On Wednesday 14
Maret 2007 17:54 WIB national education
department with president Susilo Bambang
Yudhoyono On Wednesday 14 Maret 2007 in Bali
was released JARDIKNAS legally.
According to Indonesian law 50 line 3 no
20, 2003 about national education system
government in the region is implemented at least one
educational program in all education level to develop
to be one educational program in international level.
The main objectives of setting up Jardiknas
are increased collaboration, resource sharing,
problem solving, technical support and greater
output. Presently there are three (3) zone networks of
jardiknas; zone office department network, zone
higher education and zone school network. In 2006,
zone institutions have connected 33 institutional
provinces offices. There are more than 3500 senior
high school network and more than 80 higher
education institutions (under inherent project).
The role of Jardiknas as a super highway for
e-learning and e-administration in national
educational, that’s why we need human resources
who creative to develop the material in teaching and
to increase on-line data transaction. Jardiknas is
content of e-learning and e-administration.
- E-learning : e-Learning is a method
for the delivery of a learning package. The designers,
developers, and implementers make or break the
courseware. Whatever you can do right or wrong
with a conventional learning package, you can also
do with an e-learning package. There is nothing built
into e-learning that guarantees a perfectly designed
piece of courseware. Thus e-learning is simply a
medium for delivering learning and like any other
medium, it has its advantages and disadvantages.
Electronic learning or e-Learning is a
general term used to refer to computer-enhanced
learning. It is used interchangeably in so many
contexts that it is critical to be clear what one means
when one speaks of 'eLearning'. In many respects, it
is commonly associated with the field of advanced
learning technology (ALT), which deals with both
the technologies and associated methodologies in
learning using networked and/or multimedia
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technologies.
Although most commonly associated with
higher education and corporate training, e-learning
encompasses learning at all levels, both formal and
non-formal, that uses an information network, an
intranet (LAN) or extranet (WAN) whether wholly
or in part, for course delivery, interaction, evaluation
and/or facilitation. Others prefer the term online
learning. Web-based learning is a subset of e-
learning and refers to learning using an Internet
browser (such as Netscape or Internet Explorer)
- E-administration : Your professional
improvement needs are concerned with your
competencies—pedagogical competencies, social
competencies, personal competencies, professional
competencies, as required of any teacher in
Indonesia by Law No. 14/2005 on Teachers. Data on
your professional improvement needs will be the
basis for any decisions on determining
appropriate ways of helping to improve the
competencies and keeping the activities relevant to
your needs.
B. THE PURPOSES OF NATIONAL EDUCATION NETWORK
(JARDIKNAS)
The purposes of National Education
Network (Jardiknas) are as a information media and
communication online among institutions and
education community in all over Indonesia for
increasing standard quality, equal access in national
education.
C. THE ZONES OF NATIONAL EDUCATION NETWORK
(JARDIKNAS)
Jardiknas is composed of 4 (four) zones, namely:
1. Jardiknas for service/institution offices
(Diknasnet)
Including: institution offices in the
cities, Provinces, and regencies. (On-line
data transaction through SIM
pendidikan)
2. Jardiknas for Higher Education
(Inherent)
Including: More than 84 Universities
(research and development of science
and technology)
3. Jardiknas for Schools
Including: all schools both formally and
non formally. (Information access and E-
learning)
4. Jardiknas for Teacher and Staff
including: Access for teachers, staffs.
(Information access and community
interaction).
D. TEACHING LEARNING LANGUAGE BY USING A COMPUTER
Modern life nowadays is always associated
with computer uses in daily activities. Computer
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becomes so important these days that people need it
to help them.
Since computers spread so rapidly in the
fields of work, schools are recently challenged to
introduce and apply it in their educational activities.
One of the subject teacher in those involving in the
teaching of the language particularly foreign
language for example English and Arabic in
Indonesia. Paul F Merrill (1995:20) says that
hardware is the name given computers and the
various pieces of attach them. Hardware is the
hardware in the sense that it can be seen and touched
physically. It is a set of machine of the keyboard,
screen, cabinet containing the computer itself, and
any peripheral machinery like printer, and disk
driver. Computer has a basic component: central
processing unit (CPU) performing all the calculation
and directs the operation of the other component of
the computer.
Sudarsono (1995:1) says that software was
created by the analogy to hardware. Software refers
to the programs, or sets of the command, by which
the computers are constructed to perform specified
task. Sudarsono (1995:1) also says that software
design for teaching purpose is called courseware.
The term may cover any associated materials which
students use while working with a computer.
Computer is only a tool. They are incapable
of action. It has no inborn wisdom, no mind of its
own, no initiative, and no inherent ability to learn to
teach.
Computer gives individual attention to the
learners at the console and reply to him. Sudarsono
(1995:2) says that traditionally, computer act as
tutors; assessing the students’ reply., recording it,
pointing out mistakes, giving explanation, guiding
the earner towards the correct answers. This is
flexibility is something impossible to achieve with
written handout and worksheet; it would require
huge “scramble books” with pages and pages of
mostly unnecessary explanations, together with an
extremely complicated system of cross-reference.
Nor would the learner get the instant feed back so
beneficial to the learning process, which the
computer provides.
Merrill (1996:6) says that the computer
promote the acquisition of knowledge, develop the
learner’s critical faculties, demand active
participation, and encourage vigilance. Computer
can be a panther for the learner to play educational
games, as well. It can a very efficient reference book
and be used to generate example, to illustrate certain
operational, or to stimulate conversation.
Compared with the normal class work,
computer offers privacy, allow the learners to work
on their own pace and in their own time., and is
valuable for those who just suffered from illness or
who are just absent due to some reason. Such
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students will not worry about their lesson being kept
behind from other classmates because it is quite easy
for them to catch up the target lesson. They need not
go to the classroom in fixed time but just go to library
or even if the have one at home, just turn on the
computer and follow the instruction. The computer
will be quite patient to guide and teach these types of
students.
In addition, Merrill (199:98) computers can
teach while entertaining the learners. There are
games with which educational program relate. Part
of this fascination is undoubtedly due to appeal of
the visual effects afforded by modern
microcomputer system using TV display screen.
Finally, all of the theories above describe
that the media is an interesting to support our
learning.
E. THE NATURE OF TEACHING
Language teaching is any activities carried by
teacher in classroom, which is intended to give
students knowledge or skills. The skills can be in
writing, listening, speaking, or reading. Furthermore,
teaching is about interacting with students and
allowing them to discover learning and an
appreciation for it.
Teaching is an activity from the teachers in the
classroom which is intended to give the students’
knowledge or skills. According to Levin and Nolan
(1996:4) “teaching as the use of preplanned behaviors,
founded in learning principles and child development
theory and directed toward both instructional delivery
and classroom management, which increase the
probability of affecting a positive change in students’
behavior.”
Another expert, Cohen and Manion (1983:11)
state the teaching is what one adult does with a group of
some twenty to thirty children assigned to his care. How
is done depends on a number of the factors, the particular
subject area, topic or skill under the consideration the age
and the capabilities of the pupils, the range of equipment
and the materials available and so on.
According to Levin and Nolan (1996) the
significance of that definition in trying to change any
students’ behavior is threefold;
a. Teaching is concerned with teacher behavior is
preplanned. Teaching is not a capricious activity
b. The teaching preplanned activities are
determined by teachers’ professional
knowledge. This knowledge guides them in
selecting appropriate behaviors. It is application
of this specialized body of professional
knowledge that makes teaching a profession.
c. Many teaching behaviors are well founded in
professional knowledge. The teachers’
challenge is to select those behaviors that
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increase the probability that corresponding the
behavioral change will take place.
F. TEACHING SPEAKING BY JARDIKNAS
1. English Pronunciation – a whole series of
activities to practice individual sounds
including, minimal pairs, tongue twisters and
dictation. Requires Shockwave and QuickTime
plug-ins.
2. Learning Oral English Online – this site
created sample dialogues from everyday
situations that students can listen to and
practice.
3. The Tongue Twister Database – if you enjoy a
real pronunciation challenge, this is definitely
the site to visit. Over 100 tongue twisters
including all the old favourites.
4. Lab – probably the most extensive collection of
activities on the Web – long and short tasks
with accompanying work sheets.
G. LEARNING INDEPENDENTLY
This pamphlet will give you a few ideas about what
it means to be an independent learner and
information on your responsibility as an independent
learner.
1. Role of the independent learner
It may be used to an education system
where teachers supervise you closely. They may
have regularly checked on your progress, helped,
and told exactly what it needed to study. Typically,
the students spend only a few hours each week in
Teachers and tutorials and there may be less
individual guidance from academic staff. It could
appear that you have a lot of free time and not much
direction. You will need to organise your own time
and study activities. Being an independent learner
means that you are responsible for managing your
own learning. For example, it will be your
responsibility to make decisions about when to start
working on assignments, how many hours to study
and how to allocate the time.
2. Role of the Teachers
It may be familiar with an education system
where the role of the teacher is to provide the
answers and most of the content of the unit. At
school, the role of the teachers is different. They will
provide some necessary information and give
feedback from time to time about the progress;
however, teachers will not be the only resource for
information about a topic. Information presented by
your lecturer is just the starting point for you to
develop your learning through reading, writing, and
discussion. Therefore, an important part of your
learning will not take place in the classroom. You
will need to make use of library databases and online
25
resources to locate and read additional information
for your study.
H. THE TEACHING ENGLISH AT SMK N 6 PONTIANAK
In this part, the writer describes the situation of
teaching speaking process at SMK N 6 Pontianak.
There are two parts are described in relation to the
descriptions of this school, they are; curriculum and
facility.
1. Curriculum
The newest curriculum designed around
2006. KBK uses the Task-Based Learning model
focused more on the task than on the language.
However, KTSP curriculum offers a solution based
on Communicative Language Teaching. It provides
significant space for the students to be involved in
using practical language. In SMKN 6, KBK
curriculum is given for the tenth year students
because it contains more tasks and for eleventh and
twelfth years students KTSP is more recommended
by the principal.
2. Facility
In early 2007, the national education network
(jardiknas) is started in SMK N 6 Pontianak. There
are many facilities that offer such as books, module,
the material and software. Facility has an important
aspect to develop the teaching and learning
objectives become achievable. It aids the teachers in
facilitating the teaching speaking more meaningful.
In SMK N 6 Pontianak, teachers teach the students
by using any media such as computer, projector
especially in multimedia class.
III. METHOD OF RESERACH
A. FORM OF RESEARCH
According to Best (1977) A descriptive
method is described and interpreted what it is
concerned with the conditions and relationship that
exist, opinions that are held, process that are going
on, effect that are evident. And Natsir (1983:63)
“Descriptive study as studying the problem in the
environment, the system, certain situation, include
the relation of some activities, attitudes, views or
opinions, processes that is happening and also
influences of a phenomena” Also Isaac and Michael
(1980:18) “the purpose of Descriptive study is to
describe systematically the fact and characteristic of
a given population or area of interest, factually and
accurately”.
After considering some theories of
descriptive study above, the researcher fines the
appropriate method. The appropriate method is “a
descriptive method”.
B. POPULATION AND SAMPLE
1. Population
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The Population is all cases,
situation, or individual who shares one or
more characteristics. Best and Khan
(1989:11) define “population as any group
of individual, that have one or more
characteristic in common that are the
interest of the research.
The population in this research are
26 that use
the teachers in multimedia class
Jardiknas in teaching learning process .
Consist of 3 teachers.
2. Sample
Sample is part of population,
which is used as the source of real data of
the research. Nawawi et al. (1985:14) says;
sample secara sederhana sebagai bagian
dari populasi. It means that sample simply
said to a part of population. Hajar
(1999:133) says that population that is used
as the source of real data of the research.
The researcher takes the three English
teachers as the sample. By involving the
whole teachers as the subject being
observed, it means that the writer provides
the technique of total sampling.
C. TECHNIQUE AND TOOL OF COLLECTING DATA
1. Technique
The writer applies the observation
technique. By observing the teacher’
activity in set induction procedure
through checklist observation.
Techniques are accomplishable way of
conduct. It means that a technique is an
employed way by a researcher in
accomplishing research.
Nawawi (1983:94), in a research,
to collect the data there are six
techniques. First, Direct observation
technique. Second, Indirect observation
technique. Third, Direct
communication technique. Fourth,
Indirect communication technique.
Fifth, Documentary study technique.
Sixth, Measurement technique.
In this research, the appropriate
technique that will be used in collecting
data is observation technique. The
writer uses direct and indirect
observation technique. Direct
observation technique is applied to take
the data in the classroom activity. It
means that the researcher comes into the
class.
2. Tool of collecting data
The writer uses observation as a
tool of collecting data. Observation is a
process of gathering open ended, first
26
hand information by observing and
places at the research site. Observation
represents a frequently used form of
data collection, with the researcher able
to assume different roles in the process
(spradley, 1980:220).
To know how is national education network (jardiknas)
implemented in teaching speaking by the English
teachers, the writer uses observation field notes to
conclude all the activities that are done by the teachers.
To know how is national
education network (jardiknas) applied
in teaching speaking by the English
teachers, the writer provided the set
analysis of observation checklist form
based on depdiknas (2006) as a tool of
collecting the data. The set analysis of
observation checklist covers some
aspects are observed concerning to the
jardiknas in teaching speaking activity.
In solving the problem of this problem,
the writer uses formula as follow:
A  A2  A3
M  1 X 100%
N
A1 = The percentage the teacher A
A2 = The percentage the teacher B
A3 = The percentage the teacher C
N = The total sample (three teachers)
To know the frequently of activities in each meeting of
the teachers, the writer uses the formula as follow:
S
P  X 100%
X
P = score of each meeting in percentage
S = score each meeting
X = total maximum score in each meeting
D. PREPARATION AND IMPLEMENTATION OF RESEARCH
1. The Preparation of research
The first preparation is making observation
list based on the depdiknas categories how well
teachers teach speaking by using national education
network (Jardiknas).
2. Implementation of research
There are three total samples in this
research. That’s why the researcher observes the
three teachers activities in teaching speaking. The
observation held in three meetings during the
explanation of the material to make the conclusion.
E. DATA ANALYSIS
Data analysis is intended to describe the
researcher finding. Before the finding is concluded,
the writer specified the covered area of the research.
Concerning the research problem.
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The data is then analyzed by describing
them qualitatively. The analysis is based on the
research finding, which uses the techniques of data
analysis. Concerning to the problem of this research
“How is national education network (jardiknas)
implemented and how well national education
network (jardiknas) applied in teaching speaking by
the English teachers of SMK N 6 Pontianak , the
writer uses observation field notes for the teacher
implemented jardiknas and observation checklist for
knowing how well the teachers applied jardiknas in
teaching speaking.
To answer the problems of this research, the
writer precisely provides the technique of data
analysis, which brings the writer into the expected
information and data during the research being
conducted.
There are four ways to apply. According Moh Natsir
(1983:406) states that;
1. Editing: investigate and reread the data
that have got
2. Coding: the way to be easy to analyze the
data, it divide the respondents’ answers.
3. Tabulation : put the data into a table
that easy to count.
4. Analyzing : make a group, make a
sequence, manipulate the data to make
easy to read. The theory is the ways to
analyze the data collecting.
After considering the theory above, the researcher
concludes to apply the data analysis as follows:
a. Tabulating the finding of action given
from the checklist observation
b. Analyzing the result of field notes,
which describe the teachers’ activity
in the classroom
c. Concluding the findings
IV. FINDINGS AND DISCUSSION
A. The analysis of implementation National education
network (Jardiknas) by the teachers in teaching
speaking
In order to know how the teachers implemented
Jardiknas and how well the teachers apply in teaching
speaking in SMK Negeri 6 Pontianak, the writer had gathered
the data from the observation field notes. The results of the
observation field notes upon the teachers applied Jardiknas in
teaching English in SMK N 6 Pontianak shows that there are
seven categories namely using computer, using the certain
program, browsing the site, download the material, making
own material, using others equipment of media, making
animation.
1. The first Observation Result of Teacher A
First, the table above showed that teacher A
used computer to present the lesson. The teacher
showed the information firstly before she explains
the material. She also directed the students by
27
showing a picture related to the topic that will
discuss.
Second, Teacher A used a certain program to
present the lesson such as
http://messenger.yahoo.com/ to present the lesson.
For the first, Teacher A downloads program and then
the teacher uses yahoo messenger to practice English
in the Internet with others students in the class by
using phone.
Third, Teacher A brows the site related to the
material in the Internet such as www.youtube.com &
www.metacafe.com to learn. Teacher A along with
the students listens and discusses the materials to the
internet page.
Fourth, the teacher uses the Internet to
download the speaking material that will give to the
students. Teacher A downloads the material such as
http://elc.polyu.edu.hk/cill/speaking.htm to present
the lesson. The teacher downloads the material
related to the topic and then discuss with the students
in the class.
Fifth, the teacher can make their own material
of speaking from the internet. The teacher A
combines some materials based on the internet sites
to make own material. Teacher A mixed some
materials from the internet such as
http://www.curtin.edu.au/curtin/dept/smec/iae,
and www.tos.org.
Finally, the teacher used other equipment of
media to support the teaching speaking process. The
teacher A makes E-mail account for itself and for the
students and then they use microphone to speak each
others in the class by http://messenger.yahoo.com/ as
a program. And teacher A also used LCD projector
to see illustration that he/she gave.
2. The second Observation Result of Teacher A
First, the table above showed that teacher A
used computer to present the lesson. The teacher
showed the information firstly before she explains
the material. She also directed the students by
showing a picture related to the topic that will
discuss.
Second, Teacher A used a certain program to
present the lesson such as
http://messenger.yahoo.com/ to present the lesson.
For the first, Teacher A downloaded program and
asked the students to make email account to register
the yahoo program. The students practiced English
in the Internet with others students in the class by
using phone.
Third, Teacher A browsed the site related to
the material in the Internet such as
www.youtube.com & www.metacafe.com to learn.
Teacher A asked the students to listen to the internet
page and asking the students to response the
material. At the end of the lesson, the teacher and the
students discuss the material.
 - 28 - Yudha/ ADRI International Journal of Social Science Education 1 (2017) 21-31
Fourth, the teacher used other equipment of
media to support the teaching speaking process. The
teacher A made E-mail account for itself and for the
students. They used microphone to speak each others
in the class by http://messenger.yahoo.com/ as a
program. And teacher A also used LCD projector to
see illustration that he/she gave.
Finally, the teacher A can made animation to
illustrate the lesson related to the speaking material.
The teacher makes animation related to the topic
from the internet by using the Animator and putting
them into Ms power point to show the pictures to the
students while the teacher present the lesson.
3. The first Observation Result of Teacher B
First, the table above showed that teacher B
used computer to present the lesson. The teacher
showed the information firstly before she explains
the material. She also directed the students by
showing a picture related to the topic that will
discuss by using LCD projector to see illustration.
Second, Teacher B used a certain program to
present the lesson such as
http://messenger.yahoo.com/ to present the lesson.
For the first, Teacher A downloaded program and
asked the students to make email account to register
the yahoo program. The students practiced English
in the Internet with others students in the class by
using microphone.
Third, the teacher made their own material of
speaking from the internet. The teacher B combines
some materials based on the internet sites to make
own material. Teacher B mixed some materials to
teach speaking from the internet such as http://for-
educational-videos.blogspot.com/ and
http://rapidshare.com/files/63759897/the_art_of_pu
blic_speaking.exe to make own material to present
the lesson.
Fourth, the teacher used other equipment of
media to support the teaching speaking process. The
teacher B makes E-mail account for itself and for the
students and then they use microphone to speak each
others in the class by http://messenger.yahoo.com/ as
a program. And teacher A also used LCD projector
to see illustration that he/she gave.
Finally, the teacher B made animation to
illustrate the lesson related to the speaking material.
The teacher makes animation related to the topic
from the internet by using the Animator and putting
them into Ms power point to show the pictures to
the students while the teacher B present the lesson.
4. The second Observation Result of Teacher B
First, the table above showed that teacher B
used computer to present the lesson. The teacher
showed the information firstly before she explains
the material and the teacher showed the information
about the topic in the end of the lesson to refresh by
showing an illustration related to the topic that
discussed.
28
Second, Teacher B used a certain program to
present the lesson such as http://www.smardraw.com
to present the lesson. For the first, Teacher B
downloads program and then teacher B asked the
students to response the program orally.
Third, Teacher B browsed the site related to
the material in the Internet such as
www.youtube.com & www.metacafe.com to learn.
Teacher B and students asked the students to listen
to the internet page. After asking the students,
teacher B discussed the material together.
Fourth, the teacher used other equipment of
media to support the teaching speaking process. The
teacher B made E-mail account for itself and for the
students and then they use microphone to speak each
others in the class by http://messenger.yahoo.com/ as
a program. And teacher B also used LCD projector
to see illustration that he/she gave.
Finally, the teacher B made own animation
picture by using Gif animator related to the material.
But sometimes the teacher took the pictures (Gif,)
from the internet (www.google.com) and moved
them into Ms. Power point.
5. The first Observation Result of Teacher C
First, the table above showed that teacher C
used computer to present the lesson. The teacher
showed the information firstly before she explains
the material. She also directed the students by
showing a picture related to the topic that will
discuss.
Second, Teacher C used a certain program to
present the lesson such as
http://www.coyee.com/linsetup.exe to present the
lesson. For the first, Teacher A downloads program
and then asks the students to follow the instruction
in the internet one by one.
Third, the teacher C used other equipment of
media to support the teaching speaking process. The
teacher used LCD projector and microphone as
media to speak English each others.
Finally, the teacher C made animation to
illustrate the lesson related to the speaking material.
The teacher makes animation related to the topic
from the internet by using the Animator and putting
them into Ms power point to show the pictures to the
students while the teacher present the lesson.
6. The second Observation Result of Teacher C
First, the table above showed that teacher C
used computer to present the lesson. The teacher
showed the information firstly before she explains
the material. She also directed the students by
showing a picture related to the topic that will
discuss.
Second, Teacher C used a certain program to
present the lesson such as
http://www.coyee.com/linsetup.exe to present the
lesson. For the first, Teacher A downloads program
and then asks the students to follow the instruction
in the internet one by one.
 - 29 - Yudha/ ADRI International Journal of Social Science Education 1 (2017) 21-31

Third, the teacher made their own material of in SMKN 6 Pontianak had used jardiknas in teaching
speaking from the internet. The teacher C combines speaking well.
some materials based on the internet sites to make To know the frequently of activities in each meeting of
own material. Teacher C mixed some materials from the teachers, the writer uses the formula as follow:
the internet such as S
http://ebookslisted.blogspot.com/ and P  X100%
X
http://www.askinas.com/ to make own material to P = Score of the meeting in percentage
present the material. S = Score of the meeting
Fourth, the teacher C used other equipment X = Total maximum score
of media to support the teaching speaking process. The following is the calculations of teachers’ score on
The teacher and the students used microphone as frequently of implementation that occurred in twice
media to speak English each others. observation.
Finally, the teacher C made animation to 1. Teacher A:
illustrate the lesson related to the speaking material. Teacher A got score 16.
The teacher makes animation related to the topic S
from the internet by using the gif Animator and P  X100%
X
putting them into Ms power point to show the 11
pictures to the students while the teacher present the P  X100%
lesson. 14
= 78, 57%
B. The Analysis How Well The National Education The note during two times classroom observation:
Network (Jardiknas) Applied In Teaching Speaking - Aspect no.1,2,3,6 occurred 2 times
By The English Teachers - Aspect no.4,5,7 occurred once.
To identify how well the English teachers applied 2. Teacher B:
Jardiknas in teaching speaking, the researcher uses the Teacher B got score 9.
formula as follow: S
A  A2  A3 P  X100%
M  1 X100% X
N
9
M= The mean score of the whole sample in using P  X100%
Jardiknas 14
A1 = The percentage the teacher A = 64,28%
A2 = The percentage the teacher B The note during two times classroom observation:
A3 = The percentage the teacher C - Aspect no.1,2,6,7 occurred 2 times
N = The total sample (three teachers) - Aspect no.5 occurred once.
A1  A 2  A 3 - Aspect no.3,4 was not occurred.
M  X100%
N 3. Teacher C:
78,57  64,28  71,42 Teacher C got score 10.
M  X100%
3 S
P  X100%
= 71,42 X
Then the result is placed into criteria below: 10
The Range Performance P  X100%
percentage 14
of the three = 71,42%
teachers’ The note during two times classroom observation:
score - Aspect no.1,2,6,7 occurred 2 times
80 % - 100 % Excellence - Aspect no.3,4,5 occurred once.
60 % - 79 % Good C. Discussion
71,42 % Computer is very important in teaching speaking
50 % - 59 % Average
< 49 % Poor process as a way to deliver the material in a good order. Based
on the research findings, it could be seen that there were
various ways to implement technology by the teachers in
delivering their material in the classroom. While the writer
conducted his observation in the classroom, the writer found
that teachers used the aspects but not all aspects were
(adapted from profile Harris.1972) implemented all aspects in all observation.
In sixth observation, the teacher A, B, C used in various
The teachers’ percentage are good, which reaches the ways in teaching speaking. It showed all the English teachers
qualified of 71,42%. It is categorized that the English teachers used Computer, used certain program, browsed the sites,
downloaded the material, made own material, used other

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equipment, and made the animation as a media to present the
material of the lesson.
Teacher A used all the aspects. It is showed that the
teacher A in two observations used Computer, used the yahoo
messenger to be installed by the students, used other
equipment to support the program. Teacher A browsed
www.youtube.com and www.metacafe.com as a material.
But the teacher A downloaded the material from the internet
and made the animation such as animator, and made own
material from internet only in one meeting.
Teacher B used some aspects. It is showed that the
teacher B in two observations used Computer, used the
zavanop program to be installed by the students, used other
equipment to support the program. Teacher B used the
animation maker to make an animation. But the teacher B
made own material from internet in one meeting.
Teacher C used some aspects. It is showed that the
teacher B in two observations used Computer, used the
linguistic program to be installed by the students, used other
equipment to support the program. And teacher C used the
animation maker to make an animation. But the teacher C
browsed the certain site and made own material from internet
in one meeting.
Having analyzed the data collected, the writer found
out that the English teachers on multimedia class in SMK
Negeri 6 Pontianak have applied National education network
(Jardiknas) well. It can be seen based on the teachers’ score
(the Teacher A got 78,57, The teacher B got 64,28, and the
Teacher C got 71,42). Average score of three teachers is
71,42. It can make a percentage good for the teaching
performance of the teachers.
V. CONCLUSIONS
This chapter contains of conclusion and
suggestion derived from the result of using the national
education network (Jardiknas) by teachers in teaching
English in SMKN 6 Pontianak.
A. Conclusion
Based on the analysis of teachers’ observation checklist
and teachers’ result, the writer can draw the conclusion:
1. From the seven aspects of using national education
network (Jardiknas) in teaching speaking, all the teachers
were using computer, certain software, browsing site,
making material, and making animation related to the
material. While the aspect no.4, only teacher A used it.
Teacher A download the material to teach the students
speaking in the first observation only.
2. The national education network (Jardiknas) implemented
by the teachers in SMKN 6 Pontianak are various. There
are some ways that are implemented by the teachers in
every meeting. And the result of the teacher’ application
Jardiknas is good with achievement score of 71,42.
B. Suggestions
The teachers’ ways in teaching speaking, here the writer
gives some suggestions for the teachers. The suggestions
of this writing are defined as follows:
30
3. From the sixth observation to the 3 teachers, the writer
found that there are so many programs for teaching
speaking in the Internet. The teacher should vary their
teaching style, not monotonous only using on some
certain programs. But the teacher can also improve
his/her teaching by using others program that related to
the speaking.
4. Besides, the teacher should always give many practices
and exercises to students in order to build the students’
speaking. The teacher also gives the students
information about technology. It can make the students
familiar with the technology. The form of practices and
exercises can be suited with the condition of the
students themselves and the time allocations.
5. The teachers should practice to download the speaking
material. It is showed that the teacher B and C did not
implement the aspect no.4 to present the material to the
students in two observations. Only teacher A
implemented aspect no.4 even though only in one
observation.
6. The school should facilitate the teachers by facilitating
the media to support teaching learning process
especially speaking.
7. The school should encourage, support, and monitor the
improvement of the teaching-learning process actually
in speaking class in which in the end it will give
improvement in all sides.
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